The Commonwealth and Malaysia free essay sample

The Commonwealth of Nations is a voluntary association of independent sovereign states, most of which were once governed by the United Kingdom and are its former colonies. It was formerly known as the British Commonwealth of Nations. The Commonwealth is an organisation where countries with diverse economic backgrounds have an opportunity for close and equal interaction. The primary activities of the Commonwealth are to create an atmosphere of economic cooperation between member nations, as well as the promotion of democracy and good governance in them. There are two terms that a country must fulfil for the country to become a part of the Commonwealth. The first term is that the country must have already achieved its independence. The second term is that the country has been part of Britain or a part of its colony. If any country fulfils these two requirements they can automatically be a part of the Commonwealth (WordIQ. We will write a custom essay sample on The Commonwealth and Malaysia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page com 2011). The main objective of Commonwealth is to provide facilities and benefit to member countries and to have diplomatic relations between members and non member countries History Origins of Commonwealth The idea of the Commonwealth took root in the 19th century. In 1867 Canada became the first colony to be transformed into self -governing ‘Dominion’ and others followed. In 1884, the politician Lord Rosebery became the first to call this changing British Empire as the ‘Commonwealth of Nations’. In 1931, the United Kingdom parliament adopted the statue of Westminster, forming the legal foundation of what was to become of the Commonwealth. Under the Statute, the Dominions of Canada, Newfoundland, Australia, New Zealand, South Africa and the Irish Free State became autonomous communities within the British Empire, equal in status and freely associated as members of the British Commonwealth of Nations (Commonwealth Secretariat 2011) In 1930 the first Empire Games later to be known as the Commonwealth Games was held for the first time. Modern Commonwealth The modern Commonwealth that we recognize it today really began with the independence of India and Pakistan from Britain in 1947. In 1949, India’s desire to become a republic and to cut constitutional ties with the British monarchy while remaining within the Commonwealth, forced leaders to rethink the principals of the Commonwealth membership. The London Declaration of the same year dropped the word ‘British’ from the association’s title. Removing the requirement that member countries have the British monarch as their Head of State, the same declaration recognised King George IV as the symbol of their free association and as such the Head of the Commonwealth. India was thus welcomed as the first republican member in a modern and voluntary association. Committed to racial equality and national sovereignty, the Commonwealth became the natural association of choice of many new nations emerging out of decolonisation in the 1950s and 1960s. From this point on the Commonwealth expanded rapidly with new members from Africa, the Caribbean, the Mediterranean and the Pacific. (The Commonwealth Conversation 2011) Commonwealth Countries -Anguilla -Antigua and Barbuda -Australia -Australian Antarctic Territory Bahamas -Bangladesh -Barbados -Belize -Bermuda -Botswana -British Antarctic Territory -British Indian Ocean Territory -British Virgin Islands -Brunei -Cameroon -Canada -Cayman Islands -Channel Islands -Cook Islands -Cyprus -Dominica -Namibia -Nauru -New Zealand -Nigeria -Niue -Norfolk Island -Pakistan -Papua New Guinea -Pitcairn Islands -Ross Dependency -Seychelles -Sierra Leone -Singapore -Solomon Islands -South Africa -Sri Lanka -St Christophe r-Nevis -St Helena -St Lucia -St Vincent and the Grenadines -Swaziland -Tanzania -Tokelau -Tonga Trinidad and Tobago -Falkland Islands -Falkland Islands Dependencies -Fiji -Gambia -Ghana -Gibraltar -Grenada -Guyana -India -Isle of Man -Jamaica -Kenya -Kiribati -Lesotho -Malawi -Malaysia -Maldives -Malta -Mauritius -Montserrat -Mozambique -Turks and Caicos Islands -Tuvalu -Uganda -Vanuatu -Western Samoa -Zambia -Zimbabwe How Malaysia became a member of the Commonwealth Malaya had been voted into the Commonwealth at the 1957 Prime Ministers conference. Then the Commonwealth countries helped Malaya to become a part of the United Nations. The entry of Malaya made it easier for the newly formed Malaysia which included Malaya, Sabah, Sarawak and Singapore to become a member of the Commonwealth as well. Furthermore, the entry of Sabah, Sarawak and Singapore into the newly formed Malaysia was supported by the Commonwealth as Britain wanted to give all its colonies independence (Boyce . P. J). The Malayan emergency (between1940s-1960s) and the Indonesian Confrontation Another benefit of Malaysia being part of the Commonwealth is the help that the Commonwealth provided Malaysia with during the Malayan emergency and the Indonesian Confrontation. During the Malayan Emergency Malaya gained a lot of help from the Commonwealth. During that period of time Commonwealth countries Commonwealth countries like Australia cooperated with British forces, locally and raised units, and military personnel from other various British Commonwealth countries including New Zealand. Other benefits that Malaysia obtained from the Commonwealth was New Zealand helped in training members of the Malaysian Armed Forces at that time. During the Indonesian Confrontation, the Australian Regiment (Commonwealth Brigade) served in Sarawak between April and August 1966 to help during the confrontation. The Confrontation was a conflict between Indonesia and Malaysia that took place mainly on the island of Borneo. Malaysia British and Commonwealth forces including Australia helped and supported Malaysia. 1964 the Indonesians stunned the British and Malaysians by beginning a series of paratroops and seaborne raids into southern Malaysia leading to fears that the Malayan Emergency would be renewed. At that time, the Commonwealth troops in Malaysia, including Australia, were called into action to deal with the raiders, and the Australian Government agreed to the deployment of an Australian Army battalion in Borneo to help the Commonwealth forces on the island. The Commonwealth reinforcements began by setting up strong points along known infiltration routes. The British Government also gave its approval for Commonwealth forces to conduct patrols across the border into Indonesian territory. This forced the Indonesians onto the defensive and prevented Indonesian incursions into northern Borneo. The policy of Confrontation, which had been intended to prevent this outcome, had cost the lives of 590 Indonesians and 114 Commonwealth soldiers (Australian involvement in South-East Asian conflicts 2009). This shows that the entry of Malaysia into the Commonwealth had many benefits. Through the help of the Commonwealth countries Malaysia was able to maintain its peace during times of great needs. Benefits of Malaysia being a Commonwealth country Malaysia has become an independent country on the 31st of August 1957 and has become a member of the Commonwealth ever since. As Malaysia became a member of the Commonwealth, Malaysia gained many benefits. In the early days of the Commonwealth, the benefit of being part of the Commonwealth was all Commonwealth countries accorded each others’ goods privileged access to their markets and there was a free or preferred right of migration from one Commonwealth country to another. Besides these, Commonwealth consumers retain many preferences for goods from other members of the Commonwealth, so that even in the absences of tariff privileges, there continues to be more rade within the Commonwealth. The Commonwealth also provides benefits to the citizens of Commonwealth countries. For example, the Commonwealth places moral pressure on members who violate international laws, such as human rights, laws and abandon democratically elected government. So if anything like this would to happen to Malaysian citizens or other to Commonwealth citizens the Commonwealth would help. Besides that, the Commonwealth also tra ins experts in developing countries and assisting the by monitoring elections. Other benefits of Malaysia being part of the Commonwealth is we can learn many cultural and historical links between wealthy first class countries and poorer developing nations with diverse social and reglious backgrounds. The common inheritance of the English language and literature, the common law and British systems of administrations, is also another benefit of Malaysia being part of the Commonwealth. Malaysian citizens also have some distinctive rights, for example, Malaysian citizens are usually entitled to register to vote in the elections of other Commonwealth countries if they are residents in that specific country. Malaysian citizens (mainly citizens of Penang and Malacca) who were born on before 1st of January 1983 and have either a British born mother or father have the ‘right of abode’. This right entitles them to enter, live and work in the United Kingdom. Woman from Malaysia who has married to a British man before 1st January 1983 are also entitled to this right. Those who come to the United Kingdom in this scheme may claim state benefits if they intend to make United Kingdom their permanent home. (WordIQ. com 2011). Commonwealth countries like Canada, Australia, New Zealand and Britain has also helped Malaysia maintain its peace after gaining its independence in 1957 by restricting the influence of the Malaya Communist party (Parti Komunis Malaya (PKM)) and defending Malaysia against the terrorism of the Communist party lead by Chin Peng. Besides that, a defence agreement between Malaysia, Britain, Australia and New Zealand was obtained when Indonesia declared a confrontation against Malaysia. Malaysia also uses the Commonwealth as a bridge for participating in various socioeconomic and political activities. Malaysia is also the Commonwealth Secretariat for drawing up technical cooperation programmes such as technology management, agricultural training, environment and remote sensing. The main benefit of being part of the Commonwealth is the opportunity for close and relatively frequent interaction, on an informal and equal basis, between members who share many ties of language, culture and history (WordIQ. com 2011). Another benefit that Malaysia gained from being part of the Commonwealth is all Malaysian products exported to other Commonwealth countries such are given a low tax rate. Another benefit of being part of the Commonwealth is the Commonwealth games. All countries that are members of the Commonwealth are allowed to compete in the Commonwealth games. Malaysia has been competing in the Commonwealth games since 1966 and has won a total of 128 medals over that period of time (Commonwealth Secretariat 2011). Furthermore, scholarships and fellowship are awarded by Commonwealth countries to citizens of other Commonwealth countries under the Commonwealth and Fellowship plan. Malaysia has also awarded citizens of other Commonwealth countries with scholarships and fellowships under the Commonwealth and Fellowship plan. Malaysia offers up to 10 Commonwealth scholarships each year for Master’s or PHD study. Besides that, other advantages of being a part of the Commonwealth is the Commonwealth Writer’s Prize award . Two Malaysians were awarded with that award. Tash Aw was a Commonwealth Writers’ Prize regional winner with the ‘Harmony Silk Factory’ in 2006 and so was Sri Lankan Rani Manicka who was born in Malaysia, with her novel ‘The Rice Mother’ (Commonwealth Secretariat 2011). Besides that, Malaysia has also been able to have diplomatic relations with many other Commonwealth countries and this has brought many benefits to Malaysia and its people. Boyce P. J) Malaysia in the Commonwealth Malaysia also plays a very active and prominent role in the Commonwealth. Its contributions to the Commonwealth are varied and wide-ranging. For example, Malaysia had once chaired the High Level Appraisal Group on the Commonwealth that reviewed the roles and structures of the Commonwealth in the 1990s and beyond. Malaysia also again chaired the first meeting of the Steering Committee of Senior Officials (SCOSO) in 1993 which was tasked to provide policy guidance and future strategic directions for the Commonwealth Secretariat in carrying out the mandates entrusted to it. Malaysia has also participated in several Commonwealth Observer Missions to member countries such as Bangladesh, Ghana, Malawi, Namibia, Pakistan, South Africa, Tanzania, Zambia and Nigeria, to observe the conduct of elections in these countries. These observer missions were part of the Commonwealth’s contribution to the active promotion of the Commonwealth’s fundamental political values, in particular the strengthening of democracy. Malaysia was also able to criticise and show its dissatisfaction towards South Africa through the Commonwealth for its apartheid policies. Malaysia was also responsible for the withdrawal of South Africa from the Commonwealth. The withdrawal of South Africa from the Commonwealth is mainly because Tunku Abdul Rahman had campaigned for the expulsion of South Africa before and during the 1960s Prime Ministers conference (Commonwealth Secretariat 2011). Malaysian senior Commonwealth officers Being a part of the Commonwealth also allows Commonwealth citizens to be a part of the Commonwealth board of members. Some Malaysians were also given the opportunity to be part of the Commonwealth board members mainly as Commonwealth officers. Some examples of Malaysian senior Commonwealth members include: †¢Mohd Shafie Apdal, Chair of the Executive Committee of the Commonwealth Parliamentary Association †¢Mohamed Sidek Hassan, member of the Board of Directors, Commonwealth Association for Public Administration and Management †¢Professor Gajaraj Dhanarajan, President and Chief Executive Officer, Commonwealth of Learning 1995-2004 †¢Dr Omar bin Abdul Rahman, Chair, Commonwealth Partnership for Technology Management †¢Professor Dato Abdullah Malim Baginda, Joint Honorary President, Common Wealth Network for People Centred Development International (Commonwealth Secretariat 2011) Commonwealth meetings that Malaysia hosted Being a part of the Commonwealth also allows Malaysia to host any Commonwealth meetings. In 1989, the Commonwealth Head of Governments Meeting was held in Malaysia for the first time. This meeting resulted in the Kuala Lumpur Statement and the Langkawi Declaration on environment. The Langkawi Declaration was the first Commonwealth statement that included environmental protection as a vital factor in development. In 1998, Malaysia hosted the Third Commonwealth Youth Ministers Meeting. Then in the same year the Commonwealth games was held in Kuala Lumpur, Malaysia for the first time. In the year 2004, the first Commonwealth Tourisms Meeting was held in Malaysia. In 2009, The Seventeenth Conference of Commonwealth Education Ministers was held in Kuala Lumpur, Malaysia (Commonwealth Secretariat 2011). Commonwealth Projects Another benefit of being a part of the Commonwealth is the Commonwealth projects. Malaysia has been able to join Commonwealth projects has benefited Malaysia. Export-Oriented CPB Institutional strengthening (2007/08) This Commonwealth Secretariat commissioned project provided assistance to the Government of Malaysia in improving the competitiveness of the Malaysian Professional Services Development Corporation (PSDC). Assistance was provided to develop systems and structures which strengthened professional capacity. The PSDC strategic orientation was redefined to take account of operational and human resources priorities. The project also focused on building the capacity of the PSDC to develop a marketing plan for the promotion of Malaysia professional services. ) Marketing Plan for Professional Services (2000) Assistance was provided (courtesy of the Commonwealth Secretariat) to the Government of Malaysia to formulate a strategic plan for the expansion and diversification of exports of professional services. 3) Expert in Tissue Culture, Malaysian Cocoa Board (2000) The Commonwealth Secretariat commissioned an expert to assist the Malaysian Cocoa Board develop suitable micro propagation techniques for multiplication of cocoa clonal materials. ) Export Market Plan for the Promotion of Professional Services (2000) The objective of this Commonwealth funded programme was to assist the Government of Malaysia in formulating policies and devising implementation strategies and a national plan for an export development programme, designed to assist the expansion and diversification of exports of professional services. 5) Workshop of Project Implementation, Monitoring and Evaluation for Points of Contact (1997). The objective of this Commonwealth Secretariat commissioned project was to create awareness among participants of the expected role of POCs and PCPs in the management of technical assistance projects and to enhance their understanding of approaches and techniques used. (Commonwealth Secretariat 2011) Malaysian Technical Cooperation Programme The Malaysian Technical Cooperation Programme (MTCP) was first initiated at the First Commonwealth Heads of Government Meeting (CHOGM) for Asia Pacific Region in Sydney in February 1978. It was officially launched on 7 September 1980 at the Commonwealth Heads of State Meeting in New Delhi to signify Malaysia’s commitment to South-South Cooperation, in particular Technical Cooperation among Developing Countries (TCDC). In line with the spirit of South-South Cooperation, Malaysia through the MTCP shares its development experiences and expertise with other developing countries. The MTCP was first formulated based on the belief that the development of a country depends on the quality of its human resources. The programme forms part of the commitment of the Malaysian Government towards the promotion of technical cooperation among developing countries, strengthening bilateral regional cooperation, as well as nurturing collective self-reliance among developing countries. The MTCP emphasises the development of human resources through the provision of training in various areas which are essential for a country’s development such as public administration, good governance, health services, education, sustainable development, agriculture, poverty alleviation, investment promotion, ICT and banking. Various short-term specialised courses are offered by MTCP training institutions, many of which are centres of excellence for training. Since its launching, more than 20,000 participants from 138 countries have benefited from the various programmes offered under the MTCP (Ministry of Foreign Affairs, Malaysia Malaysian Technical Cooperation Programme). Through this programme not only other countries benefit, but even Malaysia has some benefits. Through this programme Malaysia not only can show others that it has the ability to help other developing countries to develop but it also allows Malaysia to stand out as other developed countries in this world like the United States of America, Japan or even Britain (Ministry of Foreign Affairs, Malaysia 2011). Young Malaysians and the Commonwealth Malaysia being a part of the Commonwealth has also benefits for young Malaysian citizens as they are allowed to participate in competitions organized by The Royal Commonwealth Society (RCS). The Royal Commonwealth Society (RCS) has run a range of competitions that attract creative talents of young people around the Commonwealth. With writing, film and photography categories, the RCS Young Commonwealth Competitions are open to anybody under the age of 30 living in any Commonwealth countries. They encourage creative responses to global challenges and offer a unique international platform for new young talent. In 2011, all the competitions took the theme â€Å"Science, Technology and Society†. In the 2011 competition, With nearly 4000 entries in the Essay Competition, Zoe Lynn Chitty from Malaysia has been awarded the Special Award for Creative Writing with her story titled â€Å"The day the computer started misbehaving†. Zoe was invited to attend the Gala Awards Ceremony at the Commonwealth Club in London. After returning to Malaysia, Zoe has also written a poem about her trip to London. Her poem, â€Å"The London Rhyme† is about her experience in London when she was there for the high profile award ceremony. Besides that, in 2011, 19-year old Malaysian, Lee Sheng Wang has also been nominated for the Commonwealth Vision Awards in this year’s competition. The Commonwealth Vision Awards promotes excellence in film-making and they were designed to encourage creative filmmaking by young, actual and prospective filmmakers in Commonwealth countries (British High Commission Kuala Lumpur 2011). Conclusion In conclusion, Malaysia has gained many benefits since it became a part of the Commonwealth. The help and support that Malaysia gained from the Commonwealth during the Malayan emergency and the Indonesian Confrontation has been very important because without the help and support of the Commonwealth the Malaysia that we know of today might not exist. Furthermore, being a part of the Commonwealth has also given Malaysia the opportunity to become part of many Commonwealth projects that has helped Malaysia in so many ways. Being a part of the Commonwealth has also benefited Malaysian citizens through the competitions it has held, the Commonwealth games and also through the awards and the scholarships it gives.

Dear Nobody essays

Dear Nobody essays I read Dear Nobody by Berlie Dohrety. This story is about two teenagers who are very much in love with eachother and they are having a normal relationship until they find out about Helens pregnancy. Her being pregnant really changes everything between them. Helen starts to distance herself from not only Chris, but from school, her family and friends. She starts to write Dear Nobody letters and she starts to write in a diary. Her notes and letters are the main content in the book. Helens mother isnt very supportive of Helen and the baby. Actually the only time she ever talks to Helen is when she is trying to convince her to have an abortion or to give the baby up for adoption. She also forbids Chris to call Helen or to come over to the house to visit her. Chris is still so much in love with Helen that he cant face the problem (the baby) because he is too concerned about not loosing her. When Helen breaks up with Chris he gets so depressed that he goes off to France on a biking tour. A while after he gets back from France the baby is about to be born and Chris knows this because of all the Dear Nobody letters he has got in the mail. He runs of to the Hospital and finds Helen and his newborn child in her arms. Chris goes of to the University as he planned but keeps in contact with Helen and the child and he keeps writing letters to his child for her to read when she gets older. I think that the book is good. Its not the best book Ive read, but it is ok. When youre reading it you get this hopeless feeling that it will never work out for them. You become very close to Helen and you feel with her. I think that the book is specially aimed for teenagers. Maybe it could even give guidance for lost teenagers who are expecting a child. Its a typical teenagers book. During the whole time youre reading, you get a feeling that something drast ...

Inclusion Research Paper Example | Topics and Well Written Essays - 1750 words

Inclusion - Research Paper Example s and above all this style is more likely to give a higher individual success rate as par its teaching style, students learn more. This is the most recent approach that fully facilitates the idea of providing both disabled and regular students same platform and equality. The only problem with this approach is that it requires a whole new level of struggle by the teachers and the educational programs to fulfill both contradicting issues at hand; maintaining the standard of education provided and on the other hand eliminating the concept of discrimination and providing equality. (Inclusive Teaching Strategies n.p.) Mainstream style of teaching basically is designed to match the globally competitive level of education by providing higher standards of education. The benefit of this approach is that it acts as a facilitator of inclusive education as it is a sign of raised education standards by providing and fulfilling the needs of each and every student even those with learning disabilit ies. This would raise the standard of education as the educational system would be called a â€Å"responsive† system. On the other hand there is also a negative impact of this approach as it also negates inclusion of disabled students. By providing both regular and disabled students with same standard of education, this policy would lower the overall learning of the class, hence the overall progression by the students will decrease as a regular student would have learned and progressed more, if had studied in a regular school, creating a discrepancy between what he has learned and what he needs to learn and was capable of it but could not. (Florian, pg 7-20) Integration is an approach where the opportunities for the participation of a disabled child within an educational system has increased but to a lesser extent than inclusive approach where both regular and disabled students are considered equal. In integration approach there are still ways to include them. (Advocacy for I nclusion n.p.) In the past integration was practiced by â€Å"acceptance of children with disabilities†, but still differentiating the two. There were programs which were integrated, activities like trips, along with educational programs which were not fully integrated. The benefit of this approach was fulfilling maximum needs of each type on same platform but on the other hand there was still a feeling of discrimination amongst the disabled. Research shows that diverse learners involve students with cognitive, language, speech communication, social and emotional, difficulties, physical, learning and sensory disabilities, developmentally delayed students, those with autism spectrum and those who struggle to acquire reading, writing and math skills. There are few schools which show little resistance in their environment for the learning of these students. Such schools require strong management staff and administration to diminish such resistance. We can see that this issue is considered as an important agenda and that government along with

The Great Gatsby Essay Example | Topics and Well Written Essays - 750 words

The Great Gatsby - Essay Example Instead of buying fulfillment, joy, and new life, Gatsby’s wealth ended up shrouding him in loneliness, despair, emptiness, and ultimately, death. Gatsby’s long lost love, Daisy Buchanan, also chased after the futile illusion that money and social stature would bring her happiness, and her delusions of grandeur landed her under the same pall of desperation and isolation in which Gatsby found himself. After a close analysis of Fitzgerald’s The Great Gatsby, it becomes quite evident that he uses various characters to show how affluence and the quest to gain it - the American dream - can become the very vehicle that ushers in misery. On the outside, Jay Gatsby is the epitome of the American success story - a man who grew up from a modest beginning and worked hard to make his once unreachable dreams become a reality. What many would call a healthy ambition to gain what he wants, is actually a compulsion of Gatsby’s - one to secure the woman of his dreams, who he sees as attainable only through his acquired wealth. After being away for years at war and making a fortune, Gatsby comes back to find that his unrequited love had married. But Gatsby believed that Daisy’s moral commitment was no obstacle for his higher stature, which he believes has earned him the ticket he needs to finally gain the ultimate object of his desire. One landmark event in the novel symbolizes Gatsby’s ultimate acquisition, â€Å"He knew that when he kissed this girl, and forever wed his unutterable visions to her perishable breath, his mind would never romp again like the mind of God,† (Fitzgerald 110). Gatsby had waited his entire life for this moment, and this kiss served to him as being an eternal seal of success that would make Daisy his: â€Å"Then he kissed her. At his lips’ touch she blossomed for him like a flower and the incarnation was complete† (111). But the only thing that made this transformative kiss possible was the material and status gains Gatsby had earned, as he believed that the love he had for Daisy before the war was not enough to win her over or prove his worth. Because Gatsby had played the game of consumerism and acquisition for so long, this episode proved to be more of a corporate takeover than an emotional experience. Consequently, the reader soon finds out that power and money are not resources from which love can be built, but rather, mechanisms that work to destroy it. The deteriorating effects of money and power are quite evident in Daisy, as well. She did not totally fall for Gatsby until he came back as a millionaire. Once he embodied the image of success, Daisy believed Gatsby now provided for her the ticket to happiness, exuding more prestige than her husband ever could. The author shows Daisy’s materialistic bent on and obsession with wealth and status when describing her thoughts about the â€Å"old money† and â€Å"new money† districts where she liv ed, â€Å"She was appalled by West Egg, this unprecedented ‘place’ that Broadway had begotten upon a Long Island fishing village - appalled by its raw vigor that chaffed under the old euphemisms and by the too obtrusive fate that herded its inhabitants along a shortcut from nothing to nothing,† (Fitzgerald 107). Here, the reader can see Daisy’s utter distaste for the regions that did not fit in with the economic grand scheme of things. The money that she had bought into through marriage was not as appetizing as the fresh money that Gatsby so flamboyantly threw around

Zara - A Review Essay Example | Topics and Well Written Essays - 3750 words

Zara - A Review - Essay Example The company boasts of an efficient distribution channel as well as computer-aided design and manufacture which together ensure timely arrival of products in stores. The use of e-strategy requires that the company and its producers work together for good coordination of information flow so that the transport of raw materials, manufacture, distribution, and delivery of products is carried out efficiently in the international markets the company operates.2.E-Collaboration in e-business E-collaboration takes advantage of the current internet-driven business environment and requires the companies adopting it to participate in external business relationships through computer interactions. E-collaboration, especially for international businesses, enables a company to eliminate the barrier of time, distance, and resources and interact with other companies, stakeholders, suppliers and customers in different countries. Through e-collaboration at Zara, there is coordination of different decisio ns and activities all over the internet. Zara’s hybrid model highly supports e-collaboration. For instance, store managers collaborate with manufacturers in specifying orders needed at their stores based on customer preferences. Market research at Zara is also made possible through e-collaboration whereby Zara employees gather information on employee preferences online and different groups in the company are assigned to analyzing the information and making speedy decision-making and supervision of all stores.

Machiavellis View of Human Nature AND rELIGION

Machiavellis View of Human Nature AND rELIGION Machiavelli had discussed this in the beginning of ‘The Prince’ about the human nature. Machiavelli had assumed and had given the human nature a dark picture to an extreme that some think that he had considered humans to that of animals. According to Machiavelli human nature is completely selfish and full of ego and that they always think about their own self interest like the masses desire safety and security and the ruler wants power, and that they are very selfish to gain and conquer their motives. Machiavelli has described humans as bad, evil, selfish, egoistic and depraved. Human wants has no particular limit, they are greedy, sensual creature, mean, bad and depraved and he even goes on to saying that a human being only cares for himself, their family and their property and to conquer this they are ready to do anything even to the extent of forgiving their enemy, he even says that in order to safeguard their priorities they can even forgive the murder of their fathe r or any kin for that matter than the seizure of his property or any harm to himself. Humans love themselves first and then think about other things and that they are not law abiding citizens. As long as the ruler is providing the m the safety and the security that they desire that is the safety and security of them, their family and that of their property they are sated and to also protect from any foreign invaders, and if the ruler is able to do this the masses are easy to rule and the state is well governed. According tom Machiavelli humans use the state and the government for their own selfish reason, profit and protection, they immediately start disliking or hating the thing that they can’t achieve or is difficult to achieve or is out of their reach and will deliberately tend to avoid or delay it. Machiavelli also says that human by nature are wicked and aggressive, in the words of Sabine, â€Å"Human nature is moreover, profoundly aggressive and acquisitive, men aim to keep what they have and to acquire more. Neither in power nor in possessions are always in fact limited by natural scarcity. Accordingly men are always in a condition of strife and competition which threatens an open anarchy unless checked by the ruthless forces of the state.† Machiavelli believes that human beings are insatiable and mean by nature. Humans are insatiable but full of desires. His view regarding human nature is that of an high resemblance to that of Hobbes. Machiavelli’s views regarding politics, religion and morality are essentially based on his view of human nature. Machiavelli says that, â€Å"Men are ungrateful, fickle, deceitful, cowardly and avaricious.† From this it sums up to the conclusion that a ruler or a monarch should aim rather to be feared than to be loved. Machiavelli says that a ruler should protect the people, their families and their properties and he can rule over them without any hassle. Machiavelli quotes, â€Å"Men love at their pleasure, but fear at the pleasure of the prince, who should therefore depend upon that which in his own, not upon that which is of others. Yet he may be feared without being hated if he refrains from touching their property and their woman kind of his subjects, and if he avoid bloodshed excepting when there is good cause and manifest justification for it is in as much as men more easily forget the loss of their father than of their property.† With it he tends to say that man so much is in love with his priorities that he can go to any extreme and even turn evil to protect it from dange r, Machiavelli here also mentions that apart from property men is also insecure of his women and that if anyone is eyeing their women they tend to be aggressive and then it comes up to their ego, this idea or thought of Machiavelli can be seen even today. Machiavelli’s vie and point of human nature was very materialistic, he had rejected and turned down the ideologies of the Greek philosophers Aristotle and Plato who said that the state aims to make the people virtuous and good, he also dismisses the idea that existed in the medieval ages that the end of the state is to smooth the way of a man to eternal salvation. Machiavelli as always was highly criticized for this but according to him, â€Å"The end of the state is material prosperity.† CRITICISM OF MACHIAVELLI’S IDEA OF HUMAN NATURE Machiavelli’s concept of human nature is highly criticized by many till today, by various people and on various grounds. Some of them being: Man by nature has some virtues and is not purely selfish. His concept of human nature does not take into consideration the universal society. His views and ideas regarding human nature are the pure result of the observations he made and the conditions that prevailed at that particular time in Italy. According to the quote given by Sabine, â€Å"Machiavelli is not so much concerned with badness or egoism as a general human motive and with its prevalence in Italy as a symptom of social descendance. To him, Italy stands as an example of corrupt society.† So here the criticism is that Machiavelli has give the concept of human nature as at his time Italy’s political position was unbalanced and he had observed and wrote according to that and that his concept might be limited and not universal. According to Machiavelli’s concept of human nature man is an animal who is bad and depraved and that he cannot be reformed by any method. But he is here criticized with accordance to Plato and Aristotle who have said that throughout with the means of proper education man can be reformed. Machiavelli’s saying that men is ready to sacrifice their kin or relations for the sake and security of his priorities, but Machiavelli here also says that the top three priorities of man are life, family and then property, so how can he give up one priority to meet the other. No doubt that people love their property but they love and have equally deep regard and affection for their family, kin’s and other relations of blood. According to all this and keeping in mind the critics it can be said that on the basis of the above give criticism and discussion Machiavelli cannot be said as completely right, to some he might me, he and his ideas might be excellent to some but others may oppose it and it might not be according to their liking and ideology. But Machiavelli does not create an illusion he speaks and thinks practical and rational and reflects reality and most of his views are prevalent and can be seen in the present or current day scenario, as in today’s life we too observed and think that people have become selfish and that they think mostly about themselves, a lot of examples can be given from our own personal life and what we observe of that of others. MACHIAVELLI’S VIEW ON RELIGION Before Machiavelli, almost all thinkers and political personalities believed and propagated and promoted religion as the basis of the state. Plato considered state as the sole priority and religion to be a moral and an integrated part of the state. Aristotle too believed that religion was a factor and the basis for the proper administration of a good and excellent working state, but Machiavelli as being different did too believed in religion but his idea and the use of religion was totally and intelligently different, he made religion as the way as a basis for the advancement and the betterment of the state. Throughout the middle ages it was the church was the dominant and the supreme and the major part of the state and the church had political power and ruled the state and the pope of the church had supreme authority even in the sway of politics, as god was feared and the church was the creation of the god so the popes or the father were given and was considered as a dominant authority over the state of affairs to that of the state as that the soul has the supreme authority over the body, it was during that time that it was assumes that the church has a superior authority and position as compare, but Machiavelli was opposed to this idea as he thought of it differently and with this and his intellectual thoughts he believed and promoted religion but with his own twist of idea. It was Machiavelli and his idea that there should be a separation of religion from politics; it was Machiavelli who divorced religion from politics and segregated them completely from one another like his separatio n of ethics and moral from politics. He believed that politics attached to something is not real politics and that it should be played or governed on one on one basis. Machiavelli, he gave less importance to religion as compared to the state. The state according to Machiavelli has no important relation to the church but it also has no relation to God or any other super natural power for the matter of fact, he says that the state needs religion only as an instrumental object for furthering its own object. According to Allen, â€Å"In Machiavelli’s views the state can be understood only in terms of human lusts and appetites and that the successful ruler must learn to control these forms.† As he gave less importance to religion, he at the very same time stated and accepted that morality has a limited place in the society and that they should and must be both exploited and preserved. He thus was unmoral and not immoral. Machiavelli thought that religious factor in the society is a driving force which a clever and intellectual ruler can use to turn the table in the game of politics and use religion for their own advantage and growth of the state. For him the ruler should be an intelligent to use religion in such a way that the masses are happy and so that it is for the better administration of the state. For this he promoted religion but keeping his own interest and thought in mind. He was even considered as a person who is against religion and one who does not believes and because of this he was disliked and opposed many a times. But he always made his thinking and perception of religion clear, According to Machiavelli religion is a guiding principle which prevents you from doing or committing anything wrong, religion makes a person righteous makes them fearful and more law abiding, it is usually seen that a religious person is a god fearing person and because of this fear he is more into religion, the more he is into religion the more he will go according to the religious teachings and as all the religion teaches good to a person and that they should be just and moral so the more he is morally developed and the more he is morally developed he will think before doing anything wrong and it will lead to less wrong doings which also mean less crimes and law breaking, the lesser the crime the administration would work smoothly and which in turn hails and makes the state more powerful, so Machiavelli did believe I religion but with a but he added his own sense of twist there for the betterment of the state. He on one hand encouraged people to be more and more religious and on the other hand he also set certain strategies for the ruler to assume and pretend to be merciful, god fearing, righteous, religious and powerful but when it comes to the state the ruler can and should go to any extremes for the sake and the security of the state even if he has to be or is considered to be immo ral. Thus the ruler in order to rule should be highly pretentious and if he pretends to the masses then they would be easy to rule conditioned that the ruler should protect their initial priorities regarding safety and security of them their family and their property. Machiavelli’s separation of religion is an outstanding idea and the way he uses religion for the advancement of the society and the betterment of the administration is absolutely commendable. His idea of the ruler as a pretender is so relevant event in today’s time, as politicians and other influential personalities even though highly corrupted and evil from within tend and try to make a clear and a white impression to and in front of the masses and hoax them in order to increase their vote banks or to gain their benefit and profit. So what Machiavelli had thought and perceived about this centuries ago is still very much there and prevails in the present context. Thus Machiavelli thought about religion as a powerful instrument so far that it is in the hands of the wise ruler to sustain and uphold the national morale of the state.

The Development of Attachment Essays -- attachment theory, John Bowlby

One of the most important factors that affect child development is the relationship of the child with their primary caregiver. This is a tenet of developmental psychology known as attachment theory. John Bowlby, the creator of this theory, wanted to examine how early childhood experiences influence personality development. Attachment theory specifically examines infant’s reactions to being separated from their primary caregiver. Bowlby hypothesized that the differences in how children react to these situations demonstrates basic behavioral differences in infancy that will have consequences for later social and emotional development. To study attachment theory, Mary Ainsworth developed the Strange Situation Paradigm. This procedure examines the reaction of the infant when their primary caregiver leaves them for up to three minutes. The emotional response of the child to being left alone and the behavior of the child when the caregiver reappears are coded on a seven point rating scale. Based on these scores children are divided into three categories which illustrate the quality of the attachment. Securely attached children are confident in their relationship with their primary caregiver, and are not afraid to explore new things. In the Strange Situation, these infants are less distressed during separation and happy to see their caregiver during the reunion and will often make contact with them. Infants with an insecure-avoidant attachment are characterized by a lack of positive affect toward their primary caregiver. They are less distressed during the separation than most infants, and reserve their emotiona l response not for their caregiver but for toys or the experimenter. Infants with insecure-ambivalent or resistan... ...t. Child Development, 62, 906-917. Joseph, R. (1999). Environmental Influences on Neural Plasticity, the Limbic System, Emotional Development and Attachment: A Review. Child Psychiatry and Human Development, 29. Koran-Karie, N., Oppenheim, D., Dolev, S., Sher, E., & Etzion-Carasso, A. (2002). Mothers’ Insightfulness Regarding Their Infants’ Internal Experience: Relations With Maternal Sensitivity and Infant Attachment. Developmental Psychology, 38, 534-542. Meins, E., Fernyhough, C., Wainwright, R., Gupta, M. D., Fradley, E., & Tuckey, M. (2002, November/December). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 1715-1726. Sonkin, D. J. (2005, January/February). Attachment Theory and Psychotherapy. The Therapist. Retrieved from http://www.danielsonkin.com/attachment_psychotherapy.htm

Piaget Theory of Children Cognitive Development Essay

Much of the research since the late 1950s on the development of role taking and moral judgments has its roots in the research conducted by Piaget in the 1920s. One thrust of Piaget’s theorizing in his earliest writings dealt with the proposition that children progress from an egocentric to a perspectivistic state. He proposed that children younger than 6 or 7 years of age do not clearly differentiate between self and others or between thoughts (the psychological) and external events. A consequence of the failure to differentiate the self from others is that the child is unable to take the perspective of another person. For instance, in communicating with others the child is unable to take into account the requirements of the listener. A consequence of the failure to differentiate thoughts from external events is that the child attributes an objective reality to internal mental events such as dreams. A major developmental transition was posited to occur when the child shifts from an egocentric state to one in which the self is differentiated from others and there is the ability to take another’s perspective. (Angela M. O’Donnell, Alison King, 1999) However, the most extensive research in a social domain undertaken by Piaget during this early period dealt with children’s moral judgments. Those were also the only studies on moral development to be done by Piaget. Three specific aspects of Piaget’s moral development theory had a substantial influence on later research. One was the characterization of moral development as a process of differentiating moral from nonmoral judgments. The second was the proposed interrelations between â€Å"general† cognitive orientations and moral judgments. And the third was the proposed relations between changes in perspective-taking abilities and changes in moral judgments. (Jacques Montangero, Danielle Maurice-Naville, Angela Cornu-Wells, 1997). Piaget proposed that children progress through two moral judgment levels (following an early premoral phase), the first being labeled heteronomous (generally corresponding to ages 3 to 8 years) and the second labeled autonomous. In the heteronomous level, the child has unilateral respect for adults (regarded as authority) and morality is, therefore, based on conformity. The right or good is seen by the child as adherence to externally determined and fixed rules and commands. The young child’s morality of conformity and unilateral respect becomes transformed into a morality of cooperation and mutual respect. The basis for the autonomous level is the emergence of concepts of reciprocity and equality. At this level, rules are viewed as products of mutual agreement, serving the aims of cooperation, and thus are regarded as changeable. (Gwen Bredendieck Fischer, 1999). In formulating the levels of heteronomy and autonomy, Piaget studied children’s judgments about several specific issues, including rules, punishment, intentionality, lying, stealing, and distributive justice. A brief description of the levels can be provided by considering some of the studies of children’s thinking about rules and about intentionality in situations involving property damage, deceit, and theft. The definitions of the moral levels were derived, in part, from the way Piaget had framed children’s general cognitive capacities. Two presumed characteristics regarding the increasing differentiations that occur with development were relevant. One proposed characteristic was the child’s egocentricism, the failure to clearly distinguish the self’s perspective from that of others. A second relevant feature was the young child’s failure to differentiate the physical world from social and mental phenomena; young children confuse the subjective and objective aspects of their experience. (Richard I. Evans, Eleanor Duckworth, 1973) According to Piaget, one concrete manifestation of young children’s inability to differentiate perspectives and to differentiate the physical from the social is their attitudes toward social rules. It was proposed that children at the heteronomous level view all social rules as absolute. The inability to take the perspective of others leads the child to assume that everyone adheres to the same rules. There is a failure to comprehend the possibility that rules may be relative to the social context or to an individual’s perspective. In turn, there is an inability to clearly distinguish physical from social phenomena that leads to a confusion of social regularities with physical regularities, such that social rules are seen as fixed in much the same way as are physical regularities. For instance, Piaget maintained that children regard rules of games as unchangeable; they believe it would be wrong to modify the rules of a game even if they were changed by general consensus. (Harry Morgan, 1997) Another manifestation of the young child’s cognitive confusions is that judgments of right and wrong are based on the material consequences of actions, rather than the actor’s intentions or motives. Piaget examined the relative importance that children attribute to intentions and consequences in situations involving material damage, lying, and stealing. Younger children, it was found, attribute greater importance, in judging culpability, to amount of damage (e. g. , breaking the 15 cups accidentally is worse than breaking one cup intentionally), whereas older children attribute more importance to the intentions of the actor. Similarly, younger children assess the wrongness of lying or stealing, not by the motives of the actor, but by their quantitative deviation from the truth or the amount stolen. In judgments about theft, for instance, children judging by consequences would say that stealing a larger amount to give to a very poor friend is worse than stealing a lesser amount for oneself. (R. Clarke Fowler, 1998). In contrast with the heteronomous level, at the autonomous level respect is no longer unilateral, rules are not viewed as absolute or fixed, and judgments are based on intentions. Piaget proposed that these changes are stimulated by the increasing interactions with peers (such as in school) and the decreasing orientation to relations with adult authority that usually occurs during late childhood. Relations with authorities (parents, teachers, etc. ), he maintained, are likely to lead to conformity and an attitude of unilateral respect on the part of the young child. That is, the child feels that the authorities are superior and that their dictates are right by virtue of their superior status. In order for the shift from a heteronomous to an autonomous orientation to occur the child must more clearly differentiate the self from others and, thereby, be able to take the perspective of others. Relations with adult authorities who impose external rules upon the child are likely to reinforce a heteronomous orientation, whereas relations with peers are more likely to stimulate attempts to take the perspectives of others. Therefore, through increasing interactions with those he or she can relate to on an equal footing, the child is stimulated to view his or her own perspective as one among many different perspectives. In the process, mutual respect replaces unilateral respect for authority and the bases of a sense of justice — reciprocity, equality, and cooperation — emerge. Rules are then regarded as social constructions, based on agreement, that serve functions shared by the participants of social interactions. The increasing awareness of others’ perspectives and subjective intentions leads to judgments that are based on intentionality rather than consequences. (John H. Flavell, 1963) In addition to the connections to general cognitive capacities, Piaget’s characterization of moral judgments was a global one in that development was defined as entailing a progressive differentiation of principles of justice (ought) from the habitual, customary, and conventional (is). In essence, the claim was that concepts of justice do not emerge until the autonomous stage. Thus, the heteronomous morality of constraint and unilateral respect is a morality of custom, convention and tradition, while autonomous morality of mutual respect and cooperation prevails over custom and convention. Prior to the development of concepts of justice, therefore, the child must progress through the â€Å"simpler,† conformity-based conventional orientation. In sum, Piaget proposed a model of development as the differentiation of domains of knowledge. Only at more advanced stages are moral judgments and knowledge of the social order (or even morality and physical law) distinguished. It is precisely on this basis that Piaget thought it was methodologically valid to examine children’s concepts of rules of marble games as a means to understanding their moral reasoning. (Christopher M. Kribs-Zaleta, D’Lynn Badshaw, 2003) Piaget’s professional career has been devoted to exploring the possibilities of a psychological theory of relativity. In this approach neither the subject, who knows, nor the object, which is known, have absolute status. Each is conditioned on the other within a continually changing framework. Change occurs through interchanges of actions and reactions. Actions of the subject are like probes equivalent to statements by which the subject says: â€Å"I think you, the object, are such and such. † When acted upon, objects act back, revealing who and what they are. Morton Ann Gernsbacher, Sharon J. Derry, 1998) Piaget’s contribution to the study of knowledge has been to escape the philosophic traps of subjectivity and objectivity. The former makes knowledge a self satisfying concoction where, for the sake of consistency, the subject creates concepts of objects and reality. This position tends toward error through failure to come to grips with the facts of reality. It puts the subject in control of deciding what reality is and, in the extreme, allows distortion for the sake of maintaining the subject’s version of how things ought to be. Objectivity errs at the other end and, in its extreme, denies self-initiated definition, making the subject only a valid recorder of reality. Distortion can occur either through exposure to odd circumstances or through breakdowns in the subject’s recording devices. The position of relativity seeks solution to both problems. Its clearest expression is found when both subject and object are given defining powers in their interactions. There is double agency, with the object telling what it is just as forcibly as the subject reveals itself through its actions. (Hans G. Furth, 1987) With interactions as the basic reality, the context of knowledge is dynamic. It is also the means to knowledge insofar as subject and object are able to extract orderly relations from their interactions. These relations among actions and reactions color definitions of both agents. They are the medium for knowing and provide the terms by which subject and object attain their forms. This is why, for example, Piaget argues that space, number, and the like, remain open to redefinition throughout development. Numbers are not things to be grasped but are products from relations abstracted from subject-object interactions. True relations become expressed through numbering operations, which coordinate actions of the subject as well as reactions of objects. It appears that Piaget’s approach is unique among contemporary psychological theories by its treatment of relations as the topic of knowledge. Relations are primary, with subject and object being their products. For other theorists, these terms are reversed; subject and object are posited and relations come secondarily. In Piaget’s scheme, neither subject nor object ever gets to know one another with certainty. Together they can work only toward relations that are reliable. Validity is always a relative matter, depending on current relations, which remain open to further redefinition. (Arthur J. Baroody, Alexis Benson, 2001) This point no doubt has stymied most attempts to bring Piaget’s work into the mainstream of psychological theories. It is like the essential key without which notes may sound similar but actually render a different song. The stumbling block is evident, for example, in the many ways phenomena originally generated by Piaget’s position have undergone alteration when considered from the view of more familiar theories. Conservation provides the most telling illustration. Few, if any, of these alternative explanations deal with or care to deal with the phenomenon as a conservation of a subject-object relation. The more common explanation states that number or amount is conceived as constant through physical changes in the object. Within Piaget’s framework, the physical changes are said to remain constant; they are understood as but two versions of a single relation. The relation is between number- or amount-making actions, with their products made ostensible in the reactions of cubes, chips, or clay. Leslie Smith, Julie Dockrell, Peter Tomlinson, 1997) There is a tendency among contemporary theorists to credit Piaget with having shown that children are cognitively active and control rather than being controlled by external objects or other persons. This emphasis has clouded the fact that objects and persons are not benign, simply waiting for children to transform them into this or that concep tion. In order to put relations in clear relief, it is helpful to give these things their proper due in knowledge. It helps even to anthropomorphize their role. Objects are as active as children. They move, change shape, enlarge in size, fall off tables, roll, and otherwise respond when they are contacted. Each reaction is reciprocal to something children do. In the case of conservation, to use an example often cited by Piaget, the child who plays with pebbles in his or her back yard may come to understand number making operations because the stones react as they do to his or her manipulations. That which remains constant in making a row, then a circle, then a tower, and next two columns is only the relation among these actions from the child and the several reactions of the pebbles. (Leonora M. Cohen, Younghee M. Kim, 1999). It is now possible to outline the meaning of relations in the social domain where knowledge is based on interactions between the child and other persons. The following sketch highlights the general points of the theory. (a) Children enter the world as actors, seeking order and regularity. This search describes their inherent motivation for knowledge. b) Children look for order first in their own actions by attempting to find that which is repeatable and reliable in execution of actions. (c) Insofar as actions make contact with other things, or persons, effects of actions are not solely under the control of the child. These things react in reciprocity to the actions exerted upon them and together the action and reaction produce effects that differ from those that would result from either alone. (d) This fact of double agency naturally widens children’s focus from action to interaction. Because other agents act in reciprocity to children’s actions, children are forced to seek explanations for change and order in the interplay between actors. The foregoing points can be summarized as follows. Suppose the child intends that an action have a particular outcome or effect. The child then executes the act in accordance with this intention. Suppose also that the act engages another person who adds to the original act with a reaction. The coupling of these actions may have an effect that is different from the child’s intention or anticipation in performing the original act. It would be futile to seek order either in the child’s or the other person’s parts, alone. This is why for Piaget, the child is led to seek a solution in the coupling and arrives at the conclusion that the actions of persons are reciprocally related. This is also why Piaget contends that naive egocentrism ends most probably during the child’s first year. To maintain an egocentric posture, a child would have to deny the facts of reciprocity made evident through the thousands of interactions experienced in everyday dealings with other persons. Joy A. Palmer, Liora Bresler, David E. Cooper, 2001) (e) Thereafter, the child’s search for order turns to identifying the forms of reciprocal relations that occur in interpersonal interactions. (f) Piaget suggests that there are two such forms. One is a direct and symmetrical reciprocity where one’s action is free to match or counter the other’s action. The second is a reciprocity of complement where one’s action must conform to the dictates set down by the other’s action. g) These two forms describe the basic relations in which people order themselves as actors with respect to other persons, who are also actors. They provide the epistemic unit from which self and other achieve definition. (h) For Piaget, development proceeds as these relations are structured and restructured. They give rise to social and moral conceptions that pertain to the self, other persons, possible relations among persons, and principles of societal functioning, both practical as well as ideal. (Gavin Nobes, Chris Pawson, 2003)

19th Amendment to the Constitution

19th Amendment to the Constitution * Women gained the right to vote in 1920 in the 19th Amendment. Due to societal norms of the past, many women chose not to vote. The League of Women Voters was formed the same year to educate women about political issues and candidates, as well as encourage participation in the political process. One of the founders was the president of the National American Woman Suffrage Association, Carrie Chapman Catt. Read more: Roaring Twenties Political Events | eHow. com http://www. ehow. com/list_7794192_roaring-twenties-political-events. tml#ixzz1gYm7jWyN Sunday, William â€Å"Billy† 1862-1935 The Best-Known Evangelist in America. Billy Sunday entered the 1920s as the best-known revivalist in America. His great campaign in New York City in 1917 coincided with America's entry into the Great War, and in his sermons Sunday managed to fuse Christianity and American patriotism to the delight of millions. His success was even greater when he was able to c elebrate the death of his longtime enemy, â€Å"John Barleycorn,† with the adoption of Prohibition. He even attained some wealth, In 1920 Dun and Bradstreet estimated his worth at $1. million. Decline. However, the 1920s were not pleasant for Sunday and his wife. While he continued to attract large audiences and led thousands to hit the â€Å"sawdust trail† that led to the altars of the tabernacles he had put up for his revivals, these special buildings no longer went up in the largest cities of the North, and he found himself working medium-sized crowds. Economic Growth in the 1920s Despite the 1920-1921 depression and the minor interruptions in 1924 and 1927, the American economy exhibited impressive economic growth during the 1920s.Though some commentators in later years thought that the existence of some slow growing or declining sectors in the twenties suggested weaknesses that might have helped bring on the Great Depression, few now argue this. Economic growth ne ver occurs in all sectors at the same time and at the same rate. Growth reallocates resources from declining or slower growing sectors to the more rapidly expanding sectors in accordance with new technologies, new products and services, and changing consumer tastes. Economic growth in the 1920s was impressive.Ownership of cars, new household appliances, and housing was spread widely through the population. New products and processes of producing those products drove this growth. The combination of the widening use of electricity in production and the growing adoption of the moving assembly line in manufacturing combined to bring on a continuing rise in the productivity of labor and capital. Though the average workweek in most manufacturing remained essentially constant throughout the 1920s, in a few industries, such as railroads and coal production, it declined. Whaples 2001) New products and services created new markets such as the markets for radios, electric iceboxes, electric ir ons, fans, electric lighting, vacuum cleaners, and other laborsaving household appliances. This electricity was distributed by the growing electric utilities. The stocks of those companies helped create the stock market boom of the late twenties. RCA, one of the glamour stocks of the era, paid no dividends but its value appreciated because of expectations for the new company. Like the Internet boom of the late 1990s, the electricity boom of the 1920s fed a rapid expansion in the stock market.Fed by continuing productivity advances and new products and services and facilitated by an environment of stable prices that encouraged production and risk taking, the American economy embarked on a sustained expansion in the 1920s. Answer: Improve Positive effects- it created jobs, it created wealth, and it produced better living Negative effects- living conditions were bad, workers got seriously injured/killed, cities became crowded, and some countries tried imperialism Read more: http://wiki . answers. com/Q/What_were_the_positive_and_negative_effects_of_industrialization_between_1890_and_1920#ixzz1gYpL2o4R

Amazon versus Webvan

Amazon versus Webvan AbstractBoth Amazon and Webvan were well-funded Internet startups in the 1990's. Both focused on a business model that allowed consumers to order products online that would be delivered to the consumers home. In the article, we discuss why Amazon succeeded while Webvan failed.The Two Companies' BackgroundAmazon: Amazon.com, Inc. Amazon.com, Inc. is a Website where customers can find and discover anything they may want to buy online. Jeff Bezos founded Amazon .com in 1990and in July 1995, Amazon.com, Inc. the Fortune 500 Company commenced its operations becoming one of the world most customer-centric company, and selling Worlds Biggest Selection. They offer their customers the lowest possible prices and highest quality. They sell millions of unique, new, used and collectible items in categories such as apparel and accessories, electronics, computers, kitchen and house wares, books, music, DVDs, videos, cameras and photo items, office products, toys, baby items and baby registry, softw are, computer and video games, cell phones and service, tools and hardware, travel services, magazine subscriptions and outdoor living items.Webvan Delivery VanThe Company organized its operations into four principal segments. 1. North America Books, Music and DVD/Video (BMVD); 2. North America Electronics, Tools and Kitchen (ETK); 3. International, 4. ServicesWebvan: Webvan was started in 1996 by Louis Borders and was established to sell groceries over the World Wide Web. George Shaheen resigned as CEO of Anderson Consulting to take advantage of the opportunity to become CEO of Webvan. Webvan, which originated as an online grocery service, delivers food (including its BestYet label, a co-brand with food distributor Fleming Companies) and non-prescription drugs to their customers' doors. Webvan's vision was to provide grocery-shopping solutions that would save consumers both time and effort, without sacrificing the quality, selection, and low prices of traditional brick-and-mortar s tores.Why Amazon...

What is meant by effective career management and planning and who is Essay - 2

What is meant by effective career management and planning and who is responsible for this Illustrate your answer by referring to relevant literature, theory and experience - Essay Example In building up a career several important aspects have to considered. In other words the career has to be effectively managed by an individual himself. He has to look for opportunities which would lead him to the top position. In business terms it is also the organization for which the individual is working for. Nowadays as the businesses have reached their top position it can analyzed that careers revolve around the work related activities. In order to manage a career it is important that several aspects are considered (Rosemary 2005; Arnold 1997). Effective career management is when the person handles his career well to reach the top position. The realms of career management revolve around the work that they are into. Previously the employees looked for opportunities where they could progress their career and secure their job. However in the recent years it is seen that this concept has shifted towards a new category of expectance. The transactional contract has taken up the position of the old view as the employees now look forward to a better quality of life from their employer along with progression to better positions. In other words the new concept has begin to move more towards career management. Individuals nowadays are striving to achieve top positions and not making themselves loyal to a single organization. Herriot & Pemberton (1995) give an excellent review of this current situation by terming it an economic exchange between the employer and the employee. Both the employer and employee are working for their persona l benefits and the integration has now become horizontal along with the previous approach of vertical. It depends on both the employees and employers to achieve a sustainable contract so that the individual can achieve success in his career. In order to manage career effectively the employees nowadays are looking forwards to the concept of Herriot & Pemberton (1995). They are moving towards a revolutionary era of ‘careerism’. By

Hourseco- strategic Human Resource Management Essay

Hourseco- strategic Human Resource Management - Essay Example n an integrated manner through building the strong contractual relationship between the manpower of the organisation and the organisational system rather than focusing on strategies itself (Walonick, 2014). The traditional organisations were mostly causal and goal orientated, where various conventional models were adopted with the aim of delegating workers with the assigned job instructions and managers were engaged in planning the organisational goals (University of North Florida, 2014; Krebs, 2007). The growing innovation in the field of technology has been recognised to influence the behaviour of individuals associated with an organisation. Globalisation and technological factors have also reformed management structure as well as management practices in accordance with the present business requirements (Ivanko, 2013; Bittner, 1986). The change in the organisational structure and management practices owing to human resource management has also altered in a significant manner. Correspondingly, in the changing environment, organisations are determined towards hiring and retaining a pool of talented and skilled human resource in order to sustain in the competitive advantage in the market. Besides, due to the changes in the environment, workforce, profitability, growth, technological changes and business are anticipated to be influenced immensely. These factors have significantly led the organisation to emphasis over the managing human resources management. Thus, in the changing scenario insufficiency in the proper management of the human resource administration and failure in the strategic integration reduces competitive advantage (Armstrong, 2006). In this regard the concept of Strategic Human Resource Management (SHRM) is a practice through which an organisation strategically manages its human resources through aligning the strategic framework with the human resource of the organisation in order to the support the long-term objectives and goals. The appro ach of