Amish in practical life Article Example | Topics and Well Written Essays - 750 words

Amish in practical life - Article Example Learning about their verbal and non-verbal communications was also interesting, the way a female dresses in that culture sends an automatic message to what kind of treatment she should expect. But unlike other communities where only the females are required to observe preservations about clothing etc. the Amish have defined guidelines for the men too. The married men can be clearly distinguished from those who are not by their appearances. The lifestyle of Amish people is quite impressive, and unbelievably simple. Their beliefs about the influences of technology and minimal use of it are unimaginable to people like us who are self-accepted slaves to technology. One view would say, that the Amish are backward, non-developing, non-evolving, and narrow-minded. The so many restrictions in their life regarding everything, from the way they dress to the way they live, celebrate and carry out day to day activities may led one to believe that these people are living a bounded life with no rights of their own. They cannot chose their way of living as everything is pre-planned for them. The men would work in fields and work for the family’s income, the women will be responsible for the operations of the household. The funeral in Amish culture is also carried out very simply, â€Å" graves are hand dug. The funeral service is simple, with no eulogy or flowers. Grave stones are simple, following the Amish belief that no individual is better than the other† (Powell 2010). This belief of their communicates a simple truth of life that whatever a person achieved in life.

The basic process Essay Example for Free

The basic process Essay A very big part of the ICT section of the business is the website. The website is an open form of communication with internal and external factors. The performance of the business has rocketed since the introduction of the website www. boots. co. uk. It is used to communicate internally and externally. Internally staff can sign into the website and gain data that they may need from home. The external communication is a lot more effected by the website. The website communicates with customers about products, store information, special offers and online sales. The online shop that Boots operates increases the performance of the business financially as little money is needed in its upkeep compared to the amount the stores require. The website enables Boots to make more money with less input. Less staff is needed to operate the online store so money is saved there. There is no need for a physical shop it is all virtual so this saves money on rent, bills, and general upkeep. Nothing can be broken or damaged by customers like in a Boots store. The online store can be used 24 hours a day 7 days a week and while people shop they may notice new products and they will see advertising around the site that might be of interest. The advertising space is also a benefit to Boots as it is free and unlimited. All these aspects are elements that contribute to the economic and low cost high profit performance of the business. Email Email can be used to enhance the performance of the business internally and externally Internally messages can be typed and sent to many people very quickly. This saves money and time in photocopying and distribution of letters. Emails internally can be used in restricted and open format dependant on the content. They can be used to make staff aware of information about price changes and strategic alterations that may need to be put into place. The use of emails in Boots to make staff aware of extra shift work available and job opportunities that may become available add to the efficiency and economic performance of the business by reducing the time that is used up by alternative methods. Staff can get in hold of the business via email when they need as it is a quick and easy way to do so. Externally emails are used a lot in Boots for advertising. Customer databases are formed with information from the reward card scheme and the email addresses are put into a file. This is used to send customers information about special offers and general advertising. This is a lot cheaper than alternative methods such as the constructing printing and posting of leaflets and brochures. Links are used a lot to make it quick and appealing for customers to explore the online shop and be tempted to purchase goods. This increases the performance of the business by again making more money from as little input as possible. It saves Boots money, time, and manpower, which effectively frees more opportunity for the business to expand and develop. Without ICT Boots would by now have lost out to competition, wasted hundreds of thousands of pounds ineffectively and not bee the multi million pound empire they are today. Production process The production process is typically present within the operation of a manufacturing orientated business. This is the basic process of production INPUT PROCESS OUTPUT Boots is retail service not a manufacturing one. The production process is still however related around the business. Although Boots do not manufacture products the production process is vital in ensuring all elements of the business operation run smoothly. The production process as shown above consists of three sections which are the input the process and the output. Boots is in the tertiary section of the industry as it is an outlet that sells goods. This is the output and this is the main aspect that affects Boots. The inputs are the primary sector and the process is secondary. As Boots is in the tertiary sector and sells goods it must also use the secondary and primary industry also. An example of the process would be involving the secondary section of industry. This would be the purchasing of goods from suppliers to sell in the store. Boots do not directly have a contribution to this area of the production process. They do however contribute to the input section of the production process which represents the primary industry. Boots can investigate medicines and test treatments for sales in their stores. The manufacturing, mass production and distribution to stores are the process part of Boots production process representing secondary industry.

The Emergence Of Education For Sustainable Development Education Essay

The Emergence Of Education For Sustainable Development Education Essay Education is an essential component of achieving sustainability. All over the world, societies are coming to recognize that current development trends are not sustainable, and that public awareness through education and training is a key element to moving our increasingly globalized society towards achieving sustainability. Education for sustainable development (ESD), education for sustainability (ES), and sustainability education (SE) are three terms often used synonymously and interchangeably in referencing sustainability educational programmes. ESD efforts may be named or described in a variety of ways because of language and/or cultural differences, but ESD is the terminology used most frequently at the international level and within UN documents, and is therefore the term used most throughout this document (UNESCO, 2006). All education must serve some purpose or else societies would not invest in it. ESD has the capacity to secure a more liveable world for present and future generations. The nature of ESD is oriented to giving people knowledge and skills for lifelong learning they need to help them find effective solutions to their environmental, economic, and social issues, and the effective use of technology is an essential element to increasing the efficiency of education institutions to achieve these aims (UNESCO, 2006). Diverse perspectives help societies worldwide to determine how individual issues of ESD are dealt with in individual cultures. These perspectives have significant influences on the way people live, behave, and relate to one another; and relationships to outside cultures are in a constant state of change. ESD should help us to understand ourselves as well as others better and how local sustainability issues link to the wider, global environmental view. Everyone is a stakeholder in Education for Sustainable Development; we all share in the long-term effects, both good and bad, of environmental decisions (UNESCO, 2006). Though the benefits of environment sustainability may be relatively well defined, the effective implementation of plans of action for education programmes need to take into account specific local, regional, and national contexts (Scoullos, 1998). The practise of tailoring of ESD training programmes to individual cultures is common, yet there are specific common elements that are essential to all sustainability training programmes regardless of where they are administered. Key elements of ESD programmes include the following (Tilbury and Wortman, 2004) : ESD is the primary agent of transformation towards sustainable development. The promotion of increasing the capacities of people to transform their visions for society into reality. Education fosters the values, behaviours, and lifestyles that are required for a sustainable future. Education for sustainable development is a process of learning how to make decisions that consider the long-term future of the equity, economy, and ecology of all communities. Education builds the capacity for such futures-oriented thinking. 1.4.3 Definitions Sustainable development is a challenging concept to define, especially since the field is continually evolving. The Brundtland Commission is often credited with one of the first and most commonly cited descriptions of sustainable development: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on Environment and Development, 1987). Sustainable development was at one time generally believed to have three main elements: environment, society, and economy. However, in recent years, an additional culture pillar has emerged, complimentary to the social pillar, yet a distinct consideration. These four pillars are closely interrelated with one another and are therefore not completely separate elements. The sustainability paradigm challenges the argument that environmental and social problems are an inevitable and acceptable consequence of economic development. The perspective that advocates the concept that human development and the quality of the environment are not compatible with one another is in direct opposition to the basic the principles of sustainable development (Pace, 2009). Dr A. Ghafoor Ghaznaw, former chief of UNESCOs Environmental Education Section, defined environmental education at a UNESCO consultation meeting held in Malta in 1989 as, the educational process through which is imparted to its target groups the sensitivity, awareness, knowledge, skills, attitudes, commitment for actions and ethical responsibilities for the rational use of the environment and its resources and for the protection and improvement of the environment for the present and future generations (Schembri, Ventura, Calleja, 1989) . 1.4.4 Application Regardless of how life affirming the high ideals of sustainability education objectives may be, and despite the significant support and many years of effort behind the work to achieve environmental sustainability ideals, the long-term record of accomplishment in achieving any significant progress in these efforts has been reported to be disappointingly less than expected by many. Although environmental education has frequently been proposed during numerous international conferences as a key element to major strategies intended to promote environmental objectives, there has nonetheless been a significant discrepancy between the efforts spent on education and the results that have be achieved to date (Pace, 2009). Some feel that most of what needed to be said about environmental education was said in the Tbilisi Conference in 1977, and that any new elaborations are really just a repeat of the same principles under a new guise (Pace, 2010). The characteristics of and commitment towards sustainable development were reconfirmed 10 years after the Tbilisi conference at the International Congress on Environmental Education and Training in 1987 in Moscow, and again 10 years later at the International Conference on Environment and Society: Education and Public Awareness for Sustainability in 1997 at Thessaloniki. Although the recommendations and action plans proposed by the aforementioned conferences were still valid, the question arose as to whether the framework originally developed to support environmental education initiatives had instead become an standalone of irrelevant academic exercises (Pace, 2010). Part of the problem may lie in the fact that environmental education, much like the concept of sustainable development, can never arrive at a precise definition of the concept due to its evolving nature (Pace, 2010). The issue of how best to approach environmental education has been unclear. Although it has been well established that learning is not normally a linear experience, a significant number of educational programmes have adopted linear approaches. Linear approaches fail to acknowledge the fact that individuals learn in different ways and through different experiences (Pace, 2010). Moreover, although it is widely acknowledged that degradation of the environmental is firstly due t o the results of unsustainable lifestyles. Environmental education also recognises this fact and espouses the concept that the environment it is every citizens responsibility, and therefore in order to be effective, environmental education programmes should target individuals with learner centred learning. Environmental education programmes committed to promoting sustainable development require the transformation of principle theories into actions. Learner centred programmes, based on competency development prepare learners to take concrete steps towards discovering their own sustainable life patterns. Development of learner centred pedagogies designed to transform passive individuals into independent, critical-thinking lifelong learners committed to taking action is the next phase in the evolution of environmental education (Pace, 2010). 1.4.1 Historical Context The origins of Education for Sustainable Development lie in two distinct areas of interest in the United Nations: education and sustainable development. The Declaration of Human Rights stated in 1948 that, Everyone has the right to education. This right to an education was later reinforced in 1989 by the Convention on the Right of the Child (CRC), which declared that primary education should be compulsory and available free to all. In 1990, the Jomtien Declaration on Education for All (EFA) declared, Basic education should be provided to all children, youth, and adults. International Development Targets (IDT) related to quality education have been also developed. The Dakar Framework for Action lists as one of its six important educational goals as the Improving all aspects of the quality of education so that recognized and measurable learning outcomes are achieved, especially, in literacy, numeracy and essential life skills. The Millennium Development Goals (MDGs) also address educat ion. MDG 2 is designed to Achieve universal primary education. Furthermore, the UNGA declared the years 2003 to 2012 to be the United Nations Decade of Literacy (UNLD).The importance of education for all has clearly been repeatedly emphasised by the United Nations repeatedly over the course of its long history. Several milestones have marked the progress of sustainable development, including the landmark 1972 United Nations Conference on Human Environment in Stockholm, which led to the establishment of the United Nations Environment Programme (UNEP) and many other environmental protection agencies. Nations came to realize that the widespread growth of environmental degradation required international attention and collaboration rather than isolated national approaches and solutions. Within 10 years after Stockholm, the world began to realize that addressing environmental concerns separately from development needs was not an effective means to managing the welfare of the environment for human society, and by the mid 1980s the United Nations began to search for a larger strategy to address the needs of both society and the environment. This resulted in now well-known report on sustainable development from the Brundtland Commission in 1987, entitled Our Common Future. This report was endorsed a t all levels of government as an overarching framework for future development policy. During this time, the United Nations General Assembly concurrently explored a parallel concept of utilising education to support sustainable development (UNESCO, 2005). The concepts of sustainable development continued to progress with committees discussing and negotiating the terms of the 40 chapters that eventually came to know as the Agenda 21, where it was presented to the public in 1992 at the United Nations Conference on Environment and Development (UNCED). The link between education and sustainability was first conceptualised in Chapter 36 of Agenda 21. Entitled Promoting Education, Public Awareness, and Training, the chapter was an enabling and implementation strategy for Education for Sustainable Development and stressed the importance of integrating education into every one of the other 40 chapters that also comprised of the Agenda 21, which was reaffirmed in each of the subsequent conventions that arose from the initial Earth Summit as (UNESCO, 2005). All nine of the major United Nations Conferences that convened in the 1990s to further address and refine sustainability issues also correspondingly identified education as a crucial elemen t to implementation (UNESCO, 2005). The Johannesburg World Summit on Sustainable Development (WSSD), convened in 2002, helped to deepen international commitments towards sustainable development at all levels, and it was at this the Decade of Education for Sustainable development (DESD) was proposed, thereby reaffirming education as an important and central principle to effective approaches for sustainable development strategies. That same year the Rio+20 Conference 2012 was held in Rio de Janeiro. Otherwise known as the United Nations Conference on Sustainable Development, and Earth Summit 2012, a draft resolution entitled The Future We Want was presented, which reaffirmed prior commitments to education by strengthening international cooperation to achieve universal access to primary education, which is considered an essential condition for achieving sustainable development, as well for the achieving internationally agreed upon development goals, including the Millennium Development Goals. This draft resolution also re solved to improve the capacity of education systems to prepare students to pursue sustainable development careers, which included enhanced teacher training, curricula developed around sound sustainability principles, and more effective use of information and communication technologies to enhance learning outcomes. The document further resolved to promote Education for Sustainable Development and to integrate it more actively into education beyond the United Nations Decade of Education for Sustainable Development plans, and strongly encouraged educational institutions to teach sustainable development as an integrated component across disciplines. The importance of environmental concerns first gained international recognition with the Stockholm Declaration in 1972. It consisted of 7 proclamations and 26 principles to inspire people of the world to preserve and enhance the worlds and enhancement of the human environment. The International Workshop on Environmental Education was held shortly after Stockholm Convention at Belgrade, Serbia in 1975. The resulting Belgrade charter was the outcome of the event and built upon the Stockholm Declaration, with additional goals, objectives, and guiding principles for environmental education programmes. An important aspect to this work was the inclusion of the public as part of the defined target audience for environmental education. The worlds first intergovernmental conference on environmental education was organized by the United Nations Education, Scientific, and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) in 1977, and was convened in Tbilisi, Georgia (USSR).The Tbilisi Declaration was a result of this conference, with the declaration updating and clarifying the Stockholm Declaration and the Belgrade Charter. The Tbilisi Declaration recommended that environmental education develops the necessary skills for societies to deal with environmental challenges, and promotes the attitudes and commitments required to make the most informed decisions and responsible actions towards the environment. The declaration emphasised the important roles of education to preserving the planets environment and balanced development of communities, and declared that, by its very nature, environmental education can make a powerful contribution to the renovation of the educational process. The document also recommended that environmental education should be integrated into the entire system of formal education at all levels to provide the necessary knowledge, understanding, values, and skills needed for participation in devising solutions to environmental questions. Ten years after the Tbilisi Conference, a follow-up conference was convened in Moscow, otherwise known as the Moscow Conference, to determine a specific international plan of action for environmental education and training. The Moscow Conference report was based upon input from international studies and surveys, and outlined an international strategy of action to develop environmental education and training programmes for the 1990s. The plan defined requirements for education and training programmes, and reaffirmed the Tbilisi Conferences declaration that environmental education should be made an integral part of the entire educational process and aimed at every category of the population in member states. The Rio+5 or Earth Summit+5 Conference was convened in 1997 to appraise the progress the Agenda 21 plans over the five years that had passed since its initial approval. It was determined by the assembly that progress was thus far uneven, and identified several key negative trends affecting the environment, which included continuing globalisation, widening of gaps in economic incomes, and a continuing deterioration of the global environment. This conference brought to light a new international consensus with a new vision of education that involved more public awareness and training, and conceptualised education as an essential element of sustainable development, with the support of advances in other related areas such as science, technology, and policy (UNESCO, 1997b). Twenty years after the Tbilisi Declaration and five years after the Rio Conference, a third environmental education conference was also held in 1997 at Thessaloniki, Greece. The purpose of this conference was to reiterate the important role of education and public awareness to achieving the aims of sustainability. The declaration of Thessaloniki reaffirmed commitments, recommendations, and action plans from previous conferences, yet at the same time also recognized that insufficient progress had been made in the five years since the Rio conference had concluded. Despite this disappointment however, there was a recommitment to involving national governments, civil society, the United Nations, and other international organisations to working towards the intentions of sustainability, and established a global agenda for upcoming Decade of Education for Sustainable Development (DESD) as declared by the UN. In the conference, they reaffirmed that sufficient education and public awareness should be recognised as one of the main pillars of sustainability, together with legislation, technology, and the economy. It was also recommended that special emphasis should be given to strengthen teacher training programmes and the identification and sharing of innovative practices. Support was also recommended for research in interdisciplinary teaching methodologies and assessments of the impact of relevant educational programmes (UNESCO, 1997a). 1.4.2 The UN Decade of Education for Sustainable Development (DESD) Following the World Summit on Sustainable Development in 2002, and based upon recommendations from chapter 36 of the Agenda 21 document, the United Nations declared 2005 to 2014 the Decade of Education for Sustainable Development (DESD) in 2002. During the decade declared by the UN, many goals have been set forth in conjunction with strategies towards outcomes that are intended affect millions of people from communities all over the world for many years to come through inspiring all individuals at all levels of society to contribute to helping to make sustainable development a realistic reality. Planned outcomes during the Decade include raising public awareness, updating educational systems, and the integration of ESD into all elements of developmental planning (The United Nations, 2010). The DESD is also linked to other international educational priorities as well. The United Nations has launched four global initiatives since 2000, all of which focus on education. The four initiatives are the Millennium Development Goals (MDG), Education for All (EFA), the United Nations Literacy Decade, and the United Nations Decade of Education for Sustainable Development. UNESCO is the coordinating agency for three of the four goals. While the initiatives are unique in certain respects, what they all have in common is a commitment to education and an emphasis on the importance of the participatory role of each individual in education and sustainable development (UNESCO, 2009). The Fourth International Conference on Environmental Education, also referred to as the Tbilisi+30, was held at the Centre for Environment Education (CEE) in Ahmedabad, India in 2007. During the conference, several work group sessions were convened, along with special sessions for solely for government agencies. The conference was intended to promote a vision that education that prevents and resolves conflicts, and to provide assistance in building partnerships and facilitating shared experiences and a collective knowledgebase required to refine a vision of sustainability that expands its practice globally, and reaffirm that education is a crucial element to bringing about the global transitions required to make sustainability a realistic reality (UNESCO, UNEP Govt. of India, 2007) . Environmental education supports education for sustainable development, and encourages a shift from viewing education as a delivery mechanism, to a lifelong, holistic, and all-inclusive process (UNESCO, UNEP Govt. of India, 2007) . The following is a list of Working Group Session Reports Recommendations and Workshop Presentations available from the Tbilisi+30 Conference: Reorienting Formal Education towards ESD (Strategies, Pedagogy, and Assessment). Teacher Education: A crucial contribution to the UNDESD. Supporting Sustainable Development through Open and Distance Learning, including Technology Mediated Open and Distance Education (TechMODE). Education for Innovation and Technology. Integrating Values of Sustainability into education. Monitoring and Evaluating Progress during the UN DESD. Education for Sustainable Consumption through the DESD. The World Conference on Education for Sustainable Development was held in Bonn, Germany, in 2009. The conference was organised by UNESCO, the German Ministry of Education and Research, and the German Commission for UNESCO. The World Conference on ESD marked the beginning of the second half of the UN Decade on Education for Sustainable Development. The purpose of the conference was to discuss and exchange best practices on Education for Sustainable Development from all world regions. The conference had four objectives: To highlight the relevance of ESD to all of education. To promote international exchange on ESD, especially between the North and the South. To carry out a stocktaking of the implementation of the UN Decade. To develop strategies for the way ahead. Strategies were developed during the conference to highlight key focus areas in order to put knowledge into action and promote further progress of ESD in the following five years remaining of the Decade. Post-conference strategies included: Re-orienting education and training to address sustainability concerns. Building and sharing knowledge, and generating new knowledge through research. Advocating for ESD through increasing awareness and understanding of sustainability, and reinforcing/enhancing synergies between different education and development initiatives. Extending and strengthening ESD partnerships. As the global coordinator of the DESD, UNESCOs role is to facilitate new partnerships and encourage exchange between Member States on ESD, share best practices, encourage monitoring and evaluation efforts, encourage development of ESD research agendas, and provide strategic guidance. Many activities have been undertaken by a broad range of stakeholders since the start of the DESD, including setting up National Committees, establishing networks, developing and disseminating education materials, identifying and highlighting good practices, and arranging meetings to encourage international exchange (UNESCO World Conference on Education for Sustainable Development, 2009). Although much work remains to be done before ESD completely occupies a central place in educational and learning processes in order to realise its full potential to improve the quality of education as a whole, there has been notable progress since the beginning of the Decade in 2005. Education for Sustainable Development (ESD) was a key outcome from the Rio Earth Summit held in 1992. A review halfway through the DESD indicated that the need for ESD had become well established in national policy frameworks and that national ESD coordinating agencies had been created almost 100 countries across all UN regions (UNESCO DESD Monitoring Evaluation, 2012) . Networks and organisations both within and outside the UN system have been established globally to encourage and support increasing ESD in schools, universities, and communities, and in the process, ESD has gained international recognition as an education relevant to addressing todays Sustainable Development challenges, (UNESCO DESD Monitoring Evaluation, 2012) . More recent reports indicated that there is been an increased recognition that environmental challenges cannot be solved exclusively through technological advances and new policy frameworks, in order to achieve sustainable success efforts must be accompanied by changes in mind-sets, values, and lifestyles of societies (UNESCO DESD Monitoring Evaluation, 2012) . ESD is being increasingly viewed as a means to renew teaching and learning in ways that allow schools and communities to more effectively address the challenges sustainable development and the environment. In some parts of the world, ESD has been a part of a co-evolution of teaching methods and has arguably become a catalyst for educational change and innovation (UNESCO DESD Monitoring Evaluation, 2012) . There has been a shift from viewing ESD as something to add-on to education to ESD as a mechanism for rethinking education and learning (UNESCO DESD Monitoring Evaluation, 2012). Sustainability challenges require more integrative and exploratory forms of learning. As a result, the boundaries between schools, universities, and communities are increasingly blurring in many areas of the world now due to a number of recent trends, including increased focuses on lifelong learning; globalization; and ICT facilitated social networking education. These boundary-crossing phenomena are resulting in a reconfiguration of formal, informal, and non-formal learning processes, and changing the roles and relationships stakeholders Earlier in the Decade the emphasis was on finding a niche among education institutions, whereas today ESD is viewed more as a potential umbrella for all educations (including global citizenship education) concerned with the well-being of the planet and its inhabitants (UNE SCO DESD Monitoring Evaluation, 2012). Despite all the positive progress being made however, there are new challenges to resolve. For instance, the E in ESD is conceptualized in different ways depending on the availability of individual societies for participation, self-determination, and autonomous thinking (UNESCO DESD Monitoring Evaluation, 2012). Local situations may vary in these respects globally, which often leads to different interpretations and implementations of ESD. Within more restrictive environments, more transmission-oriented pedagogies are more likely, with a strong emphasis forms of instruction centred around knowledge transfer, and in more open environments, ESD is more typically characterized by higher levels of participation, self-determination, autonomous thinking, and knowledge co-creation. The latter versions of ESD require alternative forms of teaching and learning, and higher levels of stakeholder interaction. 1.5 Applying TEL Concepts in ESD Contexts 1.5.1 Uptake Extent of Use The eMerge One-to-One Laptop Learning Project was initiated by the Government of Albertas Ministry of Education to explore the effectiveness of wireless computing for learning and teaching. The project was anticipated to affect 2,502 students, 173 teachers, and 47 administrators within 50 schools in the 20 Alberta jurisdictions. Data collected during the course of the research period supported the following findings (Government of Alberta, 2010): By the end of Year Three there was a significant shift in participating classrooms toward 21st Century Learning skills, with students in the project significantly increasing their readiness to thrive in a complex, global, high-tech society. The educators involved in the progress have made steady progress over the course of three year in their proficiency with technology and 21st Century Learning, and in the process, increased the frequency at which technology was used to keep students engaged in deep, complex, authentic, and relevant learning activities. The eMerge project included a range of professional development models. One of the most highly valued by teachers was the community of practice that linked teachers to one another. There were also key shifts with students in their independence in learning and increased collaboration with other students. Teachers and administrators developed a deeper understanding of and commitment to the vision for 21st Century learning. Over the course of the first three years of the eMerge, the perception of teachers on the relevance of the 21st Century Skills shifted from valuing productivity to placing more value on the use of skills in critical thinking, creativity, and ethical use. European Schoolnet is a not-for-profit organisation comprised of 30 Ministries of Education in Europe. The organisation is dedicated to supporting collaboration and networking among schools in Europe using new technologies, and contributing to the development of technology-enhanced learning in schools. In 15 years since its founding, European Schoolnet has become one of the key organisations involved in transforming teaching and learning at schools in Europe using the integration of ICT into learning and teaching (European Schoolnet, 2011). European Schoolnet provides services through its partnerships with ministries of Education and the European Commission. The services offered to schools provide opportunities for teachers to become actively involved in exploring how ICT can enhance the teaching and learning experience. Recent initiatives have focused on raising awareness among teachers of the benefits of school collaboration activities for both the pupils learning and the teachers own professional development (European Schoolnet, 2011). European Schoolnet is currently facilitating several project initiatives. The Scientix project is a European Schoolnet initiative that provides a web-based information platform for science education in Europe to disseminate knowledge and share best practices in science education. The Scientix web portal is available in six European languages and targets anyone involved in science and maths education, from policy-makers to science education teachers. The Spice project, funded by the European Commission under the Lifelong Learning programme, collects, analyses, shares innovative pedagogical practices focused on inquiry-based learning and improving student interest in the sciences (European Schoolnet, 2011). eTwinning is an online community for schools in Europe that provides a host of online educational tools for teachers from participating countries to locate potential school partnerships, arrange virtual meetings, exchange best practice ideas, and opportunities learn together with on line-based projects. An eTwinning project allows at least two schools from at least two different European countries create a project and use Information and Communication Technologies (ICT) to carry out their work (eTwinning, 2011). The We teach together eTwinning project is a partnership between schools in the Czech Republic and Portugal that incorporated the integration of the school subjects of Chemistry, Biology, and Environmental Education. This project brought teachers and classrooms together to teach topic of photosynthesis. The primary objective of the project was to facilitate a teaching practice in an unusual way that would enhance the motivation of students to learn otherwise less popular

The Rise and Fall of a Peasant Essay -- Scarface Oliver Stone Films Mo

The Rise and Fall of a Peasant The film Scarface, produced by Martin Bregman, written by Oliver Stone and directed by Brian DePalma, is a story of an immigrant’s life. The main character, Antonio Montana, who is played by Al Pacino, comes to the United States from Cuba in May 1980 as a political prisoner. Montana arrives in Miami, Florida with nothing and has to find a way to survive. As an alien to the country, Montana can not find a honest job that pays enough money for him to live off of. He is a very confident and intelligent man, and when he begins to sell drugs, there is no stopping him. In only a few years, Montana is a multimillionaire and loving life. Although Scarface comes off as a film only meant to glorify a drug lord, it’s actual purpose is to show how a man from the ghetto moves up in society, yet creates his own downfall. Tony has quite strong ethics, although it might not seem so. Ethos is demonstrated many times during the film. He believes firmly in loyalty, honesty, principles and family. Tony looks after his sister Gina throughout the whole film and has an unconditional love for her. He tells the truth all of the time, whether or not it is a good idea to do so. When he is talking to his Columbian cocaine distributor, Mr. Sosa, Montana says, â€Å"all [he has] in this world [are his] balls and [his] word, and [he] don’t break ‘em for no one† (14). Later in the film, when Montana is in trouble with the IRS and DEA, he makes a deal with Sosa that if he kills a talk show host, who has been doing specials on the cocaine industry, then Sosa will get rid of Tony’s problem with the IRS and DEA. For this reason Montana goes to New York City and places an explosive device under the host’s car. When the... ... killed. Scarface is an attention seeking film. There is not a scene in the film that does not keep the viewer’s attention. It starts out having the viewer feel sorry for Montana and wanting him to succeed, even though he is a drug dealer. When he does succeed and his way of living begins to show it also, the viewer feels a sense of joy for Tony and think that he deserves to be happy. Tony then gets too comfortable with being on top and feels that he can be on top of the whole world if he only tries to get it. At the end of the film, when Tony is breaking down and his time is ticking away, the viewer feels sympathy for Tony again, and wants him to make it out alive. However, that does not happen. Tony gets killed and the story of Scarface ends there. The viewer feels a connection with Tony Montana all throughout his rise and fall as a man from the ghetto.

Life Is Easier Essay

Living today is more comfortable and easier than when your grandparents were children. Use specific reasons and examples to support your answer. Recently, my grandparents often recall how difficult their lives were when they were young, claiming that my generation has much easier lives than they had. I agree with them. In fact, life today is much more comfortable and easier than it was in my grandparents’ youth for some reasons. First, technology has made modern-day life much more comfortable than in the past. During my grandparents’ time, life was rough and hard because all the work was done without any modern tool, so they had to do their laundry by hand, walked from one place to another by feet. Furthermore, there was limited in entertainment choices in the past. They could at best listen to the radio or perhaps watch a black-and-white movie for pleasure. Today, however, living has become a lot easier thanks to technological developments. We launder our clothes with washing machine, uses buses, subways, or cars to move around. We also enjoy home theater systems, DVDs, and video games. Technology has definitely improved our lives. In addition, people today have more leisure time than they did before. People no longer have to work very long hours like my grandparents did. Since my grandparents were farmers, they had to work in the rice field all day long even without resting on weekends. In contrast, many people today, including my parents, simply work from nine to five on weekdays and take weekends off. They therefore have much free time than my grandparents did, so they can spend more time on leisure activities. They go to the movies, go to the gym, or take trips. All these activities have positive affect on their quality of living. In conclusion, people today have more comfortable and easier lives than in the past. This is the results of technological developments and the extra leisure time available. These factors will make our live even more comfortable in the future.

Free Essays on Abortions In The U.S.A.

Abortions in the United States The United States should make it illegal for any woman to have an induced abortion. An induced abortion is unlike a spontaneous abortion, and is unnecessary. Also, abortions are the act of killing an unborn human being, and are the same as murder. Induced abortions are a simple way out of parenthood, humiliation, and responsibility for some people. There are two types of abortions; spontaneous and induced. A spontaneous abortion happens naturally due to health factors in the woman. For instance, if the placenta breaks away from the uterine wall during the pregnancy the fetus could die. Also, older women develop uterine fibroids that interfere with pregnancy. These are situations that cannot be helped. Sometimes if an IUD is in place and the woman becomes pregnant anyways, it is very certain that the fetus will not make it to the ninth month. An induced abortion is completely different. The act is not natural, but performed purposely by a doctor. The woman’s body does not kill the fetus, but a doctor with a tube hooked to a vacuum and a bag. A fetus inside of a woman is a tiny human being; a person. When a woman has an abortion, the doctor has a few options of how to kill the fetus. First he or she can suck the fetus and placenta out with a tube about the size of a catheter, where it is then disposed of in a small bag. If the abortion is happening late in the pregnancy the fetus is partially formed into a baby. Therefore, the doctor must both induce labor and then dispose of the half formed child. It is like throwing a small child into the trash and forgetting about it. An induced abortion is infanticide; the harming of a child. Several years ago, a Dr. Laufe was asked by a patient to perform an abortion late in the pregnancy. When the fetus came out it wasn’t the size of a peanut, but a 2 pound baby. The nurse that was present for the process ran out of the room screaming â€Å"Murd... Free Essays on Abortions In The U.S.A. Free Essays on Abortions In The U.S.A. Abortions in the United States The United States should make it illegal for any woman to have an induced abortion. An induced abortion is unlike a spontaneous abortion, and is unnecessary. Also, abortions are the act of killing an unborn human being, and are the same as murder. Induced abortions are a simple way out of parenthood, humiliation, and responsibility for some people. There are two types of abortions; spontaneous and induced. A spontaneous abortion happens naturally due to health factors in the woman. For instance, if the placenta breaks away from the uterine wall during the pregnancy the fetus could die. Also, older women develop uterine fibroids that interfere with pregnancy. These are situations that cannot be helped. Sometimes if an IUD is in place and the woman becomes pregnant anyways, it is very certain that the fetus will not make it to the ninth month. An induced abortion is completely different. The act is not natural, but performed purposely by a doctor. The woman’s body does not kill the fetus, but a doctor with a tube hooked to a vacuum and a bag. A fetus inside of a woman is a tiny human being; a person. When a woman has an abortion, the doctor has a few options of how to kill the fetus. First he or she can suck the fetus and placenta out with a tube about the size of a catheter, where it is then disposed of in a small bag. If the abortion is happening late in the pregnancy the fetus is partially formed into a baby. Therefore, the doctor must both induce labor and then dispose of the half formed child. It is like throwing a small child into the trash and forgetting about it. An induced abortion is infanticide; the harming of a child. Several years ago, a Dr. Laufe was asked by a patient to perform an abortion late in the pregnancy. When the fetus came out it wasn’t the size of a peanut, but a 2 pound baby. The nurse that was present for the process ran out of the room screaming â€Å"Murd...

How the Channel Tunnel Was Built and Designed

How the Channel Tunnel Was Built and Designed The Channel Tunnel, which is often called the Chunnel or the Euro Tunnel, is a railway tunnel that lies underneath the water of the English Channel and connects the island of Great Britain with mainland France. The Channel Tunnel, completed in 1994 and officially opened on May 6 of that year, is considered one of the most amazing engineering feats of the 20th century. Overview of the Channel Tunnel For centuries, crossing the English Channel via boat or ferry had been considered a miserable task. The often inclement weather and choppy water could make even the most seasoned traveler seasick. It is perhaps not surprising then that as early as 1802 plans were being made for an alternate route across the English Channel. Early Plans This first plan, made by French engineer Albert Mathieu Favier, called for a tunnel to be dug under the water of the English Channel. This tunnel was to be large enough for horse-drawn carriages to travel through. Although Favier was able to get the backing of French leader Napoleon Bonaparte, the British rejected Faviers plan. (The British feared, perhaps correctly, that Napoleon wanted to build the tunnel in order to invade England.) Over the next two centuries, others created plans to connect Great Britain with France. Despite progress made on a number of these plans, including actual drilling, they all eventually fell through. Sometimes the reason was political discord, other times was financial problems. Still other times it was Britains fear of invasion. All of these factors had to be solved before the Channel Tunnel could be built. A Contest In 1984, French President Francois Mitterrand and British Prime Minister Margaret Thatcher jointly agreed that a link across the English Channel would be mutually beneficial. However, both governments realized that although the project would create much-needed jobs, neither countrys government could fund such a massive project. Thus, they decided to hold a contest. This contest invited companies to submit their plans to create a link across the English Channel. As part of the contests requirements, the submitting company was to provide a plan to raise the needed funds to build the project, have the ability to operate the proposed Channel link once the project was completed, and the proposed link must be able to endure for at least 120 years. Ten proposals were submitted, including various tunnels and bridges. Some of the proposals were so outlandish in design that they were easily dismissed; others would be so expensive that they were unlikely to ever be completed. The proposal that was accepted was the plan for the Channel Tunnel, submitted by the Balfour Beatty Construction Company (this later became Transmanche Link). The Design for the Channel Tunnels The Channel Tunnel was to be made up of two parallel railway tunnels that would be dug under the English Channel. Between these two railway tunnels would run a third, smaller tunnel that would be used for maintenance, as well as providing a space for drainage pipes, etc. Each of the trains that would run through the Chunnel would be able to hold cars and trucks. This would enable personal vehicles to go through the Channel Tunnel without having individual drivers face such a long, underground drive. The plan was expected to cost $3.6 billion. Getting Started Just getting started on the Channel Tunnel was a monumental task. Funds had to be raised (over 50 large banks gave loans), experienced engineers had to be found, 13,000 skilled and unskilled workers had to be hired and housed, and special tunnel boring machines had to be designed and built. As these things were getting done, the designers had to determine exactly where the tunnel was to be dug. Specifically, the geology of the bottom of the English Channel had to be carefully examined. It was determined that although the bottom was made of a thick layer of chalk, the Lower Chalk layer, made up of chalk marl, would be the easiest to bore through. Building the Channel Tunnel Evening Standard/Getty Images The digging of the Channel Tunnel began simultaneously from the British and the French coasts, with the finished tunnel meeting in the middle. On the British side, the digging began near Shakespeare Cliff outside of Dover; the French side began near the village of Sangatte. The digging was done by huge tunnel boring machines, known as TBMs, which cut through the chalk, collected the debris, and transported the debris behind it using conveyor belts. Then this debris, known as spoil, would be hauled up to the surface via railroad wagons (British side) or mixed with water and pumped out through a pipeline (French side). As the TBMs bore through the chalk, the sides of the newly dug tunnel had to be lined with concrete. This concrete lining was to help the tunnel withstand the intense pressure from above as well as to help waterproof the tunnel. Connecting the Tunnels One of the most difficult tasks on the Channel Tunnel project was making sure that both the British side of the tunnel and the French side actually met up in the middle. Special lasers and surveying equipment was used; however, with such a large project, no one was sure it would actually work. Since the service tunnel was the first to be dug, it was the joining of the two sides of this tunnel that caused the most fanfare. On December 1, 1990, the meeting of the two sides was officially celebrated. Two workers, one British (Graham Fagg) and one French (Philippe Cozette), were chosen by lottery to be the first to shake hands through the opening. After them, hundreds of workers crossed to the other side in celebration of this amazing achievement. For the first time in history, Great Britain and France were connected. Finishing the Channel Tunnel Although the meeting of the two sides of the service tunnel was a cause of great celebration, it certainly wasnt the end of the Channel Tunnel building project. Both the British and the French kept digging. The two sides met in the northern running tunnel on May 22, 1991, and then, only a month later, the two sides met in the middle of the southern running tunnel on June 28, 1991. That too wasnt the end of the Chunnel construction. Crossover tunnels, land tunnels from the coast to the terminals, piston relief ducts, electrical systems, fireproof doors, the ventilation system, and train tracks all had to be added. Also, large train terminals had to be built at Folkestone in Great Britain and Coquelles in France. The Channel Tunnel Opens On December 10, 1993, the first test run was completed through the entire Channel Tunnel. After additional fine-tuning, the Channel Tunnel officially opened on May 6, 1994. After six years of construction and $15 billion spent (some sources say upwards of $21 billion), the Channel Tunnel was finally complete.

Freuds psychodynamic theory essays

Freud's psychodynamic theory essays Sigmund Freud believed that people have three levels of awareness, which are the conscious, preconscious, and the unconscious. Freud developed a detailed theory on how our own thoughts and feelings affect our actions. It is known as Freuds Psychodynamic Theory. The words psyche or mind and dynamo meaning power are derived from the Greek language. He believed that we can infer the existence of the unconscious through slips of the tongue and dreams. Years later this theory is still prevalent in todays psychology. Today, many therapists use psychodynamic psychotherapy, which tries to get the patient to bring to the surface their true feelings, so that they can experience them and understand them. Psychodynamic Psychotherapy uses the basic assumption that everyone has an unconscious mind, and that feelings held in the unconscious mind are often too painful to be faced. So people come up with defenses to protect themselves from knowing about these painful feelings. An example of one of these defenses is called denial. Psychodynamic therapy assumes that these defenses have gone wrong and are causing more harm than good that is why the person needed to seek help. It tries to unravel them, as once again, it is assumed that once you are aware of what is really going on in your mind the feelings will not be as painful. Psychodynamic theories are attempts to explain a portion of the human condition. Psychodynamic concepts-including the concepts of transference, countertransference, and splitting-rest in the belief that present behavior is influenced by past behavior which may or may not be in the awareness of the participant. All interactions are affected to a lesser or greater degree by past behaviors. (Bonniver, 1992) Freud also had developed the idea of psychoanalysis. It is very similar to psychodynamic therapy. In Psychoanalysis, the therapist attempts to get access t...

Are Trickle-Down Economics a Viable Theory in Today's Economy Research Paper

Are Trickle-Down Economics a Viable Theory in Today's Economy - Research Paper Example The people, in turn, will have more money to spend in the economy.†2 Therefore, are trickle-down economics a viable theory in today’s economy? The average person has no concept of why anyone would give huge tax breaks to the wealthy. This argument has been prevalent since the rich has taken advantage of economic freedoms to increase their profits. It seems only fair to the ordinary taxpayer that they should give back a larger share than those who are not wealthy. This theory is the basis for the progressive income tax within the United States. The government taxes the higher tax brackets when their income increases in excess. The trickle-down theory promotes that tax breaks for the higher income sectors will benefit all. The average income earner cannot begin to fathom the reasoning behind this. Looking at history and the principles of supply and demand, some economists would say that efforts should be made to increase the supply or production of goods and services. Othe rs would argue that a slow demand for goods and services is the problem, and efforts should be made to increase demand. The 19th century French economist Jean-Baptiste Say argued that economic growth will grow naturally if you boost production. This has become known as Say’s Law. ... Therefore, there has to be a demand that is not being satisfied. What they desire is either too expensive or not being made. Making products that are in great demand will, in turn, drive down the cost and create profits for the producer or seller. This process satisfies the need or demand and turns the wheels of the economy. In the 19th century this theory was a viable way to access the situation. Thomas Jefferson even stood by the theory. When the Great Depression began in the 1930s, some economists’ views began to change. The British economist, John Keynes, argued â€Å"that there are such things as overproduction and lack of demand, and the key is to increase demand rather than supply.†4 It was his understanding that consumer demand should be promoted instead of production, and this would create jobs and production through higher consumption. Keynes introduced many theories in order to stabilize the economy on a short-term or immediate basis. He introduced policies t o adjust interest rates, which adjusted available money. He also introduced policies that encouraged government spending and taxes, which would boost demand. A major part of these adjustments were to increase taxes on the rich and reduce taxes on the poor. It was his contention that the rich would invest their money producing more products and the lower income people would more than likely spend. Therefore, the oversupply of goods would be taken care of on its own, which was the source of the problem. Keynes’ philosophy of economics continued for at least three decades. By 1970 Say’s Law began to emerge again as a viable theory. Once again, trickle-down ideas were gathering support of some economists. If we think of trickle-down economics as a catalyst to boost production, it uses Say’s

Design of one Operation Unit Essay Example | Topics and Well Written Essays - 2250 words

Design of one Operation Unit - Essay Example The technology currently accounts for more than 20% of air separations. In cryogenic distillation applied in this design, air is liquefied, and then fractionally distilled, separating the air into its constituents primarily nitrogen, oxygen and argon. This is a complex process that is the most common and efficient method of large scale oxygen production. It is also the most efficient method of storing oxygen. Liquid oxygen storage is six to eight times more efficient than high pressure cylinders. The complexities and cool down requirements highly favour continuously operating production plants; this is not usually the mode of operation for field medical facilities. Liquid oxygen can be stored, but there is a loss rate that is dependent on the size of the container, the amount of liquid oxygen in the container, and the ambient temperature. Liquid oxygen cannot be stored for long term use. It is a simple matter to safely fill high pressure oxygen cylinders using liquid oxygen. Cryogeni c air separation is currently the most efficient and cost-effective technology for producing large quantities of oxygen, nitrogen, and argon as gaseous or liquid products. An air separation unit using a conventional, multi-column cryogenic distillation process produces oxygen from compressed air at high recoveries and purities. Cryogenic technology can also produce high-purity nitrogen as a useful by product stream at relatively low incremental cost. In addition, liquid argon, liquid oxygen, and liquid nitrogen can be added to the product slate for stored product backup or byproduct sales at low incremental capital and power costs. Capacity and product specification The designed system comprises of 3 columns with a length of 1 meter each. Its ID is 3cm. The system is equipped with an automated control system for regulation of each cycle’s time to monitor and record rate of flow, system pressure, and temperatures of the columns. The designed system can be applied to an extensi ve range of absorbents and pressures in facilitating the adsorption process. The targeted optimal rate of flow of oxygen to be produce by the system is 80 lit/min. design specifications are illustrated in the tables below, Capacity table: Theoretical Model Fix layer and dynamic regime adsorption is often characterized by continuous fluid flow phase going via an adsorbent layer within a time variable process (Nexant Inc., 2010). This is theoretically represented in the diagram below: At the process start, free adsorbent layer volume is considered as filled up with a given component A which cannot be absorbed and further, the solid is â€Å"clean†, and does not have any absorbing component B. Other assumptions made are that the gas is ideal; the absorbent layer has constant temperature, the section has constant speed, and that there is an insignificant pressure drop in the layer. This process is represented in a mathematical model which incorporates multiple equations referring to adsorbed component in volume element of height, fluid phase, and solid and the balance equation. These equations are illustrated hereafter, Product stands for mass transfer coefficient per absorbent layer’s unit volume. The first two equations can be simplified using a modified time variable as follows, The equations can be solved simoultaneously with knowledge of limit conditions: At the start, adsorbed component concentration is zero at any point in the adsorption

Animal Captivity of Orcas Should Be Banned Essay

Animal Captivity of Orcas Should Be Banned - Essay Example The need to maximize profits and minimize costs means that the welfare of the animals is neglected (Clemmit, 2010). Unlike the use of animals for medical research, this practice is merely for the amusement of the public.It serves no greater good besides giving people momentary pleasure. The death of Dawn Brancheau in a deadly encounter with the orca responsible for two other deaths shows the consequences of vested economic interests. It would have been prudent to ensure that such an animal does not encounter another human being. The lives of trainers are endangered (Martinez, 2014). The documentary explores the death of Dawn Brancheau who was killed by a captive orca. The same orca had killed two other trainers. Although there are generally accepted occupational hazards, the death of three people by one animal is unacceptable. The animals are destabilized when they are away from their indigenous habitats making them violent. The practice has a negative effect on the mental health of the animals. The film suggests that Tilikum had been driven to madness by his captivity (Martinez, 2014). Captured animals live in a restrictive environment causing them to undergo pain, distress and in extreme cases death. Many marine biologists believe that orcas are designed to travel millions of miles in a single day. The restricted environment makes them irritated and a danger to people (Martinez, 2014). It is morally wrong to use animals for human amusement. The People for the Ethical Treatment of Animals (PETA) has equated the practice to slavery (Martinez, 2014). It is morally wrong to inflict pain on one creature for the benefit of another. The animals have the ability to feel and should not be tortured (Clemmit, 2010). Modern science is increasingly showing that animals are more complex creatures than expected (Clemmit, 2010). A good example is chickens which do not even qualify for Animal

How WOMEN In Saudi Arabia effect the international market and Essay

How WOMEN In Saudi Arabia effect the international market and international business - Essay Example A woman’s starting salary to a man’s in a similar position is relatively low and the similar situation applies concerning promotions to prestigious positions (Freedman 9). International market research encompasses several barriers in different regions particularly in the Saudi Arabia where the concept of woman working is a cultural and religious taboo. However, the unfavorable conditions in the Middle East and the North African (MENA) states complicate that involvement of the women in business even further. Saudi Arabia particularly does not allow women and men to work together and the only place that happens is in the hospitals (Alhujelan 67). Education is paramount for any business interactions and cultural relations. Business customs involves how analysis of different cultures, which interrelates with international marketing. Age maturity is very important when dealing with foreign cultures and business opportunities. This is because international relationships always involve interactions with different persons of varying cultures. Most of these characteristics to deal with international relations mostly result from education, which may be formal or informal. A lot of tolerance, interpersonal skills, flexibly and good communications are paramount to international interactions. These aspects are mostly paramount in matters of management and international coordination. Long are times when women succumbed to pressure due to cultural pressures and religious believes but they are recently going through education. Therefore, women have an equal playing field in terms of job opportunities and capabilities. Equally, women in Sa udi Arabia are defying all odds and are engaging in education despite the labor law dictating that women can only work in field that suit their nature (Profanter, Cate, Maestri and Piacentini 33). The increasing number of women joining careers in the country confirms that things are

CANCER PREVENTION Essay Example | Topics and Well Written Essays - 250 words

CANCER PREVENTION - Essay Example Drug research has shown that tamoxifen and raloxifene have limits when it comes to patient acceptance (Goss et al., 2011). In addition, Aromatase inhibitors protect against contralateral breast cancers and show fewer side effects compared to tamoxifene in patients that are fighting with an early stage of cancer (Goss et al., 2011). With such progressive research it can predicted that the future of cancer prevention drugs is bright. Testicular cancer (TC) is a major problem among male cancer patients but it is one of the most curable cancers (Richardson et al., 2012). The survival rates of 100% have been observed in patients that undergo appropriate therapy and proper treatment (Richardson et al., 2012). The same study has also concluded through statistical data that there is an increased risk of developing testicular cancer in low income population (Richardson et al., 2012). The treatment and therapy is available but it is recommended that men should get an annual examination of their testicles to catch the disease at an early manageable state. Richardson et al. (2012) Testicular cancer: A narrative review of the role of socioeconomic position from risk to survivorship. Urologic Oncology: Seminars and Original Investigations. 30(1), p.

Could 1860 Civil War Be Avoided Essay Example | Topics and Well Written Essays - 750 words

Could 1860 Civil War Be Avoided - Essay Example Thus, each person who is going to understand the American character absolutely needs to explore the great catastrophe of the XIX century, to explore the Civil War. In such a way the main aim of this paper is to assume an American leader role on self, in 1860, and imagine whether it was possible to avoid the Civil War. First of all it is necessary to understand the main reason for this large-scale military conflict, forced the citizens of one country to stand up against each other with arms in their hands. The most common cause of the Civil War is usually considered to be a struggle for the abolition of slavery (Boritt, 1996). Of course, the abolition of slavery was not the only one that caused so far going opposition, so, the growing influence of the North in making some policy decisions that would benefit it also raised questions on the part of the Southerners, and increased the difference in the overall lifestyle of the two parts of the country. Such actions caused great tension, b ut it was a cornerstone in building a relationship of North and South for many years of the country's history. Basing on the opinion that the abolition of slavery was the main reason of the Civil War it is necessary to mention that slavery was more economic than racial phenomenon. In this context we see that the position of Lincoln was not as radical as we sometimes suppose, because he was a proponent of the abolition of the further spread of slavery, but agreed with the right to own slaves in the southern states. Thus, being a president I would be able to try to minimize harms of Lincoln’s views using better considered positions which would help to solve political and economic contradictions between North and South, to look for the solution of territorial expansion, economic crisis and modernization of the economy in those times period. It is possible to suppose that the abolition of the slavery would have more mild character if the state would be able to unite two parts of the country into one organism and buy all slaves from their masters and made them free, giving them an opportunity to change their status from ordinary slaves on wage slaves. In some degree this proposition would cost a lot of money for the state, but this step would overcome many contradictions between South and North, giving both states equal opportunities, using implementation of one strong ideology on the whole nation. One more reason that may explain the necessity of buying slaves by the state is the fact that such actions would help to stop armed revolt among slaves making them free. The main aim of many slaves was to find own freedom, because some slaves had an opportunity to pay money for their lives and become free, while others were very poor and only state could help them to fight for their rights and prevent their participations in rising against the state. Thinking about the main reasons of the Civil War it is important to add that Americans also fought for a principle, this mean that they also need to know which laws were more important - the laws of the State or All-American laws (Higham and Woodworth, 1996). It shows that the nation needed one strong ideology which would be able to organize nation around one big aim in spite of anything. Agreeing with the fact that the Civil War is a big pain of American nation it is necessary to state that scientists, researchers, politicians, historians, and even ordinary people are still debating the topic

How WOMEN In Saudi Arabia effect the international market and Essay

How WOMEN In Saudi Arabia effect the international market and international business - Essay Example A woman’s starting salary to a man’s in a similar position is relatively low and the similar situation applies concerning promotions to prestigious positions (Freedman 9). International market research encompasses several barriers in different regions particularly in the Saudi Arabia where the concept of woman working is a cultural and religious taboo. However, the unfavorable conditions in the Middle East and the North African (MENA) states complicate that involvement of the women in business even further. Saudi Arabia particularly does not allow women and men to work together and the only place that happens is in the hospitals (Alhujelan 67). Education is paramount for any business interactions and cultural relations. Business customs involves how analysis of different cultures, which interrelates with international marketing. Age maturity is very important when dealing with foreign cultures and business opportunities. This is because international relationships always involve interactions with different persons of varying cultures. Most of these characteristics to deal with international relations mostly result from education, which may be formal or informal. A lot of tolerance, interpersonal skills, flexibly and good communications are paramount to international interactions. These aspects are mostly paramount in matters of management and international coordination. Long are times when women succumbed to pressure due to cultural pressures and religious believes but they are recently going through education. Therefore, women have an equal playing field in terms of job opportunities and capabilities. Equally, women in Sa udi Arabia are defying all odds and are engaging in education despite the labor law dictating that women can only work in field that suit their nature (Profanter, Cate, Maestri and Piacentini 33). The increasing number of women joining careers in the country confirms that things are

Could 1860 Civil War Be Avoided Essay Example | Topics and Well Written Essays - 750 words

Could 1860 Civil War Be Avoided - Essay Example Thus, each person who is going to understand the American character absolutely needs to explore the great catastrophe of the XIX century, to explore the Civil War. In such a way the main aim of this paper is to assume an American leader role on self, in 1860, and imagine whether it was possible to avoid the Civil War. First of all it is necessary to understand the main reason for this large-scale military conflict, forced the citizens of one country to stand up against each other with arms in their hands. The most common cause of the Civil War is usually considered to be a struggle for the abolition of slavery (Boritt, 1996). Of course, the abolition of slavery was not the only one that caused so far going opposition, so, the growing influence of the North in making some policy decisions that would benefit it also raised questions on the part of the Southerners, and increased the difference in the overall lifestyle of the two parts of the country. Such actions caused great tension, b ut it was a cornerstone in building a relationship of North and South for many years of the country's history. Basing on the opinion that the abolition of slavery was the main reason of the Civil War it is necessary to mention that slavery was more economic than racial phenomenon. In this context we see that the position of Lincoln was not as radical as we sometimes suppose, because he was a proponent of the abolition of the further spread of slavery, but agreed with the right to own slaves in the southern states. Thus, being a president I would be able to try to minimize harms of Lincoln’s views using better considered positions which would help to solve political and economic contradictions between North and South, to look for the solution of territorial expansion, economic crisis and modernization of the economy in those times period. It is possible to suppose that the abolition of the slavery would have more mild character if the state would be able to unite two parts of the country into one organism and buy all slaves from their masters and made them free, giving them an opportunity to change their status from ordinary slaves on wage slaves. In some degree this proposition would cost a lot of money for the state, but this step would overcome many contradictions between South and North, giving both states equal opportunities, using implementation of one strong ideology on the whole nation. One more reason that may explain the necessity of buying slaves by the state is the fact that such actions would help to stop armed revolt among slaves making them free. The main aim of many slaves was to find own freedom, because some slaves had an opportunity to pay money for their lives and become free, while others were very poor and only state could help them to fight for their rights and prevent their participations in rising against the state. Thinking about the main reasons of the Civil War it is important to add that Americans also fought for a principle, this mean that they also need to know which laws were more important - the laws of the State or All-American laws (Higham and Woodworth, 1996). It shows that the nation needed one strong ideology which would be able to organize nation around one big aim in spite of anything. Agreeing with the fact that the Civil War is a big pain of American nation it is necessary to state that scientists, researchers, politicians, historians, and even ordinary people are still debating the topic

G.C.S.E. English Coursework Macbeth Essay Example for Free

G.C.S.E. English Coursework Macbeth Essay Assignment title: (5) Fair is foul and foul is fair. Show how this image recurs and develops through the play. Throughout the tragedy, the theme entitled fair is foul and foul is fair, is key to the plays success and dramatisation, as it both recurs and develops as the play continues. The fore mentioned words are used by and against the key characters in the play, as Shakespeare uses his language to portray the theme and characters. The witches are key in performing the appearance versus reality theme. This major theme is first brought on in the first scene of the play, with the spooky, disturbing, oxymoronic verse culminating in Hover through the fog and filthy air, which explains Shakespeares intentions for the plot and deeper metaphors and echoes through to act five. The blatant opener is much like the oxymoron of I.3, lesser than Macbeth, and greater, which appears impossible, but sets the later scenes in which Banquo meets his end; because Banquo is lesser when he dies, but will be greater because of his fantastic devotion to good, and he shalt get kings, showing Shakespeares desire to impress James I, the possible seed of Banquo, in his theatre. It is clear that, by Hecats rhyming speech in III.5, strength of their illusion, that the fiends whole purpose and method is to deceive people like the literate Macbeth by situations appearing to mean certain things, but in reality meaning something totally different. This clever characteristic is also displayed by the apparitions: the third real or hallucinative metaphor, Be lion-mettled, tells Macbeth of the seemingly impossible move of Birnan Wood the high Dunsinane Hill that they speak of is the only way in which to kill Macbeth, and the English pick up the wood as a simple, proverbial but deadly i mportant battle tactic. The genius playwright shows subtly and brilliantly the innocent appearing child holding a tree, giving the rapt main character a clue to the ironic developments. The equivocal meanings along with the ever-present personification, Who chaves, who frets, would excite the audience and provide excellent entertainment. Also in the apparition scene, it seems that the masters are thought by Macbeth to tell him convivial news, but in fact they bring the disagreeable kind after the rhyming first head, beware Macduff! Dismiss me, enough., has deemed the tragic hero in this typically beautiful narrative, but what Macbeth does not know is that that what the bloody child said about his fate none of woman born shall harm Macbeth, which sends Shakespeare into his ride into the clouds incorporating the usual elaborate metaphors, a bond of fate, sleep in spite of thunder when the fantastical plot of Macduffs Caesarean section sees Macduff as the one with the powers, when he eventually kills the tot ally believing Macbeth. Shakespeare develops the character of Macbeth as a study of the supernatural when what seems like a worthless guess by three old hags, This supernatural soliciting, turns out, not only to be true, but doubtfully veracious in Macbeths mind from the very off, when even he does not know whether it is fair or foul, cannot be good, cannot be ill, in his oxymoronic evaluation of the words of the witches beforehand, creating dramatic Irony. Banquo is the contrast of this with his steadfast righteousness, to betrays in deepest consequence., but the evil predictions turn out to be true in Shakespeares idealistic plot, (to follow James Is views in his book, demonology) as the demons drive him to the highs of monarchy and all the way back down again. The soliloquies of Macbeth provide us with excellent insight into this well developed theme. He openly admits he himself is performing his own fair/foul deeds, Hes here in double trust, as what seems to be a feast for Kind Duncan, turns out to be his own murder as Macbeth describes the apocalyptic imagery, tears shall drown the wind, which he sees in the future, after his equivocal change from polysyllabic to monosyllabic words, Commends the ingredience, naked new-born babe, where Shakespeare cannot decide whether to be literally superb or to concentrate on his plot and echoes. This is developed again by the poet in the next act when it moves on from the simple, deceiving act of treachery, to disguise of evil, covering up true nature, Nature seems dead, where the malevolence is personified and Tarquins ravishing strides bury the seemingly irrepressible mother nature into the ground, as the audience are whiteness to the scene as a dilemma when Macbeth turns into the depraved, perfidious side of him. Macbeth is so rapt at the apparitions scene that he continues to use his poetic licence to great effect as, even when he is shocked, he continues to rearrange the two opposites while using alliteration to its fullest, blood-boltered Banquo. He continues in the exact same state of mind in the following pages, as Shakespeare develops Macbeth as an assertive, yet easily persuaded character, when the minor Lennox receives the same attention as the rest none The castle of Macduff I will surprise, as he ponders on how to kill the feared Macduff: Ironic because he hol ds the opinion that Macduff is foul, although he is fair and he believes the witches speak fairly, but their intentions are very foul. Much like in IV.1, Macbeth performs a soliloquy in his distressed state of mind while Seyton is present, in V.1. The theme is much more developed here where the philosophical Shakespeare tells his now entranced audience that Lifes but a walking shadow, displaying Macbeths depression, followed by his metaphorical, negative description, Struts and frets, of a thing that is thought of as virtuous by the majority of people. This comes after the so- called bad news of his wifes death, but he seems to think that a foul thing like that seems quite fair, She should have died hereafter, even though he appears as the other, sympathetic half of himself, find her disease, before again changing disposition, Would scour these English hence, where he self-centred like concentrates on his own, fragile destiny, as Shakespeare plays around and jumbles the character of Macbeth. Lady Macbeth is an excellent example of the fair/foul theme. She is a lady and is thought to be a kind, loving and lady-like, but her dramatic, alliterative entrance in I.5, And take my milk for gall, you murdering ministers, is the real Lady Macbeth, while the play write shows superbly how she is seeming to be fair in front of guests, Look to the lady, but in fact she is the real villain of the play, tormenting the audience and every-ones innocent ignorance of women. The theme is somewhat reversed towards the end of the script because Shakespeare with his depraved repetition, To bed, to bed, to bed has not made Lady Macbeth such an enemy to his enthralled audience, that they cant really feel sorry a little for her illness, This disease is beyond my practice, as she becomes more fair in the juggled end of the play. The wife of Macbeth also appears un-hurting, senseless and cruel, before we see the start of her more fair side in II.2, Had he not resembled I had donet, as the writer teases the audience with his confusing, twisting plot and monosyllabic dialogues. She repeats a more feeble side of herself in a more complex way as the play develops, dwell in doubtful joy, and she becomes a weaker character. Her contributions to the fair foul/foul theme change as she slowly becomes less of a villain, but her grip on her husband gets much weaker, Be innocent of the knowledge dearest chuck, as he becomes more of the evil one, whilst continuing to use oxymoronic personification, Light thickens, because before, he was looking to be just deception intended by the witches, In their newest gloss, where the lady attacks Macbeths masculinity, then you were a man, but in the second and third murders, a brave man being brought down by the witches. Lady Macbeth is also a great believer in the theme as a disguise for the couples actions, Look like the innocent flower, but be the serpent undert, as the great, evil mind of the lady, developed very early on in the play, plots to kill the king. She and him both exhibit their earlier intentions after the murder, outrun the pauser reason, and What, in our house, when suitably the predictions by the witches to be literal and an excuse to gain power, but the bad acting would show off Shakespeares talent of producing dramatic irony, frustration and repetition to show women as being insignificant, O Banquo, Banquo! Our royal masters murdered, which he does throughout the play. In the murder of Duncan, Lady Macbeth has an important role, as her argumentative side is apparent. This is so because she is taking the predictions by the witches to be literal and an excuse to gain power, but the well educated Macbeth sees the foul deception by the witches, In their newest gloss, where the lady attacks Macbeths masculinity, then you were a man, but in the second and third murders the she has no involvement. He dismisses her with his over stunning oxymoron, restless ecstasy, and alliterative metaphors, lifes fitful fever, so Shakespeare can show off to James I. The hallucinations of particularly Macbeth display the appearance versus reality theme because the objects appear, but are not reality. The dagger, well portrayed by some productions as a shadow, is the first time that Macbeth begins to hallucinate. His rapt, overpowered state of mind is skilfully shown by Shakespeare to provide us with apocalyptic imagery personified, fatal vision, and the thought that a fal se creation could turn a seemingly fair fate into such a foul ending. When the blood and gore become a reality, the cry of women, Untimely ripped, and Macbeth meets his sword-shaped death, which he speaks of in that soliloquy, moves like a ghost, as personification and simile spell out the real fate. At the turning point of the play, III.4, it is questionable whether Macbeth is hallucinating or not. This is still a good example of the fair /foul theme because Banquos death was supposed to be a good thing for Macbeth, but it turned out to be bad, whether in the mind of Macbeth (maybe through the witches speculative powers) or as the genuine ghost that is scripted by Shakespeare, with some in-appropriate, pretty language. The ghost of Banquo represents the change of feelings, of and towards the Macbeth couple, because Macbeth is sent into an even more psychotic, but still repetitive rapture, It will have blood, they say; blood will have blood, while the innocent flower withers and dies and havoc and evil reign in his kingdom, turned wild in nature, but l ady Macbeth becomes seriously mentally ill. At the start of act five, it is lady Macbeths turn to be hallucinatory. In scene one of that act, she admits she is really the evil one, as she was the one who projected the idea of a wolf in sheeps clothing, although disguised by Macbeths polysyllabic personification, Be bright and jovial among your guests tonight, and she ends up as the wolf. Shakespeare attempts to redeem her and not leave her on such a sour note as Macbeth, but possessive, selfish, un-dignified metaphors, Hell is murky, All the perfumes of Arabia, only drive the indifferent, spoilt character more into the role as the villain, before Macbeth kills mercilessly. Dramatic Irony shows the theme superbly because the audience can know of the truth while the characters do not. We first see Macbeth as being fouler than we originally thought when he initially makes his metaphorical lies. The now persuaded and focused Macbeth uses Shakespeares dramatic irony as the audience are aware of his thoughts as he deceives the righteous Banquo, I think not of them, when he first shows the audience that he is a traitor, while the killed traitor was replaced by him. When the play has turned against Macbeth, so has the dramatic irony. We heard in V.4 that the prophecy of the witches has deceived Macbeth and the Bard so comically yet sincerely with his own metaphors shows Macbeth hearing the news, The wood began to move, where the tragic hero is told of a seemingly fair protection against death, turned foul against him into certain fate. The tone is not such a happy and pleased one in IV.3. We can imagine the audience distraught and upset when the unfortunate Macduff is first lied to by Ross, but then the news breaks. Shakespeare increases the tragedy by Ross equivocal words They were well at peace to increase the dramatic irony before he sickens the audience with his blunt upheaval of alliterative comparison, your wife and babes savagely slaughtered, drawing people away from the idea that death is rest, first touched upon by the mercurial Macbeth. The disturbed Shakespeare is very obsessed the death of young characters. The people visiting the play will be very distressed by the playwrights veracity to beguiled murderers as first a small boy is brutally hacked down by the assassins, He has killed me mother, (and even he can use metaphor, shag-haired villain) followed by a teenager losing his life in vain, Thou liest, abhorred tyrant!, as the bewitched main character goes on his last run. This shows dramatic irony because we already know that only one of women born shall harm Macbeth so Shakespeare shows off his literary skills as the characters in Macbeth show their true states of mind through their language. Virtually the whole play contains the fair/foul theme; from the very first scene, until the moment in which Macbeth dies. As his evil world disintegrates, Malcolm concludes saying that righteousness is returned and the end of Macbeth signals the absence appearance versus reality, That fled the snares of watchful tyranny, and that Scotland will continue under his reign and significantly, James Is. He believes that Macbeth was not the totally guilty one, Of this dead butcher and his fiend-like queen, but the dead Lady is. Shakespeare must end the play relevant especially to James I, as a happy ending because the king would not like to see his fears the witches win or his possible ancestors lose.

Demand And Globalisation Of Human Trafficking

Demand And Globalisation Of Human Trafficking This essay will analyse the concept and practice of human trafficking, focusing particularly on the way in which the local issues have attributed to globalisation of human trafficking, and the influence of western societies on human trafficking. It will further analyse the harms and violence associated with the trafficking, as well as powers that state bodies have on control and prevention of human trafficking. Human trafficking is not a new phenomenon, however it has in the recent 20 years attracted more media attention. Horrific tales of brutality, exploitation and abuse of young women trafficked into prostitution has led to many authors and academics writing vastly about the subject. These reports and articles have brought to light not only the extent of human trafficking, but have also identified reasons behind this crime and methods of possible prevention from such crime occurring. Human trafficking needs to be differentiated from smuggling. The two notions are more than often linked and referred to as one and the same. The main difference between the two concepts lies in the fact that smuggling rarely includes the use of force or abuse and once the migrant has been smuggled into the destination country, they are free to continue with the settlement in the new country. Trafficked people, however, do not have that freedom. Human trafficking has often been referred to as a modern day slavery and in many aspects it retains many elements associated with slavery. Difficulty with distinguishing between human trafficking and smuggling highlights the additional harm that victims of trafficking may experience when attempting to get assistance from police authorities and governments of destination countries. In Human Trafficking: Sketchy data and policy responses (2008) Goodey argues that smuggling becomes trafficking once a person who is being smuggled experiences exploitation at any point from recruitment through to arrival at their destination (2008, p. 422). Goodey further argues that in reality it is difficult to distinguish between smuggling and trafficking mainly because smugglers could be seen as exploiting willing migrants by requiring them to pay extortionate fees in order to facilitate their migration. These fees often become extremely high interest loans, which need to be repaid by the migrant in a very short period. However, when such fees have been repaid, the migrant is free to continue with his life. In a Home Office report Stopping Traffic: exploring the extent of, and response to, trafficking in women for sexual exploitation in the UK (2000) Kelly and Regan further explain that an element of freedom exists as a distinguishing factor between trafficking and smuggling. Kelly and Regan continue to explain that trafficked women are under the control of their traffickers and are treated as part of transaction. Traffickers will unavoidably incur expenses for the travel, falsifying documents and bribery, among other expenses, in order to facilitate the process of trafficking, and will in turn impose that debt on to the victim, requiring her to pay it off through prostitution. It has been suggested that globalisation has had a massive impact on the increase of human trafficking in the recent years. Lack of economic opportunities for women in post-communist countries has been suggested as one of the main factors in increase of human trafficking. Desperation and poverty faced by young women is seen as a mitigating reason behind the question of why so many women are willing to migrate. Methods of recruitment used by traffickers vary, but most commonly involve friends, family or partners of trafficked victims. Recruitment can also take place through an agency, advertising for jobs abroad, however, these are false job opportunities. Internet has also become a vital tool in recruitment of victims. Berman, in her article (Un)Popular strangers and crises (un)bounded: discourses of sex-trafficking, the European political community and the panicked state of the modern state (2003), argues that the evolvement of the societies, both economical and social evolvement, have a direct impact on human trafficking and the globalisation of this crime. In this article, Berman sets out arguments to support her notion of human trafficking as globalised and gendered crime. However in her work the separate concepts of human trafficking and smuggling are often referred to as one concept, which in turn can create greater harm for trafficked victims, as they are considered no more than illegal immigrants. She analyses the reasons behind globalisation and an impact economic and social globalisation have had on human trafficking. It is evident that local issues become globalised where lack of available employment or opportunity for young women is available. These women will then be easily persuaded, with the false promise of a better life abroad, to agree to migration, not knowing the reality of what is ahead of them. Recruitment process is therefore cleverly designed to ensure that the recruiters are usually people they know, relatives or anyone they might trust, and because this is the case, the reality of their future is even more disturbing. Shelleys work Human Trafficking as a Form of Transnational Crime (2007) argues that the modern technology has facilitated for an easier and faster communication within the globalised world, and has therefore had a major impact on the organised crime. Shelley further argues that in the countries of former USSR, hundreds of thousands of websites exist promoting brides and sexual services, and in Europe, websites promote sex tourism, particularly in Latin America and Asia (Shelley, 2007, p. 119). Goodey (Human Trafficking: Sketchy data and policy responses, 2008) analyses the reasons why migration and trafficking in particular can carry on even where the prevention techniques, such as public awareness of such crime, have been implemented. She finds evidence in the fact that a prosperous sex industry exists and so does the demand for women and girls. Traffickers recognise the demand for such services and therefore ensure that there is a regular supply of women. Goody further argues that membership of new countries in the EU, in particular the eastern European and post-communist countries, which were in the past recognised as countries of origins for sex trafficking, has facilitated an easier method of trafficking. Harm and violence of human trafficking is more than just physical abuse by traffickers and their owners. Harm and violence often extend after the period of abuse had ended. It extends even at the police station where authorities seem to be more concerned with removal of illegal immigrants rather than assisting the victims of trafficking. Difficulty with recognising the victims of trafficking lies in the fact that even victims themselves do not necessarily know what has happened to them has in fact made them such victim. Fear of prosecution and deportation, i.e. being labelled as a criminal, makes it even harder for the victims to come forward and identify themselves as victims. Furthermore, fear over lack of prosecution of the traffickers themselves further paralyses the whole criminal justice system. Women are encouraged to assist with prosecution in order to be able to stay in the country, however such assistance does not necessarily extend after the prosecution period and it certa inly does not extend to their families who are still in the origin country. Shelley (Human Trafficking as a Form of Transnational Crime, 2007) explores the methods used by traffickers in order to ascertain control over the victims once the recruitment and detention process has been achieved. She argues that the traffickers are rarely caught or successfully prosecuted mainly due to the lack of support for victims of trafficking. Bermans work (Un)Popular strangers and crises (un)bounded: discourses of sex-trafficking, the European political community and the panicked state of the modern state (2003) further argues that protection of victims is limited and that the pressure put on victims to further jeopardise both their lives and the lives of their loved ones is immense. The lack of adequate protection means that many traffickers go unpunished, while the real victims are themselves treated as illegal criminals. The greatest harm, however, is the violation of human rights of each trafficked woman. It has been shown that trafficked women who are sold off to different owners are subject to much greater abuse. The abuse suffered by trafficked women is coupled with the fear their traffickers impose on them. Threatening their lives and the lives of the loved ones are the methods used by traffickers to ensure that the victims of trafficking remain in their control and do as they are told. Power is vested within the governments and governmental authorities, however it could be said that traffickers themselves have great power as well. In order to be able to traffic such large numbers of women, men and children, requires great organisation and even greater connections with border controls, as well as authorities that seem to be corruptible. In Stopping Traffic? (2006), Munro analyses counter trafficking proposals set out in different countries and how each country, using different legislative approaches, attempts to prevent human trafficking. Her analysis highlights the problems faced by each country, as cooperation is not necessarily in place between the countries. Although, her research is based on the workings of the individual countries, her findings are supporting the issues arising out of globalisation of human trafficking, and more importantly, they look into the questions on how such crimes can still be carried out in the 21st Century. Through analysis of the systems adopted by different countries, Munro attempts to establish whether such systems have contributed towards the reduction of human trafficking within those countries. She highlights the problems faced by each country and her findings are directly linked to the issues of globalisation. By looking at Australia, Italy, Sweden and Netherlands, Munro highlights the differences each country has made in combating the crime of human trafficking. Australia toughened its laws on human trafficking by creating an offence whereby claiming ownership over another person is punishable by up to 25 years imprisonment. It further created offences including causing a person to enter or remain in sexual servitude, or inducing a person to provide sexual services through deception (Munro, 2006, p. 319). Italy seems to have been influenced by a more humanitarian impulse (Munro, 2006, p. 319). In Italy access to help is provided to all victims regardless of whether they want to take part in identifying and giving evidence against their traffickers. Netherlands, on the other hand, requires victims to cooperate in judicial investigation. In return for such cooperation, victims are given a temporary residence. Once the temporary residence has come to an end, victims will be asked to leave the country, unless they can show that there are exceptional circumstances. Sweden has created legislation that criminalises the purchase (but not the sale) of sexual services (Munro, 2006, p. 320), and therefore became the first country to outlaw sex purchasing, and not selling. The Swedish model, as it is also known as, has been subject to criticism. Among critics are also Swedish sex workers who claim that no consultation with them had taken place prior to the legislation being enacted. The lack of consultation has meant that they are now more reluctant to ask the police for any help or assistance. It has been reported that there are now more women being trafficked across the border to Norway, and it would seem that there are now more Swedish men frequenting Norway in order to purchase sex. This illustrates how curtailing supply and demand in one country creates a new market where supply and demand can continue to flourish. Goodey, (Human Trafficking: Sketchy data and policy responses, 2008) further analyses the prevention and reduction process of human trafficking by considering international policies and legal understandings of trafficking. She argues that such policies have been unsuccessful and as a result human trafficking is on the rise. In her article, Goodey analyses different approaches to the issues surrounding human trafficking with the aim of determining the victims position within the state. She concludes that human trafficking, or rather, sex trafficking in particular, is nowadays considered to be a labour issue, therefore trafficked women may not necessarily be seen as victims. Doezma in her work Now You See Her, Now You Dont: Sex Workers at the UN Trafficking Protocol Negotiation (2005), argues that anti-trafficking measures are more often used against the victims, rather than against the traffickers. She further highlights the problems by listing different views of prostitution, which in turn digresses from the real issues relating to harm and violence associated with human trafficking. She recognises that historically, anti-trafficking measures have been used against sex workers themselves, rather than against traffickers' (Doezma, 2005, p. 62). There seem to be two divided views of prostitution. Coalition Against Trafficking in Women argues that prostitution is a form of sexual violence which can never be consented to or chosen as a profession. (Doezma, 2005, p. 67) On the other hand Global Alliance Against Trafficking in Women considers prostitution as a chosen profession. They argue that prostitution as a chosen profession should be distinguished from trafficking, which is characterised by the use of force during the migration process and/or the consequent labour or services (Doezma, 2005, p. 68). Kelly and Regans report Stopping Traffic: exploring the extent of, and response to, trafficking in women for sexual exploitation in the UK (2000), provide an in-depth research into the working of the policing services in their attempts to protect and better understand the victims of human trafficking, as well as to prevent the crime from being carried out. The authors findings are based on the research carried out in the United Kingdom and therefore this report does not necessarily represent the global impact of human trafficking. However, the report does reflect many misconceptions relating to the victims of human trafficking, which are arguably also present across other states. This report further recognises that women are trafficked into those countries where the demand for sex trade is greater due to existing sex industries. Trafficking is an ongoing process, whereby women are trafficked through one or more transit countries, where they are also made to work or sold to other traffickers. The final destination is unknown to the trafficked woman. Kelly and Regan argue that it is clear that traffickers understand and are aware of the local and international politics and are therefore focused on targeting specific groups of women who have been identified as those affected by economic and social situation of a particular country. It is therefore not surprising to find that most of trafficked women are from countries distraught by wars and conflicts. The House of Commons, Home Affairs Committee (2009), The Trade in Human Beings: Human Trafficking in the UK, Sixth Report of Session 2008-09, Vol. 1, HC 23-I, www.parliament.uk/homeaffairscom (accessed 15 January 2010) report provides an in-depth research of both attempted quantification of human trafficking and proposed steps necessary to ensure protection of victims. It provides guidance on the issues relating to methods used by traffickers to recruit their victims, as well as guidance on prevention of human trafficking and increasing public awareness. It further considers the impact of supply and demand of sex workers, and whether legislating prostitution could in any form contribute to prevention of human trafficking by reducing the demand for sex trafficking. The report concludes by setting out the current position of the United Kingdom in the fight against human trafficking and by highlighting the important work carried out by both governmental and non-governmental bodies, both nationally and internationally. The report establishes that police forces should be provided with a more specific training that could assist them in recognising that even domestic workers could be victims of trafficking. Specific training should highlight the importance of recognising trafficking traits, such as confiscation of documents. Increasing public awareness has been recognised as one of the ways of preventing trafficking. Increasing awareness should also include educating not only general public, but also public officials, of signs of trafficking as well as to provide information on appropriate channels the assistance should be available to the victims of trafficking. Difficulty in globalising the prevention on trafficking, and finding a globalised method that is universally accepted and adhered to, lies in the fact that not all EU member states have taken adequate steps in combating trafficking. This report emphasises that mere enactment of legislation is not adequate prevention tool, if there is no strict enforcement of such laws. In conclusion, it is clear that human trafficking is a growing global issue. The reasons for the increase in human trafficking over the last 20 years has been down to the structural changing or globalising of the international economy and the increasingly deepening gap between the richer western and poorer eastern European countries. Women from post-communist countries have in particular been targeted by the traffickers, as the lack of economic opportunities in these countries has encouraged women to look for employment elsewhere. The risks faced by the traffickers are outweighed by the financial rewards human trafficking provides. Women, seen as commodities, can be sold repeatedly, therefore accumulating more regular profit for a trafficker than a narcotics dealer, who can only sell narcotics once. The rarity of successful prosecution against traffickers could be seen as an encouragement for traffickers to continue with their business, and even in cases of successful prosecution, th e penalties are not as harsh as for the narcotics dealer. Although the trafficking has become a global issue, the lack of unity on workable preventative methods means that legal controls are only applicable in a particular country and they do not extend universally over the other countries. Organised crime groups work on a transnational level and are aware of the limits each state has on the enforcement of their laws on combating human trafficking. All of the articles and reports present a horrifying truth that goes beyond the statistics and explores the grim realities of human trafficking. Human trafficking is possibly the greatest violation of human rights and a great deal more needs to be done to combat this activity and to prevent and protect any future victims. Clear definition and separation of concepts of human trafficking from smuggling would need to be universally accepted as this would ensure that the true victims of human trafficking are identified. Furthermore, tougher punishments on traffickers coupled with proper and thorough enforcement of legislation preventing trafficking could ensure that trafficking is curtailed to a certain extent by increasing the risks for traffickers. Funding and adequate support for victims of trafficking might also provide a better system whereby trafficked victims are not labelled as illegal immigrants and deported back to their origin countries without any support. Such system might a lso encourage trafficked victims to proceed with the prosecution of traffickers, however not as a condition for their settlement in that country. Word count: 3131