Indian Identity in UK

The terms Indian Britons, Indian British, or British Indian are used in reference to people residing in the United Kingdom but whose ancestral origin is India.Advertising We will write a custom essay sample on Indian Identity in UK specifically for you for only $16.05 $11/page Learn More This comprises of people who were born in the United Kingdom but whose descendants are Indian and all Indian- born individuals who migrated to the United Kingdom. Presently, there are approximately 1.4 million Indians residing in the United Kingdom. Therefore, the Indians are the hugest ethnic minority group. The Indians constitute the biggest British Asians’ subgroup. For an Indian to be legally recognised in the United Kingdom, he had to adhere to exceptionally stringent government regulation guidelines. In the United Kingdom, therefore, the Indian Act was acknowledged as more than an organ of laws that laid the guidelines concerning each Indian’s aspects of life. This has been the case for more than a century (Kakar, 2007). The Indian Act was an esteemed regulatory regime. Through it, there was a better comprehension of the native identity that fashioned the traditional native life. It is worth noting that the high population of Indians in the United Kingdom was as a result of historical links. The Indians were included in the Commonwealth of Nations and were under the British authority during colonial occupations.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Indians residing in the United Kingdom belonged to the middle social class and were socioeconomically affluent (Sen, 2006). A number of researches were done to assess how Indians living in the United States felt about their identity. A study conducted among people under the age of thirty five in the Asian Network revealed that thirty eight percent of people of South Asian origin in the UK felt disconnected from the British. More than 1/3 of the participants agreed that for an Indian to survive in the United Kingdom, he was supposed to be a â€Å"coconut† (Kurien, 1999). This term was used in the UK to refer to someone whose outside was brown and the inside white. A majority of the Indians preferred living in the UK since there were better opportunities.  ¾ of the Indians living in the UK feel that their culture was at risk of being diluted (Sen, 2006). Moreover, many Indians had the feeling that they whites treated them as though they were not British. More than fifty percent of the participants in the studies revealed that they felt they were British. A majority of the Indians in the UK were Christians, Sikhs, Hindus, and Muslims. Authorities argue that the Indians did not need to be â€Å"coconuts† so as to be efficacious in UK. There was a need for Indians to perceive a positive identity, which would boost their confidence and promote the ir success. Identity and confidence were vital for a person to realize that everyone can succeed. Opportunities were open to every individual who had a vision to succeed.Advertising We will write a custom essay sample on Indian Identity in UK specifically for you for only $16.05 $11/page Learn More Irrespective of the fact that a majority of the Indians in UK had assumed a British identity, they adhered to their ancestral and cultural origins when at home. Some Indians also felt that there was a need for them to be coconuts since they wanted to fit in a society that viewed them negatively (Kakar, 2007). The Indians in the UK faced numerous challenges because of identity cards crisis. There was no consensus regarding how to establish an Indian’s identity amidst passports, driving licenses, PAN card, and Aadhaar cards. In addition, there was disagreement for NPR (National Population Register) enrolment. Only a few Indians had accessibility to the A adhaar cards, which rendered a majority of them unable to operate bank accounts. Not many Indians possessed passports that made it difficult to establish their identity. A huge number of the natives in UK enquired about the origin of Indians. Many of them answered that they were from the UK but their grandparents were Indian. However, no Indian answered that his ethnicity was Indian (Kurien, 1999). Consequently, a lot of the Indians wondered whether they had given an adequate response to describe who they were. Therefore, Indians in UK were faced with challenges regarding belonging and acceptance.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More A majority of them wondered the extent to which their identity was defined through the country they were born and grew up in. There was confusion regarding the level of significance that should be linked to their ethnic origin. Defining the cultural heritage and identity was also a challenge. Consequently, Indian generation living in the United Kingdom had a deep feeling that UK was not their country. Indians had a hard time fighting for the right of being treated with fairness and respect. This is a right that everyone globally should enjoy irrespective of his cultural origin. Historically, numerous Indians had migrated to UK after receiving invitations to work in foundries, factories, or for NHS. Consequently, they grew up in UK and were also incorporated into the academic system. In this case, there was a need to develop a sense of belonging regardless of the fact they were not considered a portion of the majority (Sen, 2006). The Indians usually questioned themselves regarding t he level to which they were accepted in the country they were born. They wondered whether they were a distinct immigrant population since they were normally segregated from the mainstream society. They could not engage in the mainstream society without being prejudiced. Again, the issue of adaptation, integration, and acceptance was manifested. References Kakar, S. (2007). Indian identity. London: Penguin UK. Kurien, P. (1999). Gendered Ethnicity Creating a Hindu Indian Identity in the United States. American Behavioral Scientist, 42(4), 648-670. Sen, A. (2006). The argumentative Indian: Writings on Indian history, culture and identity. London: Picador. This essay on Indian Identity in UK was written and submitted by user Vaughn H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Profile of Harvey M. Robinson

Profile of Harvey M. Robinson The east side of Allentown, Pennsylvania had the reputation of being a nice, safe area for families to raise children. The residents in the area felt secure to walk their dogs, jog, and let their kids play out in the yards. All of that changed in the summer of 1992. The residents and police force of Allentown had a problem. For the first time, its east side residents were being stalked by a serial killer. A Killer Is Born Harvey M. Robinson was born on December 6, 1974. He grew up in a troubled family. His father, Harvey Rodriguez Robinson, was an alcoholic and physically and emotionally abusive towards his mother. By the time he was three, his parents were divorced. Harvey Rodriguez Robinson ended up going to prison for manslaughter after beating his mistress to death. The younger Harvey idolized his father, regardless of his abusive and criminal behavior. School Years At a very early age, young Harvey Robinson showed great athletic and academic potential. He won awards for his essays and was a fierce competitor in wrestling, soccer, football and various cross-country sports. However, as early as nine years old he demonstrated a dark side that diminished all of his positive accomplishments. School counselors determined that Robinson suffered from severe conduct disorder. As a child, he was known to throw tantrums. As he got older, he developed a quick temper and was unable to define between right and wrong. From the age of nine to 17, he filled up a rap sheet with numerous arrests including burglary and resisting arrest. He was also a known substance abuser, which added to his propensity towards impulsive aggressive behavior. He detested authority and lashed out at those who tried to control him including the police and his teachers. As he grew older, his threats intensified. Teachers and students were afraid of Robinson, and he liked it. Why Robinson began raping and murdering children and women is unknown, but as far as what is known for sure, it all started on August 9, 1992, when he was 17-years-old. First Victim At about 12:35 a.m. on August 5, 1992, Robinson burglarized the home of Joan Burghardt, 29, who lived alone in a one-bedroom apartment on the first floor of a residential apartment complex on the east side of Allentown. He broke through the screen on the patio door, which was locked, and ripped just enough to slip his hand through the doorknob and open it. Burghardt reported the burglary and the missing $50 from a drawer in her bedroom dresser. Everything else seemed undisturbed. Four days later at around 11:30 a.m. on August 9, 1992, Burghardts neighbor telephoned the police to complain that Burghardts stereo had been on for three days and nights and that no one answered the doorbell. She also reported that the screen had been out of the window for three nights and during one of those nights she heard Burghardt screaming and banging the wall and sounds as if she was being beaten up. When the police arrived, they found Burghardt dead, lying on the living room floor. She had been severely beaten about the head. The autopsy revealed that Burghardt had been sexually assaulted and hit over the head at least 37 times, fracturing her skull and damaging her brain. She also had defensive injuries on both hands, indicating that she was alive during at least some of the attack. Seminal stains were found on a pair of shorts found at the scene, suggesting that a male had masturbated on them. Second Victim Charlotte Schmoyer, 15, was always diligent about delivering the Morning Call newspaper on her assigned route on the east side of Allentown. When she failed to deliver the paper on the morning of June 9, 1983, one of her customers scanned the street for the young carrier. She did not spot Schmoyer, but what she did see alarmed her enough to phone the police. Schmoyers newspaper cart was left unattended, for more than 30 minutes, in front of a neighbors house. When the police arrived, they found that the newspaper cart was half-filled with newspapers, and Schmoyers radio and the headset had been strewn on the ground between two houses. There were also finger streaks on the windowpane of the door to the nearby garage of one of the houses. Based on the scene the police concluded that Schmoyer had likely been abducted. The police began their search and found her bicycle abandoned along with some of her personal property. Within hours a tip came in, and investigators began searching a wooded area where they found blood, a shoe, and the body of Charlotte Schmoyer buried under a stack of logs. According to the autopsy report, Schmoyer was stabbed 22 times, and her throat was slashed. Also, there were cutting and scraping wounds in her neck area, indicating they were inflicted while the Schmoyer was conscious and her neck bent down. She had also been raped. Investigators were able to collect blood samples, a pubic hair and a head hair on Schmoyer that did not match her blood and hair. The evidence was later matched to Robinson through DNA. Burglary John and Denise Sam-Cali lived on the east side of Allentown, not far from where Schmoyer had been abducted. On June 17, 1993, Robinson burglarized their home while the couple was away for a few days. He had taken Johns gun collection, which was kept in a bag in the closet. Within days John bought three new guns, one of which he purchased for Denise for protection. The couple grew even more concerned about their safety after learning that someone had broken into their neighbors home and attacked their child. Third Victim On June 20, 1993, Robinson entered a womans home and choked and raped her five-year-old daughter. The child managed to live but based on her injuries it appeared that he had intended for her to die. Some theorized that he was actually after the childs mother, but when he found her sleeping with her partner, he attacked the child instead. Fourth Victim On June 28, 1993, John Sam-Cali was out of town, and Denise was alone. She awoke to the sounds Robinson was making from inside the walk-in closet near her bedroom. Frightened, she decided to try to run out of the house, but he grabbed her, and they struggled. She managed to get out of the house, but Robinson grabbed at her again and pinned her down onto the ground in the front yard. As the two fought, she was able to bite him on the inside of his arm. He repeatedly punched her, sliced her lip open and then raped her, however, her screams alerted a neighbor who turned on her porch light, and Robinson ran away. When the police arrived, they found Denise alive, but severely beaten, with strangulation marks around her neck, and her lip deeply slashed. They also found a butcher knife wrapped in a napkin lying outside the bathroom door. After recovering in the hospital, the Sam-Calis went out of town for a few days. Fifth Victim On July 14, 1993, Robinson raped and murdered Jessica Jean Fortney, 47, in the living room of her daughter and son-in-laws home. She was found dead, half-naked and her face was swollen and black. There was blood spatter on the wall indicating she had died a violent death. The autopsy revealed that Fortney died in the early morning hours after being strangled and severely beaten. It was also determined that she had been raped. What Robinson did not know was that Fortneys granddaughter had witnessed the killing and was able to give the police his description. Back to Finish the Job On July 18, 1993, the Sam-Calis returned home. Before going out of town, they had the house equipped with a burglar alarm. At about 4:00 a.m. Denise heard a noise in the house and then the back door opened, setting off the alarm and the intruder, Robinson, took off. After that, the Allentown police set up a sting operation and arranged for a police officer to stay in the Sam-Cali home every night. They thought the man who attacked her was coming back to kill her because she could identify him. Their hunch was right. Officer Brian Lewis was staked out inside the Sam-Cali home when at around 1:25 a.m. on July 31, 1993, Robinson returned to the house and tried to open doors. Lewis heard the noises, then watched as Robinson broke into the house through a window. Once he was entirely inside, Lewis identified himself as a police officer and told Robinson to halt. Robinson began shooting at Lewis and gunfire was exchanged. Lewis went to the Sam-Calis bedroom to warn the couple to stay inside the room. He then called for backup. In the meantime, Robinson escaped by breaking through several glass panels on a wooden door in the kitchen. The police found a blood trail in the kitchen and out the door. It looked like the intruder had been shot, or severely cut during his escape. The local hospitals were alerted. Caught A few hours later the police were called to the local hospital after Robinson showed up there to be treated for a gunshot wound. A physical exam of Robinson found that he had fresh wounds to his arms and legs indicative of being cut with glass as well as a bite mark on the inner part of his arm. Officer Lewis also identified Robinson as the man he encountered inside the Sam-Calis home. He was arrested on various charges including kidnapping, burglary, rape, attempted murder, and murder. Investigators built a large case against Robinson with DNA evidence, eyewitness accounts and physical evidence found at his home and the victims homes. It was a solid case. The jury found him guilty for raping and murdering Charlotte Schmoyer, Joan Burghardt, and Jessica Jean Fortney. He was sentenced to a combined 97 years in prison and three death sentences. Resentenced Robinson and his lawyers were able to get two of the three death sentences resentenced to life in prison. One death sentence remains.

Will the XM25 replace the M203 Grenade launchers Essay

Will the XM25 replace the M203 Grenade launchers - Essay Example The military denies the rumors, but perhaps it might be better to consider the criteria of reliability, durability and affordability of both systems to prove that the XM-25 grenade launcher will not replace the M203. The reliable old M203 Grenade Launcher has proven itself in just about every corner of the world. Over twenty countries friendly to the United States employ the M203, or a variant thereof. Manufactured by Colt, the M203 has seen combat with the US from the humid jungles of Viet Nam right on through to the present day in the Middle Eastern deserts, along with its newer counterpart, the M203A1 (for the M4). The launcher has proven extremely reliable in all manners of weather conditions and weigh in at light 3 pounds. On the other hand, the XM25 Counter Defilade Target Engagement System shows its reliability in its characteristics. It is currently being manufactured by German arms giant Heckler and Koch, in partnership with the US based Alliant Tech Systems (ATK). The weapo n does indeed resemble something futuristic and at fourteen pounds with rounds it is much heavier than the M203. Yet the modern advances of the launcher are incredible. For one thing it has an interchangeable magazine that holds up to four rounds, so single shot is no longer an obstacle. For another, instead of the old-fashioned quadrant sights on previous grenade launchers, the XM25 is fitted with a thermal sight device resembling a scope, with night capabilities. The M203 has showed its durability since it replaced the M79, which was a stand-alone weapon and the grenade launcher was its singular purpose. Recognizing that the grenadier was vulnerable during a firefight, the US Army developed the M203. Its â€Å"over and under† style fit under the standard M16 rifle (and later under the newer M4), therefore giving the soldier the ability to fire grenades at a range of up to 350 meters and still having the small arms capability and reassurance offered by the M16. The grenadier ’s rate of fire for the launcher was hampered only by his own ability to load the weapon, as it fires one round at the time. Its large bore makes cleaning relatively easy and the unit armorer can do most maintenance on the weapon, including disassembly and removal. Eight different forty millimeter grenade types have been developed for the launcher. 1 However it is what the sights are fitted into that makes the XM25 so durable and has the Army gushing as to its valuable assistance in the GWOT. The Target Acquisition Fire Control System (TAFCS) allows the operator to send the round down range with radio controlled precision. For example, grenadier can take out an enemy firing from inside a window, adjusting the range so that the grenade can go through the frame, explode, and still maintain the integrity of the building. The XM25 uses a 25 millimeter grenade system that even includes a thermobaric grenade specific for use in caves, particularly useful in Afghanistan and the laun cher is accurate at ranges of up to 700 meters. Finally, the cost of the M203 is very affordable in comparison to the XM-25. The M203 is only $1800.00 dollars. If combat tests work out with the division, the Army plans to buy 12,500 units of the XM25 in 2012, one for each squad. At over $30 thousand a copy the XM25 is expensive, as are the rounds at $25 apiece. The cost almost doubles from one to the other. This alone is a serious increase in budget cost, and can be a huge dilemma for the economy. Even after all the aforementioned, the XM25 will not replace the M203. Although the 101st grenadiers are so impressed with it they often carry no extra weaponry. Indeed, both weapons will

Buying School Clunkers Make More Sense than a Brand New Car Essay

Buying School Clunkers Make More Sense than a Brand New Car - Essay Example Clunkers may look like they should be retired because they need somebody work or does not have the latest bells and whistles but with proper maintenance, it gets the kid from point A to point B. That is all that should matter to them at their ages. † That is sound advice coming from a man who makes his living selling cars. A new car will the owners back by at least $20,000 while a clunker can easily be had for around $2,000 and up, there truly does seem to be an economic advantage to owning a clunker. Provided the new owner of the car will not mind shelling out some extra dollars for whatever repairs the car might need. He still comes out ahead in the long run than if he had bought a new car. While most teenage kids of driving age look forward to waking up to a brand new car being delivered to their doorstep on the morning of their birthday, the economics of our times have changed that pattern. Since a brand new car loses approximately 20 percent of its value the minute it is d riven off the car lot, buying your teenage kid a â€Å"teaching car† which is what some parents and mechanics prefer to call the clunkers, turns out to be a big bargain. Buying a car that is more than ten years old often is often seen as a waste of money because of the cost of repairs that are involved in whipping the car into shape. Wise buyers though know that is not the case. In fact, the old clunkers can help you save money in the long run even with the cost of repairs thrown in.  ... He still comes out ahead in the long run than if he had bought a new car. While most teenage kids of driving age look forward to waking up to a brand new car being delivered at their doorstep on the morning of their birthday, the economics of our times have changed that pattern. Since a brand new car loses approximately 20 percent of its value the minute it is driven off the car lot, buying you teenage kid a â€Å"teaching car† which is what some parents and mechanics prefer to call the clunkers, turns out to be a big bargain. Buying a car that is more than ten years old often is often seen as a waste of money because of the cost of repairs that are involved in whipping the car into shape. Wise buyers though know that is not the case. In fact, the old clunkers can help you save money in the long run even with the cost of repairs thrown in. People like Joel Berry (Why I Drive a 13-Year-Old Car, 2009) understand that economics plays an important role in car buying decisions. In his case, he has been driving the same second hand 1995 Geo Prizm for a number of years now and far as he is concerned, the car is far from being the old clunker that his friends think his car to be. Joel explains; â€Å"I bought my Geo Prizm in 1995 with 5,000 miles on it. It now has 140,000 miles on it and still runs fine. I paid off the car in 1999. It is now 2008.I haven’t had a car payment in nine years. How much has this saved? Our payments for this car were $250 a month. Over nine years, I’ve gone 108 months without making a payment. At $250 a month, that’s a savings of $27,000. Over the lifetime of the car, I’ve spent less than $2000 in repairs. Subtracting this from my savings still leaves me with $25,000 extra over buying a new car right

The Ethical Significance of Consumerism Essay Example | Topics and Well Written Essays - 500 words

The Ethical Significance of Consumerism - Essay Example This research will begin with the definition of consumerism as a negative phenomenon because it involves the purchase of various items and products in very large quantities. Consumerism is often understood as a kind of manic enthusiasm for shopping. This concern is amplified by the fact that â€Å"consumerism appears to be becoming increasingly global in its influence†. Despite the opinion that consumerism is a negative phenomenon (it increases man's dependence on the service sector making him/her earn more), one can point out several arguments in favor of the idea that in ethical terms, consumerism is good. Firstly, one should remember that consumerism is able to bring psychological satisfaction for a shopaholic, making his/her inner condition calm and balanced. In addition, consumerism may be presented in the form of ethical consumerism. Finally, participating in the economic development of the region, consumerism helps to create more favorable conditions of life for many pe ople. Consumerism has ethical significance in the sense that it can help to stabilize relations between people. There are people who need to perform actions that can bring them pleasure and at the same time contribute to the stabilization of their psychological state. As a result, a shopaholic relieves his/her psychological tension and stress and can continue communicating with his/her friends and family in a peaceful state of mind. In addition, consumerism can be presented in the form of ethical consumerism.

Teaching Essays Curriculum Development Learning Styles

Teaching Essays Curriculum Development Learning Styles Focus on Curriculum Development Learning Styles Introduction: There are different learning styles that have developed with accompanying tests that helps individuals to understand their learning styles. A learning style is a method that is used to educate which is particular to a specific individual and which is assumed that if used by that individual, it will help them to learn their best. It has been described as that particular style that helps individuals to process the stimuli of their mind which helps them to understand what they are being taught. Though the concept of learning style is relatively young having gained ground in the 1970s, it has become an important process in the modern education especially on matters concerning how teachers use it in the curriculum and how it is used in the development of the curriculum. It has been found out that if teachers understand the learning styles of their pupil, they can help their students to adapt to the needs of their classroom work and hence make the process of learning interesting to them. Therefore it has been found quite important to integrate the various learning styles of students in the curriculum in order to ensure that the curriculum meets the needs of the various students who are taught using the same curriculum. (Wang and Nagy, 2007) This paper looks at different learning styles that have been identified. It will try to relate the learning styles with how they are being in the curriculum. Hence the focus will be on the learning styles and how the curriculum has been developed to cater for the needs of different learning styles. But first let us look at learning styles. Models and theories of learning styles There are more that 80 learning styles that have been proposed but all of them consist of some basic styles. There are three basic learning models that have been identified and that are used by learners. Let us look at these models. Visual learners This is a model where student learn through seeing. It is a method in which ideas, concepts, and other information are closely associated with the images that are represented in a graphical manner. The learner just need to see the body language of the teacher and the facial expression that the teacher in order to understand what they are teaching. This method is mostly used by those students who are able to concentrate for a long time and who prefer to sit in front of their classrooms in order to avoid any distraction to their visual aids. These students may think in pictures and at the same time learn form the visual displays like diagrams, overhead transparencies, videos, flip charts, and other materials which use visual aids to communicate. The learners are usually very much attentive during the classroom lessons and they take notes in order to absorb most of the information that is being given by the teacher. (Lawrence, 1999) Researches have found out that visual learning theory helps students to improve in many education areas including critical thinking where they are likely to link graphics with verbal and visual information and draw understanding from such a relationship, retention where these students are likely to remember most of the information which was visually or verbally represented, comprehension where student can understand new ideas and connect then to their previous experience or knowledge, and organization where the students can actually use diagrams in order to organize large amount of data in a way that it can be easily understood. The base of this learn style lies in the way a student can visualize the data and later interpret it and build literacy along that data. (Sather, 2007) Auditory Learning Style This is a style where students learn through listening. In this style, students learn through verbal lectures which include a variety of discussions, talking and listening. The student who uses this style may not strive to be in front of the classroom but they like staying at a distance where they can get most of what is happening. They are able to interpret the meaning of a speech through interpreting the underlying tone of teacher voice, pitch, speed and other nuances of speech. They may not concentrate on writing what is being said but they are very keen on listening what is being said. They don’t rush to take notes but they take time to write their notes. The learners also can benefit a lot from reading aloud texts and also use a tape recorder. This style is used by about 20 percent of the population. In most instances, when these students are learning, the read but they cannot understand if there is no sound in the background. Therefore most to them will be reading and at the same time listening to music or any other background noise. Some of the students have been found to read when there is noise in the background. These learners focus more on the sound that they are hearing that what they are learning. When they are spelling, they usually use sounds. In case they meet with individuals, they are likely to forget their faces but remember their names. These students also like to talk a lot. (Kolb, 2003) Tactile or Kinesthetic Learners These can be described as learners who learn by moving, doing or touching. They have been descried as learning best through a hands approach in which they actively explore the physical world around them. Although they may appear like restless students how finds it hard to sit still for long period, they use their restlessness in moving and touching to learns. In this regard, this learning style is said to take place when student carry out the physical learning activity instead of taking their time to listen or watch the demonstration of a learning activity. Student who use this learning styles have been said to the some of the natural discoverers learners as they are able to achieve most of their learning through practical applicability of the theories unlike having thought over something for along time and then initiating the concept. However there is not evidence that has been shown to support the efficacy of the kinesthetic theory of learning. Going by the above learning theories, the visual learners makes up to 30 percent of the population while the auditory learners are around 20 to 25 percent. There fore kinesthetic learners could make up majority of the population in this regard making up to about 45 percent of learners. Kinesthetic learners have been found to be more efficient in the other physical activities at school and in other areas of application. This analysis gives us the three major types of learning styles that are used. This shows diversity that exists in the student population and therefore there is need to understand this diversity in order to be an effective curriculum instructor. This indicates that though a teacher may be having student in the same class, they m ay be having diverse needs than the physical needs that the teacher can actually see in the students. Therefore as was said in the introduction, there is need for the teacher to have full knowledge of the diverse learning styles of each and every student in order to cater for their needs. Without such and understand of the learning styles of students, it would be hard for a teacher to identify students and classify them into their respective learning styles. This would help the teacher to serve them well. Let us now look at how the curriculum is developed in order to cater for the needs of these students. (Fang, 2002) Curriculum Development and Learning Styles Curriculum is used to support the effort of the teacher in education. A curriculum is just a set of program that gives detail on how students should be taught. It acts as guideline that is systematically made to allow learner to understand concepts it stages. It is an important tool not only to the teacher but also to the learners. Educators place so much emphasize on the design of the curriculum since it has impacts on the education of the students. Curriculum and instruction are some of the most important sectors in education. Hence we can say the curriculum is the base of any education process. (McCarthy, 2004) As we have said learning theories are very imprint in the education process. This is because they have an impact on the design of not only the curriculum but also instruction and assessment. Learning theories are considered when coming up with the process since they are important in supporting the education process. Learning theories are important in the curriculum since educator place a lot of emphases on the intuition, feeing, sensing, imagination and other aspects that are important in helping the student understand what they are being taught. In the curriculum learning styles are also important in analyze, reason and the problem solving process. In the instruction, learning theories have an impact in that teachers should come up with their own instruction methods which will help the students understand what they are being taught. Teachers should come up with instruction methods that caters for the needs of the students using the above four learning styles. This means that it will first take the teacher time to understand the kind of learners who are in the class and try to address their needs in the process of teaching. A teacher will use various experiences that have been gained over time. In addition a teacher will be expect to use reflections, conceptualization and experimentations in coming up with the best teaching method that will help the students understand. As instructors of the curriculum, teachers can introduce variety of experiment elements in the classrooms like sound, music, visuals, body movement, verbal lecturing and other methods which will cater for the needs of the students. For a teacher to know whether they are giving needed curriculum and instruction to the student, they are likely to assess the students. This is a part of the curriculum which shows the effective of the design and implementation of the curriculum. In this regard, teachers must understanding the needs and learning styles of different students in order to come up the proper assessment techniques. Because teachers cannot give different assessment tests to different students according to their learning style, they should therefore employ various techniques in the assessment that will help them to develop all the brains in their classroom. In their regard, the assessment tests should be balance such that it addresses all the needs of students without giving undue advantage to others. The curriculum is made up of the above mentioned three aspects. That means that there is the curriculum content, there must be defined was in which the curriculum shall be instructed to the students, and it must provide means of assessment for the contents of the curriculum. Therefore the provision of the curriculum must be based on the learning style as had been illustrate above. Consideration of the learning styles is very crucial in the learning environment since it dictates the way the curriculum is developed. In developing the curriculum, there must be effort to address the needs of each and every student. As we have seen from our analysis, the biggest percentage among the student population perhaps the kinesthetic learner who constitute about 45 percent of the population. Therefore the curriculum must take into consideration this proportion of the population in order to have relevant and effective contents. The content of the curriculum must give specific details which ensure that the deliver of the contents will have more practical work than theoretic work. This is in order to work with the percentage of the population that is high in the population. Unfortunately many curriculums that have been designed have not kept to the issue of learning theories in the population. This makes many of the curriculums unable to meet their expectation. The expectation of any curriculum is to impart knowledge to the students in the simplest manner possible. This will help them to gain knowledge easily. Therefore if the curriculum is to meet its goals, it must be designed in a way that it addressed the needs of each and every learner in the population. In this regard the curriculum may be having the contents that take care of the learners but the instructors may fail to implement these provisions. This makes learning ineffective and student underperforms. Conclusion As we have seen there are various learning styles that are used by students. These learning styles are important since they help each and every student to understand the contents of the curriculum in the simplest way possible. Teachers as the instructors of the curriculum must understand the learning style of their students in order to give them the best instructions that they need in their learning process. The design of the curriculum must also take care of the needs of each and every student. Therefore the curriculum should be developed in a way that its content, instruction and the assessment guides must give each and every student an advantage. This means that teachers as the instructors of the curriculum have a role to play to ensure that the needs of each and every student is met. Reference Fang, A. (2002). Utilization of learning styles in curriculum development. New York State Kolb, D. (2003). Experiential Learning: Experience as the Source of Learning and Development. New York: Wiley Lawrence, G. (1999). Practical Guide to Learning Styles; Oxford University McCarthy, B. (2004). Teaching to Learning Styles; London: Routledge Sather, A. (2007). The benefit of principals and teaching of supporting youth engagement in school; NASSP Bulletin December 2007 Wang, N. Nagy, J. (2007): The alternate route teacher transition to the class. NASSP Bulletin, March 2007

The United States as a Global Police Force :: International Police Force

If you had to choose a nation to take on the power of protecting the world basically as a global police force who would you choose to take on this big responsibility? Well most of the countries are choosing the U.S. well the troops feel different on this topic they feel like it is not our duty to try and solve everyone else’s problem. They also need to help with issues that this is needed and we are the best trained and best equipped to react to any scenario. Because the united states is making two new brigades that are trained to resolve issues without violence and to depend more on social skills but still trained well enough to fight in a pinch, and we have thousands of troops deployed already as peacekeepers which are basically global police. So we already have a start on the job but what about the cost who is gonna even the costs so we arent losing money. But is the cost of all this worth it the cost of human lives worth everyone elses protection how do the men in unifor m feel about being a global cop when there country is not in harm some of them feel like this â€Å"troops have a hard time dealing with the fact that their missions represent no clear threat to our national interests making it more difficult for them to be separated from their families for long periods of time†. (O’Meara) As stated before some soldiers feel this is not there job they did not join the military to be a cop they joined to be a soldier and protect their freedom no one elses. They think that a global police force would be a good thing but they want it to be a job you sign up for cause they just want their freedom to be protected cause they think it is not what they signed on for. The reason in the past 20-25 years this has become a big deal because of the past terrorist attacks, so they want to keep the terrorist groups under control. The next issue that came up is our defense budget, if we became the global police force then it would cost us a lot of money like it already does â€Å"the U.S. defense debt is more than $280 billion more than $1000 for every man, woman, and child in the united states†.

How Far Do You Agree That Wyatt’s Rebellion Was a Serious Threat

How far do you agree that Wyatt’s rebellion was a serious threat to Mary’s authority? Although Wyatt’s rebellion was, when compared to the riots and rebellions that visited the Tudor Dynasty, rather small in size, it had a large impact in that Queen Mary’s authority as Monarch was questioned and ridiculed by the actions that drove so close to her residence in 1554. Historians argue that the volatile combination of politics, religion and Mary’s personality were major factors in the rebellion’s formation as well as the fear the prospect of a Spanish King visited upon the nobles.Mary’s ascension to the throne of England was marked with extraordinary political and religious circumstance: the return of Catholicism in England marshalled by Mary was a decision met with gratefulness and one that pleased many of those citizens supressed under the Tudor dynasty’s progressive and eventually full protestant stance. However, Mary’s ge nder meant that she couldn’t enjoy the same levels of independence and power as those wielded by her brother and father.Mary’s announcement that she intended to marry Philip II of Spain in 1554 divided her privy council into two distinct groups; one opposing her marriage, favouring the possible courter, Edward Courtenay (Earl of Devon), and the other, who supported the Spanish Monarch. The reasons for these split alliances were deeply ingrained in foreign policy, with those supporting Philip’s prospects seeking the advantages of a strong Anglo-Spanish alliance, and those against it fearing the consequences of a future hereditary Spanish claim to the English throne and a possible need to aid Spain in future conflict.Some historians like Rex, believe that these circumstances in combination with Mary’s personal stubbornness and willingness to marry Philip II against the inclination of her government played a considerable factor in the fruition of Wyattâ€⠄¢s rebellion. However, there have been attempts by historians to counter this appraisal of Mary’s character, it has been suggested that the queen’s indecision in the negotiations over the restoration of Catholicism to England and more specifically her marriage to Philip was Mary being politically shrewd, tailored to win greater concessions for the English Crown from the Hapsburgs and the Vatican.Thus, it may be fair to attribute Mary’s personality as one of the largest contributing factors of her marriage to Philip and Thomas Wyatt’s consequent anti-monarchic movement whether these intended or not. It would thus seem that it was Mary’s personality and the ways in which her choices affected those around her which was the greatest motive for Wyatt’s rebellion. This view can be furthermore supported when acknowledging the fact that there was very little religious opposition remaining by the time of the rebellion, hence Mary could only be damag ed as a result of her own political errors regarding the marriage.Turvell and Randall discuss this view, stating ‘At the beginning of the reign even the most zealous of urban radicals were not prepared to go against the mainstream of public opinion, and waited to see what would happen. Certainly, when Mary, using the royal prerogative, suspended the second Act of Uniformity and restored the mass, there was no public outcry. ’ Hence, historians may argue that Thomas Wyatt’s motives were spurred by the prospect of a Spanish king and were not religiously driven. The actual level of threat that the Wyatt rebellion posed to Mary’s authority is a subject of much debate.On the one hand, historians argue that the rebellion significantly challenged Mary’s position as queen, whilst on the other; the event has been described by historians such as Diarmaid MacCulluch as a demonstration of ‘the bankruptcy of rebellion as a way of solving problems’. This diversity in opinion stems for an array of contemporary circumstances. Those who view the rebellion as a serious threat are quick to acknowledge Elizabeth, who was at the time considered an apt alternative to her idiosyncratically minded sister.Elizabeth’s status as a Protestant may not have pleased the public opinion in England at the time but her young age and ability to bare children was something which Mary could not so easily contest. Similarly, the rebellion’s close proximity to London and Mary’s residence has bolstered its seriousness. Historian Tony Imparato agrees with this view, stating in his book ‘Protest and Rebellion in Tudor England’ that ‘Wyatt’s men marched on London and in doing so presented the most serious threat ever posed to Tudor government †¦ In the end, his force came within half a mile of where the queen was staying, but was forced to retreat. The view held by Imparato may address the seriousness of t he Wyatt rebellion in so far as geographical closeness to Mary, but it does not fully explain the event’s consequences in revealing severe weaknesses in Mary’s government and the tenuousness of her position as queen. In his book, ‘The Early Tudors 1485-1558’ John Duncan Mackie discusses the greater extent of the rebellion and what it revealed about Mary’s court: ‘The queen’s Catholic friends had been ineffectual in the crisis and the battle had been won for her by men like Pembroke who had deserted Northumberland at the last minute. In expressing the ineffectuality of Mary’s Catholic allies, Mackie delves deeper into the rebellion’s longer term consequences and in demonstrating Pembroke’s desertion of Northumberland, highlights an only last minute decision by one of England’s most important political figures to support his queen. On the other hand, some historians have viewed Wyatt’s rebellion as havin g a lesser impact on royal authority. This view has been fuelled by the rebellion’s small levels of popular support as well as Courtenay’s ineptitude.This view is held by Colin Pendrill, who in his 2000 book ‘The English Reformation: Crown, Power and Religious Change, 1485-1558’ holds the view that the Wyatt rebellion failed and that three main issued led to this conclusion: ‘Anti-Spanish rumours did not bring about widespread support’, ‘News of the conspiracy leaked out in January 1554, so the conspirators had to act before they were ready and in the middle of winter’ and that the rebellion lacked support to such a degree that outright hostility was encountered in Coventry and that ‘Wyatt alone managed to raise some troops in Kent†¦Ã¢â‚¬â„¢.Pendrill’s supporting of the idea that there was a lack of common support for Wyatt’s anti-Spanish campaign may best present an objective and accurate view of the rebe llion’s preamble. It was indeed the case that Wyatt only managed to gather around three-thousand Kentish men to lead to London, suggesting that his geographical location in Kent played somewhat to his favour as this is where the majority of anti-Spanish support was located. This may indicate that the rebellion’s support was in fact not at all widespread and that Wyatt was indeed fortunate to gain the support he did.In contrast to Imparato’s source, Pendrill remonstrates that Wyatt’s rebellion was little more than an unorganised march which posed no real threat to Mary or her constitution’s authority. Furthermore, Imparato’s view can be contrasted against that of historian P. J Hammer, who in his ‘Elizabeth Wars: war, government and society in Tudor England’ states that ‘Wyatt chose to surrender rather than risk a pitched battle without local support. Hammer’s source reinforces the idea that sympathy for Wyattâ€℠¢s course was not widespread and was confined to the Kent area. In conclusion, on the basis of the evidence given, historians may view Wyatt’s rebellion to have been an unserious yet revealing challenge to Mary’s authority. Although a severe lack of support and disorganisation had cost Thomas Wyatt from reaching Mary, he had revealed to her the existence of core group of dissenters prepared to die in order to prevent an Anglo-Spanish throne in England.The extent to which Mary responded to the rebellion showed her anxiety and anger at the attempted challenge to her authority and for the execution of ninety rebels (including Wyatt himself), the exile of Courtenay and the executions of Lord Thomas Grey and William Thomas, the Wyatt rebellion should be viewed as ultimately unserious, but instrumental in heightening the anxiety of Mary and the lengths to which she would go to ensure her crown and constitution remained secure.

Speaking On Your Cell Phone While Driving Should Be Made Illegal †Persuasive Essay

Speaking On Your Cell Phone While Driving Should Be Made Illegal – Persuasive Essay Free Online Research Papers Speaking On Your Cell Phone While Driving Should Be Made Illegal Persuasive Essay Introduction: I would like to begin by telling you a story of what happened to me the other day on the way home. As I was driving and singing along to 50 cent, a car came careening across his lane and into mine. If it wasn’t for my cat like reflexes I would have been smashed up against the center divider. Now, acting in road rage, I sped up and caught up to the man, rolled down my window and began to yell at him with some pretty influential words. As I was doing so I realized that the man wasn’t even aware of what he had done or me yelling at him. Do you know why he didn’t even realize of what he had almost done? Well it was because he was on his cell phone. I know that we have all had incidents where we got mad at someone for doing something stupid on the road and tried to get ahead of them only to pass them and see that the reason that they’re going so slow is because they were on their cell phones. This type of incident is described as it was just said, as an INCIDENT. This distraction though has been leading to a growing number of accidents and fatalities. That day that I had my incident, I got lucky ladies and gentlemen but that’s what it took for me to look at the less fortunate people that have fallen as victims to this foolish type of negligent driving. I believe that we should illegalize the use of cellular phone while driving because too many people have been putting other peoples lives at risk just to find out the latest gossip on who was on Oprah earlier in the day. According to the Cellular Telecommunications Internet Association, in June of 2005 they reported that over 190 million people used cell phones, as compared to 4.3 million people in 1990. With that kind of increase in cell phone usage it has made our daily lives both convenient and dangerous. With more people using cell phones today, who’s to tell how many of them are speaking on it while they drive at any given time? Well that question was answered by the NHTSA. They concluded the number of drivers using their cells phones while driving at any particular moment during the daytime increased from 6% in 2002 to 8% in 2004. That’s 1.2 million people more and that jump was most noticeable in women. It went up to 6% from 4% in 2002 alone. Men on the other hand stayed steady at 4%. With so many people using their cells phones driving the increase of risk goes up too and for 2 main reasons. First, the driver must take his or her eyes off the road to dial a number and second, people can become so engaged in their conversations that their concentration level on the road goes down. A lot of us don’t feel it when it happens because a lot of our daily routes are so common to us that we just use our subconscious level of thought to get us where we’re going. But it’s at that point that we put the safety of other motorists and pedestrians at risk Safety experts also noted that the threat of cell phone conversations has not yet been eliminated. In fact, they believe that it may have been getting even worse in the recent years. Now a lot of you have already probably thought that by using hands free sets that the problem is solved and therefore I hold no valid claim but as studies show, hands free sets are what those experts were talking about when they said that the risks have actually began to rise. In a study published in 2003 issue of the Journal of Experimental Psychology, they found that the distraction risk is just as high and even higher for people who use the hands free sets. In their studies they found that people using the hands free sets had to redial their calls 40 percent of the time as opposed to the hand helds which had to redial 18 percent of the time. This led me to believe that hands free sets may be designed for safety on the road but it may provide drivers with a FALSE sense of safety and security. The reason for cell phones being such a target as the biggest distraction is because unlike talking to someone next to you, speaking on your cell phone demands much greater continuous attention and concentration which takes the drivers eyes off of the road at times and his mind from driving. In cases where drivers don’t pay attention to the road the University of Utah found an interesting statistic. They found out that drivers that talked on their hands free sets were 18 % slower in braking and took 17% more time to regain the speed that they lost when they braked. Some other studies that they performed concluded that drivers that talked on their cell phones were less likely to remember seeing pedestrians, billboards or other roadside features. So far, the first state to impose this law of forbidding cell phones while driving was New York. About another 2 dozen other states have also begun enforcing that law. California is not yet amongst them and should crack down on this issue. Around the world, countries such as Japan, the UK and France have begun to prosecute drivers that get in accidents due to a distraction on their cell phones as negligence, which is similar to driving while intoxicated. Although this may seem like an impartial plan to enforce, it’s something necessary to do. By doing so we force the car companies to produce vehicles with newer and safer technology. One pretty new feature on cars is a voice command which allows the driver to keep both hands on the wheel and his eyes on the road. That will probably take another few good years until it becomes equip in all cars but its an advancement and we need to keep pushing the car companies to try harder to convince us. Conclusion: cell phones play an important part in our everyday lives. However, the convenience that they offer must be judged against the hazards that they pose. All though a lot of us are oblivious to this, our cars are weapons. And for those of you who disagree with me then you should know that when you combine driving and speaking on a cell phone, even the cutest little Hyundai sonata becomes a killing machine on wheels. I would like to leave you with one little thing. It takes a little bit of your brain to carry on a conversation on your cell phone but it takes even less than that to realize the threat of cells phones to our lives when it’s used at the same time of driving. So the next time you drive and that phone rings just remember those statistics and think twice before you decide to answer it. Bibliography â€Å"Bills would ban using cell phones while driving.† CNN. 23 May 2001. 07 november 2005. http://archives.cnn.com/2001/ALLPOLITICS/05/22/cellphone.bills/ â€Å"Cell Phones and Driving† Insurance Information Institue. August 2005. 07 november 2005. iii.org/media/hottopics/insurance/cellphones/ â€Å"Road Traffic Accident† Wikidpedia. 8 November 2005. 06 November 2005. http://en.wikipedia.org/wiki/Car_accident Frankenfield, Gay. â€Å"Using cell phones while driving increases crash risk† WebMDHealth. 18 May 2000. 06November2005.webmd.com/content/article/24/1728_57668?src=Inktomicondition=Home%20%20Top%20Stories Infotrak. I lost the page I worked and and could not find the info I Research Papers on Speaking On Your Cell Phone While Driving Should Be Made Illegal - Persuasive EssayThe Effects of Illegal ImmigrationGenetic EngineeringThe Relationship Between Delinquency and Drug UseTwilight of the UAWCapital PunishmentDefinition of Export QuotasMarketing of Lifeboy Soap A Unilever ProductInfluences of Socio-Economic Status of Married MalesThe Masque of the Red Death Room meaningsPETSTEL analysis of India

What Happened in Enron Essay Example

What Happened in Enron Essay Example What Happened in Enron Paper What Happened in Enron Paper What happened In Enron and Arthur Andersen? United States seventh largest company Enron, with the slogan Ask Why was admired for Its innovation, but it all ended up In bankruptcy and criminal matters. The company filed for bankruptcy in December 2001. This was one of the worlds biggest corporate scandals In history. Aquas seventh largest firm had In over sixteen years increased its assets from 10 billion to 70 billion US. Dollars, and was by the stock market analysts from Wall Street hailed as the new economy model. Five years in a row, readers of Fortune magazine appointed Enron as The most innovative company in America. The companys director and founder (in 1985) was Kenneth Lay, who was the future business Idol. In his holidays, he played golf with former President Clinton while he made Enron the largest contributor to George W. Bushs career as Texas governor, and not least as U. S. President. As a former employee of the now defunct U. S. Deader energy commission, Acting Deputy Minister of Energy compared the Interior and economist for the Pentagon during the Vietnam War had Lay conditions for developing Its business In light of a lattice concept: aggressive deregulation, the removal of all regulatory and legal obstacles for appropriation and monopoly profits. Enron was dealing with natural gas. As oil prices fell during the ass, and natural gas (which had flourished in the wake of the oil crisis) was again threatened by falling oil prices, Lay found out that deregulation was the answer. Large customers would no longer be bound by agreements with local, often public energy facilities, but could buy directly from producers, which in turn should have access to the pipe and conduit systems. Public monopolies were broken. Lay went directly to the Federal Energy Regulatory Commission (FARCE) and got the rules repealed. The result was more volatile energy prices. Now, Lay got his most innovative idea: to make natural gas and energy commodities in line with all other mass production. Natural gas was now controlled by electricity supply and the electricity market was deregulated to a large wholesale market. Lay went directly to the U. S. Congress, and Congress changed the rules. In 1994 Enron began trading with electricity next to the natural gas, where It became the largest supplier in the U. S. And in England. In 1997 it was also Americas largest electricity trading, as did the rear of public electricity companies, as the federal SPA. The U. S. Energy deregulation model became a global model. In country after country it was being Introduced. In 2001 , ten company only Ana 24 cays to go Dandruff Ana turned out to consist AT hot air. Investors lost everything. 20,000 employees lost their Jobs, health insurance and retirement savings, while managers such as Ken Lay and Jeffrey Killing walked out with nearly one billion U. S. Dollars. The senior people in the company had earned nearly 1 billion U. S. Dollars from the sale of company shares over the last two years. The founder and leader of the firm, Kenneth Lay, earned 123 million U. S. Lars in 2000 and 25 million in 2001 and then sold his Enron shares before the collapse and had a great profit out of it. At the same time he urged employees to buy shares, which would soon prove to be worthless, while he told them third quarter looks to be super, and predicted that its value would increase by 800% or more in Over the next decade. Employees would not touch the shares they had in the company, and many whose retirement savings we re ever $ 1 million worth in August 2001, were left with a life savings of only $ 4000 at Christmas 2,001 the. Many companies are working hard to develop a corporate culture and employee loyalty. This was obviously not the case with Enron. Thousands of workers ended up with an empty bank account and an uncertain future, this was the only reward for believing that they were part of a team. It is these experiences that will clearly show that the working class and the ruling class do not have common interests, no matter what the capitalists say otherwise! Unfortunately, the loss of Jobs in Enron will not be he last in the current economic crisis. Many other traditional companies such as Ford and Boeing have already announced major layoffs. Thats life under a system that puts profits before people. Enrons biggest mistake was their pride. In addition arrogance, intolerance and greed. People were blinded by greed. They could not see the dangers, said the former staff lawyer, Amanda Martin. Arrogance, intolerance and greed does not necessarily lead to fraud and embezzlement. But it did with Enrons management, and this lack of morality and common decency filtered down through the organization. The story of Enron started in 1985 in the U. S. IL capital, Houston, as director Kenneth Lay leaves the local Houston Natural Gas merged with a Nebraska-based company International North in the new company Enron to include to do business with 60,000 kilometers of natural gas pipelines in the U. S.. In record time, Enron is with wealth of buying U. S. Largest supplier of natural gas and power and from its impassions headquarters in a skyscra per in Houston a model around the world for how we should privative energy. Quarter after quarter, Enron comes with impressive cords, and the already gilded shareholders can only smile when the IT bubble burst in 2000. They are in tomorrows safest money machine But there are already starting to get cracks in the glass buildings glistening facade. T Tanat Enron should sell bandwidth in line with other groceries. Enron entered into a collaboration with video rental company Blockbuster to supply video on demand. The stock exchange cheered, and Enrons price rose 34 percent in two days. The problem was that the technology was never developed, and the agreement fell to the floor after a few months. But with the mark-to-market principle, one could record 53 million U. S. Dollars on a contract that had not brought a crown. The same was true for many of Enrons other activities around the world. Most gave either no profits or even losses, but the presumed earnings were already booked. And Enrons price rose and rose. As it turns out not to be enough, in 1999, Kenneth Lay gives COOP Fast authorization, at its own expense, with a stripe of Americas most respected financial houses to create a pair of funds. The task is to do business with Enron, so the turnover and the counting earnings can be kept up, and Fast also creates yet more sinister foundations and companies, where he parked Enrons worst deals. There is rejoicing at management of Enron, as power-hungry California the same year opened a vigorous appropriation of its energy market. It offers new opportunities for creative outlets, because Enron peoples better than the officials are able to maneuver at the intricate set of rules. Enron also begins massive online trading speculation in future energy prices to be sold free bandwidth on the internet and here is even a market for speculation in the weather. One of the few areas where Enron really made any money was in California. In 1997, Enron acquired Portland General, and gained access to Californians deregulated electricity market. The recipe for enormous profit was simple. The price of a commodity rises if demand exceeds supply. Enron reduced supply of electricity. This made the price of electricity rise, some days with 3-400 percent. The result of this attempt at a free energy market was that California was hit by power cut in the middle of winter, when electricity demand is lowest. Energy crisis cost the California taxpayers 30 billion dollars, while the electricity cuts earned two billion U. S. Dollars to Enron. But even this golden egg in length could not save Enron. Stock market analysts on Wall Street believed in everything Enron executives told them about Enrons huge profits now and in the future, until the reporter Bethink McLean in an article in Fortune in March 2001 questioned Enrons economic status with the simple question that no one could really answer How does Enron make money? Less than a year after, the house of cards fell together and pulled Americas oldest counting Tell Arthur Andersen Ana Its employees In ten Tall. President Bush said he would be entrepreneurial president. It surely was, but the company was Enron. He created the same alternate reality, the same bubble of hot air. But ultimately dotted the real reality bubble. As commentator Harold Emerson put it: When historians at a time, looking back at the Bush administration, it will give them headaches trying to figure out how a president could do so consistently fail out of so many cases especially considering that many of the cases was his own initiative. Ironically, Enron had the slogan Ask Why, but it did not seem serious until February 2001 when a Journalist at the business magazine Fortune, Bethink McLean, full of wonder analyzed where the glossy annual reports information on Enrons alleged revenue came from. The article was met with attempts at ridicule from Enron, but suddenly a woolly explanation of the company was released, and then finally began a barrage of questions. In October, Enron submitted an accounting of one billion deficit, and in November the company added that there had been an accounting fraud for billions in five years t took only 24 days before the bankruptcy was a fact. There was wealth of reports on how senior management staff in the last few months had sold Enron shares for astronomical sums to avoid personal losses. In the meanwhile, they recommended others to buy. So bankruptcy was also a criminal, and dozens of people began to talk about how they had long wondered what they really even contributed to, but not dared to ask why, because they had been afraid of the answers. In 2004, Fast, who had cooperated with the authorities on the investigation of the case, was sentenced to 10 years imprisonment and a fine of 140 million. R The others were Lay and Killing, who both declared their innocence to the very end, convicted of fraud. What happened in Arthur Andersen? Auditing firm Arthur Andersen was sued and convicted in 2002 for destruction of evidence concerning the fraud-hit energy firm Enron. Andersen shredded Enron documents, and prosecutors said it was to hide complicity in fraud. Arthur Andersen defended themselves by saying that the documents were irrelevant material of a type which were routinely destroyed. The head of Andersens Enron team, David Duncan, pleaded guilty and cooperated let attenuators In ten case galls t Nils 010 Tell. U. S. Supreme Court this week cited with regard to the Jury not sufficiently had taken a position on whether the document was scrapping with criminal intent. Andersen was Enrons auditor general, while other firms revised parts of the company. Among other things, was not Andersen auditor on the so-called partnerships that Enron used to hide its debt and how much of the fraud took place. When the Arthur Andersen fraud was revealed, it led to the break-up of the firm and to the following assessment by the Powers Committee: The evidence available to us suggests that Andersen did not fulfill its professional responsibilities in connection with its audits of Enrons financial statements, or its obligation to bring to the attention of Enrons Board (or the Audit and Compliance Committee) concerns about Enrons internal contracts over the related-party transactions. The deception was initially made possible by a grip that by the rest of the financial world was regarded as brilliant. Enron was permitted to use the accounting principle of mark-to-market, which means you can book future profits on the same day a trade s concluded, regardless of how little there since comes in. Externally, Enrons profits could then be what Enron said it was. It gave great opportunities for manipulation of accounts. Lessons from the rise and fall of Arthur Andersen and Enron Even if many have tried, capitalism is not so easy to keep under control. The Enron collapse is not the only scandal we have seen so far in capitalism and it is most likely not be the last one. Enron has given $1. 9 million to the national political parties, more than three quarters of it to the Republicans. It has spent additional millions on political antedates, so that two-thirds of our national legislators have benefited from Enron largesse to their campaigns. These same millions have given Enron access to the most respected politicians in America. Kenneth Lay had private meetings with Cheney to tell him what the nations energy policy should be. He submitted a list of names of who should be appointed to the Federal Energy Regulatory Commission. This is Just one of the lobbying example of many. We must take the big money influence out of politics. We also have the investors, who, like many other investors, were too mesmerisms by he promise of free money to actually examine Enrons cash flow statements before handing over their hard-earned cash. The stock market has a way of giving investors exactly want teeny deserve, anon when get-roll-quickly Investors Tallow ten palace AT so- called financial analysts who give BUY ratings on companies they dont even understand, what they might get is bankruptcy. Too many investors think the stock market is a giant take-away table of money. They underestimate risk and overestimate the potential for gain. Another lesson would be that the governments cannot deregulate everything. Most likely, businessmen will act in their own interest instead of listening to the public and what they want. The most important lesson would be that the relentless pursuit for profit is a major issue in our economic model. It can easily get out of control and people will get hurt. Additionally, regulations concerning subsidiaries and corporate spin-offs should be amended so that they the relations between parent and subsidiary are transparent and reflect the actual ownership position of the parent company. These are only few of the lessons learned from Enron, but with such a big disaster eke Enron, there are endless lessons to be learned.

Argument Essay Example | Topics and Well Written Essays - 500 words - 4

Argument - Essay Example He talks about how one cannot be detached from Zen and think about it in a rational or detached manner. It is a way of being in the world. As an example of this, Highlet talks about a Zen Master teaching a pupil archery. A Zen master who was a teacher of archery agreed to take him as a pupil. The lessons lasted six years, during which he practiced every single day. There are many difficult courses of instruction in the world: the Jesuits, violin virtuosi, Talmudic scholars, all have long and hard training, which in one sense never comes to an end; but Herrigel’s training in archery equaled them all in intensity. If I were trying to learn archery, I should expect to begin by looking at a target and shooting arrows at it. He was not even allowed to aim at a target for the first four years. He had to begin by learning how to hold the bow and arrow, and then how to release the arrow; this took ages. The Japanese bow is not like our sporting bow, and the stance of the archer in japan is different from ours (Highlet). For Highlet, this helps illustrate his opinion that Zen is actually a religion. I strongly disagree with Highlet about this. This story may not be true: it is more of an anecdote which shows us that we need to reflect more on our position in the world than our immediate goals. This is more of a philosophical issue than a religious one. Highlet is wrong about this. Religion and philosophy are too different things. Religion is a systematic and ordered thing which has its special doctrines. Philosophy is a series of approaches to various problems. Highlet tries to make an argument that Zen is a religion but it is simply not ordered enough. His conclusion does not stand. He leads us through a number of anecdotes. But the sum of a series of anecdotes is not a religion. It is a series of ways of looking at problems—more of a philosophy. Highlet is an interesting writer and Zen is a strange

INTERCULTURAL Essay Example | Topics and Well Written Essays - 750 words

INTERCULTURAL - Essay Example Rules of Social Interaction The rules of interaction among the deaf include maintaining eye contact in order for effective communication. The deaf usually use attention getting mechanisms such as turning the lights on and off, stamping on the floor, tapping on the shoulder, or waving. It is important to hug when greeting or leaving. Pointing to give direction is polite among the deaf. It is important to touch during communication. It is also not important to say â€Å"excuse me† when passing between people using the sign language (Lane, 2005). Language The deaf usually communicate using the sign language. This is a visual-gesture language. It encompasses movement, placement, and expression of body and language. Sign language represents the language among the deaf community. This is a complete language that is able to express humor, emotion, and abstract thoughts. The language has its own language principles and grammatical structure. Whiteness Culture Whiteness culture treats those of the white color as more superior than the others. Racism lies at the heart of that culture. Segregation and discrimination is common among the people of this culture (Warren, 1999). This is normally towards the people who are not of the white origin. Those who ascribe to the whiteness culture do not freely inter mingle with those of other races. They greatly value their race and language. They have racial pride and see others as underdogs. They are conservative and do not freely interact with people of other races. They believe that they should not attend similar institutions as other races. This has led many people especially in America to be discriminated. However, with the advancement of the human rights all races are seen to be equal. Therefore, they are entitled to similar rights and privileges. This culture is slowly fading in America and all citizens are seen as Americans and not as white, Mexican or black. They attend similar institutions where there is free inter r acial interaction. Language Most of the people who subscribe to this culture use a variety of languages in communication; the main ones include English, Germany, Spanish and French. Chinese Culture While there are differences in terms of economic, social and political dimensions between different people of Chinese origin, there are certain core cultural values that are common to all Chinese people. These values are unique and consistently held together by several years and similar language. There is only a single set of core values in China that distinguish their culture from western cultures and Eastern cultures. The Chinese culture has three major element; communist ideology, western values and traditional culture. The traditional culture is diverse and includes several schools of thought such as Buddhism, Taoism, Confucianism, and religious cultures (Fan, 2000). Confucianism forms the foundation of the Chinese tradition. In this case rules are outlined of the social behavior of e ach individual, governing all the interactions in the society. There are five virtues outlined here faithfulness, propriety, righteousness, humanity and wisdom. There are several values and rules of interaction in Chinese culture. Some of them include bearing hardship, governing should be done by leaders rather than the law, egalitarianism /equality, people being naturally good, veneration for the old in the