Technology and Colonization Columbus Discovers the New World

Christopher Columbus was a colonizer, pilgrim, and guide. He was conceived in the republic of Italy (Gies, 1995).He was perhaps the best adventurer of the fifteenth century from Europe. He figured out how to finish four excursions over the Atlantic Ocean. He is credited for having found the American continent.Advertising We will compose a custom exposition test on Technology and Colonization: Columbus Discovers the ‘New World’ explicitly for you for just $16.05 $11/page Learn More The strategic the disclosure of the new world was upgraded by the leader of Spain in 1492. He was given three boats, 90 crew members and all the provisions required for him to prevail in his crucial (Gies, 1995). Since he had all the necessities expected to prevail in his strategic, figured out how to cruise over the Atlantic Ocean a few times. As much as he didn't have the foggiest idea where he had landed, he figured out how to arrive at the shores of Florida in 1492. He found the American la ndmass and chose to build up a little province in 14 93 (Gies, 1995). He is accordingly known for featuring the presence of Americas to the Europeans. During this time of Columbus, a few European countries were completely settled. The vast majority of these countries had left on expanding their authoritative reaches through obtaining of new domains (Gies, 1995). Direct colonization was one of the routes through which the Europeans helped their impact. The soul of colonization was improved by the battle for matchless quality and the expanded mechanical headways that were seen in the fifteenth century (Gies, 1995). Regardless, the Europeans had progressed in the boat making abilities. They had figured out how to create immense boats that could convey numerous individuals ready. These boats were likewise ready to voyage on the outside of water for a lot of months (Gies, 1995). This is a significant innovative progression that empowered the Europeans to arrive at far off terrains. Moreo ver, the expanded information in route abilities offered them a premise to propel their undertakings remote countries. They had just comprehended the working standards of the compass. They additionally attracted maps and prepared numerous individuals route aptitudes (Gies, 1995). The accessibility of these assets and the work force made it feasible for the Europeans to build their investigation and revelation of new lands.Advertising Looking for exposition on natural examinations? We should check whether we can support you! Get your first paper with 15% OFF Learn More The boats were likewise mounted with standards and other war big guns (Gies, 1995). This expanded the security of ocean journey. Global waters got sheltered since the boats could never again be taken by privateers. The firearm and black powder were major mechanical progressions during the fifteenth century. These parts made it simpler for the Europeans to agree and colonize the occupants of the new grounds that were fo und (Gies, 1995). During this time, weapon innovation had been received following quite a while of headway. Weapons were utilized by the Europeans to oversee enormous groups with little quantities of officers. The groups were likewise best in class (Gies, 1995). The utilization of firearm fueled machines expanded effectiveness during assaults. The last were treated as weapons of mass obliteration. The extents of the stone tossing devices were additionally altogether decreased. The stones were additionally supplanted by the tremendous iron balls. This expanded the mass and quality of the balls and accordingly this kind of hardware turned into a fatal weapon during this time. The revelation of the hazardous bombs that permitted leeway of huge territories during the fourteenth century was likewise another mechanical progression that upgraded colonization (Gies, 1995). Taking everything into account, the agrarian transformation that came about into enormous scope cultivating and automat ion of the cultivating rehearses pushed the Europeans to look for additional terrains for cultivating. Also, they required extra increasingly crude materials for their new ventures. Reference Gies, F. Gies, J. (1995). Church building, Forge and Waterwheel: Technology and Invention in the Middle Ages. New York, NY: Harper Perennial. This paper on Technology and Colonization: Columbus Discovers the ‘New World’ was composed and put together by client Hindsight Lad to help you with your own investigations. You are allowed to utilize it for examination and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Mergers and acquisitions process Essay Example | Topics and Well Written Essays - 1000 words

Mergers and acquisitions process - Essay Example Notwithstanding these discoveries, organizations keep on embracing a M&A technique for a few reasons. One explanation is that M&A meets the craving of firms to get by developing. Another is that the offering firm either has free income (and money is top dog!) or needs to get the free income of the objective firm. A third explanation focuses to alleged organization issues between the supervisors of the offering firm and the proprietors of the firm, where administrators need to get a bigger portion of the compensations for facing challenges and dealing with the firm. Another explanation is that administrators of the offering firm are careless and pleased. The fifth explanation is the offering firm may increase a few advantages by actualizing the M&A system that, by assembling two firms, may bring about significant, uncommon, and exorbitant to impersonate points of interest. It can likewise happen that an offering firm observes some concealed wellsprings of upper hand in the objective that contenders don't see or that the administrators of an objective firm either don't understa nd or couldn't transform into a wellspring of upper hand. This is the place a bidder can be advocated for converging with or purchasing an objective firm in light of the fact that the two firms would make an additional bit of leeway (cooperative energy) over different contenders through economies of extension or scale. Executing M&A is troublesome and requests awesome administrators in light of the fact that the way of life of the two firms might be totally different. On account of universal M&A, this methodology might be expensive as a result of contrasts in nation societies (like when Renault of France purchased Nissan of Japan) and would require great administrators to succeed. A perfect crosscountry M&A is one where economies of degree can be picked up without incorporating the distinctive firm and nation societies. Case 3-1: eBay eBay is a pioneer online closeout firm that needed to conclude how to make more an incentive from another system of going into on-line sell off drop-off offering to expand deals. Drop-off offering alludes to selling things online for others, with a merchant or proctor gathering things available to be purchased from the customer or dispatcher. The representative handles the entire posting and selling procedure and afterward pays the returns of the deal to the customer, less the commission. This would catch merchants who have things to sell however who neither have the opportunity nor the persistence to publicize these things on-line. The organization's underlying achievement, based on a first-mover advantage as an on-line closeout site, turned into the establishment for a cost authority development system accomplished by offering low posting charges. During the time spent quickened development in quantities of clients and deals volume, eBay formed into an on-line network that offered unparalleled speed, wellbeing, and security through a successful part input component where clients evaluated each other for each exchange made. eBay's benefits developed by pulling in more purchasers and building the framework expected to help the two purchasers and dealers. Be that as it may, similar to physical shops, eBay's deals were occasional, spiking during the Christmas season yet staying level the remainder of the year. The drop-off selling system, a type of expansion into a related business that would enhance the center business of on-line barters, was intended to build client traffic to its destinations by making it simpler for merchants to list their merchandise and for purchasers to appreciate a more extensive assortment of items to look over. It likewise permitted eBay to execute high worth included things and rival the more settled

Discuss The Factors That Influence The Toxicity Assignment

Discuss The Factors That Influence The Toxicity Assignment Discuss The Factors That Influence The Toxicity â€" Assignment Example > Factors that influence the toxicity of a substance and its manifestations within an organismIntroductionThe production and use of toxic substance has steadily increased within the last decade; nevertheless, there is limited or scant information/knowledge about the risks of these substances to human health as well as other organism. For instance the general knowledge with regards to toxic impacts on freshwater organisms is mostly restricted to average temporary toxicity. Again there is limited information on factors influencing these toxic substances and how they are manifested within an organism (Dabrunz, et al. , 2011). The most important recent as well as near-term issues of medicine is toxicity in organism or ecological systems, particularly because there is no concrete experimental that on unintended  and adverse  effects of toxicity as well as how these can be detected. In spite of the issues  of health and  safety dangers linked to toxicity, there is  a  no important quantit ative analysis  and  empirical data  on risk assessments. A great deal of this is as a result of scientific ambiguity over permanent medical  reactions. If toxicological issues  are to be tackled, the question is how  we tackle these issues in light of no concrete empirical information (Jaipreet, 2008). This paper highlights some of the factors associated with toxicity as well as their manifestation within an organism. Toxicology and ToxicityToxicology can be defined as “the study of the adverse effects of chemical, physical or biological agents on living organisms and the ecosystem, including the prevention and amelioration of such adverse effects” (Society of Toxicology, 2005). Toxicity (or hazard) on the other hand, is the inborn ability of an agent to bring about damage. This property will only change if the agent is changed in some way. It will not change with changes in conditions of use or exposure. Factors that influence the toxicity of a substanceOne of the factors is duration of exposure. This can be categorized under three, acute, subacute, sub chronic and chronic. Severe toxicity refers to a cause and an impact that is apparent in terms of days and weeks. Exposure to the chemical substance can either be severe or chronic in a poisoning condition. Severe poisoning usually takes place when a particular exposure causes a direct impact while chronic poisoning refers to impacts found to be following any constant permanent exposure to moderately low levels of the chemicals (Nweke and Okpokwasili2010). Apart from the duration, exposure routes are also very significant in influencing the toxicity of a substance in an organism. The impacts of exposure are significantly determined by the exposure routes usually considered to be air and water pollution, contaminated food, and contact with toxins in both the normal and work surroundings. Some chemical substances, e.g. parathion, are similarly toxic by all three routes of exposure although the most of th em are not similarly toxic by all the three routes of exposure, regardless of the period of exposure. Routes of exposure to direct include contaminated air, water, soil, food, and customers productsFurther, types of an organism/animal or physiology of the organism is very vital. The brutality of a substance's toxicity is the function of its association with the bodily processes of a specific living being. For instance, chocolate is relatively toxic to canines although modestly to other animals. Consumed in very big portions, vitamins too may cause toxicity in humans. Theobromine, a chemical that originates from chocolate, is poisonous to dogs although not to rodents.

Research On Islamic Banking In The United Kingdom - Free Essay Example

Sample details Pages: 6 Words: 1907 Downloads: 9 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? This research plan will be a hub of attention to inspect the opportunities of progress and growth as well as the major challenges to Islamic banking in the UK. The UK is the hub of Islamic banking and contains importance in Islamic financial sector due to its fast growing Muslim population. Islamic banking is facing some great challenges in the UK because the financial system is more favourable to conventional banking. Don’t waste time! Our writers will create an original "Research On Islamic Banking In The United Kingdom" essay for you Create order There are greater opportunities in the UK for development and growth of Islamic financial system because Muslim community is eager to take financial products and they are willing to spend their lives according to their religion. There is need to educate the Muslim community toward Islamic financial products; service providers need to improve the information system within the communities and Islamic banking institution is need to work hard for survival and compete with conventional banking system in the sector of regulations and supervisions. The keywords in this research are Islamic banking, Islamic finance, Muslim population, Muslim scholars, Islamic banking growth in the UK and Islamic banking challenges. 2.0 RESEARCH SIGNIFICANCE According to the figures of Office for National Statistics 2001, there was 1.6 million (2.8%) Muslims living in the United Kingdom but according to Home Secretary the Muslim population is increasing with high growth rate. In just seven years there is an increase of 40,000 Muslims in the UK and figures reached on 2 million which consist of 3.3% of total UK population. There was no any facility available to Muslim community before 2000 but the Muslim population want to spend their lives according to their faith. According to Islamic teaching interest is strongly prohibited in Islam and they want to take banking services such as saving accounts, current accounts, home finances, insurance and loan according to Islamic Shaà ¢Ã¢â€š ¬Ã¢â€ž ¢riah law. The United Kingdom is non-Muslim country and all its financial rules and regulation in favour of conventional banking. Because the Muslim community is active part of the UK economy, there was need to start a system which is acceptable to the se people. Islamic banking is started in the UK in 2003 with authorization of Financial services Authority. From 2003 to 2009 there is enough improvement and development in Islamic banking system. Currently two main high street conventional banks and one wholly Islamic bank are involved in Islamic banking services. But Islamic banking institution is still in the growth and infancy stage and Islamic banking is facing different challenges in this Western society such as socially, economically, fund management and regulations. With increasing popularity of Islamic banking in Western countries especially in the UK there are some difficulties in the way of Islamic Shaà ¢Ã¢â€š ¬Ã¢â€ž ¢riah law, Islamic banking system as well as the role of Financial Services Authority and UK Government are the critical issues. It is necessary to find out the opportunities for development and growth of Islamic banking in the UK and major challenges are faced by Islamic banking. 3.0 RESEARCH OBJECTIVES The main objectives of this proposal is to find out the opportunities for development and growth of Islamic banking in UK and challenges which are currently faced by Islamic banking in the world and United Kingdom specially. The main objective of this research proposal is to investigate the basic understanding of Islamic banking in community and in banking sector because without basic understanding it is difficult to develop this financial system, whether there is any opportunity for growth and development in the UK and which kind of challenges is faced by Islamic banking. The objectives of the research proposal are to: Examine that how important to know the fundamentals for Islamic banking for Muslim community and service providers. Investigate that do Muslims really believe and know the difference between Islamic banking and conventional banking and what are the factors which make Islamic banking prior to conventional for Muslim community. How important in Shaà ¢Ã¢â€š ¬Ã¢â€ž ¢ riah law and its practise for Islamic finance and the role of Islamic scholars in promoting Islamic banking services and products. 4.0 LITERATURE REVIEW Literature review illustrates the concept, scope and principles of Islamic banking around the globe in general and specifically in the United Kingdom. Islamic banking is a universal concept in the conventional banking, which is in practice with its many products in most of high street banks in the UK like HSBC, Lloyd TSB and as well Islamic Bank of Britain. 5.0 RESEARCH METHODOLOGY There are two main research paradigms positivistic and phenomenological. It is possible that different authors may use the alternative terms for these main paradigms in different time. The most commonly and alternatively used the terms are quantitative research method for positivistic and qualitative for phenomenological (Collis and Hussey, 2003). The originally the positivistic paradigm was developed in the natural sciences to study natural phenomena and it is confirmatory and deductive in nature. The phenomenological paradigm was developed in the social sciences to facilitate the researchers to research and analyze social and cultural phenomena and this approach is exploratory and inductive in nature (www.socialresearchmethods). The paradigm is very important because it gives you a right path to use the right methodology. According to Collis and Hussy (2003 p.55) à ¢Ã¢â€š ¬Ã…“Regardless of which paradigm you are employing, it is important that you pay attention to all the feat ures, and ensure that there are no contradictions or deficiencies in your methodologyà ¢Ã¢â€š ¬?. The paradigm of this research is phenomenological because it tends to produce qualitative data not quantitative. The quantitative research is objective in nature that involves analysis of numerical data by applying statistical tests (Collis and Hussey, 2003). But the qualitative research is much more subjective in nature, concerned with generating theories and can be generalized in understanding of the phenomenon of challenges and opportunities of Islamic banking in UK. 6.0 RESEARCH PURPOSE Islamic banking is a hot topic in western countries especially in the UK. In the UK almost 2 million Muslims community is living and they want to spend their lives according to their religion (www.guardian.co.uk). This community is well contributing to the economy of the UK due to this the UK government gives more importance in the sector of Islamic banking. Nowadays the UK is the hub of Islamic banking and most of the high street banks providing the services of Islamic window. Due to this growing demand, Islamic banking faces some difficulties and challenges in western countries. The purpose of the study is to examine and analyze the growth and opportunities of Islamic banking in the UK.   7.0 RESEARCH METHOD For this research project, I chose to undertake qualitative research method. The qualitative method is a type of research that emphasizes the quality of meaning in consumer perceptions and behaviours; there are different criteria or techniques can be used in qualitative method such as in-depth interviews and focus groups. The most common qualitative research techniques include: In-depth interview Focus group Case study Direct observation   7.1 Reason for choosing In-depth interview: I chose in-depth interview technique for my qualitative research due to its unique advantages over other techniques such as focus group and questionnaires. In the way of in-depth interviews it is easy to speak to an individual and keep his attention on specific topic comparatively it is difficult in focus group interviews. There is a lot of time saving and reducing the hassles to take an appointment from individual. The main advantage of in-depth interview is that the interviews can be easily conducted with key community leaders through that researcher can get a fast overview of a community according to his requirements. 7.2 Sources of data: 7.2.1 Primary data: This research is based on a study of the UK because growing population of Muslims community is playing positive role for the UK economy. Actually most of the Muslims want to spend their lives according to their faith. In this case study it will be examined that what are the problems and opportunities in the UK for Islamic banking. I will use the qualitative method of research in this project. There are different techniques of qualitative method but according to the situation the in-depth interviews is more suitable form for this project. According to Collis and Hussey (2003) in phenomenological approach the interview questions are unstructured or semi- structured in pattern not closed questions like positivistic approach. The plan is that the researcher will prepare semi-structured questions that are helpful to take maximum information from interviewees because in closed questions it is possible that some important information will be ignored. In semi-structured interviews the rese archer has an opportunity to probe various areas and to raise specific queries during the semi-structured interviews. 7.3 Data collection methods: For the collection of primary data I shall use technique of in-depth interview. The plan is to hold the eight in-depth interviews from different sectors of the society. The researcher will hold four interviews from the banks authorities such as HSBC, Lloyd TSB and Islamic Bank of Britain that will give the clear facts and figures about the growth, opportunities and problems related to Islamic banking with reference to shaà ¢Ã¢â€š ¬Ã¢â€ž ¢riah compliance and Governmental authorities. Two with such Muslims who already customer of the Islamic banking which will facilitate the research through providing the information why they did take up Islamic banking, advantages and disadvantages of this system and as well about the scope of Islamic banking in UK. Two with such Muslims that are not using Islamic banking product which will helpful to investigate why they have not taken the Islamic banking product and which factors are stopping them from these services that are according to their f aith. My plan is to speak to non-Muslims that are using the Islamic banking products that will provide the best information for the growth and strong fundamentals of Islamic banking. The planned is to conduct these interviews through sending letters to banking authorities and emails to customer services department of the perspective banks to arrange an appointment. To take interviews from customers and non-customers of the Islamic banking the interviewer will use the posters advertisement in the mosques and libraries in that area where the Muslims are living in majority. The interviews will be recorded using the voice recorder with the permission of the interviewees. If the voice recorder is not possible then the interviewer will take notes which will be summarized with full detail and also these notes will be available on demand for further investigation. 8.0 Research limitations: This research was proposed to be conducted in a very short span of 8 weeks, which forced the researchers to curtail the research from expanding in to a wider spectrum. According to the proposed planned of seven interviews it is possible that there should be some hurdle to get all information from customers of Islamic banking. In the course of research if the researcher will feel to get more widely information about the growth of Islamic banking then mini open ended questionnaires will be conducted. As the research was a part of student project there where huge limitations on financial resources. Lack of financial backup congests the team, which in turn curbed the research team from dilating the research. Conclusion: The purpose of research is to find out opportunities of growth and development as well the main challenges to Islamic banking in the United Kingdom. The primary data which was collected through in-depth interviews is to match with the different opinions of the community members about the scope and future of Islamic banking in the UK. The outcomes and results of these in-depth interviews are matched with aims and objectives of the research.

The Effects Of Sleep Consumed On The Accuracy And Reaction...

This experiment tests how the amount of sleep consumed effects the accuracy and reaction time in college students. The hypothesis states that a participant who received six or less hours of sleep the previous night will have slower reaction times and less accuracy than a participant who received more than six hours of sleep. Participants were broken into two groups (six or less hours of sleep and more than six hours) and asked to identify the color of ink on a flash card. This was a timed test to calculate accuracy and reaction time. The results of the study did not support the hypothesis. It was therefore rejected. According to Marhefka (2001), insufficient sleep reduces cognitive functioning in college student. Sleep deprivation is†¦show more content†¦Method Participants. There were twenty participants involved in this study. Seven were male and thirteen were female. Range of age of the participants was widely varied. Age was not one of the measured variables. All participants were college students or faculty at Arapahoe Community College (ACC). The participants were all selected at random. Participants were found while walking through out ACC. Each participant was given the details of participating in the study; they then made the decision to choose to participate or to decline. Materials. In this study flash cards were used to test reaction time. White 3x5 inch note cards were used. On each note card was written a color word (e.g. blue, black, purple). The color words were written in a noncorresponding colored ink (e.g. word blue written in red ink, word purple written in green ink). A stopwatch on a cell phone was used to keep time of twenty seconds. A flowchart was created to keep order of how many cards were completed correctly and incorrectly. There were thirty-seven flash cards made for this experiment which were kept in the same order throughout the study. On the flowchart, the column furthest to the left contained al the colors of the ink on each card in order. There were twenty additional columns to the right, one for each participant. Procedures. To begin the experiment, participants were asked to report the amount of sleep received the previous night. TheyShow MoreRelatedEffect of Different Music Genres on the Mind6676 Words   |  27 PagesIndividual Research Project FIRST-HAND INVESTIGATION BIOLOGY The Effect of Different Music Genres on the Human Mind: * Concentration * Spatial Reasoning * Short-Term Memory * Reaction Time Timothy Yee Joy TABLE OF CONTENTS Why I chose this topic ............................................................................3 Summary of Prior Research......................................................................4 Appendix of Research and Assessment of Reliability ........Read Moreeffect of stress on students academic performance6787 Words   |  28 Pagesreviewed by the researcher. 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Modernization Theory Free Essays

Like individual â€Å"choices,† modernization or the lack of modernization rarely just happens; they are usually products of powerful social forces.   Hence, I oppose to the statement that â€Å"the effects of international factors and positive effects of traditional culture have no bearing on the lack of modernization.† So, what are my justifications for this decision? Two competing views of the causes of modernization justify my view. We will write a custom essay sample on Modernization Theory or any similar topic only for you Order Now    First, modernization theory claims that in the past the entire world was poor and that technological change, especially the Industrial Revolution, has enhanced human productivity and raised living standards.   From this point of view, the solution to the lack of modernization lies in encouraging technological development in backward areas. For these reasons, however, global modernization may be difficult.   Recall that David Riesman portrayed preindustrial people as tradition-directed and likely to resist change.   So some modernization theorists advocate that the world’s rich societies deliberately intervene in poor societies to encourage productive innovation.   First-World nations can speed development by exporting technology to the Third World, welcoming students from abroad, and providing foreign aid to stimulate economic growth (Hall, 1993). Further, modernization theory suggests that the success of these policies has been limited. Even where the greatest efforts have been made, resistance to change has compromised the results.   Traditional people have gained wealth by selling their natural resources on world markets, but only at the cost of being drawn into the â€Å"global village† where concern for money superseded traditional values.   In some societies including Iran and Ethiopia, rapid modernization has set off a powerful backlash from groups that want to restore traditional culture (Parsons, 1986). Modernization theory thus leaves unresolved contemporary dilemma: modernity may bring higher living standards but, in the process, it sweeps a society into the global mass culture of Western pop music, trendy clothes, and fast food.   For example, one Brazillian anthropologist expressed uncertainty about the future of the Kaiapo (native people who inhabit Brazil’s Amazon region): â€Å"At least they quickly understood the consequences of watching television†¦ Now [they] can make a choice† (Simons, 1989:37). But not everyone agrees that modernization is even a choice.   According to a second view, the dependency theory, today’s poor societies have little ability to modernize, even if they want to.   From this point of view, the major barrier to economic development is not traditionalism but the global domination by rich, capitalist societies. In effect, dependency theory asserts, rich societies achieved their modernization at least partly at the expense of poor nations, which provided valuable natural resources and human labor.   Even today, the Third World remains locked in a disadvantageous economic relationship with the First World, dependent on rich societies with whatever manufactured goods they can afford. Continuing ties with rich societies appear likely to perpetuate current patterns of global inequality Parsons, T. (1986). Dependency theory implies that modernization or the lack of it occurs outside the control of individual societies. On the contrary, the fate and fortune of individual nations world-wide is tied to their position in the global economy. Thus, change to improve the plight of people in the Third World will involve corresponding changes in First-World societies. Whichever approach one finds more convincing, we can no longer study the United States in isolation from the rest of the world. At the beginning of the twentieth century, a majority of people in even the richest societies lived in relatively small settlements with limited awareness of others. Now, at the threshold of the twenty-first century, people everywhere are playing out a far larger human drama. The world seems smaller because the lives of its entire people are increasingly linked. Hence, modernization or the lack of modernization is brought about by a number of factors including international factors and positive effects of traditional culture. References Berger, P. 1987. The Homeless Mind: Modernization and Consciousness, Vintage Books, New York Hall, J.R. Neitz, M. (1993).   Culture: Sociological Perspectives.   Prentice-Hall, Englewood Cliffs, NJ. Parsons, T. (1986), Societies: Evolutionary and comparative, Prentice-Hall, Englewood Cliffs, NJ. Simons, M. (1989).   â€Å"The Amazon’s Savvy Indians.†Ã‚   The New York Times Magazine (February 26, 1990);36-37, 48-52.   Copywright 1989 by the New York Times Company.                         How to cite Modernization Theory, Essay examples Modernization Theory Free Essays MODERNIZATION THEORY Introduction: Modernization is an inherently optimistic concept for it assumes that all countries eventually experience economic growth. This optimistic must be understood in the historical context of post war prosperity and growth in the north and independence of many southern colonies along with the growth of national markets and trades. The theory of modernization turns out into the high mass consumption and urbanization. We will write a custom essay sample on Modernization Theory or any similar topic only for you Order Now The theory of economic growth is an alternative to Marxist theory. Meaning and history of modernization theory: Modernization theory is a collection of perspective which, while at their most intellectually influential in the 1950s and 1960s. Along with the growth of national markets, made nineteenth century capitalists much more effective and ambitious than any of other forebears; hence the so-called ‘industrial revolution’. Definition of modernization: 1. Modernization theory is the theory used to summarize modern transformations of social life. 2. Historically modernization is the process of change towards those types of social, economic, and political systems that have developed in the Western Europe. Eisenstadt-1966) Theoretical origins of modernization: The theory of modernization has its roots in the ideas of some scholars they produced different theories about the origins, characters, and future path of modern industrial society. Which we can now examine closely: Emile Durkheim: Durkheim proposes that there are two types of society ‘traditional’ and ‘mode rn’ society, which have different forms of social cohesion between their members. The people of the traditional society perform the limited tasks of a simple agrarian community based on group of families and clan in village settlements. Each group though a similar to all others thinks, believes and life styles are relatively self-contained. Its members perform all the required rules of farming, childrearing, social control defiance and so on. Each group is then a sort of segment, a discreet unit in a large society; hence durkheim also called this a ‘segmental’ society. The traditional society is contrasted with the modern society- in whichever increasing numbers and density of the 0f the population. This leads to a more people competing for relatively scarce resources. When competition becomes the fiercest, a social resolution to these problems had to emerge and this creates a gradual increase in social division of labor. Social differentiation occurs as a specialized institution are formed by people to deal with particular need of society such as religious, economic, political, educational and so on. The modern society is more cultured and less rigid and allows more scope for individual frustrations and happiness. Durkheim called this society â€Å"organic society’. Max weber: max weber sought to explain the emergence of industrialization, though he focused his attention on answering why capitalist manufacturing became dominate only in the economy of western. The basic explanation for this occurrence was the existence of cultural processes namely rationalization. Weber suggested this was not an easy or natural form of behavior; one of the important factors that promoted this work ‘ethic’ was according to weber not economic but religious. His beliefs that as western society has developed, more and more of its members act in ways that are guided by the principals of rationality and less by custom of tradition. He sees the coming of the modern era as sciatic birth of individual as a relatively free agent not about by rigid. Walt whitman Rostow: rostow illustrates the concept of modernization per excellence. in his work on economic growth (rostow-1960a; 1960b) the form of growth experience in north are taken as a model for the rest of the world, while economic are situated at different stages of development all are assumed be moving to the same direction. Traditional society is poor, irrational and rural. The take off stage requires a leap forward, based on technology and high levels of investment; preconditions for this the development of the infrastructure, manufacturing and effective government. After this the societies reach a stage of self-sustaining growth, in its mature stage technology pervades the whole economy leading to ‘the high mass consumption, high productivity and high levels of urbanization. This feature includes prenewtonian science and technology. All this typically takes 20 years and rostow attempts to date actual take off of those countries, which have experienced them. (1783-1803) For Britain which was the first followed amongst others, USA (1890-1940), Japan (1878-1900), Russia (1890-1914) and India, china (1950 onwards). Modernization: Modernization was prompted by the decline of the old colonial empires. The third world became a focused of attention by politicians who were keen to show countries pushing for independence that sustain development was possible under the western wings or modernization theory. Trumans speech embodies this initial optimism. Modernization can be described as optimistic because it presents development as a easy process enduring under development is explained in terms of obstacles. Paolo Friers suggests people need to develop political consciousness and the rout to this is though pedagogic techniques of empowerment. Learner(1964) explains the from traditional to modern. Be beliefs that ‘Transitional society’ a society which has the process of cultural diffusion from more advanced sector of the world; been exposed to modernity. For learner the traditional society a society that has defined by what it wants to become, it is empathetic society. Lear said that ‘traditional society’ is not participant; it deploys people by kinship into communities isolated from each other and from a center the bands of interdependence people horizons are limited by local (1964, p-50). In the 1940s and 1950s was the only realistic way for LDC to industrialize. In general then for learner the mare a society exhibits empathy the more it will be engaged in the process of modernization and more likely is be modern. There is a clear mixture of sociological, psychological and economic feature to modernization theory, including for example, reference to value systems, individual motivation and capital accumulation. The critique of modernization theory: There are cultural and intellectual rejections of modernity. The boundaries between low and high culture are broken down. Intellectually post modernism involves and of the dominance of the unitary theories of progress and belief in scientific rationality. Modernization theory has not survived intact as viable paradigms for understanding change and transformation or process of poverty inequality. The theory cannot realistically explain the problem of global inequity and poverty. The principal term of the theory the traditional and the modern are much too vague to be of much use on classification of distinct skeptics. The two terms do not give the way indication of the great variety of society there have and do exist. Although the theory is supposed to be the way of society develops. There is little explanation offered for this problem. This is a serious weakness. Industrialized modern and its attendant’s urbanization weaker the wider kinship system as the people become primarily concern with the nuclear family (will’s 1977). Modernization completely undermines the values of extended family ties (penn-1986). It also derived from salvation among Protestants on important contributory factor in the rise of rational capitalism. The most forceful criticism of modernization theory is that it entirely ignores the impact of imperialism on third world countries. This is a staggering omission. Conclusion: Modernization deals with social change from agrarian societies to industrial ones, it is important to look at the technological viewpoint. New technologies do not change societies by it. Most accounts give greatest priority to the role played by the values, norms and beliefs of people in determining the sort of society – traditional or modern- that they create and thus value changes are the most important conditions for social change. How to cite Modernization Theory, Papers

Robert Menzies free essay sample

Robert Gordon Menzies was Australia’s longest serving Prime Minister. He held the office twice, from 1939 to 1941 and from 1949 to 1966. Altogether he was Prime Minister for over 18 years – still the record term for an Australian Prime Minister. Robert Menzies was born in Victoria in 1894. He went to primary school in Ballarat, then to a high school at Wesley College in Melbourne. He graduated in law from the University of Melbourne in 1916 and became a barrister in 1918. He debuted in court in an Engineers Case and won in 1920 and established his reputation as a barrister. Menzies’ success in the Engineers’ case brought offers of briefs in the area of industrial law. He was involved in much of the litigation surrounding the ongoing maritime and waterfront disputes of the 1920s. In October 1928 Menzies entered the Victorian Legislative Council, having won a by-election for the seat of East Yarra. Within weeks he was made minister without portfolio in a new minority Nationalist State government, formed when the Labor government had lost the support of the cross-bench Country Progressives. During his early years in parliament, Robert was highly involved in international Nationalist Party matters. In 1920 he helped establish the ‘Young Nationalists’ a group that focus’ on attracting young men into politics. The head of the orginisation welcomed the idea and invited Menzie to join the central executive of the National Federation. Later on the Young Nationalists took over the State Nationalist Party orginisation. Robert then won the presidency of the Victorian National Federation in September 1931. Robert Gordon Menzies was 44 years of age when he was sworn in as Prime Minister for the first time on 26 April 1939. Menzies was in office twice, from 1939 to 1941 and from 1949 to 1966. During these 17 years he significantly contributed to Australia’s post-war development and prevented the communist threat from reaching Australia; an issue he considerably focused upon during this time. When Menzies started his position as Prime minister, Australia was still recovering from the effects of war. The citizens were in dire need of some stability in life, as well as basic needs such as materials to build their homes and jobs. The 17 years of which Menzies ran as Prime minister are often referred to as the â€Å"golden era† as it was a time with widespread prosperity, a thriving economy and work for all. Menzies contributed to Australia’s post war development by increasing the standards of living for all Australian’s. This was achieved by increasing full-time employment (during this time unemployment was only 1- 3%). The ratio of home owners rose to 75% of the population, which was the result of Menzies introducing the â€Å"Department of Housing†, â€Å"Home Savings Grants Scheme† and housing loans insurance. There was also great progress in industry, manufacturing output, primary industry production and mineral development. Menzies also introduced a number of schemes to benefit the needy, with tax concessions introduced for married pensioners, he introduced free ‘life saving’ drugs, a National Health Scheme, commonwealth scholarships and invalid pensions. However, when Menzies was elected Prime Minister, Australians were still cautious of the communist threat. Therefore during the 1949 election, Menzies promised to outlaw the communist party of Australia. The Communist Party Dissolution Bill was introduced into the House of Representatives on 27 April 1950. This bill made members of the party ineligible for commonwealth employment, holding office in a trade union, or working in a defense related industry. It also made the party and associated organisations unlawful and they were required to dispose their property. This bill was passed without amendment on October 19, 1950. In March 1951 it was challenged in court and voted to be unconstitutional and therefore invalid. Menzies then attempted give the overnment control of the senate, with a referendum to alter the constitution to follow. The coalition returned and gained control of the senate, but the referendum still failed. In the second half of his time in office, Menzies presided over the passing of more key legislation. These laws included: †¢The Broadcasting and Television Act 1956 (Cth), which covered the introduction of television, including the governments control of the A BC; †¢Various banking acts, including the Reserve Bank Act 1957 (Cth), which separated central banking from other functions. Menzies had to wait until he had control of the Senate to pass these laws; †¢The Matrimonial Causes Act 1959 (Cth), which set in place uniform divorce laws; †¢The Commonwealth Electoral Act 1962 (Cth), which gave Aboriginal people in the Northern Territory, Queensland and Western Australia the right to vote in Commonwealth elections; †¢The Currency Act 1963 (Cth), which started the introduction of decimal currency; and †¢The National Service Act 1965 (Cth), which introduced a national military service scheme, and was a response to Australias increasing involvement in the Vietnam War. Menzies’ time as Prime Minister secured any worries Australia had about communism and he introduced policies and formed treaties to keep Australia secure. Menzies also transformed Australia to be an efficient and developed society. He increased the standards of living, realised ‘the great Australian dream’ for many and improved the lives of the needy, as well as introducing many other schemes and benefits, to advance Australia’s post- war development. Martin, Allen, Robert Menzies – A Life, Vol. 1, Melbourne University Press, Melbourne, 1993. http://www. edgestudio. com/words-to-time-calculator http://www. parliament. nsw. gov. au/prod/web/common. nsf/key/HistoryWar Author: Unknown, Title: bookrags, URL: http://www. bookrags. com/biography/robert-gordon-menzies-sir /, Date Modified: Unknown Author: ABC (Australian Broadcasting Company), Title: Menzies, URL: http://www. abc. net. au/schoolstv/australians/menzies. tm , Date Modified: Unknown Author: Multiple inputs, Title: Sir Robert Gordon Menzies, URL: en. wikipedia. org , Date Modified: Unknown Author: Michelle Grattan, Title: Australian Prime Ministers, Place Published: Australia, Date Published: 2000 Author: A. W. Martin, Title: Robert Menzies: A Life (volume 1), Place Published: Melbourne, Australia, Date Published: 1993 Author: A. W. Martin, Title: Robert Menzies: A Life (volume 2), Place Published: Victoria, Australia, Date Published: 1993

Voluntarist and Regulated Approaches to Vocational Education and Training Tend to Embody Opposite Logics

Introduction Meaning and Importance of Vet Human resource development is given impetus by the fact that giving employees knowledge and required skills can completely change organisations and improve lives (Grugulis 2007a, p.1). When skills are well deployed they provide support for national and organisational competitiveness which enables companies to perform better (Grugulis 2007a, p.1).Advertising We will write a custom essay sample on Voluntarist and Regulated Approaches to Vocational Education and Training Tend to Embody Opposite Logics specifically for you for only $16.05 $11/page Learn More Therefore training and development safeguard productivity and supporting it and therefore firms have been able to prepare employees for current and future jobs. Many firms have resulted to training the internal employees on the knowledge and skills relevant to its functions (Grugulis 2007a, p.2). On the other hand educational systems in a place do affect the hum an resource development in any country (Grugulis 2007b, p.58). With the scientific revolution in the workplace calling for higher levels of education; training, greater exercise of intelligence and mental efforts as well as Vocational Education and Training (VET) is an inevitable player in human resource development and management (Ashton 2001, p.165). This is because there is need for a more competent skilled labour workforce for sustainable development, which is established on the idea of keeping in mind the ecological effects by use of suitable technologies. Furthermore, for there to be any growth in the social and economic scene, particular types of human capital and skills are required (CEDEFOP 2010). The issues vocational education and training at workplace are not only the concerns of individual workers and employers but of the whole society. In a larger picture an educated and skilled human resource is the backbone of a well functioning and productive economy which is presum ed competitive, wealthy and nurturing the wellbeing of the whole society (Holden 2001a, p.341). This paper is going to examine the two approaches to vocational education and training: the voluntary and regulated approaches and will show how these approaches employ opposite logics in their application.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Approaches to Vocational Education and Training Vocational education and training is a major stakeholder in preparing and developing human resource which is compatible to the changing demands on the workplace due to technological transformation. However there are different interpretations of the form and nature of what should be an objective Vocational Education and Training (VET) system and because of varied needs of skills at different places there are different approaches to this training and educational discourse (Holden 2004a, p.356; Gruguli s 2007b, p.56). With time, it has been noted that Vocational education and training is important especially due to its recurrence in the agenda of bi- and multilateral donors (CEDEFOP 2010). This is mainly because of three reasons: Firstly, despite the fact that UNESCO Education for all initiative has succeeded in bringing improved enrolment rates and quality of primary education, several concerns arise, particularly with regard to the way in which the employability in secondary education graduates can be promoted. In addition, the worldwide ecological and socioeconomic development patterns have allowed for the principle of Vocational Education and Training as well as the development of human capital (Wallenborn 2010, p.182). With all these proposals needing attention the question remains as to whether the two approaches; voluntary or compulsory [regulated] are compatible (Holden 2001a, p.356). Regulated Approach This approach is also known as compulsory because there is usually a l egislation that requires employers to ensure that their employees are given a specific training and education. Harrison (1995:38, quoted in Holden 2001a, p.356) reports that under this approach, the liberal democrats, the TUC, the commission for social justice and the labour party call for employers’ coercion through legislation to offer training to the employees.Advertising We will write a custom essay sample on Voluntarist and Regulated Approaches to Vocational Education and Training Tend to Embody Opposite Logics specifically for you for only $16.05 $11/page Learn More This regulation usually happens in a number of varied forms (Ashton and Felstead 2001, p.167). For instance, in France, it is a requirement for employers to back up training or otherwise give a certain amount to the state. In Germany, on the other hand, a system of stringent and broad apprenticeship of youths who are prospective members of the labour market is provided. In addit ion, there are ‘licenses to practice’ which are required for different lines of work (Grugulis 2007b, p.54). This approach assumes that vocational Education and Training is beneficial to the entire society and has lifelong benefits to all in order to obtain an extremely competent work force. The compulsory approach gets a lot of backing from the fact that investing in Vocational Education and Training (VET) can be effective in promoting socioeconomic progress, increasing economic competitiveness and reducing poverty in the triangle of productivity, employability and sustainable growth (Wallenborn 2010, p.181). Therefore the assumption created in this approach is that if companies and firms are not forced to train their employees they will only put much emphasis on profits making and therefore the society and individuals will never progress and this will be reflected in the whole economy. Moreover, when left to their own companies concentrate on short term benefits, whic h more often than not, have proved to be of poor quality and do not develop a person as can be seen in the case of United Kingdom (Holden 2001b). Another major outcome of this is that these companies at times tend to enrol workers who have been trained in other places without necessarily training their own workers (Grugulis 2007a, p.2). Through the provision of a suitable base or even the idea of the payable levies and the regulation of this training, a full-bodied development of skills is guaranteed to the state. Voluntarist Approach This approach is the direct opposite of the regulated where the government and other stakeholders have so little to do as far as their influence on the general Vocational Education and Training system in a given nation is concerned (Grugulis 2007a, p.3).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Contrary to what it insisted in the regulated approach labour party for instance has shifted its stand from where the organisation should be compelled to provide training, in what is known as levy system, to this recent proposal which adopts the element of persuasion (Holden 2001a, p.356). In the voluntarist approach the individual or organization is the one to be involved in the choosing of the kind of training and whether to do it or not as in some cases where the trade union have to negotiate with the employer on the kind of training to be accorded to the employee (Boheim and Booth 2004, p.520). The approach assumes that the effectiveness of any given firm is boosted if the firm has little or no bottlenecks that arise from external regulations hence adopting a unitary kind of workplace relationship (Harrison 2002, p.36). Through the market forces, such as the need to stay on the competing edge, production of high quality commodities and the need for smooth and efficient running o f the firms usually see to it that if there is suitable training, the companies will capitalize on it. Since there will be no costly and strict bureaucracy, such an investment will be made in such a manner as to correspond accurately to the demands of the market (Ashton 2004, p.23). Comparison of the Two In comparing the two approaches it is therefore evident that they are opposites in that one adopts a persuasive approach while the other one relies on compulsion. The differences between the two are however much clear in theory than in practice (Grugulis 2007b, p.53). The regulated approach is adopted when a country wants to achieve the level of skills it need thus putting regulations on the Vocational Education and Training (VET) systems (Holden 2001b, p.54). While this is taken as a social justice that would promote good for all, it is looked at as a form of taxation by the antagonists. Regulated approach looks at the society as a whole and a company welfare whereby when skills ar e requires, there is no need of it searching for them from outside but source them from within (Grugulis 2007a, p.2). The voluntary approach on the other hand considers that there should be liberal kind of operation in the workplace where freedom is given for the firm to determine whether to train or not and for that case workers have limited rights but more responsibilities (Rainbird 2002). Here the government do not coerce individuals or companies but appeal to their good will to adopt the Vocational Education and Training (VET) system for their good as in the United Kingdom (CEDEFOP 2009). This is also driven by the market needs where in case a certain skill is lacking in the market, firms can train their employees but if the skill is there in abundance they do not invest much in training. In summary the two can be contrasted in that first while regulated approach recognise the importance of skills at work voluntarist approach do not develop value or develop skills. In addition, Voluntarist approach’s training is very narrow while regulated approach is broad and much focused. In a regulated approach there is employee input and investment facilitation but voluntary approach only favours the employer by limiting employees input and thus becomes a disincentive to investment (Rainbird 2002). Case Studies A case study on the VET systems of different nations reveals that very different policies that govern the same are employed and as a result leading to several varied impacts (Grugulis 2007a). We are going to look at the cases of United Kingdom and Germany and it is also quite clear that for the two countries, there are a number of itineraries that are traversed in Vocational Education and Training, which range from comparatively low degree strategies such as Training for Work in Germany to higher ones such as university graduate and postgraduate degrees (Westwood 2004, p.45). It is worth noting that institutional uniqueness in different countries makes i t impossible for systems to be compatible and this is actually the major reasons as to why there are different approaches to Vocational Education and Training in different countries. The United Kingdom In the United Kingdom, the voluntarist approach to Vocational Education and Training (VET) is used and traditionally companies are given the lee way to allow for training and development to their various employees. Vocational Education and Training (VET) was in essence introduced in the United Kingdom to develop the youth into practicable members of society rather than being just mere workers (Harrison Kessels 2004, p.36). Due to the comparative decline in the economy in the United Kingdom several issues have popped up to establish what education can do in either stopping or turning around this pattern (Heyes and Stuart 1996). A rather apparent fact is that the employers on their own are not in a position to meet the cost of gaining the overall objective required by the nation for in vestment in training, education and development and hence trade union’s involvement (Sutherland Rainbird 2000, p.197). This emanates from the fact that employers only work to achieve the goals of their establishments rather than those of the nation at large. It is also worth noting that they work in a jumble of complicated and low quality Vocational Education and Training courses, touchstones and makings (Grugulis 2007a, p.3). That is why one time the French government altered its voluntarist approach so as to deal with the country’s deficit of skills in a schematic manner. Nevertheless, there is still a raging argument on whether or not the voluntarist approach should be done away with (Rubery Grimshaw 2003). In line with this, the Labour government in the year 2000 made it clear that it was not going to take on a training levy any soon, which only points to only one thing; the voluntarist approach will also not be discarded any soon (Holden 2001b). In the United Ki ngdom there is less state intervention in giving directives for training of staff and the major targets are short term benefits (Harrison 2002). Due to the practical experience of the businesses, which have very much boosted their carrying out of activities through investment in people, IIP provides a nation level benchmark which determines the rationales that bond training and development action directly to the objectives of the business so as to ensure there is effective and sustainable use of the resources provided for training and development (Boheim and Booth 2004, p.538). Through this, all classes of organizations are in a position to gauge their progress as far as performance in their businesses is concerned (Lloyd Payne 2004). In the last month of the year 1999, a total of 16454 firms including units within them had already obtained national standards as Investors to people and about twenty two thousand were already committed in arriving at the reward. This reward in turn g ives the organizations significant gains that help them to work for, and achieve that standard. From research it was concluded that the benefits are accrued from the ensuring that strategy is used in the training and that the needs of the business are met through the same. Particularly, the firms assert that when working towards IIP, it assists them to elucidate and put across the objectives of the business and speeding up continuous advancement go-aheads (Ashton 2004, p.27). There is also marked participation of managers in the development of individuals hence uniting rather unrelated action (Heyes 2000, p.150). As a result, the administrative staff members obtain the attention that may have been overlooked in the past. Other firms conceive the idea that IIP will enable them to increase their profitability, efficiency in sales as well as incomes while at the same time operating at a reduced cost (Ashton 2004, p.28). Other studies reveal that discrepancies may arise in recognition e specially when a firm is aiming at retaining the reward after a period of three years. As such, individuals may underperform and only up their game after three years when they need to be recognized. To achieve this reward, significant endeavour has been established. However, the gains will only be achieved through the underlying logistics and reflexive activities that are used in the training (Grugulis 2007a). Germany In Germany the vet system is usually regulated where Occupational Labour Market system is mainly used and there are strong establishments for employers. There is also a dual VET system which emanates from the unanimity and the sundry workplace and school based system which has been cited as a perfect example of top-drawer pattern (Brown et al. 2008). The system may be seen as if it sources financing from the state the state but the truth is that a bigger percentage of the Vocational Solid co-operation emanates from among the employers, state as well as the trade unions (Harrison 2002). In Germany Vocational Education and Training is therefore financed by the employers who, together with the trade unions, back the central and local government in the running of the same (Ashton and Felstead 2001, p.185). To ensure that the VET system is made compulsory, there are laws and guidelines that have been established to ensure that the employers are obliged to fund as well as set aside resources necessary for the training purposes (Sutherland Rainbird 2000). The structures, processes and establishments that run the system are collectively administered by the employers, unions and the state (Ashton and Felstead 2001, p.185). The two-fold arrangement is classified into three stages whereby the very inaugural phase starts in the terminal years of being in school (Ashton and Felstead 2001, p.169). In this phrase a lot of emphasis is put on the high level education for every individual because of a great realization that a beneficial general education gives a firm foundation for learning in the future (Harrison 2002). A great percentage of young school leavers begin apprenticeship as well as other young people who have qualifications that are in one way or another equivalent to A-levels. The others are absorbed into the tertiary educational institutions. This dual system puts much emphasis on the substantial relationship theory and practice when it comes to training (Boheim and Booth 2004, p.526). The apprentice devotes a fraction of his or her time in attending the vocational college while another part of the same is spent obtaining integrated training from a skilled workman within the apprentice’s working environment (Sutherland Rainbird 2000). It is a strict requirement that the skilled workman (otherwise known as a meisterwerker) is well equipped with instruction techniques (Ashton 2001). Both instructions given on and out of the job usually undergo cautious co-ordination so as to ensure the resultant vocational course covers all the details concerning the trade of the given apprentice and the skills required therein. This is widely accepted in the entire labour market in Germany (Lloyd Payne 2004) because it saves the employer the task of going outside the company to poach those workers who are already trained by other organizations (NATFE and Youthaid quoted by Felstead Green 1994, p.199). The state agencies, establishments and the youth jointly meet the costs of the dual system. This is in the sense that the firms commit themselves to the payment of on-the-job training while the youths have to do with comparatively meagre pays and the public funds are used to pay for the vocational institutions. Despite the fact that Germany offers a great number of apprenticeship places, only a fraction of them are taken especially ever since the year 1986, mainly due to the fact that the 1990s ushered a new era of unmanageable times (Harrison 2002). Compared to the United Kingdom, Germany boasts of thrice their w orkforce despite their labour forces being equal (Wallenborn 2010). It is however worth noting that much as the vocational Education and Training policies in Germany are very much regulated they may no longer be in a position to reduce the number of unemployed individuals in the present days (Brown et al. 2008, p.46). There is however problems which relate to the fitting and structure and capacity when compared to the ever fluctuating demand and supply of trained human resources in the job market (Ashton 2004, p.25). Germany has also experienced far much more mutual reciprocal action between education and training as compared to several other countries which adopt the regulated VET system. Conclusion Human resource development is so indispensable that the way of developing it has been theorized in varied models and each is aimed at its best. VET system is an objective model that enables organizations and firms to have knowledgeable and skilled manpower which can enable them achieve their goals in operation. On the other hand there is a concern in socioeconomic welfare in impacting knowledge on individuals as this enables them to be compatible and ensure continuity even when recession comes. That is why some countries like Germany create regulations to force firms to offer training to their employees because this training has an impact on a person and society at large. This regulated kind of vocational education and training is where the organizations and firms are obliged to invest in training in their employees and liable to law incase that is not done. On the other hand some countries do not believe that this control is important and they prefer leaving the options to individuals and firms to do it their fashion like the case of United Kingdom. A close examination of the VET systems in the UK and Germany proves that voluntary and the regulated approaches are direct opposites and they embody dissent logics. While regulated approach presumes that, when left a lone, most firms will concentrate on making profit and forget training employees, the voluntarist approach believes that when left at their discretion firms can perform better than when they operate under control. Moreover, regulated approach takes into account the good of the whole society starting with the worker because when a worker is skilled, he or she can deploy the skills elsewhere therefore as firms get profits the employee can get skills but voluntarist approach seems to favor the employer. This society cooperation and concern is seen in Germany where a culture is created for all stakeholders; parents, state, employers and training institutions work together towards a common goal. In the case of UK the voluntarist approach reveal a lot of employer laxity in employees and that is why any slight recession would lead to employers retrenching workers and poaching for those who have experiences without incurring the cost of training them when the economy recovers. With these di rect opposing logics, expectations and outcomes the voluntary and regulated approaches to VET are two opposing approaches to a single policy. In short the two are aimed at opposing goals, means and ends. References Ashton, D., 2004. The political economy of workplace learning. In H. Rainbird, A. Fuller and A. Munro, ed. Workplace Learning in Context. London: Routledge, pp.21-37. Ashton, D., 2001, From training to lifelong learning: the birth of the knowledge society?’ In: J. Storey, Human Resource Management; A critical Text. 2nd ed. London: Thompson learning, pp.165-189. Ashton, D. and Felstead, A., 2001. From training to lifelong learning: the birth of the knowledge society? In: J. Storey. 2nd ed. Human Resource Management: A Critical Text. London: Thompson Learning, pp.165-189. Boheim, R. and Booth, A., 2004. Trade union presence and employer-provided training in Great Britain. Industrial Relations, 43(3), pp.52-545. Brown, P., Ashton, D., Lauder, H. and Tholen, G., 2008. Towards a High-Skilled Low-Waged Workforce? A Review of Global Trends in Education, Employment and the Labour Market. Cardiff: SKOPE Monograph 10. Cardiff: SKOPE, Cardiff University. CEDEFOP, 2009. Contribution of Collective Bargaining to Continuing Vocational Training. Dublin: European foundation for the improvement of living and working condition. CEDEFOP, 2010, Employer-Provided Vocational Training in Europe. Research Paper No.2. Luxembourg: Publications Office of the European Union. Felstead, A. and Green, F., 1994. Training During Work Employment Society. Work, Employment and Society, 8(2), pp. 199-219. Grugulis, I., 2007a. Skills, training and human resource development. Hampshire: Palgrave Macmillan, pp.1-11. Grugulis, I., 2007b, Vocational Education and Training in Britain. In: Skills, Training and Human Resource Development. Houndmills: Palgrave, pp. 54-70. Harrison, R., 2002. Learning and Development. 2nd ed. London: CIPD, pp. 60-77. Harrison, R. and Kessels, J., 2004. Hum an Resource Development in a Knowledge  Economy. Basingstoke: Palgrave, pp.35-37. Heyes, J., 2000, Workplace Industrial Relations and Training In: H. Rainbird, ed, Training in The Workplace. Houndmills: Macmillan, pp.148-162. Heyes, and Stuart, M., 1996. Does training matter? Employee experiences and attitudes. Human Resource Management Journal, 6(3): pp.7-21. Holden, l., 2001a, Human Resource Development: The Organisational and The National Framework. In: I.B holden. Human Resource Management: A Contemporary Approach. 3rd ed. Essex pearson, pp.349-360. Holden, l., 2001b. Human Resource Development:The Organisational And The National Framework. In: I.B Holden, T. Claydon, eds. 2004. Human Resource Management: A Contemporary Approach. 4th ed. Essex: Pearson, pp.341-367. Lloyd, C. and Payne, J., 2004. The Political Economy of Skill: A Theoretical Approach to Developing a High Skills Strategy in the UK. In: C. Warhurst, I. Grugulis, and E. Keep, ed. The Skills that Matter. Basingstok e: Palgrave, pp. 207-224. Rainbird, H., 2002. No rights, just responsibilities: Individual demand for continuing training. In: K. Evans, P. Hodkinson, and L. Unwin, ed. Working to Learn: Transforming Learning in the Workplace. London: Kogan, chapter 12: pp.23-33. Rubery, G. and Grimshaw, D., 2003. The Organisation of Employment: An International Perspective. Hampshire: Palgrave, Chapter 5: Skilling the labour force, pp.106- 137. Sutherland, J. and Rainbird, H., 2000. Unions and workplace learning: Conflict or cooperation with the employer? In: H. Rainbird, ed. 2000. Training in the Workplace. Houndmills: Macmillan, pp. 189-209. Wallenborn, M., 2010. Vocational Education and training and human capital development: Current practice and future options. European Journal of Education, 45 (2) p.181-198. Westwood, A., 2004. Skills that matter and shortages that don’t. In: C. Warhurst, I. Grugulis and E. Keep, ed. The Skills that Matter. Basingstoke: Palgrave, chapter 3: pp. 38-39, 4 2-53. This essay on Voluntarist and Regulated Approaches to Vocational Education and Training Tend to Embody Opposite Logics was written and submitted by user Kimber A. 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.

Cornelius Vanderbilt

Cornelius Vanderbilt Cornelius Vanderbilt became the wealthiest man in America in the mid-19th century by dominating the growing countrys transportation business. Starting out with one small boat plying the waters of New York Harbor, Vanderbilt eventually assembled a vast transportation empire. When Vanderbilt died in 1877, his fortune was estimated to be in excess of $100 million.   Though he never served in the military, his early career operating boats in the waters surrounding New York City earned him the nickname â€Å"The Commodore.† He was a legendary figure in the 19th century, and his success in business was often credited to his ability to work harder - and more ruthlessly - than any of his competitors. His sprawling businesses were essentially prototypes of modern corporations, and his wealth surpassed even that of John Jacob Astor, who earlier had held the title of Americas richest man. It has been estimated that Vanderbilts wealth, relative to the value of the entire American economy at the time, constituted the largest fortune ever held by any American. Vanderbilts control of the American transportation business was so extensive that anyone wishing to travel or ship goods had no choice but to contribute to his growing fortune. Early Life of Cornelius Vanderbilt Cornelius Vanderbilt was born May 27, 1794, on Staten Island, in New York. He was descended from Dutch settlers of the island (the family name had originally been Van der Bilt). His parents owned a small farm, and his father also worked as a boatman. At the time, the farmers on Staten Island needed to transport their produce to the markets in Manhattan, located across New York Harbor. Vanderbilt’s father owned a boat used to move cargo across the harbor, and as a boy young Cornelius worked alongside his father. An indifferent student, Cornelius learned to read and write, and had an aptitude for arithmetic, but his education was limited. What he really enjoyed was working on the water, and when he was 16 he wanted to buy his own boat so he could go into business for himself. An obituary published by the New York Tribune on January 6, 1877 told the story of how Vanderbilt’s mother offered to loan him $100 to buy his own boat if he would clear a very rocky field so it could be farmed. Cornelius began the job but realized he would need help, so he made a deal with other local youths, getting them to assist with the promise that he would give them rides on his new boat. Vanderbilt successfully finished the job of clearing the acreage, borrowed the money, and bought the boat. He soon had a thriving business moving people and produce across the harbor to Manhattan, and he was able to pay back his mother. Vanderbilt married a distant cousin when he was 19, and he and his wife would eventually have 13 children. Vanderbilt Prospered During the War of 1812 When the War of 1812 began, forts were garrisoned in New York Harbor, in anticipation of an attack by the British. The island forts needed to be supplied, and Vanderbilt, already known as a very hard worker, secured the government contract. He prospered during the war, delivering supplies and also ferrying soldiers about the harbor. Investing money back into his business, he bought more sailing ships. Within a few years Vanderbilt recognized the value of steamboats and in 1818 he began working for another businessman, Thomas Gibbons, who operated a steamboat ferry between New York City and New Brunswick, New Jersey. Thanks to his fanatical devotion to his work, Vanderbilt made the ferry service very profitable. He even combined the ferry line with a hotel for the passengers in New Jersey. Vanderbilt’s wife managed the hotel. At the time, Robert Fulton and his partner Robert Livingston had a monopoly on steamboats on the Hudson River thanks to a New York State law. Vanderbilt fought the law, and eventually the U.S. Supreme Court, led by Chief Justice John Marshall, ruled it invalid in a landmark decision. Vanderbilt was thus able to expand his business further. Vanderbilt Launched His Own Shipping Business In 1829 Vanderbilt broke away from Gibbons and began operating his own fleet of boats. Vanderbilt’s steamboats plied the Hudson River, where he reduced fares to the point that competitors dropped out of the market. Branching out, Vanderbilt began steamship service between New York and cities in New England and towns on Long Island. Vanderbilt had dozens of steamships built, and his ships were known to be reliable and safe at a time when travel by steamboat could be rough or dangerous. His business boomed. By the time Vanderbilt was 40 years old he was well on his way to becoming a millionaire. Vanderbilt Found Opportunity With the California Gold Rush When the California Gold Rush came along in 1849, Vanderbilt began an ocean-going service, taking people bound for the West Coast to Central America. After landing in Nicaragua, the travelers would cross to the Pacific and continue their sea journey. In an incident that became legendary, a company that partnered with Vanderbilt in the Central American enterprise refused to pay him. He remarked that suing them in court would take too long, so he would simply ruin them. Vanderbilt managed to undercut their prices and put the other company out of business within two years. He became adept at using such monopolistic tactics against competitors, and businesses who went up against Vanderbilt were often made to suffer. He did, however, have a grudging respect for some rivals in business, such as another steamboat operator, Daniel Drew.   In the 1850s Vanderbilt began to sense that more money was to be made in railroads than on the water, so he began scaling back his nautical interests while buying up railroad stocks. Vanderbilt Put Together a Railroad Empire By the late 1860s Vanderbilt was a force in the railroad business. He had bought up several railroads in the New York area, putting them together to form the New York Central and Hudson River Railroad, one of the first great corporations. When Vanderbilt tried to gain control of the Erie Railroad, conflicts with other businessmen, including the secretive and shady  Jay Gould and the flamboyant Jim  Fisk, became known as the Erie Railroad War.  Vanderbilt, whose son William H. Vanderbilt was now working with him, eventually came to control much of the railroad business in the United States. Vanderbilt lived in a lavish townhouse and owned an elaborate private stable in which he kept some of the finest horses in America. Many afternoons he would drive a carriage through Manhattan, enjoying moving along at the fastest possible speed. When he was nearly 70 years old his wife died, and he later remarried a younger woman who encouraged him to make some philanthropic contributions. He provided the funds to begin Vanderbilt University. After a prolonged series of illnesses, Vanderbilt died on January 4, 1877, at the age of 82. Reporters had been gathered outside his townhouse in New York City, and news of the death of The Commodore filled newspapers for days afterward. Respecting his wishes, his funeral was a fairly modest affair. He was buried in a cemetery not far from where he grew up on Staten Island. Sources: Cornelius Vanderbilt.  Encyclopedia of World Biography, 2nd ed., vol. 15, Gale, 2004, pp. 415-416. Cornelius Vanderbilt, A Long and Useful Life Ended, New York Times, 1 Jan. 1877, p. 1.

Online consumer behaviors Essay Example | Topics and Well Written Essays - 2500 words

Online consumer behaviors - Essay Example Addictive, compulsive, and impulsive buying are types of uncontrolled consumer behavior that have drew interest in actual shopping settings. Personally, uncontrolled buying can lead to serious life problems and consumer impoverishments. Generally, it could raise consumer prices and sustain the social problems of extreme poverty (LaRose & Eastin, 2002). Now that buying and selling have reached the Internet, has uncontrolled buying behavior become more intense?LaRose (2001) reported that major e-commerce sites possess attributes that could encourage uncontrolled buying behavior. Studies show that online buyers were more impulsive than traditional ones and that that impulsive consumers comprised a significant portion of the general population of e-commerce buyers. There was sketchy proof of addiction in statements of ‘eBay addicts’, a study on compulsive online buying (Chen, 2009). With vast numbers of online shoppers today, uncontrolled online buying emerges as a major con sumer problem. Examining Online Consumer Behaviors Teenagers and young adults are the target market of online shopping because they are the first online generation of buyers. This social group spends roughly 12 percent of their whole earnings online, and these purchases are mostly books, music, and clothes commonly linked to compulsive buying (LaRose & Eastin, 2002, 549). Young people are particularly predisposed to unreasonable buying habits because of their tendency toward ‘excessive’ online activities and uncontrolled traditional buying as well as easily accessible credit cards. According to Milne and colleagues (2009), research on compulsive buying shows that these tendencies are developed in late adolescence. According to developmental studies, Milne and colleagues (2009) added, depression negatively affects adolescents and young adults more often than other age groups, and depression has been discovered to significantly influence the emergence and growth of extrem e buying habits. Undoubtedly, the buying habits of people have changed. As stated in the 2010 report of Forrester Research, online revenues will be at $331 billion in the United States alone. The enlarging population of online buying households along with website upgrading and retailer improvements will push e-commerce to form 13 percent of overall retail earnings in 2010 (Chih-Chung & Chang, 2005, 41). Online revenues will increase at a 15 percent compound annual growth rate between 2004 and 2010. Therefore, as the Internet continuously becomes a widespread channel for consumer activities across the globe, it becomes ever more crucial to determine the aspects influencing consumer use of e-commerce. A number of studies examine the aspects influencing consumer online buying. However, Goldsmith (2010 as cited in Chih-Chung & Chang, 2005, 41) states that most studies on online buying habits is quite explanatory and not derived from consumer theory. Therefore, this paper uses the social cognitive theory of Albert Bandura to examine online consumer behavior. According to Faber and O’Guinn (1992), media were given an insignificant role in uncontrolled buying behavior in the past: encouraging consumer impulses with marketing or advertising. With the intervention of the whole retail industry thru e-commerce, a more inclusive theoretical perspective is needed. LaRose (2001) consolidated addictive, compulsive, and impulsive buying within the paradigm of Albert Bandura’s social cognitive theory, asserting that they created a range of behavior characterizing different levels of poor self-control. Nearly all consumers have a tendency to buy impulsively, which is to purchase rashly, irrationally, and spontaneously (LaRose & Eastin, 2002, 549). For several consumers, the yearning for particular products or services changes to a common yearning for compulsive buying, which is repeated, persistent buying that becomes a main reaction to

ICT Policy Evaluation and Compliance Research Paper

ICT Policy Evaluation and Compliance - Research Paper Example The other challenges are that ICT is a fast growing sector and this provides many challenges with regard to policy development and implementation. These two factors, combined with the volatility of ICT create issues with policy development thus leading to a point where the policies developed may not be useful in advancing technology (Pilat, 2003). Policies, which hinder the development and growth of ICT can be very detrimental, and it is necessary for stakeholders to understand this and try to come up with new ways to streamline ICT processes. This is very important for Qatar especially with regard to its vibrant and fast-growing economy, which requires ICT backing in order to be sustained. It is in this regard that the policy evaluation process should be able to identify how ICT policies in Qatar are affecting the growth and uptake of the sector. Impact on ICT policies on ICT uptake ICT policy can be very useful in making sure that ICT is being utilised properly. On the other hand, one of the main challenges, which can be faced with regard to developing ICT policies, is that they can hinder the uptake of ICT (Roy, 2005). Different policies meant to help in improving the ICT sector can lead to it being harder for the ICT to develop. For instance, those policies which are geared towards control are more likely to have a negative impact if they are unchecked. This is why it is absolutely to have a mechanism through which ICT policies are supposed to be evaluated in terms of how they achieve what they are meant for and also in terms of how they are likely to be generate other negative impacts in the industry (Roy, 2005). For instance, with regard to ICT products, it is necessary to have those policies which support the capabilities of the consumers to uptake or to start using various ICT products. One of the areas where this should be regarded with care and diligence in the communication networks. According to Metcalfe (1979), networks increase their utility to th e users as the number of users increase. In this regard, those policies which are geared towards control must be looked at and evaluated in terms of how they are affecting the growth of ICT. Failing to do this may end up meaning that there will be issues with the growth and development of the ICT sector. In this regard, there are a number of issues which must be looked at in order to make sure that the policies are not being detrimental to the growth of ICT. Compliance with international standards The world has become a global village, and this has made it necessary for all countries and territories in the world to be able to look at the ways in which they can align themselves in the global village (Roy, 2005). Compliance with international standards is not just an issue affecting only ICT, but it affects all sectors on a country’s economy. In this regard, there is a need to identify ways in which the ICT policies in Qatar are affecting the ability to comply with internationa l standards. There is a need to guarantee compliance with international requirements as well as the standards which are being implemented internationally (Khosrowpour, 2000). Failing to evaluate the ICT policies would bring in the risk of not complying with international standards and this would lead to Qatar being isolated from the rest of the world. With regard to ICT, compliance with international standards can never be stressed enough. In this regard, t

Analysis: Poem About My Rights, June Jordan

Analysis: Poem About My Rights, June Jordan Poem about My Rights This form of struggle and protest poetry, written by June Jordan (Poem about My Rights, 2015) truly captures and speaks for the voice of the oppressed and silent women in South Africa. When reading this poem, I was inspired and shaken by how powerful and moving it was, and how Jordan managed to get such a graphic and empowering message across through the reading of her poem. Her use of diction greatly emphasizes the harsh circumstances faced by woman, as well as Jordan’s anger towards the little political action and support against such abuse and neglect. The poem vulgarly refers to sexual violence experienced by woman and how they are victimized, harassed and abused by men who are physically and ‘socially’ stronger. Jordan speaks about rape, and how excuses are provided to the law, by the offender, which makes the rape seem okay and reasonable. This results in no justice taking place and the victim being left alone, feeling unsafe, with bursting anger and frustration – making them feel even more unwanted and like an outcast. This reveals the poor justice system; corrupt police work and fraudulent government systems – an entirely different theme in the poem. Clear evidence of racism is shown when Jordan says â€Å"We are the wrong people of the wrong skin on the wrong continent† (line 45 and 46). This expresses her view of how African Americans are made to feel like outcasts because of their skin colour and culture. Power, status, wealth and authority were determined by the colour of your skin, and many stereotypical views regarding racism are still present in the world. We can see through the line ‘I should have been lighter skinned’ (line 60) that being ‘white’ was the preferred skin colour, because it determined a family’s wealth and social status. The ‘wrong continent’ (line 46) in my view is referring to refugees that have moved and travelled across the world seeking job opportunities, better living conditions and housing because of the minimal resources and opportunities available in their own country because of their race. However this could make them seem like outcasts in the c ountry that they are not locally from, despite having as much of a right to belong there as another. Perhaps Jordan is looking at herself from a local Europeans perspective when she says â€Å"wrong people of the wrong skin on the wrong continent† (line 45 and 46) – as if to say these judgments and thoughts are going through their heads when they see a foreigner on their land. This clearly adds to the judgment and dis-belonging felt by Native Americans when moving countries, and how they themselves could start to see themselves this way and begin to blame themselves, causing self hate and pain. This occurs during the poem when Jordan blames herself for all the wrongs things that she is, and how she is a disappointment to her family and society. She speaks about how her parents are both disappointed with her and the way she is (line 58-67). However the poem does have an optimistic and unexpected ending when Jordan says that she will now defend herself, leaving the listeners/readers with a hopeful and encouraging ending. An important theme in this poem is gender inequality. In the past and still today, men are dominant to woman in many aspects including financial capability, decision-making, household-roles and various occupations. Men are generally earning more than women, and in many families and traditions, women stay at home for family duties, while men are the breadwinners. In the line ‘I should have been a boy because he wanted one/a boy’ (line 59) reveals two important aspects. One referring to ‘he’ – signifying the father of the child who is now a girl. Secondly referring to the stereotype and generalization which states that giving birth to a boy often promises the family more wealth and financial security in comparison to having a girl, and therefore boys were preferred and wanted. Stereotypically speaking, men have more authority and control in their families and generally make all the decisions regarding their child’s education and freedom – and we can see Jordan has personal experiences with this, through the harsh and cruel way she refers to it in her poem, and how there is no love, genuine care or concern that she expresses when referring to her parents. In the poem, the â€Å"wrong† elements and characteristics of June Jordan are constantly repeated. This is to emphasize the poet’s anger about her lack of acceptance that she feels not only by society but by her family. When listening to the poem we witness the harsh and judgmental comments and remarks made, for example â€Å"I am the history of the rejection of who I am† (line 78). Another example of where Jordan feels judged and unaccepted is when she says â€Å"it was my mother pleading plastic surgery for my nose and braces for my teeth† (line 6) a mother is supposed to be a woman who supports and loves their child for who they are, and not try to change them into what they aren’t. By Jordan using very visual and graphics words, it allows us to sympathize and even empathize for the way she has been treated and feels, making the audience connect with the poem on an even more personal and emotional level. From reading the entire poem several times and listening to Jordan’s reading of it, I get a sense of anger that Jordan expresses towards the people who â€Å"set things up like this† (line 21) – referring to the independence and self-restriction that Jordan feels. I believe that the people who set these things up would be society itself. Society set up racial prejudice, gender inequality, violence and abuse. Without the abuse of power of the people who have the control and the ability to make a true difference and positive change in this world, the world would be more controlled and at peace. Less crime, poverty, unemployment, violence and under-development would take place, resulting in a safer, happier place. When listening to the poem, I found that Jordan speaks clearly and uses pauses, creating a steady pace. Her tone in the beginning is not particularly aggressive or angry, however she does raise her voice to emphasize that she is upset and that the issues that she is talking about are personal. However as the poem progresses, so her voice becomes louder and more dominating, emphasizing particular words and phrases. This is particularly effective because the listeners now get a sense of how the poet feels about her own poem, adding a more personal and emotional touch. Her last few closing lines show her desperate cry out for independence and freedom. From my perspective I see it as Jordan’s determination to speak up for herself and finally take the will-power to stand up and defend herself against the negligence and abuse of others. I found this poem to be incredibly motivating and inspiring in terms of taking a stand against gender inequality and violence, and I believe Jordan should be remembered for her passion, bravery and courage for speaking out for the silenced and oppressed. Reference List: June Jordan Poem About My Rights, 13 November 2011 (video file). [Online]. Available: https://www.youtube.com/watch?v=XUSTxhYu7-4 [2015, April 20]. Poem about My Rights. 2015. [Online]. Available: http://www.poetryfoundation.org/poem/178526. [2015, April 20].