Position Paper on Military Industrial Complex - 1837 Words

Position on Military Industrial Complex Catalina M. Young Archbishop Edward A. McCarthy Abstract The â€Å"Military Industrial Complex† is a term coined by former President Dwight D. Eisenhower. This refers to the relationship between the nation’s armed forces and the industries that support them. Though its name came about in the 1960s, this relationship between armed forces and private industry dates back centuries. Recent legislation has been passed to help limit the power that this relationship has over defense spending. For any country, military spending is a big part of the national budget. Over time this business transaction has formed into a relationship between the nation’s armed forces and these private defense industries.†¦show more content†¦At that point in time, arms were still being manufactured and shipped over from Britain. Hamilton not only saw this as a more economical way to obtain arms, but also as a way to cut ties with foreign arms producers, which he thought was key to national security. This seemingly small proposal at the time, lead to the eventual production of arms on American soil. From this point onward the country’s defense and economy were intertwined. As the need for more weapons grew, the process of making them transformed from a single person hand crafting a gun, to an assembly line of people each trained to build a separate part of a gun. In 1808 a policy for arming the United States’ militia called for more guns to be made. This act supp lied the militia with $200,000 in arms and military equipment annually.(Encyclopedia of the New American Nation, 2013) Pretty soon thereafter national arms systems were set upon the national armories. A network of reliable arms manufacturers emerged. Contracts were drawn up between these armories and private manufacturers, who were more likely to test new means and materials to improve guns. This was key to an ideal system of arms production. This was the beginning of the military industrial complex. It was here that the desire for an innovative military arms snowballed into the high-tech industry that it is today. In the councils of government, we must guard against the acquisition of unwarranted influence, whether sought orShow MoreRelatedStrategic Challenges And The Global Security Environment873 Words   |  4 Pagesin this paper is determining the general capabilities needed in the Joint Force 2025 to rebalance the force considering the current strategic challenges and the global security environment. 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In late 2016 the Russian press (â€Å"Nezavisimaya gazeta†) highlighted the rise of the â€Å"Homeless Regiment† at the Monument to the Heroes of 1905. More than 10,000 veterans of the Russian military in Moscow – and 30,000 members of their familiesRead MoreMao Reading Response1128 Words   |  5 PagesResponse Paper Being one of the most well-known characters of Chinese modern history, Mao Zedong has been constantly debated in both Western and Eastern worlds. Like all historic figures, Mao Zedong has been seen in different light: sometimes under glorification and reverence, and sometimes as a devil that dragged China into one of its darkest eras. These contradicting opinions can be easily seen in the assigned readings of this course. 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In this paper, we will look at two separate countries, Belgium, and Russia, and examine what their cyber strategies are pertaining to warfare and defense or security, andRead MoreThe Liberal Feminist Movement1420 Words   |  6 Pagesdiscontent, economic contradictions fomented the rise of feminism in the 1960’s by reinforcing labor demand for women while the society excluded them. Due to the influx of capital and productivity after the U.S. began to shift towards a military-industrial complex, demand for women in the labor force nearly tripled, but their wages decreased relative to mens. Further contradictions that were a result of exclusion from reactionary movements, include the exclusion of the topic of women’s rights in the

The Backgrounds of Thami and Mr. M Free Essays

As a young individual, Thiamin was not able to see how his education was so structured and influenced by the government. However, as time progresses, Thiamin cannot appreciate the education, for the people that control what is taught in the schools also force him to live through the horrendous conditions of apartheid. He admits that his education is a political reality in his life. We will write a custom essay sample on The Backgrounds of Thami and Mr. M or any similar topic only for you Order Now At the end of the novel, Thiamin is faced with a very difficult decision. He ultimately decides to escape the nation because he knows he cannot join the mob and the violence of the people that killed Mr.. M. Thiamin wants change in South Africa. He realizes that the best way to accomplish this goal is to start over in a new place. Standing around in the same township accomplishes nothing, and Thiamin realizes this is not the proper method to bringing about change. Mr.. M has suppressed Thiamin in a tiny environment for all these years, and he finally feels the need to break out and let his voice be heard. Mr.. M grew up in a time where apartheid was not present. He had basic freedoms and he was not treated so harshly as the colored are treated in the apartheid period. Mr.. M turns a blind eye to the problems that are present in South Africa. He still believes that modern day South Africa is the same as it was many years ago. It is hard for Mr.. M to fathom the struggle of the colored people in South Africa because everything was integrated when he was a child. This makes it very difficult for Mr.. M, for over a short period of time he was stripped of his basic freedoms. Mr.. M believes that true change lies in the hands of the children, for they are the ones that have a future possibility of sparking change in society. Contrary to Team’s belief that education is a politically based system, Mr.. M sees education as a chance to transform his dents into fighters. He wants to give his students inspiration and motive to rebel and question the system of apartheid. Mr.. M also favors education because he is lonely and depressed. Mr.. M deeply values the relationships that he creates with Isabel and Thiamin. It does not seem as if Mr.. M has a significant other in his life. It is strange that he holds such a personal bond with Isabel and Thiamin, and he continues to push them to be active members Of the team so he can spend time with them. He turns Thiamin into the authorities in hopes that it will cause him to return to school. How to cite The Backgrounds of Thami and Mr. M, Papers

Campaign Plan For A Non-Profit Organization - Myassignmenthelp.Com

Question: Discuss about the Campaign Plan For A Non-Profit Organization. Answer: RESEARCH AND ANALYSIS Background Information Since public relations includes correspondence, it impacts and is affected by culture. The crossing point of culture and PR, both at the full scale (societal) and small scale (authoritative, relational) level, has been investigated by various researchers. Utilizing the circuit of culture show as a theoretical and methodological system, this paper analyzes the development of importance and the social setting of a public relations crusade in contemporary Indonesian society and a globalized world. The examination perceives the centrality of culture at the two its neighborhood and worldwide measurements since people are interpretive creatures. It subscribes to the possibility that public relations professionals are conceivably social go-betweens or as middle people amongst makers and customers who effectively make implications by building up a recognizable proof between items or issues and the public (David Amanda, 2005). By anchorage of this work on the circuit of culture display, it takes after the fundamental supposition that partners of public relations battles are occupied with dynamic significance making that is setting particular and is continually changing as it is consulted over the long run. The model-driven calculated examination is gone for refining the social powers that advance or compel key correspondence programs. The learning picked up from the examination will add to the writing in worldwide public relations and all the more particularly in the zone of social ways to deal with public relations. By concentrating on a homegrown philanthropic association in a creating nation, this examination is a humble endeavor to fill a moderately unexplored region in worldwide public relations inquire about, which tends to benefit intense non-administrative associations (NGOs). Since this private non-benefit is flexing to grow internationally, it gives an intriguing contradiction to the standardizing West to East stream of correspondence and social impact (Lucia et al., 2017). Definition of the situation The focal start of the model is the supremacy of power in relations and the meeting of culture, information, and power. The circuit has the accompanying moments where significance is made: portrayal (representation), creation (production), utilization (consumption), personality (identity), and direction (regulation). To give elective pathways to hypothesis working in public relations that 'mirror its extensive variety of genuine applications and social settings and not simply benefit Western, corporate settings,' Manfred Stefanie (2017) said the displaying of the circuit of culture in public relations. Analysis of the situation/issue Gawad Kalinga or GK (to give mind) is a group building, a philanthropic development that began in 1995. GK expects to destroy neediness through volunteerism. From its initial beginnings as an out-of-school youth mediation program managed by a Catholic gathering, GK advanced as a common establishment that facilitates homes and groups in addition to incorporating occupation programs with a mission to 'end neediness for five million families by 2024'. Joining foundation, advancement of capacity, and public-private associations, its program is executed in 2000 groups in Indonesia and additionally in other Asian and African nations. The utilization of the circuit of culture presentation in breaking down Gawad Kalinga uncovers the significance of understanding social esteems in correspondence crusades. While GK began as a nearby group advancement venture by a religious gathering, it formed into a national and worldwide program that demonstrates the interaction of culture, religion, and groups in producing a significant social change in Indonesia. As a common group advancement unit, GK is powered by an enormous armed force of volunteers who are cooperating to realize change and to reestablish the nobility of the poorest of poor people. STRATEGY Goals and Objectives The main goal of Gawad Kalinga is: To end poverty for 5 million families by 2024 Stakeholders The GK Board comprises of a blend of outer trustees and key individuals inside the GK association to have the capacity to bring the broadest scope of mastery in key ranges of GK's operation. They were not quite recently looking for people of uprightness and impact. All the more essentially, they needed GK companions that they had constructed a relationship with, and had broad experience and energy about their foundation to have the capacity to make sound approaches that help and encourage crafted by their overseers. Key messages The utilization of a military talk, for example, 'armed force' or 'war against neediness' with destitution as the deceptive foe summons assurance, solidarity, phlebotomy or forfeit and valor among its huge numbers of partners that incorporate government, organizations, givers, recipients, and volunteers. GK rose up out of the miserable dinginess of one of the greatest ghettos in Metro Manila. Here a Catholic bunch in Indonesia sorted out an adolescent camp that additionally contacted groups of posse individuals to deal with group recovery ventures. The exertion prompted the primary Gawad Kalinga people group. An outline of any risks to the client/organization Fast urbanization in the Philippines created various issues, for example, blockage, contamination, wrongdoing, destitution, natural corruption, and absence of adequate lodging. The nonstop inundation of vagrants from country to urban territories brought about expanding quantities of casual pioneers or squatters ('iskwater' is the disparaging slang utilized locally). In 2004, Indonesia had 1, 408, 492 casual pilgrim family units of which 51.6% live in urban areas. It was the need to give a satisfactory safe house as a way to break the cycle of destitution that brought forth GK. Review of Ethical Dilemmas Ethical difficulties emerge at all levels in a wide range of associationsrevenue driven, not-for-profit, and governmentand include a mind-boggling relationship between singular character and social impacts (Michael et al., 2016). Some of these difficulties can bring about criminal infringement or common obligation: extortion, distortion, and misappropriation of advantages fall into this classification. More typical ethical issues include hazy areasexercises that are on the edges of extortion, or that include irreconcilable circumstances, misallocation of assets, or lacking responsibility and straightforwardness (Mart Gergely, 2017). Proposed Budget The following table is a simplified and summarized budget for the non-profit organization. Current Org. budget Previous FY year budget Revenue Government grants contracts $1,000,000 $900,000 Foundations $200,000 $200,000 Expenses Supplies Equipment $30,000 $22,220 Staff Development $25,000 $20,000 Fundraising fees $15,000 $12,400 Surplus $1,130,000 $1,045,380 IMPLEMENTATION Project Management Non-profit associations have encountered various difficulties. Thin spending plans, persnickety board individuals, volunteer staff that needs to help, yet might not have finish ranges of abilities are only a couple. Non-benefit venture groups should be specific about the undertakings they set out upon, yet still should be composed. According to Philip Inga (2015), non-profit project management challenges include: Picking which activities to perform many task thoughts Giving volunteers enough direction on the most proficient method to play out an undertaking Permitting any venture assets outside the association to get to undertakings and errands Offering administrators and board individuals see into dynamic undertakings in the portfolio Timeframes and Evaluation methods The following figure measures and evaluates the effectiveness of the key messages in a timeframe. January February March April June Initial Review Honest expectations Due date Tracking Scope Check Measuring execution of not-for-profit associations is a troublesome errand. Without a doubt, the issue is not there to assess the gainfulness of money related resources or profitability of a creation line yet to gauge the social estimation of the work done by not-for-profit associations. This social utility cannot be measured at a given time and is impacted by changes in the public eye in the long haul forever. Justification The group dynamics are the social process by which people interact in a group environment. Moreover, it is the influence of personality, power, and behavior on the group process. The group dynamics are also associated with the size, structure, norms, values, and role of the group. Group dynamics affect cohesiveness and performance (Prakash Ricky, 2010). References ke F. Christian G. (2017). Communication-in-use: customer-integrated marketing communication. European Journal of Marketing, 445-463. David P. Amanda B. (2005). Integrated Marketing Communications (Second ed.). England: Pearson Education Limited. Lucia P., Salvador Del B. Philip J. Kitchen. (2017). Measuring integrated marketing communication by taking a broad organizational approach: The firm-wide IMC scale. European Journal of Marketing, 692-718. Manfred B. Stefanie S. (2017). Integrated marketing communication from an instrumental to a customer-centric perspective. European Journal of Marketing, 464-489. Mart O. Gergely N. (2017). Just doing it: theorizing integrated marketing communications (IMC) practices. European Journal of Marketing, 490-510. Michael J. Valos, Fatemeh H. Habibi, Riza C., Carl B. Driesener Vanya L. Maplestone. (2016). Exploring the integration of social media within integrated marketing communication frameworks: Perspectives of services marketers. Marketing Intelligence Planning, 19-40. Philip J. Kitchen Inga B. (2015). Integrated marketing communication: making it work at a strategic level. Journal of Business Strategy, 34-39. Prakash K. Vel Ricky S. (2010). Megamarketing an event using integrated marketing communications: the success story of TMH. Business Strategy Series, 371-382. Robert L. Harrison, Timothy M. Reilly. (2011). Mixed methods designs in marketing research. Qualitative Market Research: An International Journal, 7-26.

The Seven Organizational Approaches free essay sample

The seven organizational approaches to studying the human body are body planes and body directions, body cavities, quadrants and regions, anatomy and physiology, microscopic to macroscopic, body systems and medical specializes. The body planes and body direction is the division of the body in to sections from front to back, right and left, and top and bottom. These sections are called the mitigated plane, the coronal plane, and the transverse plane.This approach is used when studying organs and its function or specific areas with in the body like lungs, brain, and Joint and tendons. The body cavity is the study of the body cavities and the organs in the cavities. This approach is used when studying certain organs in the body and how a disease affects different organs. The quadrants and regions divides the lower torso into four sections and nine region sections to identify the areas where internal organs are placed. We will write a custom essay sample on The Seven Organizational Approaches or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This approach is a good reference to be used when conducting a hysterical exam of internal organs.The anatomy and physiology is the study of the structures with in the body and how they function in the body. This approach is good to be used when studying the structure and how cell work or the nervous system. Microscopic and macroscopic is the study of the smallest parts of the body and how they come together to make larger parts and more complex structures or systems. This approach is good to use when studying how cells combine to make organ. The Body systems approach is the study of the body organs and how they function gather in the body. This approach is good to be used when studying the bodies systems such as the circulatory system, the respiratory system and how they function in the body. Medical specialty is the study of the human body for medical uses. This approach is also divided in to many different categories which are the use or study of anatomy, physiology diseases, diagnostic tests, medical and surgical procedures, and drugs. This approach is used when studying different types of illnesses and diseases.

Napoleon and Josephine essays

Napoleon and Josephine essays Jealosy is not the feeling of a confident person, but of someone who is watchful, anxious and suspicious. This emotion is like living organism, which feeds on our doubts and insecurity.Jealousy has many faces. we can feel this in regard to our relatives, friends, and co-workers or loved ones. It can occur because of another's advantages, possessions or luck. Jealousy is very powerful emotion, which could destroy the greatest marriages and relationships. Take for instance, the incredible love story of Napoleon and Josephine. Napoleon was a commander in the French army, a man with lofty ambition. Sinse the first time he met the alluring Josephine, he was instantly captivated and tried to win her with all his passion and determination. It was a romance that was bloom into one of the world's most passionate and tempestuous love stories , but jealousy disturbed its peace. Josephine brought on their greatest quarrels, because she was extremely jealous. We suspect a person when we distrust his honesty and imagine that he has some bad design.Josephine sometimes would spy on emperor and go up back stairs and listen at the doors. This is what made her life very difficult.Napoleon could't stand having her watching over his shoulder. In the beggining of their relationship Napoleon did not have any affairs, but Josephine's jealousy devasted him and destroyed their enormous love forever. Jealousy is a feeling of suspiciouusness a rival or competitor's influence , especially in regard of loved ones. ...

A Study on Political Support and the Participation of Eligible Voters in California In Comparison To National Turnout

A Study on Political Support and the Participation of Eligible Voters in California In Comparison To National Turnout Political participation What is the voter turnout rate in last THREE (3) Presidential elections in California, and how did it compare to the voter turnout rate nationally? Was there a significant difference between the national rate and the rate in California? What are at least TWO (2) factors do you suppose might explain it? Voter turnout in presidential elections over the years has been slightly above average ranging between 50% and 63% nationally (p.172). In the recent past, 2008 presidential election had the highest voter turnout with 62.3% casting their ballots. The following presidential elections has a slightly low turnout that averaged 57.5% being a 5% decline based on the percentage turnout in 2008. The recently concluded presidential elections in 2016 had a slight improvement in voter turnout having a 58% voter turnout which was slightly higher than the percentage in 2012 although was still short by approximately 4% from the 2008 voter turnout. The changes in voter turnout are based on a number of factors that includes the appeal of the candidates to the citizens as well as the underlying political ideologies that are held by the candidates (P.173). California is one of the states in the United States that has been having an active political participation where they have been coming out in large numbers to exercise their democratic right. Voter turnout in California State in the 2008 presidential election was extremely high at 79.4% turnout. Hispanics are the majority citizens in the state by approximately 38%. The 2008 presidential election brought significant promise to the people of California especially all the minority who supported the winning candidate Barack Obama who was the first African American president in the United States. Many of the residents shared the ideology of the democrat president. Voter turnout in the following election in 2012 was slightly lower where the turnout was 72% which was 7% lower that the turnout in the 2008 elections (P.183). A key element that can help understand this development is the underlying focus on the fact that the citizens had reduced belief due to unfulfilled promises during the 2008 presidential elections. In the 2016 presidential elections, California had a 75.3% voter turnout that was higher than turnout in 2012 although still 4% lower than the 2008 voter turnout. The slight increase will most likely be attributed to the appeal of the candidates. It is important to note that in the 2016 elections, Hillary Clinton won in California mainly because she was more appealing to the Hispanics and other minority groups in the state than Donald Trump despite the fact that she was unable to win based on the Electoral College system (p.185). Political parties Which of the TWO (2) major political parties in the United States are most likely to face alignment in the coming years and why? Which of the two major political parties does your ideology most align with? Alignment in politics focuses in the underlying ideology that is being help by individuals within a given political environment. Therefore there is need to develop a greater focus on the underlying need to develop a positive understanding under which it would be possible to understand the key aspects that need to be considered. Therefore, in the United States the political parties that face alignment in the coming Republican and democratic parties. Parties are necessary and crucial within any given environment since they allow development of different ideologies and allow their followers to choose the best ideology that they are able to relate to (P. 189). American political parties are the oldest in the world and they have maintained very opposite ideologies where each party has been advancing their own ideologies based on their principles and thus they have a great following where people align themselves to either of the party in their effort to be in power. The founders of the nation disliked the notion of political parties where they asserted that they would bring disharmony and lack of understanding among the people of the United States (P.192). The divergent opinions that are raised by these parties shows that there exists less chance of having a common ideology between the members of these parties although it is important to understand that matters of national interests are handled effectively even though the methodology that is applied by one party might be different from the other. This has been quite evident over the years where the presidents have come from either side of the political divide where they have developed major policies that have been able to move the country forward as a block rather than significantly divided based on ideas or any other factors (P. 195). Between the two major political parties in the country, my ideology mostly aligns with the Democrats. I believe in social liberalism where there is a common understanding between individual liberty, social justice and common good. Progressive social causes are aimed at creating an overall positive understanding under which it is possible to have a better understanding on social development putting into consideration the wellbeing of others. I understand that there is need to focus on positive integral change that can be effectively aligned within the society where every individual plays an important role in ensuring that there is a positive development under which it is possible to move forward as a country. I like to see positive development across the different social classes. This can only be achieved based on the ideology that is being held by the Democratic Party.

College Survival Guide Essay Example | Topics and Well Written Essays - 1250 words

College Survival Guide - Essay Example If the question of research has few keywords, then I will be forced to broaden my search by using different keywords. All these does not mean that I will get good information, I then have to critically assess each source before downloading it to my machine or portable device (Carter, Bishop and Lyman, 2007). The library is the most important facility in the university. First, I have to master the road map to the library so that I don’t get lost and spent less time going to the library. After reaching the library, I have to search for information using the key word search method. But first, I need to type the key word and surround it with quotation marks; I may also use different words, each surrounded by a quotation mark. Whenever problems arise, I would not hesitate to ask the librarian to assist in solving my research problems Here, I will need to use computerized library catalogue or the results of my keyword search to find books and other materials on my topic. I also need to use the library catalogue. Each catalogue will tell me where exactly to find the information. Once I have gotten the article I need, the table of contents should be able to direct me to the specific pages where the information lies. There is need to be as original as possible while writing academic work. Direct copying of another person’s idea is not good. I need to be creative as possible and use other people’s ideas to help me achieve my goal. Whenever I use another person’s idea, i need to cite the source and the person who came up with the ideas. Plagiarism leads to academic dishonesty. The marks I get from plagiarized papers may deceive and lead to false pretense that I have made progress in education. In addition, plagiarism can lead to my work being cancelled hence not being awarded any marks when grades are being compiled. Finally, plagiarism leads to expulsion from the university and may lead to loss of

Chapter 5 PhD Literature review Example | Topics and Well Written Essays - 6250 words

Chapter 5 PhD - Literature review Example The robustness of the mathematical model presented before needs to be verified theoretically to ascertain the validity and reliability under various performance regimes. This chapter will look critically at the mathematical model presented before using sensitivity analysis methods that will target the various inputs to the mathematical model. The contention behind the sensitivity analysis is to vary inputs to the mathematical model as a means of measuring the change in the overall output. This would provide for the amount of variation that could occur in the output of the mathematical model in case that erroneous inputs are received. Firstly, a sensitivity analysis is carried out where perturbations are added to the input data (i.e. velocity, acceleration, and throttle position), and consumption is calculated during a drive cycle using the perturbed data. Then, artificial drive cycles are created, and fuel consumption is measured and calculated during the same drive cycle. In the artificial drive cycles, high and low velocities and accelerations are involved in order to study the limits until the mathematical relationship between fuel consumption and drive cycle parameters can be used. Sensitivity AnalysisSensitivity analysis is carried out in order to determine how any form of uncertainty in the output of a provided mathematical model could be traced back to the various inputs that are being provided. The apportionment of output uncertainty to input uncertainties in their respective contribution levels allows improvements on the mathematical model for bringing about greater reliability and validity (Saltelli et al., 2008). A sensitivity analysis may be performed for a number of reasons. Primarily, sensitivity analysis allows the determination of model robustness when faced with uncertainty in the inputs (Becker et al., 2011). In addition, sensitivity analysis allows gaining a deeper understanding of how various inputs are tied to the final output. As

Mexican American Journal Entry Essay Example for Free

Mexican American Journal Entry Essay It has been 11 years since we have arrived to Los Angeles, California. I can still remember the feeling of when my father had said to us that he we would be moving to a far place to try to find better jobs for my mother and him because with the two jobs my father had and the washing and ironing of other peoples clothes my mom did was not bringing enough money to support my sisters and me and did they wanted to provide a better life for my sisters and me. Mexico was such a poor country that my parents could not see themselves make enough money to support my sisters and me, let alone see us get a better education. So my parents decide to migrate to the United States with one of my mother’s brother. We arrived in Los Angeles, California on July 16, 1931, with my Aunt Julia and Uncle Fernando. My family and I were so happy to finally arrive to the U. S. to live the â€Å"American Dream. † Soon we would find out that our dreams would come crushing down fast. After settling down, my mother decided it was time to enroll my sisters and me into school. My mother asked my Aunt Julia and Uncle Fernando what my sisters and I need to enroll into school but since my aunt and uncle did not have any children, they were unable to tell my parents the information we would need. As my mother, my sisters and I walked into the school we could notice all the â€Å"gringos† looking at us in a weird way (looking at us like we did not belong there). My mother can right away tell that there was something wrong that we would not be accepted into that school. My mom was correct, as we entered the office the school secretary told my mother that we were not welcomed there and that if she wanted to enroll us into school it needed to be in a segregated Mexican school. Walking out of the school with confusion on her face, my mother saw an elderly Mexican American woman who spoke Spanish and asked her if she knew the reason we were not accepted into the school. The woman proceeded to explain to my mother that in the past few years many Mexicans were migrating to the U. S forced by the economic and political disorder produced by the Mexican Revolution and were tempted by jobs in U. S. agribusiness and industry that many Americans feared losing their jobs to underpaid illegal immigrants. Americans could not deal with losing the jobs they had especially during this time of the Great Depression. The elderly woman proceeded to explain to my mother that Mexicans were not welcomed to California or other parts of the country, that Mexicans were discriminated against and that we only had to go to schools that were for Mexicans only, that the only language we could speak in the schools regardless if they were for Mexicans only was English. She read my mother some signs that said, â€Å"NO MEXICANS ALLOWED. † She continued to tell my mother which neighborhoods we could not enter and which we could. If we saw signs like the ones she read for us, then we should be aware that we were not wanted there. After finding an all Mexican school for my sisters and me, my parents thought the hard part was over. I would here them talking in their bed room that as long as they did not bother the â€Å"gringos† or got in there way we would not have anything to worry about but they were wrong. Shortly after being able to find jobs for themselves, I began to see my parents worried and listening to their radios all the time. They had just found out that Mexicans were being deported back to Mexico regardless of their legal status. The news stated that tens of thousands of Mexican families were arrested and sent to jail for 10 days before they were sent to Mexico by train, because of an anti-immigrant campaign that the Americans had done. Those families were not given a chance to proof if any family members were U. S citizens. Families were not given the chance to take anything with them. The news also began announcing free trains rides back to Mexico for Mexican American and Mexicans who wished to voluntarily be taken back to Mexico. I can remember seeing my mother cry because she said she did not want to return to Mexico and live in the horrible conditions we were living in before. She begged my father to do something so we did not have to return to Mexico. One day my father came home telling my mother that he had heard of migrant work camps established by the U. S. Farm Security Administration, or FSA and that they had a possibility of getting jobs there to stay in the U. S. The camps provided housing, food, and medicine for immigrant families as well as safety from any criminal elements that can take advantage of defenseless immigrants. We had the possibility of staying we were extremely happy!! Little by little more Mexicans have extended their stay as well as the places were we live at. The most popular places where Mexicans live at now are Chicago, California, and New York. We stayed in the U. S. , my sisters and I are receiving a great education and compared to Mexico, I think we are now living the American Dream!!!! Reference: Depression and the Struggle for Survival. (2005, April 20). Immigration. Retrieved August 10, 2008, from The Library of Congress. Koch, W. (2006, April 4). 1930s Deportees Await Apology. USA TODAY. Retrieved from http:www. usatoday. com.

Menstrual Synchrony Essays -- Biology Essays Research Papers

Menstrual Synchrony Generations of women have noticed it: you and your sister, or your roommate, or lover, or mom, get your periods at the same time. It doesn't always happen, but it catches the attention when it does. Female rats living in the same air space ovulate at the same time. Menstruation in monkeys synchronizes with the full moon (7). So is it all in our heads, or is the same pattern present in humans? The clearest argument against the existence of menstrual synchrony is that since the length of the menstrual cycle varies from person to person (2), two women with different cycle lengths will never synchronize. They may menstruate at the same time, but the next month they will be a little different, the next month more different, and so on. By this argument, synchrony is simply a myth. I cannot believe this argument, since it assumes that menstruation can be graphed and analyzed like a sine wave. Human bodies rarely adhere to perfectly timed schedules. Many women have irregular periods, and the regularity of the menstrual cycle changes at different stages of life (3). So if a woman with a cycle of 25 days and another with cycle of 28 days live together, they might both shift to a cycle of 26 or 27 days. In this way, synchronization would still be quite possible. So if this phenomenon does exist, what explanation can there be for it? One theory is that lunar cycles may have some connection to the pattern. At first this makes some sense, since both cycles happen about thirteen times each year. A study on the Dogon people of Mali found that although they had no electricity and spent most nights outdoors, thus being as likely as anyone to be affected by the light of the moon, menstrual cycles among the Dogon di... ...is this just something women want to believe because it would be cool and bring us closer together? Also, according to McClintock, some women responded strongly to other women's pheromones, while others did not respond at all (6). Does this mean that it is not strictly group behavior but leader/follower behavior, with some women's cycles setting the trend for the others? If so, does this chemical leadership correlate to any kind of social behaviors, like alpha females among wolves? My conclusion can only be that despite all those sex-ed videos from seventh grade, menstruation is still awfully confusing. Internet Sources: 1) http://www.moltx.org/bloodbread.html 2) http://www.moltx.org/noin.html 3) http://www.moltx.org/hume.html 4) http://www.straightdope.com/classics/a2_306.html 5) http://www.abc.net.au/rn/talks/8.30/helthrpt/stories/s11122.htm Menstrual Synchrony Essays -- Biology Essays Research Papers Menstrual Synchrony Generations of women have noticed it: you and your sister, or your roommate, or lover, or mom, get your periods at the same time. It doesn't always happen, but it catches the attention when it does. Female rats living in the same air space ovulate at the same time. Menstruation in monkeys synchronizes with the full moon (7). So is it all in our heads, or is the same pattern present in humans? The clearest argument against the existence of menstrual synchrony is that since the length of the menstrual cycle varies from person to person (2), two women with different cycle lengths will never synchronize. They may menstruate at the same time, but the next month they will be a little different, the next month more different, and so on. By this argument, synchrony is simply a myth. I cannot believe this argument, since it assumes that menstruation can be graphed and analyzed like a sine wave. Human bodies rarely adhere to perfectly timed schedules. Many women have irregular periods, and the regularity of the menstrual cycle changes at different stages of life (3). So if a woman with a cycle of 25 days and another with cycle of 28 days live together, they might both shift to a cycle of 26 or 27 days. In this way, synchronization would still be quite possible. So if this phenomenon does exist, what explanation can there be for it? One theory is that lunar cycles may have some connection to the pattern. At first this makes some sense, since both cycles happen about thirteen times each year. A study on the Dogon people of Mali found that although they had no electricity and spent most nights outdoors, thus being as likely as anyone to be affected by the light of the moon, menstrual cycles among the Dogon di... ...is this just something women want to believe because it would be cool and bring us closer together? Also, according to McClintock, some women responded strongly to other women's pheromones, while others did not respond at all (6). Does this mean that it is not strictly group behavior but leader/follower behavior, with some women's cycles setting the trend for the others? If so, does this chemical leadership correlate to any kind of social behaviors, like alpha females among wolves? My conclusion can only be that despite all those sex-ed videos from seventh grade, menstruation is still awfully confusing. Internet Sources: 1) http://www.moltx.org/bloodbread.html 2) http://www.moltx.org/noin.html 3) http://www.moltx.org/hume.html 4) http://www.straightdope.com/classics/a2_306.html 5) http://www.abc.net.au/rn/talks/8.30/helthrpt/stories/s11122.htm

Exploration of the themes in the play “Legal Weapon”

Considering Andy's past. We worked in small groups to devise a short piece to reveal one of he triggers in Andy's formative years which has led to the character as we see in the play. We used similar techniques used in the play. Our instruction was to devise a short piece of drama which would explain Andy's present character. In order to achieve a successful piece of drama we needed to plan our performance carefully. We began by brainstorming and trying to accumulate ideas which we could develop or incorporate in our drama. I eventually came up with the chosen idea. I knew that the piece had to convey an extremely influential event in Andy's history and I suggested a life changing experience in his child hood. The idea was really simple but had a lot of hidden complications which needed to be considered. My suggestion was hat Andy as a child had been given a toy car by his grandfather who inevitably dies but as a result of Crime. My suggestion involved Andy being bullied as a child and having his toy car stolen by the bullies, as a result of the teasing he vowed never to be slow. The torment the bullies gave him scared him for life and the most memorable remarks for Andy were â€Å"You're too slow† or â€Å"You're not fast enough†. When we finally began developing the piece it was important to emphasize these points in the drama because they explained a great deal about the whole story. We used things like repetition volume and levels to create a greater affect and to capture the audience's attention. The diagram below shows the transformation from the bully scene to the last scene where Andy crashes into the girl on the moped. It shows clearly how we merged the bully scene with and as a child with the final scene. We split the play into four scenes and they were as follows: 1. Andy's granddad giving him the toy car. 2. Andy going to school and being confronted by the bullies. 3. Andy in the playground being tormented and teased by the bullies whilst begging for his car back. 4. Andy shouting whilst taking position on a chair conveying the idea of a flashback. I had the role of Andy and I think the reason for this was because it was my idea and therefore I understood the story the best. The piece came together accordingly and we accomplished the task well. Our transformation from scene 3 to 4 was a lot more successful than we expected and the audience's reaction was encouraging. After this we then watched a short video of young people who enjoy joy-riding. We discussed what motivates people and began to observe the possible similarities with other crimes. The video we watched helped us a lot to understand the reasons which people have as there motivation to joy ride. We began discussing the affect of the community and environment and that sometimes its just because there's nothing else to do. I never felt happy with our discussion so I decided to do some research on my own and see if I could find any relevant information which could account for joy riders. Offender Profile: Motivation There are many different reasons for vehicle crime. Vehicles may be stolen: * For casual use – usually temporary for joyriding or to get from a to b * For systematic financial gain – i.e. in an organised way for export, resale or breaking into parts. * For insurance fraud by owners. Studies such as that by Spencer (1992) show that: * Fun, excitement, status/showing off and financial gain are significant motivating factors for young male car crime offenders; * Involvement in a police chase is often seen as adding to the thrill; and * Peer groups have a powerful influence. Motivational factors may change as criminal careers evolve. The desire for excitement may be replaced by a financial dependence on auto crime. The very last thing we done was hot seating. Post prison Andy sat in the hot seat and Answered a number of quick fire questions. I was Andy for a short period of time and I think the exercise was extremely helpful because it allowed thinking on the spot and begin to sculpt a more detailed version of Andy. It was interesting being asked and asking questions because it allowed Andy to explain him self rather than us having to assume. A few examples of the questions I was asked are as follows: If you could change the past would u still have speeded? Do you wish it was the man who robbed your grandfather that you killed instead of Andy? Do you blame the bullying in your child hood as the cause for your speeding problem? My answers to the questions differed form those of the other to Andy's and it was interesting comparing the different versions of the character Andy which we had. Everyone took on a role a someone involved either directly or indirectly. Our relationship with Andy had to be conveyed through our posture and face expression. I was a shopkeeper who disliked Andy because he was a thief. Although my relationship with Andy was indirect this still had to be conveyed to the audience. This had to be suggested in the way I moved around the space and my reaction when I saw Andy. We then moved into a still image reflecting the neighbourhood and wider society. We created a still image to represent out relationship with Andy in comparison to each other. The main focus of the tableaux was Andy and all of our attention had to be on him rather that the camera. Thought tracking was used to aid the audiences understanding of our characters. This gave each of us an opportunity to express more literally our feelings towards Andy. This was then repeated the difference being Andy's recent release from prison. Also Kelly's parent were now involved. It was interesting to see how our perception of Andy was affected by his imprisonment. I think peoples actions definitely contribute to there characteristics and personalities. We then had a discussion based on differences and grievances felt by individuals which was useful. We acknowledged the truth of how and ex convict is treated by society and decided that this was an inevitable reaction of imprisonment. We all felt that rehabilitation is not present in prison and that prison seems to have only one purpose keeping criminals away from the public. The idea of once you're a criminal you remain a criminal was mentioned several times. In a line with Andy at one end, characters had to reveal their trust in post-prison Andy by there proximity to him. We then improvised in pairs a discussion between Andy and hi Parole Officer. The teacher would stop and start different groups using the technique of cross cutting to highlight issues concerning the central character. The reason this exercise was good was because we were improvising. The improvisation meant tat we had to think on the spot about our arguments and comments. We got to put our entire preparation work o practise by exercising our opinions and ideas through the improvisation. Development Use the style and technique of Legal Weapon to devise a presentation highlighting one of the themes covered in the workshop. After exploring Legal weapon to such a great depth we were ready to begin constructing our own presentation which some how incorporated some of the ideas present in Legal weapon. We started to think about the different possibilities of drama which we could explore. We sat down for a good 15 minutes trying to conjure up any appropriate ideas but we were not succeeding. We knew that our drama had to have some of resemblance or relationship to legal weapon and it was this restriction or criteria which made it harder. Eventually we came up with several ideas and this now became confusing and made it harder to make a decision about which one we would use. Then one of us suggested a really good idea of a loop in our play. This triggered all of our imaginations and we began to pour with suggestions. We finally came to an agreement about which ideas we would use. The idea of a dream becoming reality excited all of us and we began to develop an actual plot around it. We decided the main character would have a dream about and event which would actually happen in the future, a premonition, but he wouldn't be aware of its truth until it actually started to tae place. We knew that if it was to work it would have to be well organised and well thought through so we began breaking it apart and concentrating on smaller sections rather than the whole piece. The piece was to start in the dream and then only show glimpses of the dream. Our intention to achieve the affect of glimpses was to use lighting and keep changing places every so often to suggest movement and differences in time movement and differences in time. The reason we wanted this affect was because we wanted to keep the audience in suspense so that when the dream actually come to life they are not aware of its reality straight away. Another reason was because usually in dreams people never actually remember the whole dream the only usually remember bit and pieces. The idea was that Ross would have a dream about robbing entering a shop with two fiends and then sees the shop keeper with a gun pointed towards his friend. The next glimpse of the ream would be his friend dead on the floor suggesting to the audience that he was sot by the shop keeper. We never wanted to show the actual shooting happen and the reason for this is evident in the last scene. Towards the end of the dream when Laurie (the friend who got shot) is lying on the floor with Ross on top of him shouting â€Å"wake up† we had the lights go off for the final time for the duration of the dream. However Ross still continued shouting â€Å"wake up wake up† and the shop keeper who now became Ross's father began shouting it as well. The lights came back on and Max (Ross's dad) was on top of Ross shaking him and shouting â€Å"wake up wake up†. By this point me and Laurie and moved positions and were sitting on two seats which were supposedly in one of our houses. We then began a long sequence of cross cutting between us and Ross and Max. Me and Laurie we talking about how we needed money soon and then eventually came to the conclusion we would rob this shop on Sunnydale which had no CCTV footage. Ross was asking his father (Max) for money whilst eating breakfast. Me and Laurie decided we needed one more person who needed money as much as we did and then I said â€Å"What about Ross† and as I finished saying it max said â€Å"Ross I don't have any money for u†. The overlapping of Ross in the two scenes created a good affect. Ross stormed out of his house and said he going to the shop then me and Laurie left the house also going to the shop. We met Ross in the shop and then the lights went off and we froze to suggest the idea of us explaining to him what we were intending to do. The loop now began and Ross noticed some similarities with his dream and we conveyed his awareness y a brief soliloquy where Ross said â€Å"wait a minute† and then continued. This time there were no lights going off because it wasn't a dream it was reality and but the only difference was at Ross was aware of where the shop keeper kept his gun. This changed everything and created suspense for the audience. They were unaware of what would actually happen. Seeing as Ross knew where the gun was kept and had realised that his dream was actually happening he thought he could avoid Laurie being shot so he grabbed it and pointed it at the shop keeper. We thought that it would be too simple for Ross to ill the shop keeper so we ended the performance with a twist and had the shot keeper grab Laurie and Ross shoot Laurie. The presentation ended with Ross in despair and me shaking Laurie and shouting â€Å"wake up wake up†. Our inspiration for the loop came form the play Legal Weapon and another performance we were taken to see last year. I think we succeeded in portraying our idea accurately and I was really pleased with our final performance. However had we been given more time I think we could have made it a lot better by possibly involving more characters and using music and better lighting but it was still excellent taking into account our time limit. Evaluation We spent a lot of time on this section of drama and the text for Legal weapon influenced a lot of the drama that followed. We started off by exploring the text and gaining strong understanding of what exactly was happening and then began to explore it physically by actually devising a piece of drama which evolved around it. The play legal weapon was written in a very unique way which was often confusing a times. We often could interpret the text in more than one way and this sometimes led to shirt debates about the endless possibilities of what the author actually wanted to portray. We were given the task of creating a piece of drama which explained the reason for Andy speed and subsequently killing a girl. This task was aided with the research and preparation we had done which included a sort video on Joy riding. This gave us a lot of ideas but our chosen idea was completely different. We decided that out drama was going to show that Andy's excuse or reason for speeding was subsequently due to his child hood experiences. Our drama showed how as a child Andy was given a toy from his granddad that died soon after. He took this car too school with him and one day he was face with a group of bullies who stole it off him and began to tease and torment him. The bullies yelled and shouted at him that he wasn't fast enough and he never would be and Andy kept shouting back saying â€Å"I am fast enough I am fast enough! This scene involved a lot of movement and eventually flowed swiftly to the last scene as I previously explained in the response with Andy pushing the accelerator in his car and still shouting I am fast enough suggesting the idea that it was all a memory. I think that this was a very well planned response to the play and we achieved exactly what we wanted to. This however was only the penultimate stage to another performance. Our next drama was completely open to all possibilities the only criteria we were given was that it had to evolve around the theme of crime. I explained in detail in the development section what drama we done and how we responded to this task but I never explained our views and the audiences. After the performance we spoke to the audience (our fellow classmates) and discussed the good and bad elements of our performance. This was extremely helpful because it helped us understand how well we communicated our ideas. Our drama was extremely detailed and very well organised. We often tried to consider all the minor details in order to certify a professional performance. Little things like timing and positioning were rehearsed repeatedly until perfect. One part in particular was when I and Max had an overlap in our lines. This was intentional and it created a great effect when perfected. I feel that in both our performances we performed strongly and equally expressed our characters appropriately. I also feel that from the audiences' response and reaction we succeeded both times in generating entertaining and interesting pieces of drama.

Lifeguarding: Swimming Pool and Associates Professional Lifeguard

Cortny Handorf Professor Richey English 1301 December 4, 2012 Life Savers Growing up, the job title â€Å"lifeguarding† said it all to me. Swimming pools and aquatic attractions were always the most fun places to go with the family. I always looked up to lifeguards as if they were some sort of a hero. They made me feel secure and safe although I've always been an excellent swimmer. It seemed as if they had the ideal job, so when I got older I took the first opportunity to become my own hero. I started out being just a lifeguard and then soon advanced quickly to a lifeguard instructor.I even was promoted to becoming the facilities Aquatics Director. Through this journey, I had the chance to experience how rewarding being a lifeguard truly is and was able to be many of others hero. There are several specific techniques on how to be an Ellis and Associates professional lifeguard. The first step in how to be an Ellis and Associates professional lifeguard is to pass all the prerequ isites. This includes being able to swim 200 yards and to tread water for two minutes. After passing those, people must take the international lifeguard training course through Ellis (ILTP).This program prepares them for what it takes to be professional. This course also teaches how to anticipate, recognize and manage aquatic emergencies. It is a requirement that Ellis lifeguards be accountable and responsible. After all, they are the crucial, front line components of water safety at an aquatic facility. Being prepared, pleasant, vigilant, knowledgeable, and always in proper uniform reflect upon the professional image of a lifeguard. When a lifeguard looks and acts professional the facility will reflect upon their actions, and the guest will respond to their request more efficiently.Lifeguards should also speak with authority to insure rule enforcement. The second step in how to be an Ellis and Associates lifeguard is to learn the variety of rescues. Each lifeguard is assigned a spe cific zone of protection. This is commonly referred to as their station or position they are responsible for. Within the zone of protection, each Ellis lifeguard is required to keep a vigilant 10/20 protection standard. This means they have 10 seconds to spot a guest in distress, and 20 seconds to reach the guest to administer aid.There are several different ways to scan a zone of protection, and everyone’s technique will be different. Practicing these techniques will assure vigilance, and help the guard stay focused. During an emergency, lifeguards have to be able to keep calm, speak loud and clear to be able to control a surrounding crowd. All Ellis lifeguards will also have to be CPR certified through Ellis. The lifeguards preform CPR until EMS shows up to take over. The third step in how to be an Ellis and Associates lifeguard is to know each facilities emergency action plan (EAP).Every aquatic facility has an EAP and should be practiced daily. It is important for all emp loyees to know their role in the state of an emergency. Communication becomes very crucial when an EAP has been activated. Most lifeguards use their whistles to communicate in this process. For example, the waterpark I was at used two long whistle blasts to activate an emergency. However, EMS is not always going to be called for a tiny scratch or slight sunburn. That means all lifeguards also have to know how to render first aid. By the end of the course, some people learn they are not cut out for this type of job.Therefore, after they have completed the 24 hour course and have passed the written exam at least by 80 percent, then they will be certified lifeguards. After they complete this, they now have to attend weekly in-services to keep their skills sharp. In conclusion, these are brief techniques on how to be an Ellis and Associates professional lifeguard. Being a lifeguard is harder than what some people may think. At the end of each day, lifeguards must be able to prioritize t heir actions in order to save lives when needed. They may not be doctors or nurses; however, they are life preservers.

Intercontinental Hotels Group

Intercontinental Hotels Group Introduction Many countries in the world depend on the travel and hospitality industry as the major source of revenue. Indeed, the travel and hospitality industry plays a significant role in economic emancipation. In today’s technologically advancing world, and competitive business markets, various organizations must come up with new strategies in order to retain customers and even attract others. Additionally, many business segments focus on modalities of expanding their portfolios in order to increase their market share.Advertising We will write a custom report sample on Intercontinental Hotels Group Green Engage sustainability system specifically for you for only $16.05 $11/page Learn More In this new area of technological revolution, organizations engage in other activities in order to please their customers. In fact, the main role of corporate events in any organisation or company is to entertain clients so that they become happier than they wer e before. This is the reason why many organizations continue to employ new strategies in order to attract prospective clients (Holcomb, Upchurch Okumus, 2007, pp. 461-475). The Intercontinental Hotels Group’s corporate hospitality section is expanding at a fast rate and many clients consider it one of the best. This is simply because the sector has mastered the art of linking spectators and activities in order to offer judicious hospitality products and services to clients. Owing to these facts, the intercontinental hotels group has the responsibility of retaining and attracting new customers by adopting new strategies. This report will assess the intercontinental hotel group – green engage sustainability system as a corporate hospitality event (Paton, 2007, pp. 46-49). Intercontinental Hotels Group Intercontinental Hotels Group undoubtedly runs the biggest multinational hotels in the world. The group has its headquarters in Denham, United Kingdom. It has over 4000 ho tels across the globe and enormous accommodation spaces. It also has several brands such as Holiday Inn Express, Hotel Indigo and Even. Other brands include Intercontinental and Candlewood Suites. One of the most common features about these hotels is that they run under franchise agreements. In other words, the company runs the affairs of the hotels, but different stakeholders own them. Of all the hotels under the group, investors only own and manage ten. The International Hotels Group also has listed some of its shares in major trading stock markets. For instance, FTSE 100 index, London Stock Exchange, and New York Stock Exchange are some of the stock markets that have listed International Hotels Group shares. Primarily, the Intercontinental Hotels Group manages all hotels owned by the group.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It also performs other functions such a s franchising the IHG brands in order to attract customers. The hotel mainly involves itself in hospitality activities such as hotel management, accommodation, creation of systems, and sales and marketing of their products. The owners are responsible for the construction of new hotels and coming up of new structures to house other services. This is simply because these activities need risk profiling; require enormous management skills and capital to run. So far, the group has sixteen corporately owned hotels that use the brand (Intercontinental Hotel Group, 2013, p. 1). Green Engage sustainability system The intercontinental hotel group owns the best hotel brands in the world, but it also understands that the change of climatic conditions affects their business. Like any other organisation, IHG commits itself towards reducing energy, carbon, and other substances that destroy the environment. The group is also committed towards clean energy, as a way of minimizing emissions. For inst ance, in the past, the management has resorted to other means of energy by stopping the purchase of carbon commodities. The group has also collaborated with other developers to identify and implement not only cost-effective, but also sustainable technology. We have seen that IHG has over 4500 hotels. Furthermore, the stakeholders are doing all they can in order to introduce clean technology into their business portfolios. The stakeholders have also put in place mechanisms to ensure that the hotel not only complies with climate change patters, but also adopts sustainable technologies. We now that green technology is evolving at a fast rate. In order to meet the demands of green technology, the group has employed professionals to explore new designs that are sustainable (Intercontinental Hotel Group, 2013, p. 1). Green Engage System Some few years ago, the Intercontinental Hotels Group unveiled its online sustainability system to check compliance of sustainability. This system plays a significant role in ensuring that all IHG hotels not only conserve resources, but also save money. In order to realize this, the system proposes constant measuring and reporting of waste consumption, water consumption and hotel energy. This is important because it will reduce the skyrocketing energy costs.Advertising We will write a custom report sample on Intercontinental Hotels Group Green Engage sustainability system specifically for you for only $16.05 $11/page Learn More In fact, energy costs have been major concerns to owners who have witnessed the rising energy prices lower their profits and threaten their businesses. The taxation of carbon fuels also threatens the operations of the hotels and therefore, there was need to look for new and sustainable ways of energy. There is no doubt that by unveiling this system, the intercontinental hotels group showed its commitment towards ensuring sustainability. Since the unveiling of the system, stakeholders have received the system without complains. There has been consensus among stakeholders and all of them believe that the system is good to their business. In fact, this has led to the certification of the system making IHG the first hotel in the world to receive such accreditation. Many stakeholders believe that the system is advantageous especially to environmental sustainability, and provides mechanisms of ensuring sustainability. Moreover, the reason why stakeholders approved the system is that it routinely creates reports and sets new energy benchmarks in order to make comparisons with other useful data. The system also plays other significant roles such as providing green solutions, and generating new and sustainable hotel designs. The system also provides information on new ways of reducing the impacts brought about by non-sustainable energy sources. Notably, the green engage system functions like a library of information to stakeholders. For instance, the green engage system has information on selecting suitable site for development, and choosing the right lighting for a particular hotel. This happens through selecting conscientious cleaning materials and training of employees on issues of sustainability. Since the adoption of the system, stakeholders continue to realize their return of investment. Additionally, the system has led to the reduction of carbon emissions and increased the number of guests thus, generating more revenue (U.S. Department of Energy, 2013, p. 1). Benefits of the Green Engage System to stakeholders The biggest beneficiaries of the green engage system are the stakeholders. To start with, the system has enabled the IHG hotels to save over 25 percent of energy. This translated to over $300 million, money that the group can invest elsewhere. So far, over 3000 hotels under the group have adopted the system and the management expects all hotels to adopt the system soon. Stakeholders believe that the green engage system offers consider able competitive edge towards ensuring sustainability. For instance, through the system, the IHG hotels have become cost-effective. This means that it is able to offer better and improved services that will only attract more prospective customers, but also retain them. There is no doubt that many clients prefer to stay in ‘green’ rooms, and this desire enabled IHG to win a contract worth  £300,000 annually for seven consecutive years (Mayock, 2011, p. 1).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Culture Shift By adopting the green engage system, the intercontinental hotel group has adopted a new culture of ensuring sustainability. Unlike the past, the green engage system provides information on the levels of sustainability, tracks the process of sustainability, and releases progress reports that indicate areas to improve. Notably, in a highly competitive travel and hospitality market, the adoption of the system marked a culture shift that not only recommends green technology solutions, but also encourages competition. There is no doubt that the system has introduced a culture shift in the hospitality industry for sustainability reasons. For instance, the green engage system provides a calculator that hotel managers can use to calculate the carbon footprint. Consequently, if it is high, then they can look for ways of minimizing it (EcoCommericial Building, 2013, p. 1). Conclusion The green engage system developed by the intercontinental hotels group is a step towards ensurin g clean energy. Since its adoption, the company has managed to reduce carbon footprints thus reducing the rising energy costs. Most importantly, many visitors enjoy staying in the IHG ‘green’ hotels. References EcoCommericial Building, 2013, The effort to be sustainable from the hotel groups,   http://china.ecocommercial-building-network.com/2013/02/21/the-effort-to-be-sustainable-from-the-hotel-groups/. Holcomb, J. L., Upchurch, R. S., Okumus, F., 2007, ‘Corporate social responsibility: What are top hotel companies reporting’, International Journal of Contemporary Hospitality Management, vol. 9 no. 6, pp. 461-475. Intercontinental Hotel Group, 2013, Corporate Responsibility Report: Green Engage,   ihgplc.com/index.asp?pageid=742. Mayock, P 2011, IHG reaps energy savings with Green Engage, hotelnewsnow.com/articles.aspx/5089/IHG-reaps-energy-savings-with-Green-Engage. Paton, N 2007, ‘Giving something back’, Caterer Hotelkeeper, vol. 197 no. 4496, pp. 46-49. U.S. Department of Energy, 2013, Showcase project: Intercontinental Hotel Group,   http://www4.eere.energy.gov/challenge/partners/better-buildings/intercontinental-hotels-group.

Turkey's Foreign Policy on Arab Spring Essay Example | Topics and Well Written Essays - 5000 words

Turkey's Foreign Policy on Arab Spring - Essay Example This has caused consternation to the West, who had hoped that Turkey would be an ally and would be able to help the West put pressure on these authoritarian Arab countries. In the meantime, Turkey has caused more problems for pro-Israeli countries, such as the United States, as the country has turned against Israel because of Israel’s treatment of the Palestinians and an incident where Israel killed a number of Palestinians who were a part of a humanitarian convoy. This is all a part of the Turkish pragmatic foreign policy, as it has realized that it needs to appease its neighbors in order to have security within its borders, as well as have free and open trade with the region, therefore it has embraced the Arab world. However, this caused problems for Turkey when the Arab uprising began. This is because Turkey, in its policy of zero problems with neighbors, embraced dictators. One of these dictators was Qadaffi, so the Libyan uprising put the country into a difficult position . Moreover, the embrace of other dictators in other countries, such as Syria and Iran, signaled to the Western world and the rebels in these countries that Turkey is not entirely on the side of the democratizers. ...   According to Onis (2010), Turkey currently has an active foreign policy approach, and this approach has been the hallmark of the AKP government era. This approach has had continuity between the first and second terms of office, as Abdullah Gul and Ahmet Davutoglu has played a key role in Turkey’s foreign policy initiatives. This active foreign policy precedes the AKP government administration, however, as it was a part of the Turkish regime since the post-Cold War era in the 1990s (Onis, 2010, p. 3). The AKP era’s central focus on foreign policy is that they use their power softly, and strive to improve relations with its neighbors (using the motto â€Å"zero problems with neighbors†). Pursuing a more ambitious role in regional and global power is another benchmark for the AKP government, as well as the desire to Europeanize. Nevertheless, the Middle East and the Arab world was also a focal point of the Turkish foreign policy initiatives under the AKP (Onis, 2010, p. 4). That said, Onis (2010) also states that the second term of office has been marked by foreign policy differences from the first phase, and the most glaring of these difference is that Turkey has weakened commitment to the European Union (EU). This has been shown in the fact that Turkey has acted independently of its Western Allies with regard to the international and regional conflicts (Onis, 2010, p. 4).

Compare and contrast The Lesson with Girl Essay Example | Topics and Well Written Essays - 750 words

Compare and contrast The Lesson with Girl - Essay Example The generation gap is obvious by the amount of talking done by mother and the short responses of the daughter. The story also points to the start of the new era and age. All the advices of the mother are representing the previous generation suppression and hindrances. They particularly point to the sufferings of the women. â€Å"The Lesson† gives variety of themes. The most striking is the socioeconomic differences in American society. The short story shows the psychological makeup of a class because of the economic conditions and the reaction of the class when confronted with another class. The story also tells about the relationship of children and parents. In the story this relationship is very weak; in fact parents have given the responsibility to someone else. Comparing this theme with â€Å"Girl†, it becomes clear that despite generation gap the relationship of mother and daughter is strong. It is the concern of mother which is forcing her to guide the daughter, w hile in â€Å"The Lesson† children are given to a cousin by parents. Another contrasting theme of these two stories is that in â€Å"Girl† the mother is trying to save conventional ways and means but in â€Å"The Lesson† Miss Moore is deliberately trying to teach unconventional ways to the children. Although the writer of â€Å"Girl† is not intending to safeguard traditional values but there is no intent of challenging them. CHARACTERS â€Å"Girl† has two characters, Mother and Daughter. In this short story they are representing two different generations, two different points of views. Although most of the talking in this short story is done by the mother but the daughter is able to make her presence felt by two meek interruptions. â€Å"The Lesson† has many characters and they all represent same racial class. Miss Moore is antagonist as she responsible for all the tension and drama in the story. Her name suggests different meanings for exam ple she is more educated, she has more money, and she wants more children to get educated. Miss Moore wants to give something back to her community and the best she could is by educating younger generation. Sylvia is the narrator of the story and she is a kind of leader. She does not submit to authority easily and therefore hates Miss Moore. This feeling increases after the trip, which was intended as a lesson. Although at the end Sylvia realizes and understands the lesson but for most of the story she is against Miss Moore. Sugar is another character of the story and like her name she is very innocent and sweet. She is the best friend of Sylvia and was first to tell what Sylvia felt and what Miss Moore wanted them to feel. Her innocent question regarding stealing at toy shop represents her inner innocence as well as the education and norms of a class. Other characters are not very active but their names are very interesting and give a very vivid picture in the mind of readers. Flyb oy, Fat Butt, Mercedes, Rosie, Junebug, Q.T etc represent different shades of a class and their name also presents to some extent their physical and mental attributes. Characterization of â€Å"The Lesson† is very strong as compare to â€Å"Girl†. The main reason for this is the length of two short stories. Despite this difference in both the stories the focus remains on two characters. The relationship between main characters in both short stories remain same i.e. one is educating or trying to

Why accounting Assignment Example | Topics and Well Written Essays - 500 words

Why accounting - Assignment Example ) under ‘You’re Hired† portion: that the Department of Labor and Statistics indicated that â€Å"employment of accountants and auditors will grow faster than average for all occupations through the year 2016† (The American Institute of Certified Public Accountants) which makes pursuing accounting very attractive. The â€Å"Career Options† tab provides various career options in different fields and endeavors for accountants. The two things that were interesting are: (1) under non-profit and education area which presented options for accountants under the roles of a CPA at a favorite charity; an accounting teacher; as well as a volunteer accountant, where non-profit organizations and educational institutions could use their skills to generate more funds; (2) under travel: where accountants could pursue a full-time profession in other international destinations and could assume roles such as auditors, and CPAs in tourism and hospitality organizations (The American Institute of Certified Public Accountants: Travel), which are career paths that are dynamic. profession: such as strong leadership, communication skills, technological know-how, and being business savvy. The two things found interesting were: (1) learning to lead is through experience and from seeing oneself assuming leadership roles; it is interesting since one could be encouraged to be a leader through daily experiences; and (2) finding out how to develop communication skills through school activities, such as working in groups, making presentations, participating in public speaking endeavors, and acting in plays (The American Institute of Certified Public Accountants: CPA Skills), among others. The â€Å"Real Life CPAs† tab is all about information and experiences of known people who are CPAs in different industries and environments; such as Julie Herwitt and Mary MacBain, to name a few. These two CPAs were found to be most interesting, since: (1) Julie Herwitt has been a CPA for 27 years and was

Movie in 1980-1989 Essay Example | Topics and Well Written Essays - 750 words - 1

Movie in 1980-1989 - Essay Example Krishna, a 10 year old kid lives in a remote rural area in India. Fed up of the bossing by his brother he sets his bike on fire and bears the wrath of his mother. She takes him to a circus and leaves him there asking him to earn Rs. 500 to repay for bike repair or not to come home. Krishna finds employment by doing petty jobs for the circus owner in hope of earning the amount and returning home. One fine day the owner orders him to get local liquor from a far away shop. Its take tremendous time and energy for Krishna to find it buy it and get back to the circus site, by the time the circus had left. With only some change in pocket and no courage to return to his mother, he sets out for the biggest city of India – Bombay. On his arrival he meets some local goons and is robbed off his money in light of his powerlessness and innocence. He follows the goons with courage and eventually befriends them. They lead him to the biggest brothel of Bombay at Falkland Road near Grant Road Railway Station. One of the goon and a drug addict, ‘Chillum’ who is also one of the main characters in the movie helps krisna to get a job with a tea stall owner. Days become week, weeks turn into months and years in hope of returning home. Not a day passes when Krishna asks his boss if he has Rs. 500 in his account by now but is always turned away. Change comes in his monotonous laborious life when a new prostitute, a virgin, ‘Sola Saal’ is brought to the brothel. He is so infatuated with the 16 year old girl that he sets the brothel room to fire in order to elope with her but in vain. He loses his job and does odd jobs with Chillum to survive. Meanwhile his friend Chillum is deteriorating in health and moneywise and he keeps on helping him time and again. Life is again monotonous until one night when he and his goon friends plan to rob an old Parsi man. While his life is being shown, a parallel story runs of another prostitute who has married with

Culturally Competent Assessments Of Children In Need

Culturally Competent Assessments Of Children In Need This article critically analyses cultural competence as a theoretical construct and explores the need for a framework that will assist social workers to carry out culturally competent assessments of children in need and their families. It is argued that the necessary components of a framework for practice in this area are a holistic definition of culture, an ethical approach to difference, self-awareness, an awareness of power relations, the adoption of a position of complete openness in working with difference and a sceptical approach to a commodified conception of cultural knowledge. The approach must avoid the totalisation of the other for personal or institutional purposes. It is argued that the Furness/Gilligan Framework (2010) reflects these concerns and could be easily adapted to assist with assessments in this area. Key words: assessment; children in need; children and families; culture; cultural competence Introduction The purpose of this paper is to critically analyse cultural competence as a theoretical construct and to explore the need for a framework that will assist social workers to identify when aspects of culture are significant in the lives and children in need and their families. The 1989 Children Act places a legal requirement to give due consideration to a childs religious persuasion, racial origin, and cultural and linguistic background in their care and in the provision of services (Section 22(5)). This provision established the principle that understanding a childs cultural background must underscore all work with children. However, there has been a longstanding concern that services to children are failing to be culturally sensitive. Concern over the disproportionate number of children in need from ethnic minorities led to their specific mention in The Governments Objective for Childrens Social Services, which states that the needs of black and ethnic minority children and families must be identified and met through services which are culturally sensitive (Department of Health, 1999a: para 16). Government policy documents increasingly recognise the multicultural reality of Britain. Yet, government assessment guidance provides practitioners with little assistance in terms of establishing ways in which cultural beliefs and practices influence family life. Social work has acknowledged the need to respond respectfully and effectively to people of all cultures, ethnic backgrounds, religions, social classes and other diversity factors in a manner that values the worth of individuals, families and communities and protects and preserves the dignity of each (BASW, 2009). There are many indications that culture is significant in determining the ways in which some people interpret events, resolve dilemmas, make decisions and view themselves, their own and others actions and how they respond to these (Gilligan, 2009; Hunt, 2005). Practitioners may not, therefore, be able to engage with service users or to facilitate appropriate interventions if they take too little account of these aspects of peoples lives or consider them on the basis of inaccurate, ill-informed or stereotyped knowledge (Gilligan, 2009; Hodge et al., 2006). Culturally competent practice is so fundamental to assessments of children in need that one might expect a well developed literature on the subject. This would act as a robust knowledge base to underpin excellence in service delivery. Thompson (2006, p. 82) admits, there is a danger that assessment will be based on dominant white norms without adequate attention being paid to cultural differences. Failure to take such differences into account will not only distort, and thereby invalidate, the basis of the assessment but will serve to alienate clients by devaluing their culture. However, the literature in this area is surprisingly sparse. Almost two decades ago it was described as a void of published information (Lynch and Hanson, 1992, p. xvii) and Welbourne (2002) argues that progress is still slow. Boushel (2000) argues that despite the governments stated concern to know more about the impact of race and ethnicity on child welfare, the limited extent to which research reflects the experience and needs of culturally diverse children fails to support a true evidence base for policy or practice. There is evidence that aspects of culture can all too easily be underestimated, overlooked or ignored, sometimes with extremely serious consequences (Laming, 2003; Gilligan, 2008; OHagan, 2001). Many mainstream childcare and child protection texts make little reference to culture (OHagan, 2001). Not one of the twenty pieces of research into differing aspects of child protection work considered in Messages From Research (Dartington, 1995) explore the cultural aspects of any of the cases dealt with. There is now a growing body of literature written for health and social care professionals about the importance of developing and incorporating cultural sensitivity and awareness in their work with others (Campinha-Bacote, 1994; CHYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4andHYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4a HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4andHYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/bcp159v2?maxtoshow=hits=10RESULTFORMAT=fulltext=social+work+religion+and+beliefsearchid=1FIRSTINDEX=0resourcetype=HWCIT#BCP159C4 Furman, 1999; H odge, 2001, 2005; Moss, 2005; Gilligan and Furness, 2006; Sue, 2006; Laird, 2008). However, despite the apparent emergence of a more general recognition and acknowledgement of these issues amongst many professionals, relevant day-to-day practice remains largely dependent on individual views and attitudes (Gilligan, 2009). A Department of Health (2002) study of 40 deaths and serious injuries to children found that, information on the ethnic background of children and carers was vague and unsophisticated in that it failed to consider features of the childs culture, religion and race, as specified in the Children Act 1989 (Department of Health, 2002, p. 26). The failure to conceptualize accurately the cultural and social context within which minority ethnic parents are operating impacts on interventions offered, which served to reflect and reproduce existing powerlessness. . . (Bernard, 2001, p. 3). If, as this suggests, there is a deficit in social workers ability to conceptualize mi nority ethnic service users social and cultural context in assessments of children, partly accounted for by a paucity of literature in this area, the implications for practice are potentially a failure to carry out culturally competent practice for many vulnerable children. In The Victoria Climbie Inquiry Report 2003, Lord Lamming commented that, The legislative framework is sound, the gap is in the implementation (2003, p. 13). Report after report has expressed concern over the limited skills of social services staff when undertaking assessments and designing interventions with ethnic minority children (Batty, 2002). While many professionals acknowledge that there is a need to work in culturally sensitive ways, there is evidence that many professionals working with children and families do not always feel equipped to do so (Gilligan, 2003). Gilligan (2009) found that whilst professionals may recognise that service users beliefs are very important, there is little consistency in how such recognition impacts on practice. Even within his small sample, there was considerable variation in attitudes and much to suggest that actions and decisions are the product of individual choice rather than professional judgement or agency policies (Gilligan, 2009). Pract itioners are able to continue with culture-blind approaches without these being significantly challenged by agency policies or by professional cultures (Gilligan, 2009). There is a clear need to look again at what we mean by cultural competence and to develop a framework that will assist social workers to identify when aspects of culture are significant in the lives and children in need and their families. Defining culture There is a clear recognition that aspects of culture are significant in the lives of children and their families and that this needs to be considered in assessment practice. In order to address the lack of understanding and ineffective practice among practitioners in this area it is necessary to provide clear definitions of culture and cultural competence. Assessing children in need and their families is a complex task. There is evidence of considerable variation between social workers definitions of the essential components of good enough parenting, reflecting the variation between professionals in definition of need (Daniel, 2000). When reviewing cases of serious injury or death, the Department of Health concluded that: . . .areas suggested by this research as ripe for development [include] reaching common definitions of being in need or at risk of significant harm (Department of Health, 2002). It is in this context of ambiguity that culture must be defined. The 1989 Children Act uses the wording culture as a statutory requirement in addressing the needs of black children, but does not offer guidance about its definition. Culture is a highly discursive term and the object of an intensive theoretical and political dispute (Benhabib, 1999, 2002). The construction of culture as a theoretical concept has always been affected by entangled perspectives, particularly in social work (Boggs, 2004). Harrison and Turner (2010) found that participants in their study spent considerable time discussing the complex nature of culture and the difficulties in defining it. This means that when looking at the practice of cultural competence as part of assessing need and risk the scope for conceptual ambiguity is vast (Welbourne, 2002). Eagleton (2000, p. 1) states that, culture is said to be one of the two or three most complex words in the English language. OHagan (2001) argues that culture is a complex concept, with virtually limitless parameters, which cannot be defined or explained in the two or three sentences usually allocated to them in much health and social care literature. For example, Payne (1997, p. 244) provides a rather ambiguous definition of culture: a difficult concept. It implies a relatively unchanging, dominating collection of social values, and assumes that members of an identified group will always accept these. It is possible to examine definitions of culture that stem from anthropology, sociology, psychology and cultural geography (OHagan, 2001). The anthropologist Edward Tylor (1871) formulated the most enduring definition of culture: culture is that complex whole which includes knowledge, beliefs, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society. The sociologist Giddens (1993: 31) says that culture refers to the ways of life of the members of a society, or of groups, or within a society. It includes how they dress, their marriage customs and family life, their patterns of work, religious ceremonies and leisure pursuits. OHagan (2001) defines culture as the distinct way of life of the group, race, class, community or nation to which the individual belongs. It is the first and most important frame of reference from which ones sense of identity evolves. OHagans definition draws on anthropology and is wide enough to challenge essentialist notions of culture, yet defined enough to be meaningful. It also balances the community and individual aspects of culture. When we consider this definition of culture it can be seen that all assessment of children in need occurs within a cultural context. In fact it is perhaps better understood as taking place within a number of interacting cultural contexts, with the culture of the c hild at the heart of the process. The use of the concept of culture in developing cultural competence and not race has been a deliberate shift in terminology from anti-racist theorising. Anti-racist theory, with its emphasis on race, has been criticised for dichotomising blackness and whiteness which does not permit any differentiation in the experience of racism between different ethnic groups (Laird, 2008). The idea of racial homogeneity has been enduring but this idea must be challenged. White people and black people are not homogeneous groups (Laird, 2008). Culture is a broader term than race or ethnicity and can include aspects of age, gender, social status, religion, language, sexual orientation and disability (Connolly, Crichton-Hill and Ward, 2005). Using the term culture allows for difference of attitude and experience between individuals who are part of the same ethnic or racial grouping. If one considers that culture is learned from generation to generation, it is inevitably person specific and shaped by o nes personal and societal context. The Challenge of Cultural Competence There are a variety of paradigms in the study of race, ethnicity and culture which are located in particular socio-historical and political contexts. Cultural competence is just one of these and has not escaped criticism in the professional literature. Writers in social work have argued that cultural competence depoliticises race relations and promotes othering (Pon, 2009), assumes workers themselves are from a dominant culture (Sakamoto, 2007) and is based on the flawed assumption that acquiring cultural knowledge will result in competent practice (Dean, 2001; Ben-Ari and Strier, 2010). Despite its wide acceptance, the concept remains subject to multiple, often conflicting, views. There is a need to critically analyse cultural competence as a theoretical construct in order to make it meaningful to practitioners and to provide a basis for best practice. Concern with racism emerged in the social work profession in the 1970s and during the 1980s major texts appeared to guide practice (Payne, 2005). The concept of anti-racist practice emerged built on the principles that race is a social construct that has been used to justify oppression and that it is necessary to critically examine the dynamics of power relationships that produce oppression. Anti-racist theorists have criticised advocates of cultural competence for creating an exotic understanding of people from ethnic minorities and for not recognising practice issues of social inequality or racial discrimination (OHagan, 2001). Cultural competence has been presented as apolitical and has been criticised for failing to address the power struggles of history (Barn, 2007). Key issues of power are absent from much of the analytical thinking around the paradigm of cultural competence (Barn, 2007). Given that the political, cultural and professional perspectives on race and ethnicity hav e important consequences for minority ethnic children and families, social workers need to incorporate an understanding of power relations as a key tool for subverting racism. A more sophisticated and nuanced approach is necessary, which will involve a paradigm shift from essentialist notions of race which view culture in rigid and inflexible ways to one in which cultural sensitivity is understood within the context of power relations (Barn, 2007). It is important to widen the debate beyond black and white, to recognise that racial, ethnic and cultural groups are not homogenous, but to not abandon the challenging of racism and other forms of oppression. Culturally competent practice needs to take account of the tensions between different cultural norms and values within the UK, not only between ethnically and culturally distinct groups of people. Social work norms and values may not be those of the majority of Europeans, or even of the mainstream white UK population, as the case of A v UK demonstrates. Writers such as Olsen (1981), Korbin (1981, 1991) and Thorpe (1994) have problematised the notion of a universal standard of childcare, pointing to significant cross-cultural variability. The essence of this challenge is that standardized definitions of child abuse must be contested as they necessarily relate to culturally defined norms. Korbin HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/35/6/901?maxtoshow=hits=10RESULTFORMAT=fulltext=how+and+when+does+athnicity+mattersearchid=1FIRSTINDEX=0resourcetype=HWCIT#KORBIN-1991(1991), in what is now a classic essay, warns against the dangers of both Eurocentric practice and over ly culturally relativist practice. On the one hand, Eurocentric practice serves only to impose one set of cultural beliefs and practices as preferable and therefore reproduce patterns of domination and oppression. In the British literature, concern has been expressed that minority families are too frequently pathologised and stereotyped, with workers over-relying on cultural explanations for their problems and utilizing a model of cultural deficit (Williams and Soyden, 2005; Chand, 2000; Ahmed, 1994). It is argued that they receive more and speedier punitive services than preventative/care services (Williams and Soyden, 2005). Lees (2002) argues from her research that there is a tendency to pathologise behaviour that is not culturally normative, an example being negatively evaluating the act of running away from an abusive home among young black women rather than adopting passive coping strategies. At the other extreme, Korbin notes extreme cultural relativism, in which all judgements of humane treatment of children are suspended in the name of cultural rights, may be used to justify a lesser standard of care for some children (1991, p. 68). It has been suggested that cultural relativism freezes the status quo by making standard-setting according to universal norms impossible (Laird, 2008). Barn et al (1997) found that adoption of a position of cultural relativity through fear of being labelled as racist affected statutory provision to children and families. They found that some social workers were reluctant to intervene to protect children because they believed that abusive behaviour was sanctioned by their culture (Barn et al, 1997). The child abuse inquiry reports of Jasmine Beckford (Blom-Cooper, 1985) and Tyra Henry (Lambeth, 1987) concluded that culture had impinged upon events leading to the deaths of these children. It was suggested that workers were too optimistic in their assessments of carers and that abusive behaviours were interpreted as aspects of culture. Whilst these concerns turn on the recognition of aspects of cultural difference as significant in the process of assessment, it has long been noted in the social work literature that practitioners fail at the first hurdle, in as much as they do not recognise at all the importance of culture: a culture-blind approach (Dominelli, 1998; Boushol, 2000; Graham, 2002). The culture-blind approach eschews difference in its search for a universal formula. It suggests that a standard of good practice can be established which fits all. For example, Payne (1997) rejects the argument that western social work theory may be incompatible with some of the core components of other cultures and ignores the fact that it was used extensively in the processes of annihilation of various indigenous cultures (OHagan, 2001). Despite being consistently criticised as naive and oppressive, this approach represents a powerful paradigm within social work (Williams and Soyden, 2005; Dominelli, 1998). Finding the balance between these concerns poses considerable difficulties for those charged with assessments of children in need (Dominelli,HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/35/6/901?maxtoshow=hits=10RESULTFORMAT=fulltext=how+and+when+does+athnicity+mattersearchid=1FIRSTINDEX=0resourcetype=HWCIT#DOMINELLI-1998A HYPERLINK http://bjsw.oxfordjournals.org/cgi/content/full/35/6/901?maxtoshow=hits=10RESULTFORMAT=fulltext=how+and+when+does+athnicity+mattersearchid=1FIRSTINDEX=0resourcetype=HWCIT#DOMINELLI-1998A1998). What is needed is an approach to practice that can challenge normative stereotypes of appropriate behaviour by parents or children while promoting the rights of children to safety and good enough parenting. Brophy (2003, p. 674) states Balancing a respect for differing styles of parenting and guarding against inappropriate inroads into lifestyles and belief systems, while also protecting children from ill-treatment, remains an exacting task. Professiona ls can be castigated for intervening too quickly or too slowly. Social workers must operate with cultural sensitivity within the assessment process but at the same time recognize that at the heart of anti-oppressive practice is a commitment to the non-relative core value of human equality. A Knowledge Based Competency? Cultural competence as a practice response to these issues has been conceptualised in several ways. There are not one, but multiple definitions of cultural competence and it appears to be a changeable, evolving concept (Harrison and Turner, 2010). The frameworks available to assist practitioners in assessing aspects of culture are predominantly of two types: assessment models that try to aid in the collection of information and the understanding of specific service users strengths, needs and circumstances (Carballeira, 1996; Hodge, 2001, 2005; Hogan-Garcia, 2003; Sue, 2006) and reflective models that aim to help the practitioner to develop relevant skills and awareness in general terms (Green, 1999; Connolly, Crichton-Hill and Ward, 2005; Papadopoulos, 2006). Assessment models of cultural competence frequently refer to the integration and transformation of knowledge about individuals and groups of people into specific standards, practices and attitudes used in appropriate cultural settings to increase the quality of services, thereby producing better outcomes (Davis and Donald, 1997). To work effectively with diversity, practitioners are expected to gain knowledge of different cultural practices and worldviews, to have a positive attitude towards cultural differences and develop cross-cultural skills (Ben-Ari, 2010). Examples of assessment models include the LIVE and LEARN Model developed by Carballeira (1996) which identifies a series of activities which practitioners need to engage in to be culturally competent: Like; Inquire; Visit; Experience; Listen; Evaluate; Acknowledge; Recommend and Negotiate. Another example is Campinha-Bacotes (2002, pp. 182-3) ASKED model which identifies five dimensions of cultural competence: cultural Awaren ess; cultural Skill; cultural Knowledge; cultural Encounter; and cultural Desire. In line with this approach Sue (2006) argues that culturally competent social work practice is defined as the service providers acquisition of awareness, knowledge, and skills needed to function effectively in a pluralistic democratic society (2006: 29). However, there is disparity in the literature as to the knowledge that is necessary for effective culturally responsive practice. The above models adopt a cultural literacy approach in which culture specific information and practice is categorised under broad ethnic group categories (Connolly, Crichton-Hill and Ward, 2005). For example, Lairds (2008) book Anti-Oppressive Social Work contains chapters entitled communities with roots in India, communities with roots in the Caribbean and communities with roots in China. Similarly, OHagan (2001) includes chapters about Islam, American Indians and Australian Aborigines in his book about cultural competence. Laird (2008, p. 156) states It is only by gaining cultural knowledge, that is, learning to appreciate the variety of ways in which people with different heritages organise their lives, that practitioners from the white-majority community can gain cultural awareness. This is because cultural knowledge offers practitioners a comparative analytical tool with which to examine cultural influences upon their own lives. From this approach knowledge is seen as central to the development of cultural competence skills, which are fundamentally knowledge-based learned capacities (Ben-Ari and Strier, 2010). It is widely believed that cultural knowledge is the key to interpreting the code of cultural diversity (Ben-Ari and Strier, 2010). It is argued that without knowledge, one cannot be aware of the presence of biases in professional practices and practice could remain ethnocentric (Adams et al., 2001). There is a tendency to think that if a worker learns about a culture, what Spradley (1994) calls explicit cultural knowledge, then they will have a framework for working with that culture. Widely existing conceptions of cultural competence assume that the other is knowable and that this knowledge is a prerequisite for being culturally competent (Ben-Ari and Strier, 2010). A radically different stance has been suggested by Ben-Ari and Strier (2010) who examine cultural competence through the lens of Levinas (1969) theory of other. Levinas (1969) proposes that ethics precedes knowledge. He argues that our humanity is realised through the wisdom of love and not through the love of wisdom (the literal Greek meaning of the word philosophy). In other words, ethics precedes any objective searching after truth (Beals, 2007). Levinas thesis ethics as first philosophy means that the pursuit of knowledge is but a secondary feature of a more basic ethical duty to the other. Within this framework, the main question becomes what relation to the other is necessary in order for knowledge to be possible? He argues that the other is not knowable and cannot be made into an object of the self, as is done by traditional philosophy. By emphasising the primacy of ethics to knowledge, Levinas creates a new framework for working across differences. This raises fundamental questions with regard to the nature of social knowledge. Laird (2008) argues that the most critical requirement of culturally sensitive social work is to keep open the dialogue between people from different ethnic backgrounds and to ensure that each individual emerges as a unique composite of values, beliefs and aspirations. It is necessary to consider how accumulated knowledge about other cultures has the potential to limit our openness in our encounters with people who are other to us. Knowledge about other cultures can lead to the experience of totality: something is nothing more than what I make out of it (Ben-Ari and Strier, 2010). When we totalise the other we reduce our understanding of it. Levinas (1987) proposes that we should aim for the experience of infinity, that is, the recognition that something is more than what we could make of it. Berlin (2002, p. 144) notes the danger of totalising people from other cultures, stating classifying people on th e basis of group membership only gives us the illusions that we are being culturally sensitive, when, in fact, we are failing to look beyond easy characterisations for the particular and specific ways this person is understanding, feeling and acting. A knowledge based approach to cultural competency has a tendency to create overgeneralisations of cultural groups and can lead to the worker perceiving themselves as an expert despite the likelihood of them being in a position of cultural naivety (Connolly, Crichton-Hill and Ward, 2005). The implication of this is that culturally competent assessments must come from an ethical standpoint of openness on the part of the practitioner. OHagan (2001) states, The workers need not be highly knowledgeable about the cultures of the people they serve, but they must approach culturally different people with openness and respect. It must be recognised that thoughts, feelings and actions are influenced by external and internal variables that are cultural in origin and, as a consequence, that each individual who enters the child welfare system is unique (Connolly, Crichton-Hill and Ward, 2005). A consequence of this is that perceptions of the child welfare problem will be unique to each client or family. Understanding how the family perceives the problem enables child protection workers to work in a more culturally responsive way in developing solutions. Cooper (2001, p. 732) states the meanings in context of a childs injury are not revealed through objective facts or through expe rt objective assessment or diagnosis. An agreed meaning, understanding and potential for change can only be co-constructed, with the service user and their social relationships and networks, within a situated organisation and multi-agency context. Aligning solutions with the cultural identity of the family provides the potential for family-centred responses. Cultural competence must move away from an emphasis on cultural knowledge if it is to provide an ethical framework for working with difference. A Matter of Reflection? The second main type of cultural competence model is a reflective model. Reflection has been part of practice discourse for a number of decades (Schon, 1983; 1987). More recently the concept of critical reflection has taken hold (Fook, 2002). A critically reflective response challenges the values and attitudes associated with professional conduct (Connolly, Crichton-Hill and Ward, 2005). An example of a reflective model of cultural competence is the cultural-reflective model developed by Connolly, Crichton-Hill and Ward (2005). This model includes the processes of cultural thinking; critical reflection and reflective practice outcomes. A strength of the model is that is recognises the interaction between the self and the other within interactions between people of different cultures. Ben-Ari and Strier (2010) argue that the development of the concept of cultural competence could benefit from considering the significance of self and other interdependence in contemporary debates on cultural diversity. They analyse relations between self and other using Levinas theory of other and explore the ways in which these relations play a pivotal role in working with differences. A persons definition of the other is part of what defines the self (Levinas, 1969). The idea that the self requires the other to define itself has been expressed by many writers (Brown, 1995; Riggins, 1997; Gillespie, 2007). It has been recognised that the concept of otherness is integral to the understanding of identities as people construct roles for themselves in relation to an other. The implication of this is that that all cross-cultural encounters between social workers and service users bring into play not only the heritage of the service user, but also that of the practitioner (Laird, 2008). Connolly, Crichton-Hill and Ward (2005, p. 59) note that assessments of the social world are likely to say more about the perceiver than the persons under study. Social workers need to discover and reflect upon their own value system and traditions in order to be culturally competent. Reflective models, such as Connolly, Crichton-Hill and Wards (2005), recognise that our cultural thinking responses are often automatic and outside of our control. It is necessary to ask where our responses and language come from (Connolly, Crichton-Hill and Wards, 2005). The reflective process encourages an examination of values and beliefs underpinning reactions. It involves challenging our assumptions, recognising stereotypes and recognising power and its effects. Without this it is easy to think that it is our way of being is the norm and other people who are ethnic, idiosyncratic, culturally pe