Capital punishment the United States Essay Example | Topics and Well Written Essays - 1500 words

Capital punishment the United States - Essay Example 36]. Other capital offenses include treason, aggravated rape, espionage, large scale drug trafficking and aggravated kidnapping among others. Capital punishment has been a subject of much debate in recent times. The reasons that form the basis of this debate are crosscutting and include moral, religious, practical, philosophical and emotional. Proponents of capital punishment argue that it acts as a deterrent to crime, purges dangerous criminals from the society and that it is definitely more economical to execute than to keep criminals in prison [Megivern, James J 93]. Opponents of capital punishment argue that it does not deter crime, cheapens human life and discriminates along racial and social lines [Lane, Brian and Wilfred Gregg 12]. Others have argued that killing a person for killing another is hypocritical since it brings the state to the same level as the criminal. However, previous research as well as the statistics on crime tends not to support the argument that capital punishment deters criminal activity. On the contrary studies have shown that incidences of homicide are lower in states that do not sanction capital punishment than those that do [Harries KD 22]. This paper examines the practice, the effects and whether or not capital punishment serves as a deterrent to crime. According to the SP file there have been about 15,000 capital punishment exec... The military courts executed 160 errant officers between 1930 and 1961. A massive mass execution occurred on December 1862 where 38 people were killed by hanging in Mankato, Minnesota. Out of the 38 states that sanction capital punishment, Texas has had the largest number of executions - 378 since 1979 to November 2006 [Amnesty International-1997 Executions]: The Federal government has reported less activity in regard to executions and has executed only 3 people for the last 27 years. The Legal Process Once an offender is convicted of a crime that qualifies for the death penalty, the legal course involves four stages: - 1. Sentencing - involves trial like proceeding where a jury decides on the appropriate sentence though it's the judge's discretion to make the final decision [Kerr, Norbert L. and Robert M 33-75]. 2. Direct review. After the sentencing stage the case moves to the direct review level. Here the process is similar to that of an appeal. This court evaluates the decision of the sentencing court to establish the validity of the judgment. If this court does not find fault with the previous judgment from the sentencing hearing, then it ratifies the judgment. If it does find fault then it can void the judgment and/or order a repeat haring. The decision by the court is considered final. 3. The Collateral review. This is the only way that a judgment by the direct review court can be upset. Most states have this form of review. The purpose of collateral review1 is to allow the defendant to dispute the previous decisions on grounds of previously unavailable evidence. 4. Federal habeas corpus. This is the fourth level and is the only exclusive way that a state capital defendant can challenge a death penalty in a Federal court. It exists for the

Health Risks of Weight Gain and Obesity

Health Risks of Weight Gain and Obesity This essay will analyse some of the main health risks posed by weight gain and obesity such as the risk of developing chronic heart disease, diabetes and cancer. It will also discuss some of the factors that can impact on wellbeing and the strategies in place nationally to promote healthy living habits. The World Health Organisation (W.H.O), reports that weight gain is a global issue, and reports that â€Å"42 million children under the age of five were overweight or obese in 2013†. Their research found that people who are overweight have a higher risk of heart disease, high cholesterol, high blood pressure, Type 2 diabetes and other chronic diseases such as Chronic Obstructive Pulmonary Disease (COPD), cancer and stroke. To reduce these risks we need to help the body maintain good weight. The British Heart Foundation(BHF) advises people to seek support from a GP or even family and friends who can help to establish long term goals to achieve this. In relation to this, there are two calculations used by health professionals to predict if someone is at increased risk of serious illness: waist circumference and body mass index or BMI (Body Mass Index), calculated by dividing one’s weight (kg) by the square of their height (m). Defining children as overweight is a difficult process since their height and weight changes at the same time, and growth patterns differ between the sexes so separate charts are used for calculations. The National Child Measurement Programme analyses these calculations in preschool children aged 4-6 in the UK and are a part of national measures to tackle obesity. A 2013 survey by Public Health England (PHE) found that obesity prevalence in 4-5 and 10-11 year olds has been increasing. These children would need to lose weight to improve their health and lessen the risk that they will become obese adults. In 2012 The BHF estimated that more than a quarter of adults in England were obese. In its 2012 statistical report, the BHF reported that coronary heart disease was the biggest killer in the UK in 2010. It is a common consequence of being overweight and obese and occurs when fatty material blocks arteries. The BHF advises people to eat healthily, lower alcohol consumption, exercise and avoid smoking to lower the risk. Being overweight can affect the risk of cancer because fat tissues in the body produce hormones that can affect the way cells work. According to Cancer Research UK, obesity is linked to one in twenty cancers in the UK and is also a factor in three of the hardest to treat cancers including: pancreatic, gallbladder and oesophageal. Smoking also increases the risk of developing at least 13 types of cancer including Lung Cancer. Chemicals in cigarettes permanently damage DNA which can cause cancer cells to grow and multiply. Smoking is also a major cause of Strokes and Chronic Obstructive Pulmonary Disease (COPD). People suffering from COPD struggle to breathe in and out due to the long term damage to the tissue around the lungs. The NHS estimates that nearly three million people in the UK are affected by COPD. People can slow the progression of the disease by stopping smoking, eating healthily and exercising. Like Coronary Heart Disease, strokes are linked to high blood pressure, which is often linked to smoking. Strokes occur when the brain’s blood supply is restricted when the arteries become blocked causing blood clots. The NHS advises people to reduce the risk of stroke by eating a healthy diet which can lower cholesterol levels, exercising regularly and cutting down smoking and alcohol consumption. According to Diabetes UK, diabetes affects 3.2 million people in the UK and is associated with high or low glucose and poor blood circulation since it causes arteries to become ‘’furred up’’. Diabetes occurs when there is too much glucose in the blood. Type 1 Diabetes usually appears in childhood and can be controlled by insulin injections. Type 2 Diabetes usually appears in people over 40, and is treated by a combination of eating healthy, exercising and medication. Complications can occur when diabetes is not managed properly since high glucose levels can damage the small blood vessels that supply key organs. Diabetes UK lists complications including: cardiovascular and kidney disease, feet ulcers, eye and nerve problems, and high blood pressure. The NHS reports that High Blood Pressure (Hypertension) , often named the ‘silent killer’, affects about 30% of the English population and if untreated can increase the risk of heart disease and stroke. High Blood pressure can be reduced by altering the lifestyle by stopping smoking, lowering alcohol and caffeine consumption, and lowering weight via healthy eating and exercise. It can also be treated with some medication. Good habits learned in childhood can ensure that key health factors such as eating varied foods as part of a healthy balanced diet and exercising become part of the daily routine. The British Nutrition Foundation recommends teaching children early about the various food groups that make up a nutritionally balanced plate, illustrated via the â€Å"Eat Well Plate†. These food groups and their key benefits are summarised as: -Carbohydrates: starchy foods which should form the base of what we eat and include potatoes, rice, bread, pasta. Some of these foods are available as white or wholegrain and health professionals advise to choose the wholegrain varieties such as brown rice, as they contain more minerals, vitamins and fibre. -Protein can be found in meat, fish and beans and is essential for the body to grow and repair itself. Meat is a main source of B12, a vitamin that cannot come from vegetables. According to the National Institute of Health, B12 deficiency can lead to loss of appetite, memory loss and depression. B12 components can also reduce the risk of heart disease and stroke. Meat can be a source of vitamins, zinc and iron, but also of fat so it is advisable to buy lean meat or poultry. Oily fish such as mackerel and sardines contain essential omega 3 fatty acids that help to fight blockages in the arteries thereby reducing cholesterol and preventing heart disease. -The dairy group comprises milk and dairy products, foods high in fat but which contain calcium, which helps to keep bones strong. Despite being high in calories fats have some beneficial roles such as helping to transport essential vitamins around the body. Fats come in two types. Saturated fat comes mainly from animal products such as meat, dairy and eggs and can increase cholesterol in the body which can lead to heart disease. Unsaturated fat products are found mainly in vegetables and plants such as nuts, olives and avocados and are beneficial to the body and help to lower cholesterol. -Fruit and vegetables help to keep the body healthy as they are low in fat and are high in essential vitamins and minerals such as vitamin C, potassium, as well as fibre which helps to reduce bowel cancer, as well as heart disease and stroke. The Department of Health recommends eating at least five portions of fruit and vegetables a day to reduce these risks and has introduced a free piece of fruit or vegetable portion to every child in primary school aged between 4-6 years under the School Fruit and Vegetable Scheme. Findings in 2014 by the National Diet and Nutrition Survey showed that too many people eat more than the daily recommended amount of sugar. Sugars occur naturally in foods such as fruit and milk, but they are dangerous when added to food and drink such as biscuits, fizzy drinks, sweets and contribute to obesity and tooth decay. To help children develop good eating habits early, parents can engage children in creative activities at home such as cooking demonstrations that can help children to explore and taste new foods,explore new colours and textures which can fuel excitement and interest in food. Children can be involved in the shopping experience,at the supermarket they can select their own fruit and vegetables. Children involved in these activities,or who eat at a table with others are more likely to try different foods which can lower the risk of becoming picky eaters. The WHO recommends that children should undertake at least one hour a day of physical activity. It is therefore important that parents find opportunities to incorporate active play opportunities in a childs daily routine. The NHS advises parents to minimise the amount of time young children under five spend being restrained in a car seat or pram,or watching television. It advises that in order to maintain a healthy BMI,small children under five should be physically active for three hours spread over the day. The guidance includes energetic activities for increased movement such as swimming,using the climbing frame,chasing games involving running e.g. hide and seek. Small children can be encouraged to free play before an evening meal rather than watching television. In addition parents can involve children with physical tasks around the home,for example with cleaning or gardening. Young babies can be involved in light activity at home:such as by encouraging babies to crawl,jump or roll. Parents can let a baby kick on a changing mat before a bath or after being changed. A 2012 Health for England Survey reported that physical activity is important for preschool children as it increases bone and muscle strength,attention,and improves behaviour and achievement. However, childrens play is becoming increasingly restricted due to factors such as parents working later hours, lack of suitable outdoor play space and parents fears about childrens safety on the streets. Some charities such as Change for Life and Play for England campaign to increase awareness of the benefits that play has for children, and campaigns to increase outdoor play spaces for children. They suggest that trips to the local park and adventure playgrounds are great outdoor play opportunities, particularly valuable in a modern, urbanised society. Their Street Play Project for example,campaigns to increase residential-led street play for children particularly in disadvantaged areas. Reducing ill health is one the Governments visions for children and families in the UK, who following the tragic death of Victoria Climbe put together a programme-Every Child Matters to bring together all agencies looking after children in their care to prevent ill treatment. It created legislation to promote childrens mental and physical health by bring together all agencies to improve outcomes for all children in their care. Physical activity is also at the heart of the Early Years Foundation Stage (EYFS) Curriculum,one of the seven areas of achievement intended to help preschool children recognise the importance of physical activity in maintaining a healthy lifestyle by the time the reach the end of the curriculum. Looking after the emotional aspects of life is also an important consideration of wellbeing, sitting side by side with eating healthy and staying physically fit. It is now largely accepted that what children become in their adult lives is to a great extent a product of their experiences in the early stages of their lives (Measuring National Wellbeing 2012). However research carried out by PHE in 2013 found regional differences in physical activity and wellbeing,with higher levels of obesity detected in deprived areas of low income. Issues such as poor quality of housing and material deprivation including toys and food can have a negative effect on a young persons wellbeing. These issues contravene some beneficial principles families should incorporate to promote a harmonious environment in the home where wellbeing can thrive. Two key principles are: -Avoiding conflict within the home as this creates a negative atmosphere -The consistency approach,if followed helps to develop reliability,trust and learning that actions have consequences. In childcare settings it is essential to monitor and evaluate childrens development to ensure that they are not displaying signs of physical, social or emotional difficulties affecting their wellbeing. Equally, education practitioners can also help parents who need support with physical, emotional and economic problems impacting on their wellbeing, by offering access to parenting services such as the Triple P Program (Positive Parenting Programme) which claims that it helps lower parents stress,anger and depression. Courses include individual consultations with trained professionals and group sessions where parents can meet together in an encouraging and non judgemental environment where they can share experiences. In conclusion, the trend in modern society is for people to become less active, in particular children who are leading increasingly sedentary lives. Parents find it challenging to help children meet the recommended minimum of one hour a day of moderate exercise, as parents work increasingly longer hours,and outdoor play spaces are reduced in urbanised environments. Lack of exercise and high carb diets mean that children are more at risk of developing serious health difficulties in the future-obesity,heart disease,weakened bone structure and cancer. It is therefore important for parents to make a change since children who develop an active lifestyle and are introduced to a variety of physical activities are much more likely to continue that healthy lifestyle into adulthood. Governments also need to continue to prevent and promote good health as identified by the Every Child Matters and School Fruit and Vegetable Scheme. Reference List World Health Organisation (2014) Obesity and Overweight,Factsheet No311 http://www.who.int/mediacentre/factsheets/fs311/en/ (accessed 13 November 2014) Townsend N, Wickramasinghe K, Bhatnagar P, Smolina K, Nichols M, Leal J, Luengo-Fernandez R, Rayner M (2012). Coronary heart disease A compendium of health statistics 2012 edition. British Heart Foundation: London. file:///C:/Users/monicasofia/Downloads/2012_CHD_Statistics_Compendium.pdf (Accessed 11 November 2014).Pages accessed: p8,p10 British Heart Foundation,Preventing Heart Disease 2014 http://www.bhf.org.uk/heart-health/prevention.aspx(Accessed 12 November 2014). Public Health England, National Child Measurement Programme Operational Guidance,May 2014. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/361189/NCMP_operational_guidance_v2_Sept_14.pdf (Accessed 14 November 2014). Cancer Research Uk,Obesity,Body weight and Cancer,2014. http://www.cancerresearchuk.org/cancer-info/healthyliving/obesity-bodyweight-and-cancer/obesity-body-weight-and-cancer Accessed 12th November 2014). Kath Roberts, Nick Cavill, Caroline Hancock and Harry Rutter Public Health England Social and Economic Inequalities in diet and physical activity 2013, p8,9, http://www.noo.org.uk/uploads/doc/vid_19253_Social_and_economic_inequalities_in_diet_and_physical_activity_04.11.13.pdf (Accessed 14 November 2014) NHS ,Chronic Obstructive Pulmonary Diseaese 2014, http://www.nhs.uk/conditions/chronic-obstructive-pulmonary-disease/Pages/Introduction.aspx#close.Smokers (Accessed 13 November 2014). NHS ,Stroke-Prevention,(2014), http://www.nhs.uk/Conditions/Stroke/Pages/Prevention.aspx (Accessed 12 November 2014). NHS,High Blood Pressure,2014 http://www.nhs.uk/conditions/Blood-pressure-(high)/Pages/Introduction.aspx (Accessed 12 November 2014) Diabetes UK ,What is Diabetes, 2014, http://www.diabetes.org.uk/Guide-to-diabetes/What-is-diabetes/ (Accessed 10 November 2014). Diabetes UK,Nerves, Diabetes Complications 2014, http://www.diabetes.org.uk/Guide-to-diabetes/Complications/ (Accessed 12 November 2014) British Nutrition Foundation 2014,www.nutrition.org.uk (accessed 12 Novemebr 2014). National Institute of Health,June,24,2011.Vitamin B12 Factsheethttp://ods.od.nih.gov/factsheets/VitaminB12-Consumer/#h1 (Accessed 12 November 2014) Department of Health,The National Archives,5 a Day http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Publichealth/Healthimprovement/FiveADay/Index.htm (Accessed 12 November 2014). Department of Health,The National Archives School Fruit and Vegetable Scheme 22 march 2010 http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/Publichealth/Healthimprovement/FiveADay/FiveADaygeneralinformation/DH_4002149 (Accessed 12 November 2014) Public Health England Reducing Obesity and Improving Diet,Public Health and Young People 14 May 2014 https://www.gov.uk/government/news/new-national-diet-and-nutrition-survey-shows-uk-population-is-eating-too-much-sugar-saturated-fat-and-salt (Accessed 10 November 2014) Kath Roberts, Nick Cavill, Caroline Hancock and Harry Rutter ,Public Health England Social and Economic Inequalities in Diet and Physical Activity 2013 http://www.noo.org.uk/uploads/doc/vid_19253_Social_and_economic_inequalities_in_diet_and_physical_activity_04.11.13.pdf (Accessed 14 November 2014) Health Survey for England Summary of Key Findings 2012 http://www.hscic.gov.uk/catalogue/PUB13218/HSE2012-Sum-bklet.pdf (Accesed 12 november 2014) Every Child Matters,Department of Health -2003 https://www.education.gov.uk/consultations/downloadableDocs/EveryChildMatters.pdf (Accessed 13 November 2014) Play for England 2014 http://www.playengland.org.uk/ (Accessed 14 November 2014) Change 4 Life 2014 http://www.nhs.uk/change4life/Pages/why-change-for-life.aspx (Accessed 14 November 2014) Theodore Joloza, Office for National Statistics,Measuring National Well-being-Children’s Well Being ,2012, http://www.ons.gov.uk/ons/dcp171766_283988.pdf (Accessed 14 November 2012). Triple P Programme http://www.triplep.net/glo-en/home/ (Accessed 13 November 2014)

Free Essays - More than Atoms :: Personal Narrative Essays

More than Atoms That's why we write. That's why we sing. That's why we dance. That's why we paint. That's why we pray. Because we are just a group of atoms. Because we want something more. We need to create something more. There has to be something more. Watch someone pray sometime. I mean really pray. See someone with glassy eyes and parted lips clasp their hands and silently ask of their beliefs "why?" If you are truly my progeny, it will drive any prejudice the world may have given you from your heart. What you will see in that prayer filled face is humanity in its most vulnerable state. We pray because we need something to turn to, something to believe in. We need an all mighty truth that has the power to soothe our fears. Why? Because we are afraid of being on our own, we are afraid of not being saved from all the pain and suffering in this world. We are afraid that all we do, we do in vain. We want arms into which we may retreat after death. We want an explanation for our lives. And so we pray to our God, and others pray to theirs, and some call it enlightenment or nirvana, or "it." But we do it for the same reason, to nurse the same weakness. When you see religious prejudice, or any type of prejudice for that matter, know that that bigotry has no real foundation. No one knows more than anyone else. There is no proof. There is no answer key. Everyone has different beliefs, but we all have the same frailties. See that when you see someone pray, and have compassion. Have compassion for the world, the world that has condemned itself to anger and hatred. And try to rise above tolerance. Tolerance may be a virtue, but it is a condescending one. It says, "I do not accept you or like you or believe in anything you do, but I'll put up with you and be civil because I think that I am the bigger person.

A critical examination of the antecedents and efficacy of Social Services interventions for West African ‘looked after’ children in South London.

Rationale behind the Study The proposed research will investigate Social Service interventions for looked after West African children in South London. I work in an ethically diverse comprehensive school in London, and have witnessed an increase in minority ethnic looked after children in recent years. One challenging task for Social Services is to provide interventions for such children. This study aims to investigate the effect of Social Services interventions on West African looked after children, and provide suggestions why such children may be taken in to care by drawing on existing models of parenting. Furthermore, supplemented by a review of relevant published literature, it will suggest a number of factors which may account for any disproportionality in terms of gender. The final element of the research will take a critical look at how the school environment supports looked after children. Insignificant data are available on the experiences of immigrants and ethnic minorities in post-war Europe, which is referred to as a †puzzling and disturbing silence† (Myers, 2009:). Bryan (2009) exclaimed that whilst immigration has contributed to economic, social, and political changes, there is an enormous paucity of published research on the topic. The sparse literature that is available is limited to descriptive accounts of policies designed to increase integration (Myers, 2009). In the UK, such lack of research hinders our understanding of the relative importance of education for immigrants and their children. Little is known about how well immigrants and their children settle in to their new environment, let alone how effectively education meets their needs. It has been noted that the changes in policy are based on empirical evidence, and as a result, the resultant policy does not addressing the most important issue; the promotion of multi-culturalism. Sociologist Paul Gilroy commented on an urgent need to â€Å"step boldly back into the past, discover the boundaries of the postcolonial present, and enlist Europe’s largely untapped heterological and imperial histories in the urgent service of its Contemporary multicultural and its future pluralism† (Gilroy, quoted in Myers, 2009: 15). Furthermore, because of the limited research on the issues surrounding immigration, ethnic minority communities have been conceived as a social problem, to be solved via policies with the aim of integration (Myers, 2009). Bryan (2009) suggests such well intentioned but poorly conceived policies may actually perpetuate inequality. In this context, it is clear that policies and interventions must be based on a clear understanding of those they purport to support, and it is this rationale that underpins this study. Barn (2006) noted that the capacity of social workers to deliver appropriate, ethnically sensitive services which take adequate account of the circumstances of minority ethnic individuals and families remains a crucial challenge. When considering interventions delivered to West African looked after children by Social Services in the UK, the following should be considered; what are the reasons behind West African children becoming ‘looked after’ and are the interventions designed to support them effective? Guiding Research Questions Research question 1 †¢ What are the reasons a disproportionate number of children from West Africa are becoming ‘looked after’ by Social Services in the UK? Research question 2 †¢ With reference to existing models of parents, what is happening in the African communities that may contribute to this? †¢ Are any variations by gender evident, and if so, what might the reasons behind them? Research question 3What are the effects of the interventions on the welfare of the looked after children from West Africa Research question 4Are such interventions moderated by the school environment Benefits of the Research This research may be useful to a number of different stakeholders in education. From the literature review, the need for culturally sensitive research into social service interventions in school is evident. In the field of education, there has been a call for culturally sensitive interventions to help the school (senior leadership team, child protection officers, form tutors, mentors and teachers) better understand the needs of black children from West Africa and support them accordingly. Copies of the research may be used by the local council/government as a case study for further research into services provided and an opportunity to evaluate current practice and develop strategies to provide better services. The research may enable all stakeholders (social services, schools, government, and local services) to understand parents of West African origin, especially with regard to cultural beliefs, and develop strategies to work together with parents amicably on how to educate children . Finally, this research can give the government, social services, parents, and students an increased awareness of good practice and failings in the system Methods and Procedures My research is a small-scale study, focusing on looked after children from West Africa in Conisborough College. Conisborough College is a comprehensive school with a highly diverse intake. It is representative of the ethnic mix of the Lewisham borough, with a high intake of black pupils of West African origin. The sampling method chosen, which I believe is best suited for my small-scale study, is a non-probability method, such as a targeted sampling method. This method of sampling will ensure that the study is focused and well managed (Bell, 2005). The proposed study will be approached from an interpretivist, epistemological perspective conducted in three stages. Firstly, an extensive literature review, including national government reports and data, and local government (Lewisham Council) reports and data. This stage will also review social service reports and data on looked after children, reviews of at-risk children, child protection registers and analyses of online exam reports and school-tracking data. The second stage will focus on field research in the form of targeted semi-structured interviews which will be conducted at Conisborough College with learning mentors, child protection officers, school counsellors, form tutors, and head of years who support looked after children as well as two social workers and LEA child protection officers. In the broader community, pastor/community leaders of West African origin will be interviewed. The final stage of this study will collate and analyse all data and draw inferences from t he findings on future programmes in the school and community at large, in order to generate a number of recommendations.. I intend to pilot the second stage of the study to determine what works and what does not. As an amateur researcher, I will follow the procedure established by Peat et al. (2002) which will give me advance warning as whether to proceed with the research, revise the research, or abandon this section of the research altogether. My research is small scale, so the pilot study will involve one student, one learning mentor, and one head of year. Following Peat et al.’s (2002: 123) process, I will: Provide participants with a Participant Information Form and consent form, taking care to explain the purpose and process of the research. Following this, I will identify and areas regarding ethical approval not already adequately covered in the research protocol. Complete the interview schedule with each pilot respondent. Following completion I will ask respondents for feedback regarding ambiguous, sensitive or difficult questions. Transcribe and review each pilot interview fully, discarding any unnecessary, difficult, repetitive or ambiguous questions. Reorder interview items if necessary to ensure a coherent and engaging schedule. Time both the conduct and transcription of the interviews to determine whether both tasks are reasonable given the timescale of the research. Once this pilot work has been completed, I can be confident that the interview schedule(s) are fir for the purpose of this study. References Barn, R. (2006) Research and Practice Briefings: Children and Families – Improving services to meet the needs of minority ethnic children and families, DfES, http://www.york.ac.uk/depts/spsw/mrc/documents/QPB13.pdf Bryan, A. (2009). The intersectionality of nationalism and multiculturalism in the Irish curriculum: Teaching against racismRace ethnicity and education, 12(3), 297-317. Myers, P. (2009). Immigrants and ethnic minorities in the history of education. Paedagogica Historica: International Journal of the History of Education, 46(6), 801 – 816. Peat, J., Mellis, C., Williams, K. and Xuan W. (2002), Health Science Research: A Handbook of Quantitative Methods, London: Sage.

Alienation in the 21st Century Is Rife

Alienation in the 21st century is rife. Discuss For| Against| Social networking sites such as facebook, MSN etcSocial networking sites have a profound ability to easily exclude people by specifically targeting certain groups within a community or society. People can at times feel left out or easily targeted when others make unnecessary comments and many friendships or relationships can deteriorate as a result of the great influence it has on people’s social lives. People are also losing basic social skills as a result, and are becoming heavily reliant on the simple services provided by the internet to communicate basic messages. People are also lacking sympathy and empathy, slowly becoming more and more self- absorbed. This is also reiterated through the rise of commercial happiness (found through materialistic objects)Cultural alienation Alienation between people of different cultures can lead to terrorism, racial and cultural prejudice and pre-determined assumptions and stereotypes of a particular ethnic group. People can also form groups in a community which, although may bring some together, can alienate people who don’t belong to a particular culture or ethnicity. Alienation between generations Newer generations and older generations differ greatly from one another in many ways including language, values and societal morals. As a result many people may feel alienated when communicating or interacting with other people. Eg: baby boomers vs. generation YAlienation by languageAustralian colloquialism and vernacular can often exclude and alienate people of different ethnic backgrounds. Language used within different suburbs, states and age groups can alienate people. (eg: eshayz, tomozza)Religious alienationAlienation among people of different religious beliefs can lead to terrorism, prejudice, violence and feelings of exclusion. Religious gatherings such as youth groups at institutions like churches can lead to people feeling alienated. | MulticulturalismAwareness and acceptance of other cultures is more apparent within our own society, cultural relativism (not judging another culture by the standards of your own). The integration of cultures within our society through holidays, festivals, art, language, music, film, entertainment, etc has an immense impact on the community as a whole. Social networking sites such as facebook, MSN etcSocial networking sites can also bring people closer together in the way that everybody is connected to another person somehow. It is, in a sense, a virtual community. ————————————————- ————————————————- Different social classes/ statusPeople of different social classes can often be prejudiced and discriminated against which can often lead to changing values and treatment among people. FamilyDue to the prominence of work and technology, family life is often strained and relationships between members can be challenged and constricted. There is no longer a sense of belonging in families and not many people feel ‘together’ as a result. Instead technological objects seem to be consistent within family life and many seem connected to these as opposed to their fellow family members. This is largely due to the shifting times in our community. |

Chinese Cuisine Essay Example

Chinese Cuisine Essay Example Chinese Cuisine Essay Chinese Cuisine Essay Wow, What a Difference! All over the world every culture has a unique and special cuisine. Each cuisine is very different because it can range from the different tastes to the different methods of cooking the food. However Chinese cuisine and American cuisine stand out the most because they are completely different and value different things. Chinese cuisine is a very versatile type of cuisine because there are many styles of Chinese food that make up the Chinese cuisine. These styles of Chinese food originate from the many provinces in China. Like the Chinese cuisine, American cuisine is also very diverse, but most of the cuisine is a combination of many different culture’s food styles because America was the melting pot for many ethnic backgrounds. Therefore American cuisine is made up of many other culture’s cuisine. Because of these varieties, both these cuisines are able to attract a great group of people which makes them favorites of many people all over the world. In China many of the people love eating different styles of food because they offer so many different tastes. There are a total of 8 styles of culinary arts; a few are Cantonese, Szechuan, Hunan, and Zhejiang. Cantonese style comes from the Southeast Coast next to Hong Kong and the cuisine is the most popular of all because the chefs value the sweetness of their dishes. Cantonese cuisine is so popular because when Chinese immigrants came to America they introduced it to the western world. Another popular style of cuisine is Szechuan and it attracts many people with a love for spicy food. This style originated from the middle part of China, and values the use of spicy sauces and spicy pastes to create dishes that give the people’s taste buds a sensation. The next style is Hunan which originated from the East part of China, and is most known for its spicy food too. This style is very similar to the Szechuan style, but the chefs tend to use fresh and dried peppers rather than sauces. Also Hunan dishes appear to be more attractive than Szechuan style because most of the dishes are not covered in sauce and paste like the Szechuan style. Overall both of these spicy styles are equally as delicious. One last style is the Zhejiang style which comes from the East Coast of China, and known for its freshness, tenderness, softness, and crispness dishes. Because this style originated from the coast, most of the food is seafood. There are many traditions to Chinese cuisine. All the dishes are served separately either on a plate or in a bowl. Never is one’s food served all on one plate. Then there is an empty plate for you to put your food. Another tradition is that it is ideal to eat more of the dishes than rice because rice is a complimentary item during each eating course. The main utensil for eating Chinese cuisine are chopsticks, and it has many uses ranging from grabbing food to drinking soup. All in all, Chinese cuisine is very unique and something worth trying. Because America was the melting pot, American cuisine includes Latin, Asian, and European tastes. Latin styles of cooking introduced the use of beans and flour. With flour, the American cuisine produces a lot of breads and wraps. Asian cooking introduced the sweet and sour taste and rice became one of the major sources for Americans to get their daily need of whole grains. Also, Asian cuisine introduced soy and the many uses of fish. Lastly European styles of cooking introduced delicacy of luxurious pastas and desserts. Like Chinese cuisine, there are also many traditions. American cuisine is usually served on a plate with all the dishes. The utensils used are mainly a spoon, knife, and a fork to pick up and cut the food. In conclusion, American cuisine is diverse because of America being a melting pot for many cultures to combine and form this type of cuisine.

Job Options With a Masters in Business Administration

Job Options With a Masters in Business Administration What Is an MBA Degree? A Masters in Business Administration, or an MBA as it is more commonly known, is an advanced business degree that can be earned by students who have already earned a bachelors degree in business or another field. The MBA degree is one of the most prestigious and sought after degrees in the world. Earning an MBA can lead to a higher salary, a position in management, and marketability in an ever-evolving job market. Increased Earnings With an MBA Many people enroll in a Masters in Business Administration program with the hope of earning more money after graduation. Although there is no guarantee that you will make more money, an MBA salary is likely higher. However, the exact amount you earn is very dependent on the job you do and the business school you graduate from. A recent study of MBA salaries from BusinessWeek found that the median base salary for MBA grads is $105,000. Harvard Business School graduates earn an average starting salary of $134,000 while graduates of second-tier schools, such as Arizona State (Carey) or Illinois-Urbana Champaign, earn an average starting salary of $72,000. Overall, cash compensation for MBAs is significant regardless of the school from which it is received. The BusinessWeek study stated that median cash compensation over a 20-year period, for all the schools in the study, was $2.5 million.  Read more about how much you can earn with an MBA. Popular Job Options for MBA Graduates After earning a Masters in Business Administration, most grads find work in the business field. They may accept jobs with large corporations, but just as often take jobs with small or mid-size companies and non-profit organizations. Other career options include consulting positions or entrepreneurship. Popular Job Titles Popular job titles for MBAs include but are not limited to: AccountantAdvertising ExecutiveBusiness ManagerCEOCIOCorporate Communications ManagerCorporate RecruiterExecutive RecruiterFinance Officer or Financial ManagerFinancial AnalystHotel or Motel ManagerHuman Resources Director or ManagerManagement AnalystManagement ConsultantMarketing Director or ManagerMarketing Research AnalystPR SpecialistProduct Manager Working in Management MBA degrees frequently lead to upper management positions. A new grad may not start out in such a position, but certainly has the opportunity to move up the career ladder faster than non-MBA counterparts. Companies That Hire MBAs Companies in every industry around the world seek out business and management professionals with an MBA education. Every business, from tiny start-ups to large Fortune 500 companies, needs someone with experience and the necessary education to support common business processes like accounting, finance, human resources, marketing, public relations, sales, and management. To learn more about where you can work after earning a Masters in Business Administration, check out this list of the 100 top MBA employers.

Origin of the Chinese Zodiac Signs

Origin of the Chinese Zodiac Signs The well-trodden (no pun intended) story of the Chinese zodiac is cute, but a bit trite. The tale usually begins with the Jade Emperor, or Buddha, depending on the teller, who summoned all the animals of the universe for a race, or a banquet, depending on the teller. The 12 animals of the zodiac all headed to the palace. The order that they came in determined the order of the zodiac. The order is as follows: Rat: (1984, 1996, 2008, add 12 years for each subsequent year)Ox: (1985, 1997, 2009)Tiger: (1986, 1998, 2010)Rabbit: (1987, 1999, 2011)Dragon: (1976, 1988, 2000)Snake: (1977, 1989, 2001)Horse: (1978, 1990, 2002)Ram: (1979, 1991, 2003)Monkey: (1980, 1992, 2004)Chicken: (1981, 1993, 2005)Dog: (1982, 1994, 2006)Pig: (1983, 1995, 2007) During the journey, however, the animals got involved in everything from high jinx to heroism. For example the rat, who won the race, only did so through guile and trickery: it jumped onto the back of the ox and won by a nose. The snake, apparently also a little sneaky, hid on the hoof of a horse in order to cross a river. When they got to the other side, it scared the horse and beat it in the contest. The dragon, however, proved to be honorable and altruistic. By all accounts, the dragon would have won the race as it could fly, but it had stopped to help villagers caught in a flooding river cross safely, or it stopped to assist the rabbit in crossing the river, or it stopped to help create rain for a drought-ridden farmland, depending on the teller. Actual History of the Zodiac The actual history behind the Chinese zodiac is much less fantastical and much harder to find. It’s known from pottery artifacts that the animals of the zodiac were popular in the Tang Dynasty (618-907 A.D.), but they were also seen much earlier from artifacts from the Warring States Period (475-221 B.C.), a period of disunity in ancient Chinese history, as differing factions fought for control. It’s been written that the animals of the zodiac were brought to China via the Silk Road, the same central Asian trade route that brought the Buddhist belief from India to China. But some scholars argue that the belief predates Buddhism and has origins in early Chinese astronomy that used the planet Jupiter as a constant, as its orbit around the earth took place every 12 years. Still, others have argued that the use of animals in astrology began with nomadic tribes in ancient China who developed a calendar based on the animals they used to hunt and gather. The scholar Christopher Cullen as written that beyond satisfying the spiritual needs of an agrarian society, the use of astronomy and astrology was also an imperative of the emperor, who had the responsibility for ensuring harmony of everything under heaven. To rule well and with prestige, one needed to be accurate in astronomical matters, Cullen wrote. Perhaps that is why the Chinese calendar, including the zodiac, became so entrenched in Chinese culture. In fact, reforming the calendar system was viewed as appropriate if political change was eminent. Zodiac Fits With Confucianism The belief that everyone and every animal has a role to play in society translates well with Confucian beliefs in a hierarchical society. Just as Confucian beliefs persist in Asia today alongside more modern social views, so does the use of the zodiac. It’s been written by Paul Yip, Joseph Lee, and Y.B. Cheung that births in Hong Kong regularly increased, bucking declining trends, to coincide with the birth of a child in a dragon year. Temporary fertility rate increases were seen in the dragon years of 1988 and 2000, they wrote. This is a relatively modern phenomenon as the same increase wasn’t seen in 1976, another dragon year. The Chinese zodiac also serves the practical purpose of figuring out a person’s age without having to ask directly and risk offending someone.

Strategic Marketing Case Study Essay Example | Topics and Well Written Essays - 1250 words

Strategic Marketing Case Study - Essay Example However, at this stage, other brands, especially those from overseas countries, are in a comfortable position in the market, thereby, posing a challenge to them. Thus, it appears that the time is ripe for the company to transform its product to meet the needs of the market. Obesity is a central focus for countries across the globe as a major public health concern in the present day and, therefore, shifting their market orientation to low-carbohydrate from premium is likely to benefit Fosters to a great extent in attaining higher market share for their product. Earlier when they marketed Pure Blonde, Fosters have focused on the premium quality of the product because the need of the hour has been answering the quest of a specific segment of consumers that have suddenly attained economic prosperity. What this segment has craved at that time has been a product that meets their distinct identity as a class of its own. Fosters have quickly recognized and responded to this expectation. Howe ver, at this stage, when other brands are commanding a better position with the premium concept, Pure Blonde needs to attract more customers by projecting their advantage as a low-carbohydrate product. This will definitely draw more people to consume their product and they can enhance their market share by deploying this strategy. On the other hand, this will preclude them from being considered as a brand focused on premium quality, which may entail the loss of some loyal customers. However, by the end of the day what matters is expanding the customer base and, in this context, an orientation towards the low carbohydrate aspect is a better option for the company to increase their sales. Discussion Question 2: Customer Profile for Female Consumers of Pure Blonde in 2013: Falls within the age group of 20 – 40 years Employed in good position and/or upwardly mobile family Cares ardently for appearances and remains obsessed with fat, sugar and carbohydrate contents of food intake Considers herself as part of the class with the right perspectives Will remain on a diet and conscientiously checks carbohydrate content in food and beverages Will rather avoid a ‘risky’ beer than enjoying it for other attributes and happily forgo a beer to save calories Will socialize with friends as well as spend time in bars, pubs or restaurants Consumes alcohol at home, with friends during lunch or dinner In the present day, the females go to extent in their bid to reduce body weight and attain slimness. Therefore, the primary concern of this segment of customers is the low carbohydrate content and they will definitely expect the product to be of a high quality. The product already enjoys a reputation for its quality and unique taste. However, it will have to add some feature that will be attractive to females and promote this aspect. Discussion Question 3: Pure Blonde’s previous success has come from the fact that they recognized the market potential at that time and modulated their product according to the market needs. Similarly, they have do rethink their strategy now and modify the product accordingly. The current marketing strategy of the company needs to focus on the product’s appeal as a low carbohydrate beer. Therefore, I would suggest the marketing director to align future marketing campaigns

Financial data analysis Essay Example | Topics and Well Written Essays - 1000 words

Financial data analysis - Essay Example A clear linear relationship is not evident, which could be an indicator that WHEATHD is a poor predictor of WHEATSF. Figure 1: the plot of WHEATSF against WHEATHD Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df1 df2 Sig. F Change 1 .421a .177 .174 27.2183 .177 53.344 1 248 .000 Table1: Model regression summary Table 1 above presents a summary of the regression summary. From this, adjusted R squared is 0.17, a figure that is very small indicating that the model is not very good in predicting the dependent variable as it is highly subject to chance rather than statistical relationship between the two variables. However, the p-value is less than 0.01, an indicator that the model is statistically significant, or rather we have enough evidence to assert that WHEATHD has some predictive power on WHEATSF. Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 500.582 24.519 2 0.416 .000 WHEATHD(P) -.443 .061 -.421 -7.304 .000 Table 2: a. Dependent Variable: WHEATSF(P) Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 532.035 17.694 30.069 .000 WHEATSF(P) -.400 .055 -.421 -7.304 .000 Table 3: a. ... itable statistical technique to use, but I surmounted this by examining the expected outcome to decide on the best method (Hyndman and Koehler, 2006). PART II In this part, 1- 250 sample values are used to forecast the subsequent 11 values. Using excel to forecast In using excel spreadsheets to do the forecast, we highlight the raw data and insert the scatter plot. Then, we insert the trend line in the scatter plot and subsequently format it to include the trend line equation. The trend line equation is then used to substitute the values of x for the 11 series periods that are sampled for prediction. The following table shows the values of x and the substituted values y. Y=532.03-0.4x x Y (Forecasted) Actual 308.5 408.63 443 311.5 407.43 446.5 314.5 406.23 450 313.5 406.63 447 319.5 404.23 451.5 324.5 402.23 451.5 324.5 402.23 451.5 333.5 398.63 461.25 337.5 397.03 465.75 324.5 402.23 460.75 327.5 401.03 462.5 Sum 4436.53 4991.25 Figure 2: Excel scatter plot with the equation fitted in. Using eview The raw data for the prices are input in the software and a forecast generated automatically. The output, which is shown in figure 3, comes with a table with forecast errors already computed. The table alongside shows statistical arithmetic that is associated with this particular model, including a number of methods for calculating the forecasting errors. Figure 3: Forecast for 251 - 261 Sample Figure 4: graph before model 1forecast Figure 5: graph after model 1 forecast Forecast errors Forecast errors are the estimations of the probability that the results of the forecast deviates from the actual values. Fore example, looking at figures 4 and 5 of the first forecast model, it is clear how the forecast values differ slightly from the actual values. A number of errors that

Health Care Reform Essay Example | Topics and Well Written Essays - 250 words - 1

Health Care Reform - Essay Example One disadvantaged group are the employers. They have to pay for medical coverage for all their employees. Additionally, there will be a major increase in the insurance price coverage for all employees. Illegal immigrants in the U.S will not be entitled to any medical coverage even if they use their own money (Jackson & Nolen, 2010). In the reforms, practices and individuals with the motive of carrying out abortion will not be provided with any medical insurance cover. After the reforms have been effected, DHHS (Department of Health and Human Services) agencies will have the task of ensuring that the implementation of the reforms is successful. Additionally, the agencies will have the mandate of providing guidelines to medical institutions, insurance institutions and the ordinary individuals on the requirements of the reforms (Holtz, 2008). The agencies will also be provided with the right of prosecuting individuals and institutions which fail to adhere to the reforms requirements. In the reforms, some legal issues have been added in regards to nursing. For instance, nursing practitioners have been cautioned on the carrying out of abortions. The health care reforms has also advocated for wage increases for nurses as well as inclusion on medical coverage from their employers (Holtz, 2008). In addition, several nursing agencies have been established to act on behalf of the welfare of all nurses in the Unites

Industry Analysis & Company Profiles Essay Example | Topics and Well Written Essays - 750 words

Industry Analysis & Company Profiles - Essay Example Some of these top companies that explore and refine oil include; Gazprom, Saudi Aramco and the Royal Dutch Shell companies. This paper will look at the three oil companies and give a detailed discussion of the historical background and their development over the years. Gazprom Neft is an oil company that has its headquarters in Russia has achieved to be among the fastest growing company in  oil production across the industry. Gazprom Neft has attained a 10.6% annual growth against  a  production volume of  10, 85 million tones (Usa, 2010). The Priobskoye Oil field that is owned by  Gazprom Neft- is  one of  the largest oil fields that the company owns and is also one of the most promising oil field. Full development of  this field began in  2004, and since then, the field has contributed to 33% of  the Company’s total oil output by 2011. The Company has plans to  design and develop new oil fields both in  both Russia and other countries outside Russia. There are fields found in  the north of  the Yamal Peninsula that have huge potential and are be  able to  produce more 20  million tones once they developed (Usa, 2010). Another oil company is the Saudi Aramco Oil Company. The Saudi Aramco company has always focused on initiatives that are seen to bear the potential to create and invest the oil sector in Saudi Arabia as well as create more jobs for the nationals of Saudi Arabia. Apart from being a leader in creating an enterprise culture in the Kingdom, the company wants to diversify the national oil economy and attract more overseas investors into the kingdom. In order for the company to achieve these objectives, there is a close collaboration with the different business lines that exist across the company that serves to leverage Saudi Aramco’s assets as well as its liabilities. The Localization & Clusters Department has the responsibility of seeing Saudi Aramco’s process of procurement of its goods and

OM8021 Literture review concept map Essay Example | Topics and Well Written Essays - 500 words

OM8021 Literture review concept map - Essay Example research, he has used group, organization and industry levels of analysis whereby he has focused on groups of people in poor regions and isolated areas, organizations and companies, and industries such as farming, fishing and banking. The author states that mobile communication is the technology that has the greatest effect on the development of society and can be a major step towards industrialization in developing countries. He points out various implications of mobiles in the developing countries: The applications within mobile banking overcome the challenges posed by large geographic distances and infrastructure deficiencies for local business people and enhance safe transfer of funds. This reduces the risks involved in handling large sums of cash. Applications in the areas of education and information are also beneficial in third world countries. Mobiles also improve relations where family members and friends in the city and rural areas communicate and exchange information thereby overcoming the â€Å"major social problem†. He also notes that mobile phones create improved conditions for companies, which in turn creates better economic and social conditions thus raising living standards. One limitation that the author identifies is that the services and applications offered in third world countries are low-tech as this is what all parties ranging from operators to individuals in rural areas would afford. The author identifies a number of recommendations in the paper. He notes that mobile applications could be invaluable in helping health professionals and care providers get vital information, for instance, on HIV/AIDS and malaria to people living in isolated areas while access to obituary information via a mobile phone could make life easier. He also points out that provision of mobile phones to people in poor regions could significantly hasten development and that offering voice and sms services is the best way to raise living standards in Tanzania, an

Globalisation Essay Example | Topics and Well Written Essays - 2000 words - 3

Globalisation - Essay Example 04th%20International%20Survey%20of%20Corporate%20Sustainability%20Reporting&r_issn=&r_year=2002&r_volume=&r_issue=&r_startpage=&r_endpage=&r_publisher=KPMG/WIMM&r_authors=KPMG] TWN 2006: 14 is the publication you have already located, namely Third World Network (TWN) 2006, Globalization, Liberalization and Protectionism: Impacts on poor rural producers in developing countries, International Fund for Agricultural Development. Globalisation is often addressed as the distinct feature of modernity, but this phenomenon is not new though the speed, reflexivity, complexity and consequences of modern global processes are genuinely outstanding. Modern globalisation processes can be traced back to the period after World War II while the earlier versions remain subject to intensive scholarly debate. Thus some authors study events since 1492 in considering the history of globalisation, and some focus on the more remote past (Frank and Gills 1994). However, these views are not commonly accepted with the majority of scholars concentrating on the recent past in their studies of modern globalisation processes. One popular perspective on globalisation (particularly economic globalisation) seeks for its origins in the period between approximately 1850 and 1914. These earlier forms of globalisation manifested in British imperialism and increased trade and capital flows between politically independent European states, their colonial territories, and the United States (Raskin et al. 2002). The first era of globalization was characterized by growth of export and profits, capital flow, massive migration of workforce from Europe to Northern America and other states (almost 60 million people). At the same time, the world saw increasing disparity between the countries actively involved in globalization processes and the rest of the world with industrialization being the key reason for this tendency (Crafts 2000). Evidently, this perspective also implies that World War I was the outcome

OM8021 Literture review concept map Essay Example | Topics and Well Written Essays - 500 words

OM8021 Literture review concept map - Essay Example research, he has used group, organization and industry levels of analysis whereby he has focused on groups of people in poor regions and isolated areas, organizations and companies, and industries such as farming, fishing and banking. The author states that mobile communication is the technology that has the greatest effect on the development of society and can be a major step towards industrialization in developing countries. He points out various implications of mobiles in the developing countries: The applications within mobile banking overcome the challenges posed by large geographic distances and infrastructure deficiencies for local business people and enhance safe transfer of funds. This reduces the risks involved in handling large sums of cash. Applications in the areas of education and information are also beneficial in third world countries. Mobiles also improve relations where family members and friends in the city and rural areas communicate and exchange information thereby overcoming the â€Å"major social problem†. He also notes that mobile phones create improved conditions for companies, which in turn creates better economic and social conditions thus raising living standards. One limitation that the author identifies is that the services and applications offered in third world countries are low-tech as this is what all parties ranging from operators to individuals in rural areas would afford. The author identifies a number of recommendations in the paper. He notes that mobile applications could be invaluable in helping health professionals and care providers get vital information, for instance, on HIV/AIDS and malaria to people living in isolated areas while access to obituary information via a mobile phone could make life easier. He also points out that provision of mobile phones to people in poor regions could significantly hasten development and that offering voice and sms services is the best way to raise living standards in Tanzania, an

Bahrains Uprising Essay Example | Topics and Well Written Essays - 750 words

Bahrains Uprising - Essay Example Several years have seen discontent on the rise among the people as well as growing demands for freedom of speech, independence of the judicial system, the release of political prisoners, and a new constitution. The source of discontent is clear at the beginning of the Bahraini uprising at the period of Arab spring, but the mode of propagation of the discontent could be debated from different viewpoints with major contention focusing on whether social media had a significant impact in the Bahraini uprising (Wehrey, 2013). Howard and Hussain (2011) addressed the issue of social media in the uprising giving a number of opinions while Wehrey (2013) gives his views on the Pearl Roundabout uprising in his 2013 article titled ‘Bahrain’s Decade of Discontent’. Howard and Hassan (2011) are of the opinion that digital media is what helped in turning community-specific, localized and individualized dissent from its original setting into movements that were designed for share d grievances and which provided an opportunity for action. Wehrey (2013), on the other hand, purports that while digital activists in the Middle East are to be credited with some accomplishments like documenting police brutality, the underlying social, religious, political, and historical aspects engrained in the uprising far outweigh the impact of social media in sparking the protests. The viewpoints regarding the impact of social media in the Bahraini Uprising may differ, but certainly, common ground exists based on the shared passion for overall change in the regime from the current oppressive one to a more democratic one. The shared concern expressed in both articles is the necessity for reforms in the political system of Bahrain. The social upheavals in Bahrain are a result of a series of collective issues that have led the people to seek change in power dynamics.  

Marketing Communications: Promotion Strategy for Wimbledon

Marketing Communications: Promotion Strategy for Wimbledon BACKGROUND AND INTRODUCTION The All England Lawn Tennis and Croquet Club (â€Å"Club†) located at Wimbledon, is a private club founded in 1868. Its first ground was situated off Worple Road, Wimbledon, and the first Wimbledon Lawn Tennis Championship was instituted in 1877. By the turn of the century, Wimbledon, as the event had become known had grown in popularity and reputation, acquiring international status as the premier tennis event. By 1920, a company was formed to acquire and equip the present site at Church Road. A complex agreement governs and defines the relationship between the Club, the Lawn Tennis Association (LTA), the company, and Wimbledon as a self financing event. Profits from Wimbledon, held during June and July of each year, accrue to the LTA after meeting expenses of the Wimbledon tournament. LTA in turn utilises the surplus funds to develop tennis as a sport in Great Britain. A second company to exploit trademarks and brand opportunities was established in 1993, whereby any profits would accrue for the benefit of Wimbledon to improve the quality of the event for spectators, players, officials, and stakeholders. Surplus funds from Wimbledon that have been made available to LTA were 25.8 million in 2003. Wimbledon does not disclose revenue or sponsorship figures but it is estimated that it had a net income of  £ 34 million during 2004. (Wimbledon 2005 and Schwartz, 2004) Wimbledon, as an event does not appear to have a vision statement defined by Johnson and Scholes (2005) p13 as a â€Å"desired future state† or â€Å"aspirational statement.† Wimbledon has equally not published a mission statement, or â€Å"overriding purpose in line with the values or expectations of stakeholders.† (Johnson and Scholes, 2005, p13) However, given the close association with the LTA described above, it can be argued that the event’s underlying vision and mission are aligned and it is appropriate to quote the LTA’s vision, â€Å"to make Britain a great tennis nation,† and the mission statement, â€Å"more players, better players,† to give context to Wimbledon. (LTA, 2005) Wimbledon is marketed as an international event rather than a British event although British tennis derives the economic benefit. (Cambridge Econometrics, 2003) Essentially a small business employing less than 100 full time staff, the club is a local tennis facility in South West London, with a web site, clubhouse, museum, and a shop for 50 weeks of the year. Its distinguishing feature is a seating capacity of 35,500 spectators to accommodate Wimbledon. The total area of the club including courts, premises, and car parks is 42 acres. There are 375 full members plus a number of honorary members (including past singles champions) and approximately 100 temporary members elected annually. The workforce increases to 6000 during the period of the tournament. (Wimbledon, 2005) This report focuses on Wimbledon as a discrete, ring fenced event. It proposes an marketing communications strategy to the Club and the LTA committee, after due consideration of the macro, micro and market influences. MACRO-ENVIRONMENT ANALYSIS The environmental context of Wimbledon encompasses a number of driving or restraining forces that have the capacity to influence the effectiveness of the communication strategy. PESTEL A common framework is that of PESTEL comprising political, economic, socio-cultural, technological, environmental, and legal influences. (Johnson and Scholes, 2005.) Fill (2002) suggests that seasonality is an additional factor in an event environment. The framework provides broad data from which the key drivers of change can be identified. Mega events on the scale of Wimbledon, which target an international market, and the success of which influences urban logistics such as transport and security, requires significant political support. (Bull, 2004) The United Kingdom government has established a set process for government involvement and investment that requires a clear assessment of benefits. This should also be seen in the context of post September 11th security concerns that may affect Wimbledon. (Strategy Unit, 2002) The positive economic benefits in terms of tourism expenditure and promotion of London as a destination highlight the interdependence of the PESTEL influences and the host city. Socio-cultural influences such as changing population demographics in Wimbledon’s target audience needs to be considered in terms of media access and viewing patterns. (Fill, 2002) Emerging technologies were used during 2004 as innovative mediums for the first time to expand the audience reach. These included a combinat ion of online media, video on demand, interactive television, and live coverage to Personal Digital Assistants (PDA) and mobile phones. The impact on promotion strategy in the lead up to and during the championship requires careful analysis to maximise audience reach. (Schwartz, 2004) The environmental impact of Wimbledon is substantial, albeit over a short period, in terms of noise, traffic, waste management and other influences. The Merton borough in which the event is located is revenue dependant on Wimbledon’s success as part of its urban regeneration programme and hence supports the event upon which it in turn derives a benefit. An emerging influence is that of corporate social responsibility and re-investment back into the community. This has a positive impact on legal influences such as council regulations and bylaws. (Gratton et al, 1999) Seasonality affects Wimbledon in terms of weather and the time of year in which the event is held. (Fill, 2002 and Wimbledon, 2005) Porter’s Five Forces Inherent to the theory of marketing communication strategy is the notion of competitiveness and gaining advantage over competitors. Porter’s development of generic strategies and a five forces model of analysis of competition within an industry are useful in understanding Wimbledon as a unique event. (Johnson and Scholes, 2005) Wimbledon’s prestige and history allows it to follow a differentiated premium pricing strategy in which the objective is to â€Å"maintain the quality and character of the tournament and not to maximise income.† (Wimbledon, 2005) Although Wimbledon is a profitable venture in the event industry, the barrier to entry to a rival wishing to compete is high and the prestige of Wimbledon not substitutable in terms of world attention and focus. Buyer power is limited by the spectator facilities and hence access in high demand, whilst are suppliers fragmented without a single dominant player. Competitive rivalry between Wimbledon and other events is not material and hence unlikely to threaten Wimbledon. Arguably Wimbledon’s position may be threatened in the future if the dynamics of the macro environment change. However a marketing communication strategy that builds on the successes of the past that continues to capitalise on innovative, leading edge communication strategies will ensure an image re-invention for future audiences. Product Life Cycle Wimbledon has changed its strategy from the garden party approach of the early 20th century through the skilful use of technology for its target audience in the 21st century, demonstrating that whilst in a mature phase of the life cycle model as a brand, it can maintain market share through re-invention of its product delivery. (Czinkota, Ronkainen, and Tarrant, 1995) MICRO-ENVIRONMENT ANALYSIS Strategic Resources The analysis of the macro-environment has indicated Wimbledon’s positive base for competitive advantages. The sustainability of competitive advantage in terms of capability is based on strategic resourcing that reflects the distinctive resources which allow the Club and its partners to generate a superior product at a premium price. This is based on Wimbledon’s tangible resources such as facilities and grounds as well as intangible resources such as information, reputation, and knowledge. Wimbledon’s competencies are represented by the activities and processes whereby it deploys its resources year on year, building, and learning from successes of the past and ensuring that they cannot be imitated, thus sustaining its competitive advantage. The path dependency of Wimbledon’s resources has evolved through its culture and history that is influenced by causal ambiguity implying that worldwide perception of Wimbledon would be difficult to replicate. (Johnson an d Scholes, 2005) Marketing Mix The marketing mix is a key element of an integrated marketing communications plan. The concept has evolved from McCarthy’s 4P’s (product, price, place, and promotion) into different models that depend on their context. Recent developments have been the addition of personnel, physical assets, and procedures to the marketing mix forming the 7P’s in Booms and Bitner’s extended marketing mix model. This has especially reached acceptance in the discipline of services marketing and arguably Wimbledon’s combination of tangible and intangible resources, falls within that category. (Goldsmith, R. E. 1999) Goldsmith, 1999, p178 proposes an eighth P, â€Å"personalisation† in terms of individual needs and wants of the consumer. Wimbledon’s product offering is based on a combination of tangible cues represented by its physical offering, and intangible attributes such as prestige and status of the event. Premium brands such as Rolex have for example endorsed Wimbledon in their capacity as the â€Å"official timekeeper of the tournament† for over 25 years at a cost of approximately  £7 million. (Schwartz, 2004) Direct pricing is represented by the gate price for access, and indirect pricing through the sale of television rights to channels such as the BBC and NBC TV, to attract worldwide viewer audiences. The personnel or people component is represented by pride with which employees and volunteers provide quality services to the public and players. (Schwartz, 2004) The top players themselves compete for the privilege of playing and hence are frontline line actors both directly and indirectly in the service space. Personalisation can be demonstrated by the clever use of technology. For example the BBC has provided interactive television coverage allowing five simultaneous live matches on one screen that allowed viewers to personalise their choice of matches thus capturing 4 mi llion viewers in 2004. (Schwartz, 2004) Competitors The Davis Cup is an international team competition introduced in 1900 by American player Dwight Davis. Originally called the International Lawn Tennis Challenge Trophy, while initially only two teams participated (the USA and Great Britain), the competition has grown into an event in which over 100 nations now participate. It is a roving event and has been hosted at the Wimbledon grounds from time to time. The event itself has the same target market as Wimbledon but complements rather than competes with the championship event. Wimbledon therefore arguably has no competitors in terms of its positioning. (Wimbledon, 2005) SWOT Analysis A SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) illustrated below in Table 1, is often used as a convenient summary of key issues from the business environment that may potentially impact on an organisation’s marketing communication strategy. (Johnson and Scholes, 2005.) The purpose is to identify the strategic options available to Wimbledon. A detailed analysis is beyond the scope of this report but Table 1 below illustrates focal elements that will be discussed in the creative proposal. Table 1: SWOT Matrix MARKET ANALYSIS This section of the report considers key figures and statistics relevant to Wimbledon as a basis for a creative proposal. Attendance Figures from the early 20th century are not available but in 1932 219,000 spectators attended the event. The 400,000 barrier was broken in 1986 and a record attendance of 490,081 in 2001 when play was extended into a fourteenth day. (Wimbledon, 2005) Table 2: Daily Attendance 2000-2004 * Bad Weather (more than 2 hours lost) ** Entire Day Rained Off (Source: Wimbledon, 2005) The table above clearly illustrates the effect of bad weather with significant decreases in spectator numbers due to cancelled matches. The wet weather refund policy to spectators attempt to compensate spectators who are an important element of Wimbledon theatre. Weather negatively influences viewers when coverage is not available which in turn may affect sponsors through loss of on-sold advertising revenues. However, plans for the remodelling of Centre Court at Wimbledon were unveiled in January 2004 and included a transparent, retractable roof over the centre court as well as an increase in spectator capacity. Revenue Wimbledon derives revenue from entrance tickets, â€Å"official suppliers,† or sponsors, media distribution and broadcasting rights. Ticket sales are not the primary source of revenue with a maximum income estimated at  £20 million using average ticket prices. The 15 official suppliers contribute an estimated gross income of  £120 million. Wimbledon does not publish revenue or sponsorship figures and the aforementioned figures are estimates. NBC TV for example pays an estimated  £7 million for broadcasting rights. (Schwartz, 2004 and Wimbledon, 2005) Official Suppliers provide goods and services, which are both essential for the staging of Wimbledon, and which meet the Club’s objective of improving the quality of the service provided to the players, spectators and the media. For example, Rolex appears on court scoreboards as the official timekeeper and Hertz provides transport for the players. (Schwartz, 2004 and Wimbledon, 2005) Demand for Wimbledon tickets has for decades exceeded supply. Tickets are also sold through the LTA and to their affiliated tennis clubs, schools, membership scheme and to foreign tennis associations. Wimbledon remains one of the very few major UK sporting events for which one can still buy premium tickets on the day. Each day (excluding the last four days, approximately 500 are specifically reserved for sale at the turnstiles. Ground tickets may also be purchased on the day of play on every day. Costs of pre-booked tickets range from  £24 to  £59 or  £4 or  £16 sold on the day. Every five years centre court Wimbledon debentures are sold. The issue of 2,300 debentures for the 2006-2010 Championships inclusive has already been oversubscribed. Each debenture, priced at  £23,150 (nominal value  £2,000, a premium of  £18,000 and VAT of  £3,150), entitles the holder to a reserved seat in Centre Court on each day of the tournament during the five year period. (Schwartz, 200 4, and Wimbledon, 2005) The lack of detailed financial information does not allow a realistic or accurate comparison with Wimbledon’s competitors in the international arena. Target Market Wimbledon has an 82.4% adult television reach in Britain during the tournament. UK Sport suggests that tennis tournaments and Wimbledon in particular to the younger ABC1 income group with a gender bias towards a women audience for British success in sport. Accurate figures for the world audience are not readily available. (Taylor Nelson and Sofres, 2002) Hassan, Kraft, and Kortam, (2003) suggest that the scale and reach of an event such as Wimbledon requires rethinking in terms of a converging commonality of a global consumer’s interest in the event. They recommend an avoidance of over complex marketing plans that rise above domestic or micro buyer attitudes, motivation, and behavioural demographics commonly used for segmentation in local markets. CREATIVE PROPOSAL The proposal to Wimbledon’s committee is to leverage the existing brand equity associated with the tournament in order to improve perceptions of tennis in the broader international environment as basis for entrenching Wimbledon’s position as the premier international tennis event. The concept is a natural extension of the LTA’s British vision to that of the international arena and represents an affirmation of Wimbledon’s commitment to the principles of corporate social responsibility. It is suggested that the current â€Å"tennis ace† campaign of identifying talented, but economically disadvantaged players be extended to the third world whereby winners would be invited to celebrity matches during the tournament hence leveraging off the existing promotional mix of the event. (LTA, 2005, and Wimbledon, 2005) Brand equity is a measure of a number of differing components including beliefs, images, and core associations that consumers have about a particular brand such as Wimbledon. A brand with strong equity has the capacity to strengthen barriers to entry and ensure sustainable competitive advantage, and in so doing, maintain premium pricing. (Johnson and Scholes, 2005) An integrated marketing communication strategy has an important role to play to ensure consistency of message across domestic and international marketing initiatives. (Fill, 2002) The marketing communication objectives will be to raise levels of awareness amongst stakeholders with respect to Wimbledon’s commitment to developing tennis as a sport internationally and more particularly in potential future markets in the developing world. In order to achieve this objective, Wimbledon will have to maintain its position as an important contributor to the LTA and hence it’s commitment to Britain, but at the same time extend the awareness of its developmental commitment to tennis globally. Suitably credible spokespersons representing tournament winners will be important balance the possible conflicting interests of LTA domestically and Wimbledon internationally. CAMPAIGN A campaign is a unique combination of advertising, promotional events, public relations and other marketing communication activities that all express the same consistent message. When implemented effectively, they present a cumulative strategic message to the target markets under a collective symbolic umbrella whilst enhancing the emotional connection to a brand. (Robinson and Hauri, 1991) The proposed campaign methodology for Wimbledon is a gentile form of ambush marketing in that the official suppliers and television broadcasters will provide the communication channel for the initiative. A programme definition, scope, and schedule of activity will be constructed for the â€Å"tennis ace† project to coincide with the promotional strategies that lead up to the tournament. (Arens, 1999) The indirect endorsement by mega brands such as American Express, Hertz, and Rolex will add to the strength of the message. It is Wimbledon’s stated objective that free-to-air television, and radio access across the world should be made available for all or part of the tournament and by default, to the developing world and emerging markets. (Wimbledon, 2005) This will ensure accessibility to talented players participating in the scheme and arouse local country interest in the programme. Campaign scheduling would automatically align with the promotional activities of official suppliers and broadcasters. The profile and push strategy defining the campaign is estimated at  £1.2 million, including concept, creative and limited internal marketing with a  £500,000 budget for control and evaluation. Important to note is that an estimated 1.8 billion people in 164 countries watched 5,700 hours of Wimbledon coverage in 2004 through existing channel arrangements. (Schwartz, 2004) Control and evaluation would be affected partly through external agencies such as the sponsors and broadcasters, but Wimbledon would be responsible for overall message delivery and control. Focus groups, tracking studies of awareness and perception and recall tests will be used to monitor the impact of the campaign. In particular the marketing communication objectives will be assessed regularly as the main form of evaluation. (Fill, 2002) CONCLUSION This reported has reviewed the external and internal environments of a highly successful event with the objective of leveraging off existing competitive advantages to entrench an already strong position as a means of expansion into potential new markets. It takes cognisance of the emerging importance of corporate social responsibility in terms of itself and its official suppliers and establishes a cost efficient programme to meet international requirements whilst contributing to its own future success. REFERENCES Aarens, W. F. (1999) Contemporary Advertising, International Edition. Irwin, McGraw Hill. Bull, A. O. (2004) â€Å"Mega Or Multi-Mini? Comparing The Value To A Destination Of Different Policies Towards Events.† Unpublished paper presented at Third DeHaan Tourist Management Conference, 14 December 2004. Cambridge Econometrics. (2003) â€Å"The Value of the Sports Economy in the Regions: the Case of London.† Sports England. Czinkota, M. , Ronkainen, I. A. and Tarrant, J. J. (1995) The Global Marketing Imperative. Lincolnwood, Illinois, NTC Business Books. Fill, C. (2002) Marketing Communications: Contexts, Strategies and Applications. London, Financial Times, Prentice Hall. Getz, D. (1997) Event Management and Event Tourism. New York, Cognizant Communications. Goldsmith, R. E. (1999) â€Å"The Personalised Marketplace: Beyond the 4P’s.† Marketing Intelligence and Planning. Volume 17, 4. Gratton, C., Shibli, S. and Coleman, R. (1999) The Economic Benefits of Hosting Major Sporting Events. Insights. Hassan, S. S., Craft, S. and Kortam, W. (2003) â€Å"Understanding the New Bases for Global Market Segmentation.† Journal of Consumer Marketing. Volume 20, 5. Johnson, G., and Scholes, K. (2005) Exploring Corporate Strategy Seventh Edition. Harlow, Pearson Education Ltd. LTA. (2005) Lawn Tennis Association. www.lta.org.uk Accessed 21 April 2005. Robinson, W. A. and Hauri, C. (1991) Promotional Marketing. Lincolnwood, Illinois, NTC Business Books. Strategy Unit. (2002) â€Å"Game Plan: A Game Plan for Delivering Government’s Sport and Physical Activity Objectives.† www.number-10.gov.uk. Accessed 19 April 2005. Schwartz, J. A. (2004) Wimbledon’s Marketing Grand Slam. www.imediaconnection.com. Accessed: 21 April 2005. Taylor, Nelson and Sofres (2002) UK Sporting Preferences. UK Sport. UK Sport Wimbledon. (2005) â€Å"All England Lawn Tennis and Croquet Club: the Official Web Site.† www.wimbledon.org. Accessed: 20 April 2005.

Marriage and Power in Othello Essay -- GCSE Coursework Shakespeare Oth

Marriage and Power in Othello  Ã‚   There is more to Shakespeare’s Othello than just the characters in the play. There is a message of power, and who has it, as well as the ones that want it. Two of the central characters in the play are both married. Their "love" for each other is questionable. The message that Shakespeare is sending is not really about "love", but about the power that one holds in the marriage. Two of the main characters in the play are Othello and Iago. Othello who is married to Desdemona, and Iago who is married to Emilia. Both marriages have some similarities as well as some dissimilarities. First to understand the marriages of these four complex people, it is important to find out who these people really are. From that we can understand their actions. The main character, Othello, is a very interesting character. He is bold is every wear. He is an insecure person. His only experiences are the ones that he has had on the battlefield. He is a General who is a strong willed and is demanding, in his own way. He is socially inexperienced, and you can tell by the marriage that is apparent. The way that Othello treats Desdemona. You almost feel as if he has a kind of control over her. When Othello thought and suspected that Desdemona was having an affair, he confronts her. That is then followed by her death. [scene 5 act 2]Desdemona "O banish me, my lord, but kill me not!Othello: Down, strumpet! Desdemona: Kill me tomorrow, let me live tonight. Othello: Nay if you strive- Desdemona: But half an hour! Desdemona: But while I say one prayer!- Othello then proceeds to strangle Desdemona. He was best described as " one that loved not wisely, but too well." It almost seemed as if he had so much love and trusted D... ...Iago and Emilia is as much as a mystery as are the motives of Iago. However it is evident that Emilia loves Iago and tries to make him happy as much as she possibly can. For example when she takes Desdemona’s handkerchief, in attempt to plot with Iago, against Othello. Emilia is a quiet character, however at the end she admits to what she knows, and ultimately it gets her killed. Both marriages portray the role of woman. Both Emilia and Desdemona are under the control of their husbands. They were almost forbidden to speak up. Shakespeare is trying to show that that notion of "love", is not all that it is intended to be. Up until the end of her life, Desdemona defended her husband [act 4 scene 2] "I hope my noble lord esteems me honest.""O, heaven forgive us!". It seems as in all of Shakespeare plays, love always end in a tragedy. This proves to be true in Othello. Marriage and Power in Othello Essay -- GCSE Coursework Shakespeare Oth Marriage and Power in Othello  Ã‚   There is more to Shakespeare’s Othello than just the characters in the play. There is a message of power, and who has it, as well as the ones that want it. Two of the central characters in the play are both married. Their "love" for each other is questionable. The message that Shakespeare is sending is not really about "love", but about the power that one holds in the marriage. Two of the main characters in the play are Othello and Iago. Othello who is married to Desdemona, and Iago who is married to Emilia. Both marriages have some similarities as well as some dissimilarities. First to understand the marriages of these four complex people, it is important to find out who these people really are. From that we can understand their actions. The main character, Othello, is a very interesting character. He is bold is every wear. He is an insecure person. His only experiences are the ones that he has had on the battlefield. He is a General who is a strong willed and is demanding, in his own way. He is socially inexperienced, and you can tell by the marriage that is apparent. The way that Othello treats Desdemona. You almost feel as if he has a kind of control over her. When Othello thought and suspected that Desdemona was having an affair, he confronts her. That is then followed by her death. [scene 5 act 2]Desdemona "O banish me, my lord, but kill me not!Othello: Down, strumpet! Desdemona: Kill me tomorrow, let me live tonight. Othello: Nay if you strive- Desdemona: But half an hour! Desdemona: But while I say one prayer!- Othello then proceeds to strangle Desdemona. He was best described as " one that loved not wisely, but too well." It almost seemed as if he had so much love and trusted D... ...Iago and Emilia is as much as a mystery as are the motives of Iago. However it is evident that Emilia loves Iago and tries to make him happy as much as she possibly can. For example when she takes Desdemona’s handkerchief, in attempt to plot with Iago, against Othello. Emilia is a quiet character, however at the end she admits to what she knows, and ultimately it gets her killed. Both marriages portray the role of woman. Both Emilia and Desdemona are under the control of their husbands. They were almost forbidden to speak up. Shakespeare is trying to show that that notion of "love", is not all that it is intended to be. Up until the end of her life, Desdemona defended her husband [act 4 scene 2] "I hope my noble lord esteems me honest.""O, heaven forgive us!". It seems as in all of Shakespeare plays, love always end in a tragedy. This proves to be true in Othello.

Earths Ecosystem in Danger :: essays research papers

The study, by 1,360 experts in 95 nations, said a rising human population had polluted or over-exploited two thirds of the ecological systems on which life depends, ranging from clean air to fresh water, in the past 50 years. "At the heart of this assessment is a stark warning," said the 45-member board of the Millennium Ecosystem Assessment. "Human activity is putting such strain on the natural functions of Earth that the ability of the planet's ecosystems to sustain future generations can no longer be taken for granted," it said. Ten to 30 percent of mammal, bird and amphibian species were already threatened with extinction, according to the assessment, the biggest review of the planet's life support systems. "Over the past 50 years, humans have changed ecosystems more rapidly and extensively than in any comparable time in human history, largely to meet rapidly growing demands for food, fresh water, timber, fibre and fuel," the report said. "This has resulted in a substantial and largely irreversible loss in the diversity of life on earth," it added. More land was changed to cropland since 1945, for instance, than in the 18th and 19th centuries combined. Getting worse "The harmful consequences of this degradation could grow significantly worse in the next 50 years," it said. The report was compiled by experts, including from U.N. agencies and international scientific and development organizations. U.N. Secretary-General Kofi Annan said the study "shows how human activities are causing environmental damage on a massive scale throughout the world, and how biodiversity -- the very basis for life on earth -- is declining at an alarming rate." The report said there was evidence that strains on nature could trigger abrupt changes like the collapse of cod fisheries off Newfoundland in Canada in 1992 after years of over-fishing. Future changes could bring sudden outbreaks of disease. Warming of the Great Lakes in Africa due to climate change, for instance, could create conditions for a spread of cholera. And a build-up of nitrogen from fertilizers washed off farmland into seas could spur abrupt blooms of algae that choke fish or create oxygen-depleted "dead zones" along coasts. It said deforestation often led to less rainfall. And at some point, lack of rain could suddenly undermine growing conditions for remaining forests in a region. The report said that in 100 years, global warming widely blamed on burning of fossil fuels in cars, factories and power plants, might take over as the main source of damage.

Education and Girls Essay

This strategy is a first step to get us back on track. It acknowledges that we all need to do substantially more to help girls get into school. It reminds us of the value of education for lifting nations out of instability and providing a more promising future to their people. And regardless of whether they live in a wealthy or poor country, nothing has as much impact on a child’s future wellbeing as their mother’s level of education. We do not need complex international negotiations to help solve the problem of education. We just need to listen to governments, local communities, children, parents and teachers who know what challenges remain. And we need to provide them with enough funding to put their ideas on education into practice. To this end, we plan to spend at least ? 1. 4 billion over the next three years. This money will provide additional support to governments and more resources to strengthen international efforts to coordinate action on girls’ education. The example set by countries like Malawi, where the Minister for Education announced free schooling and immediately increased enrolment rates, shows just what can be achieved when there is a clearly defined plan of action and enough political will to implement it. In 2005, the UK will hold the Presidencies of the G8 and the EU. We will use our leadership role to make achieving gender parity in education a priority for the international community. iii Girls’ education: towards a better future for all As Meda Wagtole’s words make clear, keeping our promise on girls’ education will not just give girls better prospects; it holds the key to giving their families, communities and countries a better future as well. Rt Hon Hilary Benn, MP iv Contents Foreword iii Summary 1 1. Introduction 2 Education matters 2. Education is a right – but it is still beyond the reach of many 3 A timely strategy 4 What prevents girls from getting a quality education? 6 Educating girls is costly for families 7 Girls may face a poor and hostile school environment 9 2. Women have a weak position in society Conflict hurts girls most Tackling girls’ education on the ground 12 12 Making girls’ education affordable 15 Making schools work for all girls 17 Charities, religious and other voluntary organisations are good for girls 18 Supporting policies that work 19 Focusing international efforts on girls’ education. 21 More resources are needed 21 Donor actions in support of country-led development 22 International organisations need to work together for girls’ education 23 Civil society’s role in building global momentum and local support 5. 11 Political leadership and empowerment of women matter 4. 11 Tackling social exclusion 3. 10 24 Towards a better future for all 27 Annexes 29 Endnotes 33 v vi Summary There are still 58 million girls worldwide who are not in school. The majority of these girls live in subSaharan Africa and South and West Asia. A girl growing up in a poor family in sub-Saharan Africa has less than a one-in-four chance of getting a secondary education. The Millennium Development Goal (MDG) to get as many girls as boys into primary and secondary school by 2005 is likely to be missed in more than 75 countries. We need to make much better progress. There is growing international commitment and consensus on what can be done to improve girls’ education. This strategy sets out the action DFID will take and the leadership we will provide, with others in the international community, to ensure equality of education between men and women, boys and girls. †¢ We will work to narrow the financing gap for education. Over the next three years, DFID plans to spend more than ? 1. 4 billion of aid on education. †¢ We will work with the United Nations Children’s Fund (UNICEF) to strengthen its capacity to co-ordinate action on girls’ education. †¢ We will use the UK’s Presidencies of the G8 and EU and our role as co-chair of the Fast-Track Initiative (FTI) to push gender equality in education up the political agenda. †¢ We will support the efforts of governments in developing countries to produce plans that prioritise girls’ education. This will include providing financial help to those wanting to remove school fees. †¢ We will work with our development partners to increase educational opportunities for girls; civil society will be a key partner in this work. †¢ We will increase our efforts to promote awareness within the UK of girls’ education in poor countries. Educating girls helps to make communities and societies healthier, wealthier and safer, and can also help to reduce child deaths, improve maternal health and tackle the spread of HIV and AIDS. It underpins the achievement of all the other MDGs. That is why the target date was set as 2005. That is also why in 2000, at the Dakar Conference, donors promised that every country with a sound education plan would get the resources it needed to implement it. Progress has been hampered by a number of factors: a lack of international political leadership, a global funding gap of an estimated $5. 6 billion a year for education, a lack of plans and capacity within national education systems to improve the access to and quality of schooling for girls, and locally many poor families who simply cannot afford to send their children to school. This paper marks a new phase in the UK’s support to girls’ education. Now is the time to act. 1 1 Chapter One Introduction Education matters In September 2000, 188 heads of state from around the world signed the Millennium Declaration and established the Millennium Development Goals (MDGs). While most goals aim to achieve significant progress in development by 2015, one goal was to be achieved by 2005 – gender parity in primary and secondary education. But, more than 75 countries are likely to miss this goal. We are falling well short of our promise. Women are at the heart of most societies. Regardless of whether they are working or not, mothers are very influential people in children’s lives. Educating girls is one of the most important investments that any country can make in its own future. Education has a profound effect on girls’ and women’s ability to claim other rights and achieve status in society, such as economic independence and political representation. As the following examples demonstrate, having an education can make an enormous difference to a woman’s chances of finding well-paid work, raising a healthy family and preventing the spread of diseases such as HIV and AIDS. †¢ †¢ 2 An educated woman is 50 per cent more likely to have her children immunised against childhood diseases. 3 †¢ †¢ An infant born to an educated woman is much more likely to survive until adulthood. In Africa, children of mothers who receive five years of primary education are 40 per cent more likely to live beyond age five. 2 †¢ A South African girl at her high school graduation. ( © Giacomo Pirozzi/Panos) Women with at least a basic education are much less likely to be poor. Providing girls with one extra year of schooling beyond the average can boost their eventual  wages by 10 to 20 per cent. 1 If we had reached the gender parity goal by 2005, more than 1 million childhood deaths could have been averted. 4 For every boy newly infected with HIV in Africa, there are between three and six girls newly infected. Yet, in high-prevalence areas such as Swaziland, two-thirds of teenage girls in school are free from HIV, while two-thirds of out-of-school girls are HIV positive. In Uganda, children who have been to secondary school are four times less likely to become HIV positive. 5 Introduction. Education is a right – but it is still beyond the reach of many For all these reasons, girls’ education has long been recognised as a human right. Past international commitments include addressing gender equality within the education system, the first step to eliminating all forms of discrimination against women (see Annex 2). This right to education is denied to 58 million girls, and a further 45 million boys, even at the primary school level. 6 More than 75 countries are likely to miss the 2005 MDG target for gender parity in primary and secondary enrolments. 7 One-third of these countries are in sub-Saharan Africa. On current trends, more than 40 per cent of all countries with data are at risk of not achieving gender parity at primary, secondary or both levels of education even by 2015. Figure 1. 1: Prospects for gender parity in primary enrolments Progress towards the target Gender parity in primary enrolments At risk of not achieving by 2015 Likely to achieve by 2015 Likely to achieve by 2005 Achieved in 2000 (20) (14) (13) (78) Source: Education for All Global Monitoring Report 2003-04. Grey shading indicates lack of data. These figures hide significant variation across continents, across countries, and across communities. †¢ There are 23 million8 girls out of school in sub-Saharan Africa, distributed across more than 40 countries. A further 22 million out-of-school girls are in South and West Asia, yet the majority of these are concentrated in just two countries: India and Pakistan. †¢ In Niger, less than one-third of all school-aged girls are enrolled in primary school. By contrast, in Rwanda more than four out of every five girls are enrolled in primary school. †¢ In Mali, the proportion of girls enrolled in primary school is around six  times higher in the city of Bamako than in the more remote areas of Mali. 3 1 Girls’ education: towards a better future for all There is an alarming difference between the numbers of girls attending primary and secondary school. The vast majority of school-aged girls in sub-Saharan Africa are not enrolled in secondary school, because the relatively high costs of secondary education are acting as a major disincentive for poorer parents. In Pakistan, the gross enrolment rate for girls in secondary education is 19 per cent. 9 In Niger, Tanzania and Chad it is only five per cent. There are exceptions to the rule, but generally in countries where girls fare poorly in primary education compared with boys, they do even worse in secondary education, as illustrated by the graph in Annex 3. Nevertheless, countries are making progress, sometimes dramatically so. †¢ In Bangladesh, equal numbers of girls and boys now enter secondary school. In 1990, there were only half as many girls as boys in secondary education. †¢ Nepal has nearly nine girls for every ten boys enrolled in primary school, compared with seven girls for every ten boys in 1990. †¢ In Kenya, over 1 million extra children have enrolled in primary school since the removal of school user fees in 2003. A timely strategy This paper is a first step to identifying – and implementing – the actions that will allow us collectively to keep the promises we made. 10 It serves as a reminder for us to speed up the work we are doing in education. Examples of our work in education include: †¢ Supporting education in Nigeria where there are 7. 3 million children of primary age out of school, of whom 62 per cent are girls. 11 The federal Ministry of Education in Nigeria is implementing an education programme with support from UNICEF and DFID to achieve gender parity and universal basic education. DFID is providing a ? 26 million grant, which will directly benefit girls as well as boys in six northern states. †¢ Allocating ? 10. 8 million to the government of Kenya initiative SPRED III (Strengthening of Primary Education), which aims to reduce the burden of the cost of primary education on parents. In the first year of this programme, enrolments increased from 5. 9 million to over 7 million and are still rising. Listening to local people has been an invaluable way of identifying the main constraints that keep girls from entering school, remaining in school, and learning effectively. Our country experience is also providing us with concrete evidence of how governments are overcoming these challenges. We are using this evidence of what works as the basis for the actions we intend to take to speed up progress on girls’ education. 4 Introduction DFID’s experience in tackling girls’ education is drawn from the 25 priority countries where our work is focused. Our education effort in these countries is aimed at supporting governments to provide education for all, particularly for girls. These 25 countries contain nearly three-quarters of all girls who do not have access to basic education as shown in Figure 1. 2. Global support for development, while on the rise, remains well below what is needed to make achieving the MDGs a reality, particularly in countries that are unable to work towards poverty reduction. International bilateral support for education amounts to about $4 billion a year, with much of this money going towards secondary and university schooling. International support for basic education is less than $1 billion a year – less than $2 a year for every school-aged child in the developing world. We need to do better. And we can do better. Figure 1. 2: Distribution of girls out of school in DFID’s 25 priority countries Outside DFID’s 25 priority countries 28% DFID’s 25 priority countries 72% India Rwanda Lesotho Cambodia Malawi Zimbabwe Zambia Vietnam South Africa Nepal Mozambique Ghana DRC, Nigeria, Sierra Leone, Uganda (separate data not available) Kenya Indonesia Bangladesh Pakistan Sudan United Republic of Tanzania Afghanistan China Ethiopia 5 2 Chapter Two. What prevents girls from getting a quality education? In many countries and communities in both the developed and the developing world, parents can take it for granted that their daughters receive a quality education. Yet in many other places around the world, providing every child with an education appears to be beyond reach. There are five main challenges we identify that make it difficult for girls to access education. These include: †¢ the cost of education – ensuring that communities, parents and children can afford schooling; †¢ poor school environments – ensuring that girls have access to a safe school environment; †¢ the weak position of women in society – ensuring that society and parents value the education of girls; †¢ conflict – ensuring that children who are excluded due to conflict have access to schooling; and †¢ social exclusion – ensuring girls are not disadvantaged on the basis of caste, ethnicity, religion or disability. These challenges are not exhaustive, but they are recurrent themes in many countries. They constitute additional hurdles girls need to overcome to benefit from quality education. As donors, we need to support countries in meeting these challenges. Ours is a supporting role, not a leading role. And our support works best if it is based on countries’ own national strategies to reduce poverty and make progress in education. In particular we need to support countries to have in place the essential elements of quality education for girls (see Box 2. 1). 6 What prevents girls from getting a quality education? Box 2. 1 Essential elements of quality education for girls †¢ Schools – is a school within a reasonable distance; does it have proper facilities for girls; is it a safe environment and commute; is it free of violence? If not, parents are unlikely to ever send their daughter to school. †¢ Teachers – is there a teacher; are they skilled; do they have appropriate teaching materials? Is it a female teacher? Are there policies to recruit teachers from minority communities? If not, girls may not learn as much at school and drop out. †¢ Students – is she healthy enough; does she feel safe; is she free from the burden of household chores or the need to work to supplement the family income; is there a water source close by? If not, she may never have a chance to go to school. †¢ Families – does she have healthy parents who can support a family; does her family value education for girls; can her family afford the cost of schooling? If not, economic necessity may keep her at home. †¢ Societies – will the family’s and the girl’s standing in the community rise with an education; will new opportunities open up? If not, an education may not be in the family’s interest. †¢ Governments – does the government provide adequate resources to offer sufficient school places; do salaries reach the teachers; do teachers receive quality training; is the government drawing in other agencies to maximise the provision of schooling; is there a clear strategy and budget based on the specific situation faced by girls? If not, the conditions above are unlikely to be fulfilled. †¢ Donors – are donors supporting governments to provide adequate resources; do donors contribute to analysing and addressing the challenges girls face; are donors conscious of local customs and traditions; are donors prioritising the countries’ needs rather than their own agendas or existing programmes? If not, governments may simply not be in a position to provide a reasonable chance for all girls to get a quality education. Educating girls is costly for families. The education of girls is seen as economically and socially costly to parents. Costs come in four forms: tuition fees and other direct school fees; indirect fees (such as PTA fees, teachers’ levies and fees for school construction and building); indirect costs (such as transportation and uniforms); and opportunity costs (such as lost household or paid labour). These costs have a significant impact on whether and which children are educated. 7 2 Girls’ education: towards a better future for all. Educating girls can incur extra direct costs, such as special transport or chaperones for safety and ‘decency’. The price of attending school for the 211 million economically active children may be the family losing vital income. 12 An education may actually reduce girls’ marriage prospects and raise dowry payments to unaffordable levels. Investing in sons, rather than daughters, is perceived as bringing higher financial returns for families as boys are more likely to find work and be paid a higher salary. The high cost of education is the biggest deterrent to families educating their daughters. Many of the countries DFID prioritises for support have removed tuition fees or are working towards their removal. For example, there are no tuition fees in our Asia priority countries except Pakistan, and a number of Africa priority countries have recently removed school fees. In Africa, school fee removal has led to a dramatic increase in enrolments. A girl does her homework on the blackboard painted on the wall of her house in Ghana. Her older sister, with baby on her back, checks her exercise book. ( © Sven Torfinn/Panos) But it has also increased the cost of education for governments. For example, in Uganda, it is projected that there will be a 58 per cent increase in the total number of primary school students between 2002 and 2015, requiring more than double the number of teachers. Given that teachers’ salaries are the single biggest cost in education budgets, this represents a high burden. Most governments have increased both their education budget and the share that is allocated to primary education to finance these extra costs. But the challenge remains to find enough money to sustain an education of sufficient quality – while simultaneously reducing other costs that prevent children from poor families, especially girls, from enrolling. 8 What prevents girls from getting a quality education? Box 2. 2 AIDS – making the household economics worse Girls are often the first to be taken out of school to provide care for sick family members or to take responsibility for siblings when death or illness strike. 13 A sudden increase in poverty, which accompanies AIDS in the household, undermines the ability to afford school. The fear of infection through abuse or exploitation in or on the way to school particularly affects girls and may reduce attendance. Orphans seem to be at greater risk of exploitation. In the worst cases, girls may resort to prostitution to provide for themselves and the family. In Zambia, the majority of child prostitutes are orphans, as are the majority of street children in Lusaka. 14 Programmes of support are often not targeted to these most vulnerable groups. Girls may face a poor and hostile school environment A school environment that may be acceptable to boys may be hostile to girls. The physical and sexual violence against women that is common in many societies is reflected in the school environment in a number of countries. Physical abuse and abduction are not only a major violation of girls’ basic human rights, they also present a major practical constraint in getting to school. Parents feel a duty to protect their daughters and may decide to keep them at home if they feel the school is too far away. Violence against girls and women has been identified as a key barrier to girls’ education in many DFID programmes. In South Africa, DFID supports Soul City, an educational television soap opera that raises public awareness of violence against girls and women. Within developing countries, better recruitment procedures and working conditions need to be adopted to help increase the number of women teachers, who often become important role models for the young women they teach. Teachers need training to be effective in supporting girls and to intervene when violence is threatened. When teachers themselves perpetrate violence, early response systems need to be implemented to prevent such violence continuing. Alongside training to combat all forms of discrimination in the classroom, there needs to be an effective monitoring and inspection system that engages teachers, especially where there are violations of teacher authority. Governments also need more education officials and teachers who have the knowledge, understanding and status to ensure that girls have access to quality education. 15 Expertise is required to assess the problems and solutions for the education system according to the country context and real need, rather than the trends of the development agencies. 9 2 Girls’ education: towards a better future for all Women have a weak position in society Within communities, girls have to overcome many obstacles before they can realise their right to an education. DFID’s recent partnership with UNICEF to support the federal government of Nigeria will help overcome many of the problems girls have in gaining access to school and remaining there. Before girls can attend school and benefit fully from their education, a number of major social constraints have to be addressed. Girls often have limited control over their futures. Early marriage is a reality for many, where families wish for the social and economic benefits this brings. In Bangladesh and Afghanistan, more than 50 per cent of girls are married by age 18. 16 Adolescent pregnancy almost always results in girls halting their education. Girls are also more likely to drop out of school because of their domestic responsibilities, and are often discriminated against in terms of the quality of the schools they are sent to, and the costs parents are willing to pay for their education. Despite the progress being made, gender equality is likely to take generations to achieve. The UK’s own history illustrates the relationship between women’s position in society and the demands for better education for girls. One reinforces the other, but change comes slowly. Box 2. 3 Progress on gender equality in education in the UK Until the 1960s, many British girls were directed towards the commercial and technical streams in secondary school, and did not acquire qualifications for higher paying employment. Until the mid-1980s, for instance, it was still relatively unusual for girls to do well in or continue studying subjects such as mathematics or science to university level. However, the 1990s saw a sharp rise in girls’ performances at school. This has been linked to a range of factors, including families’ prioritisation of their daughters’ education, a shift in perceptions of gender linked to the women’s movements in the 1960s and 1970s, government policies on comprehensive schools, promoting further education and reform of the exam system and gender equality strategies in local education authorities and schools. Policies such as, areas in schools just for girls, strong anti-bullying and anti-harassment policies, and the promotion of science and mathematics for girls were put in place. In addition, growth in the service sector facilitated demand for girls in the labour market. Currently there is concern about why improved academic performance for girls has not translated into equality in employment opportunities and earning power. 17 10 What prevents girls from getting a quality education? Conflict hurts girls most Girls are particularly vulnerable to abuse and unequal access to schooling in fragile states. States can be fragile for a range of reasons, including conflict, lack of resources and people, high levels of corruption, and political instability. What sets these countries apart is their failure to deliver on the core functions of government, including keeping people safe, managing the economy, and delivering basic services. Violence and disease, as well as illiteracy and economic weakness, are most intensively concentrated in these areas. Of the 104 million children not in primary school globally, an estimated 37 million of them live in fragile states. Many of these children are girls. 18 Girls’ absence from school may be due to fears of violence or due to the reliance on their role as carers in the family. In Rwanda, for example, it is estimated that up to 90 per cent of child-headed households are headed by girls. 19 For girls who have been victims of violence in conflict situations, trauma can impair their ability to learn. More than 100,000 girls directly participated in conflicts in the 1990s, yet they are often invisible in demobilisation programmes. 20 Our humanitarian support and education support programmes in Rwanda have demonstrated the importance of education in promoting peace and protecting human resources in countries emerging from conflict. Our work in these environments is a reminder of the need to link education with attempts to build democracy, provide better health systems, offer social protection to the very poorest and develop multilingual and multicultural policies. Tackling social exclusion Social exclusion is an additional barrier to girls going to school. Certain groups of girls are more likely to be excluded from school on the basis of caste, ethnicity, religion or disability. In Nepal, Dalit girls are almost twice as likely to be excluded from school as higher caste girls. In Malawi, Muslim girls are more likely to be excluded than their non-Muslim counterparts. Disabled children, and among them disabled girls in particular, constitute a significant group that is denied access to education. In a recent World Bank report it is estimated that only about 1-5 per cent of all disabled children and young people attend schools in developing countries. 21 At the World Conference on Special Education Needs in Salamanca, 92 countries and 25 international organisations committed themselves to providing educational opportunities for disabled people. The challenge is to support governments to act on this commitment, and provide quality education for excluded groups. In India we have worked with the government to address social exclusion in the government of India’s SSA (Education for All) plan. 11 3 Chapter Three Tackling girls’ education on the ground As outlined in the previous chapter, countries wanting to develop and implement a policy of promoting girls’ education face a number of challenges. But for every challenge, there are examples of promising good practice that should form the basis of the way ahead. DFID will support governments to: †¢ strengthen political leadership and empower women; †¢ make girls’ education affordable; and †¢ make schools work for all girls. We will also support NGOs, religious and other voluntary organisations. This support will enable governments to develop poverty reduction strategies and education sector plans to improve girls’ access to quality education. And we will provide increased and flexible funding to support the development and implementation of national plans. 22 DFID’s bilateral funding commitments for basic education averaged at ? 150 million a year up to 2001. Since the World Education Forum at Dakar and the Millennium Summit in 2000, the UK has significantly increased its new commitments for education programmes and we will continue to do so. As a result, we expect to spend an average of ? 350 million a year on education (a total of over ? 1 billion) over the period 2005-06 to 2007-08. This would roughly double the resources going directly to education programmes in developing countries since we first adopted the MDGs. In addition to our bilateral contributions, we expect to spend ? 370 million through multilateral agencies, bringing our total funding for education over the next three years to over ? 1. 4 billion. 23 Political leadership and empowerment of women matter We will support governments in their efforts to create political leadership for women’s empowerment. We know that national leaders who speak out against gender inequality can have a significant impact. Heads of government in Oman, Morocco, China, Sri Lanka and Uganda have advocated strongly in support of girls’ education. Women leaders have been particularly effective. Ethiopia has benefited from the long-standing involvement of the Minister of Education, who has also been chair of the Forum for African Women Educationalists (FAWE). Successes in Ethiopia demonstrate the importance of local leadership, as in Yemen, Mexico, India, and Egypt. However, political leadership needs to be accompanied by demand for change at the grassroots level. Without it, new initiatives may have little support, and policy makers may divert the resources earmarked for girls to other purposes. The example in Box 3. 1 shows sustained political support to girls’ education. 12 Tackling girls’ education on the ground Box 3. 1 Supporting political leadership: the case of Yemen Yemen is one of the poorest countries in the world and has high gender disparities in education. Gross enrolment rates for girls are only two-thirds as high as those for boys at primary school and only half as high at secondary school. In 2003, the Yemen government committed itself to full primary enrolment by 2015, with a special emphasis on gender equity. Girls’ education is now a central element of Yemen’s poverty reduction strategy and the Basic Education Development Strategy. Some of the factors, which made this possible include: †¢ personal commitment from prominent Yemenis, for example the first Minister for Human Rights in the 2000 government; †¢ sustained donor commitment, UNICEF’s support to the 2000 Girls’ Education Strategy being a prominent example; and †¢ the establishment of Girls’ Education Units in the Ministry of Education at central and local levels since the 1990s. This led to Yemen becoming one of the countries to receive support under the global Education for All Fast-Track Initiative. DFID has been a partner in this process, providing ? 15 million towards the government’s US$121 million Basic Education Development Project alongside the Netherlands and the World Bank. Empowering adult women – building their confidence and education levels – can have a powerful impact on enrolling more girls in schools. Evidence from countries such as Uganda, Nepal, Bangladesh and Ghana24 shows that women who participate in literacy classes are more likely to send their children to school, keep them there, and watch their progress closely. 13 3 Girls’ education: towards a better future for all Box 3. 2. Supporting women’s empowerment and demand for girls’ education in India: Mahila Samakhya in India Mahila Samakhya, a programme implemented by the government of India in several states, is concerned to transform women’s lives through education. The programme facilitates the establishment of Samoohs (women’s groups) which provide women benefits such as education, health schemes and savings and credit. A large number of Samoohs have run campaigns for girls’ education, which have increased girls’ access to education. Many Samoohs have also built Jagjagis, non-formal education centres, often.