Issues in the Global Economy Essay Example | Topics and Well Written Essays - 2000 words

Issues in the Global Economy - Essay Example India is one of the fastest growing economies and moreover, globalisation in the Indian market has led to new opportunities with more challenges and responsibilities. Since the inception in the year 1995, India joined WTO for governance of international trade with augmented opportunities with the member countries and to challenge policies of other developing countries. Advancement in science and technology in the field of transportation and communication in recent years due to globalisation in the economy with more liberalised policies and on-going requirements made the entire world market as a local market for India along with facilitating it to think beyond its territories and trade goods and services across the border. However, trade in services is far different from trade in goods, in terms of inherent nature of both. Services or the commercial services are categorised as invisible, intangible, transience and non-storable. Nonetheless, all such characteristics are not applied in all the services simultaneously. Commercial services are the set of services that the member countries of WTO or the business organisations provide for others commercial applications. For example, hotel service can be ensured to be attainable where the customer wishes to stay it could be beyond there geographical location. Commercial services mainly include transportation, travel and other commercial services such as communication, telecommunication, construction, financial, insurance, computer services, and other personal services.

Prison Nursery Essay Example for Free

Prison Nursery Essay The authors describe prison nurseries as living arrangements within a correctional facility that allow incarcerated mothers to keep their infants (born during their incarceration) with them through all or part of their sentence. This article brings to question whether these women should be treated any differently than any other incarcerated women and who should pay for these programs. The authors note that this may be one of the most controversial debates surrounding the imprisonment of women. At the time of this study, the authors note that there are currently 8 states that provide prison nursery programs: California, Indiana, Illinois, Nebraska, New York, Ohio, South Dakota, and Washington. This is up from only 3 states in 1998 and notes that New York has had a prison nursery program since 1901. The authors illustrate studies that have shown that the recidivism rate among women who have been allowed to keep their children in prison nurseries is lower than that of other women. However, limited studies have been cited concerning the development of children born into and raised within a prison nursery program. The authors discuss the cost of prison nursery programs as being one major hurdle into starting and/or continuing these programs. Most nursery programs are segregated from the general prison population and are staffed with both civilian and correctional staff, allowing for public and private funding to be used. The authors’ note that a large percentage of the children in prison nursery programs would otherwise be cared for through public dollars whether it be within the foster care system or public assistance to the interim caregiver during the mother’ s incarceration so there seems to be little difference in the funding or use of funding in terms of child care. Through several studies the authors note the strict guidelines for eligibility for these programs, including type of crime, past history of abuse, and length of sentence. Each program has its on set of criteria and rules but the authors state that the idea behind the programs is the same wherever it is incorporated and that is to provide an opportunity for mother and child to succeed. The authors conclude that prison nurseries should be more widely available as the trend of women being incarcerated has continued to rise and no decline seems to be forthcoming. They note that studies into the long term effects on children born into prison nurseries is also needed as well as re-entry into society must be closely monitored and facilitated in order for true results to be determined.

Facing Our Fears in Science Fiction Essay -- Science Fiction Films Bo

Facing Our Fears in Science Fiction The dead are walking. They lumber and limp, feet scraping against the asphalt. Suddenly, they lunge and tear down into soft, warm, vulnerable flesh with startling speed. Not far behind, oozing inside-out hellhounds growl around razor fangs, stalking with murderous intent. All because of an innocent little airborne chemical weapon†¦This can’t be happening, this would never happen, right? It may sound far fetched, and it is. These horrifying creatures grace the screen of current blockbuster hit, Resident Evil 2: Apocalypse. So you’re safe. For now. But why are these images on screen so terrifying to us? Why do we cringe and gasp and sigh with giddy relief when it’s all over? Because we’ve just been given a brush with death. One of our greatest common fears came to life, and we stared it straight in the face and lived to tell about it. And that’s why we’ll keep coming back. After all, that is how science fiction films ha ve maintained their popularity and appeal for over fifty years now – they take whatever common fears our current society possesses and reflect them back at us. Fifty years ago, computers were as yet unheard of, and the world was still a very large place. Society was not so much concerned with trouble within itself, but with assault from outside forces. According to film critic John Brosnan in Future Tense, the end of World War II sparked the beginning of the â€Å"Golden Age† of science fiction (73). The war was over, but the Communist threat was still out there, and with the unleashing of the atomic bomb fear of a full scale nuclear war bordered on paranoia. Families built bomb shelters in their backyards and schools held air raid drills for their c... ...he dead walking. We love to ask ourselves, â€Å"This can’t be happening! This would never happen! Right?† Wrong. Works Cited Brosnan, John . Future Tense. New York: St. Martin's P, Inc., 1978. Dirks, Tim. Science Fiction Films. May 1996. 02 Oct. 2004 . Glass, Fred. "Sign of the Times." Film Quarterly 38 (1984): 16-27. Menville, Douglas . A Historical and Critical survey of the Science Fiction Film. Diss. U of Southern California, 1959. New York: Arno P Inc., 1974. Senior, W.A.. "Blade Runner and Cyberpunk Visions of Humanity." Film Criticism 21 (1996): 1-12. Telotte, J.P.. "The Problem of the Real and THX 1138." Film Criticism 34 (2000): 45-57. Warwick, Kevin. "The Matrix - Our Future?" The Philosophy of the Matrix. 20 Nov.2002: 14 Oct. 2004

Involvement of USA in Korean War Essay

Different from its involvement in the Vietnam War? In the 40à ¯Ã‚ ¿Ã‚ ½s onwards USA got interested in Asian affairs. Taking into account the fact that they were not defending themselves or any other American ally, they had to further extend territorial boundaries to fall on political-ideological frontiers. Indeed, they were defending its territory from enemies in a new scale: the fear against the developing communism over the world. In these lines, Korea and Vietnam portrayed two international hotspots now focused on Asia, as the stage within the fight of the two global powers: USA and the Soviet Union. Anyways, were the circumstances by which USA faced communism in both countries different? First of all, the background in South-East Asia determined in great scale American intervention in the area, since either country were occupied by other foreign powers: while Korea was under Japanese domination, Vietnam still remained part of the French empire (later becoming member of the French Union). The first case of Korea was already been the stage of the war between democracy and communism. USA was quite anxious since the conflict that had already happened in Germany and the one that was going on in Turkey and Greece, both cases falling under soviet beliefs. After the defeat of the Chinese Kuomintang in 1949, by communist Mao, American leaders began fearing that the rapid spread of the system around the world would be successful one more time in Asia. Thus, USA decided to risk and try obtaining new territory that would give them an ally in East Asia, which, in turn, would give it time to plan more attempts and new victory against communism. Thus, they fought against the Japanese settlement as an excuse to free the territory in the name of democracy. However, the Soviet Union was also very interested in the area for the same reasons: a new ally and victory against capitalism. Anyways, the whole territory was firstly freed under the name of United Nations, towards democracy, for â€Å"support free peoples who are resenting attempt subjugation†. However both powers claimed their part very soon. Both powers set up a divisor line along the 38th parallel, where the North would be under Soviet aim and the South by American intervention. Then, although elections were held in South Korea (August 1938) supported by UN, Russia rejected to do so in the North. The South became the independent Republic of Korea and the North adopted the name of Democratic People’s Republic of Korea, very much in the lines of Chinese system. The tension now remained very high at either sides of the line. Since the president of North Korea by the time, Kin IL Sung might have been encouraged by the Chinese government and Russia with military supplies to test USA President, Truman’s determination, showing him that communism was the dominant power in Pacific Asia, also with the promise of spreading further very soon. At that stage, ‘the domino theory’ was beginning in American minds. This concept applies to the idea that the fall of one state to a common system would lead inexorably to a series of the same. Therefore, if communism triumphed in China and Korea was already under its influence, the wave could have an unlimited repercussion in the entire area of South-East Asia. Thus, behind these ideas, American troops were ordered to Korea to withdraw North Korean’s troops after their invasion in the south republic, together with forces from another 14 countries all under the command of General McArthur. However, afterwards, South Korea was almost taken by North Korea troops but American troops regained control in the territory later and also two thirds of North Korea, in its advance northwards. With this movement, they eventually placed a fleet between Taiwan and China mainland. Thus, China now feared them to help Chiang Kai-Shek troops from the island to come again and conquer the region of Manchuria as the most important industrial and strategic area. This attempt, if successful, would cut off the problem of communism in Asia, since China would turn back to democracy and therefore either North Korea would remain isolated or without Chinese help, she would not be able to survive in the area for long. These reasons made the Chinese government launch a massive counter offensive in 1951 that captured South Korea capital again. Now McArthur was afraid of Chinese power and thought that the best strategy to defeat communism in the area was only possible with atomic bombs. With this new horizon within the fight, president Truman feared a large-scale war that would provoke a nuclear war, which USA did not want. It pointed out the American limitations that would enclose them within the fight: they feared communism because the nuclear power that could destroy them, but the only force capable to defeat it was their nuclear power, something that, however, they could not use since it would drag them into a fatal war. Thus, now, the only American possibility focused to settle in East Asia to contain communism there: in January 1951 UN troops expelled the North Koreans troops from South Korea and fortified the frontier, until in July 1953, both countries firmed a peace agreement that stated the limit at the 38th parallel. After American impossibility for annexation of territories in East Asia, the new step had to be focused in the South, due to the independence of Vietnam, Laos and Cambodia from the French Union (Geneva Agreement, 1954). Then, Vietnam was temporarily divided into two countries, and analogously as Korea, the frontier was established at another parallel, in this case the 17th one. In 1956, elections were to be held in the whole country, but they never were and only in South Vietnam a referendum was held in 1955, which gave Ngo Dinh Diem as the president. He did not want to hold elections for the whole country and USA, with Eisenhower as the new president feared much more intensely the ‘domino effect’. Moreover, Diem was unable to rule the country, mainly because he was very unpopular among the peasants, which furthover, in the future encouraged unwilling towards American presence in the south and appetence for communism. At this stage the Vietcong (the guerrillas) in the south were receiving supplies, equipment and troops from North Vietnam. Ho Chi Minh, who was leader of the resistance against French Union and who wanted communism to rule the country, thought that giving aid to South Vietnam against Diem, national elections would not be held and to unify the countries forces would be necessary. Thus, the next American presidencies had to launch a very strong campaign to stop the communism wave in Vietnam: -Kennedy (1961-3) tried to keep American involvement against the guerrilla, by sending ‘advisors’, military equipment and enclosing local peasants into fortified villages to isolate the Vietcong outside. However, this failed since most of the peasants were members of the Vietcong. -Johnson (1963-9) decided to bomb North Vietnam (1965), as he thought that Ho Chi Minh controlled directly the Vietcong. He also sent half million troops in the south. However, due to the great pressure of American public against the war, since they saw the conflict as a total failure, Johnson stopped the bombing in March 1968, although he did not want to withdraw. -Nixon (1969-74) based his plan in the new concept of ‘Vietnamization’: As public opinion did not allow him to send more troops to Vietnam, he would use the ones that were already there to re-army the Vietnamese army keep their own defence. That would allow gradually American troops to withdraw. However, he began a new wave of bombing in the north, but this time including Cambodia and Laos, as they were receiving supplies and troops from North Vietnam. Despite all the measures and policies, at the end of 1972, the Vietcong controlled almost the entire territory and several factors obligated the American intervention to reach the end. Eventually a ceasefire was agreed in January 1973. Then, American troops were withdrawn and in 1975 the Vietcong unified the whole country under a communism government by occupying Saigon, the capital of South Vietnam. Also in Laos and Cambodia the system was established the same year. Taking all these explanations into account, I can state that there were slight differences between the American policies in both the Korean and the Vietnamese wars. The main reason was the potential force used in each one, and China played an important part. It applies to the fact that the attack against them was not as ruthless as in Vietnam, mainly due to Chinese power. While in Vietnam neither China nor Russia supported the army as directly as in Vietnam, in Korea China was directly involved since the problem was slighted related with the relationship between USA and Chiang Kai-Shek troops. For China, American troops recovered Manchuria, they would give back China mainland to them. Communist China was not willing to accept that, and USA knew that she was capable of fighting bravely to an extent that USA did not want to test, since the split of the Sino-Soviet agreement left China in an uncertain situation from the international point of view: â€Å"We do not want the fighting in Korea to expand into a general war†. Therefore, American government did not risk indeed and the only price was to lose North Korea. Nevertheless, in Vietnam they could use a more violent system as they communist China was already established and did not fear USA any more. Moreover, the conflict was seen under UN eyes: â€Å"solely for the purpose of restoring the Republic to its status prior to the invasion†. For international support, it was a fight towards the human rights, since North Korea under communism did not want to hold elections. However, UN never supported the war in Vietnam and the international view of the war and American methods to be victorious pressed the government to reach the end of the conflict. Therefore, differences between the both wars was mainly due to internal factors of each country, but especially the foreign intervention that encouraged or restrained American actions to act in one way or another.

European History Essay

The Third Reich represents one of the darkest moments in Germany history. Established during the height of the fascist frenzy which propelled the National Socialist party to power in post-War Germany, the Third Reich and Nazi Germany are terms which are often used synonymously to describe this particularly ominous period. As a totalitarian dictatorship which replaced the Weimer Republic and officially lasted for a dozen years, the Third Reich was established on the supremacy of the fascist political doctrine and the supremacy of the German Aryan race. Seeking to explore the emergence of Nazi political dominance in the wake of the collapse of the Weimer Republic, this question will explore the political evolution of fascism in Germany. Many questions will be discussed with reference to the creation of German fascism and how it came to be the underlying ideological underpinning of the Nazi regime. Arguing that unlike the Republican parties of the Weimer Republic, Adolf Hitler and Nazi Party never lost sight of politics, this essay will explore the evolution of National Socialism in Germany with an eye to how the Nazis appealed to their constituents and grew, up to, as well as after the Weimer Republic collapsed. An authoritarian political movement which evolved during the early half of the twentieth century, fascism was the dominant political ideology in Germany for more than a dozen years. Championed by the charismatic torchbearer of this new and increasingly powerful political movement, Adolf Hitler brought fascism to the forefront of German politics by tapping into widespread social discontent following World War I. The section below will describe nascent fascism and its early years in Germany. What lead to the development of fascism in Germany? Fascism arose in response to a variety of domestic and international factors following World War I. Fascism can be defined as a militant political movement which promoted a unique mixture of ideology and organization in an attempt to create a â€Å"new type of civilization†. German fascism advanced an ideology of extreme nationalism, secular idealism and national rejuvenation. From a tactical and organizational standpoint, this movement employed the use of violence to achieve its aims and rejected parliamentary democracy. Additionally, it drew upon corporatist ideas of harmony through hierarchy and advocated national efficiency. Revolutionary in nature, it sought to transform and renew German society though a rejection of egalitarianism and by embracing rigid hierarchical classifications. German fascism evolved during the Weimer Republic and was created in opposition to socialism, communism and liberal democracy. It evolved in juxtaposition to the egalitarianism espoused by political movements of the era including communism and liberal democracy and early fascists found fertile ground for their movement in Germany after World War I (Gay 2001). Dissatisfaction on a variety of fronts paved the way for the emergence of the fascist political movement in Germany. From a foreign policy standpoint, many Germans were dissatisfied with the results of the Paris Peace Conference of 1919, a peace treaty which ended the Great War and imposed a negotiated solution on the warring parties. Germans were particularly upset with heavy reparations at the Treaty of Versailles including loss of land and steep financial payments culminating in national embarrassment. The Great Depression of the 1930s exacerbated an already dire economic situation in Germany and many Germans turned to a doctrine which promoted the restoration of German national pride through strong government and cultural renewal. In addition to Versailles, another international impetus for the rise of fascism in Germany was the so-called â€Å"Red Menace†, the communist threat to the current political order and the revolutionary appeal of international communism. The fear of communist revolution played into the hands of early fascists who were vocal in their dislike of communism and their rejection of its emphasis on class struggle. Importantly, the Red Menace was also a particular important domestic antecedent for the rise of fascism in both Italy and Germany. As mentioned above, a rejection of class cleavages and the divisive class ideology of communism gave fascism wide appeal among members of the upper strata of German society. A patrimonial society with deep social and economic divisions, Germany was beset by strong social cleavages. Fascism was able to appeal to the aristocracy, the bourgeoisie as well as the working classes in its appeal to a strong and unified and strong Germany. Accordingly, National Socialism is anti-liberal and anti-individualistic; by implication it is irrational, mystical, and romantic; by its results it is totalitarian to the point of religious obsession. That such a world-concept has conquered a nation which is famed for its scientific thoroughness, is mainly due to the fact that National Socialist philosophy coincided with a spiritual vacuum in Germany, created by the humiliation of political defeat and the difficulties of economic post-war adjustment (Loewenstein 1926). As an ideology, fascism promoted a strong and united Germany – extremely important during a period of national embarrassment and deep economic woes – and nationalism was an inherent component of the German fascist movement. Through the oratory skills of Adolf Hitler and a persuasive propaganda machine, the fascist doctrine served to unify all peoples of Germany when in 1933 the Nazi Party carried out their successful machtergreifung (seizure of power) and established the Nazi dictatorship and Third Reich in Germany (Dietrich 1988). The fascist doctrine in Germany also paved the way for the concept of a Greater Germany which required territorial expansion and was a direct cause of outbreak of the Second World War in 1939. As an inclusive doctrine movement which sought to unite all ethnic Germans into one state and against all divisive stripes, Nazism successfully unify the German people under the umbrella of Nazi fascist ideology. Accordingly, early into his assumption of power in 1933, Adolf Hitler implemented Gleichschaltung – literally, to bring everyone together or in line – and consolidated his rule (Fulbrook 2002).

Fauvism in the early 20th century essays

Fauvism in the early 20th century essays In the early twentieth-century art became a form of expression through personal experiences, nature, and visual aspects of the world during that period. Early modern artists expanded and broadened the image and value of art. They explored different styles of art that merged painting and sculpture and left no borderlines between the both. The artists of this period found abstraction and experimentation a way to break away from conventional forms of art. Cubism, Futurism, Fauvism, and Nonobjective art were the many styles that were used in famous paintings of the early twentieth-century. Fauvism was one that was concerned with color, rather than space and motion. Developed in France, Fauvism was all about color and more color. The name Fauves, French for Wild Beasts was given to the artists who painted to this style because many critics thought they used intense colors in a violent uncontrolled way. The leader of the Fauves was Henri Matisse. Matisse along with other painters had to undergo a lot of criticism such as color madness and the sport of child. However, Henri Matisse used color as a pure and sensuous pleasure. It was an escape and a time for a personal vision of his own. All of Henri Matisses works demonstrate that he was the first to articulate colors and shapes as being comparisons to feelings and emotions. In his portrait of Madame Matisse also known as The Green Line, he uses flat color patches, extreme color radiance, and used a certain type of expression in the portrait that sends signals of a troubled, depressed, and fatigued image. Another example of his work is Dance 1, here he uses color abstraction and captures the gay feeling of a Mediterranean culture which he was intrigued by. Fauvism was a short-lived movement, only 1898-1908, but had substantial influence on some of the expressionists. Many artists followed Matisses views and art form until the d...

Florida Department of Management Services Essays

Florida Department of Management Services Essays Florida Department of Management Services Essay Florida Department of Management Services Essay Introduction In the early 1990s. the Florida Department of Management Services ( DMS ) had built up a big information systems web that served province authorities bureaus in 10 regional sites and connected these to the informations centre in Tallahassee. The web was based on the usage of the proprietary Systems Network Architecture ( SNA ) from IBM and a mainframe at the informations centre that housed most of the applications. Body 1. Analyze the security mechanisms needed to protect the DMS systems from both province employees and users accessing over the Internet. Two security mechanisms needed to protect the DMS systems are Virtual Private Networks and IP Security. Harmonizing to Stalling ( 2009 ) Virtual Private Networks ( VPN ) makes usage of encoding and particular protocols to supply security for those utilizing the Internet or some other public web to complect sites. These public webs provide an entree way for telecommuters and other nomadic employees to log on to corporate systems from distant sites. The province employees would hold to utilize the VPN to entree the DMS by authenticating utilizing their work certificates. IP Security ( IPSec ) provides the capableness to procure communications across a LAN. across private and public WANs and across the Internet. Some illustrations of IPSec are: ( 1 ) Secure subdivision office connectivity over the Internet: A company can construct a unafraid practical private web over the Internet or over a public WAN. This type of concern rely to a great extent on the Internet and cut down its demand for private webs. salvaging costs and web direction operating expense. : ( 2 ) Secure distant entree over the Internet: An terminal user whose system is equipped with IP security protocols can do a local call to an Internet service supplier ( ISP ) and gain secure entree to a company web. This reduces the cost of toll charges for going employees and telecommuters ; ( 3 ) set uping extranet and intranet connectivity with spouses: IPSec can be used to procure communicating with other organisations. guaranting hallmark and confidentiality and supplying a cardinal exchange mechanism ; ( 4 ) heightening electronic commercialism security: even though some Web and electronic commercialism applications have constitutional security protocols. the usage of IPSec enhances that security. IPSec guarantees that all traffic designated by the web decision maker is both encrypted and attested. adding an extra bed of security to whatever is provided at the application bed. Similarly. whether other industries give rise to domains in which competition takes topographic point in unfastened. intellectual-property-free infinites depends on assorted factors including the being in a infinite of companies with proprietary solutions and the presence of engineerings so complex they are vulnerable to inadvertent patent violation. ( Alexy. O. . A ; Reitzig. M. ( 2012 ) . 2. Review the passage procedure performed by the DMS in the instance survey. Then. urge two ( 2 ) options to the IP substructure or applications non already mentioned in the instance survey. What is at that place to review? All DMS did was put in some routers and configured them. Can person delight aid with this? Maturing Enterprise Resource Planning ( ERP ) systems are able to incorporate concern systems with edifice direction systems for improved direction controls ( such as amalgamate dashboard-type coverage ) . Driven by concern demands for resource efficiencies and direction by measurement’ . this concern intelligence version has been indispensable for the concern leading to maneuver. precedences and warrant new investing. Allocating costs for use. amortising capital towards specific concern causes and using fiscal genius to acquire best revenue enhancement advantage – these all mean that the new coevals of ERP tools needs to be facilities-aware’ . They should come with tools to digest consumption’ informations ; so. whichever section had most usage of picture conferencing. or toner ink. or WAN bandwidth. or entree to out-of-hours air conditioning – it’s all in the mix now. So many systems – integrated BMS ( iBMS ) . installations reserve systems. care direction systems. cashless peddling and EPOS. CCTV and entree control – are able to force the mountains of informations they generate each twenty-four hours to other cardinal direction systems. Now IP webs are at the bosom of enabling such informations gaining control. bite and consolidation. ( Manivannan. 2012 ) 3. Review the virtues of the major services found on the DMS Website. Harmonizing to the web site. DMS is a shared service supplier that supports province bureaus and province employees through: Human Resource Support and Business Operationss: the Department of Management Services is responsible for pull offing the province forces system. including: Insurance Benefits. Florida Retirement System. Human Resource Management. DMS strives to supply the high-quality service our clients expect and deserve while diminishing the operating costs of province authorities so that more resources can be focused where they are needed most. Insurance Benefits-The Division of State Group Insurance ( DSGI ) offers and manages a comprehensive bundle of pre- and post-tax wellness and public assistance insurance benefits for active and retired province employees and their households. including: a assortment of wellness insurance options ; flexible disbursement and wellness nest eggs histories ; life insur ance ; alveolar consonant. vision and sort of insurance merchandises. Florida Retirement System=The Division of Retirement ( Division ) was established to administrate the Florida Retirement System ( FRS ) . which was created in December 1970 to consolidate bing state-administered retirement systems. Since its creative activity. the Divisions duties have expanded to include: administering ; monitoring ; supervising ; guaranting conformity. Human Resource Management- Florida’s province employees are our most valuable resource. They are the face of province authorities. The Division of Human Resource Management works with the bureau forces offices to develop human resource policies. patterns and schemes. As human resource professionals. it is our duty to guarantee that the State’s HR policies and patterns are designed to pull and back up the employees who serve the people of Florida. People First is the state’s self-service. secure. web-based forces information system and enterprise-wide suite of human resource ( HR ) services. The system streamlines and automates many of the state’s HR maps and is comprised of the undermentioned faculties: paysheet readying. attending and go forth. enlisting. benefits disposal. human resources direction. organisational direction. 4. Recommend an extra service to add to the DMS Website. With engineering today. there is a increased of the usage of portable IP-enabled devices and group content distribution applications on Wireless Mesh Networks ( WMNs ) . This rush is facilitated by its comparative low cost of installing and as such is an attractive option in environments missing bing communicating substructure and/or in times of natural exigencies. DMS would greatly benefits from this because. their employees will be able to entree the web site for information quicker when they are off from their desk. The WMNs is every bit capable of supplying high bandwidth entree to the web. The capableness of the WMNs can be enhanced by reenforcing the system with multicasting and mobility characteristics. However. there are challenges of seamless integrating when such bing multicasting and mobility characteristics of MANET and fixed webs are migrated to the WMNs sphere. Thus. a broad scope of attempts have been directed at happening solutions to these challenges in order to increase the widespread deployment of the WMNs based communicating substructure. By bring forthing a one volume comprehensive history of integrating multicasting with mobility support deployable via Wireless Mesh Networks. this work at taking at research waies in the country of incorporate nomadic multicasting on Wireless Mesh Networks. ( Sanni. Hashim. Anwar A ; etc. 2011 ) . Summary or Conclusion Florida DMS will profit from the usage of WMN added to their IP substructures. Every twenty-four hours engineering is progressing with new thoughts in covering with communications between people. DMS will go on to win in the hereafter. Mentions Stalls. W. ( 2009 ) . CIS 505: Business Datas Communicationss: Custom edition ( 6th ed. ) . Upper Saddle River. New jersey: Prentice Hall. Florida DMS hypertext transfer protocol: //www. diabetes mellitus. myflorida. com Manivannan. M. M. ( 2012 ) . Constructing around IP. Engineering A ; Technology ( 17509637 ) . 7 ( 2 ) . 78-81. doi:10. 1049/et. 2012. 0211 Alexy. O. . A ; Reitzig. M. ( 2012 ) . Pull offing the concern hazards of unfastened invention. Mckinsey Quarterly. ( 1 ) . 17-21. Sanni. M. L. . Hashim. A. A. . Anwar. F. F. . Naji. A. W. . A ; Ahmed. G. M. ( 2011 ) . Mobile Multicast in Wireless Mesh Networks. Australian Journal Of Basic A ; Applied Sciences. 5 ( 9 ) . 957-966.

The Postwar World After World War II

The Postwar World After World War II The most transformative conflict in history, World War II impacted the entire globe and set the stage for the Cold War. As the war raged, the leaders of the Allies met several times to direct the course of the fighting and to begin planning for the postwar world. With the defeat of Germany and Japan, their plans were put into action. The Atlantic Charter: Laying the Groundwork Planning for the post-World War II world began before the United States even entered the conflict. On August 9, 1941, President Franklin D. Roosevelt and Prime Minister Winston Churchill first met aboard the cruiser USS Augusta. The meeting took place while the ship was anchored at US Naval Station Argentia (Newfoundland), which had recently been acquired from Britain as part of the Bases for Destroyers Agreement. Meeting over two days, the leaders produced the Atlantic Charter, which called for self-determination of peoples, freedom of the seas, global economic cooperation, disarmament of aggressor nations, reduced trade barriers, and freedom from want and fear. In addition, the United States and Britain stated that they sought no territorial gains from the conflict and called for the defeat of Germany. Announced on August 14, it was soon adopted by the other Allied nations as well as the Soviet Union. The charter was met with suspicion by the Axis powers, who interpreted it as a budding alliance against them. The Arcadia Conference: Europe First Shortly after the US entrance into the war, the two leaders met again in Washington DC. Codenamed the Arcadia Conference, Roosevelt and Churchill held meetings between December 22, 1941, and January 14, 1942. The key decision from this conference was agreement on a Europe First strategy for winning the war. Due to the proximity of many of the Allied nations to Germany, it was felt that the Nazis offered a greater threat. While the majority of resources would be devoted to Europe, the Allies planned on fighting a holding battle with Japan. This decision met with some resistance in the United States as public sentiment favored exacting revenge on the Japanese for the attack on Pearl Harbor. The Arcadia Conference also produced the Declaration by the United Nations. Devised by Roosevelt, the term United Nations became the official name for the Allies. Initially signed by 26 nations, the declaration called for the signatories to uphold the Atlantic Charter, employ all their resources against the Axis, and forbade nations from signing a separate peace with Germany or Japan. The tenets set forth in the declaration became the basis for the modern United Nations, which was created after the war. Wartime Conferences While Churchill and Roosevelt met again in Washington in June 1942 to discuss strategy, it was their January 1943 conference in Casablanca that would affect the wars prosecution. Meeting with Charles de Gaulle and Henri Giraud, Roosevelt and Churchill recognized the two men as the joint leaders of the Free French. At the end of the conference, the Casablanca Declaration was announced, which called for the unconditional surrender of the Axis powers as well as aid for the Soviets and the invasion of Italy. That summer, Churchill again crossed the Atlantic to confer with Roosevelt. Convening in Quebec, the two set the date of D-Day for May 1944 and drafted the secret Quebec Agreement. This called for a sharing of atomic research and outlined the basis of nuclear nonproliferation between their two nations. In November 1943, Roosevelt and Churchill traveled to Cairo to meet with Chinese leader Chiang Kai-Shek. The first conference to primarily focus on the Pacific war, the meeting resulted in the Allies promising to seek the unconditional surrender of Japan, the return of Japanese-occupied Chinese lands, and Korean independence. The Tehran Conference and the Big Three On November 28, 1943, the two western leaders traveled to Tehran, Iran to meet with Joseph Stalin. The first meeting of the Big Three (United States, Britain, and the Soviet Union), the Tehran Conference was one of only two wartime meetings between the three leaders. Initial conversations saw Roosevelt and Churchill receive Soviet support for their war policies in exchange for backing the communist Partisans in Yugoslavia and allowing Stalin to manipulate the Soviet-Polish border. Subsequent discussions centered on the opening of a second front in Western Europe. The meeting confirmed that this attack would come through France rather than through the Mediterranean as Churchill desired. Stalin also promised to declare war on Japan following the defeat of Germany. Before the conference concluded, the Big Three reaffirmed their demand for unconditional surrender and laid out the initial plans for occupying Axis territory after the war. Bretton Woods and Dumbarton Oaks While the Big Three leaders were directing the war, other efforts were moving forward to build the framework for the postwar world. In July 1944, representatives of 45 Allied nations gathered at the Mount Washington Hotel in Bretton Woods, NH to design the postwar international monetary system. Officially dubbed the United Nations Monetary and Financial Conference, the meeting produced the agreements that formed the International Bank for Reconstruction and Development, the General Agreement on Tariffs and Trade, and the International Monetary Fund. In addition, the meeting created the Bretton Woods system of exchange rate management which was used until 1971. The following month, delegates met at Dumbarton Oaks in Washington, DC to begin formulating the United Nations. Key discussions included the make-up of the organization as well as the design of the Security Council. The agreements from Dumbarton Oaks were reviewed April-June 1945, at the United Nations Conference on International Organization. This meeting produced the United Nations Charter which gave birth to the modern United Nations. The Yalta Conference As the war was winding down, the Big Three met again at the Black Sea resort of Yalta from February 4-11, 1945. Each arrived at the conference with their own agenda, with Roosevelt seeking Soviet aid against Japan, Churchill demanding free elections in Eastern Europe, and Stalin desiring to create a Soviet sphere of influence. Also to be discussed were plans for the occupation of Germany. Roosevelt was able to obtain Stalins promise to enter the war with Japan within 90 days of Germanys defeat in exchange for Mongolian independence, the Kurile Islands, and part of Sakhalin Island. On the issue of Poland, Stalin demanded that the Soviet Union receive territory from their neighbor in order to create a defensive buffer zone. This was reluctantly agreed to, with Poland being compensated by moving its western border into Germany and receiving part of East Prussia. In addition, Stalin promised free elections after the war; however, this was not fulfilled. As the meeting concluded, a final plan for the occupation of Germany was agreed upon and Roosevelt obtained Stalins word that the Soviet Union would participate in the new United Nations. The Potsdam Conference The final meeting of the Big Three took place at Potsdam, Germany between July 17 and August 2, 1945. Representing the United States was new president Harry S. Truman,  who had succeeded to the office following Roosevelts death in April. Britain was initially represented by Churchill, however, he was replaced by new Prime Minister Clement Attlee following Labors victory in the 1945 general election. As before, Stalin represented the Soviet Union. The principal goals of the conference were to begin designing the postwar world, negotiating treaties, and dealing with other issues raised by the defeat of Germany. The conference largely ratified many of the decisions agreed to at Yalta and stated that the goals of the occupation of Germany would be demilitarization, denazification, democratization, and decartelization. In regards to Poland, the conference confirmed the territorial changes and gave recognition to the Soviet-backed provisional government. These decisions were made public in the Potsdam Agreement, which stipulated that all other issues would be dealt with in the final peace treaty (this was not signed until 1990). On July 26, while the conference was ongoing, Truman, Churchill, and Chiang Kai-Shek issued the Potsdam Declaration which outlined the terms  for  Japans surrender. Occupation of the Axis Powers With the end to the war, the Allied powers began occupations of both Japan and Germany. In the Far East, US troops took possession of Japan and were aided by British Commonwealth forces in the reconstruction and demilitarization of the country. In Southeast Asia, the colonial powers returned to their former possessions, while Korea was divided at the 38th Parallel, with the Soviets in the north and the US in the south. Commanding the occupation of Japan was  General Douglas MacArthur. A gifted administrator, MacArthur oversaw the nations transition to a constitutional monarchy and the rebuilding of the Japanese economy. With the outbreak of the Korean War in 1950, MacArthurs attention was diverted to the new conflict and increasingly more power was returned to the Japanese government. The occupation ended following the signing of the San Francisco Peace Treaty (Treaty of Peace with Japan) on September 8, 1951, which officially concluded World War II in the Pacific. In Europe, both Germany and Austria were divided into four occupation zones under American, British, French, and Soviet control. Also, the capital at Berlin was divided along similar lines. While the original occupation plan called for Germany to be ruled as a single unit through the Allied Control Council, this soon broke down as tensions rose between the Soviets and the Western Allies. As the occupation progressed the US, British, and French zones were merged into one uniformly governed area. The Cold War On June 24, 1948, the Soviets initiated the first action of the  Cold War  by shutting down all access to Western-occupied West Berlin. To combat the Berlin Blockade, the Western Allies began the  Berlin Airlift,  which transported desperately needed food and fuel to the beleaguered city. Flying for almost a year, Allied aircraft kept the city supplied until the Soviets relented in May 1949. That same month, the Western-controlled sectors were formed into the Federal Republic of Germany (West Germany). This was countered by the Soviets that October ​when they reconstituted their sector into the German Democratic Republic (East Germany). This coincided with their increasing control over governments in Eastern Europe. Angered by the Western Allies lack of action to prevent the Soviets from taking control, these nations referred to their abandonment as the Western Betrayal. Rebuilding As the politics of postwar Europe were taking shape, efforts were made to rebuild the continents shattered economy. In an attempt to expedite economic regrowth and ensure the survival of democratic governments, the United States allocated $13 billion to the rebuilding of Western Europe. Beginning in 1947, and known as the European Recovery Program (Marshall Plan), the program ran until 1952. In both Germany and Japan, efforts were made to locate and prosecute war criminals. In Germany, the accused were tried at  Nuremberg  while in Japan the trials were held in Tokyo. As tensions rose and the Cold War began, the issue of Germany remained unresolved. Though two nations had been created from pre-war Germany, Berlin technically remained occupied and no final settlement had been concluded. For the next 45 years, Germany was on the front lines of the Cold War. It was only with the fall of the  Berlin Wall  in 1989, and the collapse of Soviet control in Eastern Europe that the final issues of the war could be resolved. In 1990, the Treaty on the Final Settlement With Respect to Germany was signed, reunifying Germany and officially ending World War II in Europe.

Ex3 Music Assignment answer the questions Example | Topics and Well Written Essays - 1500 words

Ex3 Music answer the questions - Assignment Example Sitar India idiophone it is a gourd Idiophone 13. Nay (Nai) Middle East Chordophone flute 14. Buk or Puk Korea Membranophone leather drums Short Essay 15. The only of Islam that uses music is the children’s songs. These are however considered secular though under the Islam religion. They are written in Arabic. 16. Tala is the term used to describe the rhythmic patterns of any composition and the whole subject of rhythm in the Indian classical music. A tala can also be termed as the regular repeating of a rhythmic phrase. The country that uses tala is India in classical music. 17. The three layers of Indian music are; 1. The melodic layer. This layer is made up by a melodic soloist and an accompanist. The voice is the main component of melody though other melodic instruments such as violin, vina, bansuri, nagasvaram and saxophone may be used. 2. A percussion layer. In this layer, a percussion instrument known as mridangam is used. This is double-headed drum. Tavil, tambourine, mouth trap and a clay pot are some other examples of percussion instruments that can be used to supplement mridangam. 3. The drone or scruti layer. This is the layer that is often played by specialized instruments such as tambura which is a four-stringed plucked instrument with a buzzing timber. 18. Vajrayana Buddhism is practised in India. It is considered the fifth and the final period of Indian Buddhism. 19. Some of the countries that form Zen Buddhism include; China, Vietnam, Korea and Japan. 20. The notable predecessors of Japanese Geisha were Saburuko, who had come into existence in the 17th century and the Shirabyoshi who emerged during the late Heian. 21. Nongak is a Korean folk music tradition that consists of drumming, dancing and singing. The performances are done outside, with tens of players, all in constant motion. It falls under the pungmul style of Korean music. 22. Slendro and pelog are the two oldest essential scales of gamelan music that are natives to Bali and Ja va in Indonesia. 23. King Bumibol of Thailand composes Jazz music. He is commonly referred to as â€Å"The Jazzy King†. 24. They believe that the Venus is the morning star that represents the spirits of their god Munyal that whispers to them how to dance and how to sing for each living thing. They listen to his instructions and they come as ideas. 25. Met allophone is any musical instrument in which the sound is produced by striking metal bars of varying pitches. Examples include Gangsa and Fangxiang. 26. The two Korean genres that were once Buddhist rituals are Jeongak and salpuri. Kathak dance is the Indian dance that is performed in theatres but used to be a religious dance. 27. These are the two major Sanskrit epics of ancient India. Countries they were experienced include china, Korea, Japan, and Vietnam. 28. It can be used to refer to leather constructed puppets theatre. These puppets are carefully chiselled and supported by buffalo horn handles and control rods. It can also be used to refer to the ancient Indonesian art of shadow play. They are found in Indonesia. 29. This is the positive thinking towards music making. Examples include Flemish far-right, multiversity, axiological and rigorous fusion. 30. Tibetan â€Å"Primordial A† is a musical album that is produced in the Tibetan language by Primordial. The album contains two discs. The first disc has eight songs and the second one has ten songs. The Chinese music follows a high level of cosmos. The lyrics of

Deception in Romantic Relations Dissertation Example | Topics and Well Written Essays - 2500 words

Deception in Romantic Relations - Dissertation Example Paterson (1996, pp. 283) noted that â€Å"students who were gaining the most satisfaction from their couple relationships w ere the least likely to conceal things from their partners by making intentionally deceptive e statements†. Nevertheless, this statement implies that relationship satisfaction leads to transparency. However, it is also possible reverse that statement arguing that couples who were more intimate and honest with each other derived more satisfaction. According to her study, except white lies, relationship satisfaction seems to be correlated with the other types of deception. Furthermore, the blatant lie w as regarded as the most dishonest. It is also very interesting to find that deception is a two-edged sword. Not only the ones who believed that their partners deceived them were unhappy; but, the ones who deceived seem also dissatisfied due to their deceptive behavior. Paterson (1996, pp. 285) stated that â€Å"When respondents ’ own self -reported f requencies of using the s ix different type s of deception were analysed individually, blatant lies, half truths, and failed deceptions were all statistically significant negative predictors of satisfaction.† The major flaw of Paterson's research is that the question with regard to the preference is biased in a sense that it asked whether the students preferred deception over fight. This question assumed only one possible motivation for deception, which is the avoidance of an argument. Thus, it was a manipulative question forcing the students to choose between argument or deception. In that sense, it was not an open-ended question exploring the possible reasons of the deceptive behaviors. Accordingly, the research actually found what it set out to find, the students lied in order to avoid argument; while it did not leave any other option to choose as their motive. The major gap of the study is also pointed out by the researcher herself, she noted that more research is needed i ncluding the samples of adults from different cultures. However, her sample must have been more varied in terms of the ages of the participants. It is even doubtful whether the university students are capable of handling truly intimate, adult and mature relations; since, they tended to date casually. Young people might have preferred to deceive in order to argue, since most of them are neither mature nor committed enough to develop conflict-resolution mechanisms as much as the older people. In fact, the title of the article should have been â€Å"Deception in Intimate relationships of the Australian Students†. Gerald R. Miller (1986) studied how several differences between impersonal and personal relationships may affect deceptive behavior in â€Å"Invited Article Fudging with Friends and Lying to Lovers: Deceptive Communication in Personal Relationships†. According to him, lies are told to resolve threats to relationship; he stressed the protective function of lies wh ile describing the motivation of lying as preserve social relationships. His account is similar to Paterson’s and probably influenced her study. However, Miller’s term of deceptive communication is misleading. Deception means a deliberate distortion of communication. Hence, â€Å"deceptive communication† sounds paradoxical and oxymoronic. In â€Å"Linking Love and Lies: A Formal Test of the Mccornack and Parks Model of Deception Detection†, Levine and McCornack(1992) tested the model developed by McCornack and Parks presented the results. The model of

Zapatista Social Netwar Research Paper Example | Topics and Well Written Essays - 1250 words

Zapatista Social Netwar - Research Paper Example II. Introduction – background   The insurgency that was initiated in Chiapas, Mexico can be said to different from its old Sandinista-Castroite-Marxist-Leninist rebellion due to the transformation of its engagement from the traditional arm confrontation to the information-technology driven perspective of bringing societal change. It can also be said that this marked the era of post communism revolution that was also used as a revolutionary template in the recent uprisings in the Middle East (Armond, _____). This recent phenomena of using technology, media and NGOs in insurgency can be traced back to the Zapatista National Liberation Army (EZLN) in Mexico in the early 1990s. Chiapas, once an isolated backwater on Mexico’s southern border became the birthplace of the new template in insurgency due to the political and economic factors that made the new type of insurgency ripe. The disparity between the rich and the poor was pervasive which is typical of a feudal state, coupled with the presence of transnational NGOs and discontented indigenas (local indigenous people) who wanted better economic condition and cultural recognition set the stage for the rise of Zapatista National Liberation Army (EZLN). III. ... This proved to be tactically disastrous for EZLN who was less than capable to engage in conflict than the Mexican government. This â€Å"war of the fleas† model of warfare was transformed when the transnational NGOs came and changed the methods of the insurgency from the traditional armed conflict engagement to an informational warfare which is dubbed as Netwar. Should NTS "watch, fear, or be leery" of social movement networks? Its impact on NTS business. Based on the nature, characteristic and manifested action of the players of the insurgency, NTS should be leery of the social movement network. The appropriate behavior would be to be careful but not to be fearful to disengage in business. Being fearful of the social movement network or adopting the plain watch and see attitude will not benefit NTS in the immediate or in the long-term. This assessment is grounded on several reasons. First, the nature, leadership and manifested action of EZLN’s both as an organization a nd a political body is not the Marxist-Lenninist type that disdains business and foreign company. Its leadership was also composed of intellectuals and educated middle class and not the Jihadist type that has penchant to extremism. In short, EZLN’s leadership is reasonable for a business such as NTS to operate and thrive. Second, there is a strong presence of transnational NGOs composed of Mexicans, Americans and Canadian players that provide the Zapatista movement an information age perspective and reassuringly pro-business. Basically, this second component reinforces the political assessment that EZTN is reasonable for it readily shifted its engagement from

Eco3 Assignment Example | Topics and Well Written Essays - 250 words

Eco3 - Assignment Example This  results  to  higher  flowing  cash  to  cater  for the  expenses  leading  to a  better  service  delivery. The  risk  of  writing  off debts in  plan  A is  unusually  high  which may  lead  to  losses. It is  also  clear  that in,  plan  B there is a  quicker  collection  of  Average  daily  patient  revenues. This  leads  to the  optimum  maximization  of  bills  paid  in by the  customers. In  plan  B,  there  is a  higher  level  of  strictness  on  credit  policies. This may  lead  to  lower  sales  revenue  in the  company  as  compared  to  plan  A. In  plan  B, the  aging  schedule  shows  that  payments  are  made  on  time  making  it  helpful  in  determining  the  cash  flow  in the  hospital. This is an  advantage  because the  management  makes  a  decision  on  cash  available  for their  plans  and budgets. In both  plans  A and  plan  B, at the  end  of the  first  quarter, the  accounts  receivable  are the  same, but the  payments  during the  months  vary  significantly. Zelman, W. N., McCue, M. J., & Glick, N. D. (2009).  Financial management of health care organizations an introduction to fundamental tools, concepts, and applications  (3rd ed.). San Francisco:

Cold war Essay Example | Topics and Well Written Essays - 250 words

Cold war - Essay Example In the end, both countries would end up losing if the war turned hot. This is likely why things never progressed further than they did. The Cold War officially ended in 1991. Just as there are a variety of reasons as to why the Cold War began, there are a few reasons as to why it ended. For one thing, the Soviet Union had collapsed by this time, which meant that the strength of Russia and its influence over other countries, such as Germany, was basically eliminated. In addition to their lack of influence, the Soviet Union did not have the resources to continue stockpiling weapons. Therefore, the Soviet Union had to call a â€Å"truce† with the United States, which they did during meetings between Mikhail Gorbachev, President Ronald Reagan, and, later on, President George H.W. Bush. The U.S. and the Soviet Union agreed to reduce their nuclear weapons that were set aside for war with each other. From there, the Soviet Union broke apart further, and the United States

Human resources labor relations Essay Example | Topics and Well Written Essays - 250 words

Human resources labor relations - Essay Example In other words trade unions are more powerful than the employers at present which is not good for the market. In a heavily competitive and extremely globalised market, trade unions may reduce the competitive power of the organizations. Majority of the organizations in the current world are functioning in a democratic manner and employees can directly contact their managers for establishing their rights. It is better to form a body, consisting of the representatives from both the employer and the employees to settle the employment disputes. One big union approach is definitely better than multi-union approach. The exploitation of the employees by union leaders will be reduced considerably when single union approach implemented. Majority of the trade union problems occur because of the trade union leader’s egoism. If more unions are present in an organization, each union may put different unacceptable and illogical demands to the employer to catch the attention of the employees. One of the major disadvantages of one big union concept is the possibility of more disputes inside the union because of the differences in the political beliefs of the members. In multi-union approach, members of each union may have same political ideology and therefore internal conflicts would be

Cold war Essay Example | Topics and Well Written Essays - 250 words

Cold war - Essay Example In the end, both countries would end up losing if the war turned hot. This is likely why things never progressed further than they did. The Cold War officially ended in 1991. Just as there are a variety of reasons as to why the Cold War began, there are a few reasons as to why it ended. For one thing, the Soviet Union had collapsed by this time, which meant that the strength of Russia and its influence over other countries, such as Germany, was basically eliminated. In addition to their lack of influence, the Soviet Union did not have the resources to continue stockpiling weapons. Therefore, the Soviet Union had to call a â€Å"truce† with the United States, which they did during meetings between Mikhail Gorbachev, President Ronald Reagan, and, later on, President George H.W. Bush. The U.S. and the Soviet Union agreed to reduce their nuclear weapons that were set aside for war with each other. From there, the Soviet Union broke apart further, and the United States

Illegally evidence Case Study Example | Topics and Well Written Essays - 2500 words

Illegally evidence - Case Study Example Within this framework consideration will be given of the factors that judges have taken into account when deciding whether or not to exclude such evidence. This will involve looking at policy issues in relation to the use of illegally obtained evidence in order to reach a conclusion as to whether in general terms the courts will opt to include or exclude such evidence. In reaching a decision as to the uniformity of the application of this discretion consideration will be given to whether changes that have occurred with regard to the rights of the suspect under the Criminal Justice and Public Order Act 1994 have impacted on the admissibility of such evidence. Although there have been many changes in the law with regard to the use of evidence that has been illegally obtained many judges still use the case of R v Sang [1980]1 as a yardstick by which to measure whether evidence such be excluded. In this case Lord Diplock commented that "(1) A trial judge in a criminal trial has always a discretion to refuse to admit evidence if in his opinion its prejudicial effect outweighs its probative value. (2) Save with regard to admissions and confessions and generally with regard to evidence obtained from the accused after commission of the offence, he has no discretion to refuse to admit relevant admissible evidence on the ground that it was obtained by improper or unfair means."(at p 437) In this case In this case the court following the comments made by Lord Diplock concluded that the judge would have no power to exclude the evidence on the basis that it had been obtained through the use of an agent provocateur2. In many ways the decision whether or not to exclude illegally obtained evidence seems to centre on fairness. Sang remains as an authority of the rules on the exclusion of evidence as was demonstrated in the case of R v Nadir [1993]3 where Lord Taylor CJ said that if a judge "considers evidence the Crown wish to lead would have an adverse effect on the fairness of the trial, he can exclude it under s 78 of the Police and Criminal Evidence Act 1984....He also has a general discretion to exclude evidence which was preserved by s.82(3) of the 1984 Act which would allow the judge to exclude evidence he considers more prejudicial than probative." In the later case of R v Khan [1994] 4 All ER 4264, Lord Taylor seemed to change his opinion of the use of Sang as an authority stating that "Since, on any view, the discretion conferred on the judge by s 78 is at least as wide as that identified in R v Sang it is only necessary to consider the question of the exercise of discretion under s 78 - which is what the judge did." In general terms although the judge has the discretion to be able to rule the evidence as inadmissible it is more common for the courts to allow the evidence to be adduced. Many judges are of the opinion that the effect of s78 does not make very much difference to the cases brought before the court as most judges seem to decide in favour of inclusion rather then exclusion of such evidence as was the case of R v Mason [1987]5 and in the subsequent case of R v Samuel [1988]6. Mason was later quashed on appeal when it was discovered that the only real evidence against the defendant was the confession and that this had been obtained by telling the defendant that his fingerprints had been found

Education and Skills Bill Essay Example for Free

Education and Skills Bill Essay The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The Governance of Britain Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the Treaty on European Union 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to [emailprotected] uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economys needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.

The impact of cellular phones on thje business world :: essays research papers

New inventions have always changed society not only technically, but socially. The introduction of cellular phones is no different. These recent gadgets have found its way into our everyday lives. We carry it around, keeping it close to us in case we miss an important call or just any call. We feel safer with it on us, we can connect with people even while we are driving down an empty road. But, what else shows that cellular phones have affected us socially/cullturally? - A simple Google search of the phrase "Cell phone etiquette turns up about 168,000 hits of site after site explaining the proper way to use cell phones in public, published books focued on how to behave with your cellular phone, and it goes on and on. If there is a right way to use your cell phone, there is a wrong way. When a new technology has the power to direct the way humans should or should not behanve, there is a definite cultural impact. - Above, the picture of a car is by a camera phone. The photo was taken by a boy who escaped an alleged captor who was trying to lure him into his car. The man was arrested later thanks to the picture that showed the car and its license plate. - According to anthropologists hired by a Baltimore company, Context, Americans are "routinely late" now that they can warn the other party of their tardiness and can easily set up another time on their cell phones without leaving the other line waiting. - The same study reveals that in South America, the introduction of cell phones have made them more aware of prompness than the past leniency would have demanded. Why? The study does not specify but it could be that all the features many cell phones now come equipped with (calendars, alarms, clocks) gives them no excuse to be late. - Many professors now demand that all cell phones be turned off at the beginning at class since past experience has led to disrupting calls ringing throughout the lecture hall. - Lowell High School of San Francisco has made a rule that students should not be carrying cell phones around to class unless they have written permission from their parents. This would not have come up unless it has been a problem before. -Cell phones equipped with a camera has caused many disturbing problems.