Impacts of Globalization on Development Notions Essay

Impacts of Globalization on Development Notions - Essay Example Globalization enhances the prosperity of the economies and leads to efficient resource allocation. Prosperous economies and proper allocation of resources result in increased employment opportunities, high outputs, lowered prices of goods, and high standards of living. Due to increased trade, direct foreign investments, flexibility of countries to operate across borders, and enhanced communications, there is an easy access to information, and easier delivery of goods and services. Realizing this situation, the people in various countries get fast access to goods and services saving time and concentrating to develop their economies. When more investors come to an area, the people get employment opportunities leading to increased income thus boosts their living standards. Similarly, better access to information allows the people to realize the global market price of goods and services to avoid unnecessary expenses. However, critics of globalization emphasize that the concept fosters of fshoring and outsourcing, which leads to the destruction of the manufacturing sector of the developing nations. Globalization stimulates reforms in institutions and supports financial developments. The conception of economic globalization in relation to capital accounts and trade elevates the quality of the financial institutions. Further, these institutions create and uphold robust property rights, better financial guidelines, and sound legal systems that are critical in the promotion of financial development.

Kant and Mill Ideologies Essay Example | Topics and Well Written Essays - 1000 words

Kant and Mill Ideologies - Essay Example Indeed, Mill claims that people should value the principle of utility as a tool that derives secondary moral principles, which promote general happiness. The fundamental principle of morality means that happiness is intended pleasure and absence of pain where right actions promote happiness while wrong actions produce the reverse of happiness, which is unhappiness, pain, and the privation of pleasure. As such, we can judge people’s actions based on the secondary principles, which promote general happiness. On the other hand, Immanuel Kant defines the fundamental principle of morality as the Categorical Imperative which basis moral requirements on a standard of rationality. He refers to the fundamental principle of morality as the law of an autonomous will where moral reasons are supreme to any other reason. Ideally, one formulation of Kant’s Categorical Imperative encourages individuals to act on a motivational thought that one can consistently urge the society to adopt as a universal law as it will derive equal worth and equal respect. Notably, the Mill and Kant's fundamental principle of morality differ. Indeed, Mill abhors the utilitarian, which defines general happiness as a secondary moral principle that refers to happiness as intended pleasure and absence of pain, while Kant defines moral requirements and moral worthiness as acts of good will.... Indeed, Will objects to the idea that pleasure is the only good, it is the highest good, and it is universal (Booher 1). He claims that there are things that people consider and that there are differences in quantity and qualities of pleasure where certain pleasures are more desirable and valuable than others in relation to moral deliberations (Booher 1). Notably, Mill’s objection to the argument against utilitarianism should reckon the distinct value that pleasures attract with higher pleasures having more value than lower pleasures. It should also distinguish between the quantity and quality of pleasure as well as favor some activities as being better than others are. More so, his argument should address the problems that relate to differentiating quantities and qualities of pleasure. Ideally, Mill's account of higher pleasures answers the objection by demonstrating that certain pleasures are better and valuable than others (Booher 1). It also negates the idea that pleasure is highest natural good and confirms that higher pleasure is the basic principle of ethics, and the foundation of morality. According to Mill, human beings are different from non-human animals in a morally interesting way. Ideally, Mil noted that animals are irrational and are not self-aware or did not have cognitive capabilities as human beings. As such, he established that human beings are different from animals because human beings can experience mental pleasures and interestingly prefer mental pleasure to body pleasures (â€Å"John Start Mill† 1). He supports this by asserting that individuals who enjoy all pleasures qualify as the only judges who equally crave for mental pleasures.

Cultural Differences between China and the U.S.A. Essay Example for Free

Cultural Differences between China and the U.S.A. Essay China and the United States have different cultural backgrounds, different values and national conditions, it determines the Sino-US education idea, education mode and method is put in the difference with bigger. Chinas basic education and basic education in the United States were compared, the majority of people believe that education is the foundation of China, the basic education, learn more understanding and less; American education is to cultivate innovation ability education, learning more than studying. What is the science or Enlightenment? In twentieth Century, the famous British mathematician, philosopher, educator Whitehead once said: education is a complicated problem On this issue there is only a little I can be sure, that is not generally applicable and simple way. Each student in the school s development, it is not only the educational mode, education content, education system and method to decide, because in the growth of the students, society, family, school education and individual four together play. Therefore, we can not only with the part of the students development, to assert that the entire education system rationality, so it is unreasonable. Two the difference of basic education between China and America Basic education between China and America merits, different people hold no point of view. For example, if the comparison is the mathematical curriculum, China s basic education must exceed the United States; but if the comparison of students practical ability especially the practice ability and innovation ability, the American basic education is certainly more than chinese. Elementary education between America and why there is this discrepancy? First, the two countries have very different educational tradition, Chinese basic education pay attention to the accumulation of knowledge and indoctrination, pay attention to the cultivation of students knowledge of their master, pay attention to the cultivation of students the same thinking. While the United States is to pay attention to the training of students to use the knowledge to solve the actual problem ability, pay attention to the cultivation of the students knowledge of development and innovation, pay attention to the cultivation of students critical thinking and divergent thinking. We can see, China Education focused on knowledge static acceptance, and the United States of America education focuses on knowledge of the dynamic control; China is a mode of education, while the United States is a kind of elite education. As the Nobel winner professor Chen Ning Yang said, China and the United States educational philosophy is quite different, the United States of America education philosophy on the former 30%-40% student is good, because they do not need to follow the prescribed order of learning, can jump in learning, the students through training can quickly achieve success. While Chinese education philosophy on 30%-40% student is good, because these students follow the prescribed order, has a solid foundation of the process, have become the opportunity. Secondly, different country on the foundation stage of Education Foundation has different understanding. Take mathematics as an example, the educational circles of China have historically considered, the basic concept and the basic operation is the foundation of mathematics in middle school, so we need to remember a lot of formulas and theorems. While the United States that know where to find these theorems and formulas are more important, they think that can be found in these formulas and theorems, there is no need to worry effort to memory, the brain can be saved to think about other things, such as the theorem has applications? If I need to learn? Wait. Chinas education is the basis of that, the brain in a computer independent premise, the reserve knowledge as much as possible, as quickly as possible to extract knowledge, so Chinese students of the brain in these two aspects are fully trained ( on the end game wood, 2002). American education is the basis of that, the brain to make full use of the computer under the premise of development, give up those belonging to the computer work area required capacity, only those belonging to the computer cannot work areas required capacity ( on the end game wood, 2002). Therefore, when by virtue of classroom achievement scholarship, American students often than Chinese students, but can make full use of information tools, in specific practice areas, do some research work, Chinese students often than American students. Hence, in the development of brain underlying function, Chinese education better, but in the use of a variety of information tools to solve problems and make innovation, the United States educational advantage is self-evident. Moreover, from the value tropism, the American basic education from the perspective of individualism, individual supreme is the traditional value pursuit, American basic education of cultivating the students personality and creativity. Basic education in China is from social interests, collectivism and patriotism values is its tradition of the pursuit of value, which determines that Chinas basic education carried by the individual ability and the training of creative ability are also and values related to. This and the American individualism education a fundamental distinction. For example, the concrete teaching activity, the United States to encourage students to have their own ideas, teachers in the teaching process, pay attention to the students independent personalized thinking habits, pay attention to the students divergent thinking and critical thinking of the culture, politics, religion, history and many other aspects of the many problems teachers are prohibited to provide the only correct the answer, encourage a variety of different views exist, against the teacher instead of students thinking. China education focusing on the same thinking, when the examination, assessment focus is often the students knowledge, objective test almost flooded in the sciences, inspects the student to answer whether the test standard and consistent answers, the side guide students and teachers to set the only answer to be consistent, so the result is the most students rely on Teachers thinking and teaching. This and the United States banned from providing the only answer is quite different. The United States of America education emphasizes individual, Chinese education emphasizes respect love others. The ancients cloud, respect for nature love herself, not nurture. So we think, Chinese basic education relative to the United States of America s individualistic education, superior and more. Chinese basic education should be guaranteed in the standard of society under the premise of the pursuit of individual students and innovation ability the development of maximization. Finally, China s basic education attaches importance to the sound of the United States, and a plurality of Chinese education; education pay attention to the longitudinal depth, while the United States Education attention span; the United States of America education pay attention to cultivate students self-confidence and self-reliance spirit, Chinese education pay attention to cultivate students strict and rigorous academic attitude. The United States of America corresponding, a loose, free atmosphere, can fully take care of every student interest and the hobby; while the Chinese basic education is dull. Basic education in China is characterized by fast speed, high degree of difficulty, knowledge of many points, the high degree of abstraction, often the United States a week about the content of China, ten minutes can be finished, and students have the pressure of the college entrance examination, relative to foreign countries, students by pressure, quoting professor Chen Ning Yang s words Chinese education narrow stiff. From the above we can see, China, in the education idea, education mode and method, there is a great difference. China s education is more a model of education; and the United States of America focuses on emphasizing the innovation spirit, individualism, is a kind of elite education. In essence, focusing on innovation or focus on the foundation is an American basic education and basic education in China the fundamental difference. As the Nobel winner professor Chen Ning Yang said, China and the United States of America Education Foundation, cannot tell which one is good, which one is not good, be it differs from man to man. In the teaching process, for Chinese students, they should have more innovation, for American students, should let them lay a good foundation, it can compensate for each other, is the most appropriate. Three thinking American education is to the East, began to seize a base. In 2001 June, the United States President Bush proposed an education reform bill, $24000000000 in primary and secondary schools to strengthen the education investment and management, requires that all schools must hold the reading test ( approximate Chinese examination ) and math exam, students must pass the examination before graduation, only students meet the eligibility requirements, the school to receive federal extra government funding. If 3 consecutive unqualified, principals and teachers to leave. The bill got through to absolute advantage. Comparison of reference only, can only draw lessons from, in order to improve. The United States has acted, we should also take action. As can be seen, the United States of America s elementary education reform focuses on the basis of innovation in bridge foundation. China s basic education traditionally focus too much on the cultivation of students Collectivism, patriotism and common thinking, without adequate attention to the cultivation of students personality and creativity, so the education of our country should be based on the basis of the increase in innovation. ( a ) curriculum and course requirements We should give full consideration to the child and adolescent students physical, mental and psychological development stage, progressive. Different students should have different learning tasks, can not be one-sided pursuit of knowledge and too many courses, to know that knowledge is endless, the source of knowledge is very rich, cant put the eye only to lock in the textbook, should give students leave enough space for development, to those who have expertise students with adequate development of individualized freedom, as they provide sufficient superior conditions and the necessary learning guidance, so that more of Qian Zhongshus birth. The United States is not the national curriculum standards, but states, counties or districts can compile curriculum standard. From look on the whole, the United States of America curriculum is quite flexible, mainly including compulsory courses and elective classes two categories. Required courses for credit is more, content is wide but not deep, emphasize the students practical ability, thinking ability and awareness of the problem, to solve the question ability. Elective course of many types, are based mainly on students, employment and social life of the actual need, students according to their own interest in free to choose, to obtain the required credits. So we think, our country in the setting of curriculum time completely should learn from the American experience, emphasize the foundation of life, pay attention to life experience, guide multivariate development, more from the needs of society and students survival needs to consider, setting conforms to our country national curriculum standard. ( two) teaching material Chinese teaching material relative to the United States, is boring. Take the United States of Literature, the contents of the article are novels, short stories, essays and other kinds of themes, but, each subject by a number of different age, different types of styles of different articles. The article, with background reports, authors and other related content. In addition, each lesson has special column has associated the literature Web site, thereby facilitating students extracurricular reading. Many foreign genre, content is wide, it is domestic Chinese textbook can match. Therefore, we can draw lessons from the United States of America teaching material on knowledge widen, the contempt of the depth of knowledge of excessive mining; attach importance to the students practice ability, practical ability training, the contempt of the knowledge of the rote learning; pay attention to students learning autonomy, independence and creativity cultivation, despise the same thinking too much training, so as to our teaching materials, arrangement of reform. At the same time, the United States of America textbook illustrations, vivid image, in our textbook layout can also absorb it to this experience. ( three) the classroom teaching Our classroom teaching, classroom capacity, demand is high, the classroom atmosphere more serious. Although this gives students lay a solid system foundation, but also brought inactive classroom, teacher, student thinking less defects, typical teacher-centered teaching mode, and the United States of America free, relaxed classroom atmosphere, students can walk freely during the class, free discussion, to express own viewpoint, is a typical student centered teaching mode. Therefore, we can draw lessons from the United States of America s absorption of education mode, form Chinese characteristic education pattern, which is put forward by Professor He Kekang dominated subject education mode, to improve the traditional classroom teaching, improve the students enthusiasm and initiative, to cultivate the students creative thinking and divergent thinking. The specific measures are as follows: First of all, optimize the teaching goals. According to the needs of social development, developed to meet the needs of social development, meet the future employment needs of specific teaching objectives, and formulate the corresponding evaluation scheme, to ensure the teaching objectives of the implementation. Secondly, adjust the structure of classroom. Outstanding students as the main body, autonomous learning, free development idea, overcome students hello eat teaching phenomenon. Then, strengthen teaching methods. To follow through induction, guide correctly, improve students questions, the practical ability to solve problems, teachers should change their roles from the traditional preaching, impart knowledge and solve doubts are transformed into organizer, promoter, by management as a guide, the relationship between teachers and students should be converted to partners. At the same time, the teacher in the teaching process, pay attention to the use of suitable for the courses of various teaching mode of application, such as inquiry-based learning, Blended Learning. Finally, to create a good teaching environment. To establish harmonious relationship between teachers and students, to the students to create a good, harmonious, free study atmosphere. To encourage the learning and the use of modern information technology, the research and production of computer auxiliary teaching courseware, improving the quality of teaching, at the same time, make full use of the school to provide the digital learning environment, in the teaching process can realize the information technology and curriculum integration. ( four) other aspects In strengthening the above aspects at the same time, but also to improve the treatment of teachers, strengthening the teachers team construction; increase the investment in education, improve school conditions; at the same time regular teacher training, improve the quality of teaching. Four summary Through the above on the United States and China basic education after comparing, we can see, actually the most ideal education is the two kind of education modes advantages of integration, this will have solid foundation and innovation. But as a result of these two kinds of educational models are based on different cultural traditions and social background, so together with considerable difficulty. Chinas basic education and higher education, there exist some problems and shortcomings, the United States of America education it has many advantages and advanced education in China, worth learning. But this does not mean that the Chinese education reform must complete to American education as an example, the overall absorption, to know the Sino-US education system is rooted in the cultural tradition, historical background and value orientation, whoever can not fully absorb each others essence. To sum up, we can see, different education reflects the different social and cultural connotation of the United States now, suitable teaching methods may not be entirely suitable for the Chinese education. Therefore, China s education must be based on suitable for Chinas national conditions based on the, it reflects the Chinese social and cultural connotation. So, how to explore with Chinese characteristics, in line with Chinas national education method and the education system, is our future education

Assess The Level Of Awareness On Preconception Care After Marriage Nursing Essay

Assess The Level Of Awareness On Preconception Care After Marriage Nursing Essay CHAPTER V The aim of the study was to assess the level of awareness on preconception care after marriage among unmarried college girls in selected educational institution at Salem. The study was Non experimental descriptive research design to assess the level of awareness regarding preconception care. Sample consists of 100 unmarried college students. The analysis and interpretation of the findings were presented in the chapter-1V. Objective-1: To develop validate the informational booklet regarding preconception care after marriage for the samples based on the findings of the study. In this study Informational booklet regarding preconception care after marriage prepared as a guide to improve the students knowledge on preconception care aspect. Booklet was prepared based on review of literature, textbook, published journals, internet search, published and unpublished thesis and personnel experience of the researcher. The content was organized into various sub topics such as General health measures which include the consu ­mption of balanced diet, maintaining normal body weight Components involved in preconception such as folic acid supplementation, stress reduction, mental preparation, understanding fertile period and early signs of pregnancy. It was validated by 5 experts. Booklet was prepared before the assessment of the knowledge regarding preconception care. It was handed over to the samples after assessing the knowledge regarding preconception care. The responses of the samples after reading the Informational Booklet was assessed, which showed that out of 100 samples, all the samples have read the Informational Booklet. 89 samples really felt that the booklet was highly useful and remaining 11 felt even though it was used further teaching could have more benefitted them. The most useful section felt by the samples were consumption of balanced diet 45(45%), maintaining normal body weight 61(61%), folic acid supplementation 78(78%) and stress reduction 27(27%). The finding of the study was supported by another study conducted by Vause,   Jones,   Evans,   Wilkie, Leader., (2004) conducted a study whether counselling before conception is important. After completing the knowledge survey the woman was sent for initial assessment. 400 surveys were used for the data analysis. Patients were informed about the health optimization, consumption of folic acid, exposure to infectious disease, use of medication and use of recreational drug. Nulliparous women were found less knowledgeable. The more educated women had more knowledge. It was suggested that the women need their physicians to educate about pre-pregnancy lifestyle. Objective-2:To assess the level of awareness regarding preconception care among samples. In this study the baseline assessment of the present health status of the samples were assessed by collecting the history. Regarding the age of menarche majority of the samples 35% attained menarche in the age of 14 years, 25% at the age of 15 years, 24% at the age of 13 years, 12%at the age of 16 years, 3% at the age of 12years, and only 1% at the age of 17 years. Regarding pattern of menstruation 73% were having regular menstruation and 27% were having irregular menstruation. With regard to discomfort before menstruation 43%were having discomfort before menstruation and 57% were not having discomfort. Regarding pain during menstruation 25% were having pain during menstruation and 75% were having no pain during menstruation. About the Family history of consanguineous marriage majority of the students 33% parents had consanguineous marriage, 16% grandparents had consanguineous marriage, 8%sister had consanguineous marriage and only 3% brother got married consanguineously, 40% had no history of consanguineous marriage. With regard to the Family history of high risk pregnancy majority of the samples 34% mother/sister had the history of vomiting, 6% had infertility, 4% had hypertension during pregnancy, 4%had Twin pregnancy and only 1% had the history of diabetes mellitus during pregnancy, 61% had no Family history of high risk pregnancy. Regarding family health history majority of the samples 25% had the family health history of hypertension, 22% had diabetes mellitus, 8% had the breathing difficulty and only 4% had cardiac problem, 41% had no family health history. Measurement data on Body Mass Index by checking height and weight Hemoglobin was assessed with Sahelis Hemoglobinometer. The Body Mass index was assessed which showed that 8% were having normal Body Mass index (18.5-24.9kg/m2), 37% were underweight ( The hemoglobin was assessed using Sahelis Hemoglobinometer which showed that 25% were having normal Hemoglobin level (11-12mg/dl), 71% were moderate anemic (9-10mg/dl) and 4%were severe anemic ( This finding was supported by a study done by Raghe Reghunathan (2001) conducted a study on prevalence of anemia among pregnant women in rural backward colony in Kottayam District, Kerala. Hemoglobin estimation was done by using Sahelis hemoglobinometer. Researcher have found that 47.4% of women were moderately anemic, 26.3% were mildly anemic and 26.3% of women were severe anemic. The level of awareness regarding preconception care after marriage was assessed by self administered knowledge questionnaire. The knowledge score showed that out of 100 samples 37% had inadequate knowledge, 61% had moderate knowledge and only 2% had adequate knowledge regarding preconception care. The mean score percentage was 49.3 which revealed inadequate knowledge. Booklet was giving to the samples to improve their knowledge. The finding of this study was supported by a study conducted by Weerd, Van der Bij , Cikot, Braspenning, Braat., (2002) this study compares a self-administered questionnaires to history taking. 193 women from Netherlands were included in the study. A pre-conception health assessment of family history and two Family History surveys were completed by 186 couples at home. Agreement between the written and the oral answers was calculated using kappa statistic. The results showed that good agreement level was found for all sections of the preconceptional health assessment form (overall kappa = 0.88) except for the nutritional history (kappa = 0.70). The Family History surveys also showed a high agreement level (kappa = 0.92 for women and kappa = 0.90 for men). The findings was also supported by another study conducted by Ezegwui HU, Dim C, Dim N, Ikeme AC., (2008) Study was to determine the awareness regarding preconception care. This is a cross-sectional study of women receiving antenatal care at Nigeria between October 2005 and March 2006. A total of 1,500 questionnaires were distributed while 1,331 were completed and returned giving a response rate of 88.7%. The mean age was 30.0 + 5.0 years. Of these, 573 (43.1%) women had heard of preconception care. The respondents awareness of preconception care and their ability to define the subject correctly increase significantly with their educational status and age. The majority believed that preconception care might improve the health of mother and child. Objective-3: To find out the association between level of awareness regarding preconception care with their selected demographic variables-age, education, family monthly income, type of family, religion area of residence. In this study association was analyzed by using Chi-square between the level of knowledge regarding preconception care and selected demographic variables The findings of the study showed that there was significant association between the level of knowledge and their area of residence. The other demographic variables (age, education, type of family, family monthly income and religion) were having no significance with the level of knowledge. The statistical findings of association between level of knowledge and area of residence of the students was found to be statistically significant [à Ã¢â‚¬ ¡2 value=10.2016, Table value =.9.49 and df = 4 at 0.05 level] It evidences that there is significance between association of level of knowledge and area of residence of the students. This finding of the study was supported by another study conducted by Chacko, Anding, Kozinetz, Grover, Smith., (2003) objective of the study was to assess knowledge of neural tube defect prevention by folic acid among adolescent and young adult women. Results of the study showed that of 387 women (mean age: 18 +/- 1.9 years), 72% were black and 28% were Hispanic. 44% answered that clinics were a major source of information of neural tube defect prevention, 52% had heard of folic acid, 45% had heard of neural tube defect, and 50% had heard of birth defects prevention by folic acid supplementation. Result showed that more Hispanic than black young women had heard of neural tube defect (59% vs39%). Pregnancy history, regular birth control use, and education level for age were independently associated with knowledge. In young women with low education level for age, regular birth control use was significantly associated with knowledge. Proper folate diet was not associated with the knowl edge. The follow-up survey of the programme showed that 88% to 92% had the knowledge of neural tube defects and folic acid consumption.

Free College Essays - The Character of Achilles in Homers Iliad :: Iliad essays

The Character of Achilles in  Homer's Iliad The story of Homer's Iliad actually centers around the "rage of Achilles, contrary to popular belief. At first thought or reading the epic poem seems like its main theme is utlimately the totality and gruesomness of war. In reality it is an ancient "Saving Private Ryan" in that it tells us of the raw details of war without any lack of description and information. However this ultimate devistation and emotion of the actual fighting and Trojan War is not the main focal point of this heroic tale. The real story centers on one awesome fighter, man, and hero--that man is Achilles. Achilles shows the greatest military prowess of any of the Achaean ranks and has the greatest fighting ability of all of the warriors, Trojan or Achaean. At the beginning of Homer's tale Achilles becomes disenfranchised from the rest of his fellow warriors and chooses to retreat back to his own ships of Myrmidons and refuses to fight for the Achaean cause against the Trojans. Not only is Achilles plauged and troubled by problems with his fellow soldiers, but he ultimately must face the fact that he has chosen to live a short and glorious life, as opposed to his other option of a long and blase life. Achilles knows that he must ultimately die in the heat of battle and gain great fame for doing so--if he actually existed and the story is true in this respect then he certainly has ascertained immortal fame in the pages of Homer's tale. Achilles eventually returns to fight on the side of the Achaeans, but not because of anything Agamemnon offers to him in order to get him to return to the fighting. Achilles' best friend and essential "soul-mate", Patroclus, is slain at the hands of the mighty Hector of Troy. Achilles is hence distraught at this happening and therefore goes to wreak his own havoc with the life of Hector to gain revenge. He manages to eventually kill many Trojans and then finally after chasing Hector several times around the city of Troy, slays him and desecrates his body by dragging him excessively as somewhat of an artifice to get his stored up hate, anger, and fear out.

teens with hiv taking more risks :: essays research papers

Teenagers infected with HIV are more likely to engage in risky sex and drug use since the introduction of powerful medicines that effectively keep AIDS at bay, a new study finds. The trend, which began surfacing after highly active antiretroviral therapies (HAART) were introduced in 1996, points to the need for targeted interventions to reduce risky behavior and improve quality of life for those in this group, the researchers noted. Roughly a quarter of the 40,000 new HIV infections in the United States each year occur in people under the age of 21, according to the federal Centers for Disease Control and Prevention. "Young people, post-HAART, are engaging in more unprotected sex and engaging in more substance abuse, and are more emotionally distressed and have a lower quality of life," said lead researcher Marguerita Lightfoot, an assistant research psychologist at the University of California, Los Angeles' Center for Community Health. This finding was surprising, Lightfoot added. "I had a hypothesis that the young people who are taking HAART would be healthier, because they had more hope, they were living longer. And I was surprised that that wasn't the case." In the study, Lightfoot and her colleagues compared behaviors among 349 teens with HIV from Los Angeles, San Francisco, New York City and Miami from 1994 to 1996, with 175 teens with HIV in the same cities from 1999 to 2000. The two groups did not include the same people, but they were a similar mix of sex, age, race and ethnicity, as well as socioeconomic factors, according to the report in the March issue of the American Journal of Health Behavior. The researchers found the post-HAART group was almost two times more likely to have had unprotected sex. The post-HAART teens had almost twice the number of sex partners, compared with pre-HAART teens. And post-HAART teens were more likely to have a sexual partner who used injected drugs. In addition, the post-HAART group was diagnosed with HIV at a younger age and was in worse health than the pre-HAART group, Lightfoot's team found. Lightfoot said there are a number of reasons for these findings. She noted the powerful drug regimen isn't perfect. "There are increased expectations for HAART," Lightfoot said. "But not everyone is successful on HAART." Lightfoot also noted that teens infected with HIV are more apt to be involved with the juvenile justice system and spend time in jail. "Maybe it says something about the kind of young people who are more likely to be infected with HIV.

Thomas Jeff. Outline :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lenora Spahn   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9/22/00   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thomas Jefferson I. Thomas Jefferson   Ã‚  Ã‚  Ã‚  Ã‚  A. Born- April 13, 1743 in Shadwell, Va.   Ã‚  Ã‚  Ã‚  Ã‚  B. Died- July 4, 1826 II. Background   Ã‚  Ã‚  Ã‚  Ã‚  A. Educational- College of William and Mary (1760-1762), 5 year apprenticeship   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   studying law under George Wythe.   Ã‚  Ã‚  Ã‚  Ã‚  B. Occupational-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Began to practice law on his own: representing small scale planters from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   western countries involving land claims and titles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. House of Burgesses, elected 1768: Opposed all forms of Parliamentary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   taxation and supprted nonimportation resolutions against British trade   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   regulations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Committee of Correspondence, 1773: Served as a makeshift Central   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Government for colonies and advocated that colonies refuse to pay any duty   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   leveled by Parliament.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. Virginia Convention in Richmond Virginia, 1775: Virginia, the largest colony   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   decided towards liberty for America.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Continental Congress, 1776: Chosen to write the Declaration of Independance,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   telling reasons for fighting against England (aloing with Benjamin Franklin,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   John Adams, Roger Sherman and Robert Livingston).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6. Governor of Virginia, 1779: dealt with the lack of money, weaponry and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   soldiers during the end of the Revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7. Virginia Delegate to Congress, 1783: Designed a new system of money for the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   U.S. Based on 10.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8. First Secretary of State, 1790: Under President Washington-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. In charge of post office, office for inventions and office of money   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Set rules for weights and measure.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Established foreign relations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9. Vice President under John Adams, (1796-1800): One of his only duties was to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   preside over the Senate- since there were no clear rules, wrote A Manuel of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parliamentary Practice.   Ã‚  Ã‚  Ã‚  Ã‚   III. Terms Of Office   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term (1801-1805) Wed. March 4, 1801, inaugurated 3rd president of the United   Ã‚  Ã‚  Ã‚  Ã‚   States.   Ã‚  Ã‚  Ã‚  Ã‚  B. Second Term (1804-1809) IV. Prominent Issues of the Elections   Ã‚  Ã‚  Ã‚  Ã‚  A. Since electors did not state which of the two candidates they prefer, there was no way   Ã‚  Ã‚  Ã‚  Ã‚   to decide which of the candidates should become President. Jefferson was elected in a   Ã‚  Ã‚  Ã‚  Ã‚   second election held in the House of Representatives, and soon legislation was passed   Ã‚  Ã‚  Ã‚  Ã‚   that each person would vote for one candidate for president and one for   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   vice-president. V. Opponent   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term- John Adams, Aaron Burr   Ã‚  Ã‚  Ã‚  Ã‚  B. Second Term- Charles C. Pickney VI. Vice Presidents   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term- Aaron Burr   Ã‚  Ã‚  Ã‚  Ã‚  B. Second Term- George Clinton VII. Political Party- Democratic-Republican VIII. Domestic Events   Ã‚  Ã‚  Ã‚  Ã‚  A. Ohio enters the Union, 1803: Despite efforts from the Federalists, Ohio became the   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   17th state on March 1, 1803.   Ã‚  Ã‚  Ã‚  Ã‚  B. Mabury vs. Madison, 1803: Jefferson failed to uphold the law by refusing to appoint   Ã‚  Ã‚  Ã‚  Ã‚   Marbury as justice of the peace in the district of Columbia. Thomas Jeff. Outline :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lenora Spahn   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9/22/00   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thomas Jefferson I. Thomas Jefferson   Ã‚  Ã‚  Ã‚  Ã‚  A. Born- April 13, 1743 in Shadwell, Va.   Ã‚  Ã‚  Ã‚  Ã‚  B. Died- July 4, 1826 II. Background   Ã‚  Ã‚  Ã‚  Ã‚  A. Educational- College of William and Mary (1760-1762), 5 year apprenticeship   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   studying law under George Wythe.   Ã‚  Ã‚  Ã‚  Ã‚  B. Occupational-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Began to practice law on his own: representing small scale planters from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   western countries involving land claims and titles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. House of Burgesses, elected 1768: Opposed all forms of Parliamentary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   taxation and supprted nonimportation resolutions against British trade   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   regulations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Committee of Correspondence, 1773: Served as a makeshift Central   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Government for colonies and advocated that colonies refuse to pay any duty   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   leveled by Parliament.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. Virginia Convention in Richmond Virginia, 1775: Virginia, the largest colony   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   decided towards liberty for America.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5. Continental Congress, 1776: Chosen to write the Declaration of Independance,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   telling reasons for fighting against England (aloing with Benjamin Franklin,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   John Adams, Roger Sherman and Robert Livingston).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6. Governor of Virginia, 1779: dealt with the lack of money, weaponry and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   soldiers during the end of the Revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  7. Virginia Delegate to Congress, 1783: Designed a new system of money for the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   U.S. Based on 10.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  8. First Secretary of State, 1790: Under President Washington-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. In charge of post office, office for inventions and office of money   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Set rules for weights and measure.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Established foreign relations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9. Vice President under John Adams, (1796-1800): One of his only duties was to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   preside over the Senate- since there were no clear rules, wrote A Manuel of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parliamentary Practice.   Ã‚  Ã‚  Ã‚  Ã‚   III. Terms Of Office   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term (1801-1805) Wed. March 4, 1801, inaugurated 3rd president of the United   Ã‚  Ã‚  Ã‚  Ã‚   States.   Ã‚  Ã‚  Ã‚  Ã‚  B. Second Term (1804-1809) IV. Prominent Issues of the Elections   Ã‚  Ã‚  Ã‚  Ã‚  A. Since electors did not state which of the two candidates they prefer, there was no way   Ã‚  Ã‚  Ã‚  Ã‚   to decide which of the candidates should become President. Jefferson was elected in a   Ã‚  Ã‚  Ã‚  Ã‚   second election held in the House of Representatives, and soon legislation was passed   Ã‚  Ã‚  Ã‚  Ã‚   that each person would vote for one candidate for president and one for   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   vice-president. V. Opponent   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term- John Adams, Aaron Burr   Ã‚  Ã‚  Ã‚  Ã‚  B. Second Term- Charles C. Pickney VI. Vice Presidents   Ã‚  Ã‚  Ã‚  Ã‚  A. First Term- Aaron Burr   Ã‚  Ã‚  Ã‚  Ã‚  B. Second Term- George Clinton VII. Political Party- Democratic-Republican VIII. Domestic Events   Ã‚  Ã‚  Ã‚  Ã‚  A. Ohio enters the Union, 1803: Despite efforts from the Federalists, Ohio became the   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   17th state on March 1, 1803.   Ã‚  Ã‚  Ã‚  Ã‚  B. Mabury vs. Madison, 1803: Jefferson failed to uphold the law by refusing to appoint   Ã‚  Ã‚  Ã‚  Ã‚   Marbury as justice of the peace in the district of Columbia.

Economic and more political

Both leaderships considered the state to be the engine of growth and suspected foreign sector development. In China, foreign Investments were prohibited and the mechanism for foreign trade was monopolized by the Ministry of Foreign Trade. In India, the Foreign Exchange Regulatory Act (1974) reduced foreign equity participation from 51 to 40 percent which led to the exit of companies like MOM, Shell and Coca-Cola. Since that time, both governments have significantly liberalized their FED regimes, however, China has been able to attract a much higher level of foreign Investment. ] Beijing initiated the reform process much earlier than New Delhi and both entries are far more â€Å"FED-led† than other developing countries have been in the past. Nonetheless, the experience of these two large, but strikingly different countries underlies the importance of political economy for growth and development. 2]The divergence of attitudes toward FED can be easily explained by the two countri es' different political systems. China has an authoritarian regime where policy-making is generally regarded as a top-down process, and where the government Is able to be flexible In Its decision-making.Additionally, the Chinese leadership has a clear focus n economic growth. In contrast, the formation of policy in democratic India is much slower. Short-term political calculations dominate as there are frequent elections conducted at different levels- national, state, municipal or village. Interest groups are Important constituencies for Indian parties since they have the ability to provide campaign finances and influence voting behavior.That is why for democratic, post- colonial India, allowing foreign investors to earn huge profits at the expense of domestic firms is unthinkable. A further part of the answer lies in the political economy of the local state. In China. Decentralization of economic responsibility and establishment of special economic zones (Sees) was a key feature in foreign sector reform. Local authorities, responsible for the economic growth of their province, undertook many initiatives to ensure that Sees would attract foreign investors.In India, decentralization was less ‘economic' and more ‘political'. It began In the early 1 sass only because central government lacked sufficient political power and was not able to create an efficient coalition without depending on the state governments purport. Thus, local officials have no direct incentives to promote FED and state governments heavily rely on centrally-led strategies. Helmet City- a special economic zone In Hydrated, designed to attract investments in the IT sector, Is a case In point.Every significant aspect of the project, from negotiations with investors to the design FIFO broadly, local bureaucracy in India- epitomized in this case by the license-quota- permit raja- do not perceive themselves as independent actors in terms of economic reform and oblige central government to be responsible for the implementation of placement programs. Such dependence on central government also has an impact on infrastructure. In China local governments have far greater control over local revenues than in India.Under the new fiscal system that resulted from economic decentralization, Chinese provinces entered into negotiated revenue sharing contracts with the central government. This means that local governments are allowed to keep a share of revenue that they collected before handing over a negotiated amount to the central government. The ability to extract these revenues revised them with the financial resources to build a strong infrastructural base to foreign investors and maintaining a reputation for the rapid completion of infrastructure projects. Unlike in China, the tax assignment system in India is imbalanced: most broad-based taxes have been assigned to the center, while taxes narrow in scope are assigned to the states. The impact is that central government has a greater income and less expenditure whereas state governments are collecting less and spending more. This deficit in local state budgets needs to be balanced by entree funds, which in turn means greater central control of the allocation of financial resources to state governments while simultaneously laying responsibility for infrastructure development on them.Since the central government itself is running on the deficit, transfers to state governments must take second place to central consideration. This has resulted in their decline in recent years, throttling state-level infrastructure investments. State governments are not able to quickly and effectively implement these projects, thus decreasing its appeal to FED. Local states eave a little impact on macro-policy issues but they can provide the base that is crucial for attracting foreign enterprises.Local political economy and the coherence of institutional aims provide a partial answer for the promotion of FED in China. I n India, local policy was one of change Within institutions' rather than change ‘of institutions'. Existing bureaucracy had to adapt to a new circumstances within old institutional arrangements instead of following incentives created by newly established institutions Ã'‘ FED in china grew from us$3. 5 billion in 1990 to us$52. 5 billion 2002; excluding mound-tripping, china's FED inflows could fall to us$40 billion. Those to India rose from SIS$O. Billion to SIS$3. 45 billion during the same time period. Even with these adjustment, china attracted about fifteen times more FED than India in 2002 Ã'‘ FED has contributed to the rapid growth of china's merchandise exports, at an annual rate of 15 percent from 1989 to 2001. In 1989, foreign affiliates accounted for less than 9 percent of Chinese export; by 2002 they provided half. In some high-tech industries in 2000, the share of foreign affiliates in exports was over 90 percent, for example, electronics circuits (91 percent) and mobile phones (96 percent). Ã'‘ In India, by contrast, FED has been much less important in driving export growth, except in information technology. FED in Indian manufacturing has been and remains domestic market-seeking. FED accounted for only 3 percent of Indian's exports estimated to account for less than 10 percent of Indian's manufacturing exports. Ã'‘ On the basic economic determinants of inward FED, china does better than India. China's total and per capita GAP are higher than Indian's, marking it more attractive for racket seeking FED.China has higher literacy and education rates making it more attractive to efficiency seeking investors. China has large natural resources endowments. In addition, china's physical infrastructure is more competitive, particularly in the costal areas (CUTS 2010, Marianne corporation economic research institute 2009). But, India may have an advantage in technical manpower, particularly in information technology. It also has better English language skills. Ã'‘ Some of the differences in competitive advantages of the two countries are illustrated by the composition of their inward FED flows.In ‘CT, china has become a key center for hardware design and manufacturing by such companies as Acre, Ericson, General Electric, Hitachi semiconductors, Hounded electronics, Intel, LEG electronics, Microsoft, Imitate international corporation, Motorola, Neck, Monika, Philips, Samsung Electronics, Sony. Taiwan semiconductor manufacturing. Toshiba and other major electronic trans-national corporations (Tan's). India, on the other hand, specializes in IT services, call centers, business back -office operations and R. Rapid growth in china has increased the local demand for customer durables and non durables, such as home appliances, electronics equipment, Automobiles, housing and leisure. This rapid growth in local demand, as well as competitive business environment and infrastructure, have attracted many market seeking inves tors. It has also encouraged the growth of many local indigenous firms that support manufacturing. Ã'‘ Other determinants related to FED attitudes. Policies and procedures also explains why china does better in attracting FED.

Language & Gender Essay

Language and gender in the classroom Many of the issues reviewed in this chapter have far-reaching implications in classrooms. Classrooms and schools are among society’s primary socializing institutions. In them, children come to understand their social identity relative to each other and relative to the institution. Although schools are certainly not responsible for teaching students their gender-differentiated social roles, they often reinforce the subordinate role of girls and women through curricular choices and classroom organizations that exclude, denigrate, and/or stereotype them. However, as discussed earlier in this chapter, recent theoretical insights suggest that identity is not fixed, that language use is not static, and that it is possible to negotiate social identities through alternative language use. It follows, then, that schools are sites in which inequities (based on gender, race, ethnicity, language background, age, sexuality, etc. can be challenged and potentially transformed by selecting materials that represent identity groups more equally, by reorganizing classroom interaction so that all students have the opportunity to talk and demonstrate achievement, and by encouraging students to critically analyze the ways they use language in their everyday lives. Based on a review of 2 decades of research on gender and classroom interaction, Clarricoates concludes that interaction between teachers and students and among students themselves is â€Å"suffused with gender† (1983, p. 6; cited by Swann, 1993). Studies reviewed by Swann (1993) describ e a range of ways in which gender differentiation is maintained in mainstream English-speaking classrooms, including the following: †¢ ‘ While there are quiet pupils of both sexes, the more outspoken pupils tend to be boys. †¢ Boys also tend to ‘stand out’ more than girls. Michelle Stanworth (1983) notes that in her study teachers initially found some girls ‘hard to place’. Boys also referred to a ‘faceless’ bunch of girls. Boys tend to be generally more assertive than girls. For instance, a US study of whole-class talk (Sadker and Sadker, 1985) found boys were eight times more likely than girls to call out. †¢ Girls and boys tend to sit separately; in group work, pupils usually elect to work in single-sex rather than mixed-sex groups. †¢ When they have the choice, girls and boys often discuss or write about gender-typed topics. †¢ Boys are often openly disparaging towards girls. †¢ In practical subjects, such as science, boys hog the resources. In practical subjects, girls ‘fetch and carry’ for boys, doing much of the cleaning up, and collec ting books and so on. †¢ Boys occupy, and are allowed to occupy, more space, both in class and outside—for example, in play areas. †¢ Teachers often make distinctions between girls and boys – for disciplinary or administrative reasons or to motivate pupils to do things. †¢ Teachers give more attention to boys than to girls. †¢ Topics and materials for discussion are often chosen to maintain boys’ interests. Teachers tend not to perceive disparities between the numbers of contributions from girls and boys. Sadker and Sadker (1985) showed US teachers a video of classroom talk in which boys made three times as many contributions as girls — but teachers believed the girls had talked more. †¢ Teachers accept certain behaviour (such as calling out) from boys but not from girls. †¢ Female teachers may themselves be subject to harrassment from male pupils. †¢ ‘Disaffected’ girls tend to opt out quietly at the back of the class, whereas disaffected boys make trouble. (Swann, 1993, pp. 1-52) A 10-year research project by Sadker and Sadker (1993; including participant observation, audio and video recordings, interviews with students and teachers, and large-scale surveys) in elementary, junior high, and high school, and in university classes in the United States, and the review of research on language and gender in the classroom by Sommers and Lawrence (1992), both support these general findings. It is interesting to note the parallel between research on girls and boys in schools on the one hand, and on minority and majority students in schools on the other. Just as boys and men (generally with no attention to factors like race and ethnicity) seem to be advantaged at the expense of girls and women in mainstream schools in Britain, Australia, and the United States, white middle-class standard English speakers (generally with no attention to gender) seem to be advantaged at the expense of nonwhite middle-class standard English speakers (see Nieto, 1992, for further discussion). However, as Swann (1993) points out, these findings need to be interpreted with some caution. The differences between sexes are always average ones, and boys and girls behave differently in different contexts. In other words, these are tendencies, not absolutes, that have been documented in mainstream English-speaking classes. It should be emphasized that there is considerable variation that can be exploited by teachers in their own classes. As discussed earlier, for the variation in how girls and boys use language to be understood, research needs to begin not with boys and girls as fixed categories that behave or are treated the same in all contexts, but with a particular community of practice, in this case a class or a school. The analysis, then, needs to focus on the activity and on how boys’ and girls’ rights and obligations are constructed within that activity within that community of practice. Once the class and the activities to be analyzed have been identified, the teacher or researcher can begin by asking how girls and boys, women and men, are represented, for example, in the texts selected for use in the class as well as in the work that the students produce. Researchers have found that women, like other minority groups, tend to be excluded, marginalized, or stereotyped within the mainstream curriculum content (see Nieto, 1992; Sadker ;amp; Sadker, 1993; Swann, 1993, for further discussion). Although we are not aware of any studies that have documented short-term and longer-term effects of mainstream curriculum content versus curriculum content that is gender balanced, Swann summarizes the concerns of teachers and researchers about gender imbalances in the curriculum as follows: Teachers and researchers have been concerned about imbalances in children’s reading materials because of their potential immediate and local effects: they may affect the way pupils respond to a particular book and the subject with which it is associated; they may also affect the pupils’ performance on assessment tasks. There is further concern that, in the longer term, such imbalances may help to reinforce gender differences and inequalities: they may influence children’s perceptions of what are appropriate attributes, activities, occupations, and so forth for males and females. Introducing alternative images may redress the balance, and also have a disruptive effect, causing pupils to question accepted views of girls and boys and women and men. (p. 113) Swann (pp. 190-197) provides a variety of checklists that teachers and researchers can use to investigate how girls and boys, women and men, are represented and evaluated in the texts they choose and the activities they organize within their classrooms. When teachers find that their curricular choices are not balanced with respect to gender, for example, that the science text includes few contributions by women, that the literature anthology includes stories primarily by white males about white males, or that the women included in the texts are portrayed only in traditional roles, they can adopt texts that offer images of women and men in less traditional roles. If the goal is to encourage students to question traditional notions, simply providing alternative images in the curriculum content may not be sufficient. Teachers may want to encourage students to talk about traditional and alternative images, perhaps by critically reading and responding to sexist materials, by emphasizing choice in women’s and men’s roles, and by challenging representations of women and men (and other groups) in the students’ own work. We will return to these points later in this chapter. As has been discussed throughout this chapter, it is not only what is talked about, in this case through the curriculum content, that helps shape gender roles; equally or more important is an understanding of how girls and boys, women and men, position themselves and each other through their interactions. With respect to the organization of classroom interaction, research suggests that participation frameworks, or groupings of students and teachers for classroom activities (e. . , as individuals, in pairs, in small groups, or as a teacher-fronted classes), can strongly influence the students’ opportunities to talk and demonstrate achievement (see Erickson, this volume; Saville-Troike, this volume). For example, mainstream U. S. classrooms are generally characterized by the transmission model of teaching and learning (Cummins, 1989) and the initiation-response-evaluation (IRE) participation structure (Holmes, 1978). In these teacher-centered classes, the teacher talks for most of the time as he or she transmits the curriculum content to the student population in a relatively competitive atmosphere, and initiates the students5 participation. The students are encouraged to bid for the opportunity to respond to what Cazden (1988) describes as the â€Å"known-answer55 question, and the teacher then evaluates the students’ responses as right or wrong. It is in this traditional competitive classroom that boys seem to be advantaged (Sadker ;amp;c Sadker, 1993; Tannen, 1992). However, just as women participated more in more collaboratively organized meetings than in traditional hierarchically organized meetings (see earlier discussions of Edelsky, 1981; Goodwin, 1990), some research suggests that girls, as well as students from linguistically and culturally diverse backgrounds, participate more in cooperative learning organizations than in traditional teacher-centered classes (Kramarae ;amp; Treichler, 1990; Tannen, 1992; see also Kessler, 1990, for a general review of benefits of cooperative learning). However, the picture is much more complicated; simply organizing students into smaller groups is not the answer. In fact, some research suggests that mixed-sex groupings can reproduce boys’ dominant role and girls’ supportive role. For example, in a study by Sommers and Lawrence (1992) of mixed-sex peer response groups of college students in writing classes, it was found that males took far more turns than females, produced greater quantities of talk, at times appropriated females’ ideas as their own, and tended to interrupt and/or silence their female counterparts. Females tended to wait, listen, acknowledge, and confirm other students’ contributions. When Sommers and Lawrence compared male and female participation in the peer response groups with their participation in the teacher-fronted participation framework, they found that boys and girls tended to participate more or less equally in the teacher-fronted organization because the teachers could exert more control over how the participation opportunities were distributed. It is important to mention that the teachers in these teacher-fronted classes were Lawrence and Sommers themselves, and that they were aware of and concerned about equal participation opportunities for males and females in their classes. In a study by Rennie and Parker (1987, cited by Swann, 1993) of primary school students in science classes in Australia, it was also found that boys tended to talk more in mixed-sex groupings, and girls tended to watch and listen. However, in single-sex groups, and in classes in which the teachers had participated in a â€Å"gender awareness† course, girls tended to participate more actively. Both these examples suggest that when teachers are aware of gender-differentiated language use, they can change the dynamics in their classes so that girls and women are not subordinated, at least in the short run. Swann (1993) provides some useful suggestions for teachers and researchers who are interested in systematically observing and analyzing the dynamics within their own classes to understand how girls and boys are positioned relative to each other (Chap. 8), as well as suggestions for changing discriminatory practices (Chap. 9). The research discussed thus far has been concerned with genderdifferentiated language use in mainstream, white, standard Englishspeaking contexts in the United States, Britain, and Australia. Even in these relatively homogeneous contexts, it is evident that factors other than gender (e. g. participation framework and activity type) may affect the way people behave. Although there has been relatively little detailed research to date on the ways in which boys and girls from linguistically and culturally diverse backgrounds interact in the classroom, an area of particular concern to ESL and bilingual teachers, it is likely that factors such as culture, race, ethnic ity, and socioeconomic status interact with gender to shape students’ participation opportunities. For example, Swann (1993) discusses a series of analyses of gender and ethnic imbalances in classroom discussions in four nursery and primary schools in Ealing, England. Swann points out that in the original analysis, Claire and Redpath (1989) found that boys averaged three times as many turns as girls, and that some boys were more talkative than others; this finding is consistent with much of the research on girls’ and boys’ participation in classes. Their follow-up analysis of the same data, however, suggests an interaction between gender and ethnic group. They found that the boys who dominated the discussion group were white and black Afro-Caribbean; the Asian boys participated much less frequently. White and black Afro-Caribbean girls participated about equally; Asian girls participated the least of any group. They speculate that the topics of discussion and teachers’ attitudes and behaviors in the lesson might contribute to these classroom dynamics (see Swann, 1993, p. 65, for further discussion). Consistent with Claire and Redpath’s first analysis, research by Sadker and Sadker (1993) found no systematic differences between black and white students, students from different age groups, or students from different socioeconomic backgrounds.

Potbelly Sandwich Works

â€Å"Potbelly Sandwich Works† Summary: Potbelly Sandwich Works is a privately held restaurant chain that sells submarine sandwiches in the United States. Potbelly Sandwich Works began in 1977 founded by Peter Hastings. The original store is located in Chicago, in a retail space that was previously an antique store, Hindsight, also owned by Hastings. Many of the items that decorate the store were taken from the former business. Despite the fast-paced, never-a-dull-moment world of antique dealing, the couple decided to bolster their business by making sandwiches for their customers. What began as a lark, turned out to be a stroke of genius. Soon, people who couldn't care less about vintage glass doorknobs were stopping by to enjoy special sandwiches and homemade desserts in this unusual atmosphere. Its name is derived from potbelly stoves common in the late 19th century. In 1998, Bryant L. Keil purchased the original store and expanded Potbelly to over 200 stores in Illinois, Indiana Michigan, Minnesota, Ohio, Texas, Maryland, Virginia, Pennsylvania, New Jersey, Washington D. C. , Kentucky, and Wisconsin. When Bryant Keil paid $1. 7 million for Potbelly Sandwich Works in 1996, people thought he was crazy. Convinced he could take the unique sandwich joint to the next level; Keil acquired Potbelly and has since grown the concept into a 10-state chain that posted 2006 revenue of $140 million. Although Potbelly has many sandwich shop rivals and competition in the fierce quick-serve segment of the restaurant industry, Potbelly has more than held its own. Billed as â€Å"a unique and quirky sandwich joint,† it has a unique appeal. Potbelly’s core strategy elements include the 4P’s- Product, Place, Promotion, and Price. As the years passed, the lines grew. Booths were added, along with ovens for toasting sandwiches to perfection, vista-coolers, napkin dispensers, hand-dipped ice cream – even live music. The little antique shop had become the full-fledged, totally unique sandwich joint that you enjoy today. Potbelly’s core strategy elements include the 4P’s- Product, Place, Promotion, and Price. First is the Product. Anyone can sell a sandwich; you need to be able to sell an experience. Industry observers point to several aspects of the Potbelly experience that make it the first choice for young professionals on a quick lunch break. Friendly service and an unbeat atmosphere, live music, antique fixtures, real books for customers to read or borrow create a homey environment for customers. Then there is the Place. Geographic locations are selected carefully. Bryant Keil looks for cities that are not saturated with sandwich chains and have an urban/suburban density of core customers-young professionals less than 35 years old. Locations must be convient for them since Potbelly stores rely on high repeat business. Then there goes Promotion. Promotions are keyed to events like store openings and National Sandwich Day. For example, on National Sandwich Day, Potbelly hosts a â€Å"Belly Buster† sandwich eating contest at Potbelly stores. Prizes are awarded to winners and runners-up. Other event promotions raise money for local charities such as food banks, and community- based reading and music appreciatin programs. Then goes the last P which is Price. Potbelly sandwiches sell for $3. 79. Pricing is an integral part of the value Potbelly offers customers and can be summed up as, â€Å"Just good food at good prices. Considered separately, any one of Potbelly’s marketing strategy elements may not seem overly powerful as a competitive weapon, but combined and implemented with zeal, they are a significant competitive threat to national, regional, and local competitors. The idea behind Potbelly is simple: superior value, fun-filled atmosphere, warm, comfy decor, and quick friendly service.

Dr. Martin Luther King, Jr. - Status of His Dream Today

Dr. Martin Luther King, Jr. - Status of His Dream Today On August 28, 1963, a quarter of a million people, mostly African Americans, gathered at the National Mall for The March on Washington for Jobs and Freedom. They came to express their discontent with the persistent racism of the nation, particularly that of the southern states where Jim Crow laws maintained racially separate and unequal societies. This gathering is considered a major event within the Civil Rights movement, and a catalyst for the passage of the Civil Rights Act of 1964, for subsequent protests that followed, and for the Voting Rights Act of 1965. This day is most well remembered, though, for a spontaneous description of a better future given by The Reverend Dr. Martin Luther King, Jr., during his famous I Have a Dream speech. Prompted by Mahalia Jackson, who urged him to break from his prepared words to tell the crowd about his dream, King said: I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident: that all men are created equal.  I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.  I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.  I have a dream today.  I have a dream that one day, down in Alabama, with its vicious racists, w ith its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. The Philosophy and Practicalities of Dr. Kings Dream Dr. Kings dream of a society no longer plagued by racism reflected the one he and other members of the Civil Rights movement hoped would be the result of collective efforts to end systemic racism. Taking account of the many initiatives that Dr. King was a part of, and leader to, during his life, one can see the components and bigger picture of this dream. The dream included an end to racial segregation; an unimpeded right to vote and protection from racial discrimination in electoral processes; equal labor rights and protection from racial discrimination in the workplace; an end to police brutality; an end to racial discrimination in the housing market; minimum wage for all;  and economic reparations for all people hurt by the nations history of racism. The foundation of Dr. Kings work was an understanding of the connection between racism and economic inequality. He knew that Civil Rights legislation, useful though it would be, would not erase 500 years of economic injustice. So, his vision of a just society was premised on economic justice writ-large. This manifested in the Poor Peoples Campaign, and his critique of government funding of wars instead of public services and social welfare programs. A virulent critic of capitalism, he advocated for a systemic redistribution of resources. The Status of the Dream Today: Educational Segregation More than fifty years later, if we take stock of the various aspects of Dr. Kings dream, it is clear that it remains largely unrealized.  Though the Civil Rights Act of 1964 outlawed racial segregation in schools, and a painful and bloody process of desegregation followed,  a May 2014 report from The Civil Rights Project at the University of California-Los Angeles found that schools have regressed to racial segregation over the last couple of decades. The study found that most white students attend schools that are 73 percent white, that the percentage of Black students in mostly minority schools has risen over the last two decades, that Black and Latino students are mostly sharing the same schools, and that the rise in segregation has been most dramatic for Latino students.  The study also found that segregation plays out across both race and class lines, with white and Asian students primarily attending middle-class schools, while black and Latino students are relegated to po or schools. Other studies show that black students face discrimination within schools that leads to them receiving more frequent and harsher discipline than their peers, which disrupts their educational process. The Status of the Dream Today: Voter Disenfranchisement Despite voter protections, racism still prohibits equal participation in democracy. As A. Gordon, a civil rights attorney wrote for The Root, passage of strict voter ID laws in 16 states are likely to bar many Black people from voting, as they are less likely to have state issued ID than persons of other races, and are more likely to be asked for ID than are white voters. Cuts to early voting opportunities are also likely to impact the Black population, who are more likely to take advantage of this service. Gordon also points out that implicit racial bias is likely to impact decisions made by those serving voters when issues of eligibility come up, and noted that a recent study found that legislators in support of stricter voter ID laws were more likely to respond to questions from a constituent when that person had a white name versus a name signaling Latino or African American heritage. The Status of the Dream Today: Workplace Discrimination While de jure  discrimination in the work place and hiring processes has been outlawed, de facto  racism has been documented by numerous studies over the years. Findings include that potential employers are more likely to respond to applicants with names they believe signal white race than those of other races; employers are  more likely to promote white men over all others;  and, faculty at universities are more likely to respond to prospective graduate students when they believe that person is a white male. Further, the persistent racial wage gap continues to show that the labor of white people is valued more than that of blacks and Latinos. The Status of the Dream Today: Housing Segregation Like education, the housing market remains segregated on the basis of race and class.  A 2012 study by the US Department of Housing and Urban Development  and the Urban Institute found that, though overt discrimination is mostly a thing of the past, subtle forms persist, and have clear negative consequences. The study found that real estate agents and housing providers routinely and systemically show more available properties to white people than they do to persons of all other races, and that this occurs across the nation. Because they have fewer options to choose from, racial minorities face higher housing costs. Other studies have found that Black and Latino homebuyers were disproportionately directed to unstable subprime mortgages, and as a result, were  far more likely than whites to lose their homes during the home mortgage foreclosure crisis. The Status of the Dream Today: Police Brutality In terms of police violence, since 2014, nationwide attention has turned to this deadly problem. Protests against the killing of unarmed and innocent black men and boys prompted many social scientists to revisit and republish data that show unequivocally that Black men and boys are racially profiled by police, and arrested, assaulted, and killed by officers at rates that far exceed those of other races. Critical work by the Department of Justice has brought improvements to many police departments across the nation, but the unending news of police killings of Black men and boys shows that the problem is widespread and persistent. The Status of the Dream Today: Economic Inequality Finally, Dr. Kings dream of economic justice for our nation is equally unrealized. Though we have minimum wage laws, the shift in work from stable, full-time jobs to contract and part-time work with minimum pay has left half of all Americans in or on the brink of poverty. The nightmare that King saw in the discrepancy between spending on war and spending on public services and social welfare has only gotten worse since then. And, instead of economic restructuring in the name of justice, we now live in the most economically unequal time in modern history, with the richest one percent controlling about half of all the worlds wealth. Black and Latino people continue to lag far behind white people and Asian Americans in terms of income and family wealth, which negatively impacts their quality of life, health, access to education, and overall life chances. We All Must Fight for the Dream The resurgent black Civil Rights movement, operating under the slogan Black Lives Matter, seeks to raise awareness of and combat these problems. But making Dr. Kings dream into a reality is not the work of black people alone, and it will never be a reality so long as those of us who are not burdened by racism continue to ignore its existence and consequences. Fighting racism, and creating a just society, are things for which each and every one of us bears responsibility- especially those of us who have been its beneficiaries.

William Henry Harrison essays

William Henry Harrison essays Born to Irish immigrants on March 15, 1767, Andrew Jackson was to become the first "rags to riches" President the country had ever seen. He grew up in South Carolina and fought in the Revolutionary War at only thirteen. His entire immediate family, parents and siblings, died as a cause of the war, whether it was being killed in battle or death from disease. He went on to serve two terms as the seventh President of the U.S., leaving behind a legacy of administrative policy and even his own democratic philosophy. The Second Bank of the United States was founded in Philadelphia in 1816. It was mainly a Republican project and a response to the expiration of the First U.S. Bank's charter. It was created as a safe place for federal funds, and because state banks were seen as insufficient for handling financial needs. Currency differed by state, counterfeit money was everywhere, and state banks often issued notes without any gold or silver, the only trusted currency, to back them up. The bank was not met everywhere on friendly terms. Maryland, in an effort to destroy the Baltimore branch, passed laws to heavily tax it, but the Supreme Court removed those laws, strengthening the central federal power. The Second Bank's charter expired during Jackson's administration in 1836. Most people were distrustful of the bank, as it had enormous power to ruin state banks and was basically unresponsive to the people's needs. It had powerful political influence also, and was completely controlled by one man, the President Nicholas Biddle. The rechartering was scheduled by the bank-influenced Congress to coincide with the 1832 Presidential campaign and election, in which Jackson would be running for a second term. The purpose was to gather up public pressure to have him pass the charter in order to gain reelection. However, Jackson was a bit more principled than that, and vetoed the bill. Congress was unable to override his veto. ...

The Comparison Between the Two Different International Editions of Vogue Magazine

The Comparison Between the Two Different International Editions of Vogue Magazine Due to the ongoing process of Globalization, the contents of the most popular media-products are now becoming increasingly uniformed. This simply could not be otherwise, because the earlier mentioned process presupposes standardization. In its turn, the latter allows companies to substantially increase the extent of their commercial effectiveness.Advertising We will write a custom research paper sample on The Comparison Between the Two Different International Editions of Vogue Magazine specifically for you for only $16.05 $11/page Learn More As Vrontis, Thrassou and Lamprianou pointed out: â€Å"The experiences of a growing number of multinational companies suggest that there are potential gains to be obtained by standardizing marketing practices† (480). At the same time, however, it is now becoming increasingly clear to marketing managers that, in order for a particular media-product to appeal to the targeted audience, it must be psychologically attu ned to how the audience members tend to perceive the surrounding socio-cultural reality. This creates objective preconditions for the media-products’ content to be semiotically consistent with what happened the specifics of an ethno-cultural affiliation, on the part of potential consumers. After all, today’s psychologists are thoroughly aware of the fact that it is namely the particulars of how one positions itself, in the ethno-cultural sense of this word, which defines the concerned individual’s existential mode more than anything else does. Therefore, it does not come as a particular surprise that, as of today, marketing strategies utilized by the owners of transnational media-corporations in different parts of the world, do take into consideration the discursively relevant aspects of the targeted audiences’ cultural uniqueness. In this respect, we can only agree with Sinclair and Wilken, who noted that: â€Å"While the economic logic of globalization might impel global marketers to seek the theoretical advantages of standardization, experience with the realities of linguistic and other cultural differences has obliged them to go some distance towards the ‘glocalization’ of their marketing campaigns† (147). In this paper, I will explore the validity of the earlier suggestion at length, while analyzing the discursive significance of the visual and textual messages, explicitly/implicitly conveyed by the covers of the UK and the US editions of Vogue Magazine (February, 2010). The most easily identified difference between the two covers is that, whereas, the US cover depicts a clearly Caucasian model (Jessica Biel), the UK cover depicts a model (Cheryl Cole) that can be best identified as a someone who has been born in the multiracial family. In fact, on the magazine’s cover, the latter appears to be at least partially Pakistani, in the ethno-cultural sense of this word.Advertising Looking for resea rch paper on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More In its turn, this can be explained by the specifics of how the policy of multiculturalism is being implemented in the US, on the one hand, and in the UK, on the other. Whereas, in the US, the policy of the multiculturalism enjoys a rather semi-official status, in Britain it is in fact being enforced upon citizens. Moreover, whereas, in the U.S., the representatives of racial minorities do not exercise enough political influence, in order to be able to directly affect the process of the country’s domestic and foreign policies being designed and implemented, this is far from being the case in the UK. After all, it does not represent much of a secret that, as of today, a growing number of British socially prominent intellectuals, as well as religious figures, does support the adoption of the Islamic Sharia Law, as the British jurisprudence’s integ ral part (Rodgers and Lindsey 8). This, of course, suggests that, due to the essence of demographic dynamics within the British society, the UK is on the path of becoming increasingly ‘traditional’ country, where more and more citizens are willing to affiliate themselves with the values of the religion-based morality. Partially, this explains the apparent dichotomy between the postures of the depicted models on the covers of the US and the UK editions of Vogue. For example, the cover-photo of Jessica Biel implies that the depicted model is an intellectually liberated woman, who is thoroughly comfortable with taking an active stance in life. This is because, as it can be seen on the cover, she is being represented in the manner that stresses out her emotional comfortableness with what happened to be her existential self-identity of a person, unaffected by the conventions of the ‘traditional’ morality. These conventions presuppose that women should present th emselves as essentially timid creatures, who can only realize their full potential while in the relationship with men. Yet, while understanding perfectly well the sheer power of her feminine charms, Biel does not seem to be willing to fetishize them, as if she wanted to say: â€Å"I am an independent woman and I am proud to be what I am†. This is the reason why Biel’s image conveys the subtle message of ‘liberation’ – the woman in question clearly thinks that there so much more to her individuality than merely her good looks.Advertising We will write a custom research paper sample on The Comparison Between the Two Different International Editions of Vogue Magazine specifically for you for only $16.05 $11/page Learn More The same, however, cannot be said about the photographic image of Cheryl Cole, featured on the cover of the UK edition of Vogue. After all, there can be only a few doubts as to the fact that the manner in wh ich she has been photographed, implies her affiliation with the traditional virtues of womanhood, commonly associated with the notions of timidness, passiveness and shyness. The very defensive manner, in which Cole holds her hands (as if she wanted to protect its innate existential essence), suggests that on a subconscious level, she is aware of her own fragility, as an individual. At the same time, however, she appears to be simultaneously aware of the fact that it is specifically men, who can help her to realize the full extent of its existential potential – hence, the strongly defined spirit of a sexual seductiveness, emanated by the UK cover of Vogue. In this respect, Cole’s cover-image does seem to be discursively consistent with Weininger’s suggestion that: â€Å"A woman does not value herself by the constancy and freedom of her personality†¦ (she) can only value herself at the rate of the man who has fixed his choice on her† (123). It is needl ess to mention, of course, that there are male-chauvinistic overtones to the above quoted suggestion. Yet, they resonate perfectly well with how monotheistic religions (such as Christianity and Islam) used to treat women. Given the fact that, as it was pointed out earlier, Britain is on the way of becoming nothing less of a quasi-Islamic state, it makes a logical sense for the UK-based publishers of Vogue to strive to appeal to the religion-driven aesthetic tastes of British Muslims, which will soon attain the status of the country’s actual ethic majority. The legitimacy of this idea can also be illustrated, in regards to what appear to be the qualitative aspects of how both models are dressed. For example, as it can be seen on the US cover of Vogue, Biel wears a man’s shirt and a denim-costume. In its turn, this signifies even further the depicted model’s emotional comfortableness with the idea that women are not restricted to wearing only ‘gender-appropr iate’ attires. The reason for this is simple denim-fabrics, in general, and jeans, in particular, have traditionally been associated with the masculine virtue of industriousness (Woodward and Miller 7). Therefore, by willing to wear clothes made out of denim, women unconsciously exhibit their subliminal desire to cease being subjected to a patriarchal oppression, the important element of which has always been prescribing the representatives of a ‘weak sex’ to refrain from putting on these kind of clothes. Despite the fact that, as we have noted earlier, the religions of Christianity and Islam are equally oppressive towards women, in the US, the majority of Christians cannot be referred as ‘true believers’, in the classical sense of this word. One of the reasons for that that, as of today, the religion of Christianity in Western countries has ceased affecting people’s lives de facto, because the sheer fallaciousness of this religion’s d ogmas is clear to even moderately bright Whites.Advertising Looking for research paper on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the reasons for this is that, due to its outdatedness, the Christian code of behavioral ethics no longer correlates with what happened to be the cognitive aspirations of modern people (Rawls 95).  Because in the US, fundamental Christians consist of intellectually marginalized outcasts, they are not in the position to apply any pressure upon those women who refuse to share their male-chauvinistic religious nonsense. The same can be said about Islamic fundamentalists in the US – the FBI is keeping them on a short leash. This is why, Biel’s decision to appear on the cover of Vogue, while wearing a denim-outfit, appears fully justified – she never had a reason to be trying to appease conservatively minded citizens, in the first place. In Britain, the situation in this respect is quite different. Because this country can no longer be considered thoroughly secularized, non-religious British citizens are now being unofficially required to refrain from positio ning themselves as intellectually liberated individuals, as the growing population of Muslims in this country may find it offensive. The validity of this statement can be well illustrated in regards to the recent incident of the British soldier Lee Rigby having been decapitated on the streets of London by the Muslim believer Michael Adebolajo in broad daylight. In the aftermath, high-ranking officials from the British army advised British soldiers not to wear a uniform, when they are off-duty, in order not to anger Muslims (Shiv 9). In my opinion, the earlier described socio-cultural situation in Britain partially explains the particulars of Cole’s appearance on the cover of the UK edition of Vogue. After all, as it can be well seen on it, even though she wears a clearly feminine yellow dress, due to being ‘lose’, it effectively conceals the model’s bodily curves. Yet, this is exactly what Muslim women’s traditional dresses are supposed to do, so th at when looking at women in these dresses, men do not get overly excited and consequently refrain from considering to commit the sin of adultery.  Nevertheless, it is not only the visual subtleties of the discussed Vogue-covers that hint at the specifics of the cultural climate in the affiliated countries, but the textual ones, as well. For example, in the left upper corner of the US cover, we can read: â€Å"Not in the mood? The quest for a female Viagra†. It is needless to mention, of course, that the pharmaceutical term ‘Viagra’ has the clearly defined undertones of masculinity, as the drug in question was designed specifically for enhancing men’s sexual potency. In its turn, the notion of male sexuality cannot be discussed outside of how men go about adopting a particularly active stance, while looking for female sex-partners and having sexual intercourses with them. Therefore, the combination of the words ‘female’ and ‘Viagra†™ implies that women who are cognitively comfortable with it, do not necessarily think that passivity/submissiveness accounts for the integral element of their lifestyles – quite on the contrary. Given the fact that ever since the time of its founding, the US remained an essentially secularized state (the country’s Constitution proclaims the separation between Church and State), it is not surprising that in this country, even moderately religious women do support the idea that it is fully appropriate, on their part, to explore their sexuality actively. In this respect, the situation in the UK is quite different. After all, the UK Constitution openly states that Protestantism is even today considered the country’s state-religion (Madeley 275). Partially, this explains why, as compared to what it happened to be the case with American women, British women have traditionally been deemed much more ‘classy’ – that is, more passive and shy in thei r relationships with men. The latter presupposes that, as compared to American women, British women are much merely likely to overlook the discursively derogative sounding of a number of terms, to which they are being exposed, such as ‘chic’, for example. Predictably enough, one of the topics, advertised on the cover of the UK edition of Vogue, features the word ‘chic’ rather prominently: â€Å"Office chic. New weekday wardrobe†. Even though that this term means ‘style’, it clearly resonates with the word ‘chick’, which is a slang-word that derived out of the notion of ‘chicken’ – hence, degrading women, as being somewhat less human. There is, however, even more to it – because the mentioned topic features the word ‘chic’ in conjunction with the word ‘weekday’, the combination of these two words implies that the physiological specifics of women’s gender-affiliation, makes them less adequate, in the professional sense of this word. After all, this topic implicitly suggests that, even when addressing their professional duties (during the course of weekdays), women never cease remaining solely concerned with the matter of their physical appearance.  Essentially the same line of argumentation can be used, when it comes to discussing the discursive significance of other topics, mentioned on the covers of the UK and the US editions of Vogue. For example, one of the topics on the cover of the US edition of this magazine state: â€Å"Clothing to borrow from your boyfriend†. Apparently, it never occurred to those who came up with this topic that there could be anything wrong about women wearing men’s clothes. The reason for this is quite apparent – the very secularized realities of a post-industrial living in America naturally predispose women to think of the extent of a particular clothing-item’s appropriateness, as such, that reflects its functional subtleties. Why not to wear men’s shirts or trousers, if the circumstances call for it?  The same thought, however, would probably never occur to British women. This is because, being traditionally minded, they tend to deal with life-challenges indirectly – that is, they tend to rely upon men, when it comes to addressing these challenges. Therefore, as opposed to what it happened to be the case with their rationally minded American counterparts, the majority of British women believes that it is namely their feminine charms, which allow them to advance in life more than anything else does. Hence, the meaning of the question: â€Å"Can you live without mascara?†, featured on the cover of the UK edition of Vogue – the fact that this question is clearly rhetorical, suggests that it is quite impossible for women to enjoy living, while sparred of the opportunity to apply a makeup to their faces. Apparently, the article’s a uthor was perfectly aware of what happened to the innermost essence of British women’s subliminal anxieties, in this respect. Given what has been said earlier in the paper, these do appear to be dialectically predetermined.  There is another topic, featured on the cover of the US edition of Vogue, which can be discussed, as such that reflects American women’s tendency to indulge in pursuits, which have been traditionally been ‘assigned’ to men: â€Å"Close encounter. The tale of an almost adulteress†. This topic suggests that the publishers of the US edition of Vogue do realize what accounts for the actual nature of female sexuality, as such that is being physiologically rather than socially defined. This is because the suggestion that it is indeed possible for women to enter into the adulterous relationship with men implies that, contrary to what many women themselves tend to think, their sexual desires are being just as strong, as compared to th e ones of men. What it means is that a particular woman’s ability to enjoy sex as much as she wants, does not solely depend on whether she happened to possess good looks or not, but also on whether she is committed enough to end up in bed with the man she covets (Musser 23). It is needless to mention, of course, that this subtly conveyed suggestion parts away with the conventions of the religion-based patriarchal morality, which objectualize women. Therefore, we can well speculate that this topic’s prominent display on the US cover of Vogue signifies the validity of the idea that the American society is indeed more progressive than the British one – at least in respect of how it treats women. Had this not been the case, the UK cover of Vogue would not feature topics that do advocate the legitimacy of women’s willingness to objectualize themselves, as something fully appropriate. Yet, this is clearly not the case. For example, the topic seen in the UK cove r’s bottom right corner, states: â€Å"What it takes to get a supermodel’s body?†. This topic implies both: The measure of a particular woman’s de facto worthiness is solely concerned with her physical looks It is entirely appropriate for women to strive to be as thin, as possible, so that they would be in a position to successfully marry off, and to consequently attain the dubious happiness of pursuing the lifestyle of a pretty but brainless ‘doll’ – at the expense of being unable to give birth to healthy children. After all, it does not represent any secret for physicians that unnaturally skinny women (such as supermodels) do experience troubles at childbirth. Yet, male-chauvinistic societies could not care less about women’s physical well-being, but only about whether women can serve men as sexual toys, which is why in these societies; women are encouraged to take part in the ‘discourse of thinness’ (Neff 10). Therefore, the earlier mentioned topic can well serve as an indication of the fact that, despite its formal affiliation with the dogmas of political correctness, the British society remains rather oppressive towards women.  Quite clearly, this is not being the case in America, where women are being encouraged to explore their existential uniqueness, without paying too much attention to what happened to their actual physical shape. As another topic, featured on the US cover (‘The refreshingly real Jessica Biel’) suggests, it is namely the depicted model’s intellectual open-mindedness, reflected by the woman’s comfortableness with being who she is, which deserved her the right to appear in this particular edition of Vogue. It is understood, of course, that Biel is indeed sexy. However, what adds more than anything else does to the aura of sexiness, emanated by the model, is that, as it was mentioned earlier, her very posture implies that she has no psychol ogical complexes, whatsoever, in regards to being a thoroughly modern woman. In the UK edition of Vogue, however, the notion of modernity appears subtly ostracized, as one of the featured topics does encourage readers to adopt a cyclic outlook on what accounts for the essence of historical dynamics: â€Å"The return of 60’s glamour†.  Even though that as a ‘thing in itself’, this particular topic is best referred to as ideologically neutral, there are strongly defined discursive connotations to it, because it implies that it is possible for the ‘past’ to return. Because there are indeed a number of good reasons to believe that the British society is undergoing the initial phase of the process of deindustrialization/clericalization (induced by the ‘invasion’ of Muslims), we can refer to the mentioned topic, as such that is being metaphysically consistent with the society’s ongoing qualitative transformation. As it was stat ed in the Introduction, in regards to the covers of the UK and the US editions of Vogue, there is indeed a good rationale in believing that Globalization does result in the standardization of the media products’ content. The very laws of a historical progress predetermine this state of affairs. Nevertheless, the culturally defined specifics of how the members of targeted audiences tend to perceive the surrounding reality, do affect this content’s societal implications. Therefore, even though that the US and the UK based editions of Vogue do feature themes and motifs that the magazine’s publishers consider being potentially appealing to women, the discursive significance the covered topics cannot be discussed outside of what account for the specifics of the socio-cultural climate in America and Britain. This once again exposes the fallaciousness of those sociological theories that treat humanity in terms of a homogeneous compound, consisted of the representatives of Homo Sapiens species. Apparently, one’s ethno-cultural affiliation does affect the concerned individual’s cognitive inclinations rather substantially. I believe that this conclusion is fully consistent with the paper’s initial thesis. Madeley, John. â€Å"Unequally Yoked: The Antinomies of Church-State Separation in  Europe and the USA.† European Political Science 8.3 (2009): 273-288. Print. 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