Gavin Degraw - Chariot free essay sample

Gavin Degraw Chariot Those screaming tweens could never get in the way of me singing along with that bluesy folk-style music Gavin Degraw creates. Gavin Degraw live had to be one of the most amazing experiences of my life. The man grabs your heart and tugs at those strings. The ones you thought you could never even feel being bothered with. As I looked around in the audience that night of the concert, I couldnt look one way without seeing a fan belting out their lungs. The fans of Gavin Degraw are true and real, and loyal to thier hero. The look he has as he performs; it shows a sign of weakness but security. He has that sly confidence about him that just makes you love him. And his voice? Dont even get me started. Just think Marvin Gaye, Barry Manilow, Micahel Buble. But all of them, together, only twenty times better. We will write a custom essay sample on Gavin Degraw Chariot or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Degraws music has gotten me through so much in life. I was depressed, his caring words brightened up my day. That small tap of the foot his music brings on could make all the difference in the world. I could go on forever about him. My dream is to meet him, and that I will never let go. Degraw makes me dream of how the world can be better. His lyrics, which by the way, he writes his self, help you indulge the real world and how we all really want better lives, and we can have them in this colorful world. I dont wanna be anything other than what Ive been trying to be lately, neither do I, neither do I.

Free Essays on Obasan

of Naomi, silence is even thrown into play during such devious acts as molestation. When the neighbor Mr. Gower was molesting five-year-old Naomi, she remained silent. â€Å"The conflict between silence and speech is complicated for Naomi by her memories of the pre-oedipal silence†¦Ã¢â‚¬ (Goellnicht, 295). She was taught not to lash back at adults and to do what they say. At this moment, she learned dis-trust. The incidents with him happened more than once, yet she remained silent. This, for Naomi, drew her apart from her mother, leaving something between them that could not be discussed or mentioned. Bef... Free Essays on Obasan Free Essays on Obasan Paper- Obasan This is a story of silence. In some cultures, silence means everything. Sometimes it is not what you say, but what you don’t say. The characters in this story live many ways through silence and it’s effective nature. Naomi is torn between her aunts personalities, yet remains silent. The family remains silent throughout the events of their captiveness. Sometimes things are better left unsaid, but then again, did things work out in the end for these people? Sometimes, silence means everything. â€Å"In the U.S. silence is generally looked upon as passive; in China and Japan it traditionally signals pensiveness, alertness, and sensitivity† (Cheung, 113). The people of this story are silenced throughout their whole lives, living out their cultural ways, even though living in another country. They are raised to respect through silence. Ever since Naomi was five, Obasan, their aunt, raised her and her brother Stephen. Before this occurred Naomi seemed to have a happy childhood. She looked up to her mother as all young children do. She respected her mother’s authority and clung to her demeanors and ways of acting. She would play outside and go about her business unbothered, trusting everything her mother told, as all children trust a parent. â€Å"If I speak I will split open and spill out† (Kogawa, 63). From the words of Naomi, silence is even thrown into play during such devious acts as molestation. When the neighbor Mr. Gower was molesting five-year-old Naomi, she remained silent. â€Å"The conflict between silence and speech is complicated for Naomi by her memories of the pre-oedipal silence†¦Ã¢â‚¬ (Goellnicht, 295). She was taught not to lash back at adults and to do what they say. At this moment, she learned dis-trust. The incidents with him happened more than once, yet she remained silent. This, for Naomi, drew her apart from her mother, leaving something between them that could not be discussed or mentioned. Bef...

Project management Assignment Example | Topics and Well Written Essays - 2750 words

Project management - Assignment Example Being one of the biggest and most innovative banks in New Zealand, ASB Bank needed to minimize energy consumption in all its headquarters and branch networks. Besides minimizing energy, cost the bank also wanted a solution that would enable a countrywide communication infrastructure, which would be reliable and secure. In addition, the bank also wanted a solution that would be independent of the bank’s data network. Finally, the fact that the smart metering technology was a new phenomenon in the New Zealand market necessitated the bank to find an experienced M2M partner. All these formed the primary goals of the establishment of the Machine-to-Machine (M2M) smart meter solution project. To minimize energy consumption, the bank aimed at installing a network of more than 200 smart meters in the in its headquarters and branch networks all over the country. The proposition of the project was to install smart meters in each ASB bank branches countrywide and around 10 smart meters in the bank’s data centre, call centre, and headquarters. The smart meters installed would collect data in a 15 minute interval, from eight power sources, and then feed the information collected to a central server in a 30 minute interval on a daily basis. This would enable the ASB Bank to monitor the data in each of its branches in a near instantaneous manner, verify the load profile, and respond to any problems in any of the branches accordingly. Smart meters would be installed in all the bank’s branches, key buildings and individual loads in bigger buildings. After the smart meters collect data from all the branches and offices, the data can be manipulated using numerous customized reports and automatically sent to the main server To enable successful project scheduling, the project goals must be broken down into tasks before the delivery dates, resource constrictions, or task contingencies are considered. When

SOCIOLOGY OF MENTAL HEALTH and ILLNESS Essay Example | Topics and Well Written Essays - 1000 words

SOCIOLOGY OF MENTAL HEALTH and ILLNESS - Essay Example While such labels are applicable to a small fraction of patients, a majority of them are â€Å"normal† individuals by common standards. Their disorders and disturbances only affect their concentration, cognition and efficiency. Yet, they get ostracized for their condition. The mainstream media plays a significant role in spreading such misconceptions among the citizenry. As a matter of statistic, crime rates among the mentally disturbed are quite similar to that of the control group (Angermeyer, 2004). Yet, the media portrays them as people prone to violent and antisocial behavior. For example, â€Å"Mental illness also has not received the sensitive media coverage that other illnesses have been given. We are surrounded by stereotypes, popular movies talk about killers who are "psychos" and news coverage of mental illness only when it related to violence. We also often hear the causal use of terms like "lunatic" or "crazy," along with jokes about the mentally ill. These representations and the use of discriminatory language distort the public’s view and reinforce inaccuracies about mental illness.† (Schulze, 2003) It is not an even keel with all types of afflictions. Some of them like schizophrenia are subject to more ridicule and stigma than say depression. People affected with this condition are portrayed as â€Å"psychos†, â€Å"whackos†, â€Å"nut balls†, etc. While disorders like depression don’t attract such treatment as a result of widespread awareness about anti-depressants within the mainstream media (Kelly, 2007). There are other negative consequences to such stigma. For one thing, many people shy away from getting proper treatment for their conditions on fear of being ridiculed and disparaged. They also develop unreasonable fears of abandonment by their family and friends once the illness comes to light

Cyber Defense Situational awareness Research Paper

Cyber Defense Situational awareness - Research Paper Example The chapter further outlines the topical issue through sub-topics such as OODA loop, PDAR and J2 intelligence cycle, Cycle and CND and incident response. Other sub-topics include the role of Digital Forensic in Cyber C2 for situation awareness, how models relate in situation awareness, issues with cyber defense in situation awareness and why active defense is required. The chapter provides a presentation on how active defense enhance organization intelligence cycle. It ends with a summary of the main points in the literature review. 2.2: Defining Cyber Security and Situation Awareness. Situation awareness is defined as the capacity to swiftly and efficiently address arriving stimuli with appropriate responses (Cumiford, 2006). It impacts defensive operations at the tactical level through the provision of the ability to recognize and respond to actions of the adversary (Tadda, n.d.). Endsley (1995) describes SA as the view of the fundamentals in the surroundings within a degree of time and space, the understanding of their connotation, and the protuberance of their status in the near future. SA integrates the surroundings, goal, organization, existing substantial and human possessions, and other actors in the environment (Pew, 2000). Situation awareness provides a decision making model that can be broken into three components. The first one entails being aware of the current environment (Endlay and Garland, 2000). It is followed by the other component of determining the importance of certain incidents in the cyber world domain. The last component entail being able to tie the alertness to opportune and apt responses (Cumiford, 2006). In the SA model, cyber situation awareness system is responsible for processing of the incoming data the purpose is to try and repel any attacks from the external source (Tadda, n.d.). In order to do so, a cyber SA system must have such tools as intrusion detection systems, firewall logs, system logs, network flow and connection data (Tadda, n.d.). Models within a cyber SA system combine to enable the cyber SA system to capture and reason about past, current, and future states of the system operations and possible threats. The system is able to build new models or modify existing ones based on a combination of new and old information. This is made possible through positive rela tions of all models within the cyber domain, as well research in the field (Hettinger and McKeely, 2011). The Cyber SA updates these models based on the input from the external environment, self status and planning and reasoning outputs. This decision making model is pegged on the following capabilities: recognition of particular situations, determination of the significance of particular situations, reactive and proactive capabilities, ability to handle uncertainty and incompleteness, and ability to break goals into constituent parts (Cumiford, 2006). To make the cyber SA decision making model perform better, four additional capabilities are required. Temporal reasoning is required as situations occur in time, including the modal logic. 2.3: CND and incident response and its role in SA Computer network defense is a system aimed at protecting information systems against attacks. A classic CND is comprised of multiple niche intrusion detection tools, each of which carries out network data analysis and produce a unique alerting output (Beaver, et al, n.d.). Passive defense involves such tools as password protection, data encryption, and firewalls. However, these tools suffer from limitations in that hackers are

Concept Models for Sports Development

Concept Models for Sports Development Part One Introduction There are many methods which one can rely on in order to undertake policy research. Often we will see policy makers undertaking primary research by way of observations and experimentation, resulting in a first-hand account of the effectiveness of a certain policy in a given context. However, such primary research is not always available or easily accessible, and often persons need to rely on secondary accounts of information to base their decision making processes on. It is this reliance upon secondary information that can lead to problems as to quality and reliability, which may contribute to the lack of effectiveness of a certain implemented policy. The purpose of this essay is to explore the principle of concept models and their effectiveness in relation to the formulation of policy as regards sports development. In doing so, it will attempt to identify what concept models actually are, what sports development is defined as, how the two areas interrelate, and finally the advantages and limitations of relying on concept models as a form of research. It is important to note at the outset that relying on secondary research is arguably fraught with danger in any case, however this essay also recognises the fact that primary sources or material may not always be available, and will consider whether concept models make a valuable alternative form of research. What are ‘Concept Models’? Concept models are a logical form of data collection, which researchers and academics often use to gauge and measure certain aspects of a sample of a population, so as they can form general conclusions based on the results. Often a concept model is the result of laborious analysis and experimentation, which uses scientific data collection methods to formulate and test hypotheses, so as a person studying a particular area can gain knowledge and intuition in a logical manner. Clearly there is a significant difference between the application of a reasoned hypothesis to a particular set of circumstances, as opposed to the application of theoretical principles, and this is perhaps where the conflict arises between these two methods of research in particular areas of study. It is important to understand the fact that there may be times where a concept model is perhaps the most appropriate method of research in a particular matter. However, other situations will require a more theory-based approach. This is the difficult issue that the study of society and culture presents to the academic and researcher: society and social values are often not accountable to rhyme or reason. They cannot be justified by the application of facts and figures, but rather one must attempt to understand the underlying rationale of a social context so as to have an idea as to what conclusions can be drawn about that particularly sample’s behaviour. The purpose of this essay is to highlight the tension which concept models bring to a social issue such as sports development. What is ‘Sports Development’? Sports development cannot be defined by one singular term. It can have a variety of meanings depending upon the context it is used. Perhaps the most succinct definition, but by no means definitive, is the following: Sport development deals with the opportunities available for people to progress to their potential in sport, from taking part for fun and health to competition and also encompasses the provision of opportunities for addressing the social issues of the day through participation in sport.[1] Furthermore, it is important to note that: As a profession sport development needs to justify the claims made for it by politicians and practitioners alike by providing an evidence base for the claims made for its value as a legitimate social service.[2] Therefore, sports development is regarded as having a role in society in general, and is not limited just solely to participation in sport itself. It can relate to health, in the sense that participation in sport and physical activity can lead to a reduction in obesity levels and cases of coronary heart disease and the like. It can link to crime, in the sense that sport can be used as a method of implementing structure and rigidity into a person’s life, with the theory being that a person is less likely to offend as a result. It can even delve as deep as other social issues such as gender equality, in relation to the access to top competition sporting events and activities being geared more towards men than women. All these different concepts are important, and all need to be understood in order to truly grasp the overall concept of sports development. But how does one teach this to others? How does one understand the relationship between these very different entities, in a us er-friendly way? How are Concept Models used in Sports Development? Concept models can be a useful tool in sports development, and in fact have been in discussion and policy research since the 1970s. Since first being coined as a term in the 1960 Wolfenden report,[3] sports development has undergone somewhat of a development in itself. New concepts have arisen, that need to be explained to scholars, researchers and laypeople alike. This is where concept maps may serve a valid purpose. They visually represent how various aspects of areas interrelate and flow on from one another. For example, the area of sports development has traditionally been associated with the ‘pyramid model’,[4] whereby a person begins at the bottom of the pyramid with many others at the foundation level, and gradually moves up the pyramid to the excellence level, which is only reached by much fewer people. This brief pyramid concept basically tells the reader in a visual way the overall principle of sports development, and what its ultimate goal is. However, this do es promote limitations. Firstly, it implies that the only way a participant in sport can move is up, and does not allow for the frequent occurrence of participants having to drop down one ‘level’ and attempt to climb up again. Secondly, it also imposes a quite rigid framework, and does not allow for the individual or unique nature of each and every participant. These issues will be discussed in further detail in due course. Concept models are also useful in the sense that sports development is an area which has been identified as severely lacking in empirical and scientific data to justify any other major form of modelling.[5] Riddoch also goes on to say that, as a result of this lack of ‘hard evidence’, we must rely more so on â€Å"theory, common sense, observation and expert opinion as on hard evidence†.[6] This essentially proves the usefulness of concept models in the context of sports development; however it also signifies the need that we need to begin developing a ‘bank’ of hard evidence so as to support the faith the government shows in this area. Essentially then, concept models are useful as an introductory tool, however one should seek to qualify these concepts with rigid empirical data. What are the Advantages of using Concept Models? The overwhelming benefit that concept models play in relation to the design, planning and delivery of the sports development process is that fact that is essentially simplifies the concepts and the relationships between various aspects of sports development and the wider community. It can essentially explain otherwise complicated topics quite clearly and reasonably, while also guiding the policy development process as a whole, given that it can highlight specific target ideas and values that a policy may wish to address. An excellent example of a concept model for sports development can be found in the PAT 10 report entitled ‘Sport and Social Exclusion’ (1999) at page 10 thereof, which attempts to represent the relationship between sport (or physical activity generally) and the wider economic benefits to the community as a whole.[7] On the basis of this concept model, one can trace the path of consequences that a specific activity or outcome can carry. For example, an in creased time in sprints can lead to an increase in sports injuries, and then an increase in costs to the NHS. However, the same outcome could also result in an increased achievement in sporting activities, then an increase in one’s health, and accordingly a decrease in costs to the NHS. This diagram maps out this particular issue quite well, although it is still quite ambiguous, in the sense that it does not indicate which path is more likely than the other to occur, and implies an even chance of either (or even both) occurring. What are the Disadvantages of using Concept Models? The above discussion in relation to the advantages of concept models also perhaps highlighted what some of the disadvantages are. A person who seeks to rely on a concept model in developing sports policy may be making a decision based on misleading information. This is primarily due to the fact that concept models can imply ambiguity in the data they represent. As mentioned above, the example in relation to the PAT 10’s concept model does not give any indication as to what event is more likely to occur than the other, meaning that the policy makers cannot accurately measure their issues as against the consequences due to the lack of empirical data in support. Therefore, it is important for policy makers to make their own enquiries into the reliability of the information, and they also should seek to support it with some ‘hard’ evidence before drawing a conclusion and formulating policy to guide the sport development process. Also, a pre-existing concept model may not cater for the policy maker’s particular circumstances, and therefore it would be important to have further information available to tailor the concepts to fit the situation. Concept models may also only prescribe one manner of ‘moving’ through the various concepts, which does not cater for all eventualities, and therefore one must exercise caution when relying on them, and perhaps only rely on concept models which might allow a certain amount of flexibility in their guidance. Conclusion On the basis of the above discussion, it would be reasonable to conclude that concept models can be a valuable tool in guiding the design, planning and delivery of sports development policy, however they should be relied upon with caution, and the policy maker should make an effort to familiarise himself with other ‘hard’ evidence so as he can make policy in the best interests of achieving the objectives he has set for the policy. It is the unique objectives of the policy that should come first, and it is the role of the policy maker to design and implement policy which will achieve these goals otherwise it will be of no benefit. Therefore, it is incumbent upon the policy maker to make all reasonable enquiries so as to ensure that they are making their decision based upon reliable and sound evidence. While concept models are valuable resources, they are certainly not definitive, and should not be viewed as such by those who seek to rely on them. Part Two Childhood obesity is becoming an ever increasing problem in todays modern society. So often do we see advertisements for fast food, junk food and other unhealthy habits and lifestyles, such as video games, on the television which are predominantly aimed at a younger audience. This places significant pressure on the sports industry as a whole, as children who become disillusioned with sport may suffer consequences not only to their own health, but the heath of the industry overall. After all, children are the future of our society, and it is in the interests of sport into the future to promote its values to the younger generation. The purpose of this case study is to highlight ways that sport is used at a younger level, such as school age and the like, in order to promote the positive message of health and fitness to children. This is often achieved through the implementation of social policy and activities which promote physical activity and are generally catered to the fitness and s kill levels of younger children. It is difficult to rebut the proposition that obesity in general, let alone childhood obesity, it reaching epidemic proportions around the world, specifically in the United States. The purpose of this brief therefore is to identify the objects of school-based activity programs, and rationale which underpin these programs, the design and implementation of these programs as well as their implications for management. Specifically, given the writers residence in Australia, it will tend to focus more on Australian-based research based on the writers experience in after-school childhood sport programmes. There is substantial evidence and policy in existence which supports the proposition that sport can promote a healthy lifestyle and decrease the risk of coronary heart disease and stroke at a later stage in life. In particular, the PAT 10 report Arts and Sport (Department for Culture, Media and Sport, 1999) includes health as an area in which sport can contribute to neighbourhood renewal. The Value of Sport (Sport England, 1999) suggests that sport can make a contribution to the new policy agenda by assisting in the improvement of fitness and health the reduction of risk of coronary heart disease, obesity and osteoporosis; psychological benefits (eg reduction of depression) and a range of more specific health benefits.[8] Therefore, sports development serves a vast social purpose from a health perspective, in the sense that encourages its participants to increase their physical activity in order to improve their health and not face as many potential health problems down the track. In the Australian context, where the writer is based, there is clear evidence of a policy shift towards enforcing compulsory school-level sport within the curriculum for all primary school age students. In the state of Western Australia, this was recently introduced and, according to Education Minister Mark McGowan, what I dont want to see is us reach the obesity levels of the United States and acknowledged that governments cant take all the responsibility here. Two hours a week in a school curriculum in which were loading up literacy and numeracy as well is a good outcome. What we need is after school and on weekends, parents to play their bit as well.[9] A Western Australian school principal remarked about the policy It is certainly very popular with the students. The teachers like the fact that we can now program it rather than it just being an add-on to the curriculum and it seems a very good way for us to resource the problem that were facing.[10] What this demonstrates is the f act that the government only has a limited role in the decrease of the epidemic of childhood obesity. Its hands are effectively tied, in the sense that much of the encouragement and enforcement needs to come from the parents of the children rather than the government. Essentially, the government only has control of children for about six hours per day, whereas parents are responsible for their children after school and on weekends, so there is a need for this value of childhood health and fitness to spread as a social value, rather than simply becoming an imposition by government. Perhaps most relevant to the after-school programs that the writer was involved in was the key points in relation to health which were made by Coulter in his research report entitled Realising the Value of Cultural Services: the case for sport (2001), and the following seven conclusions on this report can be drawn: Much of the research evidence relates to the health benefits of physical activity, rather than sports per se†¦ There is a need to focus on behaviour change rather than formal activity, promoting facility use and uptake of classes and sessions. Among sports participants, the frequency of activity is often less than that required to achieve and sustain health benefits. Qualitative evidence suggests that the greatest gains from involvement in activity relate to psychological health and increased feelings of well-being. It is important that such experiences are complemented by a recognition of the unique physiological benefits of exercise. Factors underpinning the success of activity provision have included appropriate and convenient local facilities; recognising the importance of participants friendship groups in getting involved and staying involved; providing reassurance that people just like us are able to participate; acknowledging, particularly to older people, that some physical activity will be better than none; and recognising that if the activity has some intrinsic value (good fun, enjoyable, a change of environment etc), it may be more appealing and ensure adherence. There is a widespread absence of robust monitoring information on the health benefits of participation and little long-term monitoring of adherence to activity programmes. This reflects the short-term nature of many initiatives, the lack of funding for such monitoring and the lack of expertise to undertake such work.[11] The above points perhaps best capture the underlying rationale behind after-school sports programs. There is no need for a child to participate in sports per se, but rather in activities which result in an increase in physical activity. While the definition between sports and physical activity can appear clouded on occasions it is clear that, for the purposes of Coulters report, they are two entirely different concepts. One of the key programs that the writer was involved in, in order to be able to comment upon this issue first-hand, is known as the ‘Active After-School Communities’ program, which is operated under funding provided by the Australian federal government. A documented case study has been undertaken in regards to the effectiveness of this program in encouraging younger children to participate in physical activity. Parents acknowledged the concerns in the current social environment in relation to obesity and later health problems, however sought to support the program where they were able to, having regard for barriers such as travel and distance, as well as time constraints in relation to parents being able to pick up and drop off children in line with their work commitments.[12] However, in an attempt to promote maximum attendance and participation, it was important for the deliverer of the program at each venue to follow certain policies in relation to the activities that they organise. First and foremost, it needed to be an activity that the children would enjoy. This meant that it needed to cater to the wants of the children, rather than the deliverer simply imposing a certain program upon the group. The deliverer therefore needed to be flexible in terms of ideas and planning of activities, however needed to remain firm enough to impose a sense of order, control and structure to the activities, in order to ensure that the overall objectives of the program were still being met. Another key feature of the Active After School Communities program is the ‘non-exclusion’ policy behind all of its activities. In essence, this means that no child should be excluded from the activities, and activities which provide for a person being ‘out’ should provide another physical role for that child as part of the activity. For example, in a game of dodge ball, a person who is hit by a ball (in a safe manner) would ordinarily be out, howeve r a good program deliverer could find an alternate role for these participants while they are waiting for a new game to start, such as throwing balls in from the sidelines as part of the game, which still keeps them involved and active. This often meant that the deliverer had to create unique games or activities within ‘their own rules’ in order to implement the policies laid down by the program. This required special training on the part of program deliverers, and thus all deliverers were required to complete accreditation in the delivery of the program before being able to conduct the program unsupervised. Of course, the design and implementation of the program is not without its impact upon the management of the program. It is important for the Federal Government to have regard for the fact that many parents are somewhat unable to pay large amounts for this program, and hence the participants of the focus group expressed a desire for the program to be heavily, if not fully, subsidised by the government.[13] This creates an issue, in the sense that the funding of the program is a significant concern given the associated expenses of program delivery. This is particularly due to the need to pay the deliverers for their services, but also that the program takes place outside of school hours. This means that supervision of the program often falls outside of the scope of a teacher’s ordinary duties, and thus often a casual employee (or a number of them) needs to be engaged in order to fill this role. Magnifying this issue is the need for a large number of sites to exist, especially i n rural areas, in order to maximise participation by minimising the distance and travel factors. Additionally, the case study also highlights the lack of suitably qualified staff to fill these roles in any event.[14] This means that the management need to outlay a substantial amount of funding to initially reach the required training and staffing standards that the policies of the program demand. Therefore, the management need to be mindful of the concerns raised by the parents of the children of the program, as they are reluctant to absorb any major costs associated with the program. As a result, the management need to ensure that the appropriate budgets and costings are obtained so as to meet the objectives of the program, and it is clear that these policies perhaps impose a great deal of pressure and responsibility upon the management. In summary, it would appear that the Active After School Communities program which the writer was associated with serves a valid purpose. It recognises the need for children to become physically active, in a society which promotes generally unhealthy lifestyles and habits. The responsibility for this negative social shift would have to be shared between the government, parents and corporations; however the responsibility to fix the problem ironically sits with the same people. For example, the AASC program relies heavily upon funding from Nike, which provides clothing and equipment so the program can run efficiently. The government needs to put the framework in place, but ultimately it is the role of the parents to encourage their child to attend the program, and to ensure continued participation, so as the child can receive the full benefit of the program. Bibliography Books Houlihan, B., and White, A., The Politics of Sports Development (2002), London: Routledge Hylton, K., Bramham, P., Jackson, D., and Nesti, M., Sports Development: Policy, Process and Practice (2007, 2nd ed), London: Routledge Reports Coulter, F., Realising the Value of Cultural Services: the case for sport (2001) LGA, London PAT 10, ‘Research Report: Sport and Social Exclusion’ (1999) Institute of Sport and Leisure Policy, Loughborough University Riddoch, C., ‘Relationships between physical activity and physical health in young people’ in Young and Active? Young people and health enhancing physical activity – evidence and implications’ (1998) Ruiz, J., ‘A Literature Review Of The Evidence Base For Culture, The Arts And Sport Policy’ (2004), Scottish Executive, Edinburgh The General Council of Physical Recreation, ‘Sport and the Community’ (1960), CCPR, London. Internet Sources ABC News, Compulsory sport to tackle childhood obesity (2007), http://www.abc.net.au/news/newsitems/200705/s1924710.htm> at 2 August 2008 Colmar Brunton Social Research, ‘Evaluation of AASC Program: Community Case Study – Vasse Community’ (2008), Australian Sports Commission, http://www.ausport.gov.au/__data/assets/word_doc/0004/200389/Evaluation_of_AASC_program_-_Community_Case_Study_-_Vasse.doc> at 2 August 2008 Sports Development, www.sportsdevelopment.org.uk> at 2 August 2008 [1] Sports Development UK, ‘Sports Development’ (2008) http://www.sportsdevelopment.org.uk> at 2 August 2008. [2] Ibid. [3] See The General Council of Physical Recreation, ‘Sport and the Community’ (1960), CCPR, London. [4] See Casey (1988). [5] Janet Ruiz, ‘A Literature Review of the Evidence Base for Culture, The Arts And Sport Policy’ (2004), Scottish Executive, Edinburgh, 15; see also Chris Riddoch, ‘Relationships between physical activity and physical health in young people’ in Young and Active? Young people and health enhancing physical activity – evidence and implications’ (1998). [6] Ibid. [7] PAT 10, ‘Research Report: Sport and Social Exclusion’ (1999) Institute of Sport and Leisure Policy, Loughborough University, 10. [8] F. Coulter, Realising the Value of Cultural Services: the case for sport (2001) LGA, London, 15. [9] ABC News, Compulsory sport to tackle childhood obesity (2007), http://www.abc.net.au/news/newsitems/200705/s1924710.htm> at 2 August 2008. [10] Ibid. [11] These points are drawn from sportdevelopment.org.uk at http://www.sportdevelopment.org.uk/html/rg_health.html> at 2 August 2008. [12] Colmar Brunton Social Research, ‘Evaluation of AASC Program: Community Case Study – Vasse Community’ (2008), Australian Sports Commission, http://www.ausport.gov.au/__data/assets/word_doc/0004/200389/Evaluation_of_AASC_program_-_Community_Case_Study_-_Vasse.doc> at 2 August 2008. [13] Ibid. [14] Ibid.

Dorothea Lange :: essays research papers

Dorothea Lange was born in 1895 in Hoboken, New Jersey. Her family had come from Germany to the United States as immigrants. When Dorothea was seven years old, she suffered from polio. In 1907, her father left her family. And soon, her mother became an alcoholic. Dorothea was lonely in high school until she began studying photography.   Ã‚  Ã‚  Ã‚  Ã‚  At the age of twenty-three, Dorothea left home, and in 1918, began an around the world trip. She taught Ron Partridge photography and people started calling him her “assistant.'; Ron Partridge recalls that she was very determined not to stop her work.   Ã‚  Ã‚  Ã‚  Ã‚  Dorothea Lange is best known for her work during the Great Depression. Other things she photographed were children, ships, the Depression, and many others. She also photographed Mormon communities. During her years in photography, she traveled to Asia, South America, Egypt, and India.   Ã‚  Ã‚  Ã‚  Ã‚  She married Maynard Dixon in 1920. Her marriage lasted fifteen years and in 1935 she divorced him. However, while on assignment in New Mexico, she remarried to Paul Taylor.   Ã‚  Ã‚  Ã‚  Ã‚  In 1939, she began her first major project. Later, she worked for the Farm Security Administration. However, much conflict arose and in 1940 she was dismissed for the last time.   Ã‚  Ã‚  Ã‚  Ã‚  In the 1950’s and 60’s Dorotheas’s husband, Paul, spent six months photographing developing countries and Asia. Dorothea began having reoccurring ulcers. She was diagnosed with cancer of the esophagus. When she was in the Near East she caught malaria.   Ã‚  Ã‚  Ã‚  Ã‚  Ansel Adams described her as a difficult woman who was opinionated, impatient, and willful. A woman who defied the social gender expectations. Her last project was entitled, “Dorothea Lange Looks at the American Country Woman.';   Ã‚  Ã‚  Ã‚  Ã‚  Dorothea can definitely be described as someone who stood up for women and knew that women could do anything anyone else could do.

Is Chivalry Dead

Is Chivalry Dead?! What do you think of when you hear the word â€Å"chivalry†? I can’t speak for everyone but I know most of us, when we hear or think about the word â€Å"chivalry,† automatically we picture images of such figures as the legendary King Arthur and his Knights of the Round Table, Prince Charming, Gawain and The Green Knight, castles, and images of heavily armor knights saving princess or the cliche-ic â€Å"damsels in distress†. Though myths and fairytales illustrate this picture of chivalry, this in fact is a result of what the world has come to mean.Originally, the word â€Å"chivalry† had a different meaning. During the middle ages, the individuals who lived during this time use chivalry as a â€Å"code of conduct†. This â€Å"code of conduct† was put in place help the society become better by organizing it. People who lived during the Middle Ages supported the â€Å"code of conduct† because they felt it may h elp control the nation and help it gain more power. With any society, if chaos arises something is put into place for it to be demolished.For example, laws are created to provide a society with some type of order. Therefore, chivalry was created to control a society. â€Å"Chivalry wasn’t only to regulate the disorganization within a society but it also provided individuals at the type of the social ladder to be viewed with high esteem, particularly knight†. In order for a knight to make a name for himself or be recognized as honorable, he had to follow the behavioral code of chivalry.In modern society, one might speculate if chivalry has influence other people from across the globe. Although it pretty safe to say that in our society, chivalry has not fully impact us as a society, neither socially or culturally. Therefore providing truth to the saying that chivalry is dead. In medieval times, power in Europe was dispersed to the people of hierarchy. The people of great nobility, such as the king, had control of people who were viewed as inferior, such as the peasants.The earliest way for the nobles to protect themselves and land is through feudalism. Feudalism is a social system based on a hierarchy which consists of social, political, and economic systems. The purpose of the feudalism system was to give the nobles a chance to have power over lands and people. â€Å"This control would be so successful that it would provide a way for the king to give knights things such as gold or land in exchange for their loyalty and service to the kingdom†. This was the bases for the â€Å"code of conduct. †

Statutory Interpretation In Australia essays

Statutory Interpretation In Australia essays Statutory interpretation is where judges interpret the meanings of words in a statute to determine and classify if and how it will apply in similar or different cases. This statutory interpretation or judicial interpretation can be created and applied as judicial precedents for other cases. Judges are making laws when determining the words in an Act. Statutes need interpreting for a number of different reasons. Parliaments language in acts of parliament can be ambiguous and unclear. Many words in an act may need definitions and classifications. The interpretation of the statute helps to clarify the intention and words of the statute. An example of this is the SA Road Traffic Act in the case of R v McGuinness, which needed to be interpreted so that the word driving was clearly defined to clearly understand what the term driving involved. With changes in time and circumstance there is a change in societys values and attitudes and therefore their must be a change in the way statutes are interpreted. An example regarding the legislation on telephonic devices, is the wording other like services meant to include fax or digital photographs? This must be decided by statutory interpretation. Many meaning of words has changed from there past meanings and statutory interpretation is needed to explain exactly what the words mean and what the Act is intended for. It is also needed for ambiguities, when different words and meanings are used in Acts and Regulations were disputes are created. The complexity of the law in areas such as taxation law can be very complicated and cause disputes regarding the meaning of the legislation, statutory interpretation is required to solve this problem. It is needed to decide how words of an Act apply to a particular case. Parliamentary aids or guidance along with common law guidance is used when deciding the meaning of statutes and regulations. Pa...

Education System in Japan and Singapore Essay

Education System in Japan and Singapore Essay Education System in Japan and Singapore Essay Sample Education System in Japan and Singapore Essay Sample In a recent UNESCO report about the education system in the Association of Southeast Asian Nations (ASEAN) members states, it was noted that despite the differences in ideologies, political systems, development priorities, and education systems, members states of the ASEAN community share a common vision (UNESCO, 2014). For ASEAN +6 member states, including, Australia, China, India, Japan, Republic of Korea, New Zealand and Singapore education is the pillar of development that contributes to the community’s competitiveness. Exploration of education systems in the ASEAN community reveals that there are several countries with efficient education systems, including Japan and Singapore. The analysis will provide a better understanding why education system performs better in one national system than in another. In the same context, the comparison also provides tangible evidence and a practical lesson that would help researchers, policy makers, and professionals in the educational r ealm improve the efficiency of education system within their jurisdiction. This research paper compares and contrasts the education system in Singapore and Japan. Firstly, the paper gives a brief overview of the education systems in the two countries; then it discusses the similarities and differences in the next section. Education System in Japan In most scenarios where there has been an international comparison of national educations systems, Japan has emerged as one of the countries with the best education system. The roots of this accomplishment are traced to Japan’s culture and historical development. The Japanese education system has evolved from the dual system to a single-track school system through education reforms that were heavily influenced by the United States education system after the Second World War (NCEE, 2015a). Children at the age of six are registered in grade one of elementary school. School calendar starts in April and runs for three terms that end in March. All Japanese must attend school for 9 years, that is, six and three years at elementary and junior high school respectively. For foreigners, the nine years are not compulsory; hence they may go to local elementary or junior school as they wish (Tokyo International Communication Commitee, 2006). Private schools have created an environment that enrolls foreign students. After junior high school, students may opt to find employment or continue their education in high school and eventually go to university. Special schools and facilities are available for mentally or physically challenged students who may not be able to study at ordinary schools. Education System in Singapore Singapore has grown from a poor and illiterate history to one of the powerhouses in Asia (Ministry of Education [MOE], 2015; NCEE, 2015b). Singapore’s population of 4.7 million people enjoys healthy living standards that are comparable to most of the developed economies in the region. This achievement can be attributed to Prime Minister Lee Kuan Yew, who understood that education is the central turbine of development and competitiveness of Singapore (NCEE, 2015b). In addition, education was used as a unifying platform for the clashing religious and ethnic groups. The Education System in Singapore is managed by the Singapore Ministry of Education, which is mandated to the administration and development of both public and private school (MOE, 2015). Unlike private schools, public schools receive their primary funding from the government. Typically, education spending in Singapore constitutes approximately 20 percent of the national budget. For instance, the national education bu dget in 2015 was $12.1 billion Singaporean dollars as compared to the $11.5 billion dollars in 2014 (MOE, 2015). As of this writing, there were over 360 primary, secondary and post-secondary schools supported by over 33,000 education officers (MOE, 2015). The core trait of Singaporean education is a bilingual advantage. While English is the primary language of communication, all students are expected to learn the official mother tongue. The bilingual policy enables students to access Asian cultures and become globally competitive (MOE, 2015). Teachers, school leaders, and allied educators are at the core of Singapore’s education system. Teachers are nurtured and motivated to grow and reach their professional and individual best. In alignment with their interests and aspirations, and to engrave the qualities specified in the Singaporean Teacher Growth Model, teachers in Singapore undertake comprehensive pre-service training at the National Institute of Education (MOE, 2015). Comparison and Contrast of Education System in Japan and Singapore As for September 2014, 73.2 percent of Japan’s GDP originated from the service sector and 25.6 percent from industry (NCEE, 2015a). Similarly, 70.6 percent of Singapore’s GDP originated from the service industry while 29.4 percent originating from the industry sector (NCEE, 2015b). Observably, the two countries rely on industry and service sector that require highly skilled labor and knowledgeable human resources. These can only be achieved through quality education or a high-performing education system. As noted by UNESCO (2014), both Japan and Singapore are highly industrialized countries in Asia and the Pacific region. Additionally, both countries have higher-performing education systems than countries such as Cambodia, Bangladesh, Papua New Guinea, and Nepal. Japan and Singapore have ratified the Convention on the Rights of the Child, globally committing themselves to offering free primary education to all children (UNESCO, 2014). The rights have been incorporated i nto the national legislation of Singapore and Japan. Despite this achievement, Singapore and Japan had not accepted or ratified the 1960 Convention against Discrimination in Education (CADE). To have a clear picture of the similarities and differences of the two education systems, several aspects of education management and policy frameworks are use compared and contrasted within the education system in Japan and Singapore. In addition, some emerging trends, including educational structure, financial and legal commitment to education, teacher policies and sector management, are highlighted. Financial and Legal Commitment to Education The fundamental principles for Japanese education system are engraved in the Constitution passed in 1946 and the Fundamental Law of Education of 1947, which was revised in 2006 (UNESCO-IBE, 2011a). The Japanese Constitution defines the right to receive education. As outlined in Article 26, Japanese are obligated to provide all girls and boys with basic education as defined by the law. In addition, the law states that the compulsory education shall be free. In addition, provisions relating to educational administration, school system as well as financial support are included in the Japanese School Education Law (UNESCO-IBE, 2011a). On the contrary, the legal framework of Education System in Singapore is outlined in the 1985 edition of the Education Act and the 1990 edition of the School Regulations (UNESCO-IBE, 2011b). The Compulsory Education Act was passed by the Singaporean Parliament in 2000, but compulsory education was realized from January 2013. The Private Education Act No. 21 of 2009 deals with the accreditation and regulation of private education entities in Singapore. Financial allocation to education is one of the indicators of government commitment to education. On average, Singapore, Japan, and other ASEAN countries allocate 14.7 percent of their national expenditure on education. Between 2007 and 2010 Japan and Singapore allocated 9 percent and 10 percent of their government expenditure to education respectively. In reference to expenditure on public education as a percentage of GDP, Japan spent slightly more than Singapore in the same period, as indicated in Figure 3 below. Education Structure The starting age and length of mandatory education vary slightly in the two countries. Formal education in Japan and Singapore starts at the age of 6. Both countries have 12 years of formal education divided into primary, lower secondary and upper secondary levels. Japan has 6+3+3 structure, which is also used in Thailand, Cambodia and Indonesia (UNESCO-IBE, 2011a). By contrast, Singapore shares the 6+4+2 structure with Philippines. Japan and Singapore’s mainstream education systems are equipped with facilities to provide support to students with special education needs. The years of free and mandatory education in Japan and Singapore are 9 and 6 respectively. Despite a variance in the duration, both countries have legal provisions for compulsory education at the fundamental level of education. It should be noted that upper secondary education in Japan is provided free of charge, however, it is not mandatory. Arguably, compulsory education accounts for the high literacy levels in the two countries. In reference to pre-school, children aged between 4 and 6 are enrolled in Singaporean kindergartens (UNESCO-IBE, 2011b). Similarly, kindergartens in Japan enroll children aged 3-5 years (UNESCO-IBE, 2011a). Kindergartens are structured in three years: nursery, kindergarten 1 and kindergarten 2. The primary school level in Singapore consists of the foundation stage (Primary 1-4) and the orientation stage (primary 5-6). The standard subjects at the primary level include English, science, and mathematics. Science is taught from primary three (MOE, 2015). Before leaving the primary education level, students take the Primary School Leaving Examination (PSLE) as depicted in Figure 2 above. In Singapore, students are admitted in secondary schools based on their PSLE performance. For example, students who performed extremely well in the PSLE can take Special course, whereas others are placed in either Normal or Express course (UNESCO-IBE, 2011b). Students who completed secondary education su ccessfully and have the pre-requisite qualification may join centralized institutes and junior colleges. Management and Administration of Education System In Singapore, education policies are formulated and implemented by the Ministry of Education (MOE). The Ministry has control over the development and administration of public or government-aided primary and secondary schools as well as junior colleges (UNESCO-IBE, 2011b). MOE also supervises private schools in the country. Conversely, education system in Japan is managed and administered by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). MEXT was formerly known as the Ministry of Education, Science, Sports and Culture (UNESCO-IBE, 2011a). MEXT advances education and promotes long-term learning. In addition, MEXT encourages sport, cultural and academic activities as well as progress in science and technology. Further, MEXT carries out religious administrative affairs. In Singapore, students with moderate or special educational needs get support from the National Council of Social Service Funds and the MOE through customized special education institutions (MOE, 2015). The aim of such institutions is to ensure that students have the values and skills they need to lead normal lives and contribute to the society as its independent members. The scenario is similar in Japan, where support comes primarily from the Ministry of Education. Singapore’s education system recognizes talent in students in both academic and non-academic domains. For example, Specialized Independent Schools in Singapore offer customized programs to develop students in diverse pathways, including sports, art, science and mathematics (MOE, 2015). These institutions develop a complete school approach to developing a nurturing environment that enables the student to discover and develop their interests and strengths for meaningful life and work. In both education systems, public-private partnerships (PPP) are strongly encouraged in the development of Technical and Vocational Education and Training (TVET) and can take place in various forms and levels (UNESCO, 2014). At the national level, PPPs can be established through an official meeting on issues such as the motivation of employer investment. At the school level, PPPs can be institutionalized through a discussion regarding how to improve workplace experiences. In Japan, PPPs are strongly encouraged because they promote skills training in the country. In Singapore, PPPs are encouraged because they leverage knowledge, skills and expertise of technology industry leaders. In addition, PPPs are encouraged because they establish networks with the private sector. They include Joint Centers of Technologies and Industry (IBT) schemes (UNESCO, 2014). TVET is provided in Japan by the Ministry or Education, Culture, Sports, Science and Technology (MEXT) and Ministry of Health, Labor, and Welfare (MHLW). By contrast, TVET is provided in Singapore by the Ministry of Manpower (MOM) and the Ministry or Education (MOE). As far as education system performance in concerned, both Japan and Singapore have engaged the private sector in provision and funding of education (UNESCO, 2012). The private sector involvement in national education takes various forms including private funding (donations and fees), community schools, private tutoring, publicly funded and privately managed schools, and full free private schools among others. It is worth highlighting that most basic education in Singapore and Japan is publicly offered by public schools or the government. While, the respective governments of the two countries offer free and compulsory education for the first 9 years of basic education, the role of the private sector played in primary education insignificant. However, this observation does not imply that the private sector, including communities and families, has no role. In fact, the private sector is of great importance in these countries. Private expenses on education include uniform, tuition fee, p rivate tutoring and textbooks. Teacher Policies and Standards The locus of teacher employment in Japan, including their selection, management and remuneration, rests with the regional government. By contrast, in Singapore, similar responsibilities rest with the central government. Irrespective of the level of devolution, both private and public sector plays a critical roles in the financing and provision of education. Typically, entrance to teacher training institutes requires graduation from the 12th grade (MOE, 2015; UNESCO, 2014). In both Singapore and Japan, entry to teacher training requires preschool, primary and secondary qualification. These qualifications are bundled with teacher-training certifications. Primary teachers undergo a two-year teacher training course whereas secondary teachers take three to four years of training. In Japan, secondary and elementary school teachers are trained at junior colleges and universities accredited by MEXT. In fact, the majority of elementary school teachers in Japan are graduates of four-year based programs at national universities (UNESCO-IBE, 2011a). Similarly, teachers in the corresponding levels in Singapore undertake university degree programs (MOE, 2015; UNESCO-IBE, 2011b). In Japan and Singapore, the duration of pre-service training is four years, which implies that teachers in these countries are highly qualified to teach students and achieve desirable educational outcomes for these students. The practice is consistent with the OECD average of PISA rankings (NCEE, 2015a). Unlike Singapore, in Japan teachers take a national entrance examination. Both countries have minimal teachers standards often enforced through regular licensure renewal or entrance examinations. Teachers in both countries benefit from professional support in terms of training workshops, peer consultations, support from inspectors and advisors and study opportunities for teachers (UNESCO, 2014; UNESCO-IBE, 2011a; UNESCO-IBE, 2011b). Rewards and incentives for teachers in these high performing education systems include salary increase, promotion and certificate of recognition (SIREP, 2010). Programme for International Student Assessment (PISA) Clearly, the approach is effective and generates results in international assessments such as OECD’s Programme for International Student Assessment (PISA). Figure 4 below represents Singapore’s mean score compared to the United States and the OECD average for science, mathematics, and reading. Figure 5 is an illustration of Japan’s PISA means score in relation to the United States and OECD’s average. An analysis Figure 4 and Figure 5 indicates that Singapore has a better PISA mean score than Japan and the OECD average in reading, mathematics and science. According to OECD (2014), Japan remains one of the most attractive economies for foreign students. In 2012, 3.3 percent of foreign students were employed in Japanese tertiary institutions, which was a 0.1 percent growth from 2000. OECD (2014) noted that 3.3 percent was the largest percentage among all destination countries. Interestingly, 94 percent of foreign students came from Asia. In fact, 81 percent came from neighboring countries. This is a reflection of the education performance and popularity of the Japanese education system in the region. However, in the 2014 World Economic Forum Global Competitiveness Rank, Japan was ranked at position six as compared to Singapore, which emerged at position 2 (NCEE, 2015a). In reference to INSEAD Global Innovation Rank 2014, Singapore emerged at position seven, whereas Japan was positioned at number 21. In summary, these rankings reflect the growth of Singapore’s education system in the last several years. For more than a decade, Japan and Singapore have been at the peak of global leagues of tables that outline children’s abilities in mathematics, reading and science. This has led to the significant development in Asia and attention from the West. This paper compared and contrasted education systems of Japan and Singapore. The analysis indicates that Japan has a relatively better education system than Singapore in various aspects. For instance, the number of years of free and obligatory education in Singapore and Japan are 6 and 9 respectively. This is a reflection of both financial and legal commitment of the respective governments in the education sector. In addition, Japan is one the most attractive destinations for foreign students. Contrastingly, only 1 percent of Japanese student at the tertiary level were registered overseas in 2011. Furthermore, Japan has one of the largest fractions of tertiary educated adults and the uppermost literacy proficiency level amid OECD count ries. It is evident from the research that improving education goes beyond making children attend classes. Effective education systems also involve ensuring that that the youth are well prepared for the world beyond their books and school grounds. It is in this regard that Singapore education system considers bilingual capability as a competitive advantage for their students in the region as well as in the ever increasingly globalized world. In other words, education is about providing avenues or platforms where the youth can find decent jobs, earn sufficient income, and contribute to their societies or communities as they fulfill their potential. In summary, a one-size-fits-all framework for developing an efficient education system is not feasible, but this paper provided an overview of the education system in Japan and Singapore with the hope that it may improve the understanding of the subject areas as well as strengthen education systems in other regions on the basis of experien ces and success of Singapore and Japan.

Should Welfare Recipients Submit to Drug Testing Essay

Should Welfare Recipients Submit to Drug Testing - Essay Example According to (Ames, 2012), it is crucial for companies to do drug test on aspiring employees, before they officially embark on their duties. This proposal has found favor in so many states in America. Policies are underway to make sure that any individual who is a beneficiary of the states undergoes this crucial step. There are several critics who claim that, by doing drug testing, the state will be interfering with an individual’s privacy. Everyone in a working organization should be treated equally. If this policy is passed, everyone should face the same music. State beneficiaries should not be side lined because they are lowly financially. On the other hand, the people who support this policy claim that this step will check that the states money is put in its right use. For failing this test, the state beneficiaries will lose their benefits accordingly. According to (Carpenter, 2012), these welfare organizations include Temporary Assistance for Needy Families, Supplemental nutrition Assistance Program, and Section 8 Housing Choice Voucher Program. Thesis statement This research will focus on establishing the benefits of doing drug tests to all state beneficiaries, and how it benefits the common US citizen, the state, and society at large. Hypothesis This research is bound to answer the following questions; 1. Is drug test on state beneficiaries necessary? 2. How does a drug test benefit the government at large? 3. How does a drug test benefit the society at large? 4. Is implementing this policy attainable? Assignment 2 (40 Points) The audience This paper has been mainly composed to convince all the state beneficiaries on the benefits of taking a drug test. This is so because, they need to know that taking a drug test is relevant to them and to the state in several ways as it will be mentioned later. Paper's Scope and Major Sections There are different issues affecting the policy of drug test. As mentioned above, some critics claim that it is going to employees discriminate those who benefit from the government. They also claim that the state will be intruding into is citizens privacy. Could this be an escape goat to hide from the law? It is evident that the use of drugs in the US is illegal. According to (Sanders, 2012), this is one of the great moves of the state of prevent drug users from accessing the states’ financial help. It is a way of preventing drug users and traffickers from accessing state funds that after they have served their jail term as convicts. Drug testing policy has already been passed in some States including Florida, and at least 10% of its employees are tested in every three months. The American civil Liberties Union sued Scott for violating the constitution by victims being searched without being suspected. It is the only way to check if people who get state benefits deserve it. Assignment 3 (100 Points) Research method As it sinks deeper into discovery, this paper will analyze critical reasons why drug test is paramount. It  also analyzes the validity of the claims made by its opponent after which it will draw its conclusion. Benefits of this program The society has been fighting drug

International Business Law Essay Example | Topics and Well Written Essays - 2000 words - 4

International Business Law - Essay Example Most of these laws are based on international treaties and conventions, bilateral trade agreements, bilateral tax agreements, international financial and crimes statues, various forms of economic integration, among others. It is worth noting that most of these laws are geared towards protecting investors, residents of investee countries and relevant governments from fraud, exploitations and other malpractices that can stem from illegal operations. Most laws controlling international business deal with taxation, money laundering, employee rights, the process and system of justice, competition, among others (Goode & McKendrick ,2007). International law may be defined as the body of rules that nations or states recognize as binding upon one another in their mutual relations in areas of investment trade and services. In this area some of the Sources of international law are customs, treaties, and general principles of law, resolutions and declarations of international organizations, doctrines of equity and writings of judges together with legal scholars.A company that wishes to begin operation in Germany can choose between three different legal forms under company which are ; the formation of a permanent establishment or the formation of an independent branch establishment, the formation of a German partnership and the formation of a corporation as the Ultra Educational Software Ltd.’s subsidiary. It is also possible when studying the recent rulings of the European Court of Justice for a company to use corporations from other European Member States with a good example of the English Limited Company which is very popular. It is said that more than 30,000 Limited Companies exist in the republic of Germany. Definitely may be will be exposing itself to a number of legal risks as it embarks on exporting chocolate to Germany. First of all, the company shall