Interpreting the Constitution (Strict vs. Loose);...

When the Federalist party was organized in 1791, those people who favored a strong central government and a loose constitutional interpretation coagulated and followed the ideals of men such as Alexander Hamilton. The first opposition political party in the United States was the Republican party, which held power, nationally, between 1801 and 1825. Those who were in favor of states rights and a strict construction of the constitution fell under the leadership of Thomas Jefferson. These Jeffersonian republicans, also known as anti-federalists, believed in strict adherence to the writings of the constitution. They wanted states rights and individual rights, which they believed could only be granted under strict construction of the†¦show more content†¦The acquisition of the Louisiana territory in 1803 was the most notable achievement of his presidency, yet there inconsistency between his actions and his beliefs. Because the acquisition of this territory would change the unio n, it seemed to him that it should be authorized by a constitutional amendment. The process of amendment was very slow and Jefferson realized that there was no time for strict constructionalism. This purchase violated his constitutional morals and was regarded as a bold, executive action (Peterson, 1975). The popularity that Thomas Jefferson held during his first term as president, quickly changed during his second term in office. Jeffersons second term was less a triumph than an ordeal. His major disappointment had its origins in Europe and because of the Napoleonic Wars, the naval blockades in the Atlantic and Caribbean severely curtailed American trade and pressured the United States government to take sides. Jeffersons response to all this was the passing of the Embargo Act in 1807, which virtually closed American Ports to all foreign imports and exports. The enforcement of the Embargo act required the use of exactly those coercive powers by the federal government that Jefferson has been opposing all along (a strong central government). In the enforcement of this embargo, the government was infringing on the liberties of individuals which was inconsistent with Jeffersons principles (Ellis, 1996).

Are parents to stick on their kids Free Essays

Today I am here to share with you about the loss of my beloved daughter, Juliet. As a father myself, I will be sharing the many mistakes I have made while raising Juliet, hoping you will be able to learn from my past experiences and not make the same mistakes I have already made. One of the biggest mistakes I made as a father is not giving Juliet the freedom she deserved. We will write a custom essay sample on Are parents to stick on their kids? or any similar topic only for you Order Now As parents, we want the best for our children as we want to ensure their safety. However, we tend to forget that they’re growing up and we take away their hoicks and rights as we think we know what’s best for them. An example of this would be when I threatened Juliet with eviction and portended to disown her if she didn’t marry Paris that I would kick her out and disown her if she didn’t get married to Paris. This was a very unreasonable and harsh decision I made, as I will regret this for the rest of my life as it will lead her to rebel and do things behind my back. If I had Just given her the freedom she deserved, things may not have ended up the way It has. One of the biggest mistakes I made as a father Is not giving Juliet the freedom she didn’t marry Pans that I would kick her out and disown her if she didn’t get married it has. Didn’t marry Paris that I would kick her out and disown her if she didn’t get married it has. Greetings to all. As you might be familiar already, I am Lord Caplet. Today I am here to share with you about the loss of my beloved daughter, Juliet. As a father myself, I will be sharing the many mistakes I have made while raising Juliet, hoping you will be able to learn from my past experiences and not make the same mistakes I have already made. How to cite Are parents to stick on their kids?, Papers

Test back security free essay sample

Why Security is Needed TRUE/FALSE 1. Information security’s primary mission is to ensure that systems and their contents retain their confidentiality at all costs. ANS:FPTS:1 2. Information security safeguards the technology assets in use at the organization. ANS:TPTS:1 3. A firewall is a mechanism that keeps certain kinds of network traffic out of a private network. ANS:TPTS:1 4. An act of theft performed by a hacker falls into the category of â€Å"theft,† but is also often accompanied by defacement actions to delay discovery and thus may also be placed within the category of â€Å"forces of nature. ANS:FPTS:1 5. Two watchdog organizations that investigate allegations of software abuse: SIIA and NSA. ANS:FPTS:1 6. A number of technical mechanisms—digital watermarks and embedded code, copyright codes, and even the intentional placement of bad sectors on software media—have been used to enforce copyright laws. ANS:TPTS:1 7. A worm requires that another pr ogram is running before it can begin functioning. We will write a custom essay sample on Test back security or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ANS:FPTS:1 8. A worm can deposit copies of itself onto all Web servers that the infected system can reach, so that users who subsequently visit those sites become infected. ANS:TPTS:1 9. Attacks conducted by scripts are usually unpredictable. ANS:FPTS:1 10. Expert hackers are extremely talented individuals who usually devote lots of time and energy to attempting to break into other people’s information systems. ANS:TPTS:1 11. With the removal of copyright protection, software can be easily distributed and installed. ANS:TPTS:1 12. Forces of nature, force majeure, or acts of God can present some of the most dangerous threats, because they are usually occur with very little warning and are beyond the control of people. ANS:TPTS:1 13. Much human error or failure can be prevented with training and ongoing awareness activities. ANS:TPTS:1 14. Compared to Web site defacement, vandalism within a network is less malicious in intent and more public. ANS:FPTS:1 15. With electronic information is stolen, the crime is readily apparent. ANS:FPTS:1 16. Organizations can use dictionaries to disallow passwords during the reset process and thus guard against easy-to-guess passwords. ANS:TPTS:1 17. DoS attacks cannot be launched against routers. ANS:FPTS:1 18. A mail bomb is a form of DoS. ANS:TPTS:1 19. A sniffer program shows all the data going by on a network segment including passwords, the data inside files—such as word-processing documents—and screens full of sensitive data from applications. ANS:TPTS:1 20. A timing attack involves the interception of cryptographic elements to determine keys and encryption algorithms. ANS:TPTS:1 MODIFIED TRUE/FALSE 1. Intellectual property is defined as â€Å"the ownership of ideas and control over the tangible or virtual representation of those ideas. † _________________________ ANS:TPTS:1 2. The macro virus infects the key operating system files located in a computer’s boot sector. ________________________ ANS:F, boot PTS:1 3. Once a(n) back door has infected a computer, it can redistribute itself to all e-mail addresses found on the infected system. _________________________ ANS:F virus worm PTS:1 4. A(n) polymorphic threat is one that over time changes the way it appears to antivirus software programs, making it undetectable by techniques that look for preconfigured signatures. _________________________ ANS:TPTS:1 5. When voltage levels surge (experience a momentary increase), the extra voltage can severely damage or destroy equipment. ________________________ ANS:F, spike PTS:1 6. The shoulder looking technique is used in public or semipublic settings when individuals gather information they are not authorized to have by looking over another individual’s shoulder or viewing the information from a distance. _________________________ ANS:F, surfing PTS:1 7. Hackers are â€Å"people who use and create computer software to gain access to information illegally. † _________________________ ANS:TPTS:1 8. Packet kiddies use automated exploits to engage in distributed denial-of-service attacks. _________________________ ANS:F, monkeys PTS:1 9. The term phreaker is now commonly associated with an individual who cracks or removes software protection that is designed to prevent unauthorized duplication. _________________________ ANS:F, cracker PTS:1 10. Cyberterrorists hack systems to conduct terrorist activities via network or Internet pathways. _________________________ ANS:TPTS:1 11. The malicious code attack includes the execution of viruses, worms, Trojan horses, and active Web scripts with the intent to destroy or steal information. _________________________ ANS:TPTS:1 12. The application of computing and network resources to try every possible combination of options of a password is called a brute crack attack. _________________________ ANS:F, force PTS:1 13. One form of e-mail attack that is also a DoS is called a mail spoof, in which an attacker routes large quantities of e-mail to the target. _________________________ ANS:F, bomb PTS:1 14. Sniffers often work on TCP/IP networks, where they’re sometimes called packet sniffers. _________________________ ANS:TPTS:1 15. A(n) cookie can allow an attacker to collect information on how to access password-protected sites. ________________________ ANS:TPTS:1 MULTIPLE CHOICE 1. Which of the following functions does information security perform for an organization? a. |Protecting the organization’s ability to function. | b. |Enabling the safe operation of applications implemented on the organization’s IT systems. | c. |Protecting the data the organization collects and uses. | d. |All of t he above. | ANS:DPTS:1 2. ____ is an integrated system of software, encryption methodologies, and legal agreements that can be used to support the entire information infrastructure of an organization. a. |SSL|c. |PKC| b. |PKI|d. |SIS| ANS:BPTS:1 3. ____ are software programs that hide their true nature, and reveal their designed behavior only when activated. a. |Viruses|c. |Spam| b. |Worms|d. |Trojan horses| ANS:DPTS:1 4. Which of the following is an example of a Trojan horse program? a. |Netsky|c. |Klez| b. |MyDoom|d. |Happy99. exe| ANS:DPTS:1 5. As frustrating as viruses and worms are, perhaps more time and money is spent on resolving virus ____. a. |false alarms|c. |hoaxes| b. |power faults|d. |urban legends| ANS:CPTS:1 6. Web hosting services are usually arranged with an agreement providing minimum service levels known as a(n) ____. . |SSL|c. |MSL| b. |SLA|d. |MIN| ANS:BPTS:1 7. Complete loss of power for a moment is known as a ____. a. |sag|c. |brownout| b. |fault|d. |blackout| ANS:BPTS:1 8. Acts of ____ can lead to unauthorized real or virtual actions that enable information gatherers to enter premises or systems they have not been authorized to enter. a. |bypass|c. |trespass| b. |nature|d. |security| ANS:CP TS:1 9. There are generally two skill levels among hackers: expert and ____. a. |novice|c. |packet monkey| b. |journeyman|d. |professional| ANS:APTS:1 10. One form of online vandalism is ____ operations, which interfere with or disrupt systems to protest the operations, policies, or actions of an organization or government agency. a. |hacktivist|c. |hackcyber| b. |phvist|d. |cyberhack| ANS:APTS:1 11. According to Mark Pollitt, ____ is the premeditated, politically motivated attacks against information, computer systems, computer programs, and data which result in violence against noncombatant targets by subnational groups or clandestine agents. a. |infoterrorism|c. |hacking| b. |cyberterrorism|d. |cracking| ANS:BPTS:1 12. ___ is any technology that aids in gathering information about a person or organization without their knowledge. a. |A bot|c. |Trojan| b. |Spyware|d. |Worm| ANS:BPTS:1 13. The ____ data file contains the hashed representation of the user’s password. a. |SLA|c. |FBI| b. |SNMP|d. |SAM| ANS:DPTS:1 14. In a ____ attack, the attacker sends a large number of connection or information requests to a target. a. |denial- of-service|c. |virus| b. |distributed denial-of-service|d. |spam| ANS:APTS:1 15. A ____ is an attack in which a coordinated stream of requests is launched against a target from many locations at the same time. . |denial-of-service|c. |virus| b. |distributed denial-of-service|d. |spam| ANS:BPTS:1 16. ____ are machines that are directed remotely (usually by a transmitted command) by the attacker to participate in an attack. a. |Drones|c. |Zombies| b. |Helpers|d. |Servants| ANS:CPTS:1 17. In the well-known ____ attack, an attacker monitors (or sniffs) packets from the network, modifies them, and inserts them back into the network. a. |zombie-in-the-middle|c. |server-in-the-middle| b. |sniff-in-the-middle|d. |man-in-the-middle| ANS:DPTS:1 18. The ____ hijacking attack uses IP spoofing to enable an attacker to impersonate another entity on the network. a. |WWW|c. |FTP| b. |TCP|d. |HTTP| ANS:BPTS:1 19. â€Å"4-1-9† fraud is an example of a ____ attack. a. |social engineering|c. |worm| b. |virus|d. |spam| ANS:APTS:1 20. Microsoft acknowledged that if you type a res:// URL (a Microsoft-devised type of URL) which is longer than ____ characters in Internet Explorer 4. 0, the browser will crash. a. |64|c. |256| b. |128|d. |512| ANS:CPTS:1 COMPLETION 1. A(n) ____________________ is an object, person, or other entity that represents an ongoing danger to an asset. ANS:threat PTS:1 2. Duplication of software-based intellectual property is more commonly known as software ____________________. ANS:piracy PTS:1 3. A computer virus consists of segments of code that perform ____________________ actions. ANS:malicious PTS:1 4. A(n) ____________________ is a malicious program that replicates itself constantly, without requiring another program environment. ANS:worm PTS:1 5. A virus or worm can have a payload that installs a(n) ____________________ door or trap door component in a system, which allows the attacker to access the system at will with special privileges. ANS:back PTS:1 6. A momentary low voltage is called a(n) ____________________. ANS:sag PTS:1 7. Some information gathering techniques are quite legal, for example, using a Web browser to perform market research. These legal techniques are called, collectively, competitive ____________________. ANS:intelligence PTS:1 8. When information gatherers employ techniques that cross the threshold of what is legal or ethical, they are conducting industrial ____________________. ANS:espionage PTS:1 9. The expert hacker sometimes is called ____________________ hacker. ANS:elite PTS:1 10. Script ____________________ are hackers of limited skill who use expertly written software to attack a system. ANS:kiddies PTS:1 11. A(n) ____________________ hacks the public telephone network to make free calls or disrupt services. ANS:phreaker PTS:1 12. ESD means electrostatic ____________________. ANS:discharge PTS:1 13. A(n) ____________________ is an act that takes advantage of a vulnerability to compromise a controlled system. ANS:attack PTS:1 14. A(n) ____________________ is an identified weakness in a controlled system, where controls are not present or are no longer effective. ANS:vulnerability PTS:1 5. Attempting to reverse-calculate a password is called ____________________. ANS:cracking PTS:1 16. ____________________ is a technique used to gain unauthorized access to computers, wherein the intruder sends messages with a source IP address that has been forged to indicate that the messages are coming from a trusted host. ANS:Spoofing PTS:1 17. ____________________ is unsol icited commercial e-mail. ANS:Spam PTS:1 18. In the context of information security, ____________________ is the process of using social skills to convince people to reveal access credentials or other valuable information to the attacker. ANS:social engineering PTS:1 19. The timing attack explores the contents of a Web browser’s ____________________. ANS:cache PTS:1 20. A(n) ____________________ is an application error that occurs when more data is sent to a program buffer than it is designed to handle. ANS: buffer overrun buffer overflow PTS:1 ESSAY 1. List at least six general categories of threat. ANS: Compromises to intellectual property : piracy, copyright infringement Software attacks : viruses, worms macros, denial of service Deviations in quality of service : ISP, power, or wan service issues from service providers Espionage or trespass : unauthorized access and /or data collection Sabotage or vandalism : destruction of system or information Forces of nature Human error or failure Information extortion Missing, inadequate, or incomplete Missing, inadequate, or incomplete controls Theft Technical hardware failures or errors Technical software failures or errors Technological obsolescence PTS:1 2. Describe viruses and worms. ANS: A computer virus consists of segments of code that perform malicious actions. The code attaches itself to the existing program and takes control of that program’s access to the targeted computer. The virus-controlled target program then carries out the virus’s plan, by replicating itself into additional targeted systems. A worm is a malicious program that replicates itself constantly, without requiring another program to provide a safe environment for replication. Worms can continue replicating themselves until they completely fill available resources, such as memory, hard drive space, and network bandwidth. PTS:1 3. Describe the capabilities of a sniffer. ANS: A sniffer is a program or device that can monitor data traveling over a network. Sniffers can be used both for legitimate network management functions and for stealing information from a network. Unauthorized sniffers can be extremely dangerous to a network’s security, because they are virtually impossible to detect and can be inserted almost anywhere. Sniffers often work on TCP/IP networks, where they’re sometimes called packet sniffers. A sniffer program shows all the data going by, including passwords, the data inside files and screens full of sensitive data from applications. PTS:1

Reading a Work in its Materialist Essays - Afro-Caribbean History

Reading a Work in its Materialist Reading a Work in its Materiality: C. L. R. James' Toussaint L'Ouverture / The Black Jacobins This seminar paperas part of a broader project of theorizing the materiality of language, literature, reading,...is a consideration of a particular literary work in its materiality. Specifically, the paper reads C. L. R. James' play The Black Jacobins, an earlier version of which was staged in 1938 as an intervention in the debates around the Ethiopian crisis. That first version of the play, under the title Toussaint L'Ouverture, was performed in London in 1938 with Paul Robeson in the title role. The revised and re-titled version is included in The C. L. R. James Reader, published in 1992. I am interested in explaining the play's materiality. I believe that this is neither merely a matter of the experiential impact of that particular run of performances by a Black actor legendary for his stage presence and powerful voice, nor a matter of the use of the various theatrical devices to achieve particular effects. These matters will be discussed, but as I regard materiality to be a matte r of the material relations, this paper's reading of the play will emphasize the social relations of labor, both those depicted in the play and those which conditioned its very production as a cultural work. My two-fold aim in this paper, then, in reading the play in its context, is to critically discuss what it means to read a work (that is, a text, a play, a performance, a discursive intervention, a cultural production,...) and its context materially, and thus to begin to develop an effective theory of materiality and reading. The paper begins with a definition of the context of the play, taking into account that to define "context" is already to read. This is true of all reading, of course, but as I try to show, such context-reading is necessary for developing a coherent and reliable understanding both of the text which is read and of the context in which reading has emerged as a social possibility. The question of the emergence of the historical context of reading (that is, of education, literacy, printing,...) is important to consider in postcolonial studies, as it has always been a field for reading and theorizing the relationships among various forms of discourse. For example, the difference(s) between orality and literacy, or speech and writing, are familiar and important points of discussion and debate in postcolonial studies specifically and in cultural and literary studies generally. After providing historical context and reading the play in some of its detail, I will address these points of discu ssion as a means for clarifying further what reading materially means and why it is important. Anna Grimshaw, editor of The C. L. R. James Reader, a project on which she consulted with James, writes that Toussaint L'Ouverture was staged at London's Westminster Theatre as "an intervention in the debates surrounding the Ethiopian crisis" (5). What was the nature of this crisis? The crisis had to do with the Italian annexation of Ethiopia (or Abyssinia) in 1936. W. E. B. DuBois characterizes the relevant events in his historical work The World and Africa: When the British seized Egypt [in 1874] to secure the Suez Canal they occupied the Sudan [...]; they had designs on Ethiopia, but hesitated to follow up their victory over the Emperor Theodore. When the Sudan revolted, the British egged on Italy to annex the highlands of Ethiopia. Italy tried this but was soundly beaten by Menelek at Adowa on March 2, 1906 [...]. The allies promised Italy to give her Ethiopia after the First World War, but failed to do so. Italy, affronted, attacked Ethiopia in 1935. The League of Nations failed to restrain her and Britain and France refused Ethiopia arms. Italy annexed Ethiopia, with Churchill's approval. The Emperor, Haile Selassie, took refuge in England. (268-269) The crisis, which like all crises is a manifestation of contradiction, is succinctly expressed by DuBois in these last two sentences, which portray England as both the supporter of the Italian annexation of Ethiopia and the refuge of its emperor-in-exile. How can one country, England, or indeed the League of Nations to which all nations involved

Discrimination Against Women essays

Discrimination Against Women essays The perception of certain work as feminine has had a significant impact on women, both at home and in the workplace. Often feminine jobs regulate women to positions where they earn less money and are less likely to become management than their male counterparts. In addition, at home women are still chiefly responsible for managing the household and child rearing. These mundane and repetitive duties are not considered masculine, like vehicle maintenance and yard work, and therefore fall on the shoulders of women. Working women constantly battle against horizontal segregation, the separation of women and men into gender specific jobs. These feminine positions, also known as pink collar jobs, mainly involve working with people, domestic duties, and administrative work. Men mostly hold both blue collar jobs, factory and mechanical work, and white collar jobs, professional work. These positions are considered more valuable which translates into higher wages. Additionally, blue collar jobs are often unionized resulting in both higher wages and better benefits. Another phenomenon that affects working women is vertical segregation, gender separation within the same job classification. For example, female physicians on the average make only 77 percent of what male physicians make. Likewise, female lawyers are less likely to practice criminal law and are more likely to practice family law. In turn, they earn around 70 percent of male lawyers salaries.1 Similarly, female college professors typically teach in the humanities and social science disciplines, while male professors are more visible in the physical sciences. The masculine positions are viewed by society to be more important and valuable; therefore, they pay more and command higher respect. Many women have been denied top-level positions in their professions simply because they are females. Although they have earned the degrees and put in the necessary yea...

What To Do If Youre Not Passionate About Anything

What To Do If Youre Not Passionate About Anything You hear a bunch of people all around you talking about their passion and â€Å"following their bliss,† but all you hear is panic. What is your bliss? What if you don’t have one? Do you feel that everything you do is grey and lusterless? Do you find work boring? Is everything just kind of blah? Maybe you feel that you can’t be good at anything or passionate because you aren’t super talented or great at anything. Well that’s just not the case. It’s never too late to figure out what matters most to you, and to live a life of passion.Here are a few strategies to combat the â€Å"meh† feelings that currently fill your life.1. Shift your view.A little perspective goes a long way. Release yourself from all the negative voices in your head holding you back and keeping you stuck.2. Think strategically.Figure out what’s causing you the most frustration and dissatisfaction. Isolate that thing and start working towards bringing it down. Al l the while, start keeping a notebook of things that give you joy. And while you’re at it, start asking yourself what you wanted to be when you grew up. Why can’t you be that now? Start dreaming again.3. Get healthy.Your health is a major source of your wellbeing. Make sure you’re doing everything you can to be in your prime. Eat right, exercise, stay active. Make sure you sleep and make time for self-care. Get rid of toxic patterns and relationships.4. Stay curious.A great way to figure out what you want to devote your life to is to figure out what interests you most. If you haven’t hit upon it yet, that might be because you haven’t seen it yet. Start reading and being more open to new things. You never know where your passion might turn up.5. Think for yourself.Don’t just follow what the herd decides is â€Å"cool.† Figure out what you actually like. Dabble in all sorts of things. Push your comfort zone. Try new things more than onc e. If you like them, keep doing what you’re doing until you start to make some forward progress. If you don’t, cut your losses and move on. You might even find you meet new and deeply important friends when you start committing your time to things you truly enjoy.6. Be brutally honest.Ask yourself the tough questions about your unhappiness. The challenging soul searching and emotional work required will pay enormous dividends in the long run.7. Be confident.Believe that you’re doing the right thing when you find it. You’ll know what that is if you only start listening to yourself. Push past your fear and find the fun in life. Take time to check in, smell the roses, and keep yourself honest. Your future self with thank you, and you’ll be living a life that’s true to yourself. What could be better?

Increasing numbers of criminal defendants who are involved with Essay

Increasing numbers of criminal defendants who are involved with illegal narcotics or have mental-health issues or both - Essay Example 178-190). Forced trading of illegal drugs among kids from poor backgrounds in the long-run psychologically affects them. The negative pressure exerted on the young boys in the poor communities force them to grow up stressed. In the long-run, they get into a state of depression or even end up psychologically disturbed. The topic of drugs is delicate but also unmentioned. As a result, there are more young people getting lured into the drugs trade. When more individuals get into the trade, its distribution gets broader (Petrila 5-11). Drug abuse with time has become a menace that needs close attention. The main users being innocent teenagers who got lured by peers suffer the consequences of engaging with the wrong peers. The law enforcement agencies in the past have punished these young criminals carelessly. Hence, the resulting outcome becomes recurrent crime and drug abuse. The young boys, mainly have had to engage in further criminal activities because their reputation has become questionable, and no one is willing to employ them. The drug cartels operating in poor neighborhoods have taken the advantage of the confused youths to lure them further into illegal forms of trade. In the past decades, the biggest percentage of the criminals engaging in illegal trade of drugs were male, but in recent years the percentage of girls or females have kept increasing (Stojkovic 163-179). Drug abuse among teenage girls has increased considerably. It has become the case because more girls have started consuming drugs. Most of the girls who consume narcotics come from poor backgrounds, and they also engage in prostitution. The consumption of narcotics also has caused an increase in crime. When an individual gets to consume narcotics, he or she becomes uncontrollable and may end up committing a crime unaware. Most of the time, the drugs mess up the mental status of an individual causing them to act abnormally in their

The spread of English and the rise of new Englishes Essay

The spread of English and the rise of new Englishes - Essay Example While on the study of English, introspection on how English came into being can be elucidated here. The following figure throws light on the various cultures and sects that contributed to the development of English as we see today. The history of English is divided into three periods since its existence way back some 1000 BCE. Though it is difficult to establish the correct year, researchers have unanimously concluded that the three periods are referred to as Old English (or Anglo-Saxon), Middle English, and Modern English. The graph above shows that the earliest period is marked with the migration of certain Germanic tribes from the continent to Britain in the fifth century A.D., though no records of their language survive from before the seventh century, and continued till the end of the eleventh century or a bit later. Before the end of the eleventh century, Britain was also being influenced by Latin. Old Norse (the language of the Viking invaders), and Anglo-Norman French of the dominant class after the Norman Conquest in 1066, had a substantial impact on the lexicon, and the well-developed inflectional system that typified that the grammar of Old English had begun to break down (Merriam-Webster, 2007)2. We have see 2.0 Executive Summary We have seen that English is now a popular language spoken by natives of almost all nations around the globe. But, does English actually qualify to be the global language A headline in 'Globe and Mail' published in Toronto in 1997 read, "English is the global language". Though not much of ado, headlines of similar nature have appeared in thousands of newspapers and magazines across the globe in recent years. 'English Rules', a headline with a difference, showcases the popularity and strength of English in a world of uncanny universality of the language's spread and continuation. So what does it mean to say that a language is a global language Or why is English the language, usually cited in this connection If English did become the global language, will it remain omnipresent These and more questions lead researchers to question the theory, whether; English is in fact the first language of the world If English is one's mother tongue, one may have mixed feelings about the way English is spreading around the world. On the one hand, there is cause for pride, that English language has become ever so successful, but on the other, there could be consternation that the same language that was inherent as English, is being influenced by others, who borrow words from languages other than English to suit themselves (David Crystal, 2003, English as a Global Language)3. A lot of countries have their own native language or 'mother tongue', as it is popularly referred to as. If this is the case, which is true, how does English qualify to be declared the official global language There are two possibilities; one, English

Best source of funding for research organization Essay Example for Free

Best source of funding for research organization Essay There are a number of ways of funding research programs to help medical clinics; we may have an aspect where the government lends a hand or seeking the indulgence of the pharmaceutical companies. (NCSL, 2014) The above stated are two of those ways. Acceptance of offers to carry out research depends on the wishes of beneficiaries; they get to choose whom they perceive to be their best options. (U.S. Congress, 2006) Grants by the federal government may be defined as the assistance in monetary terms offered by the American government. (NIST, 2014)The government assistance has to conform to the laws and regulations set about by the federal agencies. (USA Government, n.d.)Grants offered by the pharmaceutical companies; to conduct clinical research is one of the common ways of sourcing for money to carry out research activities for clinics. (Canadian Business Network, n.d) Pharmaceutical companies are private entities which may not be put under tight regulations as compared to public institutions. (Federal Grants, n.d)The financing pharmaceutical company may fund a research project they deem to be in line with what they find necessary for them. (D.o.J., 1998) Advantages of using government grants to fund research projects Government or federal grants are a good way of sourcing for funds; even though the central government may impose very strict measures to go about using the cash. (Cornell University, n.d.) Once a government agency has given the nod for one to conduct the research alongside the funds allocation; a research organization is left to conduct its affairs in the required time they find ample. (UCONN, n.d.) Pharmaceutical companies may impose timelines so that they launch their products for commercial gains. (The Arc, n.d.)Pharmaceutical companies may continue funding a project based on interests to be fulfilled; some may be under pressure to churn out products that cause a buzz within markets. (Grant Space, n.d.)Another risk involved with pharmaceuticals funding projects would be purely to spite their competitors and caress enormous egos of company executives and owners. (TGCI, n.d.) Government does not engage in competition; but their mandate is to look out for the welfare of their citizen s. (The White House, n.d.)It’s with the above stated reasons that governmental funding looks more appealing as compared to funding from private entities. (Homeland Security, n.d.)There would not be conflicts or interests as well as undue pressure. (FELDESMAN+TUCKER+LEIFER+FIDELL, n.d.) References NCSL. (2014). NCSL. Retrieved from http://www.ncsl.org/research/health/american-health-benefit-exchanges.aspxU.S. Congress. (2006, October). Research and Development in the Pharmaceutical Industry. Retrieved from https://cbo.gov/sites//10-02-drugr-d.pdfCanadian Business Network. (n.d.). Canadian Business Network. Retrieved from http://www.canadabusiness.ca/eng/page/2740/National Institute of Standards and Technology (NIST), United States Department of Commerce (DoC). (2014, February 25). ANNOUNCEMENT OF FEDERAL FUNDING OPPORTUNITY (FFO) Measurement Science and Engineering (MSE) Research Grant Programs. Retrieved from www.nist.gov//grants/USA Government. (n.d.). Benefits, Grants, and Loans. Retrieved from http://www.usa.gov/Citizen/Topics/Benefits.shtmlFederal Grants. (n.d.). Federal Grants. Retrieved from http://www.federalgrants.com/D.o.J. (1998, September). The United States Department of Justice. Retrieved from http://www.justice.gov/crt/grants_statutes/legalman.phpCornell Univers ity. (n.d.). Cornell University. Retrieved from http://www.irb.cornell.edu/faq/UCONN. (n.d.). University of Connecticut. Retrieved from http://research.uconn.edu/The Arc. (n.d.). Public Policy. Retrieved from http://www.thearc.org/what-we-do/public-policy/know-your-rights/federal-lawsGrant Space. (n.d.). Knowledge Base. Retrieved from http://grantspace.org/tools/knowledge-base/Funding-Resources/Government-Funders/government-grantsTGCI. (n.d.). Thw Grantsmanship Center. Retrieved from http://www.tgci.com/training/competing-federal-grants-5-dayThe White House. (n.d.). Office of Mnagement and Budget. Retrieved from http://www.whitehouse.gov/omb/grants_defaultHomeland Security. (n.d.). Title VI Overview for Recipients of DHS Financial Assistance. Retrieved from http://www.dhs.gov/title-vi-overview-recipients-dhs-financial-assistanceFELDESMAN+TUCKER+LEIFER+FIDELL. (n.d.). Federal Grants. Retrieved from http://www.feldesmantucker.com/federal-grants/ Source document

Poetry Throughout the Ages :: essays research papers

This anthology is a published collection of poetry throughout the five major periods including- the Pre Elizabethan period, Elizabethan Period, Metaphysical Period, Romantic Period and the Victorian Period. The Pre Elizabethan Period was first in Old English and then in Middle English. Old English was used after the fall of the Roman Empire in the 5th and 6th centuries. The invaders from Germany who settled in England were called the Angles, the Saxon, and the Jutes. The names of these tribes come from the term Anglo Saxon. The most famous poetry from this period is Beowulf. Beowulf was written around 1000AD and be called a saga. At the time poems were performed and sung to audiences than were written or read out. This poem is about strange people and creatures with special powers. It tells a story of a hero and his adventures, noblemen and kings. The Elizabethan Period began when Queen Elizabeth I became Queen of England. She had the throne for 45-years, which ended with her death in 1603. The Queen's tastes in fashion were high classed. Her love of music, drama, and poetry gave motivation and financial support to the England's greatest writers. When his father died when he was 18, and being the youngest son this left him penniless. He turned to the law and at 23 he was already in the House of Commons. Bacon saw himself as the inventor of a method which would encourage a light in nature. The Metaphysical period began after James I took the throne. This period found many new developments in science including- optics, astronomy, sailing and navigation. Notable scientists like Newton and Galileo finding most of these scientific discoveries. Poets from this time used their knowledge of science to explain things they experience. One of the major poets is John Donne. He was born in London to a wealthy family. He was against the Catholic Church but allied with James I and his son Charles I with the Anglicans. He entered the priesthood life later and from then his poetry became more religious in nature. The Metaphysical period refers to things that are abstract like God, hatred, love, death. Poets from this time tried to explain the unexplainable by using scientific metaphors known as conceits. Donne is interesting because his poetry was first to do with love and then became about God as he got older. Romantic poetry used simple language which described their everyday aspects of life and nature.

Unit 11 Child Care Nvq Level 3

Unit 11 Out come 1 †¢Describe what is meant by a positive environment Environment is the surrounding of a central point; it can be split in to three basic categories biological, physical and social. The environment of my care setting for example is made up biological aspects i. e. my self, my children, my husband, our pet hamsters and the out door plants and trees in the garden, also the children that attend my care setting. The physical aspects are the toys, furniture door wall, large garden equipment, buggies safety gates etc. he social environment in my setting is all about the culture, and customs of my setting and the activities and experiences we are involved in and interact with. a positive environment is warm and welcoming, consistent and stable ,safe clean and tidy, where individuals are treated with respect and dignity, they feel welcome and valued, they are able to reach there potential with out fear of harm or mistreatment. †¢Identify regulatory requirements tha t underpin a positive environment for children and young people. National standards for under 8s day care Early year’s foundation stage The Early Years Register The Childcare Register Out come 3 †¢Explain how to effectively care for children and young people’s skin, hair and teath. Skin care : if a child is required to wash in a child care environment it is important that each child has their own individual towel and face cloth. This will prevent the spread of any potential infection. It is also important to discuss with parent the care need to ensure that the care provided meets with any cultural /medical needs. Skin should only be used with the consent of the parent or care . childrens skin is sensitive when compaired with adults it is aslo thiner, it is important to ensure that after washing it is dryed well with patting not rubbing as this will avoid agervating any sore areas such as eczema. Hand washing is a very effective way to reduce and prevent illness and infection, hands need to be washed with warm soppy water and dryed properly. Hands should be washed before eathing, after using the toilet , after handling animals and after playing out doors and contct with open wounds. Its importat to introduce children to good hand washing habbits as young as possible and to make it an enjoyable activity, as this will help build good habbits in adult hood as children get older they can often skip the hand washing stage and my need to be remindered to do so and why its important to wash hands. Hair care it is importat to discuss with parents/ cares how often they would likew there childs haor to be washed and how they wish it to be styles. This can depen on my factiour ie type off hair, culture religious beliefs. The main concers as a care provider is to ensure a watch is kept for head lice these are very small parasites that live on the hair, signs that a child has head lice include itching, small red marks on the scalp where the child has been bitten and white eggs cases on the hair they do not come out with regual brushing. Parents should be inforned asap and the child reasured that they are not dirty. Child need to be treated as soon as posible from discoverty to prevent them from infecting others in the setting. Teeth care: Dentists say that the most important part of tooth care happens at home. Brushing and flossing properly, along with regular dental checkups, can help prevent tooth decay and gum disease. To prevent cavities, you need to remove plaque, the transparent layer of bacteria that coats the teeth. The best way to do this is by brushing your teeth twice a day and flossing at least once a day. Brushing also stimulates the gums, which helps to keep them healthy and prevent gum disease. Brushing and flossing are the most important things that you can do to keep your teeth and gums healthy. Toothpastes contain abrasives, detergents, and foaming agents. Fluoride, the most common active ingredient in toothpaste, is what prevents cavities. So you should always be sure your toothpaste contains fluoride. †¢Explain how a positive environment and rouitine meet the emotional needs of children and their families. A positive environment and routien is essental to meeting the emotional needs of the children that attend the child care setting, when a chid feels safe and happy in their enviournment they develop confidence to explore what is a round them, through a positive enfivroment and routine children also learn many important social skills such as sharing with others, patience and understand of those differet from them self. the enviornment will stimulate the child to try need thing while keep them safe from harm. They can develop at their own pace and meet the mile stone of child hood. Through a possitive environment and routine tailored to the individual needs of the family the emotial needs of the family can be met in that they know there child is well care for and treated with respect and valued as an individual this is very importat especially when a child beguins to attend a new car setting as the parents and cares can get on with their work happy that their child is in good hands. †¢Describe the importance for physical and mental well being of balancing periods of physical activity with rest and quiet time. Out come 4 †¢define the Basic nurtritional requirements of children and young people to ensure a balanced diet and meet government guidence children only have small tummies and so need plenty of calories and nutrients in a small amount of food to ensure they grow properly. They can easily get a balanced diet by eating a variety of foods from four main food groups breads, other cereals and potatoes: these starchy foods include pasta and rice, provide energy, fibre, vitamins and minerals. Fruits and vegetables : these provide fibre, vitamins and are a source of antioxidants. Milk and dairy foods: these provide calcium for healthy bones and teeth, protein for growth, plus vitamins and minerals. Meat, fish and alternatives: these foods include eggs and pulses, provide protein and vitamins and minerals, especially iron. pulses, provide protein and vitamins and minerals, especially iron. Pulses also contain fibre This chart gives a rough guideline to the daily calorie needs of boys and girls at different ages. Kids who are really active may need more; those who are inactive may need less. AgeCalories per day BoysGirls 1–31,2301,165 4–61,7151,545 7–101,9701,740 11–142,2201,845 15–182,7552,110 Adults2,5501,940 †¢Explain how to establish the different diertary requirements of chilren ands young people. due to the diverse nature of the society we live in to day it is important to establish a good working realtionship with parents/ carers of the children you are goin to be careing for. This is where you will find reams and reams of invaluable information about the children you are looking after for example there like and dislikes, medical conditions etc. This is also where you will be able to find out what kinds of food the children eat at home and are expected to eat in your care setting ie vegitables!!! It is also important to discuss with parents food witch my not be aloud for reasion such as cultural belifes religious practaces, tolerances, allergies and persional chioces. It is important to ensure your awere of the foods each child in your care my and my not eat and to ensure that your meals are made with these in mind. This imformatiuon can be proccessed into an easy to read chart that can be placed in the food preperation are and used for reference when looking for new recipies. This will also ensure that everone invloved with the food preparation for the children in your care setting are kept informed of the approprate diarty requirments for each child in the setting. Describe basic food saftey when providing food and drink to children and young people. -cooking, eating utensils and work surfaces spotlessly clean before use -wash hands before touching food -check use by dates -keep perishables in the fridge -keep fridge between0-5degrees Celsius -keep freezer below 18degrees celeries -avoid contact between raw and cooked foods -clean and disinfect food preparation areas regularly Store uncooked meat at bottom of fridge -cover all food when out or d efrosting -ensure food is cooked thoroughly and evenly -do not reheat food

Memorable event in my life Essay

Very often people don’t remember their day-by-day routine, but if something unusual or extra ordinary happens. It can be memorable and remarkablefor the rest of their lives. For me, such remarkable event was the light show of dancing fountains. I saw this show for the first time when I was 10 years old. Since that time I saw shows like that several times, but the feelings of the very first time are still in my haert and they are unforgettable. The show had to start during sunset, and since it was arranged on the bank of the rive on a hot summer day everything around bacame pink. Trees, river, air, people around -everything was paintad with a tender pink colour. That day was extremely hot but in the evening the air turned to be fresh and clean. The blowing breeze was very pleasent. The show was delayed. At first we were nervous about that, but now I understand that it was planned ahead and we were really lucky to see the sunset. Very soon it became darker and at last the show started. The show was accompanied by modern music and the fountains really danced and people danced too. Everybody was so excited! I convinced my freind to go with me, which was not easy because she didn’t want to join that â€Å"crowd†( as she called all the people at the show). But thanks to that evening we becam e much closer and that was an event we remember and recall very often. I would recimmend to those who didn’t see dancing fountains to have a chance and see them! It was an unforgettable, remarkable event.

Comprehensive Personal Connections to African American Literature Essa

Comprehensive Personal Connections to African American Literature Essa Comprehensive Personal Connections to African American Literature 08/03/2015 ENG/496 University of Phoenix Comprehensive Personal Connections to African American Literature During slavery many people feared their owners and the people that worked for them. Many slaves struggled to just keep hope, but I believe in that African American slaves created a way for themselves to keep hope. One way was by song. One of those The Negro spiritual songs was called "Swing Down, Chariot. This was a song that I grew great interest to know and focus on why slaves at the time wanted to go to heaven so badly. Besides the basic understanding of slavery it made me wonder why there spirit was as crushed when they had other slaves around. I would assume that would help. As a black man I contemplate how they managed to come up with a song of that nature. When reading on the topic I found that there were alternate meanings to the lyrics of the music. Swing low, sweet chariot, (wagons of the Underground Railroad). This meant that when they would escape it would include wagons on a trail. Coming for to carry me home, (free country). This meant that they will try and go north wh ich is where the free country was. Swing low, sweet chariot, coming for to carry me home. I looked over Jordan (Ohio River), which was an alternate name for the river at the time because the plantation on which this song was initially made for was in the south and they wanted to go north towards the Ohio River. Coming for to carry me home, a band of angels coming after me, coming for to carry me home. The piece focuses on the fact that people just wanted to get away from the pain and struggle they were going through. From seventeen hour working days, to bloody feet from little to no footwear. Children being separated from their families at birth and being sold to become slaves to other master. It was an unfortunate time and overall I believe that in the end the song was not just a way to know an escape route, but also a way to come together and vent without getting killed by the slave owners and the overseers. Although it was a powerful song for slaves to have made that encompassed multiple meanings outside of hope, there was great literature as well. A Decade of Reconstruction is one of my favorite pieces in the Literature of Reconstruction to the New Negro Renaissance chapter. With life as many African Americans knew if there life had changed for the better, but it was sad to read that many stayed and worked for the same people that owned them. After great study I found that in that time there were still people who believe that slaves should still remain that. Programs were not put in place for the Former African American slave to succeed. Under new institutions such as sharecropping and the convict-lease system, most African Americans, especially those living in the states of the former confederacy, continued to work on farms, often in service to the same people who had once owned them (The Norton Anthology of African American literature Volume 1, pg.509) The positives is that the thirteenth, fourteenth, and Fifteenth amendments were subsequently created to help improve the conditions of the African American community in Americ a. The Thirteenth Amendment (1865) outlawed slavery the Fourteenth Amendment (1868) provided equal protection to African Americans under the law, and the Fifteenth Amendment (1870) granted suffrage to black men. (The Norton Anthology of African American literature Volume 1, pg.509) With the 13th amendment outlawing slavery I feel as if there should have been more thought into actually helping the slaves. Even though I believe that Abraham Lincoln did his best to do as much as he could with the little support he had, simply saying ok now you guys are free, figure it out is not enough. A Decade of Reconstruction was a great read throughout, but it was more literature that caught my mind. The Fourteenth Amendment was passed by Congress in June 1866 and ratified by the states in 1868. The Radical Republicans had been battling with Andrew Johnson for

Animal Farm By George Orwell

Animal Farm By George Orwell Essay Animal Farm by George OrwellCharacters, items, and events found in George Orwells book, Animal Farm, can be compared to similar characters, items, and events found in Marxism and the 1917 Russian Revolution. This comparison will be shown by using the symbolism that is in the book with similarities found in the Russian Revolution. Old Major was a prized-boar that belonged to Farmer Jones. The fact that Old Major is himself a boar was to signify that radical change and revolution are, themselves, boring in the eyes of the proletariat (represented by the other barnyard animals), who are more prone to worrying about work and survival in their everyday life. Old Major gave many speeches to the farm animals about hope and the future. He is the main animal who got the rebellion started even though he died before it actually began. Old Majors role compares to Lenin and Marx whose ideas were to lead to the communist revolution. Animal Farm is a criticism of Karl Marx, as well as a novel perpe tuating his convictions of democratic Socialism. (Zwerdling, 20). Lenin became leader and teacher of the working class in Russia, and their determination to struggle against capitalism. Like Old Major, Lenin and Marx wrote essays and gave speeches to the working class poor. The working class in Russia, as compared with the barnyard animals in Animal Farm, were a laboring class of people that received low wages for their work. Like the animals in the farm yard, the people is Russia thought there would be no oppression in a new society because the working class people (or animals) would own all the riches and hold all the power. (Golubeva and Gellerstein 168). Another character represented in the book is Farmer Jones. He represents the symbol of the Czar Nicholas in Russia who treated his people like Farmer Jones treated his animals. The animal rebellion on the farm was started because Farmer Jones was a drunk who never took care of the animals and who came home one night, left the ga te open and the animals rebelled. Czar Nicholas was a very weak man who treated his people similar to how Farmer Jones treated his animals. The Czar made his working class people very mad with the way he wielded his authority and preached all the time, and the people suffered and finally demanded reform by rebelling. The Czar said ?The law will henceforward be respected and obeyed not only by the nation but also the authority that rules it and that the law would stand above the changing views of the individual instruments of the supreme power.? (Pares 420). The animal Napoleon can be compared as a character representing Stalin in Russia. Both were very mean looking, didnt talk very much but always got what they wanted through force. In one part of the book Napoleon charged the dogs on Snowball, another animal. Stalin became the Soviet Leader after the death of Lenin. He was underestimated by his opponents who always became his victims, and he had one of the most ruthless, regimes i n history. In was not till very many years later that the world found out about the many deaths that Stalin created in Russia during the Revolution. For almost 50 years the world thought that the Nazis had done the killing in Russia, when in fact it was Stalin. (Imse 2). The last characters that are symbolic of each other are the animal Snowball with the Russian leader Trotsky. Snowball was very enthusiastic and was a leader who organized the defense of the farm. He gave speeches and instructions but was not very beneficial. All the other animals liked him, but he was outsmarted by Napoleon. Trotsky and Stalins relationship was very much like Snowballs and Napoleons. Trotsky organized the Red Army and gave speeches and everyone in Russia thought he would win power over Stalin. After Lenins death Trotsky lost all his power to Stalin and was expelled from the communist party. He was at one time considered the second most powerful man in Russia. (Trotsky? Comptons 290). Besides charact ers there are many items that can be compared as symbols in the book and in Russia. The whip that Napoleon used in the farmyard to wield power can be compared to the power that Stalin used on the Russians. Napoleon carried a whip in his trotter. Stalin used his power to starve the Russian people and to have Lenin arrested. Stalins main goal was to maximize his personal power. (?Stalin,? Britannia 576). Stalin ?whipped? his people into shape by collectivizing agriculture, by police terror, and by destroying remnants of individual prosperity. He also led the Soviet Union into the nuclear age (Clarkson 442). Propaganda is another item that was used in the Russian revolution. It can be compared to Squealer in Animal Farm. Squealer brainwashed (a form of propaganda) the barnyard animals into believing that they did not like apples and milk, while he and Napoleon were stealing the food for themselves. In Russia, the Bolsheviks carried out propaganda on the people by passing out leaflets a nd putting stories in the newspapers that were not true. They told workers, soldiers, and peasants to not trust their own hands and to take away land from the landowners. (Golubeva and Gellerstein 80). Another item that is similar in both Animal Farm and Russia are the dogs and the secret police. Napoleon trained his dogs when they were puppies to guard him and to obey his every command. They chased Snowball away. Stalin trained his secret police to do his bidding whenever he issued an order. Stalin had his secret police kill between 60,000 to 70,000 people. These police were called the Checka and the graves filled with bodies stacked upon each other with bullets in each skull were found many years later. (Imse, C2). Another symbolism that exists in the book and in Russia is a similarity to events that took place. The windmill that is present in Animal Farm can be compared with the growth of industry in Russia or the Industrial Revolution. Snowball first introduced the windmill conc ept to the farm but Napoleon disagreed with him and had the dogs chase him away. Napoleon then presented the windmill as a good idea and the animals were presented with hope that things would get better on the farm. When it blew down, Napoleon blamed it on Snowball. Napoleon thought that if he could keep the barnyard animals busy all the time replacing the windmill that they would not realize how bad their living conditions were, and he could blame the destruction all the time on Snowball. The windmill is the only thing that was holding the animals together as a unit. In Russia the growth of factory and industry was very depressing but depended on the obligatory labor of serfs. Russia hoped that by keeping the serfs working all the time and promising them a better world that they would not realize how bad their living conditions were. The Industrialists were pressing their own constitutional demands. (Clarkson 352). None of the social classes were fighting each other because there w ere no classes left. What Russia got working was to make the people think that the prospect of loss of potential improvements in conditions of life of the here and now, could only be attained by stimulating labor to unprecedented efforts. The last event that was similar in the book and in Russia was the animal rebellion on the farm and the Russian Revolution of 1917. Farmer Jones was drunk a lot and would forget to feed the animals on the farm. The withholding of this food is what finally forced the animals on the farm to rebel against Farmer Jones. In Russia, there were many food shortages which caused the people to demonstrate and then the Russian soldiers refused to suppress them and the leaders demanded that Nicholas transfer his power to parliamentary government because everything was getting out of control. Soviet workers and soldiers formed a special committee and established a government. The same day the emperor abdicated. (?Russian Revolution,? Grolier npa). This actually backfired in Russia and the war continued and the people still starved. Many lessons can be learned by reading Animal Farm that can help countries and governments around the world from making mistakes in wielding their power against their people. If a population is suppressed and not allowed to accumulate things for themselves then an overthrow of the government that is suppressing them will be the result. WORKS CITEDClarkson, Jesse. A History of Russia. New York: Random House, 1969. Golubeva, T. and L. Gellerstein. Early Russia The Russie. Moscos, Press Agency Publishing House, 1976. Imse, Ann. Mass Grave Seen as Evidence of Massecure by Stalins Police. ?Hunstsville Times, 13, August. 1990. Orwell, George. Animal Farm. Signet 50th Anniversary Edition, Harcourt Brace Company, 1996. Pares, Sir Bernard. The Fall of the Russian Monarchy. New York: A division of Random House, 1939. ?Russian Revolution of 1917.? Grolier Electronic Publishing, Inc. 1992 ed. ?Stalin, Joseph.? Encyclopedi a Britannica. 1917 ed. READ: Mahatma gandhi Essay

Business Ethics and Leadership- Whistle-Blowing Essay

Business Ethics and Leadership- Whistle-Blowing - Essay Example To do this effectively, one also has to have a strong sense of leadership, vision and determination to continue moving forward with the ethical values which one believes are correct. Examining the several perspectives of whistle - blowing in an organization can also determine the ethical legitimacy that is a part of this as well as how it takes a specific sense of leadership to follow through with the situation. The Institution of Ethical Decision Making The current concept of ethics within businesses is now recognized as an institution. This is designed because corporations are expected to follow through with a code of conduct that assists with doing what is right and fair for employees and the general public. The institution began with the ethics that were associated with Enron and the complexities which came from the financial situation and deceptions which occurred. This was followed by several believing that a framework needed to be followed within corporations, specifically whi ch would create programs, guidelines and practices that would hold various companies liable for the actions which they were supposed to follow. The defined elements of this institution are based on the cultural and social expectations, relationship to politics and looking at withholding standards in real life situations which occur. By examining and contributing to these various expectations in the right manner, there is the ability to withhold the expectations through the performance of the company and the results which the public is able to look into (Ferrell, Fraedrich, p. 15). The framework which has been built with the institution of ethics is followed with the understanding of moral problems and how this creates specific responses from employees and to the public. The main response through the institution is based on ethical management, meaning that a company has to make specific promises to the community and follow through with these. More important, practices that would caus e harm to employees or the public are supposed to be prevented and hold to specific standards. While there are certain issues which don’t carry a difference between right and wrong, others are determined by the harm which it may cause, which becomes the basis for the standard business practices which are to be followed. While each business is able to withhold the standards and practices, there is also a direct association with others holding corporations accountable for actions which may become public at any time (Geva, p. 133). Ethics and Whistle - Blowing The concept of whistle - blowing is able to move up into an organization because of ethical standards which have been violated. These ethics are based on the institutional standards that are withheld by an organization and which are expected by the public. If there are violations of the employees, organization or to the public, then an individual has the right to point fingers at those responsible. Whistle blowing takes pl ace when an individual decides to point out the faults of a company, specifically with a focus on illegal, immoral or illegitimate practices that are taking place over the organization. It is expected that the response to the whistle blowing will be a large amount of publicity as well as mediation which takes place to resolve the issue. It is further expected that there will be sets of questions which are asked pertaining to

Criminal justice Writing Assignment Essay Example | Topics and Well Written Essays - 750 words

Criminal justice Writing Assignment - Essay Example The America’s Supreme Court has ruled that the capital punishment should reflect and express the conscience of the United States residents, and that its application must be measured against the community’s evolving decency standards. This current report indicates that 65 percent of US inhabitants do not believe that this form of punishment is deterrent to murder. Furthermore, over 30 percent believe that their moral beliefs would exclude them from serving on a death case. About 50 percent of the Americans today prefer the death penalty while about 40 percent prefer life in prison without parole, whereas 10 percent are undecided (William 8). There are several reasons why capital punishment needs to be abolished. First and foremost, capital punishment is an act of Murder. Its use is so arbitrary and violates the prohibition of eighth amendment from severe punishment. This eighth amendment requires that sentencing discretion in cases of capital be structured according to objective standards so as to eliminate discrimination and arbitrariness. Capital punishment is viewed as the cold-blood killing of an individual by the government in the name of justice. Therefore, the use of capital punishment in the United States should end because it is seen as the ultimate denial of human rights. This punishment is inhuman and it violates the rights of an individual. This punishment should not continue to be in use because there can never be justification for cruel treatment or torture (William 16). In addition, since 1975, over 150 individuals have had their capital case convictions overturned. 300 cases of non-capital have overturned since 1990 after DNA testing. Such mistakes sway the public confidence in the system of capital punishment. Nevertheless, capital punishment should be abolished because it is used in a discriminatory

Hunger in Africa Research Paper Example | Topics and Well Written Essays - 1500 words

Hunger in Africa - Research Paper Example Most of the countries which are intensely affected by the hunger crisis are West Africa, South Sudan, East Africa, Mali, Burkina Faso, Niger, Mauritania, Chad, Senegal etc (â€Å"Fighting Hunger in Africa†). Currently, Africa is still suffering from this kind of crisis among its people and is still having difficulty in resolving this never ending issue. Thus, this paper aims to discuss the hunger in Africa and the major causes on why until now the countries in this continent still starve to death. However, due to the wide scope of the topic hunger in Africa, this paper only limit to the effects of hunger among children. Hunger in Africa Hunger can cause series of health problems and nutritional deficiencies if a person failed to eat sufficient amount of food intake in a daily basis. These mainly include malnutrition, stunting, underweight, undernourishment, and worst death (â€Å"Hunger†). Children are at higher risk acquiring these health conditions due to their vulner ability and low immunity. In Africa, there are about 227 million people suffering from famine and severe malnutrition. According to the New Partnership for Africa’s Development (Nepad), in every minute, 12 people die in Africa because of extreme hunger (Chiumia). Most of these hungry individuals are situated in rural areas in which their means of livelihood is agriculture and has no any alternative sources of income which made them highly vulnerable to crisis like hunger (â€Å"Hunger†). For instance, in West Africa, a number of African families had been experiencing starvation due to lack of food sources to suffice the needs of their hungry stomachs because of insufficient rainfall and failed crops. Food and even water shortage brought individuals to extreme hunger and acute malnutrition specifically children who, at their age, highly need enough food and nutrition for them to grow healthy and well-nourished. However, reports had shown that families in countries of Af rica can hardly give their family member enough food to eat everyday because of extreme poverty, high food prices, and droughts on their farms (â€Å"West Africa Child Hunger†). If not given immediate solution, malnutrition rate in Africa among individuals particularly children will grow. As a result, the immune system of children will weaken due to poor nutrition permitting them towards acquiring diseases which might kill them if treated right away. These mainly include pneumonia, malaria, and diarrhea (â€Å"Fighting Hunger in Africa†). In Niger, absenteeism rate among children in school is relatively high. Half of the class had been absent due to their intense desire to help their parents to earn a living. These children are forced to work at an early age upon seeing that their parents can no longer give them enough amount of food everyday due to poverty. Hence, they prefer to be absent in school than to let their family members starve to death. As a consequence, th ey took for granted their chances to have a better lives in the future through education and also, their right had been exploited due to child labor (â€Å"West Africa Child Hunger†). However, we cannot blame these children for their actions because what they are doing are for the benefit and survival of their families in a day to day basis. On the other hand, South Sudan is considered to have the highest child/infant mortality rate and has the

Changes in Teacher Ideologies

Changes in Teacher Ideologies Summarise discuss: Sullivan, K. (1997). Theyve opened Pandoras Box: Educational reform, the new right and teachers ideologies. ln M. Olssen K. Morris Matthews. (Eds.), Education policy in New Zealand (pp. 254-261). Palmerston North, New Zealand: Dunmore Press. (extracts) From page 254: Education Reform and Competing Ideologies Within the extract under investigation, Sullivan is building a case to legitimise his theory that Teachers fundamental professional and ideological principals and intentions are just as important as what and how they teach. In order to clarify his point he provides a model for defining what exactly the concept of an ideology in isolation involves and in the context of educational theories. In his argument he persuades the reader to accept that an ideology is a pre-conceived notion of what humans and in this context in particular teachers are programmed to consider appropriate and exceptional; that an ideology is an individual belief system which can alter politically but not necessarily physically. During the time this piece was written a number of educational reforms were taking place in New Zealand and teacher’s roles were having to adapt accordingly, with the school authorities and boards of trustees exacting greater control over them as employees. Consequently losing them a great deal of freedom within their teaching positions. The extract under discussion proposes that the traditional ideology adopted by most teachers is a humanist approach to life and working with children and adults in a l earning capacity. That this humanist ideal is fundamental to their character and instinctive responsibility as a teacher, or as Sullivan conveys ‘their ideology is largely intuitive and implied, based on some important but usually unstated assumptions’. He then goes on to list these assumptions in detail and proposes the notion that they have deep rooted understandings of how their own role functions under the auspices of the government and the traditional understanding of what they have always meant to mean education in its original context. The rationale for presenting this understanding is in relation to the writer’s broader argument relating to the New Right movement in New Zealand politics which has implemented new educational reforms in antithesis to this humanist ideology. Holistically Sullivan’s overall understanding and opinion of how teachers are adapting is by way of building themselves a new ideology which remains humanist but is also applying a resistance and reinforced method of working practice in response to the government’s new line and legislation. However Sullivan’s theories are not merely a personal observation, the outcomes of his conclusions have emerged from empirical data that he collated from interviews undertaken with fifty primary and intermediate school teachers employed in the Greater Wellington area of New Zealand. The new Education system in New Zealand adheres to an ideology which is essentially anti-humanist and the article is written at a time when the country had been dominated by New Right ideologies. These were in stark contrast to the humanist and liberal ideas that dominated Education in the decades before. The article quotes the progressive Educational pioneer John Dewey. He adhered to the opinion that only constant good is change for the good. Dewey did not measure levels of success based on standards, rather against human inspiration and passion (Tiles, 1990). And it is these measures of standards that Sullivan is critical of in his paper. This is emphasized further in Sullivan’s study Teachers Standards and Professionalism where he suggests that teachers have become pawns in the movement to implement right wing ideology across the country, criticising the new management approach to learning which appears to operate more as a business enterprise. How teachers have lost their authority to parents who dictate the way in which they now function. The modern philosophy of the New Right can be attributed to the breakdown of the original ideals of the Welfare State, reflected not only in New Zealand but in many countries around the world who adopted these principles during and following the outcomes of the Second World War. In particular with the English Government during the 1980’s and the new Conservative driven Education Reform Act of 1988. (Lingard et al, 1993) This new devolved system in New Zealand moved from a centralized arrangement to a structure whereby schools now take responsibility for their own governance and management. The country’s Ministry of education which was established under the 1989 Education Act takes forward the following aims and objectives: provides education policy advice to the Minister of Education and the Government; purchases services on behalf of the Crown; allocates funding and resources to schools and early childhood education providers; oversees the implementation of approved education policies; manages special education services; collects and processes education statistics and information; and monitors the effectiveness of the education system as a whole with ‘Separate education agencies hav(ing) national responsibilities for qualifications and quality assurance’. Additionally most education providers operate independently from Government and are rather controlled by boards of trustees or elected councils. Sourced from: http://www.minedu.govt.nz/educationSectors/InternationalEducation/ForInternationalStudentsAndParents/NewZealandEducationSystemAnOverview/Central_Agencies_and_Providers_A_Devolved_System.aspx, Date accessed 16/10/08 Teachers have consequently needed to adapt and find a new position for themselves as basic blue-collar working classroom teachers in a non-democratic environment. As such this has forced them to build new relationships and alliances with Boards of Trustees and amongst civil society. (Gordon, 1992) To discuss the context of this new change in thinking across New Zealand it has not merely acted in response to the UK government but has primarily acted on the issues that occurred during the 1970’s and 80’s when the country was witness to significant problems relating to trade, business, the balance of power and a dwindling economy. It was these concerns that paved the way for changes to the education system as a means of improving the national standards of the workforce and employment opportunities. (Perris, 1998) The New Right philosophy brings with it a complete list of ideals that include the necessity to implement order, reinstate traditional values, social hierarchy and family responsibility. (Dale and Ozga, taken from Lingard et al, 1993) In addition there is a strong emphasis on the relationship between power and knowledge, including a set of educational benchmarks to achieve forward New Right thinking. These predominantly include: That education should be structured in a way that enables parental influence to succeed over quality Education should be provided within a diverse range of institutions, to which admission is based on selection Provision of Education should be accountable to the parents, by way of the appraisal of teachers and through the frequent testing of students and teachers, with the right of publication of these results. (Bell and Gilbert,1996) Prior to this New Right trend vision which sought to improve schools on the basis of poor economies, gaps in the workforce and ill preparation of young people for the workplace, all curriculum development was governed by the Curriculum Division of the Department of Education and was reviewed regularly with ‘input from subject committees, the Department of Education, teacher groups, training colleges and independent schools. Later included university teachers†¦.’ This philosophy carried on into the 1950’s with a curriculum which was developed and delivered by educators who were considered the most authoritative to do so. (Davis, 2007) This was in line with the traditional concepts established during the 1877 Act which adhered to the National Public School system, with native New Zealand schools falling under the control of the Department of Education and Public Schools ministered by Education Boards. Therefore from 1879 there were two systems of state schools running alongside each other. It was the intention then to eventually integrate the teaching of native and ‘new’ residents to the country, although this was never successfully achieved. The state took control of Education in New Zealand in 1877, adopting a policy which epitomized neutrality. Even the teaching of religion was prohibited. (Bell and Gilbert, 1996). A new Education Act was taken forward in 1914 which sought primarily to consolidate all those strategies of the 1877 legislation and to make further developments to benefit Secondary Education and administration. This was followed up with 43 further amendments until A Commission on Educat ion was conducted in 1962 recommending improvements to teaching salaries, curriculum development, teacher training and the need to reduce class sizes. The proceeding 1964 Education Act failed however to implement any of these recommended changes and merely reinforced the previous statutes. (McClaren, 1974) The Curriculum Division which had been so progressive following the Second World War and into the 1950’s closed in 1989, with the politics of the New Right now dominating the future for educational reform across the country. Much of what had been established during the 1877 Act ‘An Act to make provision for the further Education of the people of New Zealand’ (McClaren,1974) was torn apart in 1989 and reinforced with an Education Amendment Act in 1990 and four further amendments the following year. Interestingly in McClaren’s Education in a small Democracy he emphasizes the negative aspects of Government control throughout this long period of history and the excessive amount of education administration structures that existed, which served to create an often bureaucratic and ineffectual Education system. For example he quotes ‘In 1972 25,000 laymen were working sometimes at cross purposes in the interests of separate, largely isolated sectors of the education system, their energies more often devoted to the improvement of lavatories than to the advancement of learning.’ It is an interesting contrasting theory to that of Sullivan who blames the new market ethos for undermining the ability and capacity of teachers to carry out their role effectively as essentially humanist, bureaucratic actors working for the fundamental ‘social good’ of the child and society as a whole. Considering the business culture of the New Right to be affecting the ideologies inherent in teachers and their philosophy to react against anti-humanist thinking. Sullivan insinuates in his paper ‘Educational reform, the New Right and teachers ideologies’ that teachers are essentially being forced to work against the best interests of the child and instead are having to accommodate the economics and politics being addressed by the parents, Boards of Trustees and civic bodies that they are now accountable to. The Guide to Print Culture in Aotearoa tells us that The Education Act 1877 existed to provide free, compulsory and secular education and standardized r eading systems. The emphasis of the curriculum stressed reading and writing and children were graded according against their ability measured by six standards. The reading texts were predominantly moral tales that were written for the benefit of British council schools and upheld strong values and morals and were ‘directed towards civic and moral duty’ all those considerations that are taken into account by the New Right ideology and yet quite clearly existed in the annals of the original 1877 agenda. Over a century of government control is obviously going to affect the way in which a country adapts to new measures of educational implementation and as Sullivan addresses; it is not necessarily a complete change for teaching staff that is necessary in order to work to a new ideology, but rather a need to maintain their own individual ideologies, whilst adjusting to the New Right agenda. However it is apparent that many of the original ideals of the 1877 Act and those that were adhered to and reinforced decades after are themselves questionable. Schools were segregated and their still remained everyday problems amongst the teaching profession. Department of Education Inspectors reports citing the methods and most significant problems and complaints made by teachers was the lack of reading books and materials for the children to work with. Sourced from http://www.nzetc.org/tm/scholarly/tei-GriBook-_div3-N12E47.html, Date accessed 16/10/08 This is not a problem in today’s public Education system. It could also be argued that for such a great number of years for a country to experience no other alternative to state intervention and control it seems obvious that problems will occur with the ‘deep-seated assumptions’ that Sullivan refers to in the teaching profession in terms of their ideologies. Teachers should be acknowledged for their knowledge and skills for understanding how to deliver learning programmes and prepare children for the wider world but in addition to taking on board the legislation they are operating within as well as remembering that the child is the most important factor. Davis philosophically refers to this aptly in his paper Whose Education Is It Anyway? ‘†¦As it says in a quote on a school staff room wall: ‘No one ever got taller through being measured’. Bibliography Sullivan, K ‘Teachers Standards and Professionalism: Contested Perspectives in a Decade of Reform’: Victoria University of Wellington Lingard, B, Knight, J, Porter, P.H (1993) Schooling Reform in Hard Times: Routledge, Dale, R, Ozga, J ‘Two Hemispheres – Both New Right? 1980’s Education Reform in New Zealand and England and Wales’ taken from Lingard, B, Knight, J, Porter, P.H (1993) Schooling Reform in Hard Times: Routledge, Bell, B and Gilbert, J (1996) Teacher Development: A Model from Science Education: Routledge Gordon,L (1992) ‘Educational Reform in New Zealand: contesting the role of the teacher’, International Studies in Sociology of Education, Volume 2, Issue 1 Perris, L (1998) ‘Implementince; Ducationr Eforms In New Zealand: 1987-97 A Case Study’, The Education Reform And Management Series, vol 1, no2 Peters, M, Marhall, J.D (1996) Individualism and Community: Education and Social Policy in the Postmodern Condition: Routledge Davis, R.A (2007) ‘Whose Education Is It Anyway?’ Why It Is Important That Teachers Understand and Question the Broader Contexts Shaping the Curriculum’, New Zealand Journal of Teachers’ Work, Volume 4, Issue 1, 32-38, 2007 Leicester, M, Modgil, C, Modgil, S Education, culture and values: Routledge Tiles, J.E (1990) Dewey: Routledge McClaren, I.A (1974) Education in a Small Democracy New Zealand: New Zealand: Routledge Book Print in New Zealand: A Guide to Print Culture in Aotearoa Education Act 1877 New Zealand Electronic Text Centre Sourced from http://www.nzetc.org/tm/scholarly/tei-GriBook-_div3-N12E47.html, Date accessed 16/10/08 Sourced from: http://www.minedu.govt.nz/educationSectors/InternationalEducation/ForInternationalStudentsAndParents/NewZealandEducationSystemAnOverview/Central_Agencies_and_Providers_A_Devolved_System.aspx, Date accessed 16/10/08

Behavior Essay -- essays research papers

Behavior- Behave, it its root form, means to contain or to have. In the reflective sense, it means ‘to have bear oneself’. To use the word behave in common conversation, it is understood as to ‘behave well’. As for the phrase ‘to behave badly’, it is understood immediately. Behavior is looked at in society as the way a person presents him or herself in a given situation. It is also related to the specialized sense of manners. Use of the noun to refer to public conduct or, in a moral sense, to a general range of activities is still quite common. But the term is also used in relation to plants, lower organisms and animals to describe the apparent activity of the whole organism. One particular meaning followed from the extension of the methodology of the physical and biological sciences to an influential school of psychology which described itself as behaviorism. Psychology was seen as a purely objective experimental branch of natural science and data of a mental or experimental kind were ruled out as unscientific. This had the effect of limiting the nature of human activity to interactions determined by an environment, other conceptions of intention or purpose being rejected. Many socially applied fields such as communications and advertising, the relatively neutral physical senses of response have been developed into a reductive system of controlled behavior as a summary of all significant human activity. The most important effect is the description of certain intentional human practices and systems as if they were natural stimuli, to which responses can be graded as normal, abnormal or deviant. The sense of independent response is weakened, with important effects in politics and sociology. Bourgeois- Originating in the French language, bourgeois indicates an inhabitant of a borough. Under the feudal regime in France, bourgeois was a judicial category in society, sometimes defined as a trustworthy citizen whose being in life is stable and content. Bourgeois was a word mostly used by the aristocrats because of their contempt for the middle-class. It was also used by the underclass in a sense of respect. The steady growth in size and importance of this bourgeois class in the centries of expanding trade had major consequences in political thought, which in turn had complicating effects on the word. A new concept of society was expressed and transl... ...t controlling intermediary between producers, an employee of labor, or as the owner of the means of production. Career- Definition- The word career is so regularly used to describe a person’s progress in life that the original meanings of the word have been long forgotten. The word career originally meant any rapid or uninterrupted activity. It was used when referring to a carriage road or a racecourse. Career began to evolve when it was used with reference to diplomats and statesmen. The word soon began to indicate progress in a vocation and then the vocation itself. Today, career is inseparable from the terms work, labor, or job. It has been applied to jobs with explicit internal development and has been extended to any favorable or desired occupation. Career is still used in the abstract sense of politicians and entertainers, with some conscious and unconscious class distinction, to work or a job which contains some implicit promise of progress. Career now usually implies continuity if not necessarily promotion, yet the distinction between career and job only partly depends on this and is often associated also with class distinctions between different kinds of work.

Foreign Exchange Guidelines for Bangladesh

INTRODUCTION 1. Assalamualaikum and Good evening , on behalf of my group I welcome you all to the presentation on FOREIGN EXCHANGE GUIDELINES IN BANGLADESH AND FINDING IN THE PROCESS ITS USER FRIENDLYNESS . Ladies and Gentlemen , the very word foreign exchange refers to foreign currency in general but crucially in text-book terms it refers to the process or mechanism by which currency of one country is converted into the currency of another country . Usually such conversion takes place in the occasion of foreign trade i. e. xport or import or remittance of earnings both inward and outward by Bangladeshi and Foreign Nationals , then in case of Foreign Direct Investments or at individual level for the purpose of traveling or official visits both by Bangladeshi and Foreign Nationals . 2. Like any other country , to regulate and control smooth functioning of such Foreign Exchange in Bangladesh , Foreign Exchange Regulations are issued by the Government of Bangladesh as well as by the Ban gladesh Bank in the form of Notifications which are published in the Bangladesh Gazette .Now the Regulations which provides the legal basis for regulating all payments and dealings of foreign exchange in Bangladesh is known as Foreign Exchange Regulation (FER) Act , 1947 (Act No. VII of1947) , that was enacted on 11th March, 1947 in the then British India , subsequently adapted by Pakistan and eventually after necessary corrections and modifications by appropriate authority it was reproduced and adapted in Bangladesh and is still in vogue . Ladies and Gentlemen by law it is the Foreign Exchange Regulation Act ! 947 that rules all sorts of transactions of FE in Bangladesh . 1 AIM 3. To provide General Idea on Foreign Exchange Guidelines for Foreign Currency Transactions in common occasions in Bangladesh in a limited scale and deduce as to whether it is user-friendly . SCOPE 4. The topic will be discussed under the following heads ; a. Definitions of Certain Terms Related to Foreign- Exchange and Common Circumstances/Occasions Involving Foreign Exchange Transactions . . b. Authorized Dealers (ADs) , Money Changers and Various Types of Accounts involving Foreign Exchange . c.Foreign Exchange in International Trade ; Export and Import and Foreign Direct Investment. d. Foreign Exchange Through Remittance ; Inward , Outward and Commercial . e. Foreign Exchange Regulations for Travels and Visits by Baladeshi and Foreign Nationals. f. Userfriendlyness of Foreign Exchange Regulations in Bangladesh . 2 5. Definitions of Certain Terms Related to Foreign-Exchange and Common Circumstances/Occasions Involving Foreign Exchange Transactions . a. Definitions of Certain Terms Related to Foreign-Exchange . 1) Money . The term ‘Money’ in modern sense is used to describe actual money in the form of coin or notes or in any other form which passes freely from hand to hand as the recognised media of value exchange inside or outside the country . (2) Currency . ‘ Cu rrency ’ is a generic term and covers not only the actual coins and paper notes in a country but also any credit instruments which convey the right to wealth in terms of any given unit such as cheques , money orders , travelers cheques , promissory notes , bills of exchange etc . 3) Foreign Currency . As per FER Act 1947 ‘Foreign Currency’ means any currency other than Bangladeshi Currency i. e. Taka. (4) Foreign Exchange . As per FER Act 1947 ‘Foreign Exchange’ means foreign currency and includes any instrument drawn , accepted or issued under all deposits , credits and balance payable in foreign currency and any drafts , travelers cheques and bills of exchange expressed or drawn in Bangladeshi Currency but payable in any Foreign Currency . 5) Resident . Foreign Exchange Regulation Act, 1947 stipulates that any person who has at any time after the commencement of Act been resident in Bangladesh be treated as resident in;CONT Bangladesh until Banglad esh Bank by general or special order 3 directs otherwise. For the purpose of the said Act, ordinarily, a resident is a person, bank or firm who/which resides/has established a place of business in Bangladesh.A person is deemed to be ordinarily resident if he maintains a home in Bangladesh or resides in the country for a substantial part of each year or pays income tax as a resident of Bangladesh and falls under any of following category ; (a) persons holding Office in the Service of the Republic ofBangladesh who go abroad or who are already abroad and residingoutside Bangladesh for the time being either on duty or on leave, (b) foreign nationals residing in Bangladesh for work or self employment, c) foreign nationals residing in Bangladesh for study under student visa, (d) foreign nationals staying in Bangladesh with residence visa, (e) officials of Bangladesh Government and public sector undertakings deputed abroad on assignment with foreign governments/organisations or posted to t heir own offices (including Bangladesh Diplomatic Missions abroad) and (f) foreign nationals residing continuously in Bangladesh for six months or more would be treated as residents. (6) Non-Resident .A non-resident is a person, bank or firm who/which resides/has a place of business outside Bangladesh. Non-residents include Bangladesh nationals who go out of Bangladesh for any purpose. On the other hand, the fact that a person gives an address in Bangladesh does not necessarily mean that he should be regarded as a resident if he is, in fact, only a temporary visitor and is ordinarily resident elsewhere . 4 (7) Authorised Dealers . The term Authorised Dealer or AD would means a bank authorised by Bangladesh Bank to deal in foreign exchange under the FER Act, 1947. (8) Money Changers .The term â€Å"Money Changer† means a sole proprietorship or partnership firm/company licensed by Bangladesh Bank under â€Å"FER Act, 1947† to act as Money Changer for dealing in certain f oreign exchange transactions as directed by Bangladesh Bank from time to time. b. Common Circumstances/Occasions Involving Foreign ExchangeTransactions . Basiacally and Most commonly Foreign Exchange Transaction takes place in the following occasions ; (1) In case of any International Trade involving Export , Import . (2) In case of Remittance of All Income (both inward and outward) and All kinds of Commercial Remittances . 3) All Foreign Investments and Foreign Direct Investments (FDIs) . (4) All kinds of International Travels and Visits (Official & Unoffcial ) by both Bangladeshi and Foreign Nationals . 5 6. Authorized Dealers (ADs) , Money Changers and Various Types of Accounts involving Foreign Exchange . a. Authorized Dealers (ADs) . In exercise of the powers conferred by the Foreign Exchange Regulation Act 1947 ; certain schedule banks which are authorized to deal in Foreign Exchange by Bangladesh Bank . The selected branches of bank which are thus entrusted to transact such FE business is known as Authorized Dealers (ADs).The ADs are authorized to make all sorts of Foreign Exchange Transactions including money changing in accordance with the guidelines provided by Bangladesh Bank . As a prerequisite to become AD a schedule bank has to obtain Authorized Dealership Licence from Bangladesh Bank after following certain prescribed procedures and after fulfilling certain requirements laid down by Bangladesh Bank . Certain regulations as per FER act 1947 ; applicable for ADs are as follows ; (1) It is only Bangladesh Bank which can issue licences normally to scheduled banks to deal in foreign exchange foe becoming ADs .All applications for Authorised Dealer Licence has to be made to the General Manager, Foreign Exchange Policy Department, Bangladesh Bank, Head Office, Dhaka with a declaration that ‘Guidelines on Managing Core Risks in Banking' (as prescribed by Bangladesh Bank vide Circular No. 17, dated 07 October, 2003) pertaining to treasury function s in foreign exchange are already in place and all steps have been taken by the bank for internal monitoring and supervision of the branches for carrying out foreign exchange transactions. ) Besides, the banks also have to provide information showing that it has adequate manpower trained in foreign exchange and there is prospect to attract reasonable volume of foreign exchange business in the desired location and the applicant bank meticulously complies with the instructions of the Bangladesh Bank especially with regard to submission of periodical returns. 6 b. Authorized Money Changers . In addition to the ADs in FE , Bangladesh Bank also authorizes certain Banks located in the port area or in and around BOPs and establishments like certain Hotels and Shops to buy and sale foreign currency in exchange of local currency .Such banks and establishments in whose favour such licences of Authorization are granted are known as Authorized Money Changers . From Capacity point of view there are two types of Money Changers ; ‘ Full-Fledged Money Changers ‘ which are authorized to both purchase and sell foreign currency and Restricted Money Changers ’ which are authorized only to purchase foreign currency notes and Travellers Cheques and under compulsion are subject to the condition that all such FE collections are surrendered by them to ADs at official rate . Certain Regulations applicable for them are as follows ; 1) The authorisations are granted to persons or firms of adequate means and status who, in the opinion of the Bangladesh Bank, will be able to conduct their dealings strictly in accordance with the foreign exchange regulations. Applications for the grant of licences with limited scope should be made to the General Manager, Foreign Exchange Policy Department, Bangladesh Bank, Head Office, Dhaka. (2) Money Changer shall have no branch office. The premise to be used for money changing business shall not be used for any other business activity. Money Changers are allowed to buy foreign currency notes, coins and TCs from incoming foreign and Bangladesh nationals coming/returning from abroad. (3) Money Changers will sell foreign currency notes, coins and TCs only to outgoing Bangladesh nationals subject to a maximum limit of USD 1000 or equivalent in the form of cash and /or TC. Release of foreign exchange in excess of USD 200 or equivalent shall require valid visa. Money Changers may also sell foreign currency notes, coins and TCs to outgoing foreign nationals having duly issued encashment certificates, subject to a maximum limit of USD 500 or equivalent . (4) The Money Changers shall fix their own exchange rates for purchase and sale of foreign currency notes and coins and TC and the rates shall be displayed prominently at their counters. (5) Any change in money changer's office location shall require prior approval of Bangladesh Bank. Applications for changing office location should be forwarded to the General Manager, Fo reign Exchange Operation Department, Bangladesh Bank . c.Foreign Accounts and Credit Instrument for Foreign Exchange. Generally the movement of Foreign Currencies or FE Transactions are settled through Banking System . Usually the banks which are ADs ; maintain FE departments and indeed are the main channels through which international payments are being made . Such banks may have their branches in various countries abroad or where that is not possible may get affiliated with some overseas bank ready to act as their agent which are then known as correspondents .In order to effect FE transactions these banks maintain certain types of Accounts in their own names in various Foreign Currencies . Infact payments of various bill as per different terms of payment are made through such accounts . (1) Types of Foreign Accounts . (a) Nostro Accounts . ‘Nostro’ means ‘Ours’ in Latin . These are the accounts maintained by concerned Bangladeshi Bank with each of their c orrespondent banks . It is also known as Foreign Currency Account in some countries . 8 (b) Vostro Accounts . ’Vostro’ means ‘Yours’ in latin .The current accounts in domestic currency maintained with the local banks by any Foreign Bank are Called Vostro Accounts or Local Currency Accounts . Usually vostro accounts are opened and maintained by local banks which are acting as the Correspondents to some Foreign Banks . (c) Loro Accounts . A Foreign Banks Account of any third party , whether in foreign currency or in local currency is referred to as ‘Loro’ or ‘Their’ Account . (d) Certain Regulations about Foreign Accounts . i) ADs may maintain accounts in freely convertible currencies with their correspondents/branches abroad. i) The ADs may enter into transactions for sale or purchase of foreign currencies with other ADs, foreign correspondents and overseas branches provided that all such transactions must be reported to the Bangla desh Bank in the appropriate Returns, daily exchange position statement and daily interbank transaction statement . iii) Banks are always required to submit a ‘Statement of monthend position of un-reconciled nostro account entries' containing summary of un-reconciled nostro account entries at the end of each month. v) The ADs may obtain short term loans and overdrafts for a period not exceeding 7 days at a time from overseas branches and correspondents at the going market rates to meet their short term needs . 9 (2) Credit Instruments and Terms of Payment . FE Transaction may take effect in the form of any of the followings as per different terms of payment which can be short , medium or long ; (a) Telephone Transfers (TT) , (b) Mail Transfers (MT) , (c) Bankers Draft , (d) Bills of Exchange , (e) Letter of Credit (LC) , (f) Stock Draft , (g) Personal Cheques , (h) SWIFT , (i) Currency Notes and Coins , j) International Money Orders , (k) Travellers Cheques , (l) Credit Cards etc . The different terms of payment set by the traders in this regard can be ; Documentary Letter of Credit ( L/C ) , Documents Against Payment ( DP ), Documents on Acceptance ( DA ) , Consignment Sale , Value payable(VP) / Cash on Delivery (COD) or could be Suppliers Credit and Buyers Credit . 10 7. Foreign Exchange in International Trade ; Export and Import and Foreign Direct Investment . a. FE Regulations for Exports in General . (1) Foreign exchange regulations regarding exports cover all goods xported to all destinations regardless of whether they are subject to Export Trade Control Regulations. Similarly, nothing in the foreign exchange regulations relieves the exporters from the necessity of complying with the Export Trade Control Regulations prescribed by the Government, including the necessity of obtaining export licences in case of goods the export of which requires such licence. (2) All exports to which the requirement of declaration applies, must be declared on the EXP Form (Appendix 5/19). These forms will be supplied by the ADs to their exporter clients. 3) Payment for goods exported from Bangladesh should be received through an AD in freely convertible foreign currency or in Taka from a non-resident Taka Account. Receipts against exports under various barter and bilateral arrangements should be settled as per instructions issued by the Bangladesh Bank from time to time, (4) The ADs should, before certifying any EXP form, ensure that the exporter is registered with the CCI under the Registration (Importers and Exporters) Order 1952. The registration number should be quoted on the relative EXP forms. 11 ) In the case of commodities export of which is subject to receipt of advance payment or confirmed and irrevocable LC (such as raw jute), shipments will be allowed by the Customs only on the basis of the certificate of the AD on the EXP forms to the effect that either advance payment or confirmed and irrevocable LC has been received covering expor t of the goods mentioned on the EXP form. 6) The period prescribed by the Bangladesh Bank within which full foreign exchange proceeds of exports must be received by exporters is four months (Vide Bangladesh Bank Notification No. FE 1/77-BB dated 16th April, 1977).If the receipt of the full proceeds of any shipment is delayed beyond this period without a special or general authorisation from the Bangladesh Bank, the exporter will be liable to action under the FER Act. (7) Before paying out money against remittances received from abroad, whether against purchase of foreign currency or debit to a non-resident taka account of a foreign bank in case where purpose of the remittance is stated to be advance receipt for goods to be exported from Bangladesh, the AD should obtain a declaration from the beneficiary on the â€Å"Advance Receipt Voucher† certifying the purpose of the remittance. 8) Unless specific approval is obtained from Bangladesh Bank, the entire export proceeds in cas e of both physical and non-physical export, must be repatriated within four months of export as usual. 12 b. FE Regulations for Export Processing Zones (EPZs) . (1) EPZ s have been established by the Act namely, Bangladesh Export Processing Zone Authority Act, 1980. The following types of industrial units operate in the EPZs: (a) Type A: 100 percent foreign owned including those owned by Bangladeshi nationals ordinarily resident abroad. b) Type B: Joint venture projects between foreign and Bangladesh entrepreneurs resident in Bangladesh. (c) Type C: 100 percent Bangladeshi entrepreneurs resident in Bangladesh. The broad guidelines relating to the operation of industrial enterprises in the EPZs are contained in the † Principles and Procedures governing setting up of industries in EPZ† issued by the Bangladesh Export Processing Zone Authority (BEPZA). (2) Exports from EPZs are subject to the usual requirement of declaration of exports in EXP Form and repatriation of export proceeds.For identification, EXP forms for these exports should be rubber stamped or over printed with words † â€Å"EXPORT FROM EPZ† in bold letters. (3) Sales of Bangladeshi goods or raw materials to the enterprises in EPZ against payment in foreign currency shall be treated as exports from Bangladesh and normal foreign exchange regulations concerning declaration of exports on EXP Forms and repatriation of proceeds is applicable to these exports to the EPZ enterprises. 13 C.FE Regulations for Import . (1) Import of goods into Bangladesh is regulated by the Ministry of Commerce in terms of the Import and Export (Control) Act, 1950, through Import Policy Order (IPO) in force and Public Notices issued from time to time by the Office of the Chief Controller of Imports and Exports (CCI&E). The instructions contained in this chapter apply to sales of foreign exchange or transfers to nonresident taka accounts against import of goods into Bangladesh.In terms of the Importers , Exporters and Indentors (Registration) Order, 1981 no person can import goods into Bangladesh unless he is registered with the CCI&E or exempted from the provisions of the said Order. Before Letter of Credit Authorisation Form (LCAF) is issued or Letter of credit (LC) is opened or remittance is made for imports into Bangladesh the AD should verify that the importer is registered with the CCI&E or otherwise exempted from such registration. The AD should ensure that the registration number of the importer is invariably furnished on the IMP form.Where the importer is exempted from such registration, a suitable mention of this fact should be made on the IMP form. (2) The ADs must ensure that they deal only with known customers having a place of business in Bangladesh and can be traced easily should any occasion arise for this purpose. Opening of LCs and payments for imports into Bangladesh should be made through an AD in the area where the holder of the LCAF is resident . In case the importer is a new customer, the AD should obtain certificate from the AD through which the applicant imported earlier to the effect that no bill of entry is due/overdue for submission by the mporter. 14 (3) The aggregate amount of foreign exchange sold against an LCAF whether under LC or otherwise, should not exceed the value mentioned in the LCAF, In case where LC was opened and remittance is needed in a floating currency against which no forward booking has been made, the Taka value of the LCAF shall be deemed to have been increased to the extent of appreciation of the foreign currency for the purpose of allowing remittance by the . d. FE Regulations for Foreign Investments . Foreign investors are free to make investment in Bangladesh in the industrial enterprises excepting a few reserved sectors.An industrial venture may be set up in collaboration with local investors or may even be wholly owned by the foreign investors. No permission of the Bangladesh Bank is needed to set up su ch ventures if the entrepreneurs use their own funds. However, to avail of the facilities and institutional support provided by the Government, entrepreneurs/sponsors may secure registration with the Board of Investment (BOI). 15 8. Foreign Exchange Through Remittance ; Inward , Outward and Commercial . a. FER on Inward Remittance . 1) The term â€Å"Inward Remittances† includes not only remittance by T. T. , M. T. , Drafts etc. , but also purchases of bills, purchases of drafts under Travellers' Letters of Credit and purchases of Travellers' Cheques. (2) The ADs may freely purchase foreign currencies or raise debits to non-resident Taka Accounts of the respective bank branches and correspondents. Remittances equivalent to US$ 2000 and above should be reported. Remittances received against exports should be certified and reported on EXP Forms. 3) There is no objection to the ADs obtaining reimbursement from non-resident banks in freely convertible foreign currency in respect of Taka bills and drafts purchased by them under instructions from such a non-resident bank whether under Letters of Credit or under other arrangements. (4) If an inward remittance already reported to the Bangladesh Bank is cancelled, either in full or in part, because of non-availability of beneficiary or for any other reason, the ADs must report the cancellation of the inward remittance as an outward remittance on TM form. 16 b.FER on Outward Remittance . (1) Most outward remittances either in its entirety or upto a certain limit set by Bangladesh Bank may be approved by the ADs, following declaration of Taka as convertible for current account payments from March, 1994. However, the limits of release of foreign exchange set forth in this Guidelines are indicative . (2) All remittances from Bangladesh to a foreign country or local currency credited to non-resident Taka accounts of foreign banks or convertible Taka account constitute outward remittances of foreign exchange.ADs must exercise utmost caution to ensure that foreign currencies remitted or released by them are used only for the purposes for which they are released; they should also maintain proper records for submission of returns to Bangladesh Bank as also for the latter's inspection from time to time. (3) In all cases of purchase of foreign currency, an application must be made to an AD. For payments against imports into Bangladesh, the prescribed application form must be used .On receipt of the application from the client/customer, the ADs may effect the sale of foreign exchange if they are empowered to approve the application. If the transaction requires prior approval of the Bangladesh Bank, the application should be forwarded by the AD to the Bangladesh Bank for consideration. (4) Applications for Bangladesh Bank's prior approval for outward remittances, wherever required, should be submitted to the Bangladesh Bank only through the ADs and not by their customers directly. 7 (5) The amount rele ased must not exceed the authorised limit. Also, the instructions, if any, given in the approval with regard to the amounts to be released periodically e. g. monthly or quarterly must be strictly adhered to. (6) All authorisations for selling foreign exchange for outward remittances given by the Bangladesh Bank usually remain valid for a period not exceeding 30 days from the date of approval . c. Commercial remittance . Commercial Remittance can be both inward and outward .It originates from numerous sectors and in various forms . (1) Inward remittances are usually originated from freight and passage charges applicable for cargoes carried by Land Transportation , Airliner and Shipping industry . It also comes from individuals during their travels in various ports . (2) Whereas Outward remittance is originates from local distributors of the overseas cable channels . 18 9. Foreign Exchange Regulations for Travels and Visits by Baladeshi and Foreign Nationals. a.FER for Bangladeshi Nat ionals Travelling Abroad . 1) The amount of foreign exchange released by an AD to a traveller with the approval of the Bangladesh Bank or under general recorded by them on the traveler's valid passport as well as ticket under their stamp and signature at the time of release of such exchange. Release of foreign exchange in excess of USD 200 or equivalent will require valid visa. However, while issuing foreign exchange to the Diplomats/Privileged persons/UN personnel, Govt. fficials travelling on official duties, such endorsement in their passports need not be made . (2) The ADs may release foreign exchange upto US$ 1000 or equivalent per person during a calendar year to Bangladesh nationals proceeding by air to destinations in SAARC member countries and Myanmar; within this annual limit, upto US$ 500 or equivalent may be issued per person for overland travels to the aforesaid countries.Also for visits of Bangladesh nationals to destinations in countries other than those mentioned abo ve, upto US$ 3000 per person may be issued during a calendar year. However, foreign exchange in the form of cash must not exceed US$ 2000 at any one instance. For resident Bangladesh nationals proceeding abroad against one way ticket for valid job or migrating abroad, the release of foreign exchange shall not exceed the half of the un-used balance of the annual travel entitlement of the person concerned in the calendar year.Irrespective of foreign exchange entitlement, the outgoing passenger is permitted to take upto Bangladesh Taka 500 in cash at each time. . 19 (3) The annual quotas mentioned above are for adult passengers. For minors (below 12 years in age) the applicable quota will be half the amount allowable to adults . (4) While releasing foreign exchange for travel purposes the ADs should ensure that: (a) the intending traveller is a client of the AD bank or is sufficiently well known to the AD bank for it to be satisfied about the bonafide of the application. b) the intendi ng traveller is in possession of a confirmed air ticket (where applicable) for journey to be undertaken. (c) the amount released is endorsed on the passport and air ticket (where applicable) of the traveller with indelible ink, with the signature and name of the AD branch embossed in the passport and ticket (where applicable) (d) For official or semi-official visits abroad by the officials of Government/Autonomous/Semi-autonomous institutions etc. ADs may release foreign exchange as per entitlements fixed by the Ministry of Finance/respective competent authority from time to time. In such cases, the applicant for foreign exchange shall be required to submit the Competent Authority's Order/Notification /Circular authorising the travel abroad . 20 b. FER for Travels and Visits of Foreign National . The ADs may issue foreign currency TCs to foreign nationals without any limit and foreign currency notes upto USD 2000 per person against surrender of equivalent amounts in foreign currenci es.The TCs and foreign currency notes should, however, be delivered only on production of a ticket for a destination outside Bangladesh and the amount issued should be endorsed on the relative passports. c. Import of Foreign Currency Notes . (1) In terms of Bangladesh Bank Notification Nos FE-1/03-BB dated 6th January, 2003 and FE-1/04-BB dated 23rd March, 2004 any person may bring into Bangladesh from any place outside Bangladesh without any limit foreign currency notes or bank notes other than ; (a) Un-issued notes and coins. (b) Notes legal tender in Bangladesh in excess of Taka 500 in value.Provided that the concerned person makes a written declaration to the Customs Authorities at the time of arrival, in FMJ Form of the entire amount; no declaration will however, be necessary if the amount brought in does not exceed US$ 5000 or its equivalent in foreign currency and does not exceed Taka 500 in notes legal tender in Bangladesh. (2) Sending into Bangladesh by post/courier or othe rwise of any currency note, bank note or coin by any person from abroad without general or specific permission from the Bangladesh Bank is prohibited. 1 d. Export of Foreign Currency Notes . . (1) Any person ordinarily resident in Bangladesh may take out foreign exchange not exceeding US$ 5000 or its equivalent which was brought in without declaration at the time of returning from abroad. (2) Any person not ordinarily resident in Bangladesh including Bangladesh Nationals working abroad may take out of Bangladesh any amount in foreign exchange not exceeding the amount declared by him to the Customs Authority on arrival in Bangladesh.However, such a person may take out at the time of leaving Bangladesh foreign exchange not exceeding US $ 5,000 or its equivalent brought in without declaration to the Customs Authority on his arrival in Bangladesh. (3) It is not permissible to send currency notes and coins out of Bangladesh by post/courier or any other means. 22 10. Findings on Whether F ER is User-Friendly . On the basis of reasonable Studies and Analysis done on the topic followings could be deduced in this regard ; . Firstly , because of less of restrictions imposed on Foreign Currency Accounts the FER in general seems more user friendly for Outward Remittance as unlike other countries it facilitates easy remitting of any amount abroad . b. Secondly the FE rate being allowed to be dictated by open market rather than by central bank , it results in frequent inflation which goes in favour of export trade than facilitating import trade . c.Thirdly , FER facilitates easy inflow and outflow of foreign currency during travels or visits made by both Bangladeshi and Foreign Nationals , while being less liberal in this regard on local currency . d. Fourthly , less of monitoring facilities on ADs and Money Changers makes it possible sometimes to artificially overvalue foreign currency thus giving rise to inflation making it generally user friendly to the Foreign Currency h olders than to local currency bearers . e .Last but not the least for less of practice of existing rules and corruption of certain levels of regulating authority the country as a whole does not seem to rip the benefit out of the FER rather other countries seems to enjoy so . 23 CONCLUSION 11 . Although the presentation on Foreign Exchange Regulation was made on a limited scale , but the process allowed our group to have a proper realization about the fact that in case of our personal and professional life ; ther is no scope of being ignorant or having less of knowledge on FER .As in that case it may either make us suffer or make pay heavy price during our travels or while doing business . 12. It is thus needless to mention that it is to the best of our interest that we take good effort in acquiring knowledge in this regard and in future make best utilization of that knowledge in taking important decisions both in our personal and professional life and career . Thank you . 24