Economics and Globalization Essay

Everyday you hear it on the news, you read it in the papers, you overhear people talking about it†¦and in every single instance the world globalization seems to have a different meaning. So, what is globalization?, there were a lot of debate about this issue. At a top political and economic level, globalization is the process of denationalization of market, political and legal systems. The consequences of this political and economic restructuring on local economies, human welfare and environment are the subject of an open debate among international organizations, governmental institutions and the academic world. (7, www.globalization.com/intro.cfm) â€Å"What is globalization? Is it the integration of economic, political, and cultural systems across the globle? Or is it Americanization and United States dominance of world affairs? Is globalization a force of economic growth, prosperity, and democratic freedom? Or is it a force for environmental devastation, exploitation of the developing world, and suppression of human rights?†( www.globalization101.org) Globalization is not a phenomenon it is not just some passing trend. today it is an overarching international system shaping the domestic politics and foreign relations of virtually every country, and we need to understand it as such†. Globalization is much like fire. Fire itself is neither good or bad. Used properly, it can cook good, sterilize equipment, from iron, and heat our homes. Used carelessly , fire can destroy lives, towns and forests in an instant. As friedman says :†globalization can be incredibly empowering and incredibly coercive it can democratize opportunity and democratize panic. It makes the whales bigger and the minnows stronger. It leaves you behind faster and faster, and it catches up to you faster and faster. While it is homogenizing cultures, it is also enabling people to share their unique individuality farther and wider†.*+(web) But the question here what is driving globalization?, globalization â€Å"Is driven by the strategic responses of firms as they exploit market opprtunties and adapt to change in their technological and institutional environment, and attempt to steer these changes to their advantage. The O E C D groups the factors shaping globalization into four general categories, which are inter-linked: -firm behavior : Strategic , pre-emptive and imitative behavior. Exploitation of competitive advantages: use of superior technology , organization, production or marketing. Consolidation of competitive advantages: gain access to highly skilled people, advanced technological and commercial infrastructure, lower Labour costs, and raw material. Organizational changes; adoption of lean production methods and more horizontal internal and external organizational structure. -Technology Related factors† declining computing, communication, co-ordination and transport costs. Increasing importance of R &D , coupled with rising R & D costs. Shortening product lives. Shortening of limitation time lags. Rapid growth of knowledge -intensive industries. Increasing customization of both intermediate and finished goods. Increasing importance of customer oriented services. Economic factors Availability of key production factors Productivity differentials. Fluctuations in exchange rates. Differences in the business cycle. Catching up by lagging economies.† (changing paradigms , Thomas Claake and stewaat clegg, p90)). But according to Thomas Friedman in his book Lexus and the Olive tree he explains three major factoes for the spread of globalization: Which are -the democratization of tecngology. – the democratization of finance. -the democratization of information. International expansion has been driven by firm strategies based on their technologies and organizational advantages shaped by a number of factors of government policies,  technological factors driving expansion include the rapid growth of knowledge intensive industries which are foreign investment intensive industries which are foreign investment intensive use intra firm trade intensively and  collaborate externally in development the need to recop growing R & D costs find highly trained and skilled workers and organize production more efficiently underpinned by declining communication and transport costs. Increase importance of customer sevice. Macroeconomic factors include market development in different countries and region. Avalibility of key production factors, product differentials, fluctuation in exchange ates, differences in business cycle, catching up by lagging economies. Government policies , significant influence firm strategies by liberalizing capital investment and trade flows, promptly regional integration and promptly competitiveness. Trade policy of liberalization of trade and invested are enabling factors which have driven global expansion and increased the integration of production and markets.competiton policies(changing paradigms , Thomas Claake and stewaat clegg, p90)). Second, the techmolgy, people have been able to travel the world for the past 500 years, the difference now is that they are connected immediately.Th internet boom in 1990 made people relaise that business could operate more or less unconstrained by geography, 24 a day , 7 days a week , 365 day a year. This new faster moving changing business environment have driven companies of all sizes to organize themselves into smaller more responsive , focused unti. The faster that drives globalization is making behavior is more tribal. John Nasibih, author of global pardox argues that the more we become economically interdependent the more we hold on to what constitute our core basic identity. Implementing a homogenized western culture, such countries as indousia , Russia , france have passed laws to preserve their identity. Matters are further complicaty by the shift from trdational nation states to network. The role of diasporas in developing the economic and political fortunes of many counties is significant . See the role of the chiness  dispopora in driving the economic development of many asian states. Technology is driving a global changing in many other areas, affecting the context of strategic decisions.Laura D’Sndrea Tyson, dean of London Bsuiness School and a leading economic adviser to Bill Clinton from 1996 to 2000, highlighted the main forces driving globalization: The basic factor driving is technology .its trite to day but its true ./ the two major development taking place in the world are demographic and interconnectedness. Interconnectedness is about transportation and communication and that driven bytechnolgy. Demographic is actually about biotechnolgyical science. (Kourdi, BUSINESS STRATEGY) Tecnhlogy did not inevent a new business paradigm but it has transformed business opening up a multi trade of ways to add value, increase sale, reduce costs and manage more efficiently. Understanding the nature of this transformation is valuable for decision making. An information firestorm rages in most business and how it is manges is crucial to success. A consequenceas of the increase in line activity is that information can be leverages to create new sources of value . it is important to combine the power of information and technology qwith common sense approach to management. So tech. And infor, are very importat factor what also effect the economy which also cause globalization. (Kourdi, Business strategy).

Beowulf Essay

In the epic poem â€Å"Beowulf†, the poet presents both the elements courage and cowardice. These elements are very important and show up continuously throughout the poem. Although the poem is mainly about heroic battles, there are also many cowardly acts among the villagers. The poet significantly develops courage throughout the poem. It is shown when Beowulf challenges Grendel to a battle and ends up defeating him. It is stated that Beowulf fought without any armor and still won. Once done with the fight, he is faced with another battle which is Grendel’s mother. After a tough and long fight, Beowulf ends up winning as well. The brave and courageous thing about Beowulf is that he is willing to do anything and fight for his people, he gives it all his strength to save his village. For example, the challenge with Grendel started because he was terrorizing the Danes. Another example of courage in the poem is when Beowulf fights the dragon, it is clear that this is one of his toughest battles but he cares for his people and puts himself in danger. Beowulf accomplishes a lot for the survival of the Danes and the Geats. On the other hand, cowardice is also shown in the poem through Unferth. Unferth does not want to live under the â€Å"courageous† culture that is so popular in many men anymore. By this, he is letting so much happen to his kingdom and doesn’t care. The most coward thing that Unferth does is give away his sword, it was known back then that a virtuous warrior never parted from his sword. Just like Beowulf is very brave, he has his bad moment as well, he doesn’t want to admit that his time has come and that he is too old to fight the dragon. But the people in Geats show cowardice by not helping their king on his battle. Instead, they hide and just watch not even helping their king who has done so much for them. In conclusion, the epic poem â€Å"Beowulf† may have many brave people but it also shows how some throw away their position as king or do not want to fight for their people anymore, as well as the inconsiderate villagers. Both courage and cowardice are very well portrayed in the poem.

How to Structure a Dissertation: Chapters & Sub Chapters

The following post includes a concise and in-depth overview of the chapters and subchapters normally contained within a dissertation. These would be very useful when deciding what should go where, and what you should write next. We use this template at our site when assisting students with their dissertations and in particular writing dissertation chapters. We hope you benefit strongly from it as well.Dissertation Chapters & Sub ChaptersDissertations should be structured in the following manner:TITLE PAGEACKNOWLEDGEMENTDEDICATIONABSTRACTTABLE OF CONTENTSLIST OF TABLES (If available) LIST OF FIGURES (if available)INTRODUCTIONINTRODUCTION TO THE STUDY ORGANISATION UNDER STUDY PROBLEM STATEMENT RESEARCH OBJECTIVE DISSERTATION STRUCTURELITERATURE REVIEWINTRODUCTION LITERATURE REVIEW FINAL SUBCHAPTERS SHOULD INCLUDE: LITERATURE REVIEW SUMMARY RESEARCH QUESTION Do not be descriptive in your literature review. For every one of 2 reviews on a particular subject, come up with equal critiques by opposing authors to have a balanced critique of the subject you are reviewing.METHODOLOGYRESEARCH PHILOSOPHY RESEARCH APPROACH RESEARCH STRATEGY DATA COLLECTION DATA ANALYSIS ACCESS RELIABILITY, VALIDITY, AND GENERALISABILITY ETHICAL ISSUES RESEARCH LIMITATIONS Dissertation Chapters For most sections of the methodology, you should include an appropriate rationale for why you chose to use that particular methodology over an opposing methodology. If you choose positivist over interpretivist, why did you do it? RESULTSIf Quantitative, you should include all the figures, along with a description of the results. If Qualitative or Case Study, you should include the relevant findings in a descriptive format.DISCUSSIONJustification of research topic (why you chose that topic) Recap of Literature Review, and Methodology Justification of Sample Brief Recap of Results Analysis – Split the research question into different sections, and answer each one of the sub questions, based on Literature Review and Results. Then eventually, write a summary that answers the whole research question. Analysis – Make sure you answer the research question. The results should be analyzed in line with the Literature you reviewed in Chapter 2.CONCLUSIONRECOMMENDATIONSREFERENCES A ND BIBLIOGRAPHYAPPENDIXYou must be a good storyteller to write a dissertation. You are not expected to interview or survey anybody, but you must be able to understand the organisation, literature review and methodology, up until the point that you can write a convincing thesis to answer your proposed research question (ask for samples if you need them). I suggest and totally recommend that you start from the literature review. We have provided a simple guide called, how to write a dissertation the literature review, that might be helpful to you. Since you are not really conducting the interviews and reports, the literature review would give you a well-rounded overview of the topic. Most social sciences and Law dissertations adopt secondary research, compared to business dissertations that primarily use Primary Research. Ensure that your choice of research is the most adequate for the topic you are working on. Summary Reviewer John – WP Admin Review Date 2017-08-18 Reviewed Item Dissertation Writing Guide: How to Structure a Dissertation? Author Rating 5

Of what value are the four key concepts of Organization & Identity Essay

Of what value are the four key concepts of Organization & Identity (Identity, power, inequality, insecuirty) for understanding p - Essay Example These theories attempt to provide a justification for the theorisation of organisations and businesses as we have today. They provide a basis for describing and analysing the structures and foundations of organisations in the world and how humanity evolved from an unstructured world to a system whereby the concept of work takes the centre-stage and organisations are at the forefront of societies. This paper examines four important concepts related to organisations: identity, power, inequality and insecurity. The paper would answer the research question: what is the value of the four concepts of organisation and identity provides for the conceptualisation and understanding of management practices and systems in organisations. In attaining this end, the following objectives would be examined: 1. An assessment of organisational behaviour and conceptualisation of organisations. 2. An examination of the concept of organisational identity and internal structures. 3. An evaluation of the po sition of power and inequality in organisations. 4. The conceptualisation of the distribution of power, insecurity and corporate justice. Portions of this paper would involve the writer's personal experiences as an importer. The writer has been involved in the importation of products from China into the UK. The writer makes his profits from the cost variations and differences in prices between China and the UK. This profit provides him with a source of livelihood and the potential of recreating this income generation opportunity in the form of an organisation is examined at various points in the essay. Organisational Behaviour & Conceptualisation of Organisations Knights and Morgen (1993) argue that consumptions marks the modern society. This is because in the world today, there is the free economy where people work and the are free to do whatever they want. Things are fixed by the concepts of demand and supply. Hence, there is the need for people to come together to define the syst em through which they can work and provide the best results and optimise resources. Consumerism is in vogue because people are not restricted and governments do not continue to wield the control that they had before the Second World War (Knights and Morgen, 1993). In most nations around the world, there is the freedom to run commercial entities and get things to happen. This has led to a trend where organisations run the affairs of individuals and groups in different parts of the world. Consumption tends to influence the way people come together to do things. Consumption is crucial in the world today and demand and supply define how things must be done and how resources should be allocated. This laissez-faire system has encouraged the creation of groupings for effective work and the attainment of results. Consumption trends provide the roadmap for people to put factors of production together to attain results. This has provided the impetus for the creation of businesses and organisa tions in different parts of the world. The the trends in consumerism has provided the impetus for corporate entities to come together and grow as they pursue their economic ends through the provision of goods and services for consumers to use to satisfy their needs and aspirations. Drawing into my personal experience, I can identify that the importation industry revolves greatly around consumerism. In my sector of operations, most companies involved in the industry provide goods and services

Debate the thoeries of Accounting for stock options Research Paper

Debate the thoeries of Accounting for stock options - Research Paper Example Fair value model, lattice model and finally minimum value method which is based upon the someone’s willingness to purchase a call option on a share of stock at the current fair value of the stock with the right to postpone payment of the exercise until the end of the options period, ignoring the volatility of the underlying stock in valuation calculation. This has necessitated the emergence of alternative incentive methods to premium cash thus employee stock options. Any stock option with exercise price higher than the price of the underlying stocks at the exercise date are exchanged for new ones with lower exercise price because companies have to account for the stock issued to their employees. But the companies have to account for them although they do not incur any costs to grant the options. Guides and standards on how such transactions are accounted for in the books of the company have to be provided. Stock option compensation that needs to be looked at is the backdating of employee stock option and how it affects the company. Agency theory argues that compensation policy should provide management with incentives to select and implement actions that add shareholder wealth. Discussion Pertaining the use of the intrinsic value method of accounting for stock options, a company is to value stock options based on their intrinsic value at that juncture they were granted. Intrinsic value refers to the difference between the stock’s market price on the grant date and also including the exercise price at which the employees can use the option to purchase stock. Incase the stock’s market price is slightly higher than the option exercise price, therefore, the stock option’s value is the difference between the two. Realizing the shortcomings of the method there is need to look for a more comprehensive and efficient method of stock options .By using this method it will result in no compensation expense since we grant employees options with e xercise prices same as the fair market value of the underlying stock at the time of the grant. Fair value was encouraged to be used but it was not a mandatory requirement to be used by the companies as stipulated by the Financial Accounting Standards Board (FASB). The fair value accounting approach valued stock options basing on various factors that establish the underlying value. This is because the companies are to outlay for option grants based on the fair value of the options that were expected to vest on the date it granted them. In December 2004, FASB issued a Statement of Financial Accounting Standards (Statement) No. 123(R), Share-Based Payment. Statement 123(R) replaced Statement 123, Accounting for Stock-Based Compensation, and was consequently effective for public companies as of July 1, 2005. It was effective for non-public companies as of January 1, 2006. The company had an option of either using Black-Schole option pricing model or the binomial option so as to come up with the options fair value. However, if the company continues with the intrinsic value of the approach they required to avail additional closure in the footnotes to their financial on what the expenses would have been with fair value approach. Under Statement 123, the company is only allowed to disclose information on the effects

Islam vs. Christianity Essay Example | Topics and Well Written Essays - 750 words

Islam vs. Christianity - Essay Example Nonetheless, this essay will address the comparison between Islam and Christianity from the historical perspective, as well as how the significance of these religions in society, especially with regard to the influence these might have on rulers in society. The rise of Christianity can be traced from the early Byzantine and Justinian Empires. Emperor Justinian I championed the Christian culture, which is evident in various levels of the Byzantine culture. Justinian is heralded for shaping church policies. He therefore, got rid of the former religious practices, including the practice of paganism. For instance, Justinian declared an expulsion for pagan teachers for the academy of Athens (The Metropolitan Museum of Art web). Overall, it is during the early Benzatium that Christianity spread, and replaced the gods of antiquity. On the other hand, the spread of Islamic religion can be traced to the Abbasid dynasty. The Abbasid dynasty is highly associated with the rise of civilization. T his later spread to other parts of the empire. In addition to various aspects of civilization in this dynasty, there was progress in science and this led to the development of Islamic sciences, which fell under the category of religious sciences. Nonetheless, this comprised branches such as Hadith, Fiqh, and Tafsir. The dominant religion in Abbasid dynasty was, therefore, Islam. However, there was religious tolerance in the dynasty. There is a relationship between religion and power, especially, when focus is on the past civilizations. The rulers in past societies drew considerably on religion to rule their subjects (Brisch Web). An example of this is the aspect of divine kingship in Mesopotamia. Basing the notion of religion, Naram-Sin of Akkad, who was the first ruler of Mesopotamia, declared himself a divine king. This aspect is also called self-deification. Other rulers that took up self-deification include Shulgi (2095–2049 BCE) of the Third Dynasty of Urm, Rim-Sin of La rsa (1822–1763 BCE) and Hammurabi of Babylon (1792–1750 BCE) (Brisch Web). Nonetheless, in self-deification, the kings compared themselves gods, who needed to be worshipped, like the one divine God. Nonetheless, a major reason for this was to prove that they were powerful, and to expand their area influence, as well as legitimize their powers. Rulers in some of the past civilizations also used religion to guide people. Nonetheless, the laws of some civilizations in the past were drawn from religion. However, the relationship between law and religion is changing throughout history (Barzilai Web). The use of natural law in past societies can be closely associated with religion. Nonetheless, among the Israelites, the Mosaic Law, including the Ten Commandments was used. These were considered as laws from God himself. In the epic of Gilgamesh, the rulers had a different perception of the gods. Mainly, the rulers feared and revered the gods, as they considered the gods dange rous. Therefore, in this case, self-deification as in the case of Mesopotamia was impossible, as the gods would possibly destroy any ruler that would attempt this (Carnahan Web). In addition, the gods in the epic of Gilgamesh were considered dangerous for humans. For instance, unlike in the Mosaic Law and Abrahamic covenant, the gods in the

Cog week7 Essay Example | Topics and Well Written Essays - 1000 words

Cog week7 - Essay Example Also the situation posing a challenge to create mental prototypes being this week’s experiment is something I completely agree with. To create a mental distinction between the dots that represented the alphabets was highly confusing. References: Vetter P. Famous Photographer with Disability Challenges Stereotypes Internationally. Disability arts. Retrieved from: http://www.disaboom.com/arts/famous-photographer-with-disability-challenges-stereotypes-internationally Assignment 4 The simplicity with which the concept is so expertly explained is highly commendable. It shows clarity of the concepts as well as observable practical implications of it. The explanation in terms of the distinction of these two concepts of declarative and procedural knowledge falls along similar lines. With the example of the spare parts of the tractor representing processing of information and then step by step performance of actions showing clearly the additional amount of work you have to put in for p rocedural knowledge. The link to learning is understandable in the way the writer indicates how knowledge that is declarative might build up to procedural knowledge which aids learning; with procedural knowledge being used to perform more procedural knowledge. I guess that is the best way to understand the link between these two concepts as they continue throughout our lifetime as a never ending cycle in order so that we learn and store knowledge.

Marxism as a major ideology in the 21st century Essay

Marxism as a major ideology in the 21st century - Essay Example The mere fact that the beginning of the Marxism was 1848, when Karl Marx and Friedrich Engels published the Communist Manifesto, speaks for itself: it was a different time. And the current XXI century is not the XIX century, and, if Marxism was not to gain a foothold in the minds of people in the nineteenth and twentieth centuries, then this will not happen in the twenty-first century. And such notorious Marxist terms and phrases as â€Å"the proletariat†, â€Å"Rent†, â€Å"world revolution†, â€Å"communism - a bright future for all mankind† are can not often be heard even at rallies and demonstrations organized by the Communists at the present time. We know that in the twentieth century the ideology of Marxism was adopted by the Soviet Union, some countries of Eastern Europe, China, Mongolia, North Korea, Vietnam, Cambodia and Cuba. Lots of aforementioned countries still remain the supporters of Marxism nowadays. Even in the most developed capitalist co untries there are always some Communist Parties. With all respect to certain postulates and the noble ideas of Marxist philosophy, our contemporary society can not possibly accept Marxism as a whole, so the given ideology is unlikely to return as a major ideology in the twenty first century. Let us take, for example, such a doctrine of Karl Marx, as his famous theory of surplus value. Marxists believe that under capitalism a great part of the produced surplus value is given to the capital, which inevitably leads to an increasing stratification of society and the growth of class struggle.... Marxists believe that under capitalism a great part of the produced surplus value is given to the capital, which inevitably leads to an increasing stratification of society and the growth of class struggle (â€Å"Karl Marx – Stanford Encyclopedia of Philosophy†). In accordance with this postulate (and the inevitable growth of the class struggle), it is possible to make a conclusion that sooner or later the global economic crisis and revolution will occur. Besides, ultimately the means of production, sooner or later will move to the workers and peasants. Thereafter, in accordance with the following Marxist postulate, productivity growth will sooner or later lead to the fact that human capabilities will outstrip human needs, thus, social wealth will flow an endless stream, comes communism. Under these circumstances, the postulate that â€Å"material existence of any person ultimately determines his or her consciousness† will work. Thus, we can run to the conclusion that each person will receive material benefits according to needs. And all the people will automatically become happy. An era of universal happiness will come. That what is said about the strengthening of the class struggle in the Manifesto of Communist Party, â€Å"Over the past few decades, the history of industry and commerce was nothing but the history of the revolt of modern productive forces against modern conditions of production, against the property relations that are the conditions for the existence of the bourgeoisie and its rule. It suffices to mention the commercial crises that, coming back from time to time, call into question the existence of the entire bourgeois society ... The growing competition among the bourgeois, and the resulting commercial

The place of interest in the theory of production Term Paper

The place of interest in the theory of production - Term Paper Example He won himself a Rockefeller scholarship in 1934 and took up teaching jobs at the University of Michigan in 1936 and University of Chicago in 1938. He served as a go-between for Roosevelt and Stalin in 1944 (post Second World War) and as the Polish ambassador to the US from 1945-1946. In 1946, Lange served as the Polish delegate to the United Nations Security Council. A major part of his contribution to economics came during his stint in the US (1933-1945). Although a socialist to the core, he was not a great supporter of Marxian labor theory of value, and instead believed in the neoclassical theory of price (http://cepa.newschool.edu/het/profiles/lange.htm). In this paper, I will actually make an attempt to highlight various things that will make the topic of the place of interest in production theory a bit clearer to the readers. There are a number of things that can be learnt from the production theory. Among these things, some of the important ones are the basics that surround the production theory. These are the basics that will put the discussion of the topic into a definite perspective. In his paper, Lange has tried to give an explanation of the foundation of the existing Theory of Interest . He has actually tried to restate some fundamental propositions of the existing Theory of Interest by making special reference to the General Theory of Production. Generally any kind of association between the interest theory and theory of production seems to be incomprehensible. Lange has found that unless a close connection between the interest theory and the general theory of production is established, there would remain a huge problem while discussing a very complicated topic on whether net productivity of capital actually exists. In Lange’s paper, he has tried to explain in a very structured way, the place of interest in the general production theory. For doing that, he has made some assumptions to bring some considerable

Nursing research Essay Example | Topics and Well Written Essays - 1250 words - 2

Nursing research - Essay Example It is important for an outcome measure to be reliable, sensitive to change, and valid. Hence, the outcome measure adopted is reliable in that the questions in the measure are easy to understand and enhances easy evaluation of the program. Importantly, the outcome measure provides an accurate indicator of the intended measure it should focus on, which makes the outcome measure valid (Royse, Thyer, & Padgett, 2009). On the other hand, it is evident that the outcome measure evaluated successful implementation of the program. Finally, the outcome measure is sensitive to change since its focus is on aspects that contribute to successful implementation of the program. The outcome measure, which is structured in form of a Likert-Scale questionnaire, will be the best tool to use in order to evaluate the outcome. The questionnaire, which is provided as Appendix 1, will evaluate the effectiveness of the implemented change. The questionnaire focuses on mothers since they are the best suited individuals to evaluate their children’s pain. Importantly, it is essential to point out that the items in the provided questionnaire conceptualize the elements of effective pain management in children. After the implementation of the change, the questionnaire will provide the healthcare facility with an opportunity to evaluate the success of the program. Evaluation requires a combination of human and financial resources in order for it to be effective. In this case, human resources will be an essential component of the evaluation process since they will provide the questionnaires to the parents for filling and consequently collect them after filling. On the other hand, the pain nurse is a component of the human resources required in the evaluation since she will walk through the pediatric ward and identify any inconsistencies in the program. Conversely, it is important to note that financial resources

To What Extent Have UNHCR's RSD Procedures been an Effective and Fair Essay

To What Extent Have UNHCR's RSD Procedures been an Effective and Fair Tool in the Refugee Decision-making Process - Essay Example The United Nations High Commission on Refugees is reposed with the dual task of both ensuring the protection of refugees and reducing their vulnerabilities, whilst at the same time being charged with the role of refugee decision-maker in Refugee Status Determination (RSD) procedures, when individual States renege on this role. This duality of roles – protector and decision-maker – has been theorized to lead to quantifiable adverse effects on the refugees themselves. This is particularly problematic in light of the particular vulnerabilities that refugees already face, simply by being refugees. According to the Inter-Parliamentary Union: Refugees have been the targets of violent attacks and intimidation, largely because they were perceived as â€Å"different† from the communities in which they had temporarily settled. Tensions between refugees and local populations have erupted when refugees were seen as competitors for natural and economic resources. Armed combat ants have been allowed to mingle freely with--and intimidate with seeming impunity--the civilians who sought safety in refugee camps and settlements. And, increasingly, governments have resorted to detention of illegal entrants, including women and children, many of whom are seeking asylum. Given this, it is imperative to craft an international legal framework that ensures an adequate standard of protection for the refugees. Indeed, the trend must be to heighten protections and reduce impediments to the full exercise of their rights. If the legal regime that covers refugee protection and selection results in outcomes that are contrary to the interests of refugees, then indeed it must be subjected to critical examination. II. Statement of Aims This paper intends to conduct an exploratory analysis on whether the existing legal framework that grants the dual mandate of the UNHCR and sets down its RSD procedures has led to inequitable outcomes for the refugees. By â€Å"inequitableâ₠¬ , this paper means either of two things (1) that, as a result of the legal framework, an individual that would otherwise have been granted refugee status under a more liberal contemplation, would be denied such status; (2) an individual granted refugee status would be given less protections than would otherwise have granted under a more liberal contemplation. Is the UNHCR deviating from its palliative protective role, and transforming into a refugee problem solver for the individual states, or even worse, as an enforcement mechanism for donor states’ policies of containment and exclusion? This preliminary proposal aims to analyze in depth the accountability of UNHCR’s RSD practices and the ethical issues arising from its additional role as one of the largest refugee decision-makers in the world. III. Research question and hypothesis This paper is guided by the following research question: To what extent have the UNHCR’s RSD procedures been an effective and fa ir tool in the refugee decision-making process, considering its dual role as a refugee protector and refugee decision-maker? To this end, the following sub-questions are likewise proposed: a. What are the concrete areas of tension between the UNHCR’s role as a refugee protector, and its role as decision-maker? b. What, if any, are the gaps in the RSD procedures, examined vis a vis the mandate of the UNHCR and existing International Law and International Humanitarian Law Conventions? c. Using as basis

Types of Mythology Worksheet Essay Example for Free

Types of Mythology Worksheet Essay How are knowledge, belief, myth, and religion related to one another and how are they distinct from one another? Use an example from your life or popular culture to explain this relationship. Knowledge is made up of facts, truth, stories, and more. Belief is â€Å"the assertion that something is true without necessary proof, evidence or facts to back it up.† Myth is a fictional story, tends to have a hero or event to justify a social preamble. Religion is a combination of beliefs, and myths that helps draw attention of followers. Myths Directions: Choose two examples for each type of myth and identify the pieces of literature, such as a Shakespeare play, in which the examples are found. Greek Myths Myth 1: Daphne and Apollo Literature it’s found in: Parthenius’s â€Å"Erotica Pathernata† Myth 2: Trojan War Literature it’s found in: Homer’s â€Å"Iliad and the Odyssey† Answer the following questions: Describe Greek myths. Transform the original stories â€Å"from {their} initial frame of referene into another that is more acceptable† (Powell, 2002, p.19) How have the above pieces of literature helped society to understand the universe? It helped us understand that there are truths that are within human reasoning because â€Å"dealing with especially with the soul’s fate after death, but also with the nature of being and of the perfect political order† (Powell, 2002, p. 18-19). Physical Allegory Myths Myth 1: Homer’s Story Literature it’s found in: Iliad (Powell, 2002, p. 19) Myth 2: â€Å"The Contest of Poseidon and Athena† Literature it’s found in: Poseidon Answer the following questions: Describe physical allegory myths. A physical allegory myth is when gods represent a physical element. A good example of this is Hades who controls the underworld, or Poseidon who controls water. According to Powell (2002), â€Å"the mythical conflicts of two gods are the allegorical expression of a basic cosmological principle concerning the opposition of fire and water† (Powell, 2002, p. 19). How have these pieces of literature helped society to understand the universe? It has helped society understand a cultural linkage from the past to today in a philosophical aspect with nature because Powell (2002) stated that â€Å"these physical allegorical interpretations attempted to explain a cultural inheritance from a distant, preliterate past in the light of sophisticated philosophical thought about forces in nature† Historical Allegory Myths Myth 1: Apollo and Hephaestus representing fire Literature it’s found in:† Iliad† Myth 2: Aphrodite representing desire and Hermes representing reason Literature it’s found in: â€Å"Iliad† Answer the following questions: Describe historical allegory myths. Historical allegory myths tend to reveal history other than the science of the origin and the development of what we know about the universe. According to Powell, â€Å"the deification of dead Hellenistic rulers made more plausible the notion that great humans of the past had, with the passage of time, became more than human† (Powell, 2002, p. 22). How have these pieces of literature helped society to understand the universe? It helped us understand how a society can rise against adversities’, nature, and man. In many ways, it enables us to understand people evolved over time. Powell wrote â€Å"Zeus was said to have traveled the earth teaching arts of civilized life, banning such reprehensible religious practices as cannibalism and founding temples† (Powell, 2002, p. 21). Moral Allegory Myths Myth 1: Odysseus hides his treasure in cave of nymphs on Ithaca Literature it’s found in: â€Å"Odyssey† Myth 2: Apollo kills the Greeks with his arrows Literature it’s found in: â€Å"Iliad† Answer the following questions: Describe moral allegory myths. Moral allegory myths are stories that offer advices about bad or good behavior as Powell stated that the moral myths â€Å"give us hints about the moral world beyond† (Powell, 2002, p. 24). This means it allows us to find truths about how people behaved in any stories. How have these pieces of literature helped society to understand the universe? It helped society understand the universe because it helps us see things differently and figure out what is not perfect and what is perfect because according to Powell, â€Å"the material world in which we live, reported to us by our senses, is nonetheless to some extent modeled after the perfect rational world† (Powell, 2002, p. 23) Medieval and Renaissance Myths Myth 1: Song of Solomon Literature it’s found in: The Bible Myth 2: Three sisters representing 4 stages of intoxication – too much wine, the forgetfulness it causes, lust and sheer madness. Literature it’s found in: Story of Liber of Mythologies of Fulgentius (Powell, 2002). Answer the following questions: Describe medieval and Renaissance myths. It is used heavily in classical mythology because in retrospect, there are morals in any classical (traditional) stories but was used in mythological stories. A good example of this would be the bible, according to Powell who wrote, â€Å"the allegorical method whereby moral meanings were drawn from old stories was also applied extensively to the Bible† (Powell, 2002, p. 24). How have these pieces of literature helped society to understand the  universe? It has helped us focus on acceptable oral meanings of nature and the universe. For example, â€Å"Apollo is explained as an allegory for the moral that chastity, like the laurel, remains as cool as a river, and always blooms, but never bears fruit† (Powell, 2022, p. 25). Theories of Enlightenment Myths Myth 1: Man being created by God Literature it’s found in: the Bible Myth 2: Fables Literature it’s found in: â€Å"The Origin of Fables† (Powell, 2002, p. 27) Answer the following questions: Describe theories of Enlightenment myths. Traditional thought, particulary thoughts associated with religious institutions were â€Å"subject to reexamination, usually with a notable lack of sympathy† (Powell, 2002, p. 27); this transition, they were seen as examples of simple, monosyllabic language from previous cultures. How have these pieces of literature helped society to understand the universe? It helped us understand the cultures of many different groups, and the evolutionary development of cultures especially early civilizations to today. References: Powell, B. B. (2002). A short introduction to classical myth. Upper Saddle River, NJ: Prentice Hall.

Canadian Residential School System Education Essay

Canadian Residential School System Education Essay The Canadian Teacher Magazine is an educational scholarly resource meant for use by high school students and teachers, young Canadians, communities and anyone who might be interested in the history of First Nations education. It seeks to enable readers understand the major developments impacting First Nations before the Europeans arrival up to this day. The text has three portions. The first-First Nations History-gives a short summary of the distinctive cultures of Early First Nations in Canada. It explores the system of education that was implemented before the arrival of Europeans. The second portion explores the system of education that was implemented by the government and the missionaries after their arrival. Llewellyns (2002) article on Dealing with the Legacy of Native Residential School Abuse in Canada by University of Toronto Law Journal, a scholarly source particularly describes how the residential schools system introduced to the First Nations affected school going childre n. This point is supplemented by other non scholarly sources such as Chrisjohns The Circle Game. Another non scholarly source is Dubashs film titled Indian Residential Schools in Canada, which depicts the experiences of aboriginal kids in residential schools. The third part explains how Indian Control of Indian Education impacted education among First Nations communities as depicted by Wells (2012) in his book Wawahte: Canadian Indian Residential Schools. This part is the most relevant to the topic at hand as it explores how the First Nations worked with the government in order to improve the education system and general learning environment. It is rather obvious that this collaboration was long overdue. As such, its outcome would be of benefit to both partied involved in its implementation. The credibility of these articles on Canadian Residential Schools can be ascertained as it is a reflection of the education system that existed among First Nations from the context of teachers a nd students. Today the Canadian Government has partnered with First Nations in this era of reconciliation to help establish stronger First Nations communities. Essential collaborative efforts are can be seen all across the country in areas as diverse as First Nations education, social services, governance, economies, culture, human right and resolution of outstanding claims. The term First Nations is used to encompass the wide range of aboriginal peoples in Canada, which include Indians (status or non- Status), Metis, Inuit, aboriginals and native peoples. This paper is intended to provide readers interested in First Nations education with information about current developments in federal, provincial (public and separate) and band schools across the country. As well, this study is intended to give schools, school officials, teachers and parents or guardians examples of various approaches, so that they may improve their own situations. It is based on the results of a survey of schools and on submissions from Departments or Ministries of Education (Wells, 2012). At present, the majority of First Nations students attend one of four types of school: federal day schools, which are located on reserved; provincial (public) day schools, usually off reserve; band schools on reserves; and separate schools, usually affiliated with church denominations. Since the policy of Indian Control of Indian (First Nation) Education was adopted in 1973, the number of federal schools has declined dramatically as bands have assumed responsibility for these schools (Wells, 2012). Most mainstream account accounts of the education of the education of First nations in Canada begin with the arrival of the Europeans. Although this may be accurate in terms of formal schooling, it is worthwhile to consider the education that was practiced before this contact. Traditional Education Long before the arrival of Europeans in North America, Indians had evolved their own form of education. It was an education in which the community and the natural environment were the classroom, and the land was seen as the mother of the people. Members of the community were the teachers, and each adult was responsible for ensuring that each child learned how to live a good life. The development of the whole person was emphasized through teachings which were often shared in storytelling. Each group of first Nations has its own legendary hero through which much learning was transmitted, including Raven, Nana bush and Weakachak. They were regarded as transformers or tricksters of learning, through which children learned such traditional varies as humility, courage, respect and honesty (Chrisjohn, Young, Maraun, 1997). Although there was little segregation of family for events, whether social or work-related, children were taught that there were times when they should be silent and all ow adults to speak without interruption. Silence was regarded as the cornerstone of character. Traditional education was largely an informal process that provided the young with the specific skills, attitudes and knowledge they needed to function in everyday life within the context of a spiritual world view. It taught many skills as part of everyday life, as can be seen in Rabbit Snaring, (Chrisjohn, Young, Maraun, 1997). Jeanette Armstrong describes the traditional indigenous peoples view of education as a natural process occurring during everyday activitiesà ¢Ã¢â€š ¬Ã‚ ¦ensuring cultural continuity and survival of the mental, emotional, physical and spiritual well-being of the unit of its environment. (Llewellyn, 2002). Education Provided By the Federal Government and the Missionaries In the early 17th century, missionaries were brought over from Europe to establish schools for Indians. This was believed to be the best method of bringing Christian civilization to the heathen Natives. The Roman Catholic Church was the first to get involved in educating Indians in the 1600s. The Protestant churches did not get involved until after the turn of the 19th century. Day schools were the first to be established. The day schools were largely abandoned in favor of residential (boarding) schools from the latter 1800s through to the 1950s, though a few day schools did continue to be built, and the building of day schools on reserves accelerated after 1950 (Llewellyn, 2002). Residential (Boarding) Schools Residential schools were designed to isolate children from their parents and the influences of the reserve. Schools were often located many miles away from the childs community. Children stayed at the residential schools for at least ten months of the year, from the ages of six (sometimes younger) through to 18 years. Residential schools provided a very basic education designed to prepare students for futures as working farmers, housemaids, mechanics or the like. It was to make provision for the domestic and Christian life of the Indian children. The residential schools were oppressive. After being separated from their families, the children were then subjected to a severe regimen of work. The boys were expected to clean the stables, butcher cattle, mend broken machinery and work in the fields. In fact, by the half-day plan, they were expected to spend as much time in this kind of manual labor as in school. The same was true of the girls who had spend half of their time doing laundry, sewing, working in the kitchen and doing other forms of housework (Llewellyn, 2002). The residential school was most notable for the incredibly high mortality rates among the students. Many died from the effects of tuberculosis. At about the turn of the century, it was estimated that 50% of the children who passed through these schools did not live to benefit from the education they had received therein (Dubash, 2008). The federal government became involved in the education of the Indians in the mid-1800s. The residential schools became jointly operated by the government and the church. The churchs duty was to manage the school, contribute part of the operating cost, and most importantly, provide Christian guidance to the children. The government was responsible for inspection, special rules and regulations as well as making financial grants. The highest recorded number of such schools in Canada was 80, in 1933. The enrolment in the schools varied anywhere from 50 or so to over 400 students of all ages (Wells, 2012). Most of these schools were closed by themed-1980s. However, in Saskatchewan, several remain but under the control of the First nations bands and offer culturally sensitive environment to the students. The residential schools have had a lasting negative effect on First Nations people as a whole. These schools removed children from their parents and their communities. Generations of Indian children were denied a normal family childhood. They were denied the association with family, with their extended familys perceptions of spiritualism, of acceptable behavior and of the means of survival. For many, residential schools meant the loss of their native language, the principal means by which culture is accumulated, shared and transmitted from generation to generation. The result was a tragic interruption of culture. The legacy of the residential schools was one of cultural conflict, alienation, poor self-concept and lack of preparation for independence, for jobs and for life in general. Much of what was learned and experienced in residential schools was a direct and purposeful contradiction to the philosophy of traditional First Nations societies as a whole. Integration- Education provided by provincial Governments To civilize and Christianize gave way in the 1950s and 1960s to a policy of integration. Integration, administratively defined, was the process of having First Nations children attend provincial schools (Loyie, 2009). Since the policy of integration was introduced in 1948, the government of Canada has at its highest point been successful in making provision for about 65% (about 43% today) of First Nations students in integrated schools. The integration program was introduced and continued with little or no discussion with First Nations parents and children or the Non- Native community. No specific training of teachers or of the national curriculum was designed to put up with the children of another culture. In 1967, Dr. Harry Hawthorn, a professor at the University of British Columbia, released a two-volume study on contemporary Indians (Wells, 2012). In 1972, the Winnipeg Free Press revealed a number of Hawthorns findings on Indian education. The article stated that integration has not provided the answer to the demand for significant education for First Nations children. Integration has, in many schools, resulted in only a physical presence (Chrisjohn, Young, Maraun, 1997). This program has not been one of true integration where the different cultures are recognized; rather it has been a program of assimilation where First nation students are absorbed into the dominant society. Indian Control of Indian (First Nation) Education In the 1960s, First Nations leaders began to react openly to the deplorable conditions of their people. In response to the educational concerns being raised by First Nations people, the federal governments Standing Committee on Indian Affairs was charged with the responsibility of preparing a report on Indian education. This report, presented in the House of Commons on June 22, 1971, unfolded before the Canadian public the educational problems facing Indian people (Loyie, 2009). Some of the findings included: A drop-out rate four times the national average (96% of Indian children never finished high school); A related unemployment rate averaging 50% for adult males, going as high as 90% in some communities; inaccuracies and omissions relating to the Indian contribution to Canadian history in texts used in federal and provincial schools; An age-grade retardation rooted in language conflict and early disadvantage, which accelerated as the child progressed through the primary and elemen tary grades (Dubash, 2008). The First Nations peoples response was generated by the 1969 government White Paper, based on the goal of eliminating the special status of Indians in the wake of a First Nations school strike in North East Alberta in 1971 (protesting school facilities on reserves). The National Indian brotherhood (now the assembly of First Nations) established a working committee that would reflect a national position on education (Llewellyn, 2002). The committees work culminated in the document, Indian Control of Indian Education (ICIE). In February 1973, the minister for Indian Affairs gave official departmental recognition to the ICIE document stating that: I have given the National Indian Brotherhood my assurance that I and my department are fully committed to realizing the educational goals for the Indian people which are set forth in the Brotherhoods proposal (Wells, 2012). First nations Philosophy of education is in many ways more valid and universal than the one which prevails in educational circles today. Instead of a one-sided view of history, First Nations want their children to learn a Canadian History that honors their customs, accomplishments, values and contributions. As George Manuel stated: We want our children to learn science and technology so that they can promote the harmony of man with natureà ¢Ã¢â€š ¬Ã‚ ¦not destroy it. We want our children to learn about other peoples in literature and social studies, and in the process to learn to respect the values and cultures of others (Llewellyn, 2002). ICIE is a four point policy dealing with parental responsibility, school curriculum and programs, teachers and school facilities. Parental Responsibility Under the terms of the 11 major treaties between the Indians and the federal government and the Indian act, the federal government of Canada is obligated to provide funds for the education of Indians. This is an incontestable fact. In no way does the principle of Indian control or local control contradict or nullify this fundamental federal obligation. The governments financial responsibility does not justify its dominance over lives of Indian people. This policy statement demands that Indian parents participate as partners with the government in the education of their children. Teachers and Counselors The federal government must help train Indians as teachers and counselors, in co-operation with First Nations peoples. Non- Indian teachers and counselors should receive additional training to prepare them for cross-cultural situations and teach them how to make the curriculum for Indian children more meaningful, i.e., more relevant, and also how to instill pride and cultural awareness in their students. Facilities Educational facilities must meet the needs of the local population. Substandard buildings and equipment must be replaced. Conclusion From this overview, it is obvious that the missionaries and both federal and provincial governments have failed in 300 years to administer an effective educational program for First Nations. This failure has been attributed to several factors; namely the absence of a consistent philosophy of education with clearly articulated goals and objectives, failure to provide a meaningful program based on First Nations reality, a lack of qualified teaching staff, inadequate facilities, and most important , the absence of parental and community involvement in the education of their children. Studies on the effects on integration have shown that First Nations children reveal patterns that can be identified as alienation and identity conflict. The First Nations student is caught between two cultures and is, therefore, literally outside of, and between, both. Through the policy of ICIE, the effect of parental responsibility and local control has clearly brought about positive changes within the past two decades. These include an increase in the numbers of First Nations students completing high school and entering universities and colleges, an increasing number of First nations teachers, and increasingly more research being done by First Nations providing valuable insights on the effect the various forms of education are having. More importantly, the problems and challenges associated with ICIE are becoming clearer and attempts are being made towards resolving them. Critical to improving the situation is the need for legal recognition of First Nations jurisdiction over education. This was identified very early on as a serious problem. It was noted that the Indian Act presents no direct legal foundation for the shifting of control of education from the minister to Indian bands. It empowers the minister to enter into contracts with territorial and provincial governments, public school boards, or charitable or religious organizations, but not with Indian bands. Clearly, the fundamental obstacle to Indian Control of Indian Education is the lack of legislation. Without it, we can expect only minor adjustment to the existing situation. With it, an Indian band or group of bands would be able to write its own Education Act, and determine its own administrative unite, policies, aims and objectives.

This Idea Of Sustainable Urban Planning Environmental Sciences Essay

This Idea Of Sustainable Urban Planning Environmental Sciences Essay The idea of urban planning and policy is to create and help define place within an urban environment. In doing so urban policy can help to construct and craft urban identity via the mechanisms of spatial construct, and the manipulation of activities within that space. Today urban policy making is tasked with providing new mechanisms that enable citizens, planners and policymakers to explore the ways in which we can plan and develop communities that meet the long-term human and environmental needs of our society [Wheeler and Beatly2004, pp 1]. This is the idea of delivering a sustainable city i.e an urban environment that is capable of meeting todays needs without compromising the ability of future generations to meet their needs [WCED1987 in Williams et al 2000, pp 3]. Achieving this idea of sustainability in urban planning and policy is not easy. The very idea of sustainability encompasses a broad and extensive range of inter-related issues that continues to challenge ingrained att itudes regarding relationships between culture, nature and governance [Mather 2005 pp 280]. Ebenezer Howards Garden City vision ideal offered a look at how sustainable urban policy may be realized and continues to offer important lessons for our contemporary policy decisions. Garden Cities of Tomorrow: This idea of sustainable urban planning is not a new subject, but is of growing importance in todays society on a global scale. In 1898 Ebenezer Howards Garden Cities of Tomorrow redefined urban planning by offering the first real insight into the ideas of sustainable urban planning and development. One of the single most influential and visionary books in the history of urban planning the Garden City vision outlined a strategy for addressing the problems of the industrial city in a more detailed fashion than had ever been attempted before. So influential was this work that two English garden cities were actually built in the early twentieth century, namely Letchworth and Welwyn, and the concept inspired the British New Town Programme that constructed eleven satellite cities around London between 1940s and 1960s [Wheeler and Beatly 2004, pp 11]. The book was seen as a revolutionary breakthrough in how planning is considered in an urban context, as it was the first set of ideas that r eally attempted to balance urban and rural developments. The Garden City concept still offers a vision that can be used to evaluate contemporary urban policy in its attempt to deliver modern sustainable cities on a worldwide scale [Wheeler and Beatly 2004, pp 11]. The Origins of the Garden City: The industrial revolution brought about rapid growth for urban areas, and with this growth a set of new problems for our town and country planners. As more and more people were drawn to urban centres in search of work and a better standard of living, the rapid expansion of our urban populations placed great strain on the infrastructure, housing and resources of our cities, which quickly became overcrowded, unsanitary, expensive and highly polluted and poorly serviced. Coupled with this was the continued fall in wages of our agricultural workforce that prohibited new building and development in our rural areas. These conditions precipitated a devastating cycle of urban migration that simply couldnt be controlled, and many people were faced with making the unfulfilling choice between living in a culturally isolated rural area or giving up nature to live in a city [Nair 2009]. As the industrial revolution continued unplanned, congested, polluted slums jammed with a newly impoverished ur ban proletariat began to characterise and dominate the landscape of nineteenth century industrial cities [LeGates and Stout 2007, pp 12]. As cities continued to expand in this fashion, so negative images began to be associated with our urban centres and the suburbs became characterised as a sprawling cancer of bricks spreading out across the British landscape [Jones and Evans 2008, pp 141]. Patterns of Modern Urban Growth: These patterns of growth seen in the UK during the industrial revolution mirror those that we are seeing in countries across the world as the developing nations begin to emerge on worldwide markets. The worlds urban population has more than doubled since 1950 and a recent about the growth of urban populations from the United Nations Population Division notes that half of the worlds population now lives in urban areas, and within the next 30 years, nearly two-thirds of the worlds population will live in urban areas [Rodrigue 2005, Vlahov et al 2007, pp 16]. These patterns of growth precipitate the same problems seen during the industrial revolution in the UK as rapid urbanisation continues to place too great a strain on urban resources. In the developing world, where most of the global urbanisation is to be observed, a large segment of that growth is into slums concentrated areas of disadvantage [Vlahov et al 2007, pp18]. These areas are characterized by lack of basic services, inade quate and often dangerous living environments, overcrowding, and poor sanitation. Urban policy needs to start considering how to turn these patterns of urban growth into something that can become sustainable for both our environment, and ensure that the needs of our society are met. Design of the Garden City: In What Ways is it Sustainable? Many have identified Garden Cities as examples of sustainable cities that can continue to offer key lessons for modern urban policy. In order for a city to be considered as a sustainable urban development its principle aims must be to create a user-friendly and resourceful area, not only in terms of its form and energy efficiency, but also its function as a place for living [Elkin et al 1991, pp 12]. Sustainable urban development also requires the achievement of urban development aspirations concerning inter and intra-generational equity via a stock of natural resources that should not be depleted beyond its regenerative capacity [Breheny 1992, pp 1]. From these ideas Smith et al 1998 established a list of sustainable urban principles which included Living off environmental interest rather than capital Acknowledging the idea of environmental thresholds and living within these Developing a sense of equity and social justice Forming inclusive procedures for decision making Howard saw the extreme overcrowding of early industrial cities with its accompanying problems of sanitation, services, pollution and public health as a growing issue of urban design. His Garden City concept was a response to this, with planned communities aimed at relieving both the overcrowding of cities and deprivation in the countryside. Founded with Letchworth, then Hampstead, Bourneville and Port Sunlight, the Garden City was an attempt to create a modern utopia in urban design [Campbell 2010]. Howard believed that creating new balance between city and country in which populations were decentralized into carefully planned new communities in the countryside would help to create a more sustainable urban landscape [Wheeler and Beatly 2004, pp 7]. The Howard vision was for Garden Cities to become self-contained co-operative settlements sustainable urban centres that could create networks of self sufficiency by creating a symbiotic relationship between urban and rural development. Garden Cities were to be defined by a radial planning style, with pre-defined zonation for public parks, private lawns, new forests and agricultural holdings. Commercial, residential and public use areas were to be clearly defined (as shown in figure 1) and wide arching roads and the idea of a radial rail network were incorporated to ease the burden on infrastructural requirements of urban areas. These urban developments were to become more than just a place to house a growing populous. They were to d esigned to be viable economic communities where industry, public buildings and housing would be carefully planned to create an environment on a human scale, where the built environment would be balanced with the natural [architecture.com]. Figure 1: Howards outline for an ideal Garden City [From Garden Cities of Tomorrow Howard 1902 Source: RIBA British Architectural Library]. When evaluating the design on this Garden City vision in relation to todays urban policy framework, it is clear where the ideas of sustainability are found. Howards vision incorporates vast areas of green space both landscaped for recreational use, and set aside for agricultural practices. Green spaces like these can be seen as both a social advantage but they are also invaluable carbon sinks in moving towards sustainable urban policy. Surrounded farmland creates an automatic market for local agriculture, which can be significantly more sustainable than conventional agriculture given its low transport emissions [Campbell 2010]. Pedestrian friendly cities, encouraging an increased focus on social conditions and a respect for our natural environment is a fairly modern approach to sustainable urban planning. Howards objective, in short was to raise the standard of health and comfort of all true workers of whatever grade the means by which these objects are to be achieved being a healt hy, natural, and economic combination of town and country life, and this on land owned by the municipality. His ideas received worldwide acclaim, with developments created in the UK, South Africa, the USA, and in Germany where the steel company Krupp, concerned about the low morals of badly housed workers, built the garden village of Margrethenhohe [Girardet 1996, pp 54]. Sustainable Development in Modern Urban Planning and Policy: The broad aims of sustainable development are now central to urban planning and public policy [Batty 2006, pp 29]. For the first 70 years on the twentieth century the designs and master plans for our modernist cities were focused on new development. Urban planning was focused on starting fresh building new cities stripped of the chaos of the nineteenth century city and the dull provincialism associated with Howards Garden City [Haughton and Hunter 2004, pp 105]. The Garden Cities were defined by their spatial zoning patterns with different areas designated different land uses (as shown in Figure 1). Current patterns of urban planning appear to be moving away from this approach as it became more considered that the most effective solution to achieving sustainable urban form was the implementation of the compact city idea. The compact city advocates the use of high-density mixed use urban form. Many planners preferential use of this urban form is attributed to the perceived advantage s of mix-use planning such as conservation of green-belt areas, reduction in commuter distances and the associated effects of reduced emissions, more efficient infrastructure and utility provision, and the revitalisation and regeneration of inner urban areas [Williams et al 2000, pp 19]. In essence many urban planners adopt and create mixed use developments in order to better achieve a long terms economic stability and to add to an areas vitality and vibrancy that could perhaps not be achieved with single use spatially defined development. There are obvious advantages to this approach when evaluated against the Garden City idea. Firstly there is a better use of brownfield development preserving Greenfield sites and protecting these areas from the threat of urban development. As a result of the growing importance of a sustainable approach to urban policy, brownfield sites have quickly become the key strategic target for meeting housing and development needs across our urban regions by re-using previously developed land. This was further emphasised by Planning and Policy Guidance Note 3 (2000), which set a target for local authorities of building 60% of new housing on brownfield sites [Jones and Evans 2008, pp 5]. Many urban policy makers would consider that new communities based on Greenfield development, show little regard to the long-term environmental impacts. The impacts of losing that land to urban development, as well sourcing materials, maintaining buildings, the environmental impact of the building itself, infr astructural developments is not really thoroughly built into the costs to our natural environment. In the wider view, however, the question of urban form is much more than simple density and brown/green choices it is about the spatial structure of human activities [Williams et al 2000, pp 255]. Garden Cities Lessons for Future Urban Policies: The Garden City style was cautious, pragmatic and designed to appear reasonable to the average citizen [Wheeler and Beatley 2004, pp 12]. Though Howards search for a balance between city and country life is still central to sustainable communities, the emphasis has shifted in many developed nations. Instead of the extreme dense nineteenth century city with a frequent shortage of decent housing, clean water, and basic sanitation, we now have relatively low-density, automobile-dependent suburbs with a much higher quality of housing and infrastructure but with many other problems [Howard and Beatly 2004, pp 12]. Even in developing countries the pragmatic application of the Garden City idea needs to be called into question. Howards garden settlements were based on the development of very low density housing. In his work Howard cites that the ideal population size for his new Garden Cities was to be 32,000 on a site of 6000 acres of available cheap rural land. Of this acreage 1000 acres w ould be reserved for the city itself, which would be surrounded by another 5,000 acres of green-belt farmland [Haughton and Hunter 2004, pp72]. These figures today are clearly not sustainable, however many overlook Howards vision of emerging social cities linked Garden Cities in a multi-centred metropolis interwoven with green space. This is shown in figure 2 which shows a central town of 58,000 is shown surrounded by six garden cities around its circumference, each with 32,000, providing a city of 250,000 people [Haughton and Hunter 2004, pp 72]. . Figure 2: The Garden City Complex from Garden Cities of Tomorrow: Taken from http://humanitieslab.stanford.edu/UrbanSustainability/943 Highlighted in both figure 1 and 2 is Howards idea of concentric road and rail networks. This idea is seen extensively in modern urban planning, where congestion problems are often eased via ring-road development. These have become an important attribute of the spatial structures of cities, notably in North America [Rodrigue 2005]. Howard was also interested in more than just the physical plans of a city; he also wanted to develop an urban centre where the shared ownership of land was encouraged. Howard wanted the Garden City to be socially, economically, as well as ecologically sustainable [Giradet 1996, pp 54]. While this idea had many merits, these ideas were formulated before cars became widespread and its implications understood. It also came before the huge wave of twentieth-century suburbinization turned Howards garden city idea into much-simplified garden suburbs and created a whole new set of development problems in the process. In recent years the presumption is for high de nsity and brown field development to be used as a sustainable model. Despite the sustainable ideas of the Garden City model did not quite created the modern urban utopia Howard had envisaged. Welwyn Garden City today is a city of 100,000 people and is considered as a Garden City of form rather than function. It serves mainly as a commuter city for London, and its agricultural belt never became a reality [Girardet 1996, pp 54]. Though not realised in its entirety the Garden City concept, of creating a spacious city in the garden has not been forgotten, and there is a strong continued desire to re-instate the countryside in inner cities in the hope of attracting people back to the city centre and to allow those who wish to do so to migrate to new purpose built garden cities, constructed on Greenfield sites [Giradet 1996, pp 170]. More importantly a lot of the ideas are coming from the urban community itself. The concept of urban permaculture (long-term crop growing in the city) has be come fashionable in countries such as Australia, the USA and Germany and there is a growing trend in maintaining sustainable lifestyles within our urban environments [Giradet 1996, pp 138]. Conclusions: The British Garden City experiments were hugely influential policy-expressions of concerns over the problems of large cities during the Industrial revolution [Haughton and Hunter, 2004, pp 73]. The rise of congested and unsanitary urban environments became of great concern, and urban planning became preoccupied with trying to develop ways of making urban development sustainable. Ebenezer Howard was revolutionary in this idea of sustainable growth. He envisioned humane, social, Garden Cities surrounded by greenbelts, encapsulating the idea of a new balance between our cities and our natural environments. These sorts of visionary or utopian writings help expand the framework of permissible ideas for a generation or more. Although mainstream thinkers tend to scorn idealism of all sorts, it has often been extremely influential and successful [Wheeler and Beatly 2004, pp 278]. So successful were the ideas and visions of Howards Garden Cities he lived to see several of them built, and thou gh his ideas never quite materialised beyond this time, his ideas about developing sustainable communities are should still be considered as the foundation of urban policy and planning today. Howard defines the mainstream of utopian tradition. His utopian vision may not have been realised in its entirety, but each had influence on the way contemporary cities, and city life, developed in the twentieth century [LeGates and Stout 2007, pp 300]. The question now, as at the turn of the nineteenth century, remains how to rethink this balance and achieve sustainable city development. The Garden City model, if re-applied in a modern context, could go a long way in helping urban policy makers achieve this goal.

Women in Anglo-Saxon England Essay -- English Literature Essays

Women in Anglo-Saxon England Anglo-Saxon literature was based on Germanic myths about battles, heroes, diseases, dragons and religion. Writers did not pay much attention to female issues, and there are only few poems that talk about them. Beowulf and â€Å""The Wife’s Lament"† are two examples that briefly consider women’s lives in that time. Anglo-Saxon history and poetry portray women’s lives as uneasy and dependent on their husbands’ positions. Women had to endure arranged marriages, abuse and male dominance. Marriage meant very much to women particularly for their status and economic security. In the medieval era, people wed within their class and only a slave could sometimes find his match and marry for true love. Wars and family feuds forced females to play the role of peace-weavers. They were often married to their family’s enemy to make a truce between warring tribes. The poem â€Å"The Wife’s Lament† is about a woman who, at one time, apparently, was a peace-weaver. The wife and her husband are separated against her will; she feels very unhappy and lonely. The husband has committed a murder and then has abandoned her: â€Å"I am overcome with longing. These dales are dark, and hills high, bitter bulwarks ever grown with briers, a joyless dwelling. Here very often my lord’s going away has wrenched me† (102). In Anglo-Saxon England, a marriage did not mean happiness or love. It put women in a very tough position since they had to assume the role of p eace-weavers and to unite two families that hated one another. In many cases men treated women as sexual objects and did not respect them. In Anglo-Saxon England, there was a law called wergild, which meant â€Å"man price.† When someone got ki... ... is aware of her sexuality and sovereignty over men. I think that her character is controversial even though I think that she is a great woman and deserves credit for her actions. Citations Abrams M. H, et al. The Norton Anthology of English Literature. 7th ed. New York: W. Norton & Company, 2000. Fell, Christine. Women in Anglo-Saxon England and the Impact of 1066. Bloomington: Indiana University Press, 1984. Catholic Encyclopedia. Online. October 24, 2000. http://www.newadvent.org Harvard University. Online. October 24, 2000. http://www.icg.fas.Harvard Luminarium Organization. Online. October 22, 2000. http://www.britannia.com/history/biographies/guinever.html http://www.georgetown.edu/labyrinth/subjects/women/women.html http://www.r3.org/life/articles/women.html http://www.luminarium.org/medlit/chaucer.htm http://www.infoplease.com

A Reading of Blakes A Cradle Song Essay -- William Blake S. Foster Da

"A Cradle Song" S. Foster Damon's 1947 reading of "A Cradle Song" indicates that most early critics accepted Isaac Watts' Hush! my dear, lie still and slumber as the model for Blake's poem. However, Damon claims that "There is no more resemblance [between the two works]than there must be between any two cradle-songs. He also claims that the designs of the second plate have a "Raphaelesque hardness, which is in this day not pleasant." Vivian de Sola Pinto acknowledges the connections between "A Cradle Song" and Watts' work made by Damon and others but notes that no critic has yet explored the relationship between Blake's and Watts' work in detail, a task she takes on in her 1957 study. Placing Watts' "A Cradle Hymn" side-by-side with Blake's "A Cradle Song," de Sola Pinto analyzes their thematic and prosodic similarities and differences, ultimately reading Blake's song as the "delogicalization" of Watts' hymn. In his 1959 reading of "A Cradle Song," Robert F. Gleckner asserts that it is an expression of Blake's concept of moving into the realm of higher innocence citing as evidence that after 1815, Blake always followed "A Cradle Song" with "The Divine Image" in the sequence of Songs of Innocence. Gleckner discusses the movement from "pleasant dreams" and "sweet smiles" to "moans" and "weeping" as the movement from innocence into experience and ultimate innocence, "the hope of mankind" which is "the ultimate negation of self." Gleckner claims that this "song" is actually a "prayer," the same prayer mentioned in "The Divine Image." Hazard Adams' 1963 reading asserts that the poem is both a song and a "prayer for the continued innocence of the child." Adams classifies the poem as one of Blake's lullabies which Adams claims ... ...iam Blake. Cambridge: UP, 1973. Gleckner, Robert F. The Piper and the Bard: A Study of William Blake. Detroit: Wayne State UP, 1959. Glen, Heather. Vision and Disenchantment: Blake's Songs and Wordsworth's Lyrical Ballads. Cambridge: UP, 1983. Hirsch, E.D. Innocence and Experience: An Introduction to William Blake. Chicago: UP, 1964. Holloway, John. Blake: The Lyric Poet. London: Edward Arnold, Ltd., 1968. Keynes, Geoffrey. Commentary. Songs of Innocence and of Experience Shewing the Two Contrary States of the Human Soul. By William Blake. 1789,1794. New York: Orion, 1967. Leader, Zachary. Reading Blake's Songs. London: Routledge and Kegan Paul, 1981. Lindsay, David W. Blake: Songs of Innocence and Experience. Atlantic Highlands, NJ: Humanities Press, Int., 1989. Ostriker, Alicia. Vision and Verse in William Blake. Madison: U Wisconsin P, 1965.

Essay on Anil

How does Valuable present the feelings of the young man in ‘Something Old, Something New? B) How does the writer present the feelings of a character from a different story in Sunlight on the Grass? In the story Something Old, Something New' Valuable presents the feelings of a young man as someone that is always being judged and looked down upon because of his religious choices and how he had converted from Catholicism to Islam.They did not understand that side of him', from this quote I can infer hat the young man's parents did not approve or understand his choice to convert from Catholicism to Islam. The word ‘understand' in the quote shows how the parents could not relate to this ‘side of him'. It also shows how this may create a barrier between the relationship of the young man and his parents as the convert may not have been what the parents had wanted but nevertheless, the young man still persisted with his choice in faith.In addition, the young man is shown by Valuable as someone who is uncomfortable with he big change in culture. This is shown by the quote: ‘Her country disturbed him'. This displays how the young man finds everything unusual. Zooming in on the word ‘disturbed' shows the reader that the young man has been put out of his comfort zone completely. The word ‘disturbed' brings negative connotations to my mind this shows that he is not only seeing a huge change, but he dislikes it too. Alternatively, the writer of the story Nail (Nor) portraysNail who is restricted by the life he was born in to. ‘His dreams were bigger than him', this shows that he had huge ambitions but they are too big for him and unachievable. This was different to the people that surrounded him with very little ambitions in life, or none at all. This is why Nail, the little boy, stood out in the story. The word ‘dreams' is positive and therefore shows that he has hope for the future and still a little bit of happiness, despite his unfortunate lifestyle.

Death, Tragedy and Community at Wartime Essay

Dying in warfare Implications for the family, the biotic society and the affectionate proletarian closing is a phenomenon that evokes mixed replys and views from a residential area. For almost, it a felicitous release from the trials and hassles of life. To early(a)s, it may very wellhead be the residual of the world when they brook a love unrivaled. What remains invari adequate just is the brokenheartedness, bereavement and l integrityliness undergo by those go a way of life groundwork. Even to a greater extent so when expiry was sudden and unforeseen as worry what happens in multiplication of contend, disaster, and terrorist attacks. grief goes through and through m to each one stages, apiece stage more than(prenominal) difficult that the last. duration some large number gener wholey lie with to carry on with time, some experience more difficulties and tend to intermit psychological and horny problems. During the First and Second merciful rac e Wars, the cuff of the postman was a thing of dread. They both brought telegrams summoning the sons and stimulates of families for the draft or telegrams announcing the decease or loss of love one. An estimated 8 million troops machine personnel in 14 European countries were killed in World War I, and 14. 4 million military personnel in 17 European countries were killed in World War II (Aiken, 2001, p. 111).P atomic number 18nts who perfectly lose their children such(prenominal) as what happened to most state of fighttime mothers with adult sons comm nonwithstanding claim a harder time coming to damage with the closing of their child (Gilbert, 2005, p. 6). The loss and feelings of benefactorlessness and anger crapper be intense. in that location is a common belief that something is do by when a p arent buries his/her child. Most parents who take up experienced this report that they feel disassociation with life and everything just felt so unreal (p. 6). That it is not right that parents should belong their children is a great masses the thought that haunts bereaved parents.What portion do mixer role players play in times of war and terror? companion up to(p) problems are defined as the argufys that pillow fiber and discoverlive in communities (Hardcastle, Powers & Wenocur, 2004, p. 62). It is the hearty workers job to help the society and its members formulate and implement solutions to these problems. cordial workers usually work with problems related to economic disadvantages, unsoundness and disability, crime and delinquency, abuse and maltreatment, service supplying to special parts of the population and noetic illness. All these problems call for channelizeership forethought and trained intervention (p.62). No billet can put all these things unneurotic more than times of war. What may be the biggest challenge to a well-disposed worker though is the task of helping a family and companionship deal with the sudden l osings of love ones in combat. In accompaniment to this, they should excessively be prompt to cope with the rehabilitation of those who allow been able to capture clog up home however exist with scars that are not except physical but in addition affable and emotional. The so farts of folk 11, 2001, though technically not a part of any(prenominal) formal war except the one on terror, had an tinct that was not dissimilar to armed conflicts. in that respect was confusion, anger, anxiousness and above all, lot who in an instant bewildered their loved ones. As with wartime, sudden death can only be viewed as unfair and incorrect (Clements, Deranieri, Vigil & Benasutti, 2004) For example, the September 11, 2001 terror attacks remaining behind families and children who rich person lost moms and dads in that instant. Even adults and children who were in instanter affected by the attacks have gr bear to raise feelings of anxiety and shattered security in their singl e(prenominal) and familial safety (Smith & Reynolds, 2002).Besides the fateful feelings of grief, children especially were left behind and a lot had to contend with nightmares and morbid imprints of the psychic traumatic deaths their loved ones experienced as well as the dialect and difficulty of trying to picture lives without mom or dad. It is alike alpha to remember that the effects of trauma are not modified to those who suffer it directly (Sims, Hayden, Palmer & Hutchins, 2000, p. 41) The ubiquity of television too afforded children at home not only word of the attacks but as well as vivid pictures and descriptions of the calamity and all its power.This make it even more problematic for children and people who have lost loved ones in the Twin Towers and the matte crashes as coverage of each usurious scene gave them fodder for the imagination and subsequent nightmares. The case of a 7-year old boy named grayback is cited in the study (2002) by Smith and Reynolds . Following the 9/11 attacks, Johnny developed a ageless fear of his parents leaving home and amaze killed by bad men. He excessively developed a phobia of elevators and would defecate tantrums whenever his parents tried to make him use one.Johnny admitted to his therapist that his fear of elevator originate in from a story he hear of how people in the Twin Towers were detain and killed while riding in the elevators. (Smith & Reynolds, 2002) neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high visibleness event led to the American psychiatric Associations setting up of counseling services revolve arounding on grief, acute stress and Post traumatic filter Dis smart set (PTSD) (Smith & Reynolds, 2002).The difficulty that most surviving relatives meet is in the un-timeliness of death. small-arm conventional wisdom holds that sons and fathers who go to war may not have it off back again, more a good deal than not, in that respect is a strong hope that they will be able to come home. Despite the cognition of all the possibilities, the sudden and traumatic spirit of death often creates problems among surviving relatives. They flummox victims in their have got right. Muller and Thompson deliberate that the manner of death plays a alert role in determining the reaction of the survivors (Muller & Thompson, 2003).If its bad enough for people to suddenly lose their loved ones, how very much more would it be for children to live and go through an environment of war and death? In his article in the Journal of Multi- cultural talk over and Development in 2004, Clinical psychologist and chum of the American Psychological Association (APA) Gargi Roysircar relates the case of 20-year old Yugoslavian emigre Stephen, who at the age of 10 incured the height of the accomplished war between Christians and Muslims in Kosovo in 1990.I n interviews with his counselor, Stephen recalls witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines for training in combat to run with the Serbian multitude. The next two eld wold take Stephen all over the Balkans and would get wind him to all kinds of death, privation and war atrocities. in conclusion migrating as political refugees in the joined States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment.The constant dis runment he experienced in war on with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting. Roysircar describes Stephen as having repeated thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a lowering sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including hide in a basement and take rats especially when angry.He also displays a deep-seated hatred for the Muslims and believes the Middle easterly should be wiped off the face of the earth (Roysircar, 2004). part in that location may be models detailing stages of grief and recovery, social workers must(prenominal)iness be prepared for instances that do not adhere to such models. In Stephens case while he did not directly lose any of his final stage family members, he was exposed at an betimes age to violence and death. He has also experienced being the suit of another(prenominal) human beings death as he and his father fought on the Serbian army.This is no different from the Post-Traumatic punctuate Disorder exhibited by American soldiers reverting(a) from Vietnam or any other airfield where they fought in combat. A person does not have to lose anyone in order to feel grief, bereavement and suffer any disorder that m ay result from it as evidenced by the little boy Johnnie and Stephen. Death in wartime is not limited to just the loss of a loved one. In a community where all able bodied men are called to arms, anybody can lose husbands, brothers, fathers and sons at any day.Families left behind are left to their own devices and imaginings of what horrors their loved ones are facing. Those who do lose family members are haunted by the manner by which their loved one died. There is also the unfortunate scene in war where death is an indistinct issue. In the Vietnam War, many people were describe missing in action. The families of such people were left at an awkward and unspeakable position of not knowing whether they should be mourning or holding out hope for their loved ones return (Worden, 2003, p. 40).In some cases, some families do accept the reality that their loved one may be asleep(predicate) and go through the entire operation of mourning and recovery only to be told later that their husbands and sons were simply prisoners of war and has since been released. While ordinarily this may sound like a fairy tale ending, there may come unbridgeable gaps and focus that can only ruin relationships and lives (p. 85). On the other hand, some families may backing clinging to the hope that their loved ones are springy and therefore refuse to give way to grief and acceptance.Stacy Bannerman (2007) is one of the many army wives whose marriage was broken up by war. In her article that appeared in The Progressive, she relates how her erstwhile happy marriage with one of the militarys mortar platoon commanders started heading downward-sloping with every death he caused and witnessed during his save in Iraq. She decries the insensitivity and lack of stick out for military families from the National Guard. She further cites how there was an absolute lack of prompt watchfulness to the mental and emotional needs of returning military men who more often than not suffered from PTSD like her husband, Lorin did.Because of this, there have been military men who have survived their tour of duty only to ease up to mental and emotional anguish and end up committing suicide on American soil (Bannerman, 2007). It is the soldiers, their families, and the people of Iraq that pay the human costs. The tab so far more than 3,000 dead U. S. troops, tens of thousands of wounded, over half a million Iraqi casualties, roughly 250,000 American servicemen and women struggling with PTSD, and almost 60,000 military marriages that have been broken by this war (Bannerman, 2007).The problem here is that most of those left behind are left to cope with their own fears without the support of anybody else except family and members who are also wrapped up in their own concerns. In this case, social workers must be able to take the lead in establishing outreach and community groups so people do not have to cope and suffer in isolation. Carpenter (2002) states that the psychological offbeat of the members of a community is one of the jobs of a social worker.While it is true that the trauma brought on by exposure to violence and death may be an individual process, healing and recovery needs societal support and strong relationships (Carpenter, 2002). This may release a challenge to families and communities who are traffic with their anxiety and grief. However, Carpenter reminds social workers that one of the primary goals of social work is to help empower the oppressed. Oppression in itself can take on many definitions and forms. In this particular case, it is the trauma and grief that is debilitating and oppressing the individual and the community.Social workers must also be prepared to look for signs of quash grief. Some individuals choose to withhold and recrudesce to express grief and therefore develop problems later in life often developing manias, paranoia and demonstrate abuse towards other people. At times, the feelings of grief or ninefold losses of loved ones may lead to a grief overload that would cause an individual to delay grief (Worden, 2003, p. 91) The community as a social strategy can provide a profit of support.Given the right leadership, empathy and sensitivity, it can also become a safe place where people can come to ground with their grief and slowly move on toward recovery. In the cases of Johnnie and Stephen, it took time before they were able to face and admit their anger, anxiety and grief at the bad things that they experienced and fear. Sometimes, self-reflection and a ready ear is all thats necessary. As clinically trained counselors and diagnosticians, social workers are tasked with the duty of helping people recognize and understand what problems they may have.Community-wise, social workers should have enough knowledge of the communitys demographics in order to commingle and create a solid interlock of safety and interaction that may serve well troubled and grieving individuals particularly in co nflict filled times such as war. Death at wartime comes in many forms. It could be the actual death of a loved one, anxiety at the possible death, loss at whether someone is dead or not, or even those who continue to physically live but have broken spirits and indissoluble disabilities as a result of war wounds.Much as death is a big thing that affects not only the family but also the community as a whole, war brings with it so much more problems and issues that will undoubtedly challenge most social workers. Undertaking social work means one must be in sync with the community. By in sync, it covers everything from issues, key people, and resources that may be mobilized in times of need. War is a time of immense crisis and tragedy that the social worker must be prepared to face head on and capably lead and facilitate the processes by which the community may be transformed into a supportive societal system that each member may be able to depend on.This does not mean however that s ocial workers cannot be affected or lose their sense of self in dealing with all these tragedies. Tsui and Cheung (2003) recommend a self-reflection on the part of the social worker in order to understand and come to terms with their own reactions and feelings to tragedies they both witness and hear about from their clients before attempting to deal further with the grief of others. They also stress that once social workers attend to their duties, they should do so intellectually yet with empathy and focus on assessing and addressing the needs of the community alternatively than ones own (Tsui & Cheung, 2003)References Aiken, L. R. (2001). Dying, Death, and harm (4th ed. ). Mahwah, NJ Lawrence Erlbaum Associates. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=22091057 Bannerman, S. (2007, March). Broken by This War. The Progressive, 71, 26+. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=50211397 92 Carpenter, J. (2002). Mental health Recovery Paradigm Implications for Social Work. wellness and Social Work, 27(2), 86+. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst?a=o&d=5000778618 Gilbert, K. R. (2005). 1 When a couple Loses a Child. In Family Stressors Interventions for Stress and Trauma, Catherall, D. R. (Ed. ) (pp. 5-30). tender York Brunner Routledge. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=109184971 Catherall, D. R. (Ed. ). (2005). Family Stressors Interventions for Stress and Trauma. New York Brunner Routledge. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=109184958 Clements, P. T. , Deranieri, J. T. , Vigil, G. J. , & Benasutti, K. M. (2004).Life after Death sorrow Therapy after the Sudden Traumatic Death of a Family Member. Perspectives in Psychiatric Care, 40(4), 149+. Retrieved November 28, 2007, from Questia database http//www. que stia. com/PM. qst? a=o&d=5008586582 Hardcastle, D. A. , Powers, P. R. , & Wenocur, S. (2004). Community come Theories and Skills for Social Workers. New York Oxford University Press. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=104722138 Roysircar, G. (2004). Child Survivor of War A Case Study. Journal of multicultural Counseling and Development, 32(3), 168+.Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=5012181947 Sims, M. , Hayden, J. , Palmer, G. , & Hutchins, T. (2000). Working in Early childishness Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=5001127890 Smith, S. , & Reynolds, C. (2002). Innocent Lost The jar of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+.Retrieved Nove mber 21, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=5002560442 Tsui, M. , & Cheung, F. C. (2003). Dealing with Terrorism What Social Workers Should and Can Do. Social Work, 48(4), 556+. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=5002045024 Worden, J. W. (2003). Grief Counselling and Grief Therapy A Handbook for the Mental wellness Practitioner. Hove, England Brunner-Routledge. Retrieved November 28, 2007, from Questia database http//www. questia. com/PM. qst? a=o&d=108479290