Common Law Rape and Modern Statutes Describing Sexual Assault Essay

Common Law Rape and Modern Statutes Describing Sexual Assault - Essay Example The paper tells that according to common law, rape is a crime and the rapist must be duly punished for the attempt to forcefully have sexual intercourse with a helpless victim. Common law states that rape cannot be committed by husbands and wife as it is believed that a man cannot in any way rape his own wife. This is actually the disparity that exists between common law and modern statutes with regards to sexual assault. Modern statutes stipulate that a man that forces his wife to have sexual intercourse with him is guilty of rape and should be convicted like any other rapist. Common law treated the wives as the property of their husbands and even if the man uses force to have sex with her, he is not in any way guilty of raping her. The modern law stipulates that a man must seek the consent of his wife before sexually penetrating her as the use of force by the man is a case of rape and the man must be duly punished. Thus, common law stipulates that a case of rape cannot exist betwee n husband and wife, while modern statutes stipulates that a man can force his unwilling wife to have sex with him and in this case, the man has committed the offence of rape and must be punished according to the punishment that is given to rapists. To say that rape statute is â€Å"not gender specific† simply means that rape can be committed by both males and females. It was generally believed that it was only the males that committed rape, while the females were the victims of rape.

Article of Confederation Essay Example for Free

Article of Confederation Essay The first constitution was written in the United States was called the â€Å"Articles of Confederation. † It established a loose league of friendship between thirteen sovereign states and proposed that each state have its sovereignty, freedom, and independence. The Articles of Confederation approve in 1781, which led to a period of crisis between the years 1781 and 1789. This period refer as the Critical Period. The Articles of Confederation was the precursor of the United States Constitution because of the many reasons it had weaknesses and replaced by the United States Constitution. The Constitution of the United States comprises the nations fundamental law, providing the framework for its governance and the principles under which it must operate. When the constitution was written, it was intended to endure for ages, be flexible, and adaptable for future generations. The constitution was intended to be the supreme law of the land. â€Å"To win the required approval from all 13 states, drafters changed the plan and granted the Confederation control of western lands. After four years, the Articles finally won ratification in 1781. † (Created Equal, pg. 77) The Articles of Confederation, which were ratified in 1781, became the first constitution. The Articles of Confederation dealt with three problems: taxation, representation, and the extent of control over western territories. First, the Articles of Confederation weakness was that the central government did not have the power to collect taxes. As the Articles of Confederation illustrate, â€Å"According to the Articles, Congress could not collect taxes or regulate trade; it could only requisition funds from the states. Shares would vary depending on each state’s free population. (Created Equal, pg. 177) Under the Articles of Confederation, the state government can only send its contribution annually to the national government but they cannot be compelled to pay taxes. Due to this huge weakness, many problems arose in the U. S, which were signs of the weaknesses of the Articles of Confederation. The trade agreements Congress had made with other nations were not always carried out. Many people soon started importing goods from other countries that they refused to pay for. Consequently, people in other nations soon became reluctant to trade with the U.  S; even Great Britain closed its commerce to it, which resulted in the loss of a lot of money because of lack of trade. There was also competition among the states, as they started levying taxes on goods passing through them to other states. Taxes are the lifeblood of the nation. Without it, no government machinery will function. Thus, the national government could not perform its functions because it did not have the funds. Second weakness was the enactment of laws. Under the Articles of Confederation, the enactment of laws needed the approval of 9 out of 13 states. The voting obligation is quite high. As a result, five states could easily prevent the enactment of laws, which seriously jeopardized the enactment of laws that needed to be passed. The Articles of Confederation note, â€Å"Moreover, the Confederation had no separate executive branch; executive functions fell to various committees of the Confederation Congress. † (Created Equal, pg. 177) There was no executive branch to institute the policies for the entire nation. As a result, the state governments did not have a cohesive policy that every state government should follow. Consequently, the state governments individually created their own policies. Since there was no national judiciary, the state courts were tasked to interpret laws. As George Mason indicates, â€Å"The Judiciary of the United States is so constructed extended, as to absorb and destroy the Judiciarys of the several States; thereby rendering Law as tedious intricate and expensive, Justice as unattainable, by a great Part of the Community, as in England, and enabling the Rich to oppress ruin the Poor. † (Mason, Paragraph 2, pg. 10) It had become clear that it was necessary to abandon the Articles of Confederation in favor of a constitution that provided for a stronger national government, created a national judiciary and strong Congress. Finally, the United States had different issues that they had to deal with. These were foreign affairs, economic conditions, and Western land. The Articles clarify, â€Å"In addition, to the dismay of land speculators, the Congress would not control the western domains that several large states had claimed. † (Created Equal, pg. 77) The government was weak due to poor economic conditions and the people still feared the power of the central government. These weaknesses posed a threat to the effectiveness of the government. Under the Articles of Confederation, there was a unicameral legislature. There was one house and there were no executive or judiciary branches. Each state had the same number of representatives and their own currency. The states taxed each other and affecting the value of money to decrease and posed a threat to the economic stability of the United States, which was already weak and in need of reformation. The Articles of Confederation was the precursor of the United States Constitution because of the many reasons it had weaknesses and replaced by the United States Constitution. It brought the colonies together as a loose confederation with the state’s rights being more important than the power of the federal government. Even though the government under the Articles of Confederation was very weak, it was still more democratic because it gave more rights and power to the states. The Articles unified the states under a loose confederation, which lacked a strong, central government. Although the Articles of Confederation had several successes, it created far more weaknesses and failures. The failures of the Articles had to be addressed, so a new constitution was created and drafted at the Constitutional Convention, which determined the many failures of the Articles, and created a strong central government. A controversial issue has been debated over whether the government under the Articles of Confederation or the Constitution was more democratic. The Articles of Confederation created a more democratic government because it gave power to the individual states and to the people.

Essay --

Martin Luther King Jr once said in a Birmingham jail that â€Å"freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed†. For hundreds of years slavery was a must have in different parts of the world including Spain, Portugal, England, Netherlands, parts of South America, America and even the mother country Africa. Who would’ve imagined after more than 250 years of slavery, after all the violence between whites and blacks, after all the bloodshed for American dream, freedom would come in a form of a song not just any song, Negro spiritual songs sung by African Americans living in the South. Crazy huh! Many African Americans escaped the wrath of the white oppression in the south and moved up north for a better chance at life and to continue the heritage of your ancestors. Yes, you’re a runaway slave too, but instead of running away from distress, you’re learning the techniques of overcoming it as your ancestors did when whi te power was the superior denomination in America in the 19th Century. During the 1900’s slaves were plotting their escape to the north, blacks were tired of being injustice people in the United States. They wanted to be free, but there was one problem in achieving that challenge, whenever they tried to escape the south, they always found themselves walking back to their master’s plantation because they were thinking about the approaching consequence they would receive if they were caught escaping to the North. During the 1900’s the only way a black slave could ever head north, was for business reasons for their master, they would deliver supplies or letters to other slave masters in the upper southern region of the United States and return back to their plantations. Many African Ame... ...te slave masters, and Moses represented God coming down and delivering them from bondage. Go down Moses Way down in Egypt land Tell ole Pharaoh To let my people go When Israel was in Egypt land Let my people go Oppressed so hard the could not stand Let my people go â€Å"Thus spoke the Lord†, bold Moses said â€Å"If not, I’ll smite your first born dead Let my people go Another famous Negro Spiritual song used by the African Americans was â€Å"follow the drinking gourd†. The drinking gourd represents a star that helped slaves escaping at night, determine which way is north or if you were heading in the right direction to freedom. There were others ways to determine if you we’re heading north or not. The North Star was the second option for slaves heading north at night. The North Star never moved, it stayed in the same spot in the sky which made finding north a little easier.

The Sensation of Longing in Ernest Hemingway’s A Moveable Feast

His writings and his life was widely known because of the pain that he had experienced through his experiences in the World War, his alcoholism, three divorces, mental illness, self-destructive nature and finally his suicide (Tyler 2).However, more than all of these pains that were present in his life, his legacy would still be known for the quality of his writing. He was a great artist. He painted in the readers’ imaginations as if they were blank canvasses with vivid pictures through the beauty and clarity of his words.The novel was published in 1964, three years after he took his own life. It gave a unique account of the life of Hemingway from his perspective. He was a young writer in Paris. The novel was set at a time wherein he was still married to his first wife, Hadley. They were happy and contented despite the fact that they were poor.The text revealed how Hemingway at that time still wrote for the Toronto newspaper to support his career. The account included how he to ok Hadley and his money to the horse races wherein he frequently placed bets.Hemingway was addicted to gambling as it earned him some huge amounts of money. While he quite gambling later on his life, he still enjoyed going to motorcycle races.He decided to give up journalism to be able to write full time. He and his wife were in a level of poverty wherein they often went hungry. There were parts in the novel wherein he described walking along Siene to watch men fish and going to the Louvre just to curb his hunger. There was even a time wherein the couple could not afford to hire a babysitter for their child that they had left him in his crib with only the cat to look after him.Hemingway also described how the lending library saved his life. Since he had difficulty finding books that were written in English during that time, he found himself often frustrated when he could not find any decent English materials. During the time he was working on his first collection of short stories, h e was reading the Russian greats.In An Immoveable Feast, Hemingway had let the readers see his writing process in distinct detail. The readers saw him as he first wrote in a hotel room, by which he had rented for the purpose for writing. He also started writing in cafà ©s when his finances started to pick up. Readers could visualize him as a writer in the cafà ©s of Paris because of the quality by which he had written his account.He had the habit of finishing his writing even when ideas were still freely flowing. He probably did it to avoid writer’s block the next day. He also had this stripped down approach to his writing wherein he would meticulously spend the day revising a paragraph he had wrote to make it as bare as possible.There was a time wherein his wife had placed all of his manuscripts in a suitcase to bring it to him in Switzerland. The suitcase was stole on the train but Hemingway dealt with it despite having to write from scratch.He also wrote about the other expatriate writers who were living in Paris. He described them in great details. One particular character in this novel was Gertrude Stein wherein Hemingway described to be known for her painting collection as well as her hunger for fame.He mentioned how she would dismiss in a childish manner anyone who did not praise her for her work. During her parties, Stein’s partner would socialize with the females and she would talk to the men. Despite this Hemingway was friends with Stein until the time she started driving her close friends away for some reason.He had numerous encounters with the great writers and famous people of that time. Hemingway noted how it was special for him to eat at Michaud’s in his first year in Paris. It was the times wherein he would get to speak in Italian with his wife and James Joyce as they ate there.There was an instance at the Closerie des Lilas, a cafà © often visited by professors, wherein Hemingway did not like how Ford Madox Ford frequen tly interrupted him. He even went on to describe Ford as someone with an unpleasant appearance and with an inability to hold a sane conversation.Hemingway also featured Ezra Pound whom he characterized as a saintly man. He was someone who supported the arts. He showed this in the way he bought his friends’ paintings even if they had little to no resale value. He also helped other writers. He was the one who founded Bel Espirit to raise funds in order to support T.S. Eliot even as he quit his bank job.The end of the book had a sense that everything was downhill for Hemingway from there. They moved to an Austrian ski resort wherein he revised The Sun Also Rises. It was during this time wherein he was gaining money and fame wherein he took on his first extramarital affair. Hemingway had created this personal memoir and captured the essence of the time and place by which he had experienced and lived. This was done in a nostalgic manner without having an hint of false sentimentali ty in it.Ernest Hemingway and his MemoirThe Lost Paris ManuscriptsHemingway had often used his personal painful and traumatic experiences even in his works of fiction. Hemingway viewed writing and trauma to be â€Å"inextricably linked; trauma provided material for his writing and writing provided a therapeutic outlet for trauma† (Seal 62). He had always referred to a traumatic experience repeatedly, the one wherein his life had lost most of his Paris manuscripts in 1922. It was mentioned in the works published works after his death that included A Moveable Feast, Islands in the Stream, The Garden of Eden, and True at First Light.The posthumously published writing that was published had revealed enormous aspects of Hemingway’s psyche that he was not able to share publicly. In his account, the way he had often mentioned the loss of Paris manuscripts showed the readers how he was struggling to deal with the trauma of loss.

Food Adulteration

Effect of food adulteration on the health of people Abstract of the report: Introduction to Food Adulteration: Adulteration – is a term legally used to define any kind of food product that does not meet the standards set by the centre or the state. The Prevention of Food Adulteration Act states that any substance that may be used for adulteration can be called as an adulterant. †¢ Adulteration could mean any of the below: Substitution with a cheaper or inferior quality substance – in part or whole †¢ Articles being packaged and kept under conditions that are classified as insanitary †¢ Any food article infested with insects, or consisting of decomposed , rotten or filthy stuff †¢ Substance being obtained from an animal affected from disease †¢ Articles containing poisonous materials †¢ Articles that contain coloring substance that has not been prescribes for use or contains a prescribed coloring substance beyond the prescribed limits †¢ The above point is true for preservatives as well Quality of an article is not up to the prescribed standards As a part of this report, we intend to explore the effects that food adulteration has on the health and lives of the victims, look at some of the most common forms of food adulteration that takes place in our country as well as around the globe. We will also briefly look at the laws that are in place to protect us from food adulteration and their implications on controlling food adulteration. Another major focus point of our report will be to identify ways that enable people to identify whether a food product is adulterated or not.

The Shailendra Kingdom of Java

The Shailendra Kingdom of Java In the 8th century CE, a Mahayana Buddhist kingdom sprang up on the central plain of Java, now in Indonesia. Â  Soon, glorious Buddhist monuments flowered across the Kedu Plain - and the most incredible of them all was the massive stupa of Borobudur. Â  But who were these great builders and believers? Â  Unfortunately, we do not have many primary historical sources about the Shailendra Kingdom of Java. Â  Here is what we know, or suspect, about this kingdom. Like their neighbors, the Srivijaya Kingdom of the island of Sumatra, the Shailendra Kingdom was a great ocean-going and trading empire. Â  Also known as a thalassocracy, this form of government made perfect sense for a people located at the linch-pin point of the great Indian Ocean maritime trade. Â  Java is midway between the silks, tea, and porcelains of China, to the east, and the spices, gold, and jewels of India, to the west. Â  In addition, of course, the Indonesian islands themselves were famous for their exotic spices, sought after all around the Indian Ocean basin and beyond. Archaeological evidence suggests, however, that the people of Shailendra did not rely entirely upon the sea for their living. Â  The rich, volcanic soil of Java also yielded bountiful harvests of rice, which could have been consumed by the farmers themselves or traded to passing merchant ships for a tidy profit. Â   Where did the Shailendra people come from? Â  In the past, historians and archaeologists have suggested various points of origin for them based on their artistic style, material culture, and languages. Â  Some said they came from Cambodia, others India, still others that they were one and the same with the Srivijaya of Sumatra. Â  It seems most likely, however, that they were native to Java, and were influenced by far-flung Asian cultures through the sea-borne trade. Â  The Shailendra seem to have emerged around the year 778 CE. Interestingly, at that time there was already another great kingdom in Central Java. Â  The Sanjaya dynasty was Hindu rather than Buddhist, but the two seem to have gotten along well for decades. Â  Both also had ties with the Champa Kingdom of the Southeast Asian mainland, the Chola Kingdom of southern India, and with Srivijaya, on the nearby island of Sumatra. The ruling family of Shailendra does seem to have intermarried with the rulers of Srivijaya, in fact. Â  For example, the Shailendra ruler Samaragrawira made a marriage alliance with the daughter of a Maharaja of Srivijaya, a woman called Dewi Tara. Â  This would have cemented trade and political ties with her father, the Maharaja Dharmasetu. For around 100 years, the two great trading kingdoms in Java seem to have peacefully coexisted. Â  However, by the year 852, the Sanjaya seem to have pushed the Sailendra out of Central Java. Â  Some inscriptions suggest that the Sanjaya ruler Rakai Pikatan (r. 838 - 850) overthrew the Shailendra king Balaputra, who fled to the Srivijaya court in Sumatra. Â  According to legend, Balaputra then took power in Srivijaya. Â  The last known inscription mentioning any member of the Shailendra dynasty is from the year 1025, when the great Chola emperor Rajendra Chola I launched a devastating invasion of Srivijaya, and took the last Shailendra king back to India as a hostage. It is terribly frustrating that we do not have more information about this fascinating kingdom and its people. Â  After all, the Shailendra were quite obviously literate - they left inscriptions in three different languages, Old Malay, Old Javanese, and Sanskrit. Â  However, these carved stone inscriptions are fairly fragmentary, and dont provide a very complete picture of even the kings of Shailendra, let alone the daily lives of ordinary people. Thankfully, though, they did leave us the magnificent Borobudur Temple as a lasting monument to their presence in Central Java.

SNCC book review essays

SNCC book review essays The evolution of SNCC is interesting because it began almost by accident but ended up having a profound effect not only on the Civil Rights movement but on multiple movements for change in the United States during that time, including the growing movement to protest the United State's involvement in Viet Nam. The book also makes an important point about historical movements: no one group will have all the answers any more than any one person will have all the answers. While Martin Luther King and his group, the Southern Christian Leadership Conference, tends to get most of the credit for gaining civil rights for all, they did not do it alone, and sometimes SNCC's contributions both in their actions and in their evolving philosophy were crucial. The book is divided into three major parts: "Coming Together," "Looking Inward," and "Falling Apart." As the author analyzes the actions and thought processes of those involved in SNCC, he reveals a much more three-dimensional picture of the group than people might otherwise be aware of. While the SNCC ended up promoting ideas that were much more radical and confrontational than those of SCLC, those who shaped the group's philosophy were thoughtful, determined people, not just angry young firebrands ready to lash back at a system that had wronged them. The word "non-violent" in their name is not double-talk. They started out embracing a non-violent approach to ending segregation in the south (eventually focusing more on voter registration) and only accepted confrontation as part of their strategy when they realized that non-violence by itself would In the first section, "Coming Together," the author describes the first student sit-in at a lunch counter. Early in February of 1960, four Black students from a Black college in Greensboro, North Carolina, walked into a Woolworth's lunch counter and sat down. This was...

Empress Matilda, Contender for the English Throne

Empress Matilda, Contender for the English Throne Empress Matilda, also known as Empress Maud (c. February 7, 1102–September 10, 1167), the daughter of Henry I of England, is best known in history for the civil war sparked by her fight against her cousin Stephen to win the throne of England for herself and her descendants.  She was also a strong-willed and capable ruler in her own right, the wife of the Holy Roman Emperor, and the mother of Henry II of England. Fast Facts: Empress Matilda Known For: Member of the British royal family whose claim to the throne sparked a civil warAlso Known As: Empress Maud, Holy Roman Empress;  German Queen;  Queen of ItalyBorn: c. February 7, 1102 in either Winchester  or  Sutton Courtenay, EnglandParents: Henry I of England, Matilda of ScotlandDied: September 10, 1167 in Rouen, FranceSpouse(s): Henry V, Holy Roman Emperor, Geoffrey V, Count of AnjouChildren: Henry II of England, Geoffrey, Count of Nantes, William FitzEmpress Early Life Matilda was born on or about February 7, 1102, as the daughter of Henry I (Henry Longshanks or Henry Beauclerc), the Duke of Normandy and King of England. Through her father, Matilda was descended from the Norman conquerors of England, including her grandfather William I, Duke of Normandy and King of England, known as William the Conqueror. Through her mothers mother, she was descended from more kings of England: Edmund II Ironside, Ethelred II the Unready, Edgar the Peaceable, Edmund I the Magnificent, Edward I the Elder and Alfred the Great. Matilda or Maud? Maud and Matilda are variations on the same name; Matilda is the Latin form of the Saxon name Maud and was usually used in official documents, especially of Norman origin. Some writers use Empress Maud as their consistent designation for Empress Matilda. These are useful notes to distinguish this Matilda from the many other Matildas around her: Henry I had at least one illegitimate daughter also named Maud or Matilda.Robert, Earl of Gloucester, was married to a Matilda.The rival of Empress Matilda for the crown of England was her cousin Stephen, whose wife, also a cousin of the Empress, was also named Maud or Matilda.  Stephens mother, Adela of Normandy, was a sister of Henry I.The Empress Matildas mother was  Matilda of Scotland. Marriage to Henry V Matilda was betrothed to Henry V, who later became the Holy Roman Emperor, In April 1110, at the age of 8. She later married Henry V and was crowned Queen of the Romans. When Henry V died in 1125, Matilda returned to England at age 23. Matildas younger brother William, the heir to the throne of England as her fathers only surviving legitimate son, had died when the White Ship capsized in 1120. Her father Henry I, therefore, named Matilda his heir and obtained the endorsement of that claim by the nobles of the realm. At the same time, however, Henry I took a second wife in hopes of fathering another legitimate male heir following the death of his first wife. Marriage to Geoffrey of Anjou Henry next arranged a marriage between Matilda and Geoffrey le Bel, often called Geoffrey of Anjou. Geoffrey was 14 and Matilda was 25. He then called upon his good relations with Count Fulk V of Anjou to negotiate the betrothal of Matilda to Fulk’s son Geoffrey le Bel. They were soon married in June 1127. After a brief but tumultuous marriage, Matilda attempted to leave her husband. Geoffrey, however, wanted her to return and, after a royal council, Matilda was sent back to Anjou. At the same time, however, Henry I once again required his nobles to support Matilda as his successor. Geoffrey and Matilda had three sons: Henry II of England, Geoffrey, and William. Death of Henry I Matilda’s father Henry I died in December 1135. Quickly thereafter, Stephen of Blois stepped up to claim Henrys throne. Stephen was Henrys favorite nephew and had been endowed by the deceased king with both lands and riches. Despite having pledged themselves to Matilda, many of Henrys followers reneged on their pledge and followed Stephen, preferring a British male king to a female ruler with a foreign husband. Matilda and her supporters- including Robert of Gloucester and King David I of Scotland- stood up to oppose Stephen, and so began the 19-year civil war known as The Anarchy. The Anarchy For several years between 1138 and 1141, skirmishes between Matilda and Stephen led to castles and lands being taken and lost. Each time one of the contenders seemed to gain the advantage, noblemen changed sides in the war. Finally, in 1141, Matilda captured and imprisoned Stephen. She then made preparations for her coronation in London. On her arrival, however, Matilda immediately began imposing taxes and removing privileges from her soon-to-be subjects. These actions were poorly received and, before Matilda could be crowned, Stephens wife was able to raise an army against Matilda and her supporters. Unable to defeat Stephens army, Matilda retreated to Oxford and released Stephen from prison. Stephen was crowned King of England in 1141, and soon thereafter lay siege to Matilda. Matilda escaped across the Thames River to Devizes Castle, where she set up headquarters for several more years of war. Older Years Finally admitting defeat, Matilda returned to France to her husband and son. After Geoffreys death, she ruled Anjou; at the same time she worked to establish her son Henry II as the heir to the English throne. After Stephens wife and son died, Henry was able to negotiate succession to the throne with Stephen and, in 1154, Henry was crowned King of England. His wife, Eleanor of Aquitaine, became queen. Death Matilda died September 11, 1167, and was buried in Rouen at Fontevrault Abbey. Her tomb stated only that she had been the daughter of King Henry, wife of King Henry, and mother of King Henry. Legacy Matilda was an important historical figure whose battle with Stephen had a profound impact on the politics of her time. In addition, as the mother of Henry II (and the person who helped put Henry on the throne) she played an important part in the story of English succession. Sources â€Å"Empress Matilda, Lady of the English.†Ã‚  Medievalists.net, 9 Apr. 2013.â€Å"Queen Matilda, Empress Maud and the Civil War with King Stephen.†Ã‚  Historic UK.

The Secret of True Happiness in Life and the Concept of Change and Term Paper

The Secret of True Happiness in Life and the Concept of Change and Self - Term Paper Example The term paper ''The Secret of True Happiness in Life and the Concept of Change and Self'' is aimed at analyzing that there are a lot of new technologies that humans have invented on the basis of the knowledge that the people a 100 years ago had never seen or used. With the evolution of technology, people have become more and more materialistic. Also the term paper describes that everything has changed with time. Even our own thoughts, preferences, likes and dislikes keep changing with time. Just like we never look the same, we never want the same. As children, we live in a world of fantasy. As we grow up, we want to be important and lure ourselves. We want to gain power, money, and love. As children and young adults, we think that money is the solution to every problem, but as we age further, we get to know that money can’t buy happiness. We realize that happiness and satisfaction was never in the things we had always been craving for. Socrates said, â€Å"He is richest who is content with the least, for content is the wealth of nature† (â€Å"Socrates Quotes† 1). The paper suggests if being rich made one happy, no rich person would ever have been unhappy, but we see that it is generally the rich people who become the victims of depression and anxiety. Agreed that money helps us achieve our goals, but our goals may not always be what we really want. It is human nature. All human beings need satisfaction and happiness, and that is in selflessness. The sooner we realize this fundamental secret of life, the sooner we start to live a happy and fulfilling life.

HistoryEconomics Essay Example | Topics and Well Written Essays - 500 words

HistoryEconomics - Essay Example In order to ensure economic development of the region and employment, the state governor should support local manufacturers and mines investing in new technological development and innovative methods of environmental protection. It is possible to reduce taxes for developing companies and stipulate that the saved costs are spent on new environmentally-friendly technologies. The state can help local organizations to develop effective methods of pollution reduction and provide local companies with specialists and researchers able to develop state-of-the-art solutions for them. The local government should ensure that the standards and regulations allow local companies to work effectively (Pothey and Savins 46). In the case of each market sector of the region, the state should examine the specific economic, institutional, and technical incentives and barriers that have encouraged and discouraged recycling.

Polly Peck Fraud Essay Example | Topics and Well Written Essays - 1000 words

Polly Peck Fraud - Essay Example However, in spite of all these efforts, fraud still exists all over the world as seen in the case of Polly Peck Fraud. More than 20 years ago, city funds and small financiers were surprised as one of the safest bets on the London Stock Exchange imploded. The share price of an international trading corporation, Polly Peck International (PPI), collapsed following raiding of its premises by the Serious Fraud Office (SFO) at the center of the empire constructed by Asil Nadir, its apparently outstanding chief (Casciani, 2008). Asil was a 71-year-old British citizen of Turkish-Cypriot origin. When he was arraigned to court, he protested his innocence but then ran away from the country asserting that he will not get a fair hearing. In 2010, 17 years later, he came back stating that he wanted to clear his name. Instead, a jury confirmed that he was a thief following a mammoth and sometimes a bewilderingly complex trial. According to Casciani (2008), Asil was found guilty of ten thefts from P olly Peck amounting to? 29 million, and he was cleared of an additional three lawsuits regarding approximately? 5 million. PPI was built by Asil Nadir out of very little. The rise of Asil in the 1980s started with an amazingly shrewd investment in a small textile company which he simply referred to as Polly Peck. He used Polly Peck as a means to construct a trading empire throughout Europe hence adding International to the Polly Peck along the way. Nadir and PPI possessed at the company’s height what was once one of the largest electronics companies in Europe, Del Monte- the global fruit brand, and leisure complexes and hotels. According to The Guardian (2012), he posted stratospheric profits each quarter hence everyone wanted a piece of PPI in the get-rich-quick environment of late 1980s Britain. As a result, PPI was worth ? 2 billion by the end of the decade hence, making it an FTSE 100 player. Some shareholders had observed returns of over 1,000 times their original stake although very few of them got out prior to crash down of PPI. One of Nadir’s plush management companies in Mayfair was raided by the Serious Fraud Office on September 19, 1990. The following day, PPI’s share price trailed in the middle of rumors and speculation. Nadir started to be investigated by the Serious Fraud Office by looking at allegations of insider dealing- a line of investigation that was dropped later. Instead, Serious Fraud Office asserted that it had obtained evidence that Asil had stolen millions of pounds that belonged to investors of PPI. Asil had a very high degree of control over finances of PPI him (The Guardian, 2012). He had authority to withdrawing or depositing money without obtaining a counter-signature from another director. The Guardian (2012) asserts that the jury was told by the prosecution that Asil, with the support of close confidants, used over 50 transfers to steal about? 151 million from PPI from August 1987 onward. While in the court , the businessmen agreed that the Asil instructed majority of transfers.  

Consulting Project Plan Part One Essay Example | Topics and Well Written Essays - 750 words

Consulting Project Plan Part One - Essay Example With the existence of such a problem, employees are forced to operate in a dissatisfying working environment hence the low morale. Team support and teamwork are two crucial factors that employees require in order to function effectively in their respective team groups. The assurance that employees can be able to rely on their teammates in case they face various challenges at the workplace is very satisfying. Cooperative and mindful employees provide a supportive team and a satisfying environment which eventually enhances employee morale. What is causing and maintaining the problem of non-supportive teams amongst Walmart employees is poor feedback and communication channels. Given the complexity of Walmart as ca company, communication gateways have been compromised. Employees are required to engage in multiple operations yet information is not properly relayed to enable them take specific action. It is very common for some team members to receive information without the knowledge of their colleagues. As a result, some tasks are left unattended to. As much as these employees are dedicating their time and energy to ensure tasks are completed on time, at the end of the day they realize that very little has been accomplished. Moreover, they do not receive feedback on time to give them enough time to execute their functions. Team leaders are further maintaining this problem by failure to coordinate team activities as expected. They do not have mechanisms through which they can monitor and evaluate the progress of employees. They also do not regard the importance of understanding individual employees and the circumstances under which they perform most effectively. The technical problem is low productivity that directly affects the process of providing customers with quality services. If employees have a low morale, they will be non-productive. This in a way is holding back Walmart from achieving its full potential. It could be the

Gilles Deleuze's Postscript on the Societies of Control Essay

Gilles Deleuze's Postscript on the Societies of Control - Essay Example The authority announces various ongoing crises that need to be bring about reform within the space being considered. The individual needs to accept these mechanisms of change and the rules that go along with them. The fact that each individual passes through the systems as an independent variable that starts from zero only increases their control over the individual. It produces them even more as subject. While society is now more complex, and many people's lives are less obviously controlled than they used to be, Deleuze argues that the same systems are in fact in place. Thus while Nineteenth century people were controlled by machines such as clocks and pulleys, people are now controlled by computers in a more subtle and yet almost more pernicious manner. The easily identifiable "spaces" of school, factory, army that once existed have now been transformed into what Deleuze calls an "open circuit". This open circuit produces "coded figures" that are "deformable and transformable" - through entities such as the corporation individuals are rendered subjects wherever they go. They are controlled by the debts that they owe to these corporations rather than the physical walls of the factories that most people no longer work in. Control is no longer direct and obvious but rather indirect and diffused. As Deleuze puts it, with a hint of humorous irony, "we are taught that corporations have a soul, which is the most terrifying news in the world." It is terrifying because it shows that corporations have taken on a mystical place within society, and their power spreads like a virus through every one of its institutions. The individual cannot avoid being a subject if he/she chooses to have any contact at all within this society. Before there was a way of countering the control, of even rebelling against the raw control represented by the factor clock or the prison walls; but now the clock is found within the invisible, constantly running time of a computer and the walls have gone to be replaced by the diffused power of the modern world. Deleuze finally argues that the "control environment" of science fiction actually already exists, through the "human in a corporation, as with an electronic collar". This is an example of "the progressive and dispersed installation of a new system of domination." It is so powerful in defining the subject because it is so difficult to actual define and locate in and of itself. In the past a worker could walk out of a factory and, if he so chose, not return. The worker may leave his work today, but that would only be a way of transferring the sphere of power over him from one to another. Ultimately, Deleuze suggests that the modern form of control is like "the coils of a serpent", and these are much more complex than the "burrows of a molehill" that people once existed within. Thus the old industrial societies defined people as subject through a very obvious system that, while powerful, could be broken because it was so obvious. To stretch his metaphor, one only had to stick one's nose out of the molehill to see that there was a different world waiting upon our escape. But the coils of the serpent are everywhere, diffuse and yet omnipresent. Individuals may feel that they can define themselves as subject because

Consulting Project Plan Part One Essay Example | Topics and Well Written Essays - 750 words

Consulting Project Plan Part One - Essay Example With the existence of such a problem, employees are forced to operate in a dissatisfying working environment hence the low morale. Team support and teamwork are two crucial factors that employees require in order to function effectively in their respective team groups. The assurance that employees can be able to rely on their teammates in case they face various challenges at the workplace is very satisfying. Cooperative and mindful employees provide a supportive team and a satisfying environment which eventually enhances employee morale. What is causing and maintaining the problem of non-supportive teams amongst Walmart employees is poor feedback and communication channels. Given the complexity of Walmart as ca company, communication gateways have been compromised. Employees are required to engage in multiple operations yet information is not properly relayed to enable them take specific action. It is very common for some team members to receive information without the knowledge of their colleagues. As a result, some tasks are left unattended to. As much as these employees are dedicating their time and energy to ensure tasks are completed on time, at the end of the day they realize that very little has been accomplished. Moreover, they do not receive feedback on time to give them enough time to execute their functions. Team leaders are further maintaining this problem by failure to coordinate team activities as expected. They do not have mechanisms through which they can monitor and evaluate the progress of employees. They also do not regard the importance of understanding individual employees and the circumstances under which they perform most effectively. The technical problem is low productivity that directly affects the process of providing customers with quality services. If employees have a low morale, they will be non-productive. This in a way is holding back Walmart from achieving its full potential. It could be the

Marketing Term Paper Example | Topics and Well Written Essays - 500 words

Marketing - Term Paper Example This is supposed to give women that watch their weight an opportunity not to eat more than they need to stay fit and easily control their weight. In addition, while previously sold 100-calorie packages will continue being present in the market, the newer option is 130- and 150-calorie portions. The decision to increase the number of calories in a portion is, according to the author, based on a number of studies that reported that a 100-calorie pack was usually not enough for one snack. At the same time, it is worth noting that the brand has 85 percent brand recognition. Since it is a great competitive advantage of the brand, the owner company is using it again to raise sales of newly developed products. Furthermore, good brand awareness will be of a great help to SnackWell in the process of product repositioning. The decision to go with the relatively old but well-established brand will help to company to reach its target audience faster. Though pretty much of resources will be spent on product repositioning, the business will save on building brand recognition, since it already exists. In general, it can be said that these actions are based on the concepts of market segmentation, targeting and positioning, all of which are some of the most important elements of effective marketing. Market segmentation, in this case, serves as a basis for targeting a specific group of existing and potential customers.

Death by Chocolate Essay Example for Free

Death by Chocolate Essay How have the makers of Death by chocolate made their advertisement successful? Discuss the various techniques used and how they have been used. This is an analysis of the advertisement death by chocolate. It is an advert promoting a chocolate cake. The advertisement is rich in techniques which have been purposely included to tempt consumers to indulge themselves and give in to the temptation of the cake. Looking at both pages of the advertisement it seems that there is a concealed message which could possibly be summarized as, go on, be a devil. It is almost as if such devilish whisperings jump out at us. This message is communicated by the trident shaped fork in the hand of an ambiguous woman. Although we are given a motionless picture, there is an overwhelming sense of movement towards the cake. The makers have included this as one of the techniques of the advertisement so that the consumers feel that they are holding the fork. The visual imagery is designed to bring the devil out in you. Although the chocolate cake is brown, it is laced with a devilish crimson colour which adds to the Satan theme. It is interesting in this context that the word consumer is an old name for Satan which again is another technique used. It is clear that the makers of the advert have worked according to the principle that it is the visual impact of an advertisement that is most effective. Most of the second page is covered with a silky textured crimson colour on a white backdrop that mirrors the combination of the crimson streaked chocolate on a white plate. Red is the colour of the devil, but it is also the colour of danger, excitement and fury. White is the colour of virginity and the plentiful red suggests a loss of virginity. This technique is very effective as the contrast of the colours remind us of the naughtiness inside us which drives us to indulge ourselves in this mouth-watering cake. The producers of this advert have also relied upon visual influence and the psychological imagery conjured up by the slogan and larger writing rather than the small text. The slogan, its no angel cake is designed to reinforce the evil theme. The clever remark on the word angel causes reader to dwell on this word and think about its meaning. Puns are always mentally stimulating and enjoyable, and it is as if the enjoyment gained from it is presented to the reader as a sample of the cake itself. In fact one gets the feeling that the designers have tried to make the whole advertisement tasty. The name of the advertisement itself, Death by Chocolate is intended to be entertaining and comical. Although the word death is used, the intention is not to bring to mind fear or anxiety, but in fact, the effect is far from gloomy. The reader is invited to die and be wrapped up in the chocolate, or at least to be dying to eat the chocolate. For those who are fully tempted by the advertisement and go on to reading the small text, there is much more in store. The text starts off on the, naughty devil theme already developed by the visual imagery. The humour in the image of a vicar in The News of The World adds to the atmosphere of sheer evil. The use of brackets is another technique used which gives the reader the feeling that they are being told a secret, making them feel more involved with the text. This reinforces the effect of the use of the second person to make the reader feel personally addressed. The next part of the text tries to use words to convert the visual imagery of the pictures and colours into a sense taste. Words such as cakey-wakey, dark, bitter and sweet reinforce in the words which the readers have seen in picture, and the two together try to combine to bring the images to life. The French word, mi lange produces an exotic feeling that appeals to the average person. The combination of the words bitter and sweet, which in this contexts maybe oxymorons gives a feeling of devilish menace. The words lascivious develop the theme of being naughty and gives verbal expression to the stark crimson on a virgin white background. Immediately after this we have a reference to sensual pleasure. It seems that the makers of this advertisement are trying to sell a chocolate cake by appealing to peoples sexual desires which nowadays is a very popular technique used by producers. The sexual imagery is completed by the reference to Lolita at the end, who was a youthful twelve year old girl corrupted by an older man. In conclusion I think that the producers have been very successful in making this advertisement effective as a whole by creating strong visual imagery and reinforcing it with subtle but direct language. I feel that there is a clear and successful attempt to appeal to human weakness and carnal desire, which is arguably what makes this advertisement a successful one.

Media Literacy after The Simpsons

Media Literacy after The Simpsons Homer Simpson Explains our Postmodern Identity crisis, Whether we Prize it or not: Media Literacy after The Simpsons ABSTRACT This article suggests that The Simpsons is a sophisticated media subject about media that forces educators who teach media literacy into an encounter with postmodern judgment. The sense of postmodern judgment for media education is explored through a focus on two now themes in The Simpsons: the changing judgment of personal identity and the consequences of a relentlessly ironic worldview. Icons of habitual culture can be used to teach about philosophical constructs. From its inception The Simpsons has posed a significant challenge to educators. The program, which ridiculed all forms of influence and turned Bart Simpson into a wildly habitual anti-hero, initially provoked an intense reaction from the education citizens, in some schools influential to the banning of paraphernalia bearing Barts images and habitual denunciations of the series. As the series grew in popularity- and eventually was joined by other cartoon series that were seen to be all the more more educationally offensive, such as Beavis and Butthead and South Park-the furor died down to a now on the other artisan passive hostility toward the program, at least in the classroom. It certainly didnt facilitate the educational communitys disagreement to have Interval magazine reputation the series the best television program of the 20th century, or to have the poet laureate of the United States, Robert Pinsky, praise the series, stating that it penetrates to the existence of television itself (Owen, 2000, p. 65). Nor did it facilitate that various teachers went hab itat, turned the program on, and laughed themselves silly. All the more another abbreviate has been created between the culture of children and the culture of education, a poser that has been perhaps all the more more painful for media educators, various of whom follow Hobbs (1998) target that the texts of everyday career, when constituted as objects of social participation, provide the possibility for combining textual, historical, and ideological examination in ways that relieve students and teachers move beyond the limits of traditional disciplines and controversy areas (p. 21). To be undeniable, there have been efforts by media educators to bring The Simpsons into the classroom. Our debate of the media literacy literature and media literacy sites revealed a number of examples of proposed lessons incorporating the series, from examining The Simpsons as a virgin variant of social satire to comparing The Simpsons family to other television families. On the other hand, in almost eve ry dispute, we sensed that the unique qualities of the series eluded these efforts. The basic tools of media education and literacy as typically agreed upon by numerous media literacy communities-tools which regulate our control to basic precepts such as the meaning that the media are constructed-appear not to be enough to turn The Simpsons from renegade habitual culture into a teachable moment (Aufderheide, 1993; Media Awareness Network, 2000). Perhaps the central poser with The Simpsons is that it seems to drag the media literacy examination onto the unfamiliar and all the more foreboding terrain of postmodernism, where issues of image and replica open to fall apart, a terrain where sporadic media educators are willing or able to follow. Of line, there has been an effort to define, critique, and bring postmodern impression to bear on educational judgment and application, expressly from advocates of critical pedagogy (e.g., Aronowitz Giroux, 1992). All the more this has been a the ory-driven effort that has not reached further far into educational scholarship, and has made almost no headway into the frontlines of educational manipulate. Various teachers Studies in Media Info Literacy Education, Tome 1, Subject 1 (February 2001), 1-12 # University of Toronto Press. DOI: 10.3138/sim.1.1.002 have never heard of the label postmodernism. The same mould is equally, if not more pronounced, in the media education citizens. Our examination of media literacy literature and key media literacy web sites in the United States and Canada revealed an almost comprehensive absence of controversy and examination on postmodernism. There have been, of pathway, notable exceptions (McLaren, Hammer, Scholle, Reilly, 1995; Steinberg Kincheloe, 1997). The outcome of this empty margin is another critical abbreviate, in this dispute not between students and educators, on the other artisan between media educators and media theorists. In examining this section, we are struck by two observations. First, the gap between media education manipulate and media judgment comes precisely at the moment when teachers and media educators are finding them selves overwhelmed by strange contemporary regular cultural texts for which the unfamiliar category of postmodernism may potentially be the most fruitful interpretive handle. Second, the positions of students and media theorists stand in the succeeding relationship. Students are living inside an increasingly postmodern regular cultural participation that media theorists are attempting to label, define, and scan. The puzzle is that students dont necessarily have the vocabulary to generate meaning of their participation, and the vocabulary that theorists have developed seems to cause meaning only in graduate seminars. The Simpsons offers a promising opportunity to strategically residence these issues, highlighting the limits of conventional media literacy tools, illustrating the aesthetic examine of postmodernism, and providing some vocabulary to label that examine. In effect, it serves as an dispute of how the solution of postmodernism can be used to develop a contemporary range of c ritical interpretive skills for constructively engaging this growing trend in habitual culture. Our article presents a mini introduction to postmodernism and a grounded process of the benefits and limits of applying this judgment. Our reason is not to provide an exhaustive or all the more spread out introduction to postmodern judgment. Rather, it is to position The Simpsons as a media subject that can be used as a starting stop for exploring postmodern judgment. Fear of Postmodernism If everyone loves The Simpsons, postmodernism has its correct participation of critics. Writing in U.S. Material and Field Report, Leo (1999) argues that postmodernism has created a language that no one can understand, a language that is used to intellectually bully readers into agreeing with outlandish propositions. The academic area, on the other artisan, has offered more equivocal assessments. Hebdige (1988) argues that we are in the presence of a buzzword, a expression which, while confusing, does appropriate an influential social or cultural transition. Kellner (1995) agrees, observing that . . . the label postmodern is often a placeholder, or semiotic marker, that indicates that there are virgin phenomena that demand mapping and theorizing (p. 46). In the infrequent instances where references to postmodernism do appear in media literacy literature, its ambiguous area is emphasized. For process, Buckingham and Sefton-Green (1997), in their effort to launch charting the challenges posed by multimedia education in an increasingly digitized media area, believe that postmodernism, although glib and sweeping, offers a beneficial pathway to characterize a number of broad social and cultural transformations. Some of the changes that control Buckingham and Sefton-Green embrace the area of consumption, the blurring distinctions between production and consumption, the poaching of texts and symbols, and the rejection of the elitist and sterile oppositions between high and habitual culture (pp. 289-292). Given the slipperiness of the sense, postmodernism on the other hand marks a cr itical modern moment in the scan of media and replica. Building on the business of Buckingham and Sefton-Green (1997), we open by asking what is postmodernism and what can we do with it? With its questioning of truthfulness and its subject of the politics of media representations, postmodernism, once it is understood properly, can be a rich source of pedagogical judgment and manipulate. The Postmodern Dispute: Definitions and Symptoms What true is the label postmodernism trying to receive? There is, first, the sense of opposition to modernism. In essence, modernism states that individuals and nations, guided by rational thinking and Studies in Media Counsel Literacy Education, Tome 1, Subject 1 (February 2001), 1-12 # University of Toronto Press. DOI: 10.3138/sim.1.1.002 2 scientific achievements, are moving toward a more humane, more just, and more economically prosperous ultimate. In other contents, modernism embraces progress, viewing it as a linear and inexorable phenomenon with acceptable outcomes. Accordingly, the publish in postmodernism stands for the meaning that there is no longer any guarantee of progress. In point, there is further petty consensus as to what progress all the more wealth. Postmodernity typically is distinguished by an undermining of force, the denigration of novel by turning it into a style or evocative nostalgia, the questioning of progress, and the head to impression the ultimate as empty. Other postmodern symptoms embrace the meaning of image overload, intertextuality (the seemingly random q uoting of one subject by another), a heightened meaning of media self-reflexivity calling control to replica as a hall of mirrors, and pastiche, defined as the sense to cause disjointed images and subject fragments. Finally, the postmodern process is marked by commodification overload (the head to turn everything into a product or marketing opportunity), irony overload (the elevation of irony as the dominant rhetorical posture), and the increased questioning of the sense of personal identity brought on by viewing the self as a social construction. In short, the meaning of postmodernism calls control to the ways in which a beneficial deal of everyday regular culture is at once fully informed by, if not driven by, the basic media literacy precept that media construct social naked truth. In act, all the more of regular culture relentlessly draws carefulness to the further arbitrariness of almost every aspect of our social participation, as well as the moral and epistemological foundati ons on which social participation depends. In other contents, the curriculum of regular culture has outstripped the curriculum of the classroom, all the more the media education classroom. The vocabulary of postmodernism allows us to launch to contemplate and term the various ways in which this is taking fix, on the other share it further leaves us at a loss about how to proceed. Recognizing this disagreement, memo and educational theorists have attempted to clarify what is to be gained by drawing on the social and theoretical insights generated by the deconstructive influence of postmodern criticism. At the same interval, they have tried to demonstrate how to tame this influence in the utility of modernist values such as human rights, equality, freedom, and democracy (Aronowitz Giroux, 1991; Best Kellner, 1991; Giroux, 1997; Kellner, 1995; Rorty, 1989; Wolin, 1990). A critical postmodernism encourages us to solicit contemporary questions about all claims to influence (scientific or otherwise), about how contemporary forms of replica and contemporary inflections in the style of replica made practicable through technology and commodification exchange the quality of sense, and about how cultural dominance is produced and maintained through the patterns of contrasts used to define social and linguistic categories (Aronowitz Giroux, 1991; Scholle Denski, 1995). Postmodernism offers contemporary tools for critical interpretation and modern responsibilities for connecting media and cultural interpretation to democracy as a form of native land that enables critical reflection and activism, making us understand the ways in which our seemingly private individual identities are formed, through language and symbols, in relationship to each other and the broader social and political citizens (McKinlay, 1998, p. 481). For The Simpsons audience, an ambivalen ce toward technology and progress is guideline fare. This judgment of the ultimate as empty and without guarantees has further been associated with the core identity of Hour X, whose slogan might glance at We have seen the forthcoming and it sucks. While any aspect of postmodernism discussed above can be found in and explored within The Simpsons, two concepts in particular-irony overload and the questioning of identity-will serve as reference points in our reconsideration of the series. The puzzle of identity is a central complication for all young citizens, on the other artisan it is a puzzle that is not duration satisfactorily addressed, given the growing levels of hopelessness, cynicism, despair, and suicide among teenagers. Of particular control to us is that The Simpsons repeatedly focuses on this further subject: the puzzle of selfhood in an increasingly absurd culture pulverized with images, symbols, values, irony, commercialization, and hucksterism. What lessons does The Sim psons teach? What lessons can be learned as the characters on the demonstrate are thrust into many battles for selfhood within the postmodern terrain? Enjoy all the more postmodern Studies in Media Info Literacy Education, Manual 1, Controversy 1 (February 2001), 1-12 # University of Toronto Press. DOI: 10.3138/sim.1.1.002 3 culture, The Simpsons, is saturated with irony and obsessed with issues of absolute identity, expressly in relation to media culture. Our task is to articulate an interpretive frame of reference to facilitate media educators and viewers open to cause critical meaning of these symptoms. The Challenges of Postmodern Selfhood Gergen (1991) notes that postmodernists abbreviate version into three epochs, each of which corresponds to a particular judgment of personal identity or selfhood. These periods are labeled as the pre-modern (romantic hour), the contemporary era, and the postmodern. From the pre-modern or romantic tradition, we derive our meaning in a stable center of identity. In Gergens contents, powerful forces in the deep interior of ones duration are held to be the source of inspiration, creativity, genius, and moral courage, all the more madness (Gergen, 1992, p. 61). Modernism redefined the self, shifting the emphasis from deep, mysterious processes to human consciousness in the here and these days, always in control with such values as efficiency, stable functioning, and progress. The self in its virgin form-what Gergen calls the postmodern or relational self-is no longer viewed as a separate target, on the other artisan is increasingly understood as a rel ational construction, defined by and spread across the humanity and activity experiences each individual encounters throughout her or his field. In short, as McNamee and Gergen (1999) argue, there are no independent selves; we are each constituted by others (who are themselves similarly constituted). We are always already related by virtue of shared constitutions of the self (p. 15). Linked to this sense is the sense that a conscious understanding of ourselves as beings occurs through language, which is itself a fundamentally relational sense, and that our identity grows and develops in relationship to the endless dialogues that we have with others, with culture, and with ourselves. In this meaning, our interactions with the media become deeply significant. Moreover, this contemporary consciousness of the relational sense of the self comes at correct the moment when the relationships we enter into and which contribute to our definition of self are multiplying at an exponential rate and are duration increasingly spread over a in a superior way and in a superior way span of hour and amplitude. It is one baggage to see the sense of the relational self when we think of, claim, two friends engaged in a mutually sustaining and defining examination. In this setting, the sense of the relational self is promising, perhaps all the more reassuring. On the other hand, extending the meaning of relationship to subsume every symbolic encounter in which we willingly or unwilling participate-from intentional relationships to unintentional and forced relationship with 3,000 commercial messages per day-presents modern challenges. A critical postmodern perspective calls control to this crisis of identity, a crisis in which the media of memo and their commercial foundations are deeply implicated. Of line, thinking of the self as a relational construct not only gives insights into the crisis of the self, on the other share it further offers a means of thinking about how to residen ce that crisis. In this more hopeful and acceptable meaning, the relational self offers a glimpse of those selected aspects of human participation and identity that may be used as a moral foundation in the face of the deconstructive maelstrom of commercial postmodern culture. The relational self suggests a moral compass that is based less on the authentic truths of religion or science than in the manner by which we draw up ourselves and our community through ceaseless and inevitable physical, linguistic, and psychological dependence upon one another. Drawing on the duty of Martin Buber, Mikhail Bakhtin, Jurgen Habermas, Richard Rorty, and Jerome Bruner, McNamee and Gergen (1999) deposit elsewhere a autonomous and thoughtful introduction to what a moral ethic organized on all sides of the relational self would see enjoy. They have called it relational responsibility, defining relationally responsible actions as those that sustain and enhance forms of exchange elsewhere of which influ ential process itself is made practicable. Isolation, they argue, represents the negation of citizens (p. 19). The guideline of relational responsibility is in stark contrast to the deconstructive tendencies of postmodernism. As such, it can serve as a critical bridge linking the interpretive coercion of a critical postmodernism to the modernist values associated with progressive democracy. Studies in Media Counsel Literacy Education, Tome 1, Subject 1 (February 2001), 1-12 # University of Toronto Press. DOI: 10.3138/sim.1.1.002 4 At the same hour, it is autonomous that the deconstructive tendencies of postmodernism (as a fix of virgin conditions) have influential implications for personal identity construction. Giddens (1991), for process, warns of the looming threat of personal meaninglessness. It is this threat that directs us back to a carefulness of one of the central tropes of postmodern discourse: irony. As noted above, relentless irony is a hallmark of both The Simpsons and the postmodern era. As individuals struggle to confront postmodern challenges to identity, there is grounds to solicit whether there is any valuation in the postmodern strategy of irony. Thus, the implications of irony both for identity formation and relational responsibility must be considered. Irony, Identity, and the Disagreement of Responsibility The Simpsons is regularly celebrated for its incisive wit and social satire, for its force to manipulate irony to bell control to the absurdity of everyday social conventions and beliefs. Irony functions as a critical form that helps us to break through surface sense to examine and understand the correct area of things in a contemporary and deeper means. It is a vehicle for enhancing critical consciousness, and it represents a moral coercion of skilled in the function of eradicating conventional pathetic (Rorty, 1989). As Hutcheon (1992, 1994) notes, critical irony is intimately linked to politics. The compel of deconstructing can be a first development to political dispute, and ironys oppositional character can be a major critical compel. The subversive functioning of irony is related to its status as a self-critical and self-reflexive resources that challenges hierarchy, and this influence to undermine and overturn is said to have politically transformative coercion. On the other share this is not where the manipulate of irony ends in The Simpsons, nor does it appropriate the postmodern turn in the meaning of irony. Postmodern irony is ambiguous and its solution is contested. It can be interpreted by adherents as playful, reflexive, and liberating; opponents, on the other hand, contemplate it as frivolous, deviant, and perverse (Hutcheon, 1992, 1994; Kaufman, 1997; Thiele, 1997). In postmodern irony, clarity in moral delineation begins to disappear. For process, in virgin comedy, as in all social behavior, all actions are controversy to satire from some perspective. Besides, by reason of postmodern irony begins with the assumption that language produces all sense, a kind of emancipatory indulgence in irony is evoked-an invitation to reconceptualize language as a form of play. As Gergen (1991) writes, we neednt credit such linguistic activities with profundity, imbue them with deep significance, or fix elsewhere to interchange the nature on their novel. Rather, we might play with the truths of the hour, shake them about, try them on prize funny hats (p. 188). In other contents, postmodern irony invites us to avoid saying it straight, using linear logic, an d forming smooth, progressive narratives (p. 188). The Simpsons is saturated with this form of postmodern irony. On the other facilitate where does that leave media educators trying to duty with this enormously regular series? On the one artisan, media educators would prize to engage the series fully by practise of it raises various challenges to conventional ideas of mould and selfhood; on the other share, they are unwilling to lead students to examine media literacy as a form of deconstruction that leads only to meaninglessness or play. Some media scholars contemplate postmodern irony as a laborious challenge for teachers committed to linking media literacy with productive citizenship. Purdy, for dispute, laments that between Madonna and the fist-fight between Jesus and Santa Claus that opened the cartoon series South Park, there is less and less left in society whose flouting can elicit shock. Irony, he concludes, invites us to be self-absorbed, on the other facilitate in selves that we cannot believe to be particularly interesting or significant (p. 26). Conway and Seery (1992) are similarly concerned about the implications of postmodern irony for engaged citizenship. Although irony may equip the dispossessed with much-needed critical perspective and all the more underwrite a minimal political agenda, they draw up, it is generally regarded as irremediably parasitic and antisocial (p. 3). Hutcheon (1994) further shares this episode, noting that irony can be both political and apolitical, both conservative and radical, both repressive and democratizing in a pathway that other discursive strategies are not (p. 35). Gergen (1991) frames the challenge of postmodern irony in terms of its challenge to forming a coherent self. If all serious projects are reduced to satire, play, Studies in Media Counsel Literacy Education, Tome 1, Subject 1 (February 2001), 1-12 # University of Toronto Press. DOI: 10.3138/sim.1.1.002 5 or nonsense, all attempts at authenticity or earnest ends become empty-merely postures to be punctuated by sophisticated self-consciousness (p. 189). If this is the poser that The Simpsons raises in its manipulate of both critical and postmodern irony, to what room is it contributing to a social consciousness with a practicable for social process, as opposed to contributing to a cynical numbness founded on ironic detachment? What solutions does the series offer for resolving this disagreement? Are there any alternative solutions that acknowledge the postmodern challenge to identity? Exploration of Self in Homer to the Max With these concerns in meaning, we see an phase of The Simpsons that originally aired on February 7, 1998. The period focuses with particular vehemence on the quest for identity and asks the closest questions: †  How is the sense of the self understood in relationship to the blizzard of media images, symbols, and values? †  How does irony fit into the exploration and resolution of identity issues? †  How do we understand The Simpsons confrontations with the self and identity in terms of what has been called the postmodern process? The demonstrate begins with the principles sight gags on the couch and the Simpson familys lampooning of televisions midseason replacement series. The program that finally captures the familys carefulness is Police Cops, which becomes a present within the present. As the two Miami-Vice enjoy heroes of Police Cops subdue would-be bank thieves, one of the police detective heroes, a millionaire cop surrounded by admiring women, introduces himself as Simpson, Detective Homer Simpson. The Simpson family is shocked and Homer is exclusively overwhelmed, confusing himself with his television image. The plot then unfolds in essentially five kernels that hire up and explore Homers confusion over his own identity (Chatman, 1978). First, Homer identifies completely with the television detective hero: Wow. They captured my personality perfectly! Did you examine the means Daddy caught that bullet? In turn, the all-inclusive citizens of Springfield validates Homers contemporary pseudo-identity, treating him as if he were the television detective hero: Hey, Mr. Simpson, sir, can I purchase your autograph? Second, the Police Cops producers interchange their television detective character from glamorous hero to bumbling sidekick, launching a series of gags about Homers correct identity. The virgin characterization is truly a near perfect replication of the absolute Homer Simpson. This outrages Homer: Hey whats going on? That guys not Homer Simpson! Hes fat and stupid! The town continues to respond to Homer as the television character, only these days with ridicule rather than respect. No netheless, Homer gains some insight into the confusion between his authentic and fictional identity. As a assemblage of co-workers gathers in the hallway absent his business waiting for him to do something stupid, Homer retorts, Well, Im sorry to disappoint you gentleman, on the other artisan you seem to have me confused with a character in a fictional present. Factor of the pleasure for viewers derives from the irony of the cartoon character Homer making the state that he is the authentic Homer Simpson, as opposed to the fictional cartoon character within the cartoon. The writers of the period then continue to play with this seemingly endless hall of mirrors between absolute and fictional identity by scripting Homer to behave true in the transaction of the revised fictional detective character. Homer obliges by spilling a fondue pot on the nuclear reactor polity panel. Homers identity crisis eventually leads him to Hollywood, where he confronts the producers of the Police Cops-By the Numbers Productions-and demands that they recast the detective character: Im begging you! Im a human duration! Let me have my dignity back! The lines between Homers authentic identity and his media identity blur all the more besides when his efforts in the production business are used as grist for a contemporary gag in the later Police Cops period. Studies in Media Counsel Literacy Education, Manual 1, Controversy 1 (February 2001), 1-12 # University of Toronto Press. DOI: 10.3138/sim.1.1.002 6 In the third kernel, the plot shifts absent from Homers struggle over his identification with his media replica to his fixation on the sense that a contemporary label will give him a virgin identity. In this kernel, Homer goes to court to sue Police Cops for the improper application of his reputation. When his petition is nowadays rebuffed in the term of corporate proprietary interests, he rashly decides to transform his reputation to Max Coercion. Homers growth is nowadays transformed. His self-image improves, he becomes forceful and dynamic, and his co-workers and boss treat him with respect. Mr. Burns, remembering Homers reputation for the first interval, exclaims, Well, who could forget the reputation of a magnetic individual prize you? Keep up the acceptable profession, Max. While shopping at Costingtons for a contemporary faculty wardrobe, Homer meets a member of Springfields elite with a similarly powerful label, Trent Steele. Trent nowadays takes Homer/Max under his wing, inviting him to garden troop for Springfields young, hip force couples, an period that turns elsewhere to be the jumping off stop for an environmental reason. The critical moment in this kernel-which links the identity crisis of Police Cops with the identity theme in the Max Force parcel of the episode-occurs when Homer reveals to his contemporary best friend Trent Steele the origin of the term Max Compel. When Trent exclaims, Hey, beneficial term!, Homer replies, Yeah, isnt it? I got it off a hairdryer. Homers resolution to his identity crisis with his media self is to redefine himself in terms of the force setting of a mini household appliance. The self is these days equated with a product. At first, the results are stunningly successful. The fourth kernel leads to the denouement. In the third kernel, Homers appropriation of the identity of his hair dryer appears to have resolved his identity crisis in satisfactory transaction. On the other hand, this meaning soon falls apart. At the garden assemblage, Homer and Marge rub shoulders with celebrity environmental activists Woody Harrelson and Ed Begley, Jr., two of the various celebrities lampooned in the phase. The sense extreme these scenes is that Homer, as the buffoon celebrity Max Force, is on the same level as other equally shallow and ridiculous celebrities. Finally, Trent Steele announces that it is interval to board a bus to re ason the wanton destruction of our nations forests. This generate is relentlessly parodied: We have to protect [trees] by generate of trees cant protect themselves, except, of trail, the Mexican Fighting Trees. The partygoers travel to a stand of redwoods about to be bulldozed and are chained to the trees. The police (Chief Wiggum, Eddie, and Lou) confront Homer, attempt to swab his eyes with Hippie- Coercion mace, and stop up chasing him on all sides of his tree. His chain works prize a saw, cutting down the redwood, which in turn topples the comprehensive forest. Homer, freed at persist, throws his chain into the air, killing a bald eagle. Homer, as the phony Max Force, is rejected by the phony celebrity activists. In the fifth and final kernel, which serves as an epilogue to the phase, Marge and Homer are in bed. Marge tells Homer she is glad he changed his reputation back to Homer Simpson and Homer responds, Yes, I learned you gotta be yourself. The Phase Through a Postmodern Le ns The phase is intriguing by generate of of its insistent focus on the search for identity, and the methods by which that identity is constructed within the absurdities of the postmodern landscape. As Gergen (1992) notes, We are exposed to more opinions, values, personalities, and ways of activity than was any previous interval in novel; the number of our relationships soars, the variations are enormous: past relationships extreme (only a ring bell apart) and contemporary faces are only a channel absent (p. 58). There is, in short, an explosion in social connections. What does this explosion have to do with our meaning of selves and what we stand for, and how does it undermine beliefs in a romantic interior or in a rational center of the self ? This is precisely the controversy this period of The Simpsons takes up again and again. What is exclusively engaging in this phase is the focus on Homers identity crisis and its relationship to the media. This is not, of line, a theme unique to The Simpsons. As Caldwell (1995) observes, comedy-variety shows in the late 1940s and early 1950s were repeatedly using the conventions of intertextuality and

Spinster Essay -- Literary Analysis, Sylvia Plath

In the poem â€Å"Spinster† by Sylvia Plath, a girl and her lover take a walk through the woods on a spring day. As they are walking, the lover attempts to make romantic gestures towards the girl, which frightens her. The girl’s physical withdrawal from spring and her act of embracing winter is a metaphor for her fear of love and longing for the predictability and control that is not found in love. While on their walk through the woods, the disorganization that the girl feels emphasizes the girl’s discomfort in embracing unpredictable feelings such as love. The speaker’s choice to begin the poem with the word â€Å"now† implies that this scene of the girl walking with a lover in the woods is not new and it has been seen before (1). The feelings of the girl throughout the poem are reoccurring ones and not just ones of this particular scene. The repetition of her actions further highlights the depth of her fear of love because she is so terrified by the idea of love that she cannot overcome her fear. The description of the girl as â€Å"particular† reveals the speaker’s critical tone as the word describes her as picky and peculiar (1). This foreshadows that the girl is unlike others in her actions. The speaker includes that the walk is occurring in â€Å"April† in order to illustrate that the time they are taking the walk is ideal (2). I nstead of seeing the setting of April as the perfect time to walk, the girl becomes â€Å"struck/By the bird’s irregular babel and the leaves’ litter† (4-6). The girl is irritated by all of the disorganization that is present in spring and love. The girl is unable to control the sound of the birds or the growth of the plants. Nature, like love, happens on its own. This reflects how she feels about love because she is also ... ...self (29-30). The word â€Å"love[‘s]† ability to stand alone on its own line expresses the great threat that love has to the girl. The other words that describe the threats of the man are harsh but grouped together. Love is such a great threat that it carries the weight of all of those threats combined by consuming an entire line. This again enforces the girl’s fear of love, as she believes it has the ability to completely ruin her. The girl’s fear of love causes her to long for control. The title of this poem, â€Å"Spinster,† highlights the speaker’s highly critical tone of the girl. While the girl may not be an old lonely woman yet, the continuation of her actions of withdrawal will cause her to be alone forever. The metaphor used in this poem as spring representing love and winter representing control is perfect because spring is variable while winter is monotonous.

Marketing Research â€Bottled Drinks

The age of bottled drinks has evidently taken the place of the usual canned drinks which most consumer purchase today. The more common contents are green tea and soda drinks, each vying for their own means of market share in their category. While they are also competing for product acceptance, pricing strategies and advertising and promotions, it all boils down the manner to which they are being made available in the market. Usually, these goods are readily available in the supermarkets and convenience stores for purchase as its primary channel of distribution and leaning on the snack counters and food establishments as their secondary means of distribution to their target markets. Direct selling or retail distribution is also evident but these can be connected with the secondary channels as well, since they are expected to be in line with small scale stores or food establishments as well. As it is, ensuring that they strengthen their ties with the primary distributors, supermarkets and convenience stores is the best way to rely on as far as product identity and awareness is concerned. Being categorized in the beverage line, people are sure to look for such an item on their next visit to the grocery. Even if a company is successful in endorsing the products through commercials or other mediums of advertising, the fact remains that what a person does not see cannot be identified. While such a resort of aggressively penetrating the secondary channels is a good strategy, it is better to initially saturate the market and ensure that all target market areas have been covered first before going down the secondary channel levels, which will in fact make purchases of the good from the primary channels, a prime source of their other nee

Regulations and Policies in Europe Essay

How does it fit within the ideas of Hayek and Keynes? Use the stagflation of the 70s as an example. The post–World War II the postwar economic boom, also known as economic expansion, the long boom, and the Golden Age of Capitalism, and the Age of Keynes in western countries after the end of World War II in 1945. It was a high worldwide economic growth in Western European that had been devastated by the war such as unusually high and sustained growth, together with full employment. By the end of World War II, much of Europe was devastated. The region’s trade flows had been disrupted. Food shortages were severe in all over the Europe. The 1930’s Great Depression in Europe production had fallen far below even than usual for the entire decade due to failure of market forces to restore demand to normal levels. Hence, the biggest panic after WWII was the return of the Great Depression during 30s. After the war, the major powers were determined not to repeat the mistakes of the Great Depression. Governments might have been slow to dismantle wartime allocation controls, and so have severely constrained the market mechanism. However, Politicians were predisposed toward intervention and regulation, their principle was: no matter how damaging â€Å"government failure† might be to the economy, it had to be better than the â€Å"market failure† of the Depression. After WWII, the slightest regulations and policies are derived from The Keynesian Economy. Keynesian economists claim that the boom was caused by the adoption of Keynesian economic policies, particularly government spending. The basic idea of Keynesian thinking was to have pure free market policies rather than the mixed economy which require a significant role for government intervention. Efforts against Keynesianism took place on three fronts – in the academic world, in politics, and in the wider world of business and public opinion. In Keynes’s theory, in contrast to the previously accepted view, an economic depression might continue indefinitely unless government spending, financed by a budget deficit, were increased sufficiently. In 1948 the Marshall Plan was implemented to rebuild and modernize Western Europe. The Coal and Steel Community had which was to become the European Union lately. The Marshall Plan (officially the European Recovery Program, ERP) was a program occurred in United States to aid Europe as the US. gives monetary support to help rebuild European economies after the end of WWII in order to have a force over Soviet communism. The plan was for four years. The goals of the Marshall Plan were to remove trade barriers, modernize industry, and provide Europe to be strong again. Plan pumped over $12 billion to rebuild and modernize Western Europe. Keynesian economics period also accepted as financial repression. With these Keynesian policies such as low nominal interest rates and low or negative real interest rates and government policy, especially the US and UK both dealt with their existing government debt level from Great Depression and World War II and reduce the level of debt in the debt service without needing to direct a high portion of government spending. All of the success was coming from free market economies. After the death of President Roosevelt, a conservative control of Congress took place and try to turn the policies into Libertarian policies by rejecting numerous Keynesian initiatives, dropped many price controls, and instead cut taxes sharply. These libertarian policies are believed to have been stimulated the economy and created near full employment. During the whole period, especially Hayek was against Keynes at some points. He and a group occurred from other journalists and intellectuals had planned to displace Keynesianism and other collectivist influences. Hayek complained about economists to refuse to allow his work to be questioned after his death, it almost became a tabu. According to Friedrich von Hayek, the development of welfare socialism after World War II undermined freedom and would lead western democracies inexorably to some form of state-run serfdom so that socialism was also affecting Europe negatively. For the institutions Bretton Woods system was used after WWII until 1970s. The Bretton Woods system was history’s first example of a fully negotiated monetary order. It is an international regime which was designed to combine binding legal obligations with multilateral decision-making, which is conducted through an international organization, like the IMF, endowing money with some limited supranational authority. In 1971, The Bretton Woods system collapsed due to President Richard Nixon’s severed the link between the dollar and gold. Another policy which is used after WWII was Military Keynesianism, which sighted to devote a large amount of money spending to the military to increase the economical growth of the countries.

Social, economic and cultural factors

Describe the social, economic and cultural factors that will impact on the lives of There are many social, economic and cultural factors that will impact on the lives of the children and young people that we may work with. Personal choice – Some families decide that they do not wish to live or act in a way in which is viewed from the outside the ‘ social norm for example being a travelling family or a child having same genders parents.If a Child is from a travelling family here is a possibility that their development at school may be delayed due to being transferred from school to school. Children also make personal choices. The choices they make can have a significant impact on their life and development. If children don't have support from carers they won't have rules set and may be able to do what they want such as drugs, smoking and drinking. This will hugely impact on their life.Children need to be encouraged or be given guidance on their life, it is very important for children to have good role models in their life Poverty – People are poor for many reasons, it could be down to drug and alcohol ependency, family breakdown, poor parenting, or a culture of worklessness. Growing up in poverty means being cold, going hungry, not being able to Join in activities with friends or being able to afford after school clubs etc. Families living in poverty are almost twice as likely to live in bad housing which has significant effects on both their physical and mental health, as well as educational achievement.Families that live in poverty are more likely to suffer mental and physical problems. Housing and community – Children that live in Overcrowded, low quality and poor housing situations, i. e. that's damp, has mould and/or infested can have a negative impact on a child or young person's development but especially their health. Children living in these conditions are more likely to have respiratory problems, to be at risk of infections, and have mental health problems.Living in these conditions also affects a child's ability to learn, which can have a lasting impact on a child's chances of succeeding in life. â€Å"Poor housing conditions increase the risk of severe ill-health or disability by up to 25% during childhood and early adulthood. † (Shelter leaflet) In areas where children and young people are xposed to challenging and anti-social behavior, this too can have a negative effect themselves to keep themselves away from the challenging and anti-social behaviour, this can affect social development.Some families that display offending or challenging anti-social behaviour, may end up with their children being taken into care or going into prison. Educational environment – A non-regulated educational facility may create an environment for a child that does not meet a child's needs, thus stunting a child's developmental potential. Having an engaging environment will make a child want to ork. If an en vironment is dull and boring a child won't want to learn and will lose interest.Health status – Children that are unwell may spend a lot of time in hospital or attending hospital appointments, this will have an impact on the child's development because they miss school or pre-school, this can affect education on all aspects of development such as emotional and social aspects, making friendships etc. Having asthma may mean you can't play outside for as long as other children- meaning you may be picked on for being ‘lazy. Being on medication can make you drowsy and so ffect on your school work and concentration.Having time off school can also affect their social skills as they aren't spending much time around children their own age. There are some older children that look after parents that are ill, this is a huge impact on the young person social life and a lot of responsibility at such a young age. Disability – if there is a parent or a child in the family that h as a disability, this could affect the family especially if the child is used as a carer for their parents.In some cases respite care may be needed for families with family members that are disabled nd this can cause family disruptions and inconsistency in a young person's care especially if the respite care is for overnight visits away from home. Whilst a child or family member is receiving support for a health issue this could possibly affect continuity of care, education, development and income. Addictions – Children that live with adults that are addicts may be relied upon by the adults at times to be their main carer.At times these young people may feel isolated and unable to tell people what they are experiencing at home, they may experience stressful situations and may be living in the poverty that the adults that are upposed to be caring for them have caused. In some situation where a young child is suffering abuse or neglect they would be taken into care. Bereavement and loss – If a family loses a member of the family or a close friend this could affect the mental and in turn physical health of a family.Adults that have lost their partners may find the emotional strain difficult to cope with and may then find it more difficult to care for other children in the family. Family expectations and encouragement – Many parents have different parenting styles and can offer different levels of support to their children. Many of these parenting styles tend to vary between different cultures. If a child is subject to inconsistency and a lack of support this in turn could lead to a child suffering low support their children they can have low confidence and low self-esteem and sometimes a change in behaviour, seeking for attention.When too much pressure is put on someone to do well this can result in them getting stressed and afraid of failure. Families may have conflict between parents and children. This will impact on their lives as they hav e to spend a lot of time around family and if they don't like them it will be hard. With divorced families, children may spend time travelling between parents and so don't have time to concentrate on their school work. The parent they live with may also take out all their stress on the child.If a parents has died the child may feel very depressed and not concentrate on their school work. Religious beliefs and customs – Has the potential to influence many aspects of development, as it effects a child's (and adults) way of thinking, dietary needs, clothing, how often they are taken to obey their beliefs, which may result in them missing out at school, pre-school, clubs etc. A religious way of life can be transmitted between generations and grandparents maintain a significant influence. Some parents see passing on their faith as an important part of parenting.A religious identity at home can most certainly cause confliction with other pressures on their children, including negat ive portrayals of religion in the media. Ethnic beliefs and customs – Ethnic belies and customs can also affect a child's clothing, customs, dietary needs, education and other areas of their lives. Many adolescents from non-English speaking backgrounds face the challenge of dealing ith the tasks of adolescence while growing up between two cultures – with not only two languages but often very different behavioral and social expectations.There may be great variation in cultural values and norms regarding the central tasks of adolescence – such as developing a sense of identity and independence. Young people may have different forms of attire, causing them to be teased or bullied. Their culture may view interaction between men and women in a different way and the young person will struggle to recognise what is acceptable at school as it differs to ome. This could cause them to come into conflict with school rules or to be perceived as a trouble maker.Marginalisatio n and exclusion – marginalisation and exclusion can happen for a variety of reasons like, being poor, unemployed, family status, discriminated against, or being disabled by a society that won't work around the problems of impairment; they all bring with them the risk of exclusion. Being excluded from economic, social and political means of promoting one's self-determination can have adverse effects for individuals and communities alike.