Historical Points of Organizational Change Coursework

Historical Points of Organizational Change - Coursework Example Organizational change has its biggest paradox in the fact that its peak production period is probably time to start implementing significant change. Finally, there is limited knowledge on how to implement organization change. However, organization change is inevitable and must be managed in order to attain the best out of it. While planned organizational change occurs according to steps, the real change does not. One historical perspective of organizational change is industrial and organizational psychology (Burke, 2009). In the time before and just after WWII, industrial psychology only dealt with military, industrial, and business organizations. Its major thrust dealt with testing and studies focused on efficiency and morale. Industrial psychology in the late 1940s to the early 1950s dealt with psychological test development and supervisory training. In 1953, Fleishman carried out studies to determine whether the behaviors and attitudes of the supervisors would change after a two week program. Two leadership actions were reflected by tests; initiation of structure and consideration of a leader’s subordinates. However, training can only be effective if the organization has the climate to support the training goals. Industrial psychologists have increased comprehension of organizational change during WWII and beyond. Another perspective into organizational change comes from the systems theory, introduced in 1950 by Van Bertalanffy (Langer et al, 2009). The theory approaches the organizations as interdependent parts with specific functions, as well as interrelated responsibilities. The emphasis with the perspective in organizational change is that real systems interact with, and are open to, acquisition of new properties via emergence, leading to continual evolution. Instead of bringing down an organization to its

Marxist philosophy Assignment Example | Topics and Well Written Essays - 250 words

Marxist philosophy - Assignment Example Analyzing slavery, feudalism and in the contemporary world, capitalism, Marx found that the social struggle between the exploiter and the exploited classes is caused by contradictions in each mode of production adopted by society. These imbalances create unrest whose end result is revolutions2 such as the 1917 upheaval in Russia. The Marxist philosophy has been applied to a diverse range of subjects in economic, political and social spheres, but the political debate is the most prevalent. Marx argues that capitalism creates a rich elite minority class and the exploited majority proletariat class working for the elite. He finds that the oppressed majority3 will revolt in order to build a new better regimes catering for equality of all people in a given society. Lenin and fellow Bolsheviks, interpreting and implementing4 Marxist philosophy in 1917, seized power in a revolution that aimed at setting up a socialist state that replaced capitalist Russia with cooperative ownership of means of production. They sought to bring down the monarchy and a long history of the oppression of the proletariat in the country embodied by the royalty5. In so doing, Lenin was also against half measures that called for a negotiation with existing government. Marxist philosophy calls for socialist world view. The Bolshevik revolution, led by Lenin and compatriots, adopted this philosophy to address oppression of the large Russian peasantry at the hand of the Tsar regime. In the series of revolutions, Marxist ideals are evident in that socialism was expected to give way to communism in Russia, a classless, stateless and humane society in which each person equally shares in production and

Construction Methodology Of Laying A Sewerage Pipes

Construction Methodology Of Laying A Sewerage Pipes Briefly explain with the aid of diagramme, the construction methodology of laying a sewerage pipes and describe the reasons of different bedding type for vitrified clay (rigid) pipes and ABS (flexible) pipes. Above: pipes should be laid with fall. Side: excavation of trench. Below: workers are placing the pipes in the trench. The first thing to construct drains is a ground plan of the site, showing the location of the whole of the sanitary appliances from which the wastewater to the position of the sewer. There are two methods of laying the pipes, first is by using the boning-rod and sight-rails. But the common way of working is by using an ordinary spirit level and a straight-edge. The construction methodology of laying sewerage pipes is first, the pipes should be laid in a straight line from point to point with a fall meaning at predetermined angle and a predetermined depth. Two feet must then be added for every fall. Next, excavation of trench need to be construct using an excavator so that working space and bedding around the pipes are allowed. Trench that are more than 1200mm depth must be properly shored up. The trench should be dug out from the site so that the pipes can be laid with a fall and the main tapped straight out from the building and should be at least 15 feet long so that a full length of pipe can be laid in the trench. The first pipe that needs to be laid first is the pipe from the curb to the main. The pipes must be placed between the curb and the main before the water is turned on. If there are any leaks, the pipes need to be repaired. Pipes should not be covered p until they are tested and approved for water-tightness. Beams are installed between the intervals to avoid landslide occurring at both sides of the trench excavation and to protect the underground pipes. In refilling the trench, sand or fine gravel should be placed in first and compactly around the pipe without disturbing the joint. Then, the trench will covered with good ashes or gravel. When the trench is refilled, concreting should be done and carried up minimum of half the height of the pipes, so that these may be securely bedded in it and also at least 6 inches thick all around. On the left: Bedding detail for rigid pipes (Clayware) Class B bedding On the right: Bedding detail for flexible pipes (Plastic) There are two types of bedding pipes that are for vitrified clay (rigid) pipes and ABS (flexible) pipes. The function of bedding is to cover the pipes from soil, large stones or other materials. Rigid pipe materials include clayware, concrete and cast iron while flexible pipe materials include plastics comprise those manufactured from PVC, polyethylene and polypropylene. The performance of each polymer is different depend on the pipe stiffness and the creep ratio. These different beddings require varying degrees of support to the pipe and the compaction of the material. It also depends on the type of pipe for permanent protection against mechanical damage. The bedding factor is the ratio of the failure load in a crushing machine. List down with explanation the contractor task in landscaping contract. In landscaping contract, a contractor has to performed many task in order to fulfill the costumerà ¢Ã¢â€š ¬Ã¢â€ž ¢s satisfaction. Their job is to design, plant, develop and maintain a clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s landscaped area and their job range can be from local businesses to big urban companies. Some of the contractors work with residential clients in designing the gardens and parks on residential land while others work with governments and businesses to maintain current grassed areas and develop new areas. Design of landscape First, the contractor will have to find and meet up with the client. During the meeting they will discuss what type of garden that the client wants by discussing and sharing ideas of trees, flowers and also types of grass that would be suitable for the area. Some contractors will use computer-generated models, pictures and landscape blueprints to help the customers to examine and choose according to their desire. But the most important things during the meeting up with the client is to help the client easily understand on what type of plants that are suitable and are appropriate for the area and what type of plants that they should be avoided or not suitable to plant for the area. This is because sometimes the clients have unrealistic and impossible desires for certain plants that usually will not grow in that particular area, so it is responsible for the contractor to consult the clients and solve these issues. When the final plans of the landscape had been achieved by agreement fro m the contractor and client, the contractor then will start their construction work by coordinating the purchase of the plants as well as oversees the work. Construction of landscape After the designing of landscape has been done, the contractor will start purchasing the required plants for the growing area. They will be contracting with lots of suppliers and outside vendors to make sure that the project run smoothly and stay on schedule. Then, the contractors will transport the required plants from nursery to the site. The conditions of the plants need to be check and analyse during the delivering of the plants. Contractors also have to find suitable area placement for storing the soil fertilizers, plants and drainage material that will be used in the future. Before the installation of the specific plants, the planting area needs to be check for any discrepancies by removing any unwanted plants that cover the area. The construction of the area and gardens will be constructing by the contractors that will install the plants and tender the flowers, shrubs, trees, foliage and turf according to the requirement. When the installation of plants is finished, the new plants need to be take care by watering and tending the plants for a certain amount of time. The plants need enough of water in order to adapt to the new environment. The contractors also have to build retaining walls to prevent land slide, provide paved area and installed the irrigation systems which can control the spread out of water in the area so that it is even. By installing an irrigation system, all of the plants and trees will get enough of water. If the clients asked to install the fountains, rockery and the water features such as sprinklers in their garden, the contractors will then installed the water features. In aspects of indoor job, the hiring, supervising, training and firing of workers are also being done by the contractors including the leave for the workers. They also have to contact with the clients for invoicing and collecting fees for the landscaping job. Repair and remediation of landscape Usually the repairing and restoring the landscape that has been affected by the local conditions and subsidence or that requires new management due to neglect in taking care of the previous landscape is all done by the contractors. The contractors will be responsible for all renovation and remediation processes including the digging up existing plants, trees and flowers and re-installing back all the landscape materials with a new one. They also have to build up new additions to the landscape area to make an interesting view of landscape and installing new and fresh soil that contain high minerals to replace the old existing soil. Maintenance of landscape To maintain a landscape contractors use the same sorts of skill and tasks like remediation and repair. Contractors have to do lots of job such as terracing, turfing the area, prune trees, garden maintenance, lawn mowing, remove weeds, waste removal, maintaining sprinkler, concreting, maintaining flowers and dealing with any damage from disturbances such as flood and storms. Certain contractors had to remove hazards depend on their contracts. To maintain a landscape, the contractors usually construct a drainage system, construct landscape features such as garden beds and hardscape such as patios, walkways, driveways and pool decks to maintain the area. On top of that, contractors also have to set up the lighting for the external area which the lighting can provide a safe especially at night and be the source of light for outdoor areas. Maintaining the landscape is one part of work that needs to be performed by the contractors. Briefly explain three (3) influencing factors for road design. The three factors that most influenced the road design are the strength of sub-grade beneath the road, maintenance cost of the road and the numbers of traffics that uses the road. Strength of sub-grade The design of a road is influenced by the sub-grade support that is depending on the soil type, material density, temperature and moisture content. Sub-grade is the natural occurring ground at formation level which its homogeneity is important. Before a sub-grade is prepared, it is important to avoid hard and soft spots in sub-grade. When the sub-grade is suitable, it then can be compacted. It is important to recognize where the moisture may enter the sub-grade in order to control the moisture movement. This is because moisture tends to affect the sub-grade properties including load bearing capacity, shrinkage and swelling. Drainage, groundwater table and infiltration also can affect the moisture content in sub-grade which will result in excessively under load. The temperature of environment on sub-grade also affects the performance of road. Example: Asphalt becomes stiff and brittle at low temperatures while it is soft at higher temperatures. If the temperature is too high, permanent deformation in asphalt may occur. Sub-grade also must be able to support the loads that been transmitted from the pavement structure. The load bearing capacity is influenced by the degree of compaction, moisture content and type of soil. A good sub-grade is the one that can support a high amount of loading without excessive deformation. The strength of sub-grade also depends on the type of soil. Certain soils can shrink or swell depending on the moisture content. When this happen, soils with excessive fines content may be frost heave. Any road type constructed over the shrinkage, swelling and frost heave will tend to deform and crack. Maintenance cost The second factor that influenced the road design is the maintenance cost of road such as cost of improvements, effects of controlling or limiting right-of-way on abutting residential and commercial properties where channelization restricts vehicular movements. At the end of a certain period, the road will deteriorated to its failure condition which will then have to maintain back to restore its structural integrity and serviceability. The maintenance cost and life cycle cost depends on the type of pavement used. For rigid type of pavement such as concrete, the maintenance cost is low as it is can withstand huge amounts of loads while for flexible type of pavement such as tar macadam, the maintenance cost is high because it needs to resurfacing the layer every five years. But to install the rigid pavements require more labour, more time to harden and more complex compared to flexible pavements. The maintenance of road is necessarily because it can cause road accidents to users. Clean ing and emptying of gully pots, silt traps and manholes, jetting and cleaning sewers, road sweeping, litter removal and road verge landscape management have to consider also as it is under the maintenance cost. The operation and maintenance activities also part of maintenance cost. The inspection and monitoring, post inspection maintenance including litter and removal of debris, unplanned maintenance due to operational problems or pollution incidents must be considered. The labour, the plant and the material used to do the maintenance works must also be calculated. Numbers of traffic The third factor that influenced the road design is the numbers of traffic that used the road. The traffic consideration that must be considered is the design and actual capacities that the road can hold, the design-hour turning movements especially during peak hour or office hour, the size and operating characteristics of vehicle (the load of the vehicle), vehicle speeds, transit involvement and accident experience. If the road used is very frequent, the design of the road must be strong enough to hold large capacities of load. The size of the road also based on the numbers of traffic. If the road is usually used the size of the road have to be bigger to avoid jam. Briefly explain four (4) requirements of joints for cladding system. The four requirements of joints that are important for cladding system are weather resistance and are allowed for structural, thermal and moisture movement, good durability, easily maintained and easily made or assembled. Weather resistance The most important requirement of joint is it needs to resistance to wind pressure, rain and other nature elements such as heat, moisture, sound such as airborne and vandalism. It must sufficiently well to exhibit the persistent resistance to the elements. If we neglect the need for properly sealing the joint, there will be a water leakage in the building. Once the seal has lost its weather-proofing, the building will suffer water penetration into the building and the thermal insulation performance will decrease. Requirement of joints of cladding also must allowed movement of moisture so that the air in the building contains moisture and not too dry. High frequency thermal movement can affect the jointing of cladding system because the building materials can expand and contract due to the changing of temperature and humidity. It is best to use flexible joints in the cladding system where the joints will not be effected when the building materials expand and contract. It will control of the internal environment and the temperatures of the building. Example: Using gasket joints can prevent thermal heat from getting into the building, resistance to environmental attack, prevent fire from spread within the voids and insulate sound against airborne from external of the building and prevent it from transmitting to other parts of the building. Strength, stability and good durability The other requirement of joints for cladding system is strength, stability and durability. Strength of joint means that it able to support its own self weight between the building materials and to the structural frame. It does not require additional support from others. Stability of joint means that it can against and undergoes strong wind pressures and other environmental attack. It also can cater for frame movements which it allows differential movements between the joints, the structural frame and other building elements. The integration between vertical and horizontal frame elements is compatible. Durability of joints for cladding system means that it is maintenance free and has the ability to weather well. Easily maintained The joints for cladding system must be easily maintained so that maintenance workers can easily repaired and maintained the joints if there are defection in the joints. For gasket joint, the maintenance is complex because it uses air pressure to join the cladding and need skill labour to perform the task. Joints on surfaces that require painting need to allow for maintenance of the surface coating. Usually when the installation and repair is relatively simple, the maintenance required is high, requiring frequently treatment depending on the location of the elements to which it is exposed. Easily made or assembled Joints for cladding system must be easily made or assembled so that it can be easily obtained and it is not limited. Meaning the manufacturers easily and constantly produced the jointing and easily obtained in the market. The installation of the jointing also must simple so that the workers can easily install and can minimise the construction time. Example: Filled joint is the simplest of jointing compared to drained joint. Unlike gasket joint, it is more complex to install because it has difficulty in ensuring dimensional accuracy and control during manufacture and installation.

Failure In Ethan Frome :: essays research papers

The main theme of the book Ethan Frome is failure. It is shown in three ways throughout the story: Ethan's marriage, him not being able to stand up to Zeena, and his involvement in the "smash up". Ethan marries Zeena so he won't be alone after his mother dies. She seemed like a very cheerful, vivacious person while his mother was sick. After their marriage all this changed. She became a very nagging, sick wife. Because of Zeena's "complications" they had to hire someone to help around the house. Mattie, Zeena's cousin, needed a place to live and seemed fit for the job. She moved in and Ethan took and immediate liking to her. He found someone that cared for him, was always happy, and could share his youth. All of which, Zeena was incapable of doing. Ethan longed to be with Mattie, but he was loyal to Zeena. Being married to Zeena was Ethan's first failure. Ethan's second failure was not standing up to Zeena. She claimed the doctor said that she was extremely sick and needed more help around the house. She told him without any discussion that Mattie had to go. Ethan could not find the words to make her alter her decision. Zeena also decided that Mattie had to leave the next day. It was stated in the book that Zeena had the upper hand in the house by the line "Now she [Zeena] had mastered him [Ethan] and he obeyed her." Ethan could not find the right things to say, and it was because of his failure of not being able to stand up to his wife that he was going to lose the only thing that made him happy. Ethan's last failure was the way he modified his and Mattie's lives regarding the "smash up". He wanted to run away with Mattie, but he could not because his practical sense told him it was not feasible to do so. Mattie wanted so desperately to be with Ethan that she suggested in order to stay together forever, to die together. It was Ethan's job to steer into the tree with the sled so that it looked like an accidental death.

Gestalt Psychology Reflection Essay

At almost the same time the behaviorist revolution was gathering strength in the United States, the Gestalt revolution was taking hold of German psychology. Gestalt theories followed the basic principle that the whole is greater than the sum of its parts. The main founders of Gestalt Psychology are Max Wertheimer, Kurt Koffka and Wolfgang KÃ ¶hler. Max Wertheimer, Kurt Koffka and Wolfgang Kohler worked in establishing theories of Gestalt Psychology. Kurt Koffka His main focus was in the field of cognition and psychological development. Wolfgang KÃ ¶hler also journeyed to Tenerife in the Canary Islands off Africa’ s, to study chimpanzees. KÃ ¶hler suggested that Gestalt theory was a general law of nature that should be extended to all the sciences. The six perceptual organization principles are as follows: Chapter 12 Figures 12.1 (a) (b) (c) (d) 1. Proximity: Parts that are placed close together, they tend to be perceived as a group (a), the circles in three double columns rather than as one large collection. 2. Continuity: There is a tendency in our perception to follow a direction, to connect the elements in a way that makes them seem continuous or flowing in a particular directions. (a) you tend to follow the columns of small circles from top to bottom. 3. Similarity: Similar parts tend to be seen together as forming a group. (b), the circles and the dots each appear to belong together, and you tend to perceive rows of circles and rows of dots instead of columns. 4. Simplicity: A good gestalt is symmetrical, simple and stable and cannot be made simpler. (c) are good Gestalt because they are clearly perceived as complete and organized 5. Closure: There is a tendency in our perception to complete figures, to fill in gaps. (c), you perceive three squares even though the figures are incomplete. 6. Figure/Ground: We tend to organize perceptions into the object being looked at and the background against which it appears. (d) the figure and the ground are reversible, you may see two faces or you may see a vase, depending on how your perception is organized. References Schultz, D. (2011). A history of modern psychology (10th edition) Chapter 12

Surprises and difficulties

Life has always been filled with surprises and difficulties. Oftentimes, we are left to face these challenges alone. We then begin to think how much education has contributed much to the success of others. For this, I believe that my education as a young child has contributed much to who I am today. I believe that English was one of the many subjects that have helped shaped my future. At first, taking English classes served as a barrier at first, but then I have realized that the little things thought in English courses were important to one’s success.The course focused on topics, such as descriptive and narrative essays, comparing and contrasting, argumentations, and summarizations. I found the class to be well organized, with each subject planned carefully by the professors. I must admit that I was hesitant at first, for I thought that I would have a hard time learning the topics. I was wrong. It turned out to be relatively easy, although some topics were confusing. The prog ress I had with regards to learning the topics was surprising.I was able to learn how to express my feelings, emotions, and my opinions about things around me through writing. The use of different words was taught to us, which were clear descriptions of how we felt at a particular time. In addition to this, I have also learned how to be more confident about myself. I know at first, I found it difficult to neither stand in front of a big crowd, nor talk to people I was unfamiliar with.

Primary ESL Learners in Taiwan English Literature Learning Syllabus

Primary ESL Learners in Taiwan English Literature Learning Syllabus Introduction The education enables people to gain new skills in a formal and governmentally controlled way which then benefits the individual’s professional training and promotional ladder movement. Though some people think education to be a rudiment of the renaissance age when this was a concept available to rich people only, it is necessary to emphasize the importance of education on different levels and in different ages.Advertising We will write a custom research paper sample on Primary ESL Learners in Taiwan: English Literature Learning Syllabus specifically for you for only $16.05 $11/page Learn More The age groups of learners vary regarding the essence of learning. For instance, elementary and secondary education is obligatory aspect of ordinary life in most countries of the world whereas ESL learning is the area available to people who want to learn English and master it to the degree of native speaking. At the same time, many nations acknowle dge necessity of learning other languages than the native one in the context of the globalisation and developing cultural diversity issues. The syllabus will include vocabulary, language focus, listening, and speaking sections that consist of specific topics necessary for adequate development of language skills in whole. The present learning syllabus in Taiwan elementary schools was introduced to make the learning-teaching process more effective. Along with the new syllabus, a new assessment scale was introduced to functions as the following: understanding the strengths and weaknesses of students’ learning ability, assisting teachers in monitoring student learning progress, evaluating students’ learning, placing students in learning groups based on given institutional standards (Chan, 2006, p. 37). So, the syllabus for the primary school in Taiwan includes interventions for reading (phonemic awareness), writing, listening, and speaking. Reforms can be considered anot her important aspect of many sectors of human activity including education that should be adjusted to changing needs and preferences of the population with regard to the expansion of businesses into the global market, development of new areas in new fields of industry with the help of foreign partners or involvement of foreign investors. In this respect, ESL learners in Taiwan are facing the necessity of introducing new English literature learning syllabus in accordance with the importance of being in the mainstream of the language learning. Besides, a combination of the most effective approaches to design of the literature learning syllabi can be more effective than the application of a single approach or in-turn application of different approaches.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More So, ESL learners can benefit from introduction of the new approach that is aimed at u sing the task-based and topic-based learning syllabi. The present project is designed in order to outline an English literature learning syllabus for ESL learners of 8-12 years old in Taiwan. The subject will include reading, speaking, writing, listening, and pronunciation interventions for ESL students that would contribute positively to the development of language skills necessary for adequate academic development which is impossible without good reading, speaking, writing, listening, and pronunciation skills. Background The English literature learning syllabus should include the features of the topic-based and task-based approaches because ESL students should benefit more from the introduction of new instructions. The syllabus should include clear instructions and be more oriented on gaining the knowledge on a specific topic rather than on a definite text that is aimed at developing knowledge in a concrete area. General aims of the course include design of a new English learning syllabus or ESL learners in Taiwan. The social, cultural, and educational environments are under the influence of the political and economical ones because of the emerging tendencies in the economy and growth of globalisation. Participants of this syllabus are ESL learners in Taiwan and well-qualified teachers who have experience in primary teaching and ESL teaching as well. The English literature learning syllabus is introduced for the primary EFL students in Taiwan to enable them to gain knowledge in English language and understand the peculiarities of culture better. Theoretical Framework The globalization and the development of an international perspective have pushed English to become an international language or global communication language. Many countries see English as a basic educational requirement (Maurais and Morris, 2003). The motivation and environment have been examined as factors that influence the language acquisition progress by many researchers. As reported in th e study by Gunderson (2008), â€Å"Cummins argued that learning occurs in different contexts [that] provide substantial cues to the learner† (p. 41). Corson (1999) reviews the methods that can be applied to increase the language and literature learning efficiency in the ESL class.Advertising We will write a custom research paper sample on Primary ESL Learners in Taiwan: English Literature Learning Syllabus specifically for you for only $16.05 $11/page Learn More For instance, increase of motivation, reduce the level of anxiety, and increase the level of pupils’ self-confidence and others (p. 199). This means that environment and motivation are of great importance for the ESL students’ effectiveness in learning. The current situation is such as the ESL learning syllabus is mostly based on the insufficient teacher training resources, content-based or topic-based approach to the presentation of new learning material in class, cooperative l earning, and learning in groups when students are divided into smaller groups than the class usually comprises for better acquisition of the presented material. In addition, the current situation with ESL students in primary school in Taiwan is such that students start learning English as a second language in a younger age than they used to before; so, students may experience difficulties related to associations built in the native and the foreign language. Moreover, students are taught to build analogies and simplify more complicated terms and concepts using new vocabulary. Qualification of teachers plays one of the major roles in effectiveness of instructions and the expected outcomes of the teaching process. â€Å"Students who are not isolated in ESL programs are thrust into mainstream classrooms with teachers little prepared to accommodate them† (Flood, International Reading Association and National Council of Teachers of English, 2003, p. 430). As suggested by Carder (20 07), â€Å"ESL teachers for primary (ages 6-11 or 12) should be well-qualified teachers of this age group, with additional training in second language teaching† (p. 38). Besides, the student teacher ratio should not exceed 8:1 (eight students per one teacher) if the ESL syllabus concerns the primary school (Carder, 2007, p. 40). The history of ESL reading instructions was reviewed by Gunderson (2008) who analysed the approaches and reading programmes used by different scholars and practicing teachers of ESL learners with regard to effectiveness of each approach and benefits gained by learners. The first approach includes a bottom-up model of teaching according to which â€Å"most teachers appear to believe students should be taught skills such as phonics and letter-sound relationship† (Gunderson, 2008, p. 36). The second model, in this case, concerns the top-down approach when students are â€Å"asked to read meaningful material† which excludes teaching the lett er-sound correspondence directly (Gunderson, 2008, p. 36).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The compromise between these two models is reached in the third one called interactive which is supposed to combine the designs of both the top-down and the bottom-up models (Gunderson, 2008, pp. 36-37). Combination of different learning syllabi is welcomed in the educational system in order to promote educational level of ESL learners. Variety of views and approaches makes it easier for teachers to use and combine the most effective educational models for ESL students to benefit from them. Ferris and Hedgcock (2005) report about the variety of views developed in terms of the ESL composition writing, namely the opinion of expressivists who think that expressing oneself in the process of writing is the most important part of writing and cognitivists who consider problem-solving and analysis the main components of the writing process (pp. 5-6). Task-based learning can be useful in addressing conditions related to ESL students’ writing practice (Cumming, 2006, p. 163). Hinkel (2 004a) reports about the varieties of instructions for writing classes and importance of writing skills for ESL students. As such, opinion-based reports and essays are aimed at reflecting personal thoughts and vision of a student (Hinkel, 2004a, p. 10) whereas the fact-based exemplification allows the instructor to assess the cognitive concept and the knowledge gained by the ESL student (p. 24). Topic- or content-based approach to the learning syllabus which was introduced in the late 1970s in Australia to cope with the problem of ESL students that should have been included into mainstream school curriculum became a real innovation (Evans, 1996, pp. 179-180). As suggested by Evans (1996), the structure of the lesson was based on a topic, its visual presentation, building of a reading passage, analysis of the passage, and the final writing (pp. 180-182). Besides, careful structuring of the task has been identified as the primary factor for effective teaching-learning process using the task-based approach (Clegg, 1996, p. 17). In addition, the pace of language and inter-language development should be increased to ensure that an ESL student succeeds in learning (Clegg, 1996, p. 18). Different approaches used with ESL students enable the teacher to perform the teaching-learning process more effectively. The study by Brownlie, Feniak and McCarthy (2004) enables the readers to understand the benefits of different models of learning. For instance, ESL students are claimed to benefit more from lessons if they find the tasks a bit difficult and challenging and the instructions do not take the most part of the lesson (Brownlie, Feniak and McCarthy, 2004, p. 2). A literature learning syllabus for ESL primary learners may focus more on topics and vocabulary rather than on specific works of literature (Carder, 2007, p. 55). The process of reading is not only a part of the English literature learning syllabus but also an important element of second language acquisition that has a number of benefits (Carder, 2007, p. 59). Language learning syllabus should be aimed at developing such skills as recognition and identification of definite â€Å"sounds, letters, lexicogrammar, sentence†, â€Å"awareness of language†, and other useful components that would be applied during the entire learning course (Carder, 2007, p. 58). Mississippi Department of Education (1998) insisted on the importance of instructing students how to read; so, clear instructions facilitate learning. Grade books may appear to be too difficult and easier variants can be used. The book by Barchers (1991) is structured in an interesting way including texts and explanations and clear instructions to each of them making it really simple: Read the book aloud. Allow the students to fill in words as they listen. During the second reading, list a variety of examples of alliteration on the board. Find the 60 objects in the book that begin with the letter â€Å"f†. Then list all the foods mentioned in the story (Barchers, 1991, p.146). The study by Honig (2001) advocates the importance of associating the typed text with the speech heard by students. Larkin (2003) insists on the importance of reading words correctly; this method â€Å"†¦ helps students to improve their reading comprehension, increase their vocabulary, and work cooperatively with peers† (p.156). Assessment of the ESL learners enables the teachers to thrust them into mainstream curriculum school so that they became an integral part of the learning process paying no attention to their previous achievement and gaining knowledge in other subjects as well as mastering their language skills. The skills gained by ESL learners are assessed by the teachers in order to identify whether they are ready to enter the mainstream of the curriculum with other students whose native language is English; assessment includes measurement of listening, reading, writing, and speaking skills and pronunci ation (McKay, 2006). At the same time, some learners may feel anxiety while being assessed and demonstrate poorer skills and knowledge than was previously seen in ordinary classes without introducing tests and assessment scales. The task-based curriculum requires students to be capable of fulfilling various tasks that are claimed to become useful for future learning; topic-based curriculum is supposed to be limited to specific topics taught through various visual aids and instructions to facilitate understanding of the topic and build bridges between the native language and second language. Literature-based approach in teaching-learning is isolated in terms of the definite number of literary sources in accordance to which the ESL students are expected to acquire knowledge about the environment and cultural peculiarities of the second language. Competency-based syllabus is designed in a way that makes the ESL students gain knowledge and experience in the areas that are believed to be of primary importance; for instance, students are taught to identify letter-sound relations in order to pas the text on this activity later. Context Analysis The effectiveness of every model that has been in operation should not be questioned because it appeared to be effective for the period in which it operated. At the same time, the model or design is updated as soon as it becomes inappropriate for the audience, other methodologies applied to it, and the results anticipated from its work. In this respect, the effect of the communicative language teaching model has been analysed by Hinkel (2011b), â€Å"The communicative competence model proved highly successful in broadening the scope of classroom teaching and applied linguistics† (p. 348). In this case, this model is worth being used for design of a new English literature learning syllabus for ESL students in Taiwan. Needs analysis can be fulfilled using the needs assessment tool introduced in the study by Nunan (1992, p . 248), can be seen in the Appendices section. According to this tool, students should be surveyed with the help of simple questions that concern their language skills and language difficulties experienced in their ordinary environment. So, this survey enables the teacher to identify without any stressful tests how a student feels about his/her progress in English, communication in different levels, listening skills, and other areas that might require more attention in the process of teaching-learning. Material and visual resources should contain word cards and pictures where all the objects and most situations in different topics are depicted. In this respect, a teacher would not need to write down the words on the blackboard every time. Besides, it would be interesting for children to draw pictures on different topics by themselves to put those up when the teacher asks them in English. Visual perception of the text as well association of words with specific objects is very importa nt. Preparation for every lesson will take a lot of time if a teacher is going to provide every; time limitation would not be a problem in case of clear organization of the lesson with comprehensive instructions. The use of vocabulary and other tools to enrich the students’ understanding of the language structure and meaning and develop ESL students’ desire to learn the language further are the primary tasks of the course. Course Rationale, Organisation, And Approach Aims of the course include a variety of assignments aimed at developing listening and reading skills, writing and speaking skills, and pronunciation. Besides, comprehension of the read material should be an integral part of the expected results of the learning syllabus because lack of understanding contributes negatively to the further learning achievements and influences the entire concept of language learning as it includes many aspects. The course is designed for the ESL learners in Taiwan taking into a ccount the primary school aged 8-12 years. Instructional language with a prevailing number of infinitive constructions will be used to provide instructions in the classroom. The lexical range of verbs will be developed as the class progresses including adequate translations as soon as the verb is introduced for the first time and repetition of the verb accompanied by specific actions. For instance, if a teacher tells â€Å"take your books†, he/she should do what he/she says to show pupils, repeat the same phrase in their native language and repeat it in English again. The assessment of achievement will be performed right after the class (using a 5-10 minute period to find out what pupils got to know). In addition, every class should start with a brainstorming activity to recollect what was said and learn at the previous class. The learning-teaching context will concern an ordinary classroom that will be steadily filled in with words and pictures on the walls referring to the topics studied in the language acquisition, in literature, and grammar. This course strives to help students to gain more abilities for reading, writing and speaking. The following areas will be components of the syllabus analysis and justification: description of entry level to course, description of intended exit level, description of assessment, course description, and course goals. Description of entry level to course The entry level to the course will include needs analysis using the model offered in the appendices section and evaluation of the gaps students may have in terms of the English language acquisition and use in everyday life and activities requiring the use of English language. At this stage, it is necessary to recognise that a student has or might have problems and he/she needs help in coping with those issues. Dividing the class into groups should not be fulfilled in accordance with the language competence level but on the basis of the types of information percepti on. For instance, some students may read and remember the typed text better while others are better listeners and understand the speech on the TV and on the radio better than their classmates. Description of intended exit level The exit level for ESL students that are going to finish this course include achievement of the goals enumerated below. Description of Assessment The assessment of the preliminary stage was already discussed while assessment of each student’s achievement in terms of language acquisition concerns the tests and quizzes aimed at analysis of the speaking, reading, writing, listening, and pronunciation skills. Course Description The course includes information on topics to improve the ESL students’ speaking, writing, listing, reading, and pronunciation skills. Course Goals Improve listing and comprehension skills Strengthen vocabulary Develop students’ basic English communication abilities (speaking including formulation of their thoughts) Ra ise students’ interest in learning English Broaden students’ cross-culture awareness The importance of grammar cannot be excluded from the learning syllabus. The study by Gordon (2007) contains analysis of different approaches used to teach grammar as a part of the language learning syllabus. However, everything can be arranged in the following way: the first phase of teaching-learning should concern noun phrases (nouns, adjectives, pronouns, determiners, noun clauses, and infinitives) (Lester, 2008, pp. 3-119). The next phase of learning should enable ESL students to acquire verb phrases using basic forms of the verbs, special verbs, adverbs, and vary tenses of the verbs (Lester, 2008, pp. 119-273). Finally, active and passive sentences including affirmative and interrogative statements should be introduced to the ESL students so that they could find the application of their knowledge on parts of speech in practice (Lester, 2008, pp. 273-334). In this respect, gramma r can be arranged in the way that meets the topic of the speaking and reading parts of the syllabus. Vocabulary The vocabulary should include the topics indicated in the appendices section in order to make the learning process more well-organized and structured for better understanding of the foreign culture by ESL students in Taiwan. Speaking: The topics for speaking include the same as those for development of ESL students’ vocabulary because the topics should coincide in order to be effective in the learning syllabus. As such, the topics are the same as for vocabulary area: Listening: The same as the speaking and vocabulary areas concerns the listening area because it is important to develop different skills using the topic-based approach. Writing: This area of the learning syllabus should combine the grammar and vocabulary/speaking/listening topics in order to be effective. Nouns and pronouns should be introduced with the topic about ‘myself’ and family while the adjectives would be better used with such topics as weather and appearance. Adverbs can be introduced together with the topic of directions and geography while differences between direct and indirect speech should be learnt in the framework of the discussion of literary sources. Pronunciation: This area should include the same sources as for other areas such as speaking and vocabulary. Grading Scale Writing Assignments 30% Tests/quizzes 50% Class Participation 20% Anticipated Problems And Limitations Limitation of the course includes the number of teacher necessary to accomplish every lesson because the learning groups should consist of 8-10 students and no more. Besides, it is necessary to take into account the amount of materials necessary for every topic and importance of variety of assignments so that students were not bored. Approach To Course Evaluation The assessment of the needs was already offered in the Appendices section while the evaluation of the outcomes should be performed after every class and after every topic using standard tests and evaluation sheets. For instance, Hedge (2000), uses 2 stages of textbook selecting process. The syllabus is designed in the way suggested in this paper using specific topics for instruction and clear explanation of assignments for students. The further gaps of the syllabus can be identified in the process of operation and indicated by the teacher and survey aimed at analysing the students’ opinion and their satisfaction level. Other limitations of the syllabus include the previous experience of the students in English language acquisition and their achievements. The course evaluation should comprise at least two approaches aimed at analysis of the achievements before and after the implementation of the new syllabus. As such, it is possible to introduce a test based on multiple-choice questions for students of 8-12 age group so that a teacher could see their literacy level and divide them adequately in to groups for teaching-learning a new syllabus. The next step in the assessment should include evaluation of students’ achievements after being in the program for some time (at least two months); this means that evaluation should be performed in a stage-by-stage manner to understand the effectiveness of the syllabus and its influence on the learning process of ESL students in primary school in Taiwan. Conclusion The reforms are always important for different sectors of human activity but education is one of the areas where reforms also can be either positive or negative. As a rule, the gaps in the methodologies and techniques are identified after their implementation into full operation. This also causes multiple problems and necessity for solving them. As such, the importance of education was advocated in many studies while others think education to be a rudiment of the ancient ages when this was a method for achieving some goals. At the same time, education remains the meth od of achieving one’s goals because it enables people to think differently, read books, and learn something new due to their skills. The age of learners can vary but the methodologies remain the same because of their proven effectiveness. English is claimed to be an international language and every country attempts to introduce it as a foreign language into the system of education to develop the learners’ interest and desire to learn it in a more advanced level. Every syllabus should be designed in the way that facilitates understanding and learning of the material offered by the teacher. Social, cultural and educational values may shift priorities but the desires remain the same and people often need formal education to go further up the career promotional ladder. In Taiwan, education has a strong basis for English language acquisition and instructions but they want to achieve more in giving their students the best practices and making them more experienced in English . Reference List Barchers, S. (1991). Bridges to Reading: Grades K-3. Florida: Libraries Unlimited. Brownlie, F., Feniak, C. and McCarthy, V., 2004. Instruction and assessment of ESL learners: promoting success in your classroom. 2nd ed. Winnipeg, MB: Portage Main Press. Carder, M., 2007. Bilingualism in international schools: a model for enriching language education: Volume 8 of Parents and teachers guides. Clevedon: Multilingual Matters. Chan, Yu-Ching, 2006. â€Å"Elementary school EFL teachers’ beliefs and practices of multiple assessments.† Reflections on English Language Teaching 7.1, pp. 37–62. Clegg, J. ed., 1996. Mainstreaming ESL: case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters. Corson, D., 1999. Language policy in schools: a resource for teachers and administrators. Mahwah, NJ: Routledge. Cumming, A. H., 2006. Goals for academic writing: ESL students and their instructors. Philadelphia, PA: John Benjamins Publishing Company. Evans, R., 1996. Content-based language teaching: geography for ESL students. In: J. Clegg, ed. Mainstreaming ESL: case-studies in integrating ESL students into the mainstream curriculum. Clevedon: Multilingual Matters. pp. 179-198. Ferris,D. and Hedgcock, J., 2005. Teaching ESL composition: purpose, process, and practice. 2nd ed. Mahwah, NJ: Routledge. Flood, J., International Reading Association, and National Council of Teachers of English, 2003. Handbook of research on teaching the English language arts. 2nd ed. Mahwah, NJ: Routledge. Gunderson, L., 2008. ESL (ELL) literacy instruction: a guidebook to theory and practice. 2nd ed. Abingdon, Oxon: Taylor Francis. Hedge, T., 2000. Teaching and learning in the language classroom. Oxford: OUP. Hinkel, E., 2004a. Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, NJ: Routledge. Hinkel, E. ed., 2011b. Handbook of research in second language teaching and learning, Volume 2. Abingdon, Oxon: Taylor Francis. Honig, B. (2001). Teaching Our Children to Read: The Components of an Effective, Comprehensive Reading Program. California: Corwin Press. Larkin, M. J. (2003). Reading Strategies for Elementary Students with Learning Difficulties. California: Corwin Press Lester, M., 2008. McGraw-Hills essential ESL grammar: a handbook for intermediate and advanced ESL students. New York: McGraw-Hill Professional. Maurais, J. and Morris, M. A. eds., 2003. Languages in a globalising world. Cambridge: Cambridge University Press. McKay, P., 2006. Assessing young language learners. Cambridge: Cambridge University Press. Gordon, T., 2007. Teaching young children a second language. Westport, CT: Greenwood Publishing Group. Nunan, D., 1992. Collaborative language learning and teaching. Cambridge: Cambridge University Press.

Free Essays on Influential Leaders Of World War II

Influential Leaders of World War II In the 1930’s when two large dictatorships, the communists of Russia and the fascists of Germany, were attempting take over the Europe, most Americans hoped that they would battle it out between themselves eventually neutralizing other. This hope was unfortunately decimated when the two dictatorships formed the Nazi-Soviet pact on August 23, 1939. This pact was shortly followed by the invasion of Poland on September 1, 1939 and the world went to war for the second time in twenty seven years. The occurrence of another major world conflict, so shortly after what was believed to be ‘the war that will end war,’ could be devastating to a county that was still suffering from the loss of so many loved ones in the previous war. The war also meant that the country might possibly be able to recover from the economic hardships placed on it by the Great Depression. World War II involved more than two hundred countries, cost fifty five millions lives, and produced material damage of some three billion dollars. This major world conflict also involved some the world’s most influential leaders. World War II involved some the world’s most influential leaders including, the Big Three: Franklin D. Roosevelt, Winston Churchill, Joseph Stalin, and also Nazi leader Adolf Hitler. Some of these men were not the best or moral of men, but certainly very influential during the twentieth century. President of the United States, Franklin D. Roosevelt, was attempting to pull his country out of the economic depression that was upon it during the years leading up to World War II. His plan for the country was The New Deal which involved such programs as social security, welfare, income tax, loans, and he also formed the first Democratic Party. When problems first arose in Europe FDR was adamant about keeping the country out of another European conflict. Although he did not want the country directly involv... Free Essays on Influential Leaders Of World War II Free Essays on Influential Leaders Of World War II Influential Leaders of World War II In the 1930’s when two large dictatorships, the communists of Russia and the fascists of Germany, were attempting take over the Europe, most Americans hoped that they would battle it out between themselves eventually neutralizing other. This hope was unfortunately decimated when the two dictatorships formed the Nazi-Soviet pact on August 23, 1939. This pact was shortly followed by the invasion of Poland on September 1, 1939 and the world went to war for the second time in twenty seven years. The occurrence of another major world conflict, so shortly after what was believed to be ‘the war that will end war,’ could be devastating to a county that was still suffering from the loss of so many loved ones in the previous war. The war also meant that the country might possibly be able to recover from the economic hardships placed on it by the Great Depression. World War II involved more than two hundred countries, cost fifty five millions lives, and produced material damage of some three billion dollars. This major world conflict also involved some the world’s most influential leaders. World War II involved some the world’s most influential leaders including, the Big Three: Franklin D. Roosevelt, Winston Churchill, Joseph Stalin, and also Nazi leader Adolf Hitler. Some of these men were not the best or moral of men, but certainly very influential during the twentieth century. President of the United States, Franklin D. Roosevelt, was attempting to pull his country out of the economic depression that was upon it during the years leading up to World War II. His plan for the country was The New Deal which involved such programs as social security, welfare, income tax, loans, and he also formed the first Democratic Party. When problems first arose in Europe FDR was adamant about keeping the country out of another European conflict. Although he did not want the country directly involv...

Betrayal and Loyalty

Throughout the play, Iago manipulates the other characters into betraying one another so that he can get his ultimate betrayal on Othello. Shakespeare uses Iago as the main portrayer of betrayal throughout the entire play. He betrays all the other characters, but his main focus is on Othello. Despite that, he ends up betraying all the people closest to him. Iago’s betrayal starts off from the first scene page of the play right until the end. The audience learns Iago’s motive through his monologue: â€Å"Thus do I ever make my fool my pursel hate the moor, and it is thought abroad that ‘twixt my sheets’ has done my office. I know not if’t be true, but I, for mere suspicion in that kind will do as if for surety. † Iago suspects that Othello has had an affair with his wife. However, Shakespeare makes Iago’s motif very unclear; therefore, it can be argued that this is Iago’s excuse and in actual fact he has no reason other than he simply hates Othello. Iago wants to destroy Othello because Othello promoted Casio as chief lieutenant instead of him, which is another reason why Iago wants to destroy him. Iago is one of Shakespeare’s most complex villains. Initially, we see Iago’s character as pure evil, yet later we see him as a completely amoral person. Iago does not push aside his conscience to commit his evil plans, he simply lacks a conscience to begin with. Through Iago, Shakespeare shows us a character that acts against his reputation and betrays all this friends and loved ones. Through some careful thought out words and actions, Iago is able to manipulate others to do things in a way that benefits him and moves him closer to his ultimate goal. He is the main driving force of the play, pushing Othello and everyone towards their tragic end. Iago is smart. He is an expert judge of people as well as their character and uses this to his advantage. Iago is also quick on his feet, making him able to improvise when something unexpected occurs. Being as smart as he is, Iago is quick to recognize the advantages of trust and uses it as a tool to forward his main purpose. Throughout the story he is commonly known as the â€Å"honest Iago†. He even says himself, â€Å" I am an honest man†. Trust is a very powerful emotion that is easily betrayed. Iago is a master of betrayal. He slowly poisons people’s thoughts, creating ideas in their heads without risking himself. Iago is capable of anything, not even the brave soldier Othello is safe from this villain. Othello holds Iago to be his closest friend and advisor. He believes Iago to be a person, â€Å"of exceeding honest, who knows all qualities with learned spirit of human dealings†. Yes, he does know about human dealings, but he is not the honest man he appears to be. He uses Othello’s trust in him to eventually turn Othello into a man no better than himself. Othello is introduced to us in the first scene of the play in a negative light, when Iago and Rodrigo refer to him using derogatory terms such as, â€Å"The Moor†, â€Å"the thick lips†, â€Å"an old black ram† and â€Å"a Barbary horse†. Othello may be an outcast in Venice due to the color of his skin; however, he is a highly respected soldier. He is extremely skilled in his field and a loyal man; therefore, valuable to the state. Due to this, we soon learn of Othello as the noble man he is. Othello, however, has the â€Å"tragic flaw†. It is the internal imperfection in a hero that brings him down. His downfall becomes his own doing; he is no longer the victim of fate. The prejudice of those around him destroyed him, and they believed that, â€Å"A black man is an unattractive creature, not quite human, and unworthy of love†. Thinking this made him unable to believe that Desdemona could truly love him. This is why he believes Iago so easily when he convinces him Desdemona has had an affair. Othello betrays his wife by believing Iago’s word over hers, this then leads him to his ultimate betrayal when he kills her at the end of the play. At this point he also shows his loyalty to her by killing himself, stating that he can’t live without her. The man we see at the end of the play is not the loyal man we meet in the beginning. Othello has let the â€Å"green eyes monster of jealousy† turn him from a loyal soldier to a betrayer just like Iago. Desdemona is a lady of spirit and intelligence; she is the most direct, honest and loyal character of the play. She only betrays people to those to who she is loyal. Desdemona is a lady of few words, yet she makes sure every word counts to get her point across. In Desdemona’s eyes, Othello is the hero of many exciting and dangerous adventures; he is the orphan who needs love. These are the reasons Desdemona had fallen in love with Othello, despite all the nasty remarks from fellow Venetian citizens. Her marriage has brought her position and happiness, so much that she finds it unbearable to think that her husband has turned against her. This numbness lasts until she sees that he actually intends to kill her. She then puts up a defense, insisting on her loyalty and innocence. In despair of losing his love, she still defends him from consequences of his actions, but he is past seeing the truth: that she has committed herself to his love, and without it she cannot live. Othello ends up killing his wife, in spite of her loyalty toward him till the very end. By the end of the play, all characters have lost their loyalty to each other from what Iago as done to make them feel betrayed. Desdemona is left lifeless in her room, Iago kills his wife Emilia, as she reveals that Desdemona has been falsely accused of adultery, and Othello kills himself rather than living with what he has done. Iago is the only survivor by the end of the play, which further justifies his intelligence. All the characters have reached their downfall and Iago is finally pleased. He has completed the ultimate betrayal.

Management and Leadership Paper on Starbucks Case Study

Management and Leadership Paper on Starbucks - Case Study Example Organizational culture can be defined as "personality of the business organization" which can further be broken down into its values, assumptions, norms, and tangible sign of behavior of its members. At Starbucks two of the most prominent values are corporate social responsibility and its treatment of employees as strategic partner. The establishment of organizational culture as will be presented later is linked to the company's ability of utilize the four management functions in order to lead the organization. Management is often confused with leadership. There are four basic management functions namely planning, organizing, leading, and controlling. Thus, it should be noted that management includes leadership since managers have to deal with persons who are lower in rank. In the case of Starbucks, its organizational culture is established through its managers who performed all these functions efficiently. In terms of planning, the company ensures that it undertakes strategic plans before starting its operation and modifying in response to the trends and developments in its external environment. The success of Starbucks can be largely attributed to its high regard to its employees which it treats as partner. Recognizing that it is its baristas who deal with the customers, it planned to align its human resources to its goal of profitability and provision of excellent service. Through the four functions of management, this plan has been put in place. The specialty coffee retailer is now recognized as one of the best places to work for because of its organizational structure, the relationship between its employees, its unique values, and its employment of modern human resource management techniques. It should be noted that the business organization efficiently uses its human resource in order to enhance its image and maximize its profitability. In its business operation, it is irrefutabl e that the company has strategically aligned its workforce in order to achieve its specific goals and objectives. This includes designing an organizational structure which highlights the revolution in human resource management. In terms of organizing, it can be seen the Starbucks has taken effort in order for its employees to know their role in the business organization. The specialty coffee retailer makes a barista knowledgeable about his or her day to day activities inside of the store premises. Starbucks organize its workforce by giving them instructions on what to do on specific situations. However, the company allows for the discretion of the staff which are in-charge of the company's operation. The function of leading can be seen through the company's organizational structure. Leading has always been a task which is not considered lightly at Starbucks. However, leading has not been a rigid function of the manager because most of the baristas are empowered. The company's rationale in empowering its people is to enable them to deliver the best service that they could for the customers. Thus, the primary governing body at Starbucks is comprised of the Office of the Chairman and the Board of Directors which "receives substantial input from other senior level executives including senior vice president of

Economic Essay Example | Topics and Well Written Essays - 500 words - 6

Economic - Essay Example The Assad regime, as well as the rebel forces, violated an otherwise, failed UN - backed cease-fire, led by the former Secretary-General of the United Nations, Koffi Anan, in late October. The fighting has heightened in neighbouring Lebanon, home to Iran-backed Hezbollah, and prompted cross-border shelling between Syria and Turkey. The unrest also proved to be an attraction for global jihadists like the al-Qaeda-linked groups, fighting for the formation of an Islamist state (Landis 75). Following the Syrian civil war, the Arab League acted swiftly and immediately suspended Syrian membership to the organization, In addition, the league imposed imposed stringent economic embargos in November 2011(Masters). Despite the lack of support from Syria’s friendly nations like Russia, the sanctions have had a noticeable economic impact. The European Union sanctions have also served to redefine partnerships with other powers, both globally and in the Middle East. The EU, supported by the US sanctions, initially asked Al-Assad to negotiate with the opposition to cease repression, and  leave office as from August 2011 (Balfour). The sanctions against Syria are unprecedented since they accumulated the whole set in just a few months. Some of the notable sanctions entail an energy embargo. Prior to the embargo, the EU’s import of Syrian crude was worth over â‚ ¬3 billion a year, mostly to Italy and Germany. The economic sanctions have had a significant impact on the Syrian economy. Oil is the mainstay of the Syrian economy, and the Western ban has exacted a heavy toll on the country. In view of these developments, Sufian Allaw, the Wyrian oil minister, indicated that the imposed restrictions cost the country about $4 billion (â€Å"Syria Says†). The United States also placed a range of sanctions on Syria that prevent aid and restrict bilateral trade. Before the

Air Service Agreements (Part 1) Essay Example | Topics and Well Written Essays - 250 words

Air Service Agreements (Part 1) - Essay Example The Chicago Convention of 1944 also created an independent organization, the heir to the International Commission for Air Navigation. The new organization exists and is a key player in international law: the International Civil Aviation Organization (ICAO), based in Montrà ©al (ICAO, 2007). Both the U.S and U.K signed a convention relating to the regulation of aerial navigation which influenced other states like Italy, japan, Brazil, France, Greece and Poland to sign. They modified their domestic laws to reflect the newfound jurisdiction. England was the first off the mark with their air aviation act 1920. In 1958, the U.S adopted its own version of sovereignty called the federal aviation act (Geloso, 2008). Bermuda I led to the agreement between United States and Great Britain on the first two freedoms that is the right to fly over territory of another country and the right to land for essential repairs, refuelling or to escape adverse weather conditions in another country. The United States also agreed that the international air transport association an international body that would set fares subject to the two government’s approval. Bilateral agreement became the model for a series of future bilateral agreements between United States and other countries (Marin,

Process Business Integration Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Process Business Integration - Research Paper Example   The 21st-century leadership practices can also be observed to emphasize reinventing effective measures in order to establish a better communication channel between the customers, suppliers and other groups of stakeholders. This apparently advocates corporate measures to integrate the supply chain functions at almost every phase. The two most apparent drivers of these changes in organizational leadership practices can be identified as the continuous development of global business culture and the trend of continuous expansion within the corporate world (McAdam & McCormack, 2001). Emphasizing the present transformational changes in the contemporary business environment, the primary purpose of this essay will be to critically identify the key areas of business process integration in relation to the unconventional approaches of supply chain management practiced by modern organizations. In establishing this particular aim, evidence provided by McAdam and McCormack (2001) and Cagliano, Caniato, and Spina (2006) will be referred and critically reviewed with prime significance throughout the study. When addressing the linkage between business process integration with supply chain management practices in the modern era, McAdam & McCormack (2001) were able to connote few noteworthy aspects, which can be examined as the major determinants of the currently exhibited challenges and proficiencies of the corporate world. McAdam & McCormack (2001) subsequently explained that an integrated supply chain management ensures the improvement of operational functions to a substantial extent offering added managerial control on organizational performance. Based on their empirical study, McAdam & McCormack (2001) were of the view that modern business organizations need to focus on developing at least two significant aspects in order to sustain in this competitive era. These aspects comprise the supply chain management procedure and integration of business

Against stricter gun control Essay Example | Topics and Well Written Essays - 1500 words

Against stricter gun control - Essay Example Antigun control activists assert that disarming the public is not the answer to removing the threat of civilian shootings, but arming those who are in those situations is the answer. For instance, teachers should be legalized to carry guns if it helps to improve their safety since they are often targets of attacks by rowdy students in different locations (Weissert, 2013). This should not only apply to teachers but to all the citizens alike if their lives are under threat from assailants who are bent on robbing them of their valuable possessions. In such a case, it can be seen that guns help to protect the safety of the citizens. In the United States, there are more incidents of armed civilians, guards, and off-duty police officers saving people through the use of guns than there are also incidents of armed civilians firing on innocent crowds. In such a scenario, it can be seen that guns are used to protect innocent civilians against violence by other unknown assailants hence stricter gun laws may threaten the safety of the citizens if they are implemented. The use of guns has to be regulated such that only those people with the legal right should use the guns to protect themselves and the members of the society rather than to commit crimes using the same guns. The other reason why I argue against stricter gun laws is that the state has the duty to regulate as well as to vet the people who are legible to get the guns. If the state makes it a law that guns should not be easily accessed by anyone especially young children, gun violence is likely to be maintained at a lower level. Gun violence can also be reduced if all guns are licensed such that the state can clearly control the activities of the people who are armed with guns. If efforts are put to eradicate all illegal fire arms being possessed by different people, it can be seen that the levels of gun violence

Air Service Agreements (Part 1) Essay Example | Topics and Well Written Essays - 250 words

Air Service Agreements (Part 1) - Essay Example The Chicago Convention of 1944 also created an independent organization, the heir to the International Commission for Air Navigation. The new organization exists and is a key player in international law: the International Civil Aviation Organization (ICAO), based in Montrà ©al (ICAO, 2007). Both the U.S and U.K signed a convention relating to the regulation of aerial navigation which influenced other states like Italy, japan, Brazil, France, Greece and Poland to sign. They modified their domestic laws to reflect the newfound jurisdiction. England was the first off the mark with their air aviation act 1920. In 1958, the U.S adopted its own version of sovereignty called the federal aviation act (Geloso, 2008). Bermuda I led to the agreement between United States and Great Britain on the first two freedoms that is the right to fly over territory of another country and the right to land for essential repairs, refuelling or to escape adverse weather conditions in another country. The United States also agreed that the international air transport association an international body that would set fares subject to the two government’s approval. Bilateral agreement became the model for a series of future bilateral agreements between United States and other countries (Marin,

Against stricter gun control Essay Example | Topics and Well Written Essays - 1500 words

Against stricter gun control - Essay Example Antigun control activists assert that disarming the public is not the answer to removing the threat of civilian shootings, but arming those who are in those situations is the answer. For instance, teachers should be legalized to carry guns if it helps to improve their safety since they are often targets of attacks by rowdy students in different locations (Weissert, 2013). This should not only apply to teachers but to all the citizens alike if their lives are under threat from assailants who are bent on robbing them of their valuable possessions. In such a case, it can be seen that guns help to protect the safety of the citizens. In the United States, there are more incidents of armed civilians, guards, and off-duty police officers saving people through the use of guns than there are also incidents of armed civilians firing on innocent crowds. In such a scenario, it can be seen that guns are used to protect innocent civilians against violence by other unknown assailants hence stricter gun laws may threaten the safety of the citizens if they are implemented. The use of guns has to be regulated such that only those people with the legal right should use the guns to protect themselves and the members of the society rather than to commit crimes using the same guns. The other reason why I argue against stricter gun laws is that the state has the duty to regulate as well as to vet the people who are legible to get the guns. If the state makes it a law that guns should not be easily accessed by anyone especially young children, gun violence is likely to be maintained at a lower level. Gun violence can also be reduced if all guns are licensed such that the state can clearly control the activities of the people who are armed with guns. If efforts are put to eradicate all illegal fire arms being possessed by different people, it can be seen that the levels of gun violence

Married Lifestyle vs. Single Lifestyle Essay Example for Free

Married Lifestyle vs. Single Lifestyle Essay There are advantages and disadvantages to being married or single. Some married couples share every aspect of their lives including, work, children and marital related issues while some may opt to have a joint bank account . While this may help each spouse financially, one person always has to consent with the other before making any serious purchases. However, single people don’t need anyone’s consent nor do they have to share. Children are another thing married couples and single people have to consider. Having children can be a great thing, especially with someone there to help share the responsibility of raising those children. Whereas, single people may ultimately struggle with things such as, child care, the cost of raising a child on their own, and being the responsible party. Goals are also a big factor, because some married couples have a hard time agreeing on or reaching common goals. A single person is only responsible for their own goals and how they choose to reach them. Over time, the passion may seem to cool in married couples. The couple may not be as sexually active as they once were due to the routine each lives. They may be busy with work or kids, or unfortunately, simply desensitized to one another. Some married couples work on keeping their sex life interesting. On the other hand, it isn’t hard for a single person to keep things interesting and new in the bedroom, because they may have as many sexual partners as they please, and this may seem fun. But sometimes, for them the work is finding the right sexual partner. In a marriage, not only could you have sex when you want, but you can enjoy intimacy as well. According to [Eve Prajonyud, Single Versus Married Life-Pros and Cons] â€Å"The cons of both lifestyles differ from person to person. If you are involved in a bad marriage than single life will seem like a dream come true. Likewise, if you are unable to find someone to spend your time with, then you will likely feel lonely and frightened no matter how successful your life is. The key to weighing the differences is actually in enjoying the lifestyle you have while you have it.† (Eve Prajonyud) People living single lifestyles have freedom to do what they want . For instance, if they were offered a well-paying job a thousand miles away from where they lived, they could simply take the job and move without anyone else to consider. Married couples don’t have that same option. The goals of married couples and single people may be different. For example, a married couple may be saving up money toward the goal of purchasing a bigger house in the future, for a growing family. They may be working toward a better lifestyle than they started with as a newlywed couple. They might attain a degree together or maybe just save up for a couples vacation . Single people may choose to focus completely on their career, instead of a family. Their main goal may be reaching top status in their profession before focusing on a family. Their goal may also be to attain a degree, or saving money to travel or buy a house. There may be a difference in the career choices of married and single people. For instance, married couples may have to work around each other’s schedule and still have time to spend with one another. Single people don’t have to worry about that if that happen to have a job or career that is very time consuming. Both lifestyles can be challenging in many different ways. Whether it’s children, sharing, or setting individual or marital goals. Works Cited Prajonyud, E. Single Versus Married Life. Retrieved on April 1, 2013 from www.professorshouse.com.

Transnational Organized Crime

Transnational Organized Crime 1) Describe the role and function of the Transnational Organized Crime Convention and the Convention’s relationship to its Protocols. The United Nations Convention Against Transnational Organised Crime (also known as the ‘Palermo Convention’) has attached to it the Protocol Against the Smuggling of Migrants by Land, Sea and Air 2000, the Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, and the Protocol Against the Illicit Manufacturing and Trafficking in Firearms, Their Parts and Components and Ammunition. The United Nations Convention Against Transnational Organised Crime was adopted by General Assembly resolution 55/25 of 15 November 2000 and is â€Å"the main instrument in the fight against transnational organized crime†. It entered into force on 29 September 2003. States that ratify the instrument commit to taking a series of measures against transnational organized crime, including the creation of domestic criminal offences; the adoption of new and sweeping frameworks for extradition, mutual legal assistance and law enforcement cooperation; and the promotion of training and technical assistance for building or upgrading the necessary capacity of national authorities. The United Nations Convention Against Transnational Organised Crime and its Protocols are not human rights instruments in themselves, but have instead been described as providing â€Å"treaty framework to help states unite to combat transnational organised crime†. One commentator views the Convention and its Protocols as a framework of guidance which needs â€Å"filling in†, particularly in the areas of the exchange of information, the registration of biodata and the building of common entrance policies. The Protocols are not binding upon signatories of the Convention itself unless the signatory also becomes a party to the Protocol. The United Nations Convention Against Transnational Organized Crime states itself that its purpose is â€Å"to promote cooperation to prevent and combat transnational organized crime more effectively†. Article 3 provides that the Convention applies to a range of offences that the Convention criminalizes when they are transnational in nature, and then spells out that such an offence is transnational in nature if: (a) It is committed in more than one State; (b) It is committed in one State but a substantial part of its preparation, planning, direction or control takes place in another State; (c) It is committed in one State but involves an organised criminal group that engages in criminal activities in more than one State; or (d) It is committed in one State but has substantial effects in another State. The Protocols then add to the list of crimes contained in the Convention. As Kofi Annan states in the foreword to the Convention Against Transnational Organized Crime, â€Å"Criminal groups have wasted no time in embracing today’s globalized economy and the sophisticated technology that goes with it. But our efforts to combat them have remained up to now very fragmented and our weapons almost obsolete. The Convention gives us a new tool to address the scourge of crime as a global problem. With enhanced international cooperation, we can have a real impact on the ability of international criminals to operate successfully and can help citizens everywhere in their often bitter struggle for safety and dignity in their homes and communities.† 2) What do we mean by the term ‘securitisation’ of transnational crime? Do you think policies that ‘securitise’ TNC are useful? In basic terms, the securitisation of transnational crime means the movement of legislative bodies from viewing crime in a cultural, social, economic and/or legal context to viewing transnational crime as a matter of national security. The Copenhagen School defines the concept of securitization: â€Å"Securitization refers to the process of presenting an issue in security terms, in other words as an existential threat†. Transnational crime may be presented as an existential threat to the security of nations through the discourse that political leaders utilise, but also through others. Transnational crime has been referred to as a security issue in the academic literature. McFarlane and McLennan claimed in 1996: â€Å"Transnational crime is now emerging as a serious threat in its own right to national and international security and stability†. In modern times, forms of transnational crime in the Asia Pacific have been securitized that is, represented by policy elites and security actors as crucial or existential threats to national and regional security. At the first summit of ASEAN heads of state and government held in Bali in 1976 President Suharto declared: â€Å"Our concept of security is inward looking, namely, to establish an orderly, peaceful and stable condition within each territory, free from any subversive elements and infiltration, wherever their origins may be†. Galeotti has recently indicated that â€Å"the struggle against organized and transnational crime will be the defining security concern of the twenty-first century†. As Emmers states â€Å"transnational crime poses a threat to states, national economies and civil societies.† He provides the example of non-state actors using terrorism to promote their political causes. In his opinion the groups are able to gain strength from their ability to forge links across national boundaries and in turn are able to threaten national sovereignty and the integrity of independent states with the result that they can effectively threaten the survival of the governments of those states. However, it is not just terrorism which may be ‘securitized’, other forms of transnational crime affect states and their societies. As Emmers again notes, â€Å"drug trafficking and money laundering reduce a government’s capacity to govern, weaken the credibility of financial institutions and undermine social order†. Nevertheless, Emmers has also expressed the opinion that the problem of transnational crime could be dealt with more effectively if it was approached primarily as a criminal matter rather than as a security issue. He notes that the concept of securitization of transnational crime can work better in some nations than others, depending on the commitment shown by those nations to tackle transnational crime in a security driven way. Comparing the US and the ASEAN states he says that in the US the securitization rather than the criminalization of terrorism has allowed the US to use more traditional security responses against al-Qaeda, with the obvious rhetoric being â€Å"War on terror†. It may therefore be argued that where a state is prepared to tackle transnational crime in traditional, often military, ways, policies that securitize transnational crime are indeed useful. However, it has been argued by Emmers that where states are not prepared or are unable to tackle transnational crime in a traditional security based way, criminalization rather than securitization, should take precedence. As Emmers states: â€Å"In the context of Southeast Asia, ASEAN may be advised to further rely on the criminalization of transnational crime, as it does not dispose over the collective will, joint political instruments and military capabilities to match its rhetorical claims about security†. He also argues that transnational crime being seen in a criminal context rather than a security one could lead to better results. In his 2002 paper he suggests that criminal activity cannot be solved by resorting to the traditional security means, such as army activation and concludes: â€Å"The US war on drugs in Columbia and its failure to reduce the supply of narcotics in America is testimony to that reality.† 3) Briefly describe the role of globalisation in modern TNC. In order to describe the role of globalisation in modern transnational crime, it is useful to consider what ‘globalization’ really means. As Gros states, â€Å"globalization does not mean the same thing to all people† and therefore there is â€Å"confusion around what it is and what it does†. Gros defines globalization as â€Å"the deregulation of national economies and financial markets, on the one hand, and their international integration under the aegis of free-market ideology on the other†. In policy terms, globalization often entails the deregulation of capital flows, eviction of the state from areas that concern production and the privatization of former state-owned enterprises, reduction in the size of government, trade liberalization and the creation of large trading blocs. Wright argues that the globalization of business serves to foster organized crime. He states that â€Å"In the case of organized crime (and arguably in the case of international business ethics) we should not be surprised at the failure of the invisible hand of the market to control malpractice.† Furthermore, he states that it is â€Å"for this reason, at least part of the solution to the problem of organized crime is not connected to law enforcement at all It is connected to the further development of the free associations of civil society which can influence government policy and eventually relegate organized crime to the status of a fringe activity.† The impact of globalization on transnational crime can be seen by looking at examples from previously communist and less capitalist regimes. As Sanz and Silverman explain, in the past 30 years or so Communist countries throughout Asia and the Pacific rim have moved toward a more capitalist economic system. These countries’ business communities have welcomed capitalism because it provides more entrepreneurs to achieve greater independence and a richer standard of living. This economic shift in turn receives support from foreign investors. Furthermore, the general population also embrace the capitalist system because it is able to provide new goods and services. As Sanz and Silverman conclude, â€Å"such changes bring us closer to a global economy which will open new markets and expand opportunities for both legitimate and criminal entrepreneurs†. This can be seen in Poland where, â€Å"many new kinds of economic and financial crimes appeared along with the free-market economic system – crimes that had been typical and known for decades in capitalist countries but which had not appeared in Poland for the past 45 years†. The voluntary relaxation or involuntary loss of state control domestically and at international borders coupled with the fact that mechanisms of state governance and incidents of sovereignty have been lost, altered, or sacrificed to produce domestic economic change and promote international trade mean an increase in the ease with which international criminals can operate. As Myers states: â€Å"while this is a gross simplification of the complex issues unique to each state individually, and to regional and global alignments generally, it points to salient factors, which have permitted criminal groups whose activities had domestic, regional or limited international impact to become transnational in scope.† 4) What role does technology play in modern TNC, both from the point of view of assisting TNC and assisting its interdiction? Following on from the impact of globalization on transnational crime is the impact of technological advances. As McFarlane comments, technology enables and increases the capacity of â€Å"transnational organised crime and terrorist groups to exploit advances in electronic banking, encryption, telecommunications, developments in global travel and commerce, and †¦ visa free regimes†. Furthermore, it may be difficult for law enforcement agencies to keep pace with the developing technologies which are capable of being exploited by criminal groups. As McFarlane states, â€Å"transnational organised crime and terrorist groups are usually small and flexible organisations capable of ‘buying the best brains’ to enable them to respond to new technologies more quickly than slow, bureaucratic government agencies†. One particular consideration is the technological advancement of travel (for example speed boats and aeroplanes). It is true that the technological advancement of transportation has had the effect of bringing Southeast Asia closer to Western markets with a quick and, relatively speaking, safe method of moving contraband. As Sanz and Silverman suggest, â€Å"global criminal ventures are now facilitated by the ease of catching a flight and quickly travelling to a country in which one is virtually unknown to the authorities†. As well as making contact between criminal organizations quicker and more accessible, allowing easily planned and accomplished transnational crimes, technological advancements also make the perpetration of certain crimes easier and has even brought new crimes into existence. Again, Sanz and Silverman comment â€Å"technological advancements†¦ make it easy to counterfeit nearly anything from currency to clothing to watches. Technology has also made it relatively easy to obtain a new identity. Medical advances have created a growing demand for human organs, while technological growth has created a market for trade secrets and information about new product research.† Since the break-up of the Soviet Union there has also been, of course, a development of a black market in high tech and nuclear weapons. In terms of transnational criminal finance, technology has had a very important role to play. As Glynn et al. (1997: 12) note, â€Å"the emergence of an electronic financial system markedly enhances opportunities for corruption, the difficulty of controlling it, and the potential damage it can inflict.† Indeed, Gros notes that anyone can move currency around the world, with at least some delay in being caught. He goes on to suggest that transnational criminal organizations are able to recognize opportunities not only in terms of transportation but also with regards the â€Å"fluidity of money markets† allowing for â€Å"movement of illicit profits in and out of countries that are at the epicentre of globalization.† However, technology is not all bad in the fight against transnational crime. For example, the tracing of transnational crime has been made easier by technology in that money can now be tracked across borders through the international banking system. See Dobinson for an interesting case study of how $40 million US dollars was traced across Australia and Hong Kong. Advances in technology also allow law enforcement agencies to update their national systems quicker, alert border control authorities and potentially enable the passing of information between states more efficiently, enabling transnational crime to be prevented, controlled and prosecuted more effectively. 5) What impact have the provisions for Mutual Legal Assistance and the Exchange of Information in the Transnational Organized Crime Convention had on the sharing of intelligence multi-laterally? As one commentator notes, â€Å"obtaining physical custody of fugitives means little absent the evidence needed to convict them at tria†l. MLATs provide assistance at all stages of criminal investigations and prosecutions. Available assistance under MLATs includes bank or other financial records, witness statements and testimony, search and seizure of people and things, and immobilization and forfeiture of the proceeds of criminal activity. As an example of how a MLAT has worked in practice, in 1997 the US made an MLAT request to Canada on behalf of prosecutors who were investigating a murder. Pursuant to the request, the US sought and obtained from the Canadian authorities the murder suspect’s car, copies of airline ticketing records, billing information and other evidence which was then used to secure a conviction. However, in the absence of a specific treaty provision, there is no mechanism whereby parties can be obliged to use formal mutual legal assistance provisions to obtain evidence abroad. In Re Sealed Case the US Court of Appeals rejected the argument that US law enforcement agencies were limited to obtaining evidence in accordance with the provisions set out in a mutual legal assistance treaty signed by the Swiss and US Governments. The appellant refused to comply with a subpoena to appear before a US court to produce documents relating to Swiss companies. Rejecting the argument that compliance with the request would be contrary to Swiss secrecy laws and in breach of international comity, the court held that it could ‘order any party within its jurisdiction to testify or produce documents regardless of a foreign sovereign’s view to the contrary. In Southeast Asia, the picture is complicated, with intelligence sharing and cooperation proving successful but only where the information is not of a nature that will challenge the political rulers of the states. As Emmers recently concluded, there has been success between Sinapore, Malaysia and the Philipines in the context of exchanged information, particularly leading to extradition proceedings. As recently as April 2007, Singapore and Indonesia signed an Extradition Treaty in order that terrorist suspects can be dealt with in the appropriate legal systems. However, despite these examples of bilateral cooperation, Southeast Asian states â€Å"resist sharing sensitive information on domestic matters that could embarrass or challenge the political positions of ruling elites†. Furthermore, difficulties in information sharing and mutual legal assistance may arise where there is a difference between the legal systems of the relevant states. For example, countries which have no mutual legal assistance treaties with Italy have tended to attract Mafia criminals, yet even where agreements have been in place other members of the Mafia have been able to live openly despite the existence of serious criminal charges outstanding against them. Jamieson provides an example of when the jurisdiction of the requested country does not acknowledge the Italian crime of membership of a mafia-type association or, as in the case of the Netherlands and Germany, where crimes of conspiracy do not exist there is a loophole created. The case of the camorra member Michele Zaza exemplified this: Zaza was wanted in Italy since 1984 on charges relating to his purported Mafia association, as well as murder and drug trafficking. His extradition was sought by Italy, however, he was allowed to live openly in France (apart from serving a two year sentence for cigarette smuggling). In fact it was not until 1993 that he was finally re-arrested and extradited to Italy, where he later died in jail. As well as the more ‘pure’ forms of mutual legal assistance provided for in modern times, training has also been an important part in collaboration. Peter Gastrow, a Special Adviser to the Minister of Safety and Security in South Africa identified the police force there as benefiting from international expertise in several areas including: detection and investigative methods; narcotics trafficking; motor vehicle thefts and smuggling; white collar crime, including money laundering and fraud; official corruption; and cross border arms smuggling. Bibliography Bantekas, I. Nash, S. (2007), International Criminal Law, Routledge-Cavendish, pg 401 Brolan, C. (2002), â€Å"An analysis of the human smuggling trade and the Protocol Against the Smuggling of Migrants by Land, Air and Sea (2000) from a refugee protection perspective†, IJRL 14, 561 Callahan, T. (1997), â€Å"Transnational crime strikes South Africa†, Crime and Justice International, 13 (2) 9 â€Å"Denying safe haven to international criminals: international crime control strategy†, Trends in Organized Crime, 4 (1), 25 Dobinson, I. (1993), â€Å"Pinning a tail on the dragon: the Chinese and the international heroin trade†, Journal of Research in Crime and Delinquency, 39 (3), 373 Elliott, L. (2007), â€Å"Transnational environmental crime in the Asia Pacific: an ‘un(der)securitized’ security problem?†, Pacific Review 20 4, 499 Emmers, R. (2002), â€Å"The securitization of transnational crime in ASEAN†, Institute of Defence and Strategic Studies Singapore, no. 39 Emmers, R. (2007), â€Å"Comprehensive security and resilience in Southeast Asia: ASEAN’s approach to terrorism and sea piracy†. Emmers, R. (2003), â€Å"ASEAN and the securitization of transnational crime in Southeast Asia†, Pacific Review 16 3, 419 Galeotti, M. â€Å"Underworld and Upperworld: Transnational Organized Crime and Global Society† in Josselin, D. Wallace, W. (eds) (2001), Non-State Actors in World Politics, London: Palgrave Publishers, pg 216 Glynn et al. (1997: 12) Gros, J.G. (2002), â€Å"Trouble in paradise: crime and collapsed states in the age of globalisation†, British Journal of Criminology, 63 Hansen, L. (2000), â€Å"The Little Mermaid’s silent security dilemma and the absence of gender in the Copenhagen School†, Millennium: Journal of International Studies, 29(2), 288 Interview with Mr J. Bijen from the IAM (‘Information and Analysis Centre for Smuggling of Human Beings’), The Hague, the Netherlands, 17 July 2000 Jamieson, A. (1995), â€Å"The transnational dimension of Italian organized crime†, Transnational Organized Crime, 1 (2), 151 McFarlane, J. (2005), â€Å"Regional and international cooperation in tackling transnational crime, terrorism and the problems of disrupted states†, JFC 301 McFarlane, J. McLennan, K. (1996), Transnational Crime: The New Security Paradigm, Working Paper no. 294, Canberra: Strategic and Defence Studies Centre, Australian National University, pg 2 Myers, W. (1995), â€Å"Orb weavers – the global webs: the structure and activities of transnational ethnic Chinese criminal groups†, Transnational Organized Crime, 1 (4), 1 Plywaczewski, E. (1997), â€Å"Organized crime in Poland†, Transnational Organized Crime, 3 (3), 109 ‘Proposed Solutions to Trafficking’ (2000) 21 Refugee Reports (US Committee For Refugees) Sanz, K. Silverman, I. (1996), â€Å"The evolution and future direction of Southeast Asian criminal organizations†, Journal of Contemporary Criminal Justice, 12 (4), 285 Singh, S. (2001), â€Å"Framing ‘South Asia’: Whose imagined region?† United Nations Convention Against Transnational Organised Crime United Nations Office on Drugs and Crime available at http://www.unodc.org/unodc/en/treaties/CTOC/index.html Wright, A. (1996), â€Å"Organized crime in Hungary: the transition from state to civil society†, Transnational Organized Crime, 3 (1) 68