Leadership of Stalin and Hitler Essay

Stalin and Hitler were influential leaders in history. Although Stalin and Hitler grew to have immense leadership powers, can these individuals be considered great leaders? Based on the grave crimes against humanity both leaders committed under power; Stalin and Hitler should not be considered great leaders, but rather leaders that were excellent at widely influencing and leading masses of people. Hitler led with authoritarian and charismatic leadership styles. Hitler used charisma to attract the masses to the ‘Fuhrer party’ for many diverse reasons; including ethnic, economic, religious and scientific reasons. Unfortunately, the type of charismatic leadership Hitler exhibited would be better characterized as hero worship. â€Å"Under clouds of uncertainty, many people look to heroes who can bring comfort and assurance, and who can inspire and explain the future (Raelin 2003). † Although Hitler’s main goal was genocide, many of his followers were unaware of his long-term intentions. As Hitler’s charisma drew in more followers, he was able to dominate lower levels of leaders â€Å". . . who were influenced by the great charisma of the ‘great’ leader . . . (Eatwell 2006). † As Hitler’s power grew, he began to use authoritarian leadership to force the genocide policies he desired on his followers. With grave threats of death and injury, Hitler was able to influence large numbers of followers to carry out the holocaust and many other crimes against the Jewish people. Stalin led by dictatorship. Stalin inspired incredible loyalty and devotion among subordinates simply by â€Å". . . terrifying everyone around him and creating an aura of infallibility, invincible power, and wisdom (Naimark 2006). † Subordinates respected Stalin out of fear for their lives and lack of knowledge of any other choices available. In all, Stalin and Hitler were not great leaders that inspired good. Stalin and Hitler were evil leaders that used influence and leadership to commit grave crimes against humanity for their own personal gain.

What is American?

America is a consciousness rather than a culture, a way of life more than a precise political identity. Through the decades of immigration and settlement, with its unique characteristics of absorption and adjustment, assimilation and integration, America has become more than just a word for a geographical entity – it is a melting pot of diverse streams of humanity with their individual traits morphed into a fused sense of the American way of life. Fugazi’s lyrics define this perception of the ‘American’ identity which has magnified into multi-cultural multi-ethnic dimensions beyond the limited parameters of the name:America is just a word but I use it. Language keeps me locked and repeating. (â€Å"Stacks†) What is so unique about the different races and cultures coming to America, transforming themselves and causing a metamorphism in the constitution of the country, like subtle ripples on still waters? In this global world, there are umpteen numbers of displacements and re-settlements in every nation. Why is it that the American identity is changed because of the influx of people, customs and ideas? It is exemplified in Chesterton’s words:In a word, what is unique is not America but what is called Americanization†¦ [The British] are not trying to Anglicize thousands of French cooks or Italian organ grinders. France is not trying to Gallicize thousands of English trippers or German prisoners of war. America is the one place in the world where this process, healthy or unhealthy, possible or impossible, is going on. And the process†¦is not internationalization. It would be truer to say it is the nationalization of the internationalized.It is making a home out of vagabonds and a nation out of exiles. (â€Å"What is America? †) The American identity is an evolution, originating from the solid foundation of the Bill of Rights to a deep sense of patriotism and openness to change, a fighting spirit coupled with a friendly welcome to different nationalities. From the stars and stripes flag fluttering on American rooftops on Fourth of July to the barbeque on Labor Day, the solemn remembrance of Veterans’ Day and the Thanksgiving turkey, there is a sense of pride and belonging in the name ‘American’.This nation’s uniqueness rests on the principle of free will and choice. It is a democracy not closeted in theoretical ideology, but actively visible in the food, clothes, languages, religious beliefs and practices and lifestyles of the multi-faceted citizens of America. The American identity is an antithetical blend of internationalism in a nutshell of a nation. It is evidenced in the Italian pasta fragrant with the Indian cumin and the Caribbean peppers; it is seen in the combination platter of Japanese sushi with Chinese noodles and Spanish paella.Even the American dinner of pizza is transformed into a multi-cultural multi-cuisine entity with the customization of ing redients and flavors from all parts of the world. The free market economy of this nation is a distinctive quality of the American way of life. America is a land of opportunity where merit and talent are endorsed, hard work is remunerated, and the sky is the limit for individuals with aspiration and ingenuity. From the Silicon Valley I. T. avenues to the Mid-Western blue-collar industry and the East Coast corporate giants, labor is respected, regardless of the station and type of work.The bus driver is greeted with the same friendly welcome as the white-collar executive. Unlike the European, especially the English Work culture, there is no pedigree demanding privilege in the American democracy. For every citizen by birth or choice, ‘America’ symbolizes a hope for a better future, a dream crystallized to reality by sheer hard work and creative vision. There is no specific definition of the American culture, yet when thousands of cheering fans root for the inimitable Yanke es or the Dallas Cowboys, one experiences the unmistakable sense of being ‘American’.Sometimes, it is just enough to feel the macrocosm of the word than attempt to characterize its identity in the microcosm of a description. And this is invariably true of the American identity in the cosmos of its culture. Works Cited Chesterton, G. K. â€Å"What is America? † What I saw in America. 14 November 2008. < http://www. libertynet. org/edcivic/chestame. html> Fugazi. â€Å"Stacks lyrics†. 14 November 2008. < http://www. mp3lyrics. org/f/fugazi/stacks/>

Casual Layered Analysis

Casual Layered Analysis Casual Layered Analysis is an effective mechanism of developing a wide range of strategic alternatives to achieve a specific goal. A Pakistani researcher called Sohail Inayatullah developed the mechanism. The Casual Layered Analysis tool breaks down the issue under scrutiny into four different divisions in an effort to shed sufficient light on the possible outcomes that the issue might yield. Through this undertaking, the tool is able to facilitate the consideration of a larger amount of scenarios that might result when applying a specific strategy. The four levels utilized by Casual Layered Analysis are Litany, Social Causes, Discourse or worldview and metaphor or myth. Description of Casual Layered Analysis Layers The litany is the first layer in Casual Layered Analysis. As illustrated by Sohail Inayatullah, litany involves the description of a certain issue through the use of quantitative techniques. The projections of current societal problems through the use of figures are often unauthentic in the view of Sohail Inayatullah. Little problems are exaggerated to seem big to ordinary people so as to create an atmosphere of fear. This has been used to draw political influence and prompt members of society to conform to the current conditions. Problems can be anticipated more accurately working back and forth through the different levels of Casual Layered Analysis (Inayatullah, 2009). The second level of Casual Layered Analysis is the social causes. In this level, the various factors that influence the issue under scrutiny are evaluated. The forces that affect the issues can be political, cultural, economic or historical. The environmental conservation issue can be used as an example to clearly describe this level of Casual Layered Analysis. Environmental conservation activists who try to come up with strategies to counter its effects believe that the main causes of environmental pollution are indecent behavior from people in terms of careless dumping and excessive toxic waste from industries. The main purpose of this level is to evaluate the sources of the issue under scrutiny (Inayatullah, 2009). The third level of Casual Layered Analysis is the discourse or worldview. The main focus of this level is the universal perception about the issue at hand. By evaluating the universal perception about the issue, an individual can get a deeper understanding of the issue by looking at the various assumptions that people old about the issue. For instance, in the case of environmental pollution, there is a concurrence among most members of society that the root of the issue is increased industrial activity. The perceptions held by various people can differ based on a persons culture, religion or amount of knowledge about the issue. For instance, a person with rich information about environmental conservation can say that global warming has caused the recent extreme weather cases. Oppositely, a person who is extremely religious will say that the recent cases of extreme weather are signs of the end of the world (Inayatullah, 2009). The fourth level of Casual Layered Analysis is myth or metaphor. These are beliefs and perceptions about the issue under scrutiny that have been existence for a long time. The focus of this layer is to evaluate a persons beliefs about the issue at hand. This layer uncovers the emotional attachments and various aspects of the unconscious mind that have an effect the way a person views the problem. The Casual Layered Analysis enables people to clearly understand the issue from numerous viewpoints. It breaks down the problem into multiple facets so that people can have numerous alternatives when trying to come with strategies geared towards the achievement of objectives regarding the issue. By going back and forth through, the layers provided by this tool, individuals can be able to come up with innovative strategies to achieve their future goals (Inayatullah, 2009). The new layers in the Casual Layered analysis should be geared towards the achievement of a specific goal. The new metaphor will be an adjustment of the previous myths that contributed to the creation of the current situation. The new myth should be full of possibilities and hope in order to give the individual the energy to conceptualize the most effective strategy to achieve his or her future ambitions. The new worldview will then be derived from the new myth. The new worldview should be encompassed of new possible mechanisms that can be utilized to achieve the future goals. The new litany and social causes will have changed to coincide with the new myth (Inayatullah, 2009).

GUIDED READING ACTIVITIES Essay Example | Topics and Well Written Essays - 500 words

GUIDED READING ACTIVITIES - Essay Example They explain their stand and arguments by giving specific examples and referring to the relevant theories. In this regard, the claimed contribution to the current knowledge is the use of the dominant story in furthering ethical business conducts especially by the stakeholders of particular concerned companies. The authors of the article mainly use the dominant theory to discuss the essence of ethics in doing business in the contemporary world. They specifically state that the dominant theory is not consistent with the law in that the dominant theory puts the interests of the stakeholders first before considering the interest of the community, customers, suppliers, and the employers. In addition, the dominant theory is according to the authors resistant to change in that because of the priority given to the shareholders’ interests, the system becomes reluctant to accept change as it firmly believes in a hierarchical system of classifying various interests. Perhaps the most important feature of the dominant theory in this regard is that the dominant theory is inconsistent with the basic ethical rules. In many business environments, business ethics is a fundamental tool for ensuring that corporates operate in accordance with the international best practice. In this regard, it is appropriate to infer that the integration thesis applies to all business decisions and environments. The integration thesis states that nearly all decisions that are of business nature normally contain some element of ethics in them and the opposite is true. This means that ethical decisions also have some business implications. There is also the responsible principle that insists t hat almost everybody either want to or should take individual responsibility for the consequences of their actions. In the conclusion part, the authors offer some arguments for managing the shareholders especially if their interests seam to

The Causes, Risk Factors Occurrence of Rheumatoid Arthritis in United Research Paper

The Causes, Risk Factors Occurrence of Rheumatoid Arthritis in United States - Research Paper Example   Rheumatoid arthritis (RA) is a chronic systemic inflammatory disease. It is generally seen that the joints become swollen and there is severe pain that is experienced by the patients. Researchers have found that RA causes the immune system of a person to attack their joints. In RA, the autoimmune response can lead to permanent, painful changes in the joints. This disease is an autoimmune defect and it causes healthy cells to be attacked, releasing enzymes that attack surrounding tissues. One of these structures is the synovium in the joint. It becomes inflamed and causes swelling and pain. Researches have found that RA affects women three times more often than men. Typically, it affects the small joints first, including the joints of the hands and feet. More than one joint usually is affected, and symptoms often appear bilaterally.   Arthritis is a serious problem that is faced by many around the world and it is estimated that about 50 million adults in the United States have r eported the doctors to have some form of arthritis, rheumatoid arthritis, gout, lupus, or fibromyalgia. Another estimation suggests that the problem of arthritis is so chronic that one in every five adults in the US report having doctor-diagnosed arthritis. There are also projections that suggest that by the year 2030, 67 million Americans will have doctor-diagnosed arthritis at the age of 18 or older and those that are below the age of 18 an estimated 294,000 children will have some form of arthritis or rheumatic condition. In other words, approximately 1 in every 250 children will suffer from this chronic disease all through there life. This points out that arthritis is not just the disease of the elderly, but it is a serious problem among children also. The figures in Florida according to this survey say that 3,903,200 children below the age group of 18 years are having arthritis (Sacks et al. 2007). In a recent survey, it was estimated that about 1.5 million adults had rheumatoi d arthritis in 2007 (CDC, 2010). According to another estimate in Florida, 27% of adults belonging to the age of 18 years and above have arthritis, and the percentage amplifies with age. Additionally, among this population of self-reported doctor-diagnosed arthritis and estimated 46% of them are not able to do any activity due to their arthritis, 17% of them reported that they are not able have good social participation, 28% suffer from severe joint pain, the working population (34%) have various other limitations due to their arthritis (CDC, 2011). Even though the exact causes are indefinite, RA is thought to be the result problems in once own immune system. In other words, the self-defense system of the human body attacks the healthy cells in the body and these results in RA and other autoimmune diseases. Researchers suggest that there is no age restriction for the initiation of RA and is linked with weariness and extended stiffness after rest.  Ã‚  

What inferences can you draw from this passage What are the Assignment

What inferences can you draw from this passage What are the implications - Assignment Example Such persons will work with very limited supervision and does quality work thus improving the firm’s reputation. Such hardworking employees often get promoted to higher ranks (Peterson, 1988). On the other hand, an ambitious employee feels motivated and yearns to achieve the set goals. Such a person strives to ensure that he meets the required standards of his work place and acts as a motivating factor to other workers. Such motivated workforce leads to improved output of the organization. Moreover, a contentious employee is also dependable (Peterson, 1988). They are willing to work with each other in the firm. They can help fellow workmates in doing their duty in case there is need. Conversely, if a person is not conscientious, he will be lazy, non-dependable and not ambitious (Peterson, 1988). Such persons are a nuisance to the organization and will lead to a decline in the general output of the organization. Furthermore, another important trait is emotional stability. Just like the first case, a person who is calm, self-controlled and secure will have great positive implications to the organization (Peterson, 1988). A person who is self-controlled will always work with other employees at all situations. They know how to control their emotions and can help each other solve their problems. A secure employee works with more confidence in him (Peterson, 1988). Such employees will yield more positive results to the firm. Calmness is a virtue that calls for gentleness. Such a person earns great respect from the clients and workmates thus an improvement to the firm’s reputation (Peterson, 1988). Conversely, an employee who lacks self-confidence, is not secure, and is rude. Such will lead to destruction of the firm’s reputation thus impacts in low income to the

Knowledge Management - the Knowledge Creating Company Essay

Knowledge Management - the Knowledge Creating Company - Essay Example Another important element of the Japanese perspective on knowledge is how an organization is treated as a living organism. It is not merely a separate legal entity or merely a machine for production wherein people are divided into parts that play specific roles but considered as sentient due to the collective sense of identity and fundamental purpose. According to Nonaka, this makes the area of research, product development, marketing and planning not exclusively the domain of research and development or marketing departments. Rather, each employee contributes something and is a working and functional knowledge worker. The above points were supported by several principles and Nonaka attempted to be as comprehensive as possible, outlining many very important ones. For instance, he cited the idea that innovation would always come from an individual – a manager who has the skill to keep up with the fickleness of the market, a researcher who has the knowledge to develop effective strategies or a cleaner who may have a brilliant idea about effective processes based on his work experiences. So each employee in an organization regardless of his or her position is considered a source of excellent ideas.

Case Study Example | Topics and Well Written Essays - 250 words - 37

Case Study Example As a teacher, I can engage the students in the session twice in two consecutive days. The session involves students in handling bean bags with their hands and throwing them to their partners. They, therefore, end up taking part in a movement pattern of throwing and catching. The session has instructional strategies where the teacher takes a bean bag and demonstrates the movement with one of the students. He or she remains stationary and does an overhand throw of the bean bag to the travelling student. The student also uses an overhand movement pattern to throw the bean bag back to the teacher but with increased accuracy. All students in the physical education engage in the activity in pairs and do what they are instructed by the teacher. The two partners engage in a two-handed catch of a thrown bean bag and reciprocate with one remaining stationary while the other travels and vice versa. The physical exercise of throwing and catching a bean bag improves the developmental needs of students involved in the 45-minute session. It increases their attention span and interest in the physical exercise. In addition, a student is able to mingle with another colleague from outside his or her group of friends and experience fun together. The overhand throws movement pattern also increases the manipulative and motor skills of the students. This develops their muscles and other body

Whole Foods Essay Example | Topics and Well Written Essays - 250 words

Whole Foods - Essay Example However, evidence reveals that effective and cognitive components usually do not always match the behavior of a person. Instrumental values are usually permanent in nature and they are mainly comprised of individual character traits. Terminal values are some of the things that can be worked towards so as to satisfy a thing. The things that Mackey said about wild oats are part of his instrumental values; however, the act of him wanting to acquire the company was in an attempt to satisfy his terminal values. The reaction by FTC and SEC were based in Mackey’s instrumental values. From my personal perspective, John Mackey did not act ethically. According to professional ethics, the attitude of a person should not be publicized in a manner that is like to change the perception of people towards a company. The comments by Mackey may have influenced the attitude of many people towards wild oats and that is not an ethical thing to do. John Mackey is operating at the conventional morality level. This is because he is trying to develop interpersonal relationships that are good by defending his comments and he is also trying to maintain a social order so as to justify his words and his alleged intentions for his comments (DiBella, & Nevis, 1998).   The attitude that is provided in regard to Mackey is that of hate and that makes him to try to protect his comments towards wild oats. The values that are portrayed concerning Mackey are those of one trying to maintain a social status. That is because he is trying to be little wild oats so that his company can appear to be more superior and that is not an ethical behavior in the business world. As a responsible leader who is ethical, Mackey’s behavior should fit in the 3rd level of moral development which is the post conventional morality level. This is true because he has to attempt to protect rights of individuals, and to settle disputes in a manner that

Roll of Thunder, Hear My Cry Essay Example for Free

Roll of Thunder, Hear My Cry Essay White makes right means that the whites are never wronged for their actions whenever a white does something clearly wrong to a black while the black has done right. In fact, the blame is pushed to the blacks instead, simply because whites are perceived to be the superior race. What is counted as morally right or morally wrong depends on how society perceives it, when what is usually right or wrong should not be determined by how the majority feels towards another race, especially when they are biased. As such, this has resulted in a lot of unjust treatment towards the blacks. This can be clearly seen through three incidents: Mr Morrisons loss of a job, the burning of the Berrys and Cassies encounter with Lillian Jean in Strawberry. Firstly, an incident that illustrates White makes right is Mr Morrisons loss of a job, since he is depicted as being in the wrong although he was provoked into the fight, and he is made to bear the consequences although there are no consequences for the others, simply because of their race. Mr Morrison lost his job as he got in a fight with some men whose fault was theirs. However, the other men did not get fired because they was white. This shows that one’s actions’ consequences differs based on race. Starting a fight is clearly wrong, and as the whites were the ones who started it, it is only fair if they got fired. However, even though Mr Morrison did not start the fight, he got fired instead of the other men just because they were white and deemed superior to blacks. This shows that blacks are not allowed to start a fight without being punished regardless of the injustice targeted at them. However, whites are allowed to because of underlying reasons and they will not be punished as they have justifiable reasons. Thus, white makes right is clearly shown in this case, where we see that regardless of whether the whites do the wrong things towards the blacks, the main detrimental consequences will still be for the blacks and not the whites, simply because of racism. Also, this shows us that when whites do something which is wrong, it is simply brushed aside and they do not really suffer many consequences, however the blacks suffer the consequences instead once they decide to respond. Secondly, an incident that illustrates White makes right is the burning of the Berrys. White men accused John Henry of flirtin' with a white woman and began rammin the back of they car and lit him afire with them boys. When Henrietta, a relative of the Berrys, reported it to the police, he called her a liar and aint a thing gonna be done bout it. Attacking and killing somebody is clearing wrong and illegal. However, the white men go unpunished. This clearly shows that white men can get away with abusing and killing black men. To justify their actions, they find an excuse, which in this case John Henry had been flirting with a white woman, while probably all he did was smile in the wrong place at the wrong time. The blacks clearly did not do anything wrong, but Henriettas testimony is powerless to make the police investigate. This shows that the blacks are denied justice despite the fact they are being victimised. It also shows that the truth is meaningless in white society. Thus, white makes right as the power of language is determined by race rather than validity, so they can come up with an excuse to justify their actions easily and accuse blacks of doing and result in them being punished. It is also extremely difficult for blacks to prove their innoncence, since people are generally biased against them, whereas the words spoken by whites are considered credible and believable. This also shows that white makes right, since the whites are deemed to be reliable and their statements the truth, as opposed to the blacks who are labelled as lying even if they tell the truth, so what the blacks say would naturally be labelled as wrong while the whites would be labelled as right. Thirdly, an incident that illustrates White makes right is Cassies encounter with Lillian Jean in Strawberry. When Cassie bumped into Lillian Jean, she demanded Cassie to get down in the road and apologize by addressing her as Miz Lillian Jean. As whites are deemed to be superior to blacks in white society, when a black collides into a white, blacks should apologise to the whites and never the other way round as they are always perceived as correct. However, if a black were to demand fair, equal treatment, it is stated that this is not necessary as it is considered demeaning for the whites to apologise to blacks, or even to address them normally. This shows us that regardless of blacks’ intentions, and whether they do something out of accident or not, it really depends on the whites’ perception of their actions. The moment whites decide that their actions are wrong, such as bumping into Lillian jean accidentally, we see that the Cassie is automatically labelled as wrong based on her actions. However, if Lillian Jean were to engage in the same action, she would not be forced to apologise to Cassie, neither would she be forced to call Cassie with the honorific of â€Å"Miss. † Thus, white makes right since the whites are able to state whether the blacks’ actions have wronged them or not, even when the blacks did it unintentionally, and we see that if the whites do the same actions on the blacks, they do not need to apologise, whereas the blacks not only need to apologise, but also have to address them with respectful terms. To conclude, the three incidents that illustrate White makes right are Mr Morrisons loss of a job, the burning of the Berrys and Cassies encounter with Lillian Jean in Strawberry. Mr Morrisons loss of job shows that regardless of what the blacks do, as long as they respond to the whites when provoked, then they are considered to be at fault and are made to bear the consequences. The burning of the Berrys show that the power of language is determined by race rather than validity, making whatever the whites say reliable and making it difficult for the blacks to prove their innocence. Cassies encounter with Lillian Jean in Strawberry shows how the blacks’ actions, even when unintentional, can be construed as bad just because the whites perceive them to be so, and the blacks are made to apologise to the whites with honorific terms of respect even though they may not have intentionally done anything to harm them. Thus, this clearly shows how â€Å"white makes right.

Nike Brand Equity Analysis

Nike Brand Equity Analysis Introduction The world constantly changes and disparities, however, some top brands seem to keep their leadership position in their industry to this day. Strong brands are amazingly durable and have the ultimate ability to overcome many challenges. Either does Nike. Since its creation in 1971 in the USA, the Nike swoosh is still one of the worlds most valuable brand despite of the severe crises. Ranked at 26 on the list of Interbrands Best Global Brands in 2009 with a brand value at $13.2 billion dollars, up 4% from a value of $12.7 billion last year, Nike is the best among sports brand, left the big competitors, Adidas and Puma far behind (Interbrand report, 2009). So how has Nike got ahead and stayed ahead? This article will be employed Elliott and Percys structural framework of brand equity synthesis to investigate in four dimensions of Nike brand equity, namely: brand attitude (functional and emotional features), symbolic meaning, brand awareness and brand loyalty to draw the deposit picture of Nike brand equity in the sportswear industry. About Nike In 1962, inspired by athlete aspiration, Bill Bowerman and Phil Knight shook their hand to cofounded Blue Ribbon Sports, precursor of Nike. The initial business then was to distribute low-cost and high quality Japanese athletic shoes to American. Today, Nike not only designs and sells athletic shoes at every profitable market worldwide, but also operates in athletic apparel, sport equipment and subsidiary venture including Cole Haan, Converse Inc., Hurley International LLC, Nike Golf and Umbro Ltd (Nike report, 2009). Headquartered at Oregon, United States, Nike has been presented across more than 160 countries around the world targeting its primary market regions: United States, Europe, Asia Pacific and the Americas. Nike employs about 32,500 people as of May 31, 2008 (Datamonitor Research, 2009). By indirect or direct way, Nike touches the lives of millions more with its innovative products that transform every sport into a winning battle (Superbrands, 2002). Nike customers The decade ago, Bill Bowerman, the co-founder of Nike once said If you have a body, you are an athlete (Nike company overview, 2010). This motto transmitted not only the whole brand characteristics but also the main targeted customers. They are athletes and anyone with a body. Nike offers a wide product portfolio of sport-inspired lifestyle apparel, accessories and equipment. Nike provides athletic footwear for runners, trainers and basketball players. The company also offers shoes and equipments specially designed for those addicted tennis and golf players and etcetera. Such diverse product extensions enable the company to satisfy the varied athletic needs of its customers (Datomonitor Research, 2009) Nike and its rivals Sportswear has been a thriving market in recent years. According to the research Global footwear: Industry profile releasing by Datomonitor in 2009, the global footwear market generated total revenues of $ 196,617 million in 2008. Thus, Nike has experienced intense competition from the moment its first sporting shoes being introduced to their customers. Globally, this market is dominated by the big three namely Nike, Adidas, and Puma (Sport+Markt Report, 2008; Keynote Report, 2010). Adidas Adidas was truly the first sports company, it was founded in 1920. They once really blew in the decade of 70s and 80s. By the early 90s, Adidas realized itself forgotten in the back of game. In the 21st century, the brand has steadily affirmed its position and seems on renaissance. Adidas brand increased its value at 6%, ranked 62th on the list of Best Global Brands 2009 and continued to take the second largest sporting goods manufactures behind Nike (Interbrand, 2009) The overall Adidas brand competes straightly and closely with Nikes value proposition. Nike aims To bring inspiration and innovation to every athlete in the world, meanwhile, Adidas mission is Improving every athletes performance through innovation. The brand values of Adidas have been claimed that authenticity, inspiration, honesty and commitment are derived from sport. (Datamonitor research, 2009) Puma Placed at 97th, Puma brand appeared at the first time on the Interbrand annual report. Interbrand analysts gave the positive compliments for Pumas effort to compete against the big rivals. Through new design, co-branding and partnerships with celebrities and famous designers such as Alexander McQueen and Hussein Chalayan, Puma refreshes their brand image. The company defines its brand as the mixes of sport, lifestyle and fashion to increase its desirability (Puma report, 2009). The Puma brand differentiates itself from Nike by communicating lifestyle driven style with active lifestyle themes whereas Nike focusing on performance driven style. Nike brand equity Having and holding customers is likely to be a competitive battle which each brand tries all efforts to win. They compete for functional attributes, distinctive services or innovative technologies (Aaker, 1991). So what are emotional and functional benefits which Nike provides for their customers? Functional and emotional features of the brand Since Nike was set up by someone who has a deep passion for athletics and running, it should come no surprise that product is important. Products that are comfortable, authentic, functionally innovative and uniquely designed (Nike report, 1985). The innovative technology is considered as one of the defining dimensions of Nikes brand identity and corporate culture. The simple driving concept has led to some impressive innovations which is considered as one of the defining dimensions of Nikes brand identity and corporate culture. The first highlight was Air cushioning, using pressurized gas to cushion impact and new materials such as Urathane, that was used first with the Air Max running shoes (Nike report, 1987). More recently, to obtain maximum performance, Nike Sport Research laboratory has discovered the innovative technology such as Shox, which are made mostly of rubber and spring back adding more power to a runners stride and Total 90 Concept, a range of equipment to help players perform over 90 minutes of a soccer match (Keller, 2008) Such innovative technology which Nike has used has gained the strong hold in consumers perceptions. The research of Ross and Harradine (2004) focusing on relationship between young school children and branding, particularly sportswear shoes brands showed that children aged from 4 7 years old believed that these brands could improve their personal performance. They do very fast shoes. They make you run faster. They are also comfortable and look good, they added. Clearly, functional benefit is the fundamental and classical features to communicate with customers. However, if Nike just provided high quality running shoes to enhance athletic performance, Nike would not be strong brands. According to Aakers (1991), big brands need to be beyond the purely functional relationships. They should create a more strong emotional attachment with core consumers because emotional benefits add richness and depth to the brand and the experience of owning and using the brand (Aakers, 2009) Guinn et al (p219, 2008) stated that Nike offers emotional benefits which are the exhilaration of athletic performance excellence; feeling engaged, active, and healthy; exhilaration from admiring professional and college athletes as they perform wearing your brand when they win, you win too. Associated brand with the top athletes, Nike tells story of brands which the main themes is sportsmanship and unrelenting effort. These are the story of Michael Jordan who won a record 10th scoring title and was selected as one of the 50 Greatest Players (NBA history, 2010) in Americans National basketball association championship. Lance Armstrong survived and won a second straight Tour de France while Tiger Woods completed the career Grand Slam, ensuring his place in golf history at the age where most of us are still wondering what we will do when we grow up (Nike report, 2000). The most three prominent athletes has generated the inspiration for young and next generation of athletes. Nike has succeeded to transfer their inspirations to every single purchaser. Wearing every pair of Nike shoes is to engage a passion for excellence and encourage to do your own thing. Just do it the tagline could sum up all the greatest values of brand which is (Superbrands case study, 2002). Symbolic meaning Products are no longer just products, they move beyond the functional meanings. Nowadays, they are definitely social tools serving as a means of communication between the individual and his significant references (Grubb and Grathwohl, 1967 as cited by Banister and Hogg, 2003). Products are considered as a symbol of individuality and uniqueness, and also symbol of affiliation and social identification. It is particularly trued with the fashion brands. Fashion brands such as clothes, bags, shoes and etc satisfy opposing functions, both social identification and distinction among individuals (Banister Hogg, 2003) Nike must have understood the recipe well. The Just do It campaign in the early 1990s would be a perfect example. Losing ground to archrival Reebok which was quick initiative on designing style, fashion aerobics shoes in 1980s (Keller, 2008), Nike responded dramatically and forcefully by launching the Just do it campaign which was mainly focused on person wearing on products instead of product itself. Heroes and hero worship was being built as the main themes of advertising. Celebrity endorsements such as Bo Jackson, John McEnroe and Michael Jordon appealed to the consumers sense of belonging and hipness. In other words, Americans consumers were convinced that wearing for every part of your life was smart (the shoes are designed for comfort) and hip (everyone else is wearing them; you too can belong to this group) (CFAR, 1998). Just Do It campaign succeeded (Nike increased its share of the domestic sport shoe business after launching this campaign in America from 18 percent to 43 percent, regained the leader position) because it could fascinate customers in both separating ways. Wearing Nike as a self fulfilling image declaration if you are hip, you are probably wearing Nike. But perhaps most importantly, it could create the desirable needs -if you want to be hip, wear Nike (CFAR, 1998). Symbolic meanings of Nike brand are also tracked in the research on Symbolic and functional positioning of brands of Bhat and Reddy (1998). This study showed that Nike scored high on the prestige and personality expression scales (See Appendix). The findings of Hogg et al (1998) also support the success of attached the symbolic and emblematic meanings to sportswear brands. The youth showed facility in interpreting the symbolic meanings attached to the sports brands which were associated with the different sports stars (such as footballers, rugby players, athletes and tennis players) and with different sports (e.g. football and rugby.) Brand Loyalty Luring by good shoe with innovative functionality and athletic aspiration value, Nike has indeed come to mind and heart of its customers. By the mid of 1990s, 77 percent of male Americans from the age of 18 to 25 chose Nike as their favourite shoe, according to Rozanski et al (1999). The figure still remains stably despite of that up and down year Nike has been experience, gaining the high score of customer satisfaction at 79 percent rated by The American Customer Satisfaction Index Organization (2009). It could be said that loyalty to the Nike brand is driven by many external and internal factors such as brands subjective and objective characteristics and loyalty building programs. One visible example of creating innovative method to capture the strong relationships with Nike users is that creating Joga.com, a social network site for foot ball fans. Launching quietly in the early 2006, the site became an instant hit, peaking at 7.5 million viewers when Nike showed Ronaldinho video clips, according to Nike (2006). More than 1 million members from 140 countries signed up by mid July. In this site, fans can create their personal blogs, build communities around favorite teams or players, download video and organize pickup games. By enrolling consumers in building and shaping the content of the website, Nike pulled their loyal customers closer, nurtured deeper bonds of loyalty and advocacy. (Kotler and Amstrong, 2007) Brand Awareness Brand awareness is the first and crucial stage of consumers preference. It refers to the strength of a brands presence in the consumers mind (Aakers, 1996). Nike has been successful in building awareness. The Swoosh symbol has been appeared everywhere, on shoes, hats, billboards and soccer balls across the globe too remarkably to such extent that one author used the title The Swooshification of the World on Sports Illustrated column that imaged a future in which the swoosh could surpass sports to become a letter of the alphabet and the new presidential seal, among other things(Keller, 2008). True be told, the recognition of the swoosh is extremely high. According to Keller (2008), as of 2000, 97 percent of American citizens recognized the brand logo, as the strong brand penetration. The studying of Arona and Stoner (2009) on understanding brand personality also assists this fact. The findings indicated that Nike was perceived as a dominant force or authority in the market place, reaching at nearly 90 percent (Figure below) The results of Ross and Harradines research (2004) on brand recognition and awareness on children is also supportive, which showed that Nike could be recognized consistently without identification of brand name, even by the youngest group (aged from 4 to 6 years old). This perhaps may reflect the general level of advertising and promotion that children are exposed to. How has Nike done to build brand awareness? Sponsorships, advertising and experience focused retailing (Nike town) are three vivid channels that Nike has applied to enhance its brand image and awareness. Among these strategies, athlete endorsements could be considered as the most significant success of Nike brand. Nike has been invested millions of dollars to associate their brand names with easily recognizable athletes with the aim of brand image building (1.6 billion dollars is spent on multiyear athlete endorsement by Nike according to Horrow (2007). Athletes at the top of their respective sport such as Micheal Jordan, Tiger Woods, and Lance Armstrong who are well liked and respected by members of the brands target audience are chosen as endorsers to associate the Nike brand with the athletes celebrity image. This strategy has been paid off, for example, since Tiger Woods and Nike cooperated, annual sales for Nike Golf have exceeded to nearly $500 million dollars with an estimated 24 percent growth per year in the first five years of the agreement (Pike, 2006 cited by Carlson and Donavan, 2008). Conclusion Since the Nike name is chosen in 1971 with the concepts of victory, success and speed, Nike has been keeping its great speed in the fierce competitive environment. Building brand image and its associations around a famous person and conducting the two way conversation with power consumers through innovative digital channels, Nike has hold the strong presence in the heart of consumers. REFERENCE Aaker, D., 1996. Building strong brands. New York: The Free Press Aaker, David A., 1991. Managing Brand Equity. New York: The Free Press Elliot, R. and Percy, L., 2007, Strategic brand management, Oxford: Oxford University Press Guinn, T., 2008. Advertising and Integrated brand promotion. South Western: South Western Educational Publishing. Keller, K., 2008. Best practice cases in branding: lessons from the worlds strongest brands. 3rd Ed. NJ : Pearson/Prentice-Hall. Kotler, P., and Armstrong, G., 2007. Marketing: an introduction. 8th Ed. N.J. : Pearson Prentice Hall Aaker, D. (2009) Beyond functional benefits, Marketing news, 30, 23-24. Arora, R. and Stoner, C. (2009) a mixed method approach to understanding brand personality, Journal of product and Brand management, 18(4), 272-283. Banister, E., and Hogg, M. (2003) Negative symbolic consumption and consumers drive for self-esteem, the case of the fashion industry, European Journal of Marketing, 38(7),850-868. Carlson, B., and Donavan, T. (2008) Concerning the Effect of Athlete Endorsements on Brand and Team-Related Intentions, Sport Marketing Quarterly, 17 (3), 154-162. Court, D. et al. (1997) If Nike can just do it, why cant we, The McKinsey quarterly, 3, 24-34. Hogg, M., Bruce, M. and Hill, A. (1998) Fashion brand preferences among young consumers, International Journal of Retail Distribution Management, 26 (8), 293-300. Ross, J. and Harradine, R. (2004) Im not wearing that! Branding and young children, Journal of Fashion Marketing and Management, 8(1),11-26. Ross, J., and Harradine, R. (2004) Im not wearing that! Branding and young children, Journal of Fashion Marketing and Management, 8 (1),11-26. Rozanski, H., Baum, A., and Wolfsen, B. (1999) Brand Zealots: realizing the full value of emotional brand loyalty, Strategy and Business Fourth Quarter ,19, [Online] Available at http://www.strategy-business.com/article/13741?gko=31937 The American Customer Satisfaction Index, Score by company NIKE, [Online] Available at: http://www.theacsi.org/index.php?option=com_contenttask=viewid=149Itemid=157c=NIKE (accessed 20/05/2010). Brandrepublic (2002) Superbrands Case Studies Nike, [Online] Available from:http://www.brandrepublic.com/news/148384/superbrands-case-studies-nike/(accessed 22/04/2010) Center for Applied Research CFAR (1998) Mini case study Nike -Just do it advertising campaign, [Online] Available from: http://www.cfar.com/Documents/nikecmp.pdf(accessed 20/05/2010) Datamonitor research (2009), Nike, Inc. Company profile, [Online] Available from: http://www.datamonitor.com/store/Product/nike_inc?productid=8E563969-FC1C-4D3A-8EEE-F9D79F81F0C3 (accessed 14/04/2010) Datamonitor research (2009), Global footwear industry profile, [Online] Available from: http:www. datamonitor.com (accessed 14/04/2010) Horrow, R. (2007), A countdown of 10 top sports and entertainment business issues, [Online] Available from http://community.foxsports.com/blogs/TheSportsProfessor (accessed 22/05/2010) Interbrands annual report (2009), Best global brands, , [Online] Available from: http://www.interbrand.com/best_global_brands.aspx?year=2008langid=1000 (accessed 14/04/2010) Keynote Report (2010), Clothing, Personal Goods Home Goods 2010, [Online] Available from: www.keynote.com (accessed 18/05/2010) National basketball championship, NBA Encyclopedia playoff edition, [Online] Available from: http://www.nba.com/history/players/jordan_bio.html (accessed 22/05/2010) Nike (2010), Company overview, [Online] Available from: http://www.nikebiz.com/company_overview/ (accessed 12/04/2010) Nike report (2000), Nike annual Report 2000, [Online] Available from: http://invest.nike.com/phoenix.zhtml?c=100529p=irol-reportsOther (accessed 16/05/2010) Puma (2009) About company, [Online] Available from: http://www.puma.com/about (accessed 12/04/2010) Sport+Markt Report (2008), Jersey Report 2008/2009 , [Online] Available from: http://www.sportundmarkt.de/en/reports/list/jersey-report-200809.html (accessed 18/05/2010) Superbrands (2002) Nike Company, [Online] Available from: http://uae.superbrandsmena.com/images/spreads/NIKE%204-4.pdf (accessed 22/04/2010)

The Good German :: essays research papers

"The Good German", by Joseph Kanon can be categorized by placement in a variety of genres, Thriller, Mystery, Historical Fiction, Love Story, and more. The work is certainly all of these, however I believe much more important is the study of twelve years of human behavior, presented within the context of events primarily following the close of The European phase of World War Two. I don't know that any other conflict has generated more literature than the one symbolized by the swastika, the word Holocaust, and the unprecedented Crimes Against Humanity Trials at Nuremberg. Superficially, the evil of the war is routinely placed with great ease. Even at this level it is hard to take issue with placing the blame on a man, the party he created, and the nation that joined that party, served in the SS, and made the crimes that took place possible. What happened when the fighting stopped, when the shooting war with The Axis ended, and the Cold War with The Soviet Union began? The latter had really begun prior to the first one ending. The shades of gray that dominated the conduct of The Allies immediately following the end of hostilities, and the repercussions that would follow for decades, is brilliantly set side by side with conduct during the war. Mr. Kanon never minimizes any of the horror that took place; he questions none of the atrocities that were committed. He does bring post-war reality to his tale that cannot be said to match the actions of The Third Reich; he does however absolutely portray conduct on all sides, which traditional history would rather marginalize. Nothing is ever as simple as it seems, and while there were episodes of good versus evil, and events that were black and white, inconvenient shades of gray were everywhere. Without exception all of the players in this book are guilty of some form of aberrant behavior, which outside of the circumstance of war would never be questioned as wrong. However when placed within the context of World War Two, which was unique for the range and intensity of the evil it spread, do the judgments and answers remain so clear? A person is put on trial at war's end for collaborating with The Nazi SS; let us say the person facilitated the capture of Jews for transportation to death camps. The jury would probably not spend a great deal of time deliberating this example. Same example with a bit more detail, the person is a Jew who was given the option of pointing out other Jews in exchange for their life and the lives of their

Abortion: Pro Choice View :: essays research papers

Abortion: Pro Choice View Abortion is a growing issue in America among women and their right to reproduce children. Approximately one to three million abortions are done each year. Women get abortions for many reasons such as for rape, teen pregnancy and health reasons.   Ã‚  Ã‚  Ã‚  Ã‚  Rape is one of many reasons that cause women to choose abortion to end their pregnancies. What to do about their pregnancy is mandatory, although many or them felt they were ending a life. They are wise enough to know how they would treat their illegitimate child. They hate their rapist, and worry that if they kept their babies, they would hate their children for reminding them of such a painful time.   Ã‚  Ã‚  Ã‚  Ã‚  Young women between 15 and 19 account for at least 5 million abortions every year -- 1 million of them in the United States. In fact, one of every five pregnancies happens to a teen-age girl. In situations like this, some people are sure that they could take care of the child, while others know that they aren't ready or mature enough to take so much responsibility. In many cases the child would have no one to rely on but a single mother with no schooling, and maybe a non-supportive family. He or she would have a twisted, miserable upbringing, left vulnerable later in life.   Ã‚  Ã‚  Ã‚  Ã‚  Another reason that causes women choice abortion is health problem. There is a range of problems, including the child being born with Down's Syndrome, Cystic Fibrosis, or a disposition to obesity, which can later in life cause clogged arteries and heart failure.

linux encryption Essay -- essays research papers

.: Contents :. I. INTRO - About   Ã‚  Ã‚  Ã‚  Ã‚   II. ENCRYPTING - Containers - Drives - Files   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   APPENDIX   Ã‚  Ã‚  Ã‚  Ã‚   .: I. INTRO :. [-=] About [=-] This is a quick rundown on how to encrypt files, containers, and drives under Linux. The use of loopback encrypted filesystems and openssl is explained and examples are given. This paper should have you encrypting in no time. The following commands were done running kernel 2.6.9. .: ENCRYPTING :. I'll outline how to create encrypted containers and drives using the loopback filesystem support and file encryption via openssl. [-=] Containers [=-] This is essentially creating a filesystem within a file and mounting it as a device. Containers vastly decrease the tedious task of individually encrypting files since you simply move your files into the mount point and then unmount and they nicely encrypted. First, you need to create a blank file using the dd command. dd if=/dev/urandom of=crypto.img bs=1M count=50 - The first parameter uses the /dev/urandom device to create the file with random data to make it more difficult to distinguish between free space and encrypted data. The /dev/zero device can be used but is not advised. - The second parameter of=crypto.img defines the name to be given to the file and this can be changed to suit your preference. - The third parameter bs=1M instructs the dd command to create the file in 1MB blocks. I recommend you leave this value as 1M - The final parameter defines the size of the file in relation to the bs parameter. Since bs=1M and count=50 the file will be 50MB hence changing the count value to 100 would yield a 100MB file and so on. It is worth mentioning that the file can be resized once created this will be explained in the appendix. Second, the file must be associated to a loop device and encrypted. losetup -e aes256 /dev/loop0 crypto.img - The parameter -e aes256 at the beginning instructs losetup on which cipher to use. The cipher type is dependent on what your kernel supports. In this example the AES 256 bit cipher is used but you can use other cipher types such as blowfish interchangeably. - The second parameter /dev/loop0 is the device to which we bind the file too. Binding the file will allow us to format the file with filesystem. - The final pa... ...utputs at password.txt.enc. (This is a rather redundant explanation but oh well) Now to decrypt a file. openssl enc -d -aes-256-cbc -in password.txt.enc -out password.txt - The enc -d -aes-256-cbc part of the command specifies which cipher to use for decryption. - The -in password.txt parameter specifies which file to decrypt. - The final parameter instructs openssl to output the decryption into a file. This parameter can omitted and the file will be decrypted to stdout. .: APPENDIX :. [-=] Resizing containers [=-] If you formatted your container with the ext2 filesystem you can resize it with the ext2resize app. First, increase the size of the container. In this example the file acting as the encrypted container is called crypto.img and its size is incremented by 20MB. dd if=/dev/urandom bs=1M count=20 >> crypto.img - The of= parameter is omitted and instead >> is used at the end of the command to append 20MB to the crypto.img file. Second, bind the file to a loop device. losetup -e aes256 /dev/loop0 crypto.img Third, extend the ext2 filesystem within the container. ext2resize /dev/loop0 That is all thats needed to resize your encrypted container.

Direct Marketing and Direct Selling Essay

What is the difference between direct marketing and direct selling? Answer: Direct Marketing; definition, â€Å"The total of activities by which the seller, in effecting the exchange of goods and services with the buyer, directs efforts to a target audience using one or more media (direct selling, direct mail, telemarketing, direct-action advertising, catalogue selling, cable TV selling, etc. ) for the purpose of soliciting a response by phone, mail or personal visit from a prospect or customer. † – by Peter Bennett. In simpler words Direct Marketing is a system of marketing by which the organizations communicate directly with target customers to generate a response or transaction. Direct selling, definition,† Direct selling is the personal presentation, demonstration, and sales of products and services to consumers in their homes. † Direct marketing is a process in which the middle men are removed and the product is directly sold to the end users or consumers. While personal selling is one to one selling in which the sales person visits a prospect and closes the sale. Direct selling is a form of direct marketing. Direct marketing and selling both involve dealing directly with the customer, seeking a response, however direct marketing assumes a broader variety of media than just sales. Direct marketing includes, direct selling, direct mail, telemarketing, direct-action advertising, catalogue selling etc. Q 2: Describe the various forms of direct selling and some of the characteristics that make it unique. Answer: There are three forms of direct selling: 1.

Education in Great Britain

————————————————- EDUCATION IN GREAT BRITAIN 6/7. Great   Britain   does   not   have   a   written   constitution,   so   there   are   no   constitutional   provisions   for   education. The   system   of   education   is   determined   by   the   National   Education   Acts. Schools   in   England   are   supported   from   public   funds   paid   to   the   local   education   authorities. These   local   education   authorities   are   responsible   for   organizing   the   schools   in   their   areas   and   they   themselves   choose   how   to   do   it.Let’s   outline   the   basic   features   of   public   education   in  Britain. Firstly,   there   are   wide   variations   between   one   part   of   the    country   and   another. For   most   educational   purposes   England   and   Wales   are   treated   as   one   unit,   though   the   system   in   Wales   is   a   little   different   from   that   of  England. Scotland   and  Northern   Ireland   have   their   own   education   systems. Secondly,   education   in   Britain   mirrors   the   country’s   social   system:   it   is   class-divided   and   selective. The   first   division   is   between   those   who   pay   and   those   who   do   not   pay.The   majority   of   schools   in   Britain   are   supported   by   public   funds   and   the   education   provided   is   free. They   are   maintained   schools,   but   there   is   also   a   considerable   number   of   public   schools. Parents   have   to   pay   feesà ‚   to   send   their   children   to   these   schools. The   fees   are   high. As   a   matter   of   fact,   only   very   rich   families   can   send   their   children   to   public   schools   as   well   as   to   the   best   universities,   such   as   Oxford   and  Cambridge. Another   important   feature   of   schooling   in   Britain   is   a   variety   of   opportunities   offered   to   schoolchildren.The   English   school   syllabus   is   divided   into   Arts   (or   Humanities)   and   Sciences,   which   determine   the   division   of   the   secondary   school   pupils   into   study   groups:   a   Science   pupil   will   study   Chemistry,   Physics,   Mathematics   (Maths),   Economics,   Technical   Drawing,   Biology,   Geography;   an   Art   pupil   will   do   the   English   Language   and   Literature,   History,   foreign   languages,   Music,   Art,   Drama. Besides   these   subjects   they   must   do   some   general   education   subjects   like   Physical   Education   (PE),   Home   Economics   for   girls,   and   Technical   subjects   for   boys,   General   Science.Computers   play an   important   part   in   education. There   is   a   system   of   careers   education   for   schoolchildren   in  Britain. It   is   a   three-year   course. The   system   of   option   exists   in   all   kinds   of   secondary   schools. Besides,   the   structure   of   the   curriculum   and   the   organization   of   teaching   vary   from   school   to   school. Headmasters   and   headmistresses   of   schools   are   given   a   great   deal   of   freedom   i n   deciding   what   is   taught   and   how   in   their   schools   so   that   there   is   really   no   central   control   at   all   over   individual   schools.The   National   Education   Act   of   1944   provided   three   stages   of   education;   primary,   secondary   and   further   education. Compulsory   schooling   in   England   and   Wales   lasts   11   years,   from   the   age   of   5   to   16. After   the   age   of   16   a   growing   number   of   school   students   are   staying   on   at   school,   some   until   18   or   19,   the   age   of   entry   into   higher   education   in   universities   and   Polytechnics. British   university   courses   are   rather   short,   generally   lasting   for   3   years.The   cost   of   education   depends   onà ‚   the   college   and   speciality   which   one   chooses. Pre-primary   and   Primary   Education Nurseries. Primary   School. Streaming. The   Eleven   Plus   Examination. No   More   of   It? In   some   areas   of   England   there   are   nursery   schools  Ã‚  3   for   children   under   5   years   of   age. Some   children   between   two   and   five   receive   education   in   nursery   classes   or   in   infants   classes   in   primary   schools. Many   children   attend   informal   pre-school   play-groups   organized   by   parents   in   private   homes.Nursery   schools   are   staffed   with   teachers   and   students   in   training. There   are   all   kinds   of   toys   to   keep   the   children   busy   from   9   o’clock   in   the   morning   till   4   o’clock   in   the   afternoon   –   while   their   parents   are   at   work. Here   the   babies   play,   lunch   and   sleep. They   can   run   about   and   play   in   safety   with   someone   keeping   an   eye   on   them. For   day   nurseries   which   remain   open   all   the   year   round   (he   parents   pay   according   to   their   income. The   local   education   authority’s   nurseries   are   free.But   only   about   three   children   in   100   can   go   to   them:   there   aren’t   enough   places,   and   the   waiting   lists   are   rather   long. Most   children   start   school   at   5   in   a   primary   school. A   primary   school   may   be divided   into   two   parts   -infants   and   juniors. At   infants   school   reading,   writing   and   arithmetic   are   taught   for   about   20   minutes   a   day   during   the   first   year,   gradually   increasing   to   about   2   hours   in   their   last   year. There   is   usually   no   written   timetable. Much   time   is   spent   in   modelling   from   clay   or   drawing,   reading   or   singing.By   the   time   children   are   ready   for   the   junior   school   they   will   be   able   to   read   and   write,   do   simple   addition   and   subtraction   of   numbers. At   7   children   go   on   from   the   infants   school   to   the   junior   school. This   marks   the   transition   from   play   to   â€Å"real   work†. The   children   have   set   periods   of   arithmetic,   reading   and   composition   which   are   all   Eleven   Plus   subjects. History,   Geography,   Nature   Study,   Art   and   Music,   Physical   Education,   Swimming   are   also   on   the   timetable. Pupils   are   streamed   according   to   their   abilities   to   learn   into   A,   B,   ?   and   D   streams.The   least   gifted   are   in   the   D   stream. Formally   towards   the   end   of   their   fourth   year   the   pupils   wrote   their   Eleven   Plus   Examination. The   hated   11   +   examination   was   a   selective   procedure   on   which   not   only   the   pupils’   future   schooling   but   their   future   careers   depended. The   abolition   of   selection   at   Eleven   Plus   Examination   brought   to   life   comprehensive   schools   where   pupils   can   get   secondary   education. Secondary   Education Comprehensive   Schools. Grammar   Schools. Secondary   Modern   Schools. The   Sixth   Form. No   More   Inequality?.Cuts   on   School   Spending After   the   age   of   11,   most   children   go   to   comprehensive   schools   of   which   the   majority   are   for   both   —boys   and   girls. About   90   per   cent   of   all   state-financed   secondary   schools   are   of   this   type. Most   other   children   receive   secondary   education   in   grammar   and   secondary   modern   schools. Comprehensive   schools   were   introduced   in   1965. The   idea   of   comprehensive   education,   supported   by   the   Labour   Party,   was   to   give   all   children   of   whatever   background   the   same   opportunity   in   education.Only   about   20   per   cent   of   children   study   for   the   General   Certificate   of   Education,   Ordinary   Level   (GCE   ?-level). Most   children   do   not   pass   GCE   examinations. They   leave   school   at   16   without   any   real   qualification   and   more   often than   not   increase   the   ranks   of   unemployed   people. Pupils   of   modern   schools   take   their   Certificate   of   Secondary   Education   (CSE)   examinations   while   in   grammar   schools   almost   all   children   stay   to   sixteen   to   take   ?-levels. More   than   half   of   them   stay   on   to   take   ?-levels.Some   comprehensive   and   many   secondary   schools,   however,   do   not   have   enough   academic   courses   for   sixth-formers. Pupils   can   transfer   either   to   a   grammar   school   or   to   a   sixt h-form   college   to   get   the   courses   they   want. The   majority   of   schools   in  Scotland   are   six-year   comprehensives. Secondary   education   in   Northern   Ireland   is   organized   along   selective   lines   according   to   children’s   abilities. One   can   hardly   say   that   high   quality   secondary   education   is   provided   for   all   in  Britain.There   is   a   high   loss   of   pupils   from   working-class   families   at   entry   into   the   sixth   form. If   you   are   a   working-class   child   at   school   today,   the   chance   of   your   reaching   the   second   year   of   a   sixth-   form   course   is   probably   less   than   one-twelfth   of   that   for   the   child   of   a   professional   parent. Besides,   government   cuts   on   school   spending   caused   many   difficulties. Secondary   School   Examinations Time   for   Examinations. GCE. CSE. The   Sixth   Forms. CEE.GCSE Pupils   at   secondary   schools   in   England   (that   is,   pupils   between   the   ages   of   twelve   and   eighteen)   have   two   main   exams   to   worry   about,   both   called   GCE   —   General   Certificate   of   Education. They   take   the   first   one   when   they   are   about   fifteen. It’s   called   O-   level. There   is   an   exam   which   you   can   take   instead   of   ?-level:   it   is   called   the   CSE   (Certificate   of   Secondary   Education),   and   it   is   not   as   difficult   as   O-level. Most   pupils   take   ?-level   in   about   seven   or   eight   different   subjec ts.There   are   lots   of   subjects   to   choose   from   —everything   from   carpentry   to   ancient   languages. For   a   lot   of   jobs,   such   as   nursing,   or   assistant   librarian,   you   must   have   four   or   five   ?-levels,   and   usually   these   must   include   English   and   Maths. You   may   leave   school   when   you   are   16. But   if   you   stay   at   school   after   taking   ?-level,   you   go   into   the   sixth   form. The   sixth   forms   and   sixth-form   colleges   offer   a   wide   range   of   courses. Ordinary   level   alternative,   CEE   (Certificate   of   ExtendedEducation)   and   CSE   courses   are   offered   to   pupils   who   need   qualifications   at   a   lower   level. But   if   you   have   made   up   your   mind   to   gain   entry   to   a   university,   Polytechnic   or   college   of   further   education   you   have   to   start   working   for   the   second   main   examination   —   A-level. Most   people   take   ?-level   when   they   are   about   eighteen. It   is   quite   a   difficult   exam,   so   people   don’t   usually   take   it   in   more   than   3   subjects—   and   some   only   in   one   or   two   subjects. Three   ?-levels   are   enough   to   get   you   in   to   most   universities.For   others,   such   as   Oxford   and  Cambridge,   you   have   to   take   special   exams   as   well. A   new   school-leaving   certificate   is   planned,   however,   and   O-level   and   CSE   will   be   replaced   by   one   public   exam,   th e   General   Certificate   of   Secondary   Education   (GCSE). It   is   to   show   how   children   worked   throughout   5   years   of   secondary   school. 5. Parliamentary elections in the United Kingdom should be seen as a referendum on the performance of sitting MPs, not merely as a snapshot nationwide opinion poll determining party voting weights for the next Parliament.The electoral system affects the degree to which voters may hold their representatives to account for their actions in the previous Parliament; changes which would diminish this accountability mechanism should be resisted. The UK presently has a legislature whose unelected chamber better reflects the relative strength of the Labour, Conservative, Liberal Democrat and None of the Above parties. Conversely, if Labour and the Conservatives each won 50% of the vote, the other chamber would have a sizable Labour majority. 51% of the seats in the Lower House delivers 100% of t he power, and this can be captured by Labour on about 40% of the vote.Nevertheless, whenever Labour runs into opposition from the chamber which, in any other context, would be described as more â€Å"representative† by people who go in for that kind of thing, it threatens to force its legislation through under the Parliament Acts, on the grounds that the Lower House is more â€Å"democratic†. The Lower House  is  more democratic. Contrary to the self-serving views of the Liberal Democrats and other jejune supporters of electoral â€Å"reform†, what matters for democracy is not representativeness or proportionality, so much as accountability and responsiveness.When MPs behave in accordance with their constituents' wishes, this is to be preferred to their merely existing in party groupings of such sizes as best reflect their constituents' choices at the previous election. When discussing electoral reform in the UK, retaining a â€Å"constituency link† i s often posited as a requirement. That is to say, it is felt to be necessary that everyone should have an MP who is in some sense â€Å"theirs†, normally meaning that people are grouped into geographical areas and each area gets its own MP. A weaker version of this permits multiple MPs for each area.This is supposed to be good because it means that there's automatically someone in Parliament to go to with one's grievances. There is a much better reason why it happens to be good. If we merely say that everyone must have one or a small number of MPs, that does not imply that every MP must have his own constituency. The German federal electoral system and its antipodean imitator in New Zealand affords MPs who have no constituencies: they are elected from party lists and assigned in such numbers as ensure that the proportion of MPs in each party in the chamber match the proportion of the vote each party won.This category of MPs shares the same vice as MPs in a chamber fully elect ed by a proportional system: they can't be voted out of office directly. If your MP decides to go against the wishes of his constituents, they can contact him and say, â€Å"Hi, your majority at the last election was 2000; we, the undersigned 1001 who voted for you last time will vote against your party next time unless you buck the whip on this issue we care about. † The easier it is to do this, the more likely the behaviour of an MP will reflect the wishes of constituents.Don't believe the canard about votes not counting: every vote against the person who won counts against his majority and makes him more susceptible to pressure from his constituents before the next election. The electoral system can restrain this tactic. It works well under First Past The Post, and similar systems. Generally, increasing the number of MPs who represent a single constituency has the effect of making this tactic harder, as the punishment from electors may be spread across several MPs, especia lly if the electors cannot choose which MPs from a paricular party get the benefit of their vote.This is a notorious problem with the European Parliamentary elections in Great Britain: if some MEP is the ringleader for a particularly odious policy, she cannot easily be voted out without voting out the colleagues from her party. Even when a free choice on the preferential ordering of MPs is permitted, it is difficult to stop the disliked MP from riding back to election on the coattails of his more popular colleagues. So, in order of preferability, the electoral systems rank as follows: * First Past The Post, and Alternative Vote Single Transferable Vote in multimember constituencies * Proper Proportional Representation systems with open lists * Proper Proportional Representation systems with closed lists Having said all this, it must be stressed that electoral reform for the House of Commons should not be considered in isolation from the composition of the other chamber, and the rela tion between the Commons and three other institutions: the executive, the House of lords, and the courts.Some notes: Alternative Vote is the Australian name for a system which when used in single-member constituencies is identical to STV: electors rank the candidates in order of preference, and the least popular candidate is repeatedly eliminated until someone has over 50%; essentially, once a candidate is eliminated, a vote is regarded as counting for whichever remaining candidate was most preferred by its caster.The effect of this system tends to be obliteration of extremists without penalising or â€Å"wasting† protest votes. It should be noted that in the British debate, â€Å"Proportional Representation† is used to mean proper PR systems  and  STV/AV. The Australian Electoral Commission  used  to have an excellent webpage with a classification of all the electoral systems used in Australia's twenty-odd legislative chambers, but they've apparently improved it off their site now.Other fallacious views on electoral systems which it is useful to rebut at this juncture include the contention that FPTP entrenches a two-party system (in fact, the number of parties is contingent on the geographical concentration of voters), that AV in the UK in 1997 would have led to a larger Labour majority (only if you didn't tell people and the parties what the electoral system was in advance, otherwise the parties would have behaved differently), and that geographical constituencies are a relic of a bygone age and are being replaced by PR across Europe, or at least the world.FPTP is described by Hilaire Barnett in her militantly Anglosceptic tome on the British constitution as â€Å"still† existing in some dusty English-speaking corners of the planet; in fact some countries using PR have been moving towards constituencies: Italy did in the 1990s, and the Dutch are considering a similar move. 2. POLITICAL PARTIESThe idea of political parties first took form in Britain and the Conservative Party claims to be the oldest political party in the world. Political parties began to form during the English civil wars of the 1640s and 1650s. First, there were Royalists and Parliamentarians; then Tories and Whigs. Whereas the Whigs wanted to curtail the power of the monarch, the Tories – today the Conservatives – were seen as the patriotic party.Today there are three major political parties in the British system of politics: * The Labour Party – the centre-Left party currently led by Ed Miliband * The Conservative Party (frequently called the Tories) – the centre-Right party currently led by David Cameron * The Liberal Democrat Party (known as the Lib Dems) – the centrist, libertarian party currently led by Nick Clegg In addition to these three main parties, there are some much smaller UK parties (notably the UK Independence Party and the Green Party) and some parties which operate specifically in Scot land (the Scottish National Party), Wales (Plaid Cymru) or Northern Ireland (such as Sinn Fein for the nationalists and the Democratic Unionist Party for the loyalists). Each political party chooses its leader in a different way, but all involve all the Members of Parliament of the party and all the individual members of that party.By convention, the leader of the political party with the largest number of members in the House of Commons becomes the Prime Minster (formally at the invitation of the Queen). Political parties are an all-important feature of the British political system because: * The three main political parties in the UK have existed for a century or more and have a strong and stable ‘brand image'. * It is virtually impossible for someone to be elected to the House of Commons without being a member of an established political party. * All political parties strongly ‘whip' their elected members which means that, on the vast majority of issues, Members of Pa rliament of the same party vote as a ‘block'. Having said this, the influence of the hree main political parties is not as dominant as it was in the 1940s and 1950s because: * The three parties have smaller memberships than they did since voters are much less inclined to join a political party. * The three parties secure a lower overall percentage of the total vote since smaller parties between them now take a growing share of the vote. * Voters are much less ‘tribal', supporting the same party at every election, and much more likely to ‘float, voting for different parties at successive elections. * The ideological differences between the parties are less than they were with the parties adopting more ‘pragmatic' positions on many issues. In the past, class was a major determinant of voting intention in British politics, with most working class electors voting Labour and most middle class electors voting Conservative.These days, class is much less important be cause: * Working class numbers have shrunk and now represent only 43% of the electorate. * Except at the extremes of wealth, lifestyles are more similar. * Class does not determine voting intention so much as values, trust and competence. In the British political system, there is a broad consensus between the major parties on: * the rule of law * the free market economy * the national health service * UK membership of European Union and NATO The main differences between the political parties concern: * how to tackle poverty and inequality * the levels and forms of taxation * the extent of state intervention in the economy * the balance between collective rights and individual rights

Transition Highschool to College

Sandra kindete A Transition from High school to College Education is a general form of learning and gaining knowledge from different people and places. In United States high school and college are the main educational grounds that help people to achieve their goal and enhance their knowledge. From my personal experience, transition from high school to college was not only an exciting experience but also a challenging one because it was a struggle for me to adjust and cope into new environment and rules. There are many differences; however, there are some similarities between high school and college.High school is a free educational ground. First of all, work load in high school is much easier which enables students to get enough time to relax. Students spend more than 6 hours in week with their teacher and they are mostly guided and directed through everything. Their workloads tend to neither be complicated nor hard; thus, they get most of their homework assignments done in class whi ch provides them time to relax. For example, In my math class (pre calculus), my teacher spend one and half class period teaching and leave the rest of the 30 minutes for us to catch with assignments.Since I am never behind with completing my assignments ;Instead of me sitting and relaxing ,I use the 30 minutes to complete my homework assignment, so that I wouldn’t have any homework assignment. In addition, responsibilities and duties in high school tend to be much easier and not complicated. High school teachers frequently remind their students to do their homework and to turn it in on the due date; nevertheless, if you haven’t completed your assignment on the due date, you can still turn it in any other day and lose some points.For instance, at the beginning of my senior year, I was slacking off; I wasn’t turning in my homework assignment and even though, I turned it in: it was late. As the days, went by my GPA was starting to drop because of various reasons b ut mainly was not turning in my homework assignments on the due date or not turning them in at all. Later on that day, I decided to go and talk to my teacher to see if she will give me a chance for turning them in and receiving a late credit for them. Luckily, since it was high school, my teacher was more relaxed and flexible, so she gave me late credit for them.Furthermore; in high school, your time is organized by either your parents or counselor. Throughout my high school years, my schedule was arranged by my counselor. Also I could always count on my parents and teachers to guide and remind me on completing my duties. For instance; In morning, my parents always wake me up for school, so that I didn’t miss my bus and when I am home they ask me or remind me to complete my homework assignment. In addition, students have limited resources and materials in school for studying. College, on other hand, is an expensive educational ground of learning and experiencing new materials and cultures.College students are older and matured, so they are expected to be responsible and their work load is more intense and difficulty. College students spend less time with their professors. During my first year of college, I had an essay paper assignment that was due 11:59 am the exact day . Since, we spend less time with our professor in class, I barely had time to brainstorm some ideas or pre write my essay in class. As the result, I did most of my assignments and studying outside of class. Moreover, in my first year of college, at the beginning of the semester, my professor gave us an assignment that was due 11:59p. the same day. But since, it was my first year of college and I was learning how cope with the intense work load and manage my time. It was difficult for me to catch up with my homework assignment on time because I had a lot of assignment and not only I couldn’t organize my studying time but also I spend majority of the time hanging out with friends; as a consequence, I didn’t turn in some of my homework’s on time; therefore, I ended up getting a zero on my assignments. As a college student, you are excepted to responsible for managing of your own time and turning in assignments on the due date.Lastly, when you in college, you are considered as an adult. You set up your own schedule with the help of an advisor. You get to manage your own time and determine what time you want to study and what time you want to hang out with your friends. In addition, colleges always have endless resources of studying in the school. Overall, college students have control on their lives; you make your own decisions and choices. In conclusion; a transition from high school to college can be a difficulty and a challenging experience ecause in high school, most of your time is either managed by your parents or teachers, so students barely have control on their lives and they more relaxed; however it’s a mainly free educational gro und where students first get to learn and enhance their knowledge. College, on other hand, is an expensive and diverse educational ground. College students are considered as adult, so you are responsible for your own choices and actions. In college, not only you get to have control on your life but also you also get to meet different people and share, experience and learn different cultures.

Marries Is Better Than Being Single

ed is MARRIED IS BETTER THAN BEING SINGLE There are lots of discussion and arguments about to being single or getting married nowadays. The new generation might not willing to bound into marriage life and they wish to remain in single life so they can have more privacy, freedom and the commitment of   responsibilities. However, marriage is union ordained by God and it is also a wonderful union of two people in love. It is unique, opposite-sex union with legal, social, economic and spiritual dimensions. Getting married does bring a lot of advantages to a person either family.The biggest advantage for getting married is emotional stability. Married people treat their own family as shelter and they can feel secure and relax when staying together with their family. Family provides a peace and comfort zone for those married people to restore their energy. Marriage can helps the couple to become more tolerant, unselfish, caring and more responsible. Its provide a chances for the husband and wife to grow with and sharing their life’s challenges, rewards and sorrows with a person who actually knows and understand what you going through and feels the same frequency.There are a lots of difficulties have to learn by marriage people as that is not easiest to living with someone for the rest of their life. They have to overcome all the problems facing by them and to learn how to take care of others feeling, patience, emotion control, temper, time management and attitude towards their family. In a marriage life, there are always someone’s to hear your companions. It is good to have someone there to have a share, to bounce ideas or to have a witty exchange of remarks.Companionship among the married peoples also offers support and can be particularly important at times of trouble or stress. At such times, married people have distinct advantages over being single. The other advantage for marriage is that allows couples to pool their both incomes to share the cos t of living and debts, save more money for retirement and doing investment. The married people can also sharing a house, car and food so they can enjoy save cost for basic living conditions compare with a single person.Therefore, people who are married become less poverty but more wealth and their money goes further. It is because, they tend to specialize, exchange, and share roles and functions in ways to generate higher earnings, encourage savings, helping each other’s to restrain from impulse spending, and generally leave the family financially better off. Marriage can also leads to better health and greater longevity for people. There are more likely to enjoy better physical health. The spouses are intimately aware of and impacted by their spouse’s choices.In a sense, couples have a significant vested interest in watching out for one another and encouraging healthy choices and behaviour. For example, the wife might not allow her husband drinking, smoking or other u nnecessary risk-taking and also control his weights. Compared to single, divorced or widowed people, the married people experience less depression, anxiety, and other types of psychological distress. Besides, the married people will have active, satisfying and safety sex lives compared with single people. The married people tend to have more sex because it costs them less in time, money and psychic energy.They have find it more satisfying because their sex partner is more available, less distracted, more eager and more secure and able to please. The higher levels of satisfaction for married couples is related to the fact that marriage adds meaning to the sexual act because it symbolizes a union that is based on sexual fidelity, stronger commitment and emotional intimacy. It had increased their commitment and their sense of responsibility, and had generally strengthened their relationships. In addition, the married life can brings greater safety towards the married people and expand their social network.It’s because, the married people have companion to visit places together, visit friends or holiday together. For the single person, that is far more difficult as often modern social life is geared around ‘couples' and the single person can often feel left out or sometimes, simply not invited. At times, perhaps, having children might seem to impede their social life but it just brings a change in your social life and much of that social life involves being with your children. Lastly, married people will create a family with a new and challenging life instead of boring life compared with single people.Families are created and held together by the lifelong commitment of a man and a woman who live cooperatively and raise and nurture the children born to them. Families are the building block essential to the formation of a community, and strong social structure arises from the foundation many families provide. A thriving society and culture depend on sta ble marriages. For example, as marriage declines in a culture,  the state must spend more money and care for children who less of the financial stability with divorce family background.Strong marriages statuses are at the heart of thriving family and community. In conclusion, getting married is better than being single as there married leads to emotional stability, financial stability, train the couples become more independent and responsible, better health and greater longevity, have wonderful sexual life, easy to expand social networks and have a new challenging life instead of boring life compared to single people. Getting married is not an easy but it does bring a lot of meaningful to individuals, family and the community.

Alternative Energy Sources Research Paper Example | Topics and Well Written Essays - 1500 words

Alternative Energy Sources - Research Paper Example Arguments in Favour of Alternative Energy Resources for a Sustainable Environment The arguments typically made in favour of the use of alternative energy resources as opposed to fossil fuel resources tends to emphasize the ubiquity and clean effects of these resources (Nelson, 2011, p. 4). Alternative Energy Resources are Renewable The argument made in favour of replacing fossil fuels with alternative energy resources states that alternative energy resources such as solar power, wind and ocean tides are renewable (Miller and Spoolman, 2007, p. 304). In other words, they cannot be depleted so we do not have to worry about increasing costs as a result of declining supply. On the other hand fossil fuels such as oil, coal and natural gas are non-renewable. Or at least, the formation process can take millions of years. This creates a gap between the rate of production and the rate of consumption of these fuels, which is not conducive to a sustainable environment. For example, it is expect ed that the oil resources of the United Arab Emirates will be depleted in the next 90 or so years (Gulf News, 2008). Similarly, Pakistan has been experiencing an energy crisis because of declining natural gas production. When the supply of these fuels is reduced, the price increases as a result of market forces, which creates economic problems of its own. Alternative Energy Resources are Ubiquitous A second argument made in defense of alternative energy resources is that compared to fossil fuels, they are more widely available. For example, oil is concentrated in certain regions of the world such as the Middle East and the Gulf of Mexico. On the other hand, alternative energy resources such as wind and water are available in several parts of the world in forms that are conducive to power generation. The fact that alternative energy resources come in various forms increases the likelihood of some type of alternative energy resource to be present in a particular part of the world. For instance, the countries along the equator are blessed with longer hours of daylight and sunshine compared with countries further away from the equator. At the same time, certain regions of the world have access to coasts and rivers that can be harnessed to deliver energy. The use of alternative energy resources will reduce the transport of fossil fuels through tankers and pipelines to far-off places. This will reduce the energy costs significantly. As a consequence, the cost of goods and services that are directly influenced by the rising energy costs, such as agricultural produce, will not be affected adversely. Alternative Energy Resources are Non-Polluting The strongest argument made in favour of alternative energy resources by the environmentalists is that such resources are non-polluting. It has become a much discussed fact the persistent discharge of carbon emissions into the atmosphere is related to the environmental disasters that threaten the sustainability of the ecologic al system. The depletion of the ozone layer, the greenhouse effect, global warming and climatic changes have all been attributed to the use of fossil fuels. The greenhouse effect, for instance, is caused by the increase of fossil fuel based emissions in the atmosphere. These emissions form a blanket that prevents solar heat from escaping the atmosphere thus increasing the temperature of the Earth. This

Save the Children ( NGO) Changes the Lives of Children Essay

Save the Children ( NGO) Changes the Lives of Children - Essay Example Asia comprises more than 70 percent of the undernourished children, Africa has 26 percent, while Latin America and the Caribbean has 4 percent. It was reported that malnourishment starts even before birth when the pregnant mother herself is malnourished. Thus, one to six infants in developing countries are born undernourished with low birth weight. As a result, infants either die at birth, affected by disabilities in learning, mentally retarded or blind. The UNICEF report indicated that around 22,000 children die annually as a result of poverty. Around 120 to 125 million children around the world (or one in every five children) have not been enrolled in the primary school level. Africa has 24 million females at school age who do not go to primary school, while boys exceed them by 5 percent in 22 African states. Children belong to a disadvantaged group and are vulnerable socially and physically. And if they were orphaned or abandoned by their parents, they would be helpless on their own to survive, remain healthy and become educated. Concerns and Problems Involving Children Numerous civil society groups, non-government organisations (NGOs) or people’s organisations (POs) are helping the children whose social, educational and physical needs are not met. They advocate one or more rights or assistance for children so that the latter can thrive in their respective localities as human beings, and not deprived of their basic rights and needs.