My favorite brand( NIKE shoes ) Research Paper Example | Topics and Well Written Essays - 750 words

My favorite brand( NIKE shoes ) - Research Paper Example Nike, founded in January 25th 1964 by Bill Bowerman and Phil Knight as Blue Ribbon Sports, is an American multinational enterprise headquartered near Beaverton, Oregon, the designs, develops, manufactures and markets footwear, apparel, equipment, accessories and services. Valued at 10.7 billion USD, it is the most valuable brand among sports businesses and as of 2012, had more than 44,000 employees worldwide (Carbasho & Westport, 2010). It is quite easy answering people who ask what type of shoes I prefer (as it is clearly Nike), what I find particularly engaging is answering why I like Nike Shoes in a single sentence since it is a topic I could go on about for a whole day. Nike shoes are amazing in a plethora of ways and reasons. First of all, I like Nike Shoes for the wide variety that they offer. If you visit a Nike shoe store, guaranteed you will find a myriad of confusing choices to pick from. And if you’re not the disciplined type, you could easily go on an impulse buying spree. Nike shoes come in different amazing designs, colors, sizes, and so on, for all sexes. Virtually all tastes and preferences are catered for in a Nike store. It’s nearly impossible to miss something that strikes (or even something to gift to a special one on a special occasion). Secondly, Nike shoes elicit deep passion in me for the relative comfort they offer. Wearing Nike shoes is almost as comfortable as walking naturally barefoot except that your feet are now protected. So long as you pick a suitable size, you will always find Nike shoes designed for utmost comfort and protection. No pinches or sore toes at the end of that morning exercise, unlike other brands I’ve come across. In addition, Nike shoes offer durability unlike any other. Whether it is rigorous exercises or calm walks, Nike shoes will serve you for a good period of time before fading away/ aging. They are built tough to match any purpose. From my

Group project Essay Example | Topics and Well Written Essays - 2500 words

Group project - Essay Example At first a field study is carried out to validate the first stage of the framework, the Recognition Stage. By this way the trouble indicating symptoms of said project was worked out. Such symptoms were logically examined and recovery measures applied for making it bug free and as per the requirement of the client. Another aspect was shortfalls in the project management model and the group dynamics. After review of relevant literature, the problem was reviewed and specific steps taken for a recovery process. This part of the project covers the commercial aspects of website. It is basically meant for a user who desires to buy parts of a PC as per his options. The web page has restricted for those users who has valid account in this site. For that he requires to create an account and get a user id and password. Through the user id and password he would enter into the commercial page of website where he would choose desired items from the displayed list of computer peripherals for purchase. This involves two important parts namely Customer part and Administrator part. Customer part deals with creating an account, searching for computer peripherals, browsing categories, PC configurator, Order placing, viewing the items ordered, modifying the shopping basket, setting quantity of items, buying the selected items. On account of designing client based webpage we used PHP as front end tool. Next part is administrator related which has database server that keeps all the products and its specifica tions stored in it. As the whole project designed to be created with open sources technology we used MySQL 5.0 version. In the back end process we created a database consisting of all the details of products and once all data related to the products entered into this server only thing we had to do next was to update the products as per the

The Past, Present, and Future of Automated Scoring Essay Example for Free

The Past, Present, and Future of Automated Scoring Essay â€Å"No sensible decision can be made any longer without taking into account not only the world as it is, but the world as it will be †¦Ã¢â‚¬  – Isaac Asimov (5) Introduction Although some realities of the classroom remain constant –they wouldn’t exist without the presence, whether actual or virtual, of students and teachers –the technology age is changing not only the way that we teach, but also how students learn. While the implications of this affect all disciplines, it is acutely evident in the teaching of writing. In the last twenty years, we have seen a rapid change in how we read, write, and process text. Compositionist Carl Whithaus maintains that â€Å"†¦ writing is becoming an increasingly multimodal and multimedia activity† (xxvi). It is no surprise then, that there are currently 100 million blogs in existence worldwide and 171 billion email messages sent daily (Olson 23), and the trend toward digitally-based writing is also moving into the classroom. The typical student today writes â€Å"almost exclusively on a computer, typically one equipped with automated tools to help them spell, check grammar, and even choose the right words† (Cavanaugh 10). Furthermore, CCC notes that â€Å"[i]ncreasingly, classes and programs in writing require that students compose digitally† (785). Given the effect of technology on writing and the current culture of high stakes testing ushered in by the mandates of the No Child Left Behind Act of 2001, a seemingly natural product of the combination of the two is computer-based assessment of writing. An idea still in its infancy, the process of technological change in combination with federal testing mandates has resulted in several states incorporating â€Å"computer-based testing into their writing assessments, †¦ not only because of students’ widespread familiarity with computers, but also because of the demands of college and the workplace, where word-processing skills are a must† (Cavanaugh 10). Although it makes sense to have students accustomed to composing on computer write in the same mode for high-stakes tests, does it make sense to score their writing by computer as well? This is a controversial question that has both supporters and detractors. Supporters like Stan Jones, Indiana’s Commissioner of Higher Education, believe that computerized essay grading is inevitable (Hurwitz n.p.), while detractors, primarily pedagogues, assert that such assessment defies what we know about writing and its assessment, because â€Å"[r]egardless of the medium †¦ all writing is social; accordingly, response to and evaluation of writing are human activities† (CCC 786). Even so, the reality is that the law requires testing nationwide, and in all probability that mandate is not going to change anytime soon. With NCLB up for revision this year, even politicians like Sen. Edward Kennedy of Massachusetts agree that standards are a good idea and that testing is one way to ensure that they are met. At some point, we need to pull away from all-or-none polarization and create a new paradigm. The sooner we realize that â€Å"†¦ computer technology will subsume assessment technology in some way† (Penrod 157), the sooner we will be able to address how we, as teachers of writing, can use technology effectively for assessment. In the past, Brian Huot notes that teachers’ responses have been reactionary, â€Å"cobbled together at the last minute in response to an outside call †¦ † (150). Teachers need to be proactive in addressing â€Å"†¦ technological convergence in the composition classroom, [because if we dont], others can will impose certain technologies on our teaching† (Penrod 156). Instead of passively leaving the development of assessment software solely to programmers, teachers need to be actively involved with the process in order to ensure the application of sound pedagogy in its creation and application. This essay will argue that automated essay scoring (AES) is an inevitability that provides many more positive possibilities than negative ones. While the research presented here spans K-16 education, this essay will primarily address its application in secondary environments, primarily focusing on high school juniors, a group currently consisting of approximately 4 million students in the United States, because this group represents the targeted population for secondary school high stakes testing in this country (U.S. Census Bureau). It will first present a brief history of AES, then explore the current state of AES, and finally consider the implications of AES for writing instruction and assessment in the future. A Brief History of Computers and Assessment The first time standardized objective testing in writing occurred was in 1916 at the University of Missouri as part of a Carnegie Foundation sponsored study (Savage 284). As the 20th century continued, these tests began to grow in popularity because of their efficiency and perceived reliability, and are the cornerstone of what Kathleen Blake Yancey describes as the â€Å"first wave† of writing assessment (484). To articulate the progression of composition assessment, Kathleen Blake Yancey identifies three distinct, yet overlapping, waves (483). The first wave, occurring approximately from 1950-1970, primarily focused on using objective (multiple choice) tests to assess writing simply because, as she quotes Michael Williams, they were the best response that could be â€Å"†¦ tied to testing theory, to institutional need, to cost, and ultimately to efficiency† (Yancey 489). During Yancey’s first wave of composition assessment, another wave was forming in the parallel universe of computer software design, where developers began to address the possibilities of not only programming computers to mimic the process of human reading, but † †¦ to emulate the value judgments that human readers make when they read student writing in the context of large scale assessment† (Herrington and Moran 482). Herrington and Moran identify The Analysis of Essays by Computer, a 1968 book by Ellis Page and Dieter Paulus, as one of the first composition studies books to address AES. Their goal was to â€Å"evaluate student writing as reliably as human readers, †¦ [and] they attempted to identify computer-measurable text features that would correlate with the kinds of intrinsic features †¦that are the basis for human judgments †¦, [settling on] thirty quantifiable features, †¦ [which included] essay length in words, average word length, amount and kind of punctuation, number of common words, and number of spelling errors† (Herrington and Moran 482). In their study, they found a high enough statistical correlation, .71, to support the use of the computer to score student writing. The authors note that the response of the composition community in 1968 to Page and Paulus’s book was one of indignation and uproar. In 2007, not much has changed in terms of the composition community’s position regarding computer-based assessment of student writing. To many, it is something that is an unknown, mystifying Orwellian entity waiting in the shadows for the perfect moment to jump out and usurp teachers’ autonomy in the classroom. Nancy Patterson describes computerized writing assessment as â€Å"a horror story that may come sooner than we realize† (56). Furthermore, P.L. Thomas offers the following question and response: â€Å"How can a computer determine accuracy, originality, valuable elaboration, empty language, language maturity, and a long list of similar qualities that are central to assessing writing? Computers can’t. WE must ensure that the human element remains the dominant factor in the assessing of student writing† (29). Herrington and Moran make the issue a central one in the teaching of writing and have â€Å"†¦ serious concerns about the potential effects of machine reading of student writing on our teaching, on our students’ learning, and therefore on the profession of English† (495). Finally, CCC definitively writes, â€Å"We oppose the use of machine-scored writing in the assessment of writing† (789). While the argument against AES is clear here, the responses appear to be based on a lack of understanding of the technology and an unwillingness to change. Instead of taking a reactionary position, it might be more constructive for teachers to assume the inevitability of computerized assessment technology – it is not going away — and to use that assumption as the basis for taking a proactive role in its implementation. The Current Culture of High-Stakes Testing At any given time in the United States, there are approximately 16 million 15-18 year-olds, the majority of whom receive a high school education (U.S. Census). Even when factoring in a maximum of 10 percent (1.6 million) who may drop out or otherwise not receive a diploma, there is a significant amount of students, 14-15 million, who are attending high school. The majority of these students are members of the public school system and as such must be tested annually according to NCLB, though the most significant focus group for high-stakes testing is 11th grade students. Currently in Michigan, 95% of any given public high school’s junior population must sit for the MME, Michigan Merit Exam, in order for the school to qualify for AYP, Adequate Yearly Progress[1]. Interestingly, those students do not all have to pass currently, though by 2014 the government mandates a 100% passing rate, a number that most admit is an impossibility and will probably be addressed as the NCLB Act is up for review this year. In the past, as part of the previous 11th grade examination, the MEAP, Michigan Educational Assessment Program, required students to complete an essay response, which was assessed by a variety of people, mostly college students and retired teachers, for a minimal amount of money, usually in the $7.50 – $10.00 per hour range. As a side note, neighboring Ohio sends its writing test to North Carolina to be scored by workers receiving $9.50 per hour (Patterson 57), a wage that fast food employees make in some states. Because of this, it was consistently difficult for the state to assess these writings in a short period of time, causing huge delays in distributing the results of the exams back to the school districts, posing a huge problem as schools could not use the testing information in order to address educational shortfalls of their students or programs in a timely manner, one of the purposes behind getting prompt feedback. This year (2007), as a result of increased graduation requirements and testing mandates driven by NCLB, the Michigan Department of Education began administering a new examination to 11th graders, the MME, an ACT fueled assessment, as ACT was awarded the testing contract. The MME is comprised of several sections and required most high schools to administer it over a period of 2-3 days. Day one consists of the ACT + Writing, a 3.5 hour test that includes an argumentative essay. Days two/three (depending on district implementation), consist of the ACT WorkKeys, a basic work skills test of math and English, further mathematics testing (to address curricular content not covered by the ACT + Writing), and a social studies test, which incorporates another essay that the state combines with the argumentative essay in the ACT + Writing in order to determine an overall writing score. Miraculously, under the auspices of ACT, students received their ACT + Writing scores in the mail approximately three weeks after testing, unlike the MEAP, where some schools did not receive test scores for six months. In 2005, a MEAP official admitted that the cost of scoring the writing assessment was forcing the state to go another route (Patterson 57), and now it has. So how is this related to automated essay scoring? My hypothesis is that as states are required to test writing as part of NCLB, there is going to be a lack of qualified people to be able to read and assess student essays and determine results within a reasonable amount of time to purposefully inform necessary curricular and instructional change, which is supposed to be the point of testing in the first place. Four million plus essays to evaluate each year (sometimes more if more writing is required, like Michigan requiring two essays) on a national level is a huge amount. Michigan Virtual University’s Jamey Fitzpatrick says, â€Å"Let’s face it. It’s a very labor-intensive task to sit down and read essays† (Stover n.p.). Furthermore, it only makes sense that instead of states working on their own test management, they will contract state-wide testing to larger testing agencies, like Michigan and Illinois have with ACT, to reduce costs and improve efficien cy. Because of the move to contract ACT, my guess is that we are moving in the direction of having all of these writings scored by computer. In email correspondence that I had with Harry Barfoot at Vantage Learning in early 2007, a company that creates and markets AES software, said, â€Å"Ed Roeber has been to visit us and he is the high stakes assessment guru in Michigan, and who was part of the MEAP 11th grade becoming an ACT test, which [Vantage] will end up being part of under the covers of ACT.† This indicates the inevitability of AES as part of high-stakes testing. In spite of the fact that there are no states that rely on computer assessment of writing yet, â€Å"†¦ state education officials are looking at the potential of this technology to limit the need for costly human scorers – and reduce the time needed to grade tests and get them back in the hands of classroom teachers† (Stover n.p.). Because we live in an age where the budget axe frequently cuts funding to public education, it is in the interest of states to save money any way they can, and â€Å"[s]tates stand to save millions o f dollars by adopting computerized writing assessment† (Patterson 56). Although AES is not a reality yet, every indication is that we are moving toward it as a solution to the cost and efficiency issues of standardized testing. Herrington and Moran observe that â€Å"[p]ressures for common assessments across state public K-12 systems and higher education – both for placement and for proficiency testing – make attractive a machine that promises to assess the writing of large numbers of students in a fast and reliable way† (481). To date, one of the two readers (the other is still human) for the GMAT is e-Rater, an AES software program, and some universities are using Vantage’s WritePlacerPlus software in order to place first year university students (Herrington and Moran 480). However, one of the largest obstacles in bringing AES to K-12 is one of access. In order for students’ writing to be assessed electronically, it must be inputted electronically, meaning that every student will have to compose their essays via comp uter. Sean Cavanagh’s article of two months ago maintains that ACT has already suggested delivering computers to districts who do not have sufficient technology in order to accommodate technology differences (10). As of last month, March 2007, Indiana is the only state that relies on computer scoring of 11th grade essays for the state-mandated English examination (Stover n.p.) for 80 percent of their 60,000 11th graders (Associated Press), though their Assistant Superintendent for Assessment, Research, and Information, West Bruce, says that the state’s computer software assigns a confidence rating to each essay, where low confidence essays are referred to a human scorer (Stover n.p.). In addition, in 2005 West Virginia began using an AES program to grade 44,000 middle and high school writing samples from the state’s writing assessment (Stover n.p.). At present, only ten percent of states â€Å"†¦currently incorporate computers into their writing assessments, and two more [are] piloting such exams† (Cavanagh 10). As technology becomes more accessible for all public education students, the possibilities for not only computer-based assessment but also AES become very real. Automated Essay Scoring Weighing the technological possibilities against logistical considerations, however, when might we expect to see full-scale implementation of AES? Semire Dikli, a Ph.D. candidate from Florida State University, writes that â€Å"†¦for practical reasons the transition of large-scale writing assessment from paper to computer delivery will be a gradual one† (2). Similarly, Russell and Haney â€Å"†¦ suspect that it will be some years before schools generally †¦ develop the capacity to administer wide-ranging assessments via computer† (16 of 20). The natural extension of this, then, is that AES cannot happen on a large-scale until we are able to provide conditions that allow each student to compose essays via computer with Internet access to upload files. At issue as well is the reliability of the company contracted to do the assessing. A March 24, 2007 Steven Carter article in The Oregonian reports that access issues resulted in the state of Oregon canceling its contract with Vantage and signing a long-term contract with American Institutes for Research, the long-standing company that does NAEP testing. Even though the state tests only reading, science, and math this way (not writing), it nevertheless indicates that reliable access is an ongoing issue that must be resolved. Presently, there are four commercially available AES systems: Project Essay Grade (Measurement, Inc.), Intelligent Essay Assessor (Pearson), Intellimetric (Vantage), and e-Rater (ETS) (Dikli 5). All of these incorporate the same process in the software, where â€Å"First, the developers identify relevant text features that can be extracted by computer (e.g., the similarity of the words used in an essay to the words used in high-scoring essays, the average word length, the frequency of grammatical errors, the number of words in the response). Next, they create a program to extract those features. Third, they combine the extracted features to form a score. And finally, they evaluate the machine scores empirically,†(Dikli 5). At issue with the programming, however, is that â€Å"[t]he weighting of text features derived by an automated scoring system may not be the same as the one that would result from the judgments of writing experts† (Dikli 6). There is still a significant difference between â€Å"statistically optimal approaches† to measurement and scientific or educational approaches to measurement, where the aspects of writing that students need to focus on to improve their scores â€Å"are not the ones that writing experts most value† (Dikli 6). This is the tension that Diane Penrod addresses in Composition in Convergence that was mentioned earlier, in which she recommends that teachers and compositionists become proactive by getting involved in the creation of the software instead of leaving it exclusively to programmers. And this makes sense. Currently, there are 50-60 features of writing that can be extracted from text, but current programs only use about 8-12 of the most predictive features of writing to determine scores (Powers et. al. 413). Moreover, Thomas writes that â€Å"[c]omposition experts must determine what students learn about writing; if that is left to the programmers and the testing experts, we have failed† (29). If compositionists and teachers can enmesh themselves in the creation of software, working with programmers, then the product would likely be one that is more palatable and suitable based on what we know good writing is. While the aura of mystery behind the creation of AES software is of concern to educators, it could be easily addressed by education and involvement. CCC reasons that â€Å"†¦ since we can not know the criteria by which the computer scores the writing, we can not know whether particular kinds of bias may have been built into the scoring† (4 89). It stands to reason, then, that if we take an active role in the development of the software, we will have more control over issues such as bias. Another point of contention with moving toward computer-based writing and assessment is the concern that high-stakes testing will result in students having a narrow view of good writing, particularly those moving to the college level, where writing skill is expected to be more comprehensive than a prompt-based five-paragraph essay written in 30 minutes. Grand Valley State University’s Nancy Patterson opposes computer scoring of high stakes testing, saying that no computer can evaluate subtle or creative styles of writing nor can they judge the quality of an essay’s intellectual content (Stover n.p.). She also writes that â€Å"†¦standardized writing assessment is already having an adverse effect on the teaching of writing, luring many teachers into more formulaic approaches and an over-emphasis on surface features† (Patterson 57). Again, education is key here, specifically teacher education. Yes, we live in a culture of high-stakes testing, and students must be prepared to write successfully for this genre. But, test-writing is just that, a genre, and should be taught as such – just not to the detriment of the rest of a writing program – something that the authors of Writing of Demand assert when they write: â€Å"We believe it is possible to integrate writing on demand into a plan for teaching based on best practices† (5). AES is not an attack on best practices, but a tool for cost-effective and efficient scoring. Even though Thomas warns against â€Å"the demands of standards and high stakes testing† becoming the entire writing program, we still must realize that computers for composition and assessment can have positive results, and â€Å"[m]any of the roadblocks to more effective writing instruction – the paper load, the time involved in writing instruction and assessmen t, the need to address surface features individually – can be lessened by using computer programs† (29). In addition to pedagogical concerns, skeptics of AES are leery of the companies themselves, particularly the aggressive marketing tactics that are used, particularly those that teachers perceive to be threats not only to their autonomy, but their jobs. To begin, companies aggressively market because we live in a capitalist society and they are out to make money. But, to cite Penrod, â€Å"both computers and assessment are by-products of capitalist thinking applied to education, in that the two reflect speed and efficiency in textual production† (157). This is no different than the first standardized testing experiments by the Carnegie Foundation at the beginning of the 20th Century, and it is definitely nothing new. Furthermore, Herrington and Moran admit that â€Å"computer power has increased exponentially, text- and content- analysis programs have become more plausible as replacements for human readers, and our administrators are now the targets of heavy marketing from com panies that offer to read and evaluate student writing quickly and cheaply† (480). In addition they see a threat in companies marketing programs that â€Å"define the task of reading, evaluating, and responding to student writing not as a complex, demanding, and rewarding aspect of our teaching, but as a ‘burden’ that should be lifted from our shoulders† (480). In response to their first concern, teachers becoming involved in the process of creating assessment software will help to define the task the computers perform. Also, teachers will always read, evaluate, and respond, but probably differently. Not all writing is for high-stakes testing. Secondly, and maybe I’m alone in this (but I think not), but I’d love to have the tedious task of assessing student writing lifted from my plate, especially on sunny weekends when I’m stuck inside for most of the daylight hours assessing student work. To be a dedicated writing teacher does not necessarily involve martyrdom, and if some of the tedious work is removed, it can give us mor e time to actually teach writing. Imagine that! The Future of Automated Essay Scoring On March 14th, 2007, an article appeared in Education Week that says that beginning in 2011, the National Association for Educational Progress will begin conducting the testing of writing for 8th and 12th grade students by having the students compose on computers, a decision unanimously approved as part of their new writing assessment framework. This new assessment will require students to write two 30-minute essays and evaluate students’ ability to write to persuade, to explain, and to convey experience, typically tasks deemed necessary both in school and in the workplace (Olson 23). Currently, NAEP testing is assessed by AIR (mentioned above), and will no doubt incorporate AES for assessing these writings. In response, Kathleen Blake Yancey, Florida State University professor and president-elect of NCTE, said the framework â€Å"Provides for a more rhetorical view of writing, where purpose and audience are at the center of writing tasks,† while also requiring students to write at the keyboard, providing â€Å"a direct link to the kind of composing writers do in college and in the workplace, thus bringing assessment in line with lifelong composing practices† (Olson 23). We are on the cusp of a new era. With the excitement of new possibilities, though, we must remember, as P.L. Thomas reminds us, that while â€Å"technology can be a wonderful thing, it has never been and never will be a panacea† (29). At the same time, we must also discard our tendency to avoid change and embrace the overwhelming possibilities of incorporating computers and technology with writing instruction. Thomas also says that â€Å"[w]riting teachers need to see the inevitability of computer-assisted writing instruction and assessment as a great opportunity. We should work to see that this influx of technology can help increase the time students spend actually composing in our classrooms and increase the amount of writing students produce† (29). Moreover, we must consider that the methods used to program AES software are not very different than the rubrics that classroom teachers use in holistic scoring, something Penrod identifies as having â€Å"numerous subsets and criteria that do indeed divide the students’ work into pieces† (93). I argue that our time is better spent working within the system to ensure that its inevitable changes reflect sound pedagogy, because the trend that we’re seeing is not substantially differently from previous ones. The issue is in how we choose to address it. Instead of eschewing change, we should embrace it and make the most of its possibilities.

The Impact Of Globalization For Children And Families Economics Essay

The Impact Of Globalization For Children And Families Economics Essay Globalisation perks in the 1990s, in the research studies of Draxler (2006) reported that government of many countries, both developing and developed countries embraced changes towards one global market place (Michael et al., 2003). Though it opens up new revenue for trade, technology, information and knowledge transfer worldwide, globalization helps to aid this world to a more disintegrated sphere (Kolarova, 2006). Rieger et al. (2003) questioned the consequences of cultural and social malfunction due to the influence of globalization. Spybey (1996) also mentioned in his findings that globalisation creates more conflicts in this rapid information networking, trading and technology freedom of this new shift of large-scale manufacturing and producing business establishments worldwide (Goldberg et al., 2007). Researches and report findings by World Bank (2000-2002) found that as different countries step up to change their productive organization of work, it also changes countries social and human capital structures (Willams et al., 2005). The Organisation of Cooperation and Development (OECD) and International Labour Organisation (ILO) reported its finding of globalization leads to a sharp demand of highly educated and skilled labour in developed countries, ironically an upsurge of lowly skilled workers with poor wages, prejudicial social injustice and health care in poor developing countries (Lall, 2002). Marshall (1962) stated the shift of the social relation changes patterns and lifestyle of time and space of mankind. Hence, with the implication of globalization will it cause more poverty or affluence universally (Hartman,2002)? Carnoy (1999) stated when nations open to trade and create more capital affluence and manufacturing goods for exports, there are manufacturing turnover and transferal of employment (Brady et al., 2005). Globalisation rises skills in developed countries however it reduces employment skills and talents in developing countries. For example, in Vietnam if an individual could not sustain himself/herself and his/her family in a small plot of land in hometown. He/she has to sell his/her labour to support his/her family in urbanized cities (Choi et al.,2001). Yet due to globalization he/she may be employed by a global company with highly technologized machinery which made him/her a low skilled worker (Freeman, 2001). Kalarova (2006) claims that in some of developing countries, benefits and welfare for workforce are frequently mistreated by privatized global companies even if countries have employment policies for employees. The lack of social coherence, coordination, sustainability and long term protection policies due to the lack of funding for proper healthcare, eventually leads to a depressed moral opportunity and welfare, depletion of social protection and surge inequality of these low skilled worker in these manual work industries (Milanovic,2002). Likewise, Spybey (1996) argues that in order to finance these worldwide investments in the global finance capital sector, globalisation affects a nations social inequality when it comes to the funding distribution and assets for its education, healthcare and childcare policies and reforms for families and children, resulting to an exploitation of adults and children labour (Michael et al., 2003). Stokey (1991) agrees that in conservative and conventional countries like Thailand and Indonesia, though women rights aid and free women from poverty, exploitation and oppression, Horgar (2001) pointed the contradictory of global capitalism repeatedly decoy women and children to cheap labour with long working hours and poor welfare despite of their desires to be independence from their husband or father at home and that conflicts against its social-cultural aspect of the nations (Edmonds et al.,2001). Moreover, Horgar (2001) argues that as more women enter the global workforce, more children are often left at home alone with relatives or siblings, contributing to its nation increment of non-schooling and poor school attendance children, malnutrition and ill health of children due to the lack of quality care and child-rearing issues (Hatch Grieshaber, 2002).. On the other hand, in the developed countries, globalisation may cause relocation, migration of workers as technology and machinery replaced manual-skilled workers (Willams et al., 2005). Thus, many of these workers are forced to look for more job opportunities in other countries, likewise nations also prefer to send low skilled workers to be trained in well developed country, hoping to increase the countrys technological knowledge and skills, and bringing about the increment of wages and remittance of money to support their families at homeland (Hartman, 2002). Furthermore, as global capitalism took place, it often comes along with poverty and conflicts between its social-cultural backgrounds (Edmonds Pavcnik, 2001). Edmonds et al. (2006) also state that globalization makes and pressures a nation not to be left out but it is important for its nations ability to be part of the global mandate. In 1990s, it is surveyed about 80 million labour forces and work migration from Middle Eastern and African countries to America (Goldberg, 2007). Due to the influx of immigration in America, the survey conducted by Hartman (2002) shows a significant increase of multi-cultural and multi-ethnical aspects in America. Correspondingly, change of family structures in Middle Eastern and African countries affect native families as they no longer could rely on their male breadwinner (Hartman, 2002). The shift of native and immigrants marital status where an individual choose to be lone mother/fatherhood, single or divorced, eventually, leads to decrease of birth rate due to different fertility patterns, notably by postponing birth/ no desire of having children (Horgan, 2001). These factors further afflict and add on to a nations social-economic issue, especially when there is a high reallocation of old aged people in a society due to low birth rate (Freeman, 2001). In addition to it, pressure for globalization also hustle the changes of the worlds social and cultural aspects in peoples lives (Penn, 2005). Statistics an d studies conducted by Waller (2009) show huge distinction and diversity differences as regards to the average of children, life expectancy, school expectancy, illiteracy rate, child labour and in industralised countries, give to the rise of the lack of overall human and childrens rights implementation (Gregory, 1999) . A survey conducted by Cigno et al. (2002) reports that parental decisions often affects children education rights and the national education policies structures, since parents consider the cost of children education, expected returns when they invest in their childrens education and the state educational investment for their children (Roseberg Puntch, 2003). A childs future is frequently contrary to the childs future earning return to the family (Cigno et al., 2002). Thus, in developing countries children are used as domestic helper at home and expose to hard labour, children soldiers and even as prostitutions(Carnoy, 1999). Hence, to counteract these hindrance, a clear and direct government protection policies and subsidies for children education and regular school authority inspections to homes could help to support families on childrens education, which eventually encourage the rise of high educated future population and increase highly skilled trained workers in its human capital investment(Cigno et al., 2002). In the research studies of Timimi (2005) it shows a hugh mortality and morbidity of females and children in poor developing countries due to severe ill health and poor healthcare, where poor national economic has prolonged their poverty (Ravens et al.,2009). A qualitative study conducted by McMichael (2000) native government in developing countries lacks the resources and commitment to aid the problems especially in healthcare such as malnutrition and infectious diseases that come along with poverty. Likewise, urbanized cities in developed countries do struggle with poverty but it is the poverty of health. As the cities open to industrialization and globalization, its residents often at risk with illness and sickness link with pollutions- water, air, chemical and toxic pollutions (Ravens et al., 2009). However, if national policies and international organizations decide on how to implement reliable healthcare policies and improve financial incentives to address states healthcare spending through the development of new medical technology internationally (Draxler, 2006). The integrity of nations policies and commitment to childrens and families welfare are often compromised, as these is no clear solution to the question to protect children and families (Draxler, 2006). Hence, Siraj and Woodhead (2009) sought that if the affluence of globalization recognizes the rights of children and families, countries policy makers have to gear themselves and strengthen their policies through clear, direct implementation and frequent reviews of its nation policies for protection and assurance of quality education, healthcare and welfare for children and families. Government has to step up and act in behalf of these children and ramify the issues of poverty, education, healthcare and stable families (Timimi, 2005).

Asian Exclusion Laws Essay -- essays research papers

There were a very large number of local, state, and federal laws that were specifically aimed at disrupting the flow of Chinese and Japanese immigrants to the United States. Two of the major laws were the 1882 Chinese Exclusion Act and the 1907-1908 Gentleman’s Agreement. Although the laws had some differences, they were quite similar and had similar impacts on the immigrant population.   Ã‚  Ã‚  Ã‚  Ã‚  The 1882, Congress enacted the Chinese Exclusion Act, which outlawed Chinese immigration. It also explicitly denied naturalization rights to Chinese, meaning they were not allowed to become citizens, as they were not free whites. Prior to the Chinese Exclusion Act, some 300,000 laborers arrived in California, and the act was intended to primarily prevent the entry of more laborers. The passage of the Chinese Exclusion Act was the first attempt by congress to ban a group of immigrants based on race or color.   Ã‚  Ã‚  Ã‚  Ã‚  The only Chinese that legally entered the United States during the six decades the Exclusion Act was in place were those in “exempted classes'; such as merchants, students, diplomats, and travelers (Chan). An unknown number illegally entered through the Canadian and Mexican borders and many others entered as “paper sons.'; The act did not prevent Chinese immigration per se; it simply prevented most legal immigration. The 1907-1908 Gentleman’s Agreement was the result of a conflict between t...

Robert Frosts After Apple-Picking Essay -- Robert Frost Apple Picki

Robert Frost's "After Apple-Picking" In the poem â€Å"After Apple-Picking†, Robert Frost has cleverly disguised many symbols and allusions to enhance the meaning of the poem. One must understand the parallel to understand the central theme of the poem. The apple mentioned in the poem could be connected to the forbidden fruit from the Garden of Eden. It essentially is the beginning of everything earthly and heavenly, therefore repelling death. To understand the complete meaning of Frost’s poem one needs to be aware that for something to be dead, it must have once had life. Life and death are common themes in poetry, but this poem focuses on what is in between, life’s missed experiences and the regret that the speaker is left with. Regret is defined as â€Å"a feeling of disappointment or distress about something that one wishes could be different† (www.dictionary.com). While there is no doubt that the speaker in this poem has had a very productive and worthwhile life, one gets the impression that there is still an empty feeling in his life, of which he can do nothing about. In lines 3-6, he reflectively states, â€Å"And there’s a barrel that I didn’t fill beside it, and there may be two or three apples I didn’t pick upon some bough†. Here, it is necessary to expand that idea the idea of the apples as a metaphor for life, and say that they also represent missed life experiences. As the speaker looks back on his life, he sees unfinished tasks, and thus he feels regret. It is important to note though, that he accepts the fact that he can do nothing about these unfinished tasks, and he is ready to move to a new and final stage in his life as he acknowledges that he â€Å"is don e with apple-picking now† (6). The reason for the reflection is evident when the speaker says, â€Å"I cannot rub the strangeness from my sight I got from looking through a pane of glass I skimmed this morning from the drinking trough and held against the world of hoary grass† (9-10). From this it seems as though the speaker has caught a glimpse of his reflection in the drinking trough and has noticed that the reflection was or gray with age. It appears as though the speaker does not merely see himself in the water’s reflection though; he also visualizes past visions and memories from his life. Further on in the poem, the speaker says, â€Å"There were ten thousand thousand fruit to touch, Cherish in han... ... or perhaps even to the â€Å"cellar† (a metaphor for Hell). By the end of the poem, both the speaker and the reader have come to a general acceptance regarding the speaker’s looming death. It therefore comes as a bit of a shock when the speaker says, â€Å"Were he not gone, the woodchuck could say whether it’s like his long sleep, as I describe its coming on, or just some human sleep†. The metaphorical meaning of sleep in this poem has been previously established, however, a new definition surfaces as a result of this statement. Frost has just written of two different types of sleep—is it possible that he is talking about two different states of death? In searching for the significance of this statement, it is necessary to return to the apple and its representation of both life and death. The reader, as well as the speaker, is not sure if he is really dying or whether he has simply ceased feeling and experiencing life, thus causing the feelings of regret. It is interesting, though purely speculative, to note that i n the year that Frost wrote this poem, he would be turning forty years old. One must wonder whether Frost was looking back on his own life thus far with some sort of regret. Robert Frost's "After Apple-Picking" Essay -- Robert Frost Apple Picki Robert Frost's "After Apple-Picking" In the poem â€Å"After Apple-Picking†, Robert Frost has cleverly disguised many symbols and allusions to enhance the meaning of the poem. One must understand the parallel to understand the central theme of the poem. The apple mentioned in the poem could be connected to the forbidden fruit from the Garden of Eden. It essentially is the beginning of everything earthly and heavenly, therefore repelling death. To understand the complete meaning of Frost’s poem one needs to be aware that for something to be dead, it must have once had life. Life and death are common themes in poetry, but this poem focuses on what is in between, life’s missed experiences and the regret that the speaker is left with. Regret is defined as â€Å"a feeling of disappointment or distress about something that one wishes could be different† (www.dictionary.com). While there is no doubt that the speaker in this poem has had a very productive and worthwhile life, one gets the impression that there is still an empty feeling in his life, of which he can do nothing about. In lines 3-6, he reflectively states, â€Å"And there’s a barrel that I didn’t fill beside it, and there may be two or three apples I didn’t pick upon some bough†. Here, it is necessary to expand that idea the idea of the apples as a metaphor for life, and say that they also represent missed life experiences. As the speaker looks back on his life, he sees unfinished tasks, and thus he feels regret. It is important to note though, that he accepts the fact that he can do nothing about these unfinished tasks, and he is ready to move to a new and final stage in his life as he acknowledges that he â€Å"is don e with apple-picking now† (6). The reason for the reflection is evident when the speaker says, â€Å"I cannot rub the strangeness from my sight I got from looking through a pane of glass I skimmed this morning from the drinking trough and held against the world of hoary grass† (9-10). From this it seems as though the speaker has caught a glimpse of his reflection in the drinking trough and has noticed that the reflection was or gray with age. It appears as though the speaker does not merely see himself in the water’s reflection though; he also visualizes past visions and memories from his life. Further on in the poem, the speaker says, â€Å"There were ten thousand thousand fruit to touch, Cherish in han... ... or perhaps even to the â€Å"cellar† (a metaphor for Hell). By the end of the poem, both the speaker and the reader have come to a general acceptance regarding the speaker’s looming death. It therefore comes as a bit of a shock when the speaker says, â€Å"Were he not gone, the woodchuck could say whether it’s like his long sleep, as I describe its coming on, or just some human sleep†. The metaphorical meaning of sleep in this poem has been previously established, however, a new definition surfaces as a result of this statement. Frost has just written of two different types of sleep—is it possible that he is talking about two different states of death? In searching for the significance of this statement, it is necessary to return to the apple and its representation of both life and death. The reader, as well as the speaker, is not sure if he is really dying or whether he has simply ceased feeling and experiencing life, thus causing the feelings of regret. It is interesting, though purely speculative, to note that i n the year that Frost wrote this poem, he would be turning forty years old. One must wonder whether Frost was looking back on his own life thus far with some sort of regret.

Most important inventions Essay

One of the most prominent features of the present century is the progress of science and its effects on almost every aspect of social life. Nowadays, more and more new things invented to make our life more comfortable and convenient. It is difficult for us to point out which inventions changed human’s life the most, but in my opinion the three most remarkable inventions changed the world the most are the creations of electricity, aircraft and computer. Firstly, electricity actually becomes necessary in human beings’ life, it has contributed much in manufacturing, curing and operating machines. If the power of electricity had never been existed we wouldn’t have even a fraction of what we have in the world today. No electricity also means that there is no TV’s, no computers, no air conditioning†¦ Indeed, we cannot even imagine how we would live in absence of electricity in modern times. In addition, many diseases are treated by electric treatment today. Surgeons will not be able to carry on their instruments and machines without electricity. For example, X-ray machine which enables the doctor to take the photograph of the internal parts of the body can be operated only with its help. This is an industrial era. Many big and heavy machines are used to generate foods, goods, clothes†¦.Nonetheless, such machines works only with the help of electricity. In some progressive countries, like Japan, electric power is used in almost all the factories, a power cut in one day could lead to the deadlock. For this reason, electric power is really useful in production as well as the growth of industries. The second invention I believe that it has great impacts on our social life is the creation of computer. It would actually be difficult to say when the first computer was made but Charles Babbage was the first one to conceptualize it. He called it ‘The Analytical Engine’ though he never could build it. In fact, computer is the extremely important Invention because it helps us to display and save information; this invention is also applied in almost all fields. In olden times, storing information had many  disadvantages. You had to write information on the papers and then store them a certain place. As a matter of fact, the data could be lost after a long time due to old paper, wood-borer †¦. However, today it becomes easier and more convenient with computer. You just type the information you need, save it and it is done. You do not need many shelves to save data anymore. On the other hand, you can edit them as you like and you can save them as many files as you want. PC actually is utilized in almost all fields such as studying, working and entertaining. For instance, people can use computer for presentation, planning a project, playing videogames, watching TV and listening to music. The last but not least is the invention of aircraft. All of us cannot deny the creation of aircraft has changed the way of our traveling. The airplane is not only one of the greatest inventions in the 20th century, but also one of the most wonderful scientific creations of the human history at large. This mean of transport made it possible for people to work in places miles away. The existing of aircraft has turned long and exhausting journeys into a trip completed within hours. Also, the people from divergent parts of the world could travel from one region to the other quickly, thereby exchanging different aspects in social and cultural experiences. It is one of the crucial factors that help business expand to global market. Furthermore, children can attend school in distant countries. In the past, this was impossible. Hence, the children of today are better educated than those of the past. Thanks to the creation of aircraft, human beings became more dynamic, they are able to do business in foreign lands and visit various countries all over the world. Scientific inventions have made this world worth living. They help our life become more comfortable and convenient. And three of the inventions modifying deeply the way we live are the creations of electricity, computer and aircraft. We can sure that these changes will not stop there, these inventions have just built the foundation for the future scientists to create more and more inventions, and we cannot ima gine how our life would change in the next few years.