Imagine Waking Up Every Morning And Knowing That You Have Been Infecte

Imagine waking up every morning and knowing that you have been infected with the AIDS virus, and could die in a couple of years. What if their was something you could do to slow the affects of the virus to live a longer life expectancy? Would you inhale a joint of marijuana, even if it was prescribed by a physician? I believe the majority of people would take the chance to live longer, especially if it meant that they could see a new smiling face each day, another pleasant cheer of laughter to be heard, and a bright colorful sunset to be seen. Marijuana is a relatively mild, nonaddictive drug with hallucinogenic properties, obtained from the flowering tops, stems, and leaves of the hemp plant. Resins found on the surface of the female plant are used to prepare the most potent form of marijuana, hashish. The primary active substance is tetrahydrocannabinol (THC). Marijuana produces a dreamy, euphoric state of altered consciousness, with feelings of detachment and gaiety. The appetite is usually enhanced, while the sex drive may increase of decrease.(******) Though exposed with an increasing number in the 1960s up to todays time period, marijuana usage has been an entertainment bandstand throughout the years, and has taken peoples minds to unseen worlds. With all the talk about how great this fantasy drug is, the majority of people do not realize the history that it has, with the ways it affects us, and the medical uses that it provides for us. Many citizens of this world today acknowledge the thought of marijuana as a negative source, but in contrast is has an extremely positive acceptance when dealing with the medical field. Throughout time many people have obtained the thought that marijuana is an evil drug that destroys people lifestyles, and has been only used by those of what some people call as hippies or stoners. When in fact marijuana has been used for past centuries for medical use. In about 2700 B.C, the Emperor Shen-Nung discovered the plant known as cannabis, where marijuana comes from. The ancient Chinese formed many remedies in the form of a liquid extract to help relieve pain from people suffering from menstrual fatigue, malaria, gout, and constipation. Later on, these Chinese solutions spread to Middle East, Central Asia, Greece, and Rome. In 1621, cannabis was recommended by an English clergyman, named Robert Burton, to treat depression. Coming upon the turn of the 19th century, more than a quarter of a million Americans had been addicted to cannabis related drugs, along with cocaine, heroin, and morphine. In 1914 the Harrison Narcotics Act was initiated among America, which was the beginning of many laws confining drugs. Marijuana had soared new heights in popularity during the 1960s, and users started obtaining its therapeutic advantages. US soldiers took the benefits of this drug, during Vietnam, to relieve the pain of spinal cord injuries and to also reduce muscle spasms. About a decade later, marijuanas pharmaceutical capabilities began to capture the attention of sick patients around America, and many of these citizens were being arrested for possession of marijuana. To get marijuana into the hands critically ill cancer patients, at least 20 states passed laws allowing their health departments to conduct research on cannabis medicinal effectiveness, using marijuana provided by the federal governments Investigational New Drug (IND) program. The IND program allowed experimental drugs to be made available to critically ill patients for compassionate use.(*********) But because of governmental restrictions and laws only six states got the chance to perform these investigation; which included New Mexico, California, New York, Tennessee, Michigan, and Georgia. In spite of the fact that the use of marijuana has been illegal in the United States since 1937, research has continued on medical uses of marijuana up to today. One of the most interesting findings was the effect of marijuana in reducing intracular pressure. As the amount of marijuana increased in dosage the pressure within the eye decreased by up to 30%, whether it occurred in a normal persons as well as in those with glaucoma.(*******) In 1949, two doctors, Davis and Ramsey, performed a study on 5 epileptic children and the effect of THC on these children. Five of these children, all had severe symptomatic grand mal epilepsy with mental

Whats a Bad ACT Score Nationally and By College

What's a Bad ACT Score Nationally and By College SAT / ACT Prep Online Guides and Tips Have you taken the ACT recently? Do you think you did badly? Or maybe you’re just wondering what the minimum score you need to get into college is. We will explain what a bad ACT score is, both in terms of the national averages and colleges you want to go to. Nationally, What’s a Bad ACT Score? If you look at the ACT percentiles, any composite score below 20 (the 50th percentile) is below average. (For more on how the ACT is scored and how the composite is calculated, see our guide.) In other words, to be above average nationally, you need at least a 21 ACT composite score. Any composite 16 or lower is in the bottom 25%. If you score below 16 or lower on the ACT, your score is definitely in the very low range nationwide. What Do Colleges Think Is a Bad Score? Your percentile rank is important, since it compares you to every other high school student who has taken the ACT. But it’s actually more important to think about what your score means in terms of the colleges you want to attend. After all, you take the ACT to get into college! If you’re above a college’s average ACT score range, even if your score seems low nationally, then your admissions chances aren’t compromised. On the flip side, you could have an ACT score that looks great nationally – say the 90th percentile, a 28 composite – but is far below the ranges of selective colleges like the Ivy Leagues, Stanford, and MIT. So it’s much more important to consider scores in context of your target colleges, rather than just the national percentiles. Let’s explore what a bad ACT score might look like at highly selective, selective, and less selective colleges. What’s a Bad ACT Score for the Most Selective Schools? If you’re aiming for the most selective schools – like Harvard, Stanford, Princeton, Yale, MIT – most scores that aren't considered amazing at the national level will be seen as low. For example, at Stanford, the middle 50% range for the ACT Composite is 31-34, which is between the 97th and 99th percentile nationally. Additionally, since these top tier schools often turn away applicants with scores in range, it’s best to aim for the top 50% of admitted student scores, not just to be within the middle 50% range. In fact, being in the lower end of score ranges can lower your chance of admission by half of the usual admission rate. For example, if the normal admission rate is 10% and you're at the 25th percentile for that college, it can lower your chance of admission to 5% or lower. So you shouldn’t just aim to break a 31 composite if you're set on a top school. Your ACT composite should be 33 or higher – in the 99th percentile nationally – to be very competitive at Stanford or other top colleges. And the closer you can get to 36, the more you will stand out. (Read more abouthow many students get a 36 ACT every year and how their admissions chances are improved.) So to recap, any ACT score below 33 will lower your chances at the most selective schools. And any score below a 30 is decidedly low for top colleges. What’s a Bad ACT Score for Selective Schools? Once you’re out of the top 15, a â€Å"bad† ACT score for a school is anything below their middle 50% ACT range. We say â€Å"bad† not because the score is necessarily bad on a national scale, but because it could lower your chances of admission at certain schools. Let’s look at NYU as an example. It’s a top 50 school, with an ACT middle 50% range between 28 and 32. That means a bad ACT score for NYU would be anything below 28. It’s still possible you would get in, but much less likely. Even though 28 is very strong nationally – it’s in the 90th percentile! – you need to get to that score or higher to be competitive at NYU. But the threshold for â€Å"bad† will vary by school, so definitely look up the ranges of schools you are interested in using our guide below. What’s a Bad ACT Score for My Local State School? When you are applying to large local universities or less-selective colleges (colleges that admit more than half of applicants), the ACT score ranges are often much more forgiving. As an example, let’s take a look at California State Long Beach. Their ACT middle 50% range is between 20 and 25. Fun fact: that giant pyramid is called the Walter Pyramid and is used for athletic events at CSU Long Beach. This score range is between the 50th and 80th percentile nationally. So you could get an average ACT score but still be competitive for admission at CSU Long Beach. In other words, many schools are more forgiving of an average ACT score. If you’re mainly applying to schools in this range, you won’t have to stress quite as much about studying! How To Find a College’s Score Ranges To see what any college’s ACT score ranges are, you just have to do a quick search online. Here at PrepScholar, we’ve compiled the ACT score ranges – as well as GPA averages and overall admissions rate – for colleges and universities nationwide. To find our data page for any school, search â€Å"[Name of College/University] ACT Scores site:prepscholar.com† in any search engine. We should be the first or second result. As an example, this is what a search for Harvard's ACT score ranges would look like. Click on the first link to see Harvard's ACT score ranges, as well as a tool that predicts your admission chances based on your GPA and ACT score. Next Steps Look up the middle 50% ACT ranges of all colleges you are interested in. This will help you get a better understanding of the ACT score you should aim for – and which scores to avoid. If you want, you can fill out the table below as you look up colleges’ ACT middle 50% score ranges. Name of College/ University ACT 25th Percentile ACT 75th Percentile If you haven’t taken the ACT yet or are planning to retake it, set your target score at the upper bound of the middle 50% range of the most competitive school on your list. For example, if NYU is the most competitive school on your list, set your ACT target score at 32. If you make that score, you’ll be competitive wherever you apply! But if you miss it by a bit and get a 30, you’ll likely be well within range for most colleges on your list, and still be competitive at NYU. What’s Next? So you know what a bad ACT score looks like. What's a good score? An amazing one? See our guide here to find out. Read our guide on getting a perfect ACT score by our 36 full scorer. Even if you’re not going for a perfect score, following these principles will help you reach your score goal. Not sure you can study alone? Consider using our online ACT prep program. We take the hard part out of studying by analyzing your weak spots and giving you targetted practice questions. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Organ donation Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Organ donation - Research Paper Example The society is divided in two with regard to this issue. On the one hand, there are people who claim that it is a positive practice that brings a considerable number of positive consequences. On the other hand, the opponents of the above mentioned approach point out various personal as well as religious reasons why people should not perform it. In this essay, I will claim that organ donation is a positive phenomenon that saves lives, contributes to the improvement of the society and helps the families in various ways. To begin with, one should focus on the most positive as well as undeniable advantage of the practice in question: it is literally capable of saving lives of the people. Keeping in mind that being alive should be regarded as the most precious gift that a person is able to receive, there is no doubt that if one is capable to giving it, one should not hesitate for a moment. Indeed, not so many actions that are performed by people have such a positive outcome. Another point that should be mentioned with this regard is that a person does not only save one life by donating organ, but up to eight ("Donate Life Month"). In other words, a single person can help many other individuals and grant them a second chance. It is clear that every day all over the country people die; so, if they all donate their organs that every day eight times more people will be saved. This is surely a positive trend for the society in general. The significance of saving lives of citizens in obvious: it does not on ly allow particular families to be with their relatively longer, but it also strengthens the country in general as there will be more people who will work and contribute to prosperity. Moreover, it will reflect the spirit of value of every single life. The next positive aspect about organ donation that should be taken in close consideration is the fact that it contributes to formation of an effective framework within the

A Study in to the Behavioural Aspects of Budgetary Control Process in Dissertation

A Study in to the Behavioural Aspects of Budgetary Control Process in a Manufacturing Organisation - Dissertation Example The paper tells when the individuals and their behaviour have started increasingly affecting the budgetary control process, there are circumstances in which the changing budgetary control and performance expectations affect the employee behaviours. However it so happens that many organisations adopt somewhat a mechanistic approach to the budgetary control process without the requisite consideration of the behavioural aspects of the human beings involved in the whole process. Hopewood argues, â€Å"Ultimately all forms of control must be expressed through the actions of individuals†. It is often forgotten that the goals and objectives of the organisation have to be accomplished with the help and support of the human beings associated with the organisation concerned. Therefore it becomes vitally important that the effect of individual behaviour on budget and the effect of budgets on the individuals’ course of action have to be carefully perceived to attain the objectives of the organisation without much pressure on employees and executives at any level of the organisation. The pressure on individuals that is being exerted by the budgetary process for meeting the performance standards has to be limited in its extent. Otherwise such pressure itself will become detrimental in maximizing the contribution by the individual employees. Similarly the norms and standards of performance should be so fixed that the employees should be able to attain them with more efforts. Any unattainable standards fixed by the budgetary process will lead only to frustration among the employees.

Immigration and Asylum Law Master Essay Example | Topics and Well Written Essays - 1000 words

Immigration and Asylum Law Master - Essay Example As with all statutes, the process of refinement and adjustment is continuous the most recent of which is the Immigration and Asylum (Treatment of Claimants) Act 2004. Claiming as a victim of persecution as a result of fighting for the rights of a tribe belonging to northern Uganda, Frank (rather an odd name for an Ugandan) is now battling for asylum in the United Kingdom. His case, however, is complicated with the fact that he has HIV, entered the United Kingdom thru Belgium and that he has relatives (a sister and a brother) already residing in the UK. According to the 1951 United Nations Convention on Refugees to which the UK is a signatory, an asylum-seeker is someone of any age who has fled his or her home country to find a safe place elsewhere. Anyone with the claim of persecution is entitled to seek an asylum but the contention is that the applicant must be able to demonstrate a well-founded fear of persecution in their country of origin for reasons of political opinion, religion, ethnicity, race/ nationality, or membership of a particular social group and that he is unable to obtain any protection or assistance from their own national autho rities. Since April 2003, a person who does not qualify for refugee status may instead be appeal under Humanitarian Protection grounds. This criterion is a leave to remain granted to a person who would, if removed, face in the country of return a serious risk to life or person arising from a death penalty, unlawful killing, or torture or inhuman or degrading treatment or punishment. This is to comply with Article 2 or the right to life and Article 3 or the 1950 European Convention on Human Rights, especially Article 2, the right to life and Article 3, the prohibition on torture and inhuman or degrading treatment and is codified in the 1998 Human Rights Act. The burden of evidence still lies in the asylum seeker unless there is obvious and publicized threat to the person. After the 30th of August 2005 amendment to the Immigration and Asylum act, the permission for people to stay due to Humanitarian Protection grounds have been extended for 5 years instead of the previous 3 years leave. However, during this period the leave is subject to review and if ever it was found that the asylum seeker purposely deceived the Home Office (the agency dedicated to these issues) and that the persecution did not exist, the leave is revoked. Leaves may also be subject to review because the genuine persecution no longer exists. If Frank does not succeed in pursuing asylum due to persecution, he may resort to family reunion reasons especially that he already has siblings in the United Kingdom. However, the statures existing in the UK provides no automatic right to family reunion until a person has refugee status. Only under compelling compassionate circumstances other than refugee status will applications be considered such as the imminent death of a lone parent working in the UK. Only the immediate family ( spouse and dependent children under the age of 18) can apply for entry clearance to join their spouse/parent in the UK once the refugee status has been granted. Certain documents will be needed such as Birth and Marriage certificates. If this unavailable or is deemed questionable, a DNA test could be conducted with the discretion of the

Primary Education In The UK Education Essay

Primary Education In The UK Education Essay Primary Education is an important topic to be discussed and analysed, since it is the basis of our societys formation, being thus decisive for our childrens future. This essay is entitled Primary Education in the U.K. and Spain: a comparison and it focuses on explaining some of the main matters concerning both systems. It is first of all focused on explaining some topics related to primary education in the United Kingdom including two paragraphs. The first one a historical background, proves to be the base of todays structure which may help us clarify todays structure, which the topic of the second paragraph. This is followed by two clone paragraphs applied to Spanish primary education. The last two paragraphs concentrate on the use and importance of ICT in primary education in both systems. The essay is concluded establishing an overall comparison between both systems. According to Denis Haye in his book Primary Education: the Key Concepts, British primary education and its structure find its roots deep in history, in the middle ages. It has been stated by some historians that English education began in AD 597 with the establishment of the cathedral of Canterbury by St Augustine. In the end of the seventeenth century education belonged to the church which promoted Christian knowledge, by creating its own schools. At the same time there were pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who believed in a connection between social action and education. The first publicly funded schools appeared in the mid-nineteenth century and aimed to offer Christian education to poor children. From this time on, the control of education starts switching little by little from the church to the state. Furthermore, between 1846 and 1848 in Wales, the Welsh Education Committee and the Cambrian Society both evolving into national schools , were formed. In the nineteenth century it is important to highlight the education act of 1872, since it lead to many advances in primary education, not only affecting the labouring classes as was happening in other parts of the country. The 1944s education act was decisive because from this time on, education was free of charge and relied on voluntary provision. It is known by the introduction of three kinds of schools: grammar schools, modern schools and Technical schools. The year 1988, saw the introduction of the nation curriculum including a selection of subjects such as maths, science English and religious education. From 2010, teaching foreign languages is also a compulsory part of the curriculum. In order to explain the base of todays primary education in the UK, it is necessary to go back to the twentieth century, when there were many important changes in primary education. Among these, stands out the introduction of the national curriculum in English mainstream schools. In this author words, during the twentieth century, it was also thought to be decisive an agreement about the need for a general education for children up to the age of 11, this being followed by a subject-specific teaching up to the age of 16 and a selection of specialist subjects thereafter. Due to the national curriculum, from the beginning of the 21st century most primary schools in the UK currently accept children from 5 to 11 years old. As Denis states, there is also a tiny number of schools designated deemed middle (ages 8 to 12 or 9 to 13) and first when they educate children from 5 to 8 or 9. To explain todays structure it is also important to focus on the types of schools that can currently be found in the UK. As the Department of Education reports, they can be divided into 3 main groups: mainstream state schools, specialist schools, state schools with particular characteristics and independent schools. To the first group belong Community schools, which are often run by a local authority and aim to develop strong links with the local community, providing services  like childcare and adult learning classes. Trust schools as well as Voluntary-controlled and voluntary-aided schools are owed by a charitable foundation, which employs the staff and sets the admissions criteria. Academies, faith schools, city technology colleges, community and foundation special schools, grammar schools and maintained boarding schools can be found in the second group. The third group is formed by Independent schools which have their own admission policies and curriculum. Spanish primary education, as the rest of the developed nations, it finds its roots in the XIX century. Many factors can be identified as those which influenced the rise during this century of specifically educative establishments aiming to reach a growing proportion of the population. The Apparition of the national states is indeed the most notorious factor, since it puts the Old Regime to an end while at the same time instruction is seen as a mean reinforcing its unity. Thus, education is considered to be from this time on, a public affair that has to be organised and controlled by the state which regulates its legal and administrative processes. To understand the current Spanish primary education, it is important to focus on three relevant education laws, well-known for their impact on the system. The commonly referred as the Moyano Law was decreed in 1857 in a context of socio-economic crisis, This law consisted on a legislative initiative carried out by the politician Carlos Moy ano whose main aim was to improve the deplorable condition of education at that time, decreasing thus the analphabetism average in the country. Education was divided in two stages: elementary (6-12 years old) and superior (9-12). Primary education was compulsory until the age of 12 and free of charge for those who could not afford it. According to the web page State Univeristy.com, it also marked the foundation of privet schools in Spain at that time owned by the Catholic Church. Just one year after the 1944s British education act, the 1945s law was decreed in the historical context of post-war and in the ideological context of national Catholicism. Its main objective was to orientate the student in accordance with their aptitudes to the working life. Born in the context of democracy, the 1990s law of education aimed to impart an equal instruction in order to allow pupils to acquire basic cultural elements, to wit: oral expression, reading, writing and arithmetic calculi. It divided education into tree periods: the first stage (from6 to 8 years old), second (8-10) and third (10-12). To explain the structure of todays primary education in Spain, it is important to go back to the year 2006, when the fundamental law of education also known as LOE or Ley Organica de Educacià ³n was decreed. This law established a compulsory education from 6 to 16 year-old children. While in the UK children start their primary education at the age of 5, Spanish children start going to school at the age of 6. Also it is important to mention that most pupils attend pre-schools from 3 to 5 years of age. Most of these nursery schools in most cases belong to the same centre of education. According to the famous online encyclopedia known as Wikipedia, primary education in Spain can be divided into three cycles: the first cycle includes pupils from 6 to 7 years of age, the second 8-9 and the third 10 to 11. Focusing on the Spanish national curriculum, compulsory subjects are: Spanish language and Literature, Art, Mathematics, Physical Education, Natural and social sciences both included in a subject called Conocimiento Del Medio and English or French. Many state schools have an agreement with the British Council making the study of English compulsory from the age of 6. Although in the United Kingdom there a several types of schools, in Spain most of them can be grosso modo divided into three groups: public or state schools, privet schools or semi-privet schools also referred in Spanish as concertado schools. As happens in the UK, state schools are funded by the government and therefore they are free for those living in the country. These cannot be freely selected, as the children are allocated the closest school to their home. According to Maurice Hamlin in his web page practicalspain.com, semi-privet or concertado schools are similar to the Britishs grant maintained schools since they receive subsidies by the government being education thus, provided free of charge. Most of them are run by a religious order e.g. the Salesians of Don Bosco, and pupils usually wear un iforms. Privet and International schools in Spain are becoming more popular. According to the Article Living and Working in Spain they provide a more relaxed environment offering a wider range of subjects and an international approach. Another important aspect to be analysed, is the use of the information and communication technologies in British and Spanish Schools. According to the British Department of Education, information and communication technologies (ICT) in schools can improve the quality of teaching, learning and management in schools and so help raise standards. In order to evaluate the use of ITC in primary schools The Education and Training inspectorate published in 2002 a report in which some of the main strengths of the use of new technologies are highlighted. As this report states, integrating the ICT in the national curriculum supports both teaching and learning. The quality of planning for ICT is proved to be satisfactory or better in 70 % of the schools inspected and in most schools the quality of teaching and pupils experiences are proved to be satisfactory, including a wide range of ICT applications among which stands out the use of word processing. Learning to use Microsoft Words spell check, digital cameras, create an maintain a web page, sending a forwarding e-mails, burning a cd, as well as learning how to control multi-media and database software are indeed but a few other applications in schools. As this study proves, ICT has also a very positive reaction on children by increasing their motivation towards learning in general; as the report states children have high levels of interest and enthusiasm in their work in ICT being motivated by the inclusion of ICT in their lessons. It is a fact that there are an increasing number of schools that are incorporating ICT not only as a subject in the national curriculum but as a way to make the other lessons lighter and more amusing to children. According to an article written by Sophie Borland and published in the newspaper The Daily Mail there are even some schools in the UK who have decided to turn a P.E. lesson into a Wii class in order to motivate and boost their enthusiasm for sport. To do this, Borland says, the newly approved by Department of Health Wifit Plus is used in the class involving a variety of fineness activities. Even though this article received very positive reviews there are some people like the spokesman of the Department of Children, Schools and Families who states there is always a place for innovative exercises if they do not replace traditional ones. Another school in the UK, according to the education editor Graeme Paton, is to include the use of the so-called social network Twitter as pa rt of their curriculum. All children, the author states, will be taught how to use webcams, podcasts as well as blogs. Pupils in this school will be expected develop an understanding of different ways to communicate online. Improving keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spell-checkers will also form part of the biggest overhaul of lessons for 20 years. As happens in the United Kingdom, Spanish new generation of children are marked by the information and communication technologies which are gaining each year a greater importance in the education policy. The inclusion of the ICT in Spanish education system finds its roots in the European initiative e-Europe which motivated the creation of the Special committee of study for the Development of the Information Society in Spain (CDSI) by the Ministry of Science and Technology. Some of the conclusion of the CDSI can be applied to education. According to this committee the use of the new technologies should be present in all subjects as part of the national curriculum and in the relationship between teachers and pupils and all the members of the educative community. The presence of ICT in Spanish primary schools can be clearly perceived in the autonomous community Extremadura which is considered to be a pioneer in this field. According to the secretary of ICT in the education polity of the autonomous government of Extremadura Junta de Extremadura, this region started the project of including the information and communication technologies in education in the year 1999, when the Strategic Plan for the development of technology in society was presented and the educational sector was considered to be the main pillar of that development. This moment marks the appearance of ICT in Extremaduran classrooms. What is probably the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new operative system called gnu/LinEx which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great diversity of tools for its use inside the classroom. Furthermore, in the academic year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on transforming regular classrooms into technological classrooms by introducing a computer for each two s tudents. Also, todays schools in the region have at least one electronic blackboard, together with a projector, a computer and an interactive pad. The creation of the specific operative system LinEx must be adapted to a didactic and pedagogical extent. This is why a new variation of this operative system has been installed in all the schools of Extremadura. According to the autonomous communitys government LinEx Schools as it is called, offers the pupil an friendly and motivating environment adapted to their intellectual development. Together with LinEx, it is important to highlight the development of the educative platform Rayuela. As if it was a social network, this platform is an advanced system of information that allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital Academic Record until they finish high school. Thus, teachers are able to access all the informatio n about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an individualized treatment. To conclude this essay, I must say that as both educational systems belong to a globalised world and concretely to the European Union, they share indeed some similitudes and the two last paragraphs are an example of this statement. Among other minor differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength: the diversity of schools offered which allows parents to have a greater choice. 2.500 words.

myths :: essays research papers

Myths are entertaining stories; they cover the basis from Heroin adventures, tales of heroism, passionate love stories, Monsters, Gods and much more. In their time myths would serve many important functions for the society and culture that believed in them. Myths attempt to explain the unanswerable questions to provide reasons that things are the way they are. Classical myths are terrific entertaining stories, the most common are of the Greek and Romans. For the ancients, they had a religious significance. They explain the creation of the universe, the condition of the natural and social words, the authenticity of Kings or the beginning of religious rituals. Myths had various functions in society, one of them was religious function, and stories that concern themselves with the nature and actions of Gods and the way they relate to the human race. The myth would inform the Romans and the Greeks which Gods they should petition for specific types of help. Some Gods were Goddess Hestia, for the safety of house and family. Athena, for wisdom and courage, Demeter for an abundant harvest and Zeus for Justice and military might. Myths, also explore all aspects of life. Love can be painful as in the night of Echo and Narcissus, both Echo and Narcissus remain solitary tragic figures, cursed with loneliness and tormented by a love they can never have. Myths can serve to justify or validate social standing or political power in the world. The Romans for example used mythology to establish lineage for the rulers. Roman myths showed their line of Kings and later emperors to be descended not only form great heroes, but from the gods themselves. The cosmological function of myths is to help us understand more fully who we are, Questions like who am I? How am I to conduct my self, where am I going? How can I best serve this world? The shaman was the one person that you could go to get answers to things that where unknown. Most of the time he was the old wise man that knew a lot, he was like a teacher to the people, his role was a mediator between people and spirits, they were historians they kept most of the stories and happenings of the community and would pass them on the future generations. Today this person is called a Scientist, they play that same role they give us answers to the unknown and they keep records of it and pass on to future generation and

An Effective Counsellor Essay

Counsellor’s should continually assess their own feelings and needs to maintain an appropriate relationship with the client. There are issues that a counsellor should be aware of when doing a self-assessment; The counsellor should be aware of when they feel uncomfortable with a client or a topic being discussed. The counsellor must choose to either be honest with the discomfort of a situation or topic, or they may refer the client to another counsellor. The counsellor should be aware of their own avoidance strategies. The counsellor must be able to recognize when they avoid certain topics, or allow distractions and then find an effective way to facilitate help appropriately. The counsellor should be able to recognize when they are trying to control a situation. It is important that the counsellor engage in responsive listening so that they’re not controlling the communication process. The counsellor must remind themselves continuously that any issue being discussed has many perspectives and that theirs may be different, from that of the clients. It is important not to express whether the clients view is right or wrong. The counsellor must avoid being omnipotent. It is not the counsellors job to make the client better. It is the counsellor’s job to help facilitate the client in addressing and resolving the issues. It is also important that the counsellor identifies and responds to positive feelings, and that they don’t just focus on negative ones. This provides balance for the client and allows them to amplify positive strengths in their lives. Lastly, the counsellor must keep in mind to never ask a question, or discuss a 1 topic that you would not be able to discuss in a similar situation. These issues should always be addressed when a Counsellor is engaging in a self-assessment. By completing a self-assessment I was able to address my values, skills, attributes and my interests. I identified that while I am not a judgemental person, I do hold values that if not addressed prior to a situation could cause myself to become close-minded and that would ultimately put a barrier up in my ability to help the client. I also was able to identify how I can use my skills and attributes to counsel my clients in a positive manner. I have identified that I try to find a positive in all situations but I don’t ever be-little the seriousness of the topic at hand. With a self-assessment I am able to recognize when and how to communicate appropriately with a client. The individuals I support will be able to discuss issues with me and feel comfortable knowing that I don’t judge or assume things about them. Both my verbal and non-verbal skills will make this evident to the client. As a registered Developmental Service Worker I could be taking on a role as a counsellor where self-assessment is crucial as it is important to be able to identify when or if I am not dealing with a situation or topic appropriately. I will use the skill of self-assessment in any other role whether that be taking on a position as a Personal Support Worker or working in a group home. It is important that I am able to identify my strengths and weaknesses when it comes to helping a client and that I am able to do so in a way that is prudent. It is also important to continually perform a self-assessment as situations change or evolve. A counsellor who understands how they communicate and who has self-awareness is likely to be more effective in helping the client, then those who are not aware of these issues. Counsellors who are able to identify aspects such as if a topic being discussed makes them feel uncomfortable, if the topic goes against their own values or beliefs, if it is causing different emotions in themselves and why that may be, if they are projecting these feelings and whether or not they are really listening to the 2 client. Continual self-awareness is crucial to the development of the counsellor and their ability to help the client.

Reading the Secret Signs The Art of Finding Symbols

Reading the Secret Signs The Art of Finding Symbols Introduction: On Liberty, Fraternity, and Equality Though in the modern world, all people are considered free and possessing equal rights, it has not always been this way. The road to the existing society where people enjoy equal rights and freedoms has been long and exhausting. Although there is a considerable gap between the Ancient Greece and the XIX-century world, the problem of liberty, not only physical, but also moral, intertwines these two epochs. That is why there is so much in common between Antigone, Sophocles’s drama, and Doll’s House, the creation of Henrik Ibsen.Advertising We will write a custom essay sample on Reading the Secret Signs: The Art of Finding Symbols specifically for you for only $16.05 $11/page Learn More To some extent, it must be admitted, each of the books suggests the ideas of feminism – in their embryo, of course, yet there can be no doubt that Doll House is one of the books that were the first heralds o f the feminist epoch coming on. However, it must be admitted that the feminist ideas are shifted into the background of watch story, whereas in the center the demand for recognizing human rights is placed. Indeed, it would be rather unreasonable to interpret the play only as an anthem for feminist movement. In comparison to this story, Antigone, the drama by Sophocles, offers another idea of liberty, yet it aims at the same effect – the recognition of people’s rights, namely, the right to be self-sufficient and do the things that one considers right. However, despite the common ideas, each author chooses his own symbols to convey these ideas to the public. Comparing the methods of the Ancient Greek philosopher and the XIX-century playwright, one can see the distinct difference between the methods that the two utilize, and at the same time trace the similarities between their approaches. Burying Secrets: Antigone. Behind the Shadow of Death The rich symbolism of the Gr eek tragedy offers a plethora of food for speculations. One of the most thought-provoking creations, the drama by Sophocles is saturated with metaphors, using the symbols that leave the most vivid and memorable impressions. Considering the drama, one can notice instantly that the key symbol of Antigone is the death itself. Interpreted in a number of ways, this name makes the essence of the afterlife, the mysterious Hereafter – the world of the dead. The world of the dead in Sophocles’s drama is considered as the place where one can be completely free – in constant to the life on earth, where each of the mere mortals is bound by the restrictions cats either by the gender issues, or by the political ideas, or any other ideas that prevent people to live their full life. Calling this place in a number of ways, Sophocles still leaves the basic idea of the mysterious afterlife interwoven into the drama. Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Travelling down the land of the dead, Antigone claims: â€Å"Who did the deed the underworld knows well: A friend in word is never friend of mine† (Sophocles 53) Thus, exposing the underworld as the place where people obtain their freedom and where nothing can be concealed from the watchful eye of Hades, Sophocles raises the topic of freedom on earth. Another peculiar recurrent symbol in the drama is birds – a large variety of birds that the reader can spot on the book pages. Describing the ease of their flight, Sophocles makes the reader compare these free creatures to people and realize how despicable the freedom of the humankind is. Living in a Dollhouse: Ibsen and His Protest Depicting the same idea of obtaining the needed liberty, Ibsen uses quite different means. Let along the striking difference of the lead characters in the two stories, the determined and decisive Antigon e and the cowardice, chicken-hearted Nora, the books differ in the symbols they use. Considering the symbolic means that were at Ibsen’s disposal, one can claim with certainty that Ibsen created a masterpiece of refinement and sad sarcasm. If there is anything that can symbolize the lack of responsibility, self-sufficiency and liberty better than Nora herself, that is the Christmas tree used to decorate the Doll’s, that is, Nora’s, house. Indeed, the beautiful and at the same time helpless, completely useless attribute of the holiday, the tree is much like the hostess of the house – just as weak and dependent on the support: †The Christmas Tree is in the corner by the piano, stripped of its ornaments and with burnt-down candle-ends on its disheveled branches. Nora’s cloak and hat lying on the sofa† (Ibsen 39). Such quick is the transition from the tree to Nora’s clothes – and, in fact, Nora herself – that the par allels drawn between the hostess and the article of the house decoration that it becomes obvious: Nora has never been a human being in its full sense – she has always led the life of complete dependence.Advertising We will write a custom essay sample on Reading the Secret Signs: The Art of Finding Symbols specifically for you for only $16.05 $11/page Learn More However, it would be erroneous to think that the symbols in Antigone and Doll’s House have nothing in common – at certain point they coincide, depicting the same things. A good example of such coincidence is the symbol of death that is also present in Doll’s House. However, in this drama, a black cross (Ibsen 48) serves as a symbol of passing away. The last, but not the least is the name of the play – Doll’s House as a symbol of the state of dependence that Nora used to be in and that she escaped from so painfully. Though she is filled with the intense grief, Nora is still willing to get rid of the humiliating environment that she has been living in for so long. Thus, freeing herself, she comes close to the character of Sophocles drama, Antigone. Conclusion: The Jailbreak Despite the time gap between the two dramas, there is the common idea that intertwines them, making each story closer to the other. However, each of the authors reaches the highest level of expressivity with different means. Resorting to the use of symbolism in their stories, the two writers create a range of metaphors that serve as the clues for the reader to follow. Triggering a number of associations and creating the vision of the epoch, these tiny details reveal what used to be hidden under the cover of the storyline. It cannot be doubted that the symbols used by the writers are strikingly different, yet each of the metaphor used serves the same purpose, namely, emphasizing women’s dependence. It is quite remarkable that, despite the years passed since the times of Sophocles, the problem remains topical. Perhaps, even with Ibsen’s attempts to free those that lack liberty in their own life, the issue still needs solution. No matter how hard it might be to admit it, this is the hard truth the humankind has to live with – or fight it until every single person can feel freed. Ibsen, Henric. A Doll’s House: Unabridged. Clayton, DE: Prestwick House, Inc., 2005. Print.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sophocles. Antigone. New York City, NY: ReadHowYouWant, 2008. Print.

The Cross-Cultural Management Implications for a UK Manager Undertaking an International Business Assignment to another Country The WritePass Journal

The Cross-Cultural Management Implications for a UK Manager Undertaking an International Business Assignment to another Country Abstract The Cross-Cultural Management Implications for a UK Manager Undertaking an International Business Assignment to another Country [online]).   China is large, both in terms of size (3.7 million square miles) and population (1.3 billion).  Ã‚   Its capital is Beijing, and its population largely (92%) Han Chinese, with the remainder 55 different ethnic minority groups. Although officially an atheist country, Christianity, Islam, Buddhism and Daoism are practiced.   Mandarin is the main language, although there are a number of local dialects, and the currency is the Yuan or Renminbi (Foreign and Commonwealth Office 2012 [online]). China’s communist government have, over the last 30 years, brought about substantial change to bring about market-oriented economic systems (Gore 2011) in order to deliver the prosperity that it seemed the Marxist system could not provide (Grant 2005). The transformation has been built upon the large workforce, offering the possibility of cheap labour and hence low-cost manufacturing. It has seen economic reforms which have meant China have become a force in the global business market (Brandt and Rawski 2006).   China is, however, culturally very different from the UK, and in order to conduct business successfully it is essential to understand these differences and the impact on management. 2. Cross-Cultural Theorists Two theorists, Hofstede and Trompenaars, are particularly useful for understanding the differences between cultures. Hofstede has been very influential in contemporary management theory attempts to understand cross-cultural differences. His ideas were rooted in a large scale study of IBM (Matsumoto and Juang 2012), and involve five different dimensions which characterise a nation.   Each country has a different value for each dimension, and a unique picture of the cultural nature of that country is built up through all five dimensions. The five dimensions are power distance, individualism / collectivism, masculinity / femininity, degree of uncertainty avoidance, and time orientation   (Hofstede 1984).  Ã‚   Power distance concerns the extent to which people are happy with an unequal society, and the extent to which the society is hierarchical with a large gap between the powerful and those without power.   A low power distance country, for example, would be more egalitarianis m and intolerant of power imbalance.  Ã‚  Ã‚  Ã‚   Individualism / collectivism refers to the extent to which people think of themselves as individuals or as part of a group.  Ã‚   Individualistic societies are competitive and value creativity for example (Phillips and Gully 2011).   The dimension of masculinity and femininity expresses the extent to which the culture displays predominantly masculine values: gender roles are clearly defined, assertiveness and striving are praised. In a feminine culture roles are more fluid and more caring values respected (Tian 2004). Uncertainty avoidance refers to how comfortable people are with ambiguity. Cultures high on this like rules and regulations   (Sorrentino 2005).  Ã‚   Interestingly for the context of this report, Hofstede’s final dimension was based on data collected from China, with the help of Michael Harris Bond (Berry et al 1997).  Ã‚   Time orientation concerns the way in which people think about time, with a d istinction between short-term and long-term orientation. Cultures which are short-term oriented life in the moment, while long-term cultures are strong on planning (Daft and Marcic 2010). Trompenaars (1993) model can be seen as a development of Hofstede’s ideas. He suggested seven different dimensions, again based on a large-scale study across many different countries. These dimensions cover three main areas: how people relate to others, their perceptions of time, and their experiences of the environment (Lane 2004).   The seven dimensions overlap with Hofstede’s dimensions to some extent, with some being very similar and others new.   The dimensions he specifies are: Universal v. particular: whether the society is organised around set rules and procedures or whether the needs of the individuals come first Individual v. collectivism: whether people predominantly act for themselves or think about the group Affective v. neutral: whether people are predominantly demonstrative emotionally, or are controlled and rational Specific v. diffuse: whether organisational systems determine employee behaviour, or systems arise out of the needs and perspectives of individuals. Achievement v. ascription: whether achievement or background, education and other fixed variables assumed to be important about people Sequential v. synchronous: whether time is seen fixed and linear or flexible and open Internal v. external control: whether people believe that nature can be controlled through human will, or human beings are part of nature and subject to its laws. (Trompenaars and Hampden-Turner 2004). While Trompenaars is clearly influenced by Hofstede’s work, Hofstede has criticised the former for lacking the intellectual rigour he believes the five dimensional model possesses.   Hofstede has also attracted criticism, for example that five dimensions are inadequate to fully capture the complexity of cultural differences (Browaeys and Price 2008).   Despite criticisms, however, both these models are useful to help understand how cultures differ from each other, and will influence the next section. 3. Discussion / Analysis According to Hofstede (Geert-hofstede.com 2012 [online]) (see appendix), China and the UK show fairly different cultural styles. They are, however, identical for masculinity / femininity (66) and near-identical for uncertainty avoidance.  Ã‚   Both the UK and China tend towards masculinity in society, with drivenness and competition valued. Additionally, both are low for uncertainty avoidance, in other words, both societies are happy with ambiguity and believe rules should be followed flexibly and selectively. Both societies are adaptable, which encourages entrepreneurship. China is higher than the UK for power distance (80 v. 35), that is, China is comfortable with hierarchy, power structure and wide gaps between people. There is more likelihood of abuse of power, and authority is important. Aspiration above ones status is unacceptable.  Ã‚  Ã‚  Ã‚   In the UK, people see each other as equals to a greater extent, have less respect for authority, do not tolerate abuses of power, and aspire to change their status. There is also a gap between the UK and China in regards to individualism, with the UK scoring much higher (89 v. 20). In other words, in China there is a much higher degree of interdependence between people, with people defining themselves as part of a group.   In the UK the tendency is to think about oneself, and one’s family before society as a whole. Chinese people act to serve the group rather than themselves, and are likely to have much higher organisational commitment, as well as feeling it acceptable for closer groups (e.g. family) to get preferential treatment at work. Whereas UK people tend to be generally agreeable to those outside the preferred group, in highly collectivist societies those outside their group may be demonised. China are much more long-term oriented than the UK. There is a greater value placed on persistence and long-term goals. They are happy to save and be economical with resources, and have great respect for the past and for tradition.   By contrast, people in the UK are more able to enjoy the moment, and can be flexible with regards to goals. According to Trompenaars, China is one of the most particularist of the countries he looked at (Rugman and Collinson 2008), meaning that they look at the particular case and take all circumstances into account, rather than looking at general principles. For example, an employer in a particularist culture might excuse poor work behaviour if the individual’s circumstances offer a good reason.   In addition, China scores highly for affectivity, level of diffuseness and external control (Aswathappa 2010).  Ã‚   That is, people conduct business in an emotional way, displaying emotions openly, do not have a strong sense of the barriers between public and private life, and feel that fate plays a stronger role in what happens to an individual or organisation than choice and self-motivation. While there are some similarities, China and UK have a very different cultural make-up, according to both sets of dimensions. What impact does this have on business styles?   This can be considered in terms of different areas.   For team work, for example, the high-power distance might mean that Chinese staff are uncomfortable with sharing feedback and frank discussions. However, their low individualism suggests that they would put the team before themselves, and would therefore be motivated by team-based rewards. UK staff, by contrast, might find sharing opinions as a team fairly easy, as they have a lower power distance, but might put their own interests before those of the team or organisation as a whole. In terms of communication, China have high affectivity, which suggests they might work better if communication styles are emotional rather than neutral. For example, written communications in the UK tend towards formal business English: a more open and friendly style might suit the Chinese market more.   Additionally, China scores highly for diffuseness against specificity. That is, there may be a tendency for communications to be more roundabout, with things left unsaid or communicated non-verbally. Diffuse cultures also have a higher degree of overlap between work and home (Amant 2007), which may mean that there is a greater reliance on shared experience upon which to base communication amongst the Chinese. There is also a need for a different management style, to take into account the greater power distance in China. Whereas UK workers respond better to power sharing and partnership styles, in China there may be a need to confirm the hierarchy, making it clear who is in charge, and defining roles carefully.  Ã‚   However China also score highly for particularism, which suggests that management needs to take into account the details of each situation, rather than rigidly follow rules. Employees are likely to expect that rules can be bent to suit circumstance. Motivation and performance management are also likely to differ across the cultures. As mentioned, China scores much lower for individualism, which suggests that team-based rewards would be more motivating for them than in the UK.  Ã‚  Ã‚  Ã‚   China are also markedly more long-term oriented, which means employees are likely to respond to goals set for the distant future, rather than needing near-instant reward.   There is also an issue here for motivating teams which consist of employees from both China and the UK, as each employee group is likely to have a different perspective on what is a motivating factor. The higher score for China on external control suggests that employees are less likely to enjoy spontaneous decision making. As they feel that the forces which drive business are located outside of themselves, this removes some of the responsibility for making decisions, and places it in the hands of fate, or higher authorities in the organisation. This is confirmed by the high power distance in China, which suggests that employees are very comfortable with letting decision making be carried out by those higher in the corporate hierarchy. By contrast, UK employees are likely to desire more participation in decisions. Negotiation should also be handled with care.   The higher affectivity and diffuse culture in China may mean that great attention needs to be paid to the non-verbal cues when negotiation takes place.  Ã‚   The higher power distance might also mean that negations need to be carried out between staff perceived to be at similar levels. In addition to the dimensional analysis of culture, Tian (2007) suggests that negotiation in China is determined by a set of core traditional values including the importance of sincerity and trust, respect for age and hierarchy, maintaining social harmony and avoiding getting angry or being unpleasant to others.   This might mean that negotiation between two people of very different ages might be tricky, for example. 4. Conclusions Although they have some common areas, for example similarly masculine cultures and a similar tolerance of uncertainty,   China and the UK have key cultural differences which are likely to impact attempts to manage a diverse work team.   In particular, China employees are likely to be much more comfortable with hierarchy and unequal distribution of power, to value the group over the individual, to be focussed upon the long-term (but less likely to react spontaneously to the moment).   They are also more likely to expect rules to be bent to the particular case, to attribute the cause of events to circumstances or agents external to themselves, and to prefer styles of communication which heavily emphasise the non-verbal and tacit.   While, to a certain extent, globalisation has meant that cultural diversity is threatened, (Homann et al 2007), to be successful management needs to anticipate and plan for difference. 5. Recommendations Recognise that hierarchy has a more important role in China Adapt communication styles to pay attention to context, body-language and assumed information Plan team-work to incorporate two very different perspectives on the relative importance of the individual and the group Ensure Chinese employees are kept fully informed about the long-term perspective 6. References Aswathappa, K (2010) International Business (4th edn.), Tata McGraw-Hill Education, India. Berry, J W, Portinga, Y H and Pandey, J (1997) Handbook of Cross-cultural Psychology: Social behavior and applications (2nd edn.), John Berry. Brandt, L and Rawski, T G (2006) Chinas Great Economic Transformation, Cambridge University Press, Cambridge and New York. Browaeys, M-J and Price, R (2008) Understanding cross-cultural management, Pearson Education, Harlow, Essex Daft, R L and Marcic, D (2010) Understanding Management (7th edn.), Cengage Learning, Belmont, CA. Foreign and Commonwealth Office (2012) ‘China: Country Information’ [online] (cited 22nd February 2012), available from fco.gov.uk/en/travel-and-living-abroad/travel-advice-by-country/country-profile/asia-oceania/china Geert-hofstede.com (2012) ‘What about China?’, [online] (cited 22nd February 2012), available from http://geert-hofstede.com/china.html ‘What about china?’, Gore, L (2011) The Chinese Communist Party and Chinas capitalist revolution: the political impact of the market, Taylor Francis, Oxon. Grant, R G (2005) Communism: Systems of government,   Evans Brothers. Hofstede, G H (1984)   Cultures consequences: international differences in work-related values (2nd edn), SAGE, Thousand Oaks, CA Homann, K, Koslowski, P and Luetge, C (2007) Globalisation and business ethics, Ashgate Publishing, Ltd, Aldershot, Hants. Lane, H W (2004) The Blackwell handbook of global management: a guide to managing complexity, John Wiley Sons / Blackwell, Oxon. Matsumoto, D and Juang, L (2012) Culture and Psychology (5th edn), Cengage Learning, Belmont CA Phillips, J and Gulley, S M (2011) Organizational Behavior: Tools for Success, Cengage Learning, Belmont, CA. Rugman, A M and Collinson, S (2008) International Business (5th edn.), Pearson Education, Harlow, Essex St. Amant, K (2007)   Linguistic and cultural online communication issues in the global age, Idea Group Inc, Hershey PA Sorrento, R M (2005) Culture and social behaviour, Routledge, UK Tian, Q (2004) A transcultural study of ethical perceptions and judgements between Chinese and German businessmen, Martin Meidenbauer Verlag, Germany Tian, X (2007) Managing international business in China, Cambridge University Press, Cambridge. Trompenaars, F (1993) Riding the waves of culture: understanding cultural diversity in business, Economist Books. Trompenaars, F and Hampden-Turner, C (2004) Managing people across cultures, Capstone. UK Trade and Investment (2012) ‘China’ [online] (cited 22nd February 2012), available from ukti.gov.uk/export/countries/asiapacific/fareast/china.html

TThe Principle of Non-Rrefoulement at SEA and the Effectiveness of Essay

TThe Principle of Non-Rrefoulement at SEA and the Effectiveness of Asylum Protection - Essay Example Article 14 of the Universal Declaration of Human Rights grants the right of seeking and enjoying asylum from persecution in other countries (Thomas 2011, p. 71). The principle reflects the dedication of the international community to guarantee enjoyment of human rights to all persons, including the rights to life, inhuman punishment or treatment, freedom from torture, and security of person. These rights and other rights may be endangered upon returning a refugee to danger or persecution (Andreas 2011, p. 1109). The observance of the principle of non-refoulement relates to the determination of refugee status. Arrangements or procedures for refugee identification should offer a guarantee against refoulement by ensuring that individuals entitled to protection receive it. Such arrangements or procedures are vital when a country receives both migratory movements and asylum-seekers. Respect of this principle may be most effectively ensured if claims to asylum and to refugee status are det ermined expeditiously and substantively (Bimal 2003, p. 23). However, sea-borne migration is alleged as a problem or a hassle by destination countries despite the refugees in awful need of protection. In some cases, countries deny refugees through invoking security concerns to refuse protection and justify the removal or non-admittance of refugees. Arrivals through the sea of asylum-seekers challenge the interpretation and application of the principle of non-refoulment and the existing regulations related to liberty and the safety of navigation. During the Vietnam War, from 1950s to 1970s, there were arrivals of several Vietnamese irregular immigrants to the coasts of neighboring countries. While dealing with these arrivals, the international community noted there was a gap in the international law. The law had no effective and useful instruments to deal with immigrants at sea, particularly with the asylum-seekers (Agnes 2009, p. 204). The key problems that remain include the identi fication of the rights and duties of the concerned states in different marine zones. This is with exceptional regard to the organization and administration of search and rescue operations at sea (Agnes 2009, p. 206). Another essential issue has been the question of whether the resolutions of countries to refuse the entry permission into their territories are lawfully limited. This question occurred mainly in relation to the handling of refugees and asylum-seekers, especially among the immigrants, with regard to the principle of non-refoulment. The exercise of sovereign powers in the different marine zones, pursuant to the customary international law and law of the sea, present challenges in the application of the principle of non-refoulment and the protection of refugees and asylum-seekers at sea (Schmitt, McCormack & Louise 2011, p. 544). Article 21(1) of the UNCLOS (United Nations Convention on the Law of the Sea) provides that the sovereignty of a coastal country extends beyond i ts internal waters and land territory. The article also defines archipelagic waters of an archipelagic country as the territorial sea. This maritime zone cannot exceed 12 nautical miles. The only exception to the exclusive authorities of the coastal country in its territorial sea contains the right of innocent passage. The coastal state shall not hinder the innocent passage of foreign vessels through the territorial sea, but it may regulate the passage conditions in the fields listed in article 2(1). An example is inter alia,

The market trends in the UK clothing industry Coursework

The market trends in the UK clothing industry - Coursework Example This research will begin with the statement that clothing in the UK market is dominant by the large retail stores that provide major sales to this industry. There is generally one influencer in the market that owns the market share in the UK clothing industry, for example, Philip Green owns 12 percent of the UK clothing market. Since the dominance in the clothing market is by the major retail stores hence the prices of quality clothing has increased in the UK which has provided an opportunity to bring in to the market the clothing that is of high quality but at affordable prices. This need for affordability of prices and quality clothing has increased the demand for such products in the UK market. Also because the major retail stores tend to cater to the market for personalized service that too is becoming marginalized. The market trends in the UK clothe industry show a growing trend. As reported that the market for clothes has increased by 10% between years 2004 and 2008. It is also expected that the market will continue to grow in another three years. By the year 2014, it is estimated that the clothing industry would be worth nearly  £8.6 billion experiencing an increase of 29% from the worth of today estimated at being  £6.7 billion. The consumers want quality and value products and thus it’s this trend that is contributing to the growth of the industry. During the time of recession, the market saw a growth of 10% per annum however it is expected that this sector will experience a 21% of growth in the next three years.