Soliven V Makasiar Case Digest free essay sample

This is a petition for certiorari and prohibition to review the decision of the RTC of Manila. The facts are stated in the resolution of the Court regarding G. R Nos. 82585, 82827 and 83979; wherefore, the petitioner’s were lump together considering these cases were same in character. In these consolidated cases, 3 principal issues were raised: 1) whether or not petitioners were denied due process when information for libel were filed against them although the finding of the existence of prima facie case was still under review by the Secretary of Justice and, subsequently, by the President; 2) whether or not the constitutional rights of petitioner Beltran were violated when respondent RTC judge issued a warrant for his arrest without personally examining the complainant and the witnesses to determine probable cause; 3) whether or not the President of the Philippines, under the Constitution, may initiate criminal proceedings against the petitioners through filing of a complainant-affidavit. The following subsequent events informs about the first issue that rendered moot and academic: On March 30, 1988, the Secretary of Justice denied petitioners’ motion for reconsideration and upheld the resolution of the Undersecretary of Justice sustaining the City Fiscals finding of a prima facie case against petitioners; Also another motion for consideration filed by petitioner Beltran was denied on April 7, 1988; On appeal, the President, through the Executive Secretary, affirmed the resolution affirmed the Resolution of the Secretary of Justice on May 2, 1988; And on May 16, 1988, The Executive Secretary denied the motion for reconsideration. We will write a custom essay sample on Soliven V Makasiar Case Digest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The second issue calls for an interpretation of the constitutional provision on the issuance of arrest warrant. The third issue argues on the presidential privilege of immunity from any suit. Petitioner’s Contention: Petitioners’ contention is that they have been denied the administrative remedies available under the law has lost factual support. Petitioner Beltran’s contention is that he could not be held liable for libel because of the privileged character of the publication. Petitioner Beltran also claim that to allow libel case to proceed would produce a chilling effect (fear) on press freedom. Issue: Whether or not freedom of speech was abridged. Ruling: Libel is not protected by the free speech clause, and some provocative statements which if taken literally will appear disrespectful and cause shame on behalf of public figures specially the President rendering them irritated, bothered, and could cause hindrance and distraction to their job. Finding no grave abuse of discretion amounting to excess or lack of jurisdiction on the part of the public respondents, the Court resolved to dismiss the petitions in G. R. Nos. 82585, 82827, and 83979. Hence, the writs for certiorari and prohibition prayed for cannot be issued.

Tobaco Indusrty Influence essays

Tobaco Indusrty Influence essays Over the last five years, researchers have calculated that the teenage smoking rates have climbed tremendously. Graph number one shows a steady increase in the number of teenagers who smoke heavily. Graph number two shows how teenage smoking has made a comeback, and how the number of teen-agers smoke occasionally and who develop heavier habits has increased sharply in recent years. The tobacco industry and the critics have very different ideas why this rapid increase of teenage smoking is developing. The tobacco industry says the increase of teenage smoking is due to a broad range of social forces. The tobacco industry also notes that not only the use of cigarettes have increased, but also the use of marijuana and other drugs. The industry also states that teenagers tend to rebel to the increasing efforts to stop them from smoking. Tobacco industries say that the critics over exaggerate the effects of their marketing. They also point out that teenage smoking is also increasing in countries where most forms of advertising have been banned. The critics of the tobacco industry agree with the industry that rebelliousness and other forces are a contributing factor, but say it is not the prime reason of the increase in teen smoking. The critics say the industry is the most important factor to the upraise. The industrys spending on domestic advertising and promotions have soared form $361 million in 1970, to $4.83 billion in 1994. That is a 250 percent increase. A big part of the reason for the surge in teenage smoking was an expansion by both Reynolds and Philip Morris in giveaways. Items like T-shirts were given out in return for coupons accumulated by buying their cigarettes. Some critics say it is Hollywoods long love affair with smoking that seems to be heating up. Cigars, they say, symbolize success as portrayed in movies like The Associate. In conclusion whether the increase of teenage smoking is...

Stocks Returns Investment Analysis Essay Example | Topics and Well Written Essays - 1000 words

Stocks Returns Investment Analysis - Essay Example The value of R-square suggests that all variable have explained the excess returns of MYR by 47.22% which is a moderate percentage. If the intercept of the equation is analyzed, it can be observed that it is insignificant because p-valued computed is higher than the critical value of the 0.05 level of significance. Excess marker return is the best predictor among the three variables, so that it has predicted a beta coefficient of 1.7, which means that the stock is quite risky as it 0.7 time more than that of the market. However, SMB and HML did not effectively predict the excess returns of MYR.The model fit of TAH reflects that it is not quite good as hardly 14% of the stock return is explained by the model. Another interesting thing that can be noticed is that all the three variables of the Three Factor Model are unable to predict the excess returns of TAH as all of them having p-values higher than the critical values of 0.05 which is the significant level. Hence, the excess return of the TAH is found to be independent of the Three Factor Model.If the model fit of BHP is observed, it can inferred that the overall model fit is quite strong as it presents that around 77% of excess returns of BHP are explained by the Three Factor Model. If individual factors are analyzed, it can be noticed that intercept remained insignificant due to higher p-value statistics. EMR has come out as the best predictor indicating a beta coefficient of 1.38, which reflects that the stock is 38% more risky than the market.

Dollars and Dreams Essay Example | Topics and Well Written Essays - 1500 words

Dollars and Dreams - Essay Example There are still others that see it as a land of waste and consumerism where the abundance is so overflowing that there is not enough space to hold all that is produced and thrown away. The truth that it is a place of hardship where people work hard to barely survive is rarely the worldwide perception of the American Dream. The film Dollars and Dreams: West Africans in New York (2007) is a documentary that discusses the experience and phenomenon of immigration from West Africa to the United States. The documentary film makers explore the truth of life in New York for those who have migrated from West Africa into what they thought would be an easier and more successful life. Through a narrative that includes successful, surviving, and struggling immigrants from West Africa, the film creates an alternative perspective on the experience of living in New York and in the United States. The producers of the film were Jeremy Rocklin an Abdel Kader Ouedarogo with Jeremy Rocklin directing and it is distributed by Documentary Educational Resources. One of the first statements made in the film is by Chika Onyeani who is the Publisher and Editor in Chief of The African Sun Times is that there is a perception that in America money grows on trees. CEO of Cape Aloe Ferox Worldwide, Arthur Smith, states in the film that the dollar is almighty and that they think it is easy in America and Zain Abdullah of Temple University reveals that the first surprising thing that immigrants from West Africa experience is that there is poverty in America and that it is not as easy to find riches in the land of opportunity. The concept of opportunity becomes more real in the sense that while there may be opportunity, one has to search and find it (Rocklin & Ouedarogo, 2007). Zain Abdullah continues to discuss the culture of immigrants as they live a life of deception where they struggle by working two or three jobs, but then present their experiences to those back home as fulfilling the expect ations that they had when they left their home to travel to the new land. The deception is based on the perceptions that are promoted in West Africa that there is nothing but riches in the United States and to go to America and struggle would be perceived as a failure. Abdullah states that it is like going into a gold mine and coming out with nothing to show for the effort (Rocklin & Ouedarogo, 2007). Kaira-Murdock (2008) writes that the reason that Jeremy Rocklin an Abdel Kader Ouedarogo decided to create this documentary was to create a more realistic view of New York for West Africans before they made the decision to migrate from their homeland and seek their fortunes. The realities of New York and the rate of poverty, even among the working poor, is something that is not considered when making the decision to move. The film is visually unsettling as the garbage in the street and the unattended urban setting is contrasted to the affluent speakers who discuss the realities of movi ng to New York, even though the majority of the initial speakers have clearly found their own success in this country. The real problem with immigration from other nations is that the image of America is based upon Hollywood idealism that is shown in films. Racism based on blackness is rare in West Africa so the experience of being oppressed comes as a surprise for many of the people who move to New York. Kaira-Murdock (2

Business entities Essay Example | Topics and Well Written Essays - 1500 words - 1

Business entities - Essay Example The former is considered to be a prescriptive approach, and the latter an explanatory, descriptive, or predictive approach. Normative business ethics is the domain of philosophers and theologians, while empirical business ethics is considered to be the domain of management consultants and business school professors. Scholars who represent these different domains are said to be guided by different theories, assumptions, and norms which often result in misunderstanding or lack of appreciation for each others endeavors. The normative approach, rooted in philosophy and the liberal arts, focuses its attention on questions of what ought to be, and how an individual or business ought to behave in order to be ethical. The empirical approach, rooted in management and the social sciences, is generally concerned with questions of what is, assuming that the organizational world is basically objective and "out there" awaiting impartial exploration and discovery. Empiricist answer questions of what is by attempting to describe, explain, or predict phenomena in the natural world using the agreed-upon methodologies of their social scientific training. The social scientist may devalue the philosophers moral judgments because these judgments cannot be understood in empirical terms and cannot be verified by empirical testing or be used to predict or explain behavior. The social scientists statements about morality, on the other hand, are seen to be of little value to the philosopher because such statements do not address the essential questions of right and wrong. Normative ethical theories develop standards by which the propriety of certain practices in the business world can be evaluated. In contrast, the empirical approach focuses on identifying definable and measurable factors within the individual psyches and social contexts that influence individual and organizational ethical behavior. (Trevino 1994) Gary Weaver and Linda Tevino have outlined three

The role of parents in young childrens development

The role of parents in young childrens development Introduction The following essay proposes to look into the changing role of parents within the context of childrens development and learning, focusing in particular upon the way in which government policy has impacted upon this change at both an ideological level and a grass roots level. We propose to concentrate upon the change in language and focus inherent within contemporary curriculum documents, analysing the shift in policy discernible within the Early Years Foundation Stage as a means of accenting the changing role of parents with regards to childrens development and learning. This, therefore, clearly represents an especially complex topic to attempt to tackle with the vast array of reforms to educational standards witnessed over the course of the past two decades constituting a watershed moment in the history of social welfare provision in the contemporary era (Ball, 2008:1-11). We cannot, in the final analysis, divorce the education reforms of the 1990s and the first decade of the twenty first century from the broader changes to the welfare state that have come about as a result of a combination of economic, social and cultural forces in the post-modern epoch. Education today should therefore be seen within the context of the broader ideal of market forces, which shape the socio-political pattern of life in every post-industrial democratic capitalist state. Concepts relating to increased competition, social inclusion and the fostering of a decidedly a market mentality consequently dominate the contemporary policy making agenda with regards to the provisi on of education (Jones, 2002:143-170; Tomlinson, 2005:48-71). Thus, where, prior to the advent of the privatising policies of the Thatcher era and the neoliberal assault that characterised the first two terms of the Blair governments education was conceived of as a matter for the state and central government, after the widespread reforms to the public sector administered over the course of the past two decades, education has increasingly become the concern not only of the government but also of private sector institutions as well. As a result, local businesses and families have been increasingly integrated into the concept of educational provision in the contemporary era with this new policy initiative resting upon the twin pillars of partnership and accountability (Chitty, 2004:114-119). Partnership therefore represents the key concept underpinning all education and social reforms at the dawn of the twenty first century, constituting evidence of a shift in emphasis at government, local and settings level away from a top-down approach towards a bottoms-up approach. (Gasper, 2009:1) As a consequence, it is important for us to note from the outset the way in which the role of parents and of the family and the home should no longer be seen as being separate from the role of the state as the primary educational provider. Rather, we should make a point of underscoring the way in which the vast array of education and social policy reforms witnessed over the course of the past two decades represents a protracted process best understood in terms of the blurring of the boundaries between the public and the private spheres set to the backdrop of a devolved vision of welfare provision in the contemporary age (Alcock, Daly and Griggs, 2008:108-130). In this way, policy makers have intended to establish a clear and concise framework for education provision that would eventually positively impact upon paradigms relating to inclusion, equality, selectivity and most importantly standards (Alcock, 2008:48-50). It is within this radically altered landscape of welfare provision, education policy and social policy reform that the new educational framework for twenty first century Britain has been constructed with parents invited to play an increasingly prominent role in the development and learning of their children, particularly young children in a pre-school context (Clark and Waller, 2007:1-19). As a consequence, it is prudent to begin our examination by analysing the Early Years policy initiatives of the New Labour government and their broader impact upon parents and the family in order to establish an ideological and conceptual framework in which the remainder of the discussion can effectively take place. The Early Years policy initiatives and the family The election victory of New Labour in May 1997 telegraphed a major turning point in the way in which early years education provision would be meted out in contemporary Britain. Indeed, compared to the relative inertia of the previous Conservative government, the New Labour regime can be seen to have radically altered the very concept of Early Years social policy with much greater attention being paid to the way that young children are looked after and taught during the preschool years (Palaiologu, 2009:3-10). This fits neatly into the broader policy objective of raising standards and imposing a discernible market mentality into education, which we briefly outlined during the introduction. Improving the way in which early years education is provided will, in theory, have a positive impact upon the way in which primary and secondary education is provided with a new generation of economically independent young adults emerging from the reforms enacted during the last decade of the twenti eth century and the opening decade of the twenty first century. Viewed from this perspective, Early Years education policy in the contemporary era can be characterised in terms of a social construct; part of a much broader vision of a reinvigorated twenty first century British society built upon ideals relating to equality and cohesion as opposed to difference and segregation (Baldock, Fitzgerald and Kay, 2009:39-43). When, for instance, we pause to consider the Statutory Framework for the Early Years Foundation Stage (2008), we can see that the New Labour government has taken significant policy making steps towards reconstructing the provision of education for young children around the new paradigms of accountability and partnership. Furthermore, by analysing this document we can see the foundations upon which this new early years educational has been built with the role of the parents underlined at a fundamental level, especially with regards to fostering a working relationship with the education professionals charged with bringing about reform to the youngest elements of contemporary British society (Statutory Framework for the Early Years Foundation Stage, 2008:6). As a consequence, we should acknowledge the important change to the partnership approach where, rather than teachers working with parents under the auspices of the old Childrens Act of 1989 where professionals were conceived of as an aid to parents in need of advice and help concerning bringing their children up, under the auspices of the Statutory Framework for the Early Years Foundation Stage, professionals and parents are supposed to work together during the key, formative years of a young childs educational, social and cognitive development. In this way, the role of the contemporary education professional at the early years foundation stage is integrated around childrens lives and childrens learning (Tarr, 2009:92-111). As a result of the fresh, partnership-centric ideological impetus fuelling the policy initiatives of the New Labour government, we can begin to see a new working partnership between the state, education professionals and parents emerge that is increasingly reminiscent of the relationship between the producer and the consumer in the private sector with educational change being underpinned by greater scope with regards to educational choice (Coffey, 2001:22-37). In integrating parents and the family into the policy making landscape of the Early Years Foundation Stage the state can be understood to have facilitated an increase in choice with both parents and professionals working out the best way to move forward with regards to implementing government policy (as opposed to simply following legislative guidelines as was previously the case). When, for example, we consider the advent of the Sure Start Centres in the UK and the way in which these state-funded nurseries and day care institutions look to adopt a decidedly holistic interpretation of early years education, incorporating educating parents as well as children, we can see the extent to which the blurring of the boundaries between the public and the private spheres has served to incorporate a wholesale re-configuration of the role of the parent within the context of the development of their children (Weinberger, 2005:31-43). Indeed, according to Valerie Wigfall, Janet Boddy and Susan McQuail, parental involvement is a vital component in the ongoing development of childrens services in the contemporary era, especially in state run institutions such as Day Care centres which have been built upon the premise of partnership as the key concept upon which childrens learning and growth can be further consolidated (Wigfall, Boddy and McQuail, 2007:89-101). As a direct result of this fundamental shift in both policy and practice, the concept of partnership need no longer be thought of solely in terms of government rhetoric and political hyperbole. Unlike, for instance, the concept of partnership as it relates to the community and the police which, on account of the special authoritative powers placed upon the police force, is a partnership more in name than in practical purposes, understood within a discussion pertaining to education, the ideal of partnership is a contemporary, relevant manifestation of policy and practice at both a central governmental level as well as a local grass roots level. Without the active input of parents, New Labours Early Years initiatives would differ little from previous governments attempts at overhauling and modernising the British educational system. By including parents within the policy making framework of young children, the state has therefore championed a radical new approach to rights and responsi bility in contemporary society whereby the government plays only one part within the broader tapestry of public service provision. This is especially true with regards to education where the New Labour government has made a clear and identifiable effort to tackle deep-seated inequalities in all aspects of the British educational system (McKnight, Glennester and Lupton, 2005:69-93). We should, at this point, though acknowledge the essential paradox that resides at the epicentre of the discussion whereby, on the one hand, the state has advocated a de-centralised approach to government, reducing the impact of policy upon practice in the process, while, on the other hand, the state can be seen to have presided over a period of policy overkill where, as far as education and indeed all social policy reform is concerned, there has been dramatic rise in the visibility of the government as both the arbitrator and instigator of education policy and educational standards (David, 1999:111-132). This paradox is a reflection of the uneasy relationship between the public sector and the private sector as well as the conflicting demands of instilling a policy making landscape built upon the harmony of the home and the family while at the same time championing education policies aimed at getting parents back to work as quickly as possible. Understood in these terms, New Labours educational reforms enacted since 1997 can be understood in broad terms relating to industrial policy with pupils and parents alike both being conceived of as economic actors working within the framework of a more efficient early twenty first century state (Stedward, 2003:139-152). This paradoxical relationship between economic and social policy, and between the public and the private spheres, is likewise mirrored in the often uneasy relationship between professionals and parents within the context of Early Years welfare provision. To understand more about this paradox and the way in which it impacts upon the governments vision of a more egalitarian society constructed upon premises pertaining to choice, competition and inclusion we need to turn our attention towards attempting to understand the home-school setting as the bedrock of the partnership approach to education and social policy that defines New Labours approach to governance. Home-school setting partnership The changing role of the home-school partnership reflects the constantly shifting landscape of policy and practice with regards to childrens development, especially children operating within the context of the early years. Where, previously, education was interpreted as a matter for the state with teachers constituting the primary means of educating young children about both themselves and the world in which they live, today there is an increasing emphasis upon the home as the new locus for learning with a radically new vision of educational culture being founded upon a partnership between the school place and the home (Beauchamp, 2009:167-178). As Miller succinctly observes, education is not something that happens to children; is something that they do. (Miller, 2002:373). Thus, we should observe the fundamental difference between a passive early years education and an active early years education with the latter representing the front line of contemporary approaches to young childrens education and preschool development. It is therefore the stated aim of contemporary policy makers to instigate a partnership approach towards an active Early Years education with professionals, parents and day care workers all expected to move away from the passive approach to young childrens development which many educational researchers and experts believe represent an outmoded method of educating preschoolers. When, for instance, we pause to consider the way in which the curriculum for the Early Years Foundation Stage has evolved over the course of the past decade, we can better understand the extent to which the home-school partnership represents the ideological backbone of the new active approach to young childrens learning and development. Unlike the national curriculum in the primary and secondary stages of the educational system, which is conceived of as a rigid framework where teachers and students must adhere to certain rules and regulations, the curriculum at the Foundation Stage is a much more amorphous concept where teachers and education practitioners have more leeway with regards to discerning the best way of improving learning and instigating development. Thus, the curriculum for the Foundation Stage is not defined by dictatorial rules; rather the curriculum for the Foundation Stage is underpinned by guiding principles which, in this instance, are understood as: a unique child , positive relationships, enabling environments, and learning and development. Each of these guiding principles is further augmented by four commitments that explain how these principles can be put into practice. (Department for Children, Schools and Families Website; first accessed 02.04.10) Examining the guiding principles of the Early Years Foundation Stage Framework serves to bring to light some important points on both the perspective of parents and young childrens learning that are crucial to our understanding of the subject matter at hand. Firstly, it is clear that, in keeping with the shift towards a discernibly more active educational environment, young children are expected to learn and develop through doing, not merely through being told about themselves and the world in which they live by adults. Thus, we should, once again, underscore the significance of an active Early Years curriculum which focuses upon development, social interaction and play as much as language and cognitive development. This, in turn, has impacted upon the role of the adult within the learning and development of young children with a much greater emphasis placed upon adults as educational enablers charged with creating a learning culture in both the home and the school or day care enviro nment which, in conjunction with one other, can help to significantly and positively impact upon learning and development. By this we mean to state that, rather than passively transferring information to young children as a means of educating and developing them, adults working within the Early Years setting are expected to adopt a more involved, participatory role in the learning and development of young children. For instance, according to the Northern Ireland Curriculum Guidance notes, young children require adults who will treat them as individuals and sensitively participate in their play. (Miller, Cable and Devereux, 2005:96) In this way, therefore, the revised role of the adults as the key enablers within the broader context of young childrens learning and development represents the convergence of the four guiding principles for the Early Years Foundation Stage with the principles of a unique child, positive relationships, enabling environments, and learning and development all being underpinned by a new role ascribed to adults as facilitators within the new educational environment offering a decidedly more active approach to the Early Years curriculum underpinned by ideals relating to playing, moving and learning as a way of young children becoming better acquainted with the world and the society in which they live (Parker-Rees, 2007:13-24). It is under the auspices of these guiding principles for the Early Years Foundation Stage that the new home-school partnership has been championed with the key part to be played by parents being underscored time and again, as the following excerpt from the Departmen t for Education and Skills attests: Partnership with parents should be a key aspect of provision. Parents should be recognised as childrens first and enduring educators, and should be seen as key partners in supporting childrens learning and development. (Draper and Duffy, 2006:151) Understood in this way, the home and the epicentre of the private sphere that this represents is no longer seen as constituting a separate realm from the educational environment of the school and day care centres. Rather, understood in these terms, the home and the school appear to have been fused into one realm where children learn and develop through play and interaction with adults in both the school environment and the home. Parents, therefore, are interpreted as educators in the same sense as educational professionals which, has created fresh dilemmas for both parents and teachers seeking to construct a common ground upon which these new Early Years guiding principles can flourish (Nurse, 2007:9-19). As a result, it is prudent to turn our attention towards highlighting the true nature of the key problems and dilemmas of the partnership approach to learning and development within the Early Years context in order to understand how partnership in preschool education can be made mor e effective. In this way, we will be better able to comprehend the nature of the paradox that characterises the blurring of the boundaries between the public and the private spheres. Making partnership effective: Obstacles to effective partnership Perhaps the greatest obstacle to championing an effective partnership approach to Early Years provision concerns the views of both the parents and educational professionals who are the key actors charged with responding to the vast, fundamental changes to education policy and social policy witnessed over the course of the past two decades. Put simply, it is clear that not all families and parents wish to be involved in partnership. Some families and parents will expect education professionals to perform the task of educating their children, keeping within the guidelines of the Early Years framework as is the case with children operating in the primary and secondary spheres. There are a number of reasons why this, quite logically, is the case. Firstly, we have to acknowledge the pressures upon working parents in the contemporary era where, with many mothers and fathers having full time jobs, parents do not feel as if they are able to make the time to take such an active role in the le arning and development of their children. Understood in this way, when parents drop their children off at day care centres, nurseries and other preschool institutions, they expect the education professionals working within these buildings to take care of all the important aspects of learning and development so that parents can get on with their own work commitments while at the same time getting on with the basics of parenting once they finish their jobs in the evening. The idea that the task of learning and development should be undertaken on a partnership basis with parents having to take on the role of educational enablers in addition to working appears as something of an anathema to many parents and families. Ultimately, this is a problem arising from the generational aspect of the vast array of education and social policy reforms enacted in the contemporary era whereby many parents assume that the conditions in which they were brought up remain the same at the present time. As a result, we have to underline the nature of the obstacle posited by a lack of perspective afforded to parents attempting to understand the new educational parameters dictating the pattern of Early Years provision at the dawn of the twenty first century. As Norman Gabriel observes, adults concepts of childhood are rooted and rigid; as such we have to be aware of the major obstacle to partnership manifest in the way in which parents think of the early years and preschool provision where conceptions of childhood harboured by adults are inherently difficult to change (Gabriel, 2007:59-69). We must, therefore, observe the dichotomy between traditional interpretations of early years learning and modern notions of early years learning and the way in which this threatens to undermine the partnership approach to Foundation Stage education in the contemporary era (Waller and Swann, 2009:32-40). The paradox of the blurring of the boundaries between the public and the private spheres can therefore be seen to have been meted out in a practical level within the context of the partnership approach. Although, in theory, there exists fertile grounds upon which parents and education professionals can work together in order to improve the learning and development of young children in the Early Years Foundation Stage, in practice there remain many obstacles to achieving a consensus between the public and the private spheres as they relate to the partnership between parents and education professionals. Overcoming the considerable divide between theory and practice remains one of the gr eat obstacles to achieving a harmonious, effective partnership during the Early Years Foundation Stage. We also have to take note of the other ways in which parents might be put off working with teachers and professionals within the context of the contemporary partnership approach to education and welfare provision. We should, for instance, bear in mind that many parents will naturally shy away from any involvement with any form of state and welfare services because of a previous history of neglect or incompetency. Some families and parents that have been involved in child protections proceedings, for example, are afraid of engaging in any kind of partnership approach to early years education because of the inherent possibility that their children could be taken away from them. A lack of trust on the part of some parents is therefore another major obstacle to attaining an effective relationship between the public and the private spheres. Furthermore, we must take due note of important social and cultural differences in contemporary multicultural society whereby diversity can negatively impact upon attempts at fostering an effective and harmonious partnership approach to education provision in the early years. Certain ethnic, racial and religious groups will not, for instance, be versed in the modern approach to child care provision championed in the vast majority of western post-industrial capitalist states and, as such, will not be prepared for the joint venture of learning and development that characterises the Early Years Foundation Stage curriculum. There are also a number of related issues to consider involving single mothers whereby much of the language and rhetoric surrounding the education and welfare reforms of the past two decades have been shrouded in problems pertaining to gender inequalities and socio-economic differences. As a result of all of these inter-related factors, we have to acknowledge the impl ications of diversity and difference upon Early Years Professionals (EYP) who will be faced with a variety of social, economic, cultural and political obstacles to partnership at a practical level (Tedam, 2009:111-122). Although policy makers might assume that, in theory, professionals and parents ought to understand the need to work together in order to raise educational standards, in practice there remains a considerable divide between the school place and the home which is mirrored in the vast differences in society at large. Overcoming these obstacles cannot be achieved solely via recourse to policy and principles; rather, education professionals and parents need to be able to find a common ground so as to put into practice some of the ethics and ideals talked about at a settings and policy making level. Thus, improved communication between parents and professionals represents the greatest opportunity of the new partnership approach to education provision and it is towards such a scenario that we ought to now turn our attention before necessarily attempting to formulate a conclusion as to what this means for parents within the context of young childrens learning and development. Fostering Good Communication We have already noted the chasm that exists between theory and practice when it comes to implementing the reforms to Early Years policy enacted over the course of the past two decades with parents and professionals having to work together, bringing together two very separate spheres of the private and the public sectors. The crux of the problem consequently relates to a lack of communication between the two spheres with parents in particular being wholly unsure as to the new guidelines and principles which form the backbone of contemporary Early Years policy. It is, therefore, up to the Early Years Professionals to better equip parents with the requisite knowledge they need to assist their understanding of the deep-seated changes that have occurred to education and indeed the whole concept of welfare provision at the dawn of the twenty first century. This increasing emphasis upon good communication as a means of bridging the divide between Early Years Professionals and parents has been addressed in a number of recent policy documents published by the New Labour governments departments. For instance, one of the key documents for the training and professional development of teachers and Early Years Professionals is the Common Core Skills and Knowledge for the Childrens Workforce (Department for Education and Skills, 2005), which observes at the point of introduction the significance of effective communication and engagement with children, young people, their families and carers. (Tarr, 2009:102). As a consequence, it is clear that fostering good communication between teachers and parents serves to narrow the divide between the private and the public spheres (Beckley, Elvidge and Hendry, 2009:53-63). This has been proven in a number of independent studies and surveys undertaken in recent years. A developmental project undertaken at the Pen Green Centre in Corby, England, for example, found that increased dialogue between professionals and parents from the outset directly and positively impacts upon the learning and development of children in the Early Years. Positive communication related to childrens achievements and learning served to erode some of the barriers that exist between families, carers and education professionals. The results suggest that rich and challenging dialogue can develop when early years practitioners work collaboratively with children and families and when, given the opportunity, parents demonstrated a deeper and more extended interest about their children and became more equal and active partners. (Einarsdottir and Gardarsdottir, 2009:200) Thus, it is evident that, as we outlined in the above chapter, effective partnership between the home and the school place can occur where parents are willing to engage in such a collaborative developmental scenario. Furthermore, it is evident that parents will be more likely to engage in the partnership approach to Early Years education when the teachers and professionals make parents and families feel as if they are equal, active partners as opposed to pupils being taught how to bring their children up (Beckley, Elvidge and Hendry, 2009:53-63). Thus, it is also clear that good communication and effective dialogue between education professionals and teachers is the key to achieving this more effective, harmonious partnership where parents feel as if they are playing an active role in their childrens learning and development. It is, therefore, crucial that Early Years Professionals instigate a dialogue with parents and families from the very beginning of the relationship. In this way , the partnership approach to development and learning can become normalised and routine. More importantly, parents, carers and families will not feel as if teachers and Early Years education practitioners are encroaching upon their own sphere of influence. Thus, the key to creating a more effective partnership approach to Early Years education rests not in perpetually merging the private and the public spheres; rather, success within the context of partnership rests upon adopting a fresh perspective where teachers retain influence in the classroom, parents retain influence at the home and where both parties can meet in an open manner in the territory that exists between the two. With this in mind, we must now turn our attention towards reaching a conclusion as to the changing role of parents within the context of young childrens learning and development. Conclusion We have seen how a fresh approach to welfare provision in the contemporary era has telegraphed a completely new ideology of education based upon a partnership approach with a bottoms-up policy of integration and accountability being championed at both a policy making and local level. This, in turn, has had a clear and identifiable impact upon the role of the parents as educational enablers with the previously private sphere of the home being opened up to the same curriculum and policy making objectives that serve to shape the school place. In this way, the role of the parent has become merged with the role of the Early Years Professional with both parties being charged with improving standards by working together to positively influence the learning and development of preschoolers. There are, however, obvious obstacles to achieving a harmonious partnership between parents and Early Years education practitioners with the blurring of the boundaries between the public and the private spheres resulting in a discernible sense of paradox with regards to rights and responsibilities concerning the learning and development of young children. Parents and families still expect professionals to take care of the education of their young children while, conversely, teachers and practitioners are swamped within an avalanche of policy overkill that makes the day to day job of teaching increasingly difficult. Finding a lasting, durable common ground between these disparate spheres represents the greatest

Which agents of socialization are most important at certain stages of human development?

There are basically various agents of socialization within the different stages of human development. Such different stages accrue diversity in attributes which helps in creating different models of concern in defining the outlay of importance in such different stages of human development. They may include the family and the peer members. Since the human development is compounded by various stages of concern, such different agents play different roles at such different times of human development.Generally, the family is entrenched with a diverse scope of importance in creating standards for moral development for the person at different stages. The family structures are indebted to creating a lucrative environment with which a person is modeled into good morals. The foundations of the family are entrenched in diversity of moral foundations that makes in to cohere with the general societal structures. The principle structures of the family are therefore important in creating standards that promote strong moral development for its members (Jared, 2005).The influence of peer members is important in shaping the nature of personality of an individual. Since an individual interacts cohesively with his/her peer members, such an environment is persuasively important in creating a condition with which the person emulates and copies the behavioral conception of the peer members. This is therefore an intrinsic process of creating strong environment for personality development (Jared, 2005). Which theoretical perspective best supports your viewpoint?Erikson’s theory of human development may perhaps be the most conventional in defending the rationale for these agents. He argued of human psychosocial development as entrenched within the environment that a person operates in. He has argued that the family is a complimentary facet that models the states of moral behavior of a person at early stages of development. Elsewhere, he has pinpointed the role of peer groups in d elivering qualitative attributes in shaping the scores of human personality at varied lengths (Jared, 2003).

Globalization and some ethical issue Essay

Globalization is phenomenon which is quickly sweeping across the world. Globalization occurs when the scope of things, like trade and politics cross the national boundaries and enter the realm of international scenario. To some extent people working on the international front do not merely belong to their own countries but actually become a part of the international community. The increasingly closer contacts between different countries of the world due to progress in means of traveling and communication, and exchange of not only products but also cultures, are the actual basis and the real reasons behind globalization. Globalization has been believed to bring about revolution in the lives of people of quite a few countries affected by it. International trade, politics and spotlight on ethical issues has opened doors to a completely new world for many. However, as much as it’s positive effects like competitive global or open market trade, its negative effects are also a cause of offense to many. It is seen that if people are happy by the transformed way of living due to globalization, quite a lot are dismayed and consider globalization as an attack on their national identities, a raid on their distinctive cultural and an attempt of involvement in their countries’ internal affairs. Countries which are affected positively are mostly European or Western countries, with the exceptions of countries like China and Japan etc. belonging to the East, which truly made use of the opportunity and progressed. Other developing countries spread over, Asia, Africa and Middle East were either too badly exploited or accepted the international influence too much to loose their own specific culture and identities. Overwhelmed by the Western influence they did not progress as much as they lost their true identification. Numerous countries, cultures and nations have been under the influence of globalization but here specifically I am discussing the effects of globalization on China in from economic, political, environmental and cultural point of view. Cultural Impact of Globalization on China Globalization poses a threat for the original cultures of all the nations who accept to be a part of the international community. Accepting the international community’s norms and adjusting like wise is the first and foremost rule to be followed in such circumstances. Globalization is seen as â€Å"an unstoppable homogenization that dooms local variation and that makes the nation state increasingly irrelevant. † (Weller p. 161) Culture is highly dynamic; it is â€Å"not static. † (Rothkop) Many people who staunchly believe in a strict national identity including staunchness to religion, caste and creed etc. are opposed to the idea of globalization. International influence has no doubt changed the scenario in nearly all the modern cities or areas of China in order to comply with the global requirements. The influx of knowledge, modern machinery and modern lifestyles is simply unacceptable by many who have lived their lives protecting their cultural norms. Globalization aims at changing the entire way of lives of people belonging to any specific culture. Involvement of women and people irrespective of caste, religion or family background in the employments opened as a result of being a part of the international market threatens the traditional caste system supported by many cultures and societies. Same holds true for China; modern ways of life complying in accordance with the world standards are now a strong part of the modern Chinese society. Nevertheless, along with the good effects the bad effects are also inevitably incorporated into the society. Ethics, modesty and self restraint from the social evils leave the culture as modern ways are readily incorporated into it. This is the main reason why many wise believe in moderation. However, the new era, in general and that of China believes in accepting the good and the bad alike for the purpose of achieving progress and development which is hard earned. Globalization in China from economic point of view China is an Asian country, which has been positively influenced by globalization especially in terms of economic growth. China grabbed the opportunity of entering into the competitive global market and using this opportunity for its own benefit. It seems China whole heartedly accepted the idea of globalization and allowed it to enter by opening all doors to it. It is believed to have entered an era of explosive economic development mainly relying on export of their products. This definitely strengthened China and helped it improve its condition in many ways, for example, improving the quality of life of the people and the environment to meet the international standards which was highly necessary in order to stand shoulder to shoulder with the other international states in competing in the open market. Just as in any society, globalization changed the culture of China in multiple ways and China accepted all these transformations whole heartedly for the sake of betterment. However, it was not so easy for every one to adapt to the rapidly changing norms even if they were in the field of economics. Income disparity was an inevitable consequence. Even today it is believed that â€Å"the most important source of income inequality in rural China is income from wages. † (Khan and Riskin p. 30) However, this entrance into the international scenario made it incumbent upon China to meet the international standards not only in terms of products but also environment; this lead to China’s struggle towards maintaining and improving its environment so that it could come up to the world wide standards.

Frankenstein Support (Mock-Persausive Letter Forma Essays - Fiction

Frankenstein Support (Mock-Persausive Letter Forma Essays - Fiction Frankenstein Support (Mock-Persausive Letter Format) (Author's Note: This was a semi-creative project. We had to address the issues in a persuasive letter rather than a boring ol' report, so please become unconfused as far as the format..) Cal Tech Curriculum Committee: Scientists are all too ready to lock themselves away with their research, unwilling - perhaps even incapable - of seeing the consequences of their actions. It is our duty as their educators to provide them with not only a means to gain knowledge but also insights into the society into which they will ultimately release their findings. Since none here are literary or English majors, it may seem difficult at first to integrate such needed sociological concerns into their current courses of study, so it is our duty to give them easily-reliable examples which parallel with their own course of study, examples that will be memorable. And what better to illustrate and retain attention than a tragedy? I suggest that the Mary Shellys novel Frankenstein be included as a central text in the current Humanities courses required here. The reason Frankenstein may hold more relevance as part of the program than say, a classical Greek play, is the subject matter alone. Hopefully, the literary connections are more likely to be drawn, if we can appeal to the students interests as best as we can. Perhaps then they are more likely to believe that the humanities do have something to do with them. The specifics it also raises about ethics and responsibilities of science speak more than enough of the novels behalf.Many scientists in the far-reaching fields today may feel overwhelmed, perhaps even taking on a Gaudi-esque credo to their respective research. That Spanish architect is quoted as saying that he didnt have time to wonder, that he had to spend all of [his] time working. While this is a commendible work ethic, such a belief can lead scientists to bring the curse to mankind that Einstein warns us against. While a piece of art may incite violence, certain sciences may uncover information that can physically provide the means of violence. Scientists provide the power, they are the vehicles of the force - but it is rarely they who end up wielding it. Governments, companies, and monetary sponsors are those that are really calling the shots, and since they only bought out that technology without acquiring that knowledge themselves, they may prove irresponsible with that power. They have no responsibilty towards it, so it is up to the scientists themselves to determine if the rest of the world is ready for thier data. A common misconception is that the computer industry is out of control - but what is really growing beyond its rights is the monopolization and marketing of those computers. Unwitting engineers have explained to the executives how operation systems work, and now that simplified knowledge in turned against the users. This issue is addressed well in the Frankenstein novel as well. Had Victor taken in his monster and walked it into humanity slowly, instead of abandoning it when it needed him, his creation might just have fit in afterall. Could or should maybe do not even enter the picture. Science will continue to refine itself and go onward in some form throughout our lives. Someone will reach the next step or the higher level, and more will build off of it. However, the best precaution to learning and releasing innovative concepts to the society at the right time is giving our future scientists a wide range of possible scenarios to consider. In the novel, Victor understood how to perform his experiments, he had insights into what had been done in reliable fields before. But based on his seclusion and his obsession, his blind devotion to only his ideas, he could never predict the outcome of his experiment. He had no thesis to work towards. Knowing a bit of biology and chemistry does not qualify one to single-handedly delve into potentially dangerous projects. Why did he do it? Passion, obsession, the need for individual worth? We cannot allow egos to interfere with safety. We also cannot be willing to encourage our students complete withdrawal from society, with the possible loss of their own self to their science. A self-absorbed mind is not as likely to make responable conclusions. We should never sacrifice the individual for the collection of data or the progression of technology, because the progression will never stop. Thrown into motion such as it is, it will continue forward until we reach

Using the example (simplified) bank balance sheet below show and explain why the Leverage And Capital Ratios are changed as a result of a 6m write-down in mortgages Essay Example

Using the example (simplified) bank balance sheet below show and explain why the Leverage And Capital Ratios are changed as a result of a 6m write Using the example (simplified) bank balance sheet below show and explain why the Leverage And Capital Ratios are changed as a result of a 6m write-down in mortgages Essay Using the example (simplified) bank balance sheet below show and explain why the Leverage And Capital Ratios are changed as a result of a 6m write-down in mortgages Essay The initial balance sheet shows that the total equity is  £16m and the total asset is  £305m. After the written-down of  £6m on mortgages, the mortgages have converted  £120m into  £114m so that the new total assets change to  £299m. In addition, due to the decrease of total assets, the total equity also turned into  £10m In order to make the total equity equal to total assets. As we know, the formula of leverage ratio and capital ratio is: Leverage ratio= Total Equity/Total Assets *100% Capital ratio= Total Equity/Risk-adjusted assets *100% So, as the changing of total equity and total assets, the leverage ratio also change at the same time. Due to the changing of mortgages, the risk-adjusted assets of mortgages also change so that the total risk-adjusted assets turned into  £191m compared with previously figure  £194m. Therefore, capital ratio has changed attributable to changing of total risk-adjusted assets. In a word, the leverage ratio and capital ratio are changed as a result of a  £6m write-down in mortgages. Part B: In the event that this write-down in mortgage assets was widespread; explain what measures all banks would have to take in order to rebuild their capital ratios back to the required minimum of 8%. Answer: 1. The first method is by increasing total equity (with no change in risk-adjusted assets) 1. As we know, the capital ratio = total equity/ risk-adjusted assets *100% From the table, we can see the current capital ratio=5.24%.the target capital ratio =8%.given the risk-adjusted assets  £191, we suppose to find how much total equity is need to achieve capital ratio of 8%? Assume X=total equity. 8%=X/ £191m*100% X= £15.28m. In conclusion, total equity most increase to  £15.28m to achieve the capital ratio of 8% with no change in risk-adjusted assets. 1. From the table we can see, given the bank has £10 in total equity. From 1 X is given  £15.28m. X- £10m= £15.28m- £10m= £5.28m. In conclusion, bank needed additional equity  £5.28m from the existing equity of  £10m to achieve the total equity of  £15.28m so that the capital ratio of 8% can be achieved. 1. The second method is by decreasing risk-adjusted assets (with no change in equity) 1. With no change in equity, we calculate the total risk-adjusted assets. Using  £10m in equity The total risk-adjusted assets= £10m/8% *100%= £125m. In conclusion, assume total equity is fixed; the total risk-adjusted assets have to decrease to  £125m in order to achieve the capital ratio of 8% 1. Form the table, we can see, current risk-adjusted asset = £191m and the target risk-adjusted asset = £125m. The change of risk-adjusted asset =new risk-adjusted assets-old risk-adjusted assets= £125m-  £191m=- £66m. In conclusion: the total risk-adjusted assets must reduce by  £66m in order to get  £125m so that the capital ratio of 8% can be achieved. 2. We now have to change the composition of Assets to make risk-adjusted assets= £125m Because the risk weight of loans and advances is 100%. We need to make it smaller, old loans and advances= £125m, new loans and advances=old loans and advances +changes in composition of assets= £125m+ (- £66m) = £59m. In conclusion, to achieve the value of risk-adjusted asset= £125m, we need to reduce the loans and advances by £66m in order to get the new loans and advances = £59m 1. In order to achieve liabilities=assets, we also need to change the value of cash in tills. New cash in tills balance= current cash in tills + change in composition of assets= £5m+ £66m= £71m. In conclusion, to achieve the value of risk-adjusted asset= £125m, we not only need to reduce the loans and advances, but also need to increase the cash in tills by  £66m in order to get the new cash in tills = £71m. By reduce the loans advances and increase the cash, which will reduce the lending. The liquidity ratio will increase lead to the credit crisis. [C]New balance sheet with the capital ratio of 8% Liabilities  £m Assets  £m Risk Weighting Risk Adjusted Assets ( £m) Deposits Cash Current accounts 195 Cash in Tills 71 (0%) 0 Time deposits 94 Money at call 5 (0%) 0 Total Liabilities 289 Available for sale assets Gove Bonds ; Bills 10 (10%) 1 Other Bonds ; Bills 40 (20%) 8 Equity Shareholder Capital 7 Other assets Retained Profits 3 Loans and Advances 59 (100%) 59 Mortgages 114 (50%) 57 Total Equity 10 Total Liabilities + Equity 299 Total Assets 299 Total Risk- Adjusted 125 UK Liquidity Ratio 3.34% Leverage Ratio 3.34% Capital Ratio 8% Part C: Explain how, in rebuilding capital ratios, aggregate demand will change, as a result the economy as a whole, could slide into recession. Answerà ¯Ã‚ ¼ The bank starts to rebuild the capital ratios by reducing the risk-adjusted assets. Under the reducing the risk- adjusted assets, it will change the composition of the assets by reducing the loans ; advances and increasing cash in tills. It will cause the overflow of the liquidity. Bank is suddenly reducing profitability. Loans become lesser and lesser to firms, individuals and so on. The bank refused to give loans to others in order to rebuild the capital ratio to achieve a higher figure, which will cause the credit crisis. Assuming the entire bank do that, the aggregate will fall due to the falling of the consumption of domestically produced goods ; services and the investment. All of these are depend on loans. For people, they want to take loans from banks by buying cars and house. They also want to pay the educational fees. For the firms, they are in trouble they cannot finance the loans. Sometimes, they don’t have enough money to buy the new equipment and pay the salary t o their employees, so they take loans from banks, the issue is they cannot take enough loans from banks so as to firms are tending to make less investment. Due to rebuilding capital ratio, banks don’t want to give loans to others, the Cd will fall down. As a result, the economic will go into the recession. The economic will experience a huge fall in terms of their aggregate demand. Also, the banks start to rebuild the capital ratio by increasing the equity. Through increasing retained profit, it can delay the payment of dividends and increase its loans rates ; bank charges, or by laying off staff and closing underperforming branches so that it will cause the increasing of the unemployment rate and reducing spending. Everything is tending to fall. Spending lesser and lesser, the aggregate demand will fall. Thus, GDP will fall leading to the recession.

PRESENTATION and PRESENTATION REPORT Essay Example | Topics and Well Written Essays - 1500 words

PRESENTATION and PRESENTATION REPORT - Essay Example onsideration because of its deep-rooted influence in the nation and among its people, which determines not only the personal lives of Chinese, but their business practices as well. Insofar as international staffing is concerned, this implies a great divergence in values between the home and host countries, especially in terms of language and business practices. However, on the other hand, certain cultural values also demands particular personal characteristics from potential managers. An example is the Confucian concept of filial piety, hierarchy and respect for age, which requires managers to be at least over forty in order to gain the respect of Chinese staff and local business partners. The second is China’s competitive labour market. With the surge of foreign firms expanding operations in China during the last decade, the demand for qualified local managers has increased, exceeding supply. Thus, foreign firms looking into hiring host-country nationals must compete with other companies to get the cream of the crop. For companies venturing in China for the first time, attracting qualified local managers will therefore be difficult, while retaining them will be an even greater challenge. Last is the growing number of Western-educated Chinese nationals. Labelled as â€Å"hot commodities† because of their language and cultural attributes and knowledge of Western business practices, they seem to embody the best mix of competency and culture. Given these realities, the company must therefore adopt a polycentric approach to international staffing in China such that host-country nationals must be recruited to manage the subsidiaries in their own country while parent-country nationals occupy positions at corporate headquarters due to their sensitivity to local conditions. In this respect, the following requirements must be kept in mind: Last, because of the need for managers who are both culturally-sensitive to China’s business environment and knowledgeable in

Eyes on the Prize, Fighting Back Movie Review Example | Topics and Well Written Essays - 250 words

Eyes on the Prize, Fighting Back - Movie Review Example The most important thing I learnt from the movie is the action taken by the NAACP to force the government to implement the recommendations of the court decision. This helps in understanding the achievements of the minority groups in fighting for the social achievements enjoyed today. The other most important thing is the admission of the first Black students to attend schools with other mixed races without rampant cases of discrimination. For instance, Central High School experienced mass action after the administration refused to admit the minorities in the school. The most interesting I learnt from the movie is the chronological depiction of the events of the early ’57 to the late ’62. The audience is able to follow the happenings and challenges faced by the civil rights activists as they tried to implement the education recommendations. Another important thing that I learned is the defiant nature of the minority activists as they forced their children to attend mixed -race schools. This encouraged the intervention of the political leaders to step in to allow equal learning opportunities among the races.