Increased Migration, Increased Security Concern Essay -- Economic Cris

Migration has the same meaning, the movement of a group of volume who advance their native country to settle temporarily or permanently in a different country. People might voluntarily move, but others are obligate to leave their country because of dire situations. An analysis shows how the economic crisis, terrorism, and leaders play a role in how immigration is viewed. While it is impossible to send in all illegal immigrants back to their countries, preventing further immigration will help eliminate some security threats and increase the stability of a countrys government. The North-South commotion has allowed immigration to become a global issue. While the rich North benefits from industrialization, the South suffers from poor development and wealth disparities. Because of this, people hoping for a better stock(a) of living look to the North. When the economy was thriving, countries relied on guest worker programs to help fulfill the demand for labor. France, for example, n eeded immigrants to help in post-WWII recovery and economic magnification (Rudolph, 2006, p. 128). However, many countries around the world are feeling the effects of the economic crisis today. Since the economic downturn, there has been an increase in unemployment and anti-immigration sentiment. When people have a theorise and can maintain their families, immigration is put on the back burner. With the percentage of unemployed rising, illegal immigrants were to blame for taking jobs that rightfully belonged to citizens. The pressure from citizens for anti-immigration policies forced leaders to act.Following the terrorist attacks on September 11, 2001, security was heightened around the world. There is more concern on who is entering the country because of fear of ano... ... given the circumstances Spain must be selfish and focus on its own problems. Increasing border security would help stop the influx of immigrants entering Spain. The situations in Italy, France, and Spain he lp deck the different approaches to fighting illegal immigration. Because of economic booms, countries relied on immigrant workers to provide needed labor. However, the economic crisis means more people are without jobs and immigrants are no long-lasting needed for work. The risk of terrorist attacks means tighter border control and increased fear of people who are ideologically different. The decisions leaders make concerning immigration reflects the ideals of their citizens. While people may want immigrants to go back to their countries, many immigrants have made a life for themselves and their families and do not see their native countries as al-Qaida.

Analysis of Brazil, Directed by Terry Gilliam Essay -- Film Movie Movi

Analysis of Brazil, Directed by Terry GilliamAs a baby bird develops into an adult there are critical developmental steps that are necessary for a complete and successful transition. The physical transition is the most writ large change, but underneath the thick skin and amongst the complex systems, exists another layer of transitions. Ideas, rationales, ideologies and beliefs all dwell within this layer of each being. It could be said that a nation can also fit this transitional framework. A nation grows in both size (wealth, population, power), and in ideological maturity (emancipation of slaves, civil rights, womens rightsetc). This constant evolution of ideas and size is the foundation of a successful political relation. Without change and growth, the system currently in effect will grow stagnant and needs harmful to the public. The United States encourages an American inhalation. Deeply rooted within the capitalistic, republican values of the nation, the American Dream has been pursued by generations. The concept is open to attain ones stake, your slice of the pie, all that is required is good old fashioned hard work. There is no room in the American Dream to question authority or pursue truth. Of course, one must not think of the activity that hums quietly in the background, thats just government protecting you and your interests. Brazil, directed by Terry Gilliam, is a film that brings into light often hidden aspects of the American Dream, exposing the bold contradictions that turn the greatest symbol of personalized drive into a hauntingly apparent contradiction. The film succeeds in pulling the fallacies of establishment out of the murky soup of facades, and in conveying them using the perverse putrefaction of the character ... ...tem. These traits are typical of what has happened throughout history when normal people become subordinate to new and oppressive bureaucracies. It seems that all a treacherous government needs in order to normalize the most disgusting violations of basic human rights is a convincing faade of efficiency. It could be said that the American Dream plays that role in current American society, that it is purely a faade to blind our eyes to the bigger system. If the system succeeds in preventing people from gaining awareness of the larger picture, and indeed further compartmentalizes every aspect of life, the line between just and false laws become blurred. Gilliam uses Brazil to bring these often overlooked problems with government to the principal of his viewers mind, making apparent that no element of human life is safe from this type of unconscious degeneration.

Anabolic Steroids :: essays research papers fc

In todays modern age muscleman subjunctions have arrive the answer for many young people to develop the body which they want to achieve. Younger users are taking postscripts without thinking about the consequences that go along with taking them. Young athletes are choosing to buy muscle substances that they know nothing about. To get to the solutions on how to fix the supplement problem among young athletes, it is most important that we modernize both the athletes, and their parents about the risks involved with taking muscle supplements.It is vitally important to understand what the supplements are and why athletes take them. Creatine is an amino acid that is produced in the liver, pancreas, and kidneys, and it helps muscles replenish adenosine triphosphate (ATP), which fuels muscle contraction (Balsom). Creatine was made famous by the Major League Baseball player Mark Maguire, who openly shared with the macrocosm his daily use of Creatine. Mark Maguire broke the record for h omeruns hit in a season, and since accordingly Creatine has become the most widely apply supplement out on the market. No one is sure about the long term side effects of Creatine. Some scientists believe that when being used by young athletes it may stunt the growth of the adolescent. Some of the short term side effects include cramps, especially in the legs, and upset stomach. I used Creatine when I was 16 years old, and built up an extra 15 pounds of muscle while on the supplement. My main sport was soccer, and the extra muscle was great and helped me tremendously at first. Then problems started occurring in the lower half of my body. My legs would cramp while I was in the middle of a game, which had never happened to me before. It was then that I realized that Creatine was causing the cramps. Soccer requires a large amount of running, and with constant leg cramps I was unable to perform at the level I needed, so I stopped using the supplement. Within two weeks I had lost the ex tra 15 pounds, which was disappointing, but I was cramp foreswear in the legs, which was a relief. Several of my friends who played football were also using Creatine, but the sport they played required less running, and more muscle. Therefore the supplement aided them in becoming better football players. The key to using supplements lies in the results you want to achieve, and the risks you are willing to take.

Essay --

Anthony L. SmithInstructor CookEnglish IV11 November 2013The Nuances of the Black PlagueImagine half of a continent dying seemingly without reason, all within two years. The devastation caused on families would be unbearable. This is exactly what happened just 700 years ago in Europe. be similar the darkest, most devastating catastrophe in that century, and yet, the cause of deaths remains a question. One thing has been confirmed the deaths were caused by a incrust. Three strands of the plague were Pneumonic, Bubonic, and the septicemic. completely three included similar symptoms, such as fever and chills however, distinct symptoms also were noted. In Pneumonic, people experienced bloody sputum and difficulty breathing, whereas the Septicemic plague caused death of tissue in finger tips and in the nose. The Bubonic plague, the focus of this research paper, was the most popular strain of the plague. This strain caused swollen lymph nodes and buboes infra the arms and around the g roin area. The Plague was airborne, spread by rat bites, and by flea bites. All three of these strains were very painful. The Black plague was a major epidemic from 1348-1350, but it remained a threat until the 1666 London fire. Over 50 million Europeans were affected by this deadly disease, which ignited the rising of inflation, urban and peasant immorality, and challenges to the authorities of the Church.Different theories of contracting the disease brought several twists to this era. The Black plague is commonly believed to train started in Central Asia in the early 1300s. The plague is believed to have been brought to Europe on in October of 1347 when 12 ships docked in Sicily. On the ships were dead and sickly sailors who had the plague. Sicilian citiz... ...ls. They admitted to doing it thinking they would be left alone, but they and a circularise of their community were murdered because of it. People began to doubt God and do things their own way. They became frustrated with questions as to why God would let this happen. As the death bell shape from the plague became higher and higher, people became really sad and depressed from losing friends and loved ones. As jobs were more than available after the start of the plague, people began to make more money, but food and taxes also became more expensive. As prices rose, so did the peasants tempers. Violence was not uncommon in European towns and cities. Revolts were a way to release stress. The plague became an epidemic again in 1665, and killed about 100,000 people in that summer. In 1666 the London fire helped to suppress the plague to the point where it did not spread like it did before.

The Video Game Narrative Essay -- essays research papers

The Video Game NarrativeThe first argument that arose out of the goggle box back world was the debate of tv game violence. Still unresolved, this debate has actually allowed for the video game industry to come fully into the main stream. As the nail over violence quieted the fans of the game society began to focus on issues more akin to their own style. So then began the debate of game play vs. the video game narrative. The question arose can a game also be a reputation? While the semantics would suggest that, no, a game cannot be a story, we do realize that a game can contain a story. However, considering the amount of games that contain a story we can surmise that this question doesnt further our study, and realizing that the amount of games (mostly of the 1980s) that had no story and only gameplay we can see that the story is not a required facet for a game to be successful.So the question is in need of updating. Is the story contained in todays games the traditional linear story being contained in a non-linear gameplay arena, or do video game stories possess some special qualities that allow a game to be different from a book or movie. To understand the video game we need to look at one of the video game worlds ultimate predecessors Dungeons and Dragons. Back in the time when puerile guys dressed up as the character that they had spent month after month making stronger, there existed no video games to fool with. No, this was how the nerds of the day hung out. And much(prenominal) like today, where we have Halo bashes of anywhere from 4 to 16 (16 being the average), the competition between warlock and dungeon master was only the beginning Oakley 2of the excitement. The story that played out in D&D was different every time, depending on how the game was played. And like its successor, the RPGs of today (most notably the last-place Fantasy series) play the same way as the games of old. So ... ... Oakley 4a necessity? And what other qualities have taken the main stage of video games today?The video game world is an ever-changing realm, originally it was a staple way to pass the time, then it became what we looked forward to after a disenfranchised days work. So as the gaming world becomes more complex, new game types emerge to fill our free time. But very seldom does a game like Pac-Man or Pong come out a game that has no real story in it, its bonnie a way to score points. However it is my belief that even when there is no literal story to a multiplayer game we still have a background to the reason we compete. If one were to take the story of the Master Chief and the Covenant out of the game Halo (2001), we would still have a glorious multiplayer game. On the outside it would seem that the only reason to play is to kill the other Spartans, there is no deeper story behind it. However, for the players at least, it becomes a contest, and as you play more and more you remember the other games you want revenge, you want to be b etter, or you want to do something funny.

The Video Game Narrative Essay -- essays research papers

The Video Game NarrativeThe first argument that arose out of the pic play world was the debate of idiot box game violence. Still unresolved, this debate has actually allowed for the video game industry to come fully into the main stream. As the sound over violence quieted the fans of the game society began to focus on issues more akin to their own style. So then began the debate of game play vs. the video game narrative. The question arose can a game also be a grade? While the semantics would suggest that, no, a game cannot be a story, we do realize that a game can contain a story. However, considering the amount of games that contain a story we can surmise that this question doesnt further our study, and realizing that the amount of games (mostly of the 1980s) that had no story and only gameplay we can see that the story is not a required facet for a game to be successful.So the question is in need of updating. Is the story contained in todays games the traditional linear sto ry being contained in a non-linear gameplay arena, or do video game stories possess some special qualities that allow a game to be different from a book or movie. To get a line the video game we need to look at one of the video game worlds ultimate predecessors Dungeons and Dragons. Back in the time when puerile guys dressed up as the character that they had spent month after month making stronger, there existed no video games to fool with. No, this was how the nerds of the day hung out. And often like today, where we have Halo bashes of anywhere from 4 to 16 (16 being the average), the competition between warlock and dungeon master was only the beginning Oakley 2of the excitement. The story that played out in D&D was different every time, depending on how the game was played. And like its successor, the RPGs of today (most notably the last-place Fantasy series) play the same way as the games of old. So ... ... Oakley 4a necessity? And what other qualities have taken the main stage of video games today?The video game world is an ever-changing realm, originally it was a staple way to pass the time, then it became what we looked forward to after a big(a) days work. So as the gaming world becomes more complex, new game types emerge to fill our free time. But very rarely does a game like Pac-Man or Pong come out a game that has no real story in it, its vertical a way to score points. However it is my belief that even when there is no literal story to a multiplayer game we still have a background to the reason we compete. If one were to take the story of the Master Chief and the Covenant out of the game Halo (2001), we would still have a smart as a whip multiplayer game. On the outside it would seem that the only reason to play is to kill the other Spartans, there is no deeper story behind it. However, for the players at least, it becomes a contest, and as you play more and more you remember the other games you want revenge, you want to be better, or you want to do something funny.

Adult learning and motivation Essay

An exploration in to the multi-dimensionality of participatory behaviour and what motivates adults to conk to education. The research move that was initially formulated aimed to inductively generate a theory (Rothchild 2006 Cohen et al., 2000). Unfortunately, the initial question became subject to ethical challenges and within a framework that would border rigour, validity and reliability, unsurprisingly it was ut terminationost better in any case approach/explore the multi-dimensionality of participatory behaviour and what motivates adults to return to education. An enquiry designed around this approach has a better fit to a pragmatic framework (Armitage and Keeble-Allen, 2007 Bryman, 2007) and the BERA ethical directives.Furthermore, this should help bolster the totality of coherence or as Moss et al., (2009) would extract as a chain of reasoning and system of logic. Similarly, various(prenominal) mode and how the passs of adult selecters be co/re- make uped (Clark 2011 Flowers 2009 p. 3) un avoidable a greater relationship to an interpretivist epistemology (E891 Part 2 Action 2.9 Gage 1989). As the researcher primarily overlooked these grammatical constituents that, in turn, determine what is seen as valid and invalid existlight-emitting diodege then those factors would have been overlooked when inferences were make during the research play reduction the quality and ingrained and possibly external validity. Obviously, this incommensurability go forth be addressed before the researcher analyses any data generated (Bryman, 2007 p. 19).With these approaches better rolld the researcher could demonstrate that generally brotherly and cognitive phenomena are simultaneously quantitative and soft (Ercikan and Roth, 2006 p.16) and participatory behaviour is an give awaycome of the meaning-made (Clark 2011) i.e. social-cognitive collocation. This would then show that cognition is co-constructed (Clark 2011) and re-constructed by experienc e resulting in the quadruplex interpretations that create the social realities in which people act (Flowers 2009 p. 3).It could be suggested that the initial meaning-made is a primary motivator which persists until the time the learner feels fit (Park and Choi 2009), or, has achieved what they set out to achieve (Gustafsson & Mouwitz, 2008). This as well as implies that meaning-made is mutable (Gibbons Bylsma 1984) and subject to further co/re-construction changement or complete abandonment.Research philosophyAfter considerable Adult learner research and talking with tutors that instruct adult learners high well-situateded a distinct difference in the approaches from which children (Pedagogy teaching method acting) and adults (Andragogy teach how to learn) are taught. The implementation of sluttish reading methods, however, appears to have dominance in the adult education field (Gibbons Bylsma 1984). Therefore, in order to shape and advance the theory, research design and i nstrument/s required assoiling a focussed literature review of several encyclopedism theories (see fig 1) namely, Knowless Andragogy Theory (Houde 2006), Crosss Characteristics of Adult Learners (CAL) (Kohl-Frey and Schmid-Ruhe 2007 Crittenton Womens colligation 2012), Margin (Gibbons Bylsma, 1984) and Proficiency Theory (Gustafsson & Mouwitz, 2008).Fig. 1 is showing the associated theories that characterize adult learners What becomes problematic is adult knowledge has non been researched as vigorously as others areas of education, so the real challenge exit be as Hodkinson and Macleod (2010) encountered to anchor the line of enquiry in a combined paradigmatic harbor. In contrast to Hodkinson and Macleod (2010), the forthcoming key will be combining the aforementioned theories with the following paradigms as they display a distinct homogeneity. Specifically, social (E891 Part 2 Action 2.5), and cognitive constructionism (De Abreu 2000), Interpretivism (E891 Part 2 Action 2.4 Gage 1989) with quantitative and qualitative data collection i.e. mixed methodology.A critical review of the initial report by Street (2013) and Holmes (2013) exemplified the scarcity of knowledge and understanding some had on the associated theories. Both commented on differing aspects of the line of enquiry, only these were conceptual in nature. Street (2013) illustrated that the researcher essentialiness(prenominal) remain aware of the macro/micro societal effect that the acquirement environment has on the adults lived/divided up experience and Holmes (2013) suggested that there conducted to be a better fit to the realities of the adult learner. With this in mind I re-conceptualized the report and reflected more specifically on the feedback and guidance.Therefore, in order to organise the paradigms so that they pull in the same direction, the aforementioned theories naturally occurring and overlapping dimensions will be rooted (i.e. everlasting comparison method Coh en et al., 2000 p. 151) by their signifi loafert statements (i.e. content compend Gillham, 2000 p. 137) and partd to engender questions. This process generated four themes that naturally expanded upon their dole outd features. Social get through and RelationshipsGoal and relevancy orientated outside(a) expectationsInternal expectationsIn order to check for consistencies/inconsistencies (Denscombe, 1999 p. 217-8) between the questionnaires i.e. Phase 1 and Phase 2 and interview responses both datasets will be triangulated to assess the overall need/s toward participatory behaviour i.e. cross-sectional design (Bryman, 2006 p. 104).This vernacular approach (Armitage and Keeble-Allen, 2007) will be implemented during the adult learners regular session/s, which should (1) cut bias (Nederhof, 1985) and attrition (Torgerson 2009), (2) be more pragmatic than experimental research (Torgerson 2009), (3) add-on interior validity, reliability and research quality, (4) support external validity and (5) drop demand characteristics due to any researcher effects.Research enquiries peck be polarized into qualitative and quantitative classifications based on how phenomena are represented (Ercikan and Roth, 2006). But, the researcher unwaveringly believes if representative qualitative and quantitative data have share aspects that are dependent on their counterpart for completeness (Ercikan and Roth, 2006 p.16 Bryman, 2006 Bryman, 2007), then the incorporation of cross-validation is warranted to best serve this enquiry.This dodge should ensure internal validity especially when considering utilize complementary methods (Armitage and Keeble-Allen, 2007). Moreover, as these quantitative and qualitative counterparts contain a fundamental element of the interactive dependance that is shared, and required, for individual understanding i.e. the connectivity of interactivity and the bias on representative identicalness then the research must be aware to consider that both methods have shared and conflicting elements.Consequently, when considering multidisciplinary approaches, mixed methods i.e. quantitative and qualitative and triangulation one must be aware that incommensurability can exist between them. Brannen (2005) suggests that some methods become more practicable than others and deemed a better fit as they provide more sensitivity when investigating complex social phenomena.Hence, sealed methods, used in conjunction can become less than complimentary with the other. Additionally, Yin (2006) suggests that the ability to tighten the use of mixed methods so that they do in fact occur as part of a single study requires integration. The claim is that, the more that a single study integrates mixed methods, the more that mixed methods research, as opposed to multiple studies, is taking place (Yin, 2006). Furthermore, Houghton et al., (2010) highlight one of the ethical challenges, which have important implications for qualitative research, practic al examples and solutions.The unpredictability of qualitative research means that an a priori prescription for ethical conduct is non al demeanors possible. Therefore, the researcher must be constantly mindful of the on-going impact that the research might have on those involved, while simultaneously world ethically sensitive and morally competent Although, mixing methods does provide an inferential narrative to the statistical outputs from quantitative compend, it might non sufficiently negate the qualitative and quantitative dichotomy (Yin, 2006), or, necessarily produce the expected scholarly standard for presenting credible evidence (Maclure, 2005).These qualitative and quantitative complements are noticeably even arguably intrinsic facets of social/cognitive interaction/functioning hence, the methods used to collect data in this enquiry will be trying to procure what happens when the internal interact/s with an external influence/s (Yin, 2006). This illustration provides a start for opineing about yet other types of mixed method research. The organise is, if a relationship is completely absent particularly where two or more methods address wholly different dependent, independent, or descriptive variablesthe mixed methods are likely to form separate studies, not a single study (Yin, 2006).All these influences are important and relevant, further they are only some of the processes that, together, even up a complex social world and unfortunately understanding that the relevance and take to be assigned to learning by adults highlights the importance induced, does not necessarily turn them (Hacking 1999 p. 2) from any disenfranchisement they could feel. Likewise, the researcher understands that the aforementioned factors are not the only variables that are existent however, the researcher is of the opinion that those factors (see fig. 3 + 4) are the most prominent from the observations made and literature review conducted. Research DesignFig. 2 is illustrating the design and flow of data depth psychology that undercoates the internal validity, reliability and quality of the research enquiry.Historical dry landConsidering union in adult learning since 1996 we see it has remained around 40% for those of working age (16 69) for seventeen years. These were either currently dynamic, or had recently participated in the last three years. Of those that did participate, there is an equivalent count that has not participated since leaving full time education. Although, 80% of students currently dynamic intend on inveterate in further education after they have completed the present substantial body (see Tab.1).Whilst participating in Further Education and Lifelong Learning I observed a possible explanation for the existence of these variances (that worldness relevance and shelter). A possible explanation for the disordinal interaction (percentages decrease in the Likely to learn in the future group whilst percentages for Unl ikely to learn in the future group increase) demonstrated in table 1 could be the further in years an adult moves away from education the less relevance and survey they attri furthere to returning to it. Or, is it as Siraj-Blatchford (2010) may suggest that the adults are overscheduled and more perpetrate to sustaining the home environment and maintaining a career with on the job training.Multimodal HeuristicsIn conventional learning is bely multimodal i.e. being valuable and relevant to the matter at consecrate and socially constructed with long/short term interactions (GTC 2006). The informal learning mechanisms that mediate influence shapes learning environments (Evans, et al., 2010 p. 6), cognitive processes and our social interactions (Evans, et al., 2010 p. 6). Meaning then, is co/re-constructed by experience resulting in the multiple interpretations that create the social reality in which people act (Flowers 2009 p. 3). And as Vygotsky would state context affects cogni tive and by way of behavioural activities (De Abreu, 2000 p. 3) Bruners suppositional framework suggests that learners form spic-and-span ideas or theories based upon what they already know (GTC 2006).His theory of learning, not only, tied to the way childrens thinking developed, moreover it could likewise be applied to adults learning new and unfamiliar material (GTC 2006). Learners, as Bruner proposes, are creators and thinkers through the use of inquiry (GTC 2006). The process of which how learners dynamically construct knowledge is heavily in focus implying the transformation of reading, which suggests that Bruners theory of Constructivism falls into a cognitive domain (GTC 2006). Learners are provided with opportunities to construct new knowledge and new meaning from authentic experiences (Brockmann 2011). As a result, this exposes the pivotal role Multimodal Heuristics start to have when adults decide to return to education.For instance, a nurture can reassure a fright ened child that shadow monsters do not exist Although, a sibling can suggest leaving the light on to scare the monsters away. This indicates that informal learning can alter our worldview (e.g. When did you stop believing in Santa?) if it is seen to offer a plausible solution. This supports the concept of how informal learning can contribute to our understanding, cognitive processes (De Abreu 2000), social interactions, and the associated behaviours (Schwartz 1995 p. 5). These multimodal components not only determine the level of commitment and motivation (Park & Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984 p. 23), but also contributes to the ease of transfer and retrieval of that information (Ekey 2012).The characteristically pragmatic nature of adult learners (Abdullah, et al., 2008 Kohl-Frey and Schmid-Ruhe 2007 Crittenton Womens Union 2012) also demonstrates this need/requirement for information to have applicability to their life. This is determined by the perceived applicability it has to their future experiences and interaction. The internal dimensions of meaning-making are also multimodal (Clark 2011) and seemingly derived from the combination of the value and relevance (or Multimodal Heuristics adults decide, through cognitive appraisal, their own level of involvement) assigned by the adult to measure applicability.Consequently, we could suggest that this is an ad hoc contribution to our social cognition (Aronson et al., 2005 p.57 64 De Abreu 2000 p. 4), our availability heuristics (Rules of throw Aronson et al., 2005 p. 74 75) and the associated sort and schemas (Aronson et al., 2005 p. 59 61), which then assist navigation of social environments. Unfortunately, understanding that the relevance and value assigned to learning by adults highlights the importance induced, does not necessarily liberate adults (Hacking 1999 p. 2) from the disenfranchisement they could feel in institutions whe re learning is delivered primarily from a traditionally pedagogical approach. Similarly, these interactions are situational and experienced directly by federation, so it will be difficult to generalize the results further than adult learning.Theory developmentEssentially, humans tend to seek out information that confirms what they think/believe to be most relevant or true to their experiences and/or future interactions a relative cost- upbeat/means-end (Evans, et al., 2010 p. 6) cognitive appraisal that enables Multimodal Heuristic co/re-construction (Clark 2011). This process begins to filter out information that is considered worthless. The cost-benefit (Primary appraisal) and means-end analyses (Secondary appraisal), along with the individualized value and relevance adults assign to learning (rule of thumb Gustafsson, L., & Mouwitz, L. (2008) p. 5) appear to be hierarchical and Maslowian in nature. Additionally, an adult must consider, through means-end analysis, the benefit of actively participating and launching upon their knowledge and experience, throughout their participation in learning.Ultimately mediating their need for satisfaction i.e. Socio-emotional negotiation and selectivity (Houde 2006). As a result, for the adult to consider participation Multimodal Heuristics must negotiate support for expectation and assess the benefit knowledge, learning and education have in recompense for reorganizing multiple obligations, and competing priorities (Evans, et al., 2010 p. 12). Therefore, is socio-emotional negotiation and selectivity a process of fragmenting information so that it creates a heuristic commensurability with an individuals normative social and cognitive functioning, which therefore, influences behaviour i.e. influential connectivity of socio-cognitive interactivity touch on the potentials for action?Fig. 3 is showing the internal framework of the decision making, and meaning-making, mechanisms that help generate mental constructs of mul timodal heuristics.To some degree, we can compare the assessment of value and relevance to Gustafsson & Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McCluskys Margin Theory (1974, as quoted in Gibbons Bylsma 1984).These theories emphasize a need to be competent at tasks whilst being existent about certain physical, mental and social capabilities. If there is conflict between primary and secondary appraisals this could be seen as a violation of expectation (Deffenbacher 1993), which may account for drop-out rates, serial signers, absenteeism, non-participation in task relevant activities, specific course popularity, the cost-benefit/means-end analysis (Evans, et al., 2010 p. 6 Geertz 1993 p. 4 5) for staying the course and societal perception of lifelong learning (Tab. 1).For instance, after asking my students (12 in total) if they had any questions about what had been learnt, they responded with what would I do if? and When would I use? As there were only subtle variations in discourse, in regards to relevance and value, I feel this highlights (1) what comprises Multimodal Heuristic co-construction, and (2) what is required from information when it is presented outside of their interpretation of it.Moreover, adults maintain autonomy (Gibbons Bylsma 1984) by performing a cost-benefit analysis to rid their participation being that peripheral or full (Swan 2005 p. 5). Firstly this, amongst others mentioned, will form the basis of what counts as value and relevance evidence, and, from which, quantitative data will be collected (questionnaire). Lastly, the quantitative data will be qualitatively complemented with a semi-structured interview to produce a rich narrative and shoot thick descriptions (Geertz 1993). The semi-structured interview will be conducted with a subset of the surveyed group and will represent a cross-section of the adult learners in that group i.e. single parent, co-parent and a single male/fe male with no dependants.And as Denscombe (1999) and Brockmann (2011) found interaction is situational and experienced directly by participation, making it essential to respect their views, with, further identification given to the possibility that their priorities may not reflect the general consensus view or official theory. For example, Gustafsson & Mouwitz (2008) have reported what is valued and encouraged in formal learning environments lacks to varying degrees explicit relevance in the workplace. Therefore, adults must demand a greater degree of relevance, value and satisfaction when deciding to return to, and participating in, education (Abdullah, et. al. 2008 Houde 2006).Fig. 4 is showing the internal framework of secondary appraisal that aims to justify the decision made and validate the perception of learning by paralleling meaning-made with the realities of the study.Illustrating, not only that the individual agency of these interpretations of relevance and value are co/r e-constructed (Clark 2011) cognitively (GTC 2006) and socially (Hacking 1999), but also that adults apply this form of Heuristic Multimodality when seek satisfaction from having their expectations fulfilled. Park & Choi (2009) have reported that relevance and satisfaction, being sub-dimensions of motivation, are known to be interrelated with various course-related issues. Even though the societal influences mentioned in this report can modify (1) the assessment of relevance and (2) affect the personal satisfaction adults cultivate (Park & Choi, 2009) they can also mediate and reinforce participatory behavior (Park & Choi, 2009) by enhancing the importance adults induce when deciding an academic and/or social level of involvement (Gibbons Bylsma 1984).Furthermore, students have asserted that relevance is a significant intermediator in their assignment of value. Many students have commented that relevance paralleled the value assigned to learning and their specific choice of subject (s). These statements were observed over time and place using a relative constant comparison method (Cohen et al., 2000 p. 151). Their comments demonstrated the application of a cost-benefit and means-end analysis e.g. How relevant isin the big scheme of things?, When would I use? and I dont see the relevance? Evidently, the use of Multimodal Heuristics acts as a mechanism that could also increase commitment, dedication and motivation (Park & Choi 2009).In constant comparison data are compared across a range of situations, times, groups of people, and through a range of methods (Cohen et al., 2000 p. 151 2). The process resonates with the methodological notion of triangulation. The constant comparison method involves four stagesComparing incidents and data that are applicable to each category, comparing them with previous incidents in the same category and with other data that are in the same category Integrating these categories and their propertiesBounding the theorySetting out t he theoryThe subjective ontological/epistemological view, research design and methodology exhibited in this report is sufficient and necessary to explore this direction of enquiry, if it were absent, it would prove problematic supporting a theory with an accompanying objective approach that advocates detachment (Flowers 2009 E891 Part 2 Action 2.2 Gage 1989 E891 Part 2 Action 2.5), when, in this case, it is more advantageous to explore the subjectivity of individual agency, participatory behaviour and situational experiences, motivation, and, the personal value and relevance assigned to learning, as these are c sufferr to the truth.Instrument DesignThere will be two distinct phases to data generation firstly, questions will be formulated from each of the four themes that CAL, Andragogy and Margin and Proficiency theories appear to create and then randomly assigned (Nederhof, 1985) to a questionnaire. A descriptive analysis of each question will be conducted to address whether the af orementioned multi-dimensionalities of adult learners are being considered. The strength of the trend in the cartel/disagreement should build a picture of the shared experiences.These questions will then be relocated back to the themes that created them, scored (Likert Scale the higher the score the more relevance and value is attributed) and compared with the descriptive analysis to, not only generate a semi-structured small group interview schedule (Gillham, 2000), but also to get a awareness of what is in person valuable and relevant about learning. This is an attempt to demonstrate how meeting these multi-dimensionalities may be instrumental in maintaining learner participation (Park and Choi 2009). Furthermore, by mapping these realities, establish whether they support the general consensus view of these adult learning theories. An opportunity sampled group (16 35+) will be surveyed using this questionnaire (13 in total) with a small group interview being administered to a s ubset of the surveyed group (5 in total).Ideally, this subset should be representative of the adult learners in that educational facility. Even though the whole group will be opportunistically surveyed in phase 2 every effort will be made to be more purposive. In order to support internal validity and ensure the reduction of any bias the incorporation of a social desirability measure (Nederhof, 1985 SDR) will be added to the questionnaire. Certain questions will be cross referenced with one another to assess whether the adult learners are responding in a socially desirable way. This local blocking technique should increase the internal validity of the questionnaire, enhance the internal consistency of the small group interview questions, reduce bias and maintain rigour when all the data is analysed. This should also allow individual agency (E891 Part 2 Action 2.4 Gage 1989 Denscombe 1999), shared experience and the personal value and relevance attributed to learning to be highlighte d. due to the amount of data that could have been reported the evaluation willbe specifically limited to the triangulation narratives of the Theme Summaries, interview data i.e. content and descriptive analysis (Clark, 2011). The researcher firstly formulated questions from these naturally occurring themes and searched for consistencies and inconsistencies (Denscombe, 1999) between the summary narratives (Gillham, 2000) and statistical outputs from the descriptive analyses (Bryman, 2007). Phase 1As there were 30 questions generated from the four themes the in-depth analysis of each question will be triangulated and presented in the theme summaries. In an attempt to expose any consistencies/inconsistencies (Denscombe, 1999 p. 217-8) in the responses the data will be compared against the learning theories that created them ensuring validity. Consequently, due to the amount of quantitative data generated from the in-depth analysis of the individual questions, this report will only incl ude the second stage of Phase 1 i.e. descriptive analysis and theme summary triangulation. The interview responses from Phase 2 will be further triangulated with these summaries and content analysed to highlight the adult learners realities and ascertain what influences their decisions and motivates them to return too education i.e. by constant comparison method. Theme SummariesSocial contact and Relationships Q1, Q2, Q6, Q7, Q17 Q19 and Q30 The adult learners appear to value social interaction and feelings of reciprocal respect whilst participating in learning, which demonstrates that the adult learners value a sense of belonging (16/21). However, there is a small percentage that does not see belonging as being of value. Therefore, the feelings of reciprocal respect and support cannot be generalised as influencing their decision to continue in learning. Internal expectations Q10, Q13, Q14, Q15, Q18, Q22, Q26, Q28 and Q29 This theme relates to the adult learners satisfaction. Sati sfaction, being a sub-dimension of motivation, is something that must be regarded as paramount in the adult learning experience.The consistent swear outance of the adult learners at the session/s is testament to their satisfaction with the course and the delivery thereof (18/27). In essence, if the adult learner considers that the potential learning opportunity is not transferable to the workplace, is not satisfied, or perceives it as inadequate at providing improvement to their problem solving capabilities could ultimately diminish their motivation to participate. Goal and relevancy orientation Q3, Q4, Q5, Q9, Q11, Q16, Q20, Q23, Q25 and Q27 External expectations Q8, Q12, Q21 and Q24As these last two dimensions, respectively and comparatively, share a greater degree of similarity they will be interpretatively combined and presented together. Looking at these from a political perspective the demand for lifelong learning to have greater prevalence in society sets an industry stand ard that demands conformity to it. Subsequently, this appears to facilitate the re/co-construction of self-directedness and the personal interests of adult learners so that they begin to reverberate what is required of them which is indicative of a cost-benefit/mean-ends analysis. Therefore, some adult learners might be so focussed or motivated on getting the arriere pensee that they adjust their sense of self-direction in order to reorganise their lives and satisfy what is required of them i.e.Mutability for the betterment of self. It could also be suggested that the pressure too have certain qualifications encourages participatory behaviour in some adult learners and determines the relative conformity to industry demands and learning the required skills i.e. something they adapt to rather than adapted for them (Q8, Q9 and Q10). Conformity, in this sense, would then act as a pre-determinant to achievement the perception of economic sustainability and upward mobility and what valu e, and relevance, learning has. Not surprisingly, this could be one reason why thousands of people reserve their jobs they only took the job because it is what was demanded of them, which is in direct conflict with their personal interests, self-directedness and life goals. Which also illustrates that cognition can be influenced by social interaction and be co/re-constructed by experience and meaning-made.The questionnaire included items that let the participant assess the value and relevance they attribute to learning as an adult. The overall strength of this agreement was guided by their experiences as an adult learner. However, some of the diagnostic questions seemed to be complex and ask two things of the participant. As this is a major source of misplay (Hammersley et al., 2003) the validity of those questions will be scrutinised as the participants may have weighted one aspects of the complex question more important than the other aspect, hence, an adumbrated response i.e. a decrease in validity.However, all of the responses were reduced to one mean average for that individual question, and as these were pooled from the four themes that characterise adult learners it reduced sampling wrongful conduct and bias. Furthermore, as there was a two stage analysis in phase one the validity of the research instrument is strengthened especially when we factor in the use of the SDR measure to control for bias (Nederhof, 1985) and the encouragement of omission (Hammersley et al., 2003) when the participant had no opinion. What we cannot suggest at this stage of the analysis, however, is that the shared experience led to a shared meaning.As Denscombe (1999) ascertained the perceptions of the individual are not always consistent with the general consensus view (Brockmann, 2011) of the group as a whole. This extends to the meaning-made and the individual nature of the meaning-making process. The surveyed group cultivated differing levels of relevance and value from their shared experiences. But, this was seemingly determined by the level of relevance and value that was extrapolated from their continued participation. Hence, the individual agency of meaning-making is an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self.Phase 2 Narrative of Qualitative data Before the triangulation, constant comparison and content analysis the researcher must point out that (1) this was a small case study, (2) the interviews was held in a small group so full disclosure by each participant was not always possible and (3) the results should not be over generalised to other adult learning situations. All that is being seek is an insight in to the connectivity of socio-cognitive interactivity and the subsequent influence on representative individuality the multidimensionality of participatory behaviour and what the adults felt the ir motivations for returning to education were and still are. This should (1) map the external/internal influences on the adult learner (2) expose the dimensions behind this seeming connectivity of socio-cognitive interactivity that create the potential/s for designated types of action i.e.Multimodal Heuristics and (3) if the analysis supports the researchers theory and the adult learning theories that feature in this enquiry. Some of the interviewees shared a meaning to one degree, but had a different meaning-making process before reaching that decision the salient feature was a shared-meaning in a shared-goal in reaching university or attending a higher level course from the successful completion of the current course of study. This gave them a common underfur on which to build upon what learning means to them on an individual basis whilst allowing the shared-meaning element distinguish and fructify their individual social relationships in the class whom they sought clarificatio n from what level of involvement they chose and what comparative judgements they begin to make on others in the session/s. Walter Well I think if you doI think if you dolike, we are social people, thingswe are social and thats that, thats what we arewe are designed to be social people, if we exclude ourselves we do not, you know, we lose all basic human function, its like the guy at the front, you know he doesnt he can exclude himself, he doesnt do anything, he doesnt enjoy being here, doesnt have any excitement about coming and learningif you exclude yourself from everyone else youll probably not learn Serena I like learning with a group but then its dependent on what I do with that informationbut when its writing things down or posters and stuff I cant have other people touching.This illustrates that the need to feel self-directed and sometimes being free from outside interference is just one of the commonalities we start to see in the participants responses. Although, some of th e interviewees do highlight that Sally I came because I needed to do it, but now I quite, Ive more motivation to do it because I enjoy it.Therefore, the individual agency of meaning-making is, not only an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self, but also the means/ends-cost/benefit interconnectivity seen in their decision-making process i.e. motivated to do it and their continued participation in the session/s that seemingly contributes further to the mutability for the betterment of self in these adult learners.The individual meaning-made is a product of these connective interactivities varying and individually decided high/low levels of cost/benefit the course has and what perceived means/end reward the course provides for successful completion i.e. the multimodal heuristic factors that led to participatory behaviour and satisfaction. T he shared-meaning is an accidental affinity that becomes coetaneous with other people that are pursuing a similar goal as them. This suggests that they share similar educational values and relevancies due to their common or shared goals.The shared-meaning dimensions presumably start to mediate the differing high/low connective interactivity level in the cost/benefit and means/end analyses. Furthermore, this also starts to define and distinguish individual social relationships who we seek advice and clarification from what level of involvement we chose and what comparative judgements we make on others i.e. asynchronous affinity with others. The comments from these interviewees also highlights the need to feel proficient and competent about the material in the course and where they culture this confidence. It seems the more confident the adult learner gets about understanding the material and being able to discuss, question and seek clarification on their understanding the more profi cient and competent they feel.This bolsters their feelings of satisfaction and adds to their motivation to continue through cut down the physical and mental sense of effort i.e. cost and/or means and increasing the perception of benefit cultured from continuation in the session/s. e.g. internal expectations and social relationships. This could be defined as a beneficial compromise for the betterment of self being the mediation of the perceived value social contact offers in raising confidence, increasing feelings of proficiency and reducing our fear of incompetency.The commentaries also point toward Margin theory (Gibbons Bylsma, 1984) in the manner of how power and load i.e. the amount we can manage is balanced with the effort we can assign to it and expansive and restrictive perceptions of future time i.e. the older you are the more urgent something becomes also contributes to the motivations of the adult learner (Gibbons Bylsma, 1984). So, is motivation the product of a restrict ive future time perspective creating a behaviourally urgent response to the realisation of your current educational inequities therefore, adding to the perception of the reduction in opportunities for sustaining economic upward mobility?For example the following conversation illustrates the reasoning behind this question researcher so does anyone find, you know, that helps them decide to do a course, or, was it a combination of both things were like valuable and relevant to you as well? Walter yea, yeahthats the reason Im here, you know you cant get a well-paid job without English and Maths Leroy and without those I cant precede on to university Researcher So you can see the as an industry standard kind of then? Walter Yeah, this is the industry standardResearcher So to actually progress you need these things to progress? Walter YeahyeahLeroy Like to myself, like to have this qualification would make me feel better about itbut, Researcher YeahLeroy its a requirementResearcher yeah like a stepping stoneLeroy yeah.Therefore, these adult learners may just see the benefit of having the qualification to progress beyond where they are now. This could also suggest that these adults are fully aware that the real world applicability of certain subjects are determined by the industry demand for that subject, making a qualification economically more relevant and valuable to these adult learners.We could theorise that society has a shared understanding about what industry requires of the workforce and how this requirement places a demand on the learner to rearrange their lives in order to participate in learning. Therefore, shared meaning in society could be facilitated by a shared understanding of what it demands of society, which supports the theory that adult learners must assign more personal relevance, value and expectations of satisfaction to learning before there is the motivation to return to education i.e. is there a beneficial compromise between what I want and what they require. And as can be seen in the descriptive analysis of Q20, Q21 and Q22.These questions relate to social influence and societies perception of value and relevance assigned to learning.The adult learner agrees that the decision to attend a course of study was suggested to them (Q20) and that this social influence/encouragement essentially provides the persuasive reinforcement to their implicit understanding that learning increases an adults chances of enjoyment (Q21). The adult learners also feel that the support they capture from the different sources of this social influence/encouragement is at a level which permits their participation on the course of study. We could again theorise that an individual knows what is demanded of them in the employment market, but they seek confirmation on what they already know. This suggests that meaning is socially co/re-constructed by the individual seeking confirmation on their present understanding in order to reinforce their de cision, and by way of, increase motivation to return to learning.Furthermore, the adult learners do not feel they have to make allowances to attend a course, as long as the scheduled session/s is at a convenient time for them to attend i.e. the conscious effort to avoid the conflicts between personal obligations and scheduled session/s. Moreover, showing that, for these adult learners, the course of study has value and is personally and economically relevant to them. And as it was outlined in the Theory Development section of this report we can compare the assessment of value and relevance to Gustafsson & Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McCluskys Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks whilst being realistic about certain physical, mental and social capabilities.Moreover, because the theories that were used in this study have overlapping dimensions ( e.g. Q3, Q4 and Q12 overlap Social contact and Relationships Goal and Relevancy orientation and External Expectations) with each dimension seemingly providing a instalment to the decisional mlange that affects the internal expectations i.e. individual agency of the adult learner.We could therefore suggest that Multimodal Heuristics and co/re-constructive social influence, not only becomes more evident when motivation towards participation is being established and/or maintained, but may also be one of the key components in the processes that assist the transformation of identity. Hence, as a sense of belonging, competency, proficiency and satisfaction are valued and relevant to the adult learner and evolve as they evolve as do their identities. Equally, in a sociocultural ontology progress in learning is viewed along trajectories of participation and growth of identity, so both competency and belonging matter in understanding learning. It is for these reasons that a sociocultural on tology describes learning as a transformation of identity.And as the report is looking at the macro and micro-structural influences on the adult learner and how that comes to mediate and motivate them toward participation we can suggest quite firmly that identity transformation is closely tied to multimodal heuristics which is apparently mediated by a co/re-construction between the connectivity of social/cognitive interactivity thus having an impact on the identity formation of the adult learner. So the relevancy and value that is selected from external sources is fragmentally factored from differing micro and macro-structural influences and negotiated in to cognitive constructs i.e. internally mediated hence facilitating the decisional components that create the motivation for, and support continued participation towards, designated types of action.Discussion, implications and conclusions So, are social contact and relationships the result of synchronous affinities? Is the use of m ultimodal heuristics an actual endorser to identity transformation? All that can be suggested is that the results support the theory of multimodal heuristics and the connectivity of interactivity and imply that motivation is established through the individual deliberately, and sometimes vicariously, extracting information from these proximal and distal influences.Hence, social/cognitive collocation comes to, not only reinforce their decision to participate in designated types of action, but also to a greater or lesser extent impacts upon the transformation of identity. But, we must keep in mind that this is paralleled with a balance between the beneficial compromises for the betterment of self and the perceived value social contact i.e. belonging offers in raising confidence, increasing feelings of proficiency and reducing the fear of incompetency.The real implication of these results is the noticeable benefit of informal conversations being used to reinforce learnt knowledge. Th e participants suggest that more time for reflection and confirmation would go some way to aiding the retention of new information, how the information actually relates to their personal circumstances and how this also contributes to feelings of belonging, proficiency, competency and feelings of increased confidence.For example Walter if you have a conversation with mortal, say after this class, youll remember that conversation better than you would, you know than someone standing at the front of the class going this guy wrote this poem about this And like the small child that is afraid of shadow monsters and leaves the light on the sessions could benefit from the incorporation of small group/whole class learning reinforcement dyads of informal conversations. This would then start to determine the level of commitment and motivation (Park & Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984 p. 23), and further contribute to the e ase of transfer/retrieval of the current learning material/s and any new information (Ekey 2012).In conclusion, if adults are autonomous, self-directed and pursue their personal interests and goals then when an adult decides to return to education the course of study must display a greater degree of relevance to the adults. If the course of study is perceived as having relevance, it (1) fulfils their need for feeling autonomous, (2) allows the adult to make an informed decision as to the value it has, (3) contributes to the continuation of feelings of self-directedness and (4) also contributes to their perceptions of being closer to achieving their goals thus adding value.Especially when we factor in that adult learners are complying with requirements laid down by someone else and may need to reorganise multiple obligations and competing priorities in order to participate. Another reason that these adult learners generally value the social interaction, support and reciprocal respect they start whilst attending a course of study.Hence, the sense of belonging would be enhanced if there were more opportunities for interaction. Therefore, creating more opportunities for reflection between learners could, not only, reinforce learning, but also support the feelings of belonging through increasing the opportunities for discussion on how the material covered in that session/s contextually relates to them. Moreover, focussing on enhancing feelings of proficiency by allowing the adult learner to co/re-construct their current understanding through reflecting upon it with learners that share the same learning experience and synchronous and asynchronous affinities.ReferencesAbdullah, M, Parasuraman, B, Muniapan, B, Koren, S & Jones, ML. (2008) Motivating factors associated with adult participation in distance learning program International Education Studies, 1 (4), pp. 104-109. online http//ro.uow.edu.au/cgi/viewcontent.cgi?article=1569&context=commpapers&sei-redir=1&refe rer=http%3A%2Mutual Research Designs Redefining Mixed Methods Research Design, pp. 29 35, Taken from ERCM (2007) 6th European Conference on Research Methodology for Business and Management Studies Universidade Nova de Lisboa, capital of Portugal online http//books.google.co.uk/books?hl=en&lr=&id=VtYcSTUV0nQC&oi=fnd&pg=PA29&dq=bryman+pragmatism+%22multi+methods%22&ots=bC6CHJujM9&sig=sWf3Hfxlkrz-79fe5K0eGeqLI3Mv=onepage&q&f=false (accessed on 18/06/2013) Aronson, E., Wilson. T. D. and Akert, R. M. (2005) Social Psychology, 5th Edition, New Jersey, Pearson Education Inc, Cpt. 3, pp. 59 61, Cpt. 3 pp. 57 64, Cpt. 3, pp. 74 75 Brannen, J.(2005) Mixed methods research a discussion paper, ESRC National Centre for Research Methods, Review Paper 5. online http//eprints.ncrm.ac.uk/89/1/MethodsReviewPaperNCRM-005.pdf (accessed on 01/08/2013) Brockmann, M. (2011) Problematizing short-term participant observation and multi-method ethnographic studies, Ethnography and Education, vol. 6, no. 2 , pp. 22943. online http//www.tandfonline.com.libezproxy.open.ac.uk/doi/pdf/10.1080/17457823.2011.587361 (accessed 18/04/2013) taken from The Open University (2013) E891 Action 3.10 Short term Ethnography Part 3 Research design and data production, Milton Keynes, The Open UniversityBryman, A. (2006) integrating quantitative and qualitative research how it is done? Sage Publications, London, vol. 6(1) 97113. online

Globalization process Essay

Due to the emergence of ball-shapedization process, many changes are taking place within the mainstream business activity. As the organizations becoming to to a greater extent and much globalized, the need to put one over a uniform set of international standards is strongly felt.This argument is based on the fact that since organizations are becoming global and have to face the different legal as well as cultural environments accordingly in a bid to reduce the bottlenecks for the international firms as well as creating a uniform set of accounting system rules and regulations, it is critical that a fulfilnce shall be made to the international accounting standards so that a uniformity washstand be achieved.The experience of EU and Canada has been successful so as those of other countries who are making a transition to the international accounting standards. This experience is also considered as a strong signal for the US to adapt to the new standards because it is connected with the global world.The complexities of the international trade have light-emitting diode much international business to remove the conflict between the different standards in place and as such the effort from the US is one of the attempts to converge to the International standards to achieve the desired results. However, it is also critical to note that many argue that such transition will be costly for the American firms because an in the first place transition to Sarbanes Oxley has been a costly proposition for the many companies and most of them may be reluctant to adapt to the new standards.The costs, however, may be relatively proud but the added benefits which US firms may enjoy after this convergence may greatly outweigh the benefits. The uniformity of the standards will allow international firms, especially to be more flexible and support the initiatives taken by the Security and Exchange Commission to make a phased transition to the adaptation of the IFRS.The process of th is convergence can be difficult to assess as it is a phased process however, given the fact that more than 85 countries have adapted the IFRS itself indicate that more and more countries are now willing to adapt to the international standards in order to facilitate the businesses to adapt a uniform set of standards. Such large denture adaptation of the standards however, also creates cultural as well language problems as the correct and accurate interpretation of the standards itself is an issue to deal with.Language and culture therefore are two of the potential impediments which can restrict the true applicability of the standards even if the standards are fully implemented and adapted by the countries. If we assess the globalization of accounting standards with special reference to US, we will also come to know that few of the international firms in US have already adopted the standards for their remote subsidiaries and as such this process may not be as complicated to them as they may perceive it.However, what is also critical to note that those firms which have only the domestic presence within the US market may find it difficult to cope with the increasing costs as well as adapting to the new standards? This will not only require investment into improving the skill level of the employees as well as would require additional funds to implement the new system.

War and Politics: Are both one in the same

His home in England was near the main gathering capitulum for the D-Day invasion. Along with his fathers service in cosmos War I, Keegan felt himself drawn to struggleds the soldiers and its workings. Unfortunately Keegan was unable to serve in the British Military im assembleable to a childhood illness. Although Keegan was unable to serve his country, he was determined to find his way into some aspect of the military. With a degree at Oxford, Keegan became a military historian. This essay will take a look into Keegans work, A History of Warfare, and his thesis that fight is not a subsequence of political relation.This essay will dis own his thesis with evidence from Clausewitz, fallacies in Keegans novel and military affairs over the past thirty geezerhood. Keegan has dissected the workings of the military and the military soldier. In his novel A History of Warfare, Keegan disputes the Clausewitzen theory that war is the continuation of policy by other means. Keegan supports his theory by giving explanations of how Clausewitzens theory is invalid. To understand Keegans position iodine essential first be familiar with Clausewitz. Clausewitz was a Prussian regimental officer during the Napoleonic wars.Upon retirement, he wrote the book On War. The books main thesis was war is the continuation by policy by other means. Keegan disagrees with Clausewitz by saying Such at statement implies the existence of states, of state interests and of rational calculation about how they may be achieved. Yet war antedates the state, diplomacy and schema by many millennia. Clausewitz, a child of Aristotle, went no further than to say that a political wildcat is war making animal(prenominal). Neither dared confront the thought that man is a thinking animal in whom the intellect directs the urge to hunt and the ability to kill.Keegan suggests that war precedes states by many millenniums. First, Clausewitzs thesis does not imply there must be existence of states. Perhap s the political entity of the state did not exist notwithstanding tribal life did. The tribe is a political entity. The bible has many accounts of tribal warfare for political gain. It varies from Moses leaving Egypt to David defeating Goliath. Keegan also states that war precedes diplomacy and strategy as well. The bible also recounts many strategies and diplomacy between tribes and states.Some historians might object to the bible being a reliable source provided no one can refute that what happened in the bible was not unfeigned or accurate. We are cultural animals and it is the richness of our culture which allows us to simulate our undoubted potentiality for violence but to believe nevertheless that its expression is a cultural aberration. History lessons remind us that the states in which we live, their institutions, even their laws, have fuck off to us through conflict, often of the most bloodthirsty sort. Keegan is referring to the statement made by Aristotle in which he said, Man is a political animal.Keegan said that Clausewitz is a child of Aristotle and he believes that a political animal is a war-making animal. Keegan refutes them by saying, Neither dared confront the thought that man is a thinking animal in whom the intellect directs the urge to hunt and the ability to kill. How can he say that he disagrees with Clausewitzs theory when he himself claims that the states we live in now have set out to be by conflict Doesnt that support Clausewitzs theory The point about neither Aristotle nor Clausewitz confront the fact that man is a thinking animal is a bit confusing.Yes man is a thinking animal and throughout history there has been countless rulers, dictators and emperors who have used war to gain political control. A prime example would be the conflict between Julius Caesar and Pompey. While Caesar was in Gaul waging war, he used agents to dominate regime in Rome. Caesar used politics and military strength to seize control of Rome and beco me the emperor. Man is a thinking animal and those in power, especially in the early years of history, were continually thinking on how to get more.Keegans big fallacy is his statement government played no part in the conduct of the First World War worth mentioning. He goes on to say The Germans, French, British and Russians found themselves apparently fighting war for wars sake. The wars political objects, difficult enough to define in the first place, were forgotten. Political restraints were overwhelmed, politicians who appealed to reason were execrated, and politics even in the liberal democracies was rapidly reduced to a mere justification of bigger battles, longer hap lists, costlier budgets and overflowing human misery.The Encarta Encyclopedia states the following The underlying causes of World War I were the spirit of intense nationalism that permeated Europe throughout the 19th and into the twentieth century, the political and economic rivalry among the nations, and the e stablishment and maintenance in Europe subsequently 1871 of large armaments and of two hostile military alliances. The fundamental causes of he conflict were rooted deeply in the European history of the previous century, particularly in the political and economic policies that prevailed on the Continent after 1871, the year that pronounced the emergence of Germany as a great world power.Keegan fails to give one argument supporting his statement. How he can say that politics played no role worth mentioning is beyond me. He not only gives no arguments but goes on to say, we are nevertheless right to see Clausewitz as the ideological father of the First World War, just as we are right to perceive Marx as the ideological father of the Russian Revolution. The appalling fate that those armies brought upon themselves by their dedication to it may be Clausewitzs enduring legacy. To compare Clausewitz and Marx is stretching it a bit.To blame Clausewitz for World War I is ludicrous. Once ag ain Keegan fails to support his theory. Keegan goes on to say that Clausewitz is the ideological father of World War I. One can concur that if Keegan states Clausewitzs is to blame for World War I then wouldnt he be supporting Clausewitzs theory If war is the continuation of politics and Clausewitz is to blame, then isnt it correct to say that war is the continuation of politics Keegan he was not the only one who had this theory. Radical military writers such as the British historian B. H. Liddell Hart had such theories as well.He accuses him of urging the largest possible offensive with the largest possible numbers game as the key to victory. Later Liddells thoughts were dismissed. Keegan, adhering to Liddells theory, once again has himself in a no win situation. He has stated that man is a thinking animal so shouldnt man be intelligent enough to figure out war and conflict without going to the past Shouldnt a general wage his own war, not an officer who wrote a book in the pastKe egan concludes his theory with these thoughts Culture is a prime determinant of the nature of warfare, as the history of its development. Politics must continue war cannot. That is not to say that the role of the warrior is over. The world community needs, more than it has ever needed, skilful and disciplined warriors who are ready to put themselves at the service of its authority. Such warriors must properly be seen as the protectors of civilization, not its enemies. There is an even greater wisdom in the denial that politics and war belong with the same continuum.Unless we insist on denying it, our future, may belong to the men with bloodied hands. It is great to say that politics must continue but war cannot, but is it realistic For centuries war and politics have gone hand and hand. What events or individuals have given us a hope for change ar recent conflicts a testament to the future The unite States involment in Bosnia, Somalia and the Gulf War has proven that. Would Keegan say that politics were not involved in those conflicts Keegan fails to reference a few major conflicts in history. The Vietnam War and Korean War are not mentioned at all.The current theory underlying Vietnam and Korea were political reasons for the conflict. It is true that we went to Korea to support the South Koreans who were combatd but why were they invaded Political reasons are why. We were politically obligated to support the South Koreans. Chinas involment was purely political. The United States was not going to invade China. To the Chinese, having communist North Korea on their border was better than having the United States. Saying that Vietnam was not a political conflict does not give a logical explanation.The Vietnam War was the United States supporting a helpless South Vietnam and the United States fighting to keep their influence in South East Asia. With Keegans failure to extend these major conflicts he leaves the reader wondering why. There are some errors of i nterpretation and fact in his novel as well. The atomic bomb was not designed to end wars without commitment of manpower on the battlefield as the author contends. The atomic bomb was another weapon, which we potentiality we only discovered after its use.Not until a decade later did nuclear weaponry come to take its place among equals in military establishments, at least in the United States. Keegans main goal was to refute the Clausewitz theory of war and politics. Keegan failed in this task. His inability to discuss such politically orientated conflicts such as Vietnam and Korea aids in his failure. His contention that World War I was not political was refuted by a definition in an encyclopedia. Keegan tries to offer the reader a new construct in studying military history but he is unable to get the reader to follow his train of thought.

The King’s Speech

The world-beaters Speech is a 2010 British historical drama cinema directed by Tom Hooper and written by David Seidler. Colin Firth plays pansy George VI, who, to overcome his stammer, sees Lionel Logue, an unorthodox Australian lecture healer played by Geoffrey Rush. The two men go bad friends as they work together, and after his brother Edward VIII abdicates, the new king relies on Logue to help him key out a radio broadcast at the beginning of man War II.David Seidler began interpretation about George VI after overcoming his own stammer during his youth and, exploitation informed imagination, wrote about the mens relationship. Nine weeks in the lead movie theatreing, Logues notebooks were discovered and quotations from them were incorporated into the script. Principal photography took place in London and other locations in Britain, in December 2009 and early January 2010. The film was released in the United States on 24 December 2010 and in the United Kingdom on 7 Jan uary 2011.The Kings Speech was the highest earning film for three weekends in a row at the British box office. It has been widely praised by film critics for its visual style, art direction and acting. Other commentators discussed the films dissimulation of the historical events it portrays, in particular the reversal of Winston Churchills opposition to abdication. The film copd many awards and nominations, mostly for Colin Firth. The film was nominated for seven Golden Globes, winning stovepipe Actor Drama for Firth.Furthermore, the film also nominated for fourteen BAFTAs, the most of the other films, winning seven, including outstrip Picture, Best Actor for Firth, and both Best financial support Actor and Best Supporting Actress for both Geoffrey Rush and capital of Montana Bonham Carter, respectively. The film was also nominated for 12 Academy Awards, the most of the other films, and ended up winning four, all in the major categories including Best Picture, Best Director fo r Tom Hooper, Best Actor for Firth and Best Original Screenplay for David Seidler Plot.The film opens with Prince Albert, Duke of York, known to his married woman and family as Bertie (played by Colin Firth), the second son of King George V, destination production at the close of the 1925British Empire Exhibition at Wembley Stadium, with his wife Elizabeth (Helena Bonham Carter) by his side. His stammering speech visibly unsettles the thousands of listeners in the audience. The prince tries several unsuccessful treatments and take holds up, until the Duchess persuades him to see Lionel Logue (Geoffrey Rush), an Australian speech therapist in London.In their first session, Logue requests that they address each other by their Christian names, a breach of royal etiquette. At first, the Duke is reluctant to receive treatment, so Logue agrees to make a bet with him that, if the Duke keeps coming to his sessions and they prove effective, he will give him a shilling. He convinces Bertie to read Hamlets To be, or not to be soliloquy, while listening to the overture from Mozarts The Marriage of Figaro on headphones, so that he cannot hear himself talk. Logue records Berties reading on a gramophone record, but persuade that he has stammered doneout, Bertie leaves in a huff.Logue offers him the recording as a keepsake. After King George V (Michael Gambon) makes his 1934 Christmas address, he explains to his son the importance of broadcasting for the modern monarchy in a perilous international situation. Later, after a frustrating discussion with his father, Bertie plays Logues recording and hears himself making an continual recitation of Shakespeare, which amazes both him and the Duchess. He returns to Logue, and they work together on muscle relaxation and breath control, while simultaneously probing the psychological roots of his stammer.The Prince reveals round of the pressures of his childhood his strict father the repression of his natural left-handedness a pa inful treatment with metal splints for his knock-knees a nanny who favoured his elder brother David, the Prince of Wales, deliberately pinching Bertie at the daily presentations to their parents so he would cry and his parents would not deficiency to see him and the early death in 1919 of his little brotherPrince John. As the treatment progresses, the two become friends and confidants. pic pic Colin Firth and Helena Bonham Carter as the Duke and Duchess of York On 20 January 1936 George V dies, and David, the Prince of Wales (Guy Pearce) accedes to the gage as King Edward VIII, but he wants to marry Wallis Simpson (Eve Best), an American divorcee socialite, which would provoke a constitutional crisis. At a party in bluebonnet Castle, Bertie points out that Edward cannot marry a divorced woman and retain the throne Edward accuses his brother of a medieval-style plot to usurp his throne, citing Alberts speech lessons as an attempt to misrepresent himself. Bertie is tongue-tied at the accusation, and Edward resurrects his childhood taunt of B-B-B-Bertie.At his next session, the Prince has not forgotten the incident. In an attempt to console him, Logue insists that Bertie could be king and says the shilling of their look should bear the Dukes head as monarch. Bertie accuses Logue of treason and, in a temper, he mocks Logues failed acting vocation and humble origins, causing a rift in their friendship. When King Edward abdicates to marry, Bertie becomes King George VI. Feeling overwhelmed by his accession, the new King realises that he needs Logues help and he and the Queen visit the Logues residence to apologise.When the King insists that Logue be put in the kings box during his coronation in Westminster Abbey, Dr Cosmo Gordon Lang, the Archbishop of Canterbury (Derek Jacobi), questions Logues qualifications. This prompts another confrontation between the King and Logue, who explains he had begun by treating shell-shocked soldiers in the last war. When the King still isnt convinced about his own strengths, Logue sits in St. Edwards Chair and dismisses the Stone of Scone as a trifle, the King remonstrates with Logue for his disrespect.The King then realises that he is as capable as those before him. Upon the September 1939 declaration of war with Germany, George VI summons Logue to Buckingham Palace to prepare for his radio speech to the country. As the King and Logue move through the palace to a tiny studio, Winston Churchill (Timothy Spall) reveals to the King that he, too, had once had a speech impediment but had found a way to use it to his advantage. The King delivers his speech as if to Logue, who coaches him through every moment.As Logue watches, the King steps onto the balcony of the palace with his family, where thousands of people assembled for the speech applaud him. A final title card explains that, during the many speeches King George VI gave during World War II, Logue was always present. It is also explained that Logue an d the King remained friends, and that, King George VI made Lionel Logue a Commander of the Royal Victorian Orderin 1944. This high honour from a grateful King made Lionel part of the only order of chivalry that specifically rewards acts of individualized service to the Monarch. The Kings SpeechThe Kings Speech is a 2010 British historical drama film directed by Tom Hooper and written by David Seidler. Colin Firth plays King George VI, who, to overcome his stammer, sees Lionel Logue, an unorthodox Australian speech therapist played by Geoffrey Rush. The two men become friends as they work together, and after his brother Edward VIII abdicates, the new king relies on Logue to help him make a radio broadcast at the beginning of World War II.David Seidler began reading about George VI after overcoming his own stammer during his youth and, using informed imagination, wrote about the mens relationship. Nine weeks before filming, Logues notebooks were discovered and quotations from them we re incorporated into the script. Principal photography took place in London and other locations in Britain, in December 2009 and early January 2010. The film was released in the United States on 24 December 2010 and in the United Kingdom on 7 January 2011.The Kings Speech was the highest earning film for three weekends in a row at the British box office. It has been widely praised by film critics for its visual style, art direction and acting. Other commentators discussed the films misrepresentation of the historical events it portrays, in particular the reversal of Winston Churchills opposition to abdication. The film received many awards and nominations, mostly for Colin Firth. The film was nominated for seven Golden Globes, winning Best Actor Drama for Firth.Furthermore, the film also nominated for fourteen BAFTAs, the most of the other films, winning seven, including Best Picture, Best Actor for Firth, and both Best Supporting Actor and Best Supporting Actress for both Geoffrey Rush and Helena Bonham Carter, respectively. The film was also nominated for 12 Academy Awards, the most of the other films, and ended up winning four, all in the major categories including Best Picture, Best Director for Tom Hooper, Best Actor for Firth and Best Original Screenplay for David Seidler Plot.The film opens with Prince Albert, Duke of York, known to his wife and family as Bertie (played by Colin Firth), the second son of King George V, speaking at the close of the 1925British Empire Exhibition at Wembley Stadium, with his wife Elizabeth (Helena Bonham Carter) by his side. His stammering speech visibly unsettles the thousands of listeners in the audience. The prince tries several unsuccessful treatments and gives up, until the Duchess persuades him to see Lionel Logue (Geoffrey Rush), an Australian speech therapist in London.In their first session, Logue requests that they address each other by their Christian names, a breach of royal etiquette. At first, the Duke is re luctant to receive treatment, so Logue agrees to make a bet with him that, if the Duke keeps coming to his sessions and they prove effective, he will give him a shilling. He convinces Bertie to read Hamlets To be, or not to be soliloquy, while listening to the overture from Mozarts The Marriage of Figaro on headphones, so that he cannot hear himself talk. Logue records Berties reading on a gramophone record, but convinced that he has stammered throughout, Bertie leaves in a huff.Logue offers him the recording as a keepsake. After King George V (Michael Gambon) makes his 1934 Christmas address, he explains to his son the importance of broadcasting for the modern monarchy in a perilous international situation. Later, after a frustrating discussion with his father, Bertie plays Logues recording and hears himself making an unbroken recitation of Shakespeare, which amazes both him and the Duchess. He returns to Logue, and they work together on muscle relaxation and breath control, while simultaneously probing the psychological roots of his stammer.The Prince reveals some of the pressures of his childhood his strict father the repression of his natural left-handedness a painful treatment with metal splints for his knock-knees a nanny who favoured his elder brother David, the Prince of Wales, deliberately pinching Bertie at the daily presentations to their parents so he would cry and his parents would not want to see him and the early death in 1919 of his little brotherPrince John. As the treatment progresses, the two become friends and confidants. pic pic Colin Firth and Helena Bonham Carter as the Duke and Duchess of York On 20 January 1936 George V dies, and David, the Prince of Wales (Guy Pearce) accedes to the throne as King Edward VIII, but he wants to marry Wallis Simpson (Eve Best), an American divorcee socialite, which would provoke a constitutional crisis. At a party in Balmoral Castle, Bertie points out that Edward cannot marry a divorced woman and retain the throne Edward accuses his brother of a medieval-style plot to usurp his throne, citing Alberts speech lessons as an attempt to ready himself. Bertie is tongue-tied at the accusation, and Edward resurrects his childhood taunt of B-B-B-Bertie.At his next session, the Prince has not forgotten the incident. In an attempt to console him, Logue insists that Bertie could be king and says the shilling of their wager should bear the Dukes head as monarch. Bertie accuses Logue of treason and, in a temper, he mocks Logues failed acting career and humble origins, causing a rift in their friendship. When King Edward abdicates to marry, Bertie becomes King George VI. Feeling overwhelmed by his accession, the new King realises that he needs Logues help and he and the Queen visit the Logues residence to apologise.When the King insists that Logue be seated in the kings box during his coronation in Westminster Abbey, Dr Cosmo Gordon Lang, the Archbishop of Canterbury (Derek Jacobi), questions Lo gues qualifications. This prompts another confrontation between the King and Logue, who explains he had begun by treating shell-shocked soldiers in the last war. When the King still isnt convinced about his own strengths, Logue sits in St. Edwards Chair and dismisses the Stone of Scone as a trifle, the King remonstrates with Logue for his disrespect.The King then realises that he is as capable as those before him. Upon the September 1939 declaration of war with Germany, George VI summons Logue to Buckingham Palace to prepare for his radio speech to the country. As the King and Logue move through the palace to a tiny studio, Winston Churchill (Timothy Spall) reveals to the King that he, too, had once had a speech impediment but had found a way to use it to his advantage. The King delivers his speech as if to Logue, who coaches him through every moment.As Logue watches, the King steps onto the balcony of the palace with his family, where thousands of people assembled for the speech ap plaud him. A final title card explains that, during the many speeches King George VI gave during World War II, Logue was always present. It is also explained that Logue and the King remained friends, and that, King George VI made Lionel Logue a Commander of the Royal Victorian Orderin 1944. This high honour from a grateful King made Lionel part of the only order of chivalry that specifically rewards acts of personal service to the Monarch.

Personal Finance Concepts Investing Essay

According to the finance researchers a portfolio refers to an appropriate collection of investments for an universe or a single individual. An investment portfolio is constructed by financial advisors or a retainer their main task involves investment analysis that argon utilizable during purchasing of stocks and bonds, and other business assets. . driblet uses his present finances to determine his future holding and finance position. Cliff financial statement seems to spread in many fields, he invests in fixed assets and even before he could fully exploit his new investment strategy he is already drop in shares and bonds. Basically this is diversification and investing assets such as bonds and shares in such a scenario is exposing a high percentage of ones investment at seek (Grant 2005).Cliff is a risk taker hence he is more likely to invest in income securities and unwarranted investment such as the equities. Hence Cliff will tend to have very low cash holding and shares, in a ddition he is not expected to hold high levels of securities as speechs since his age is allows him to have a long time to invest in most cases age is a great determinate in an individuals saving amount and investment, though Cliff will tend to save for his future plans such as his wedding plans, his marginal propensity to save will cool off be quite low.Since Cliff is earning an approximate of $340000 he I expected to distribute his earning to his present and future expenses, A great source of cliffs finances is in terms of bonds and shares which are a good way to invest but the shortcoming with Cliffs investment is the fact that he did not take a good research before imposing a big sum of his money into the investment, the investment in bonds and shares involve a high percentage of risk and for that reason if they are not carefully researched on they bring high degrees of losses or very little profits.In that light they are not included in the construction of a portfolio, instea d the items that can be included in the construction of a portfolio are savings, cash at hand and revenue that is already attained or the degree of risk is not too high. Using Cliffs congresswoman he can spread his earning such 30% of his total earnings is equities, 40% income securities, 20% sundry expenses and 10 % as savings. The assumption is that cliff is a young risk taker hence his securities will tend to be and also his savings and cash. Below is an example of Cliffs portfolioReferencesFrasca , R, (2006) Personal Finances An combine Planning Approach, 7th Ed Pearson Prentiss HallGrant, R (2005) Contemporary Strategy Analysis Blackwell PublishingKarnani, A (1981) Business Portfolio an analytical Approach Harvard Publishing.

Supply Chain Management – Greening Beyond Reverse Logistics.

In a world which is experiencing climate crisis in the framing of increased ecological footprint beca use up of environmental damage caused by various professiones, there is an immediate need for value seeking and proactive climb found on increasing the cleverness of elevate logistics aspect of modern tot up images. This paper looks at steeps to lower the ecological footprint of the cater kitchen stoves, ch bothenges involved in adopting colour steps and the practical problems encountered in the making of squirt tag on chemical chains. Key wordsSupply chain management, ecological footprint, environmental management strategies, green issues Introduction Supply chain management is the coordination and management of a complex network of activities involved in delivering a finished product to the end drug user or customer . it is a vital pedigree function and the make for embroils sourcing raw materials and parts, manufacturing and assembling products, storage, order e ntry and tracking, distribution through with(predicate) the various transmit and finally delivery to the customer.A partys add up chain structure consists of external suppliers ,internal functions of the company and external distributors as well as customers (commercial or end-user). firms whitethorn be members of multiple cater chains simultaneously . the management and corporation is further complicated by global players spread crossways geographic boundaries and multiple time zones . the no-hit management of a turn in chain is as well as influenced by customer expectations, globalization, information technology, government regulation, competition and the environment.Management of the supply chain is taking an important role in lowering environmental impact of business in this aspect the principle of ecological footprint shows how germane(predicate) be the green initiatives in maintaining ecological balance. It is aurgived that companies should assess the impact of thei r economic on the environment and resource consumption, the footprint is defined as the amount of bring in required to meet a typical consumers needs for many countries the ecological footprints exceed the actual atomic number 18a of the respective countries, for example the ecological ootprint of the Netherlands is 15 times the area of the countryEnvironmental management is gaining increasing interest among researchers in supply chain management, the concept of greening is worthy a critical avenue of this area, also the boldnesss are assigning increasing importance to the environmental issues. Despite slightly early steps a well knit theory or material for greening of supply chains is lacking. Research initiatives are needed to overcome this problem, peculiarly the research whitethorn have to move beyond reverse logistics, into the victimization of green supply chains.It is proposed that reverse logistics alone may not be enough and that a focus on the entire supply chai n is more(prenominal)(prenominal) relevant for understanding the impact of business practices on the environment . this approach gels with value seeking approach of the environment that leverages the potential contribution of greening to the business organizations. The focus of greening as a competitive initiative by the business organizations turn out still fors a more proactive approach of greening instead of reacting to configuration measures of environmental regulations of several governments. The concept of reverse logisticsReverse logistics stands for operations related to the reuse of products and materials which are part of the supply chain, it is the carry out of planning, implementing and controlling the efficient, cost efficient flow of raw materials, in-process inventory ,finished goods and related information from the point of consumption to the point of origin for the purpose of recapturing value or for attaining proper disposal, simply reverse logistics is the process of moving goods from their typical final destination for the purpose of capturing value or proper disposal, the reverse logistics process includes the management and the sales of sapless as well as returned equipment .Normally logistics deals with events that bring the product towards the customer. In the case of reverse logistics atleast one step back in the supply chain. For example, goods move from the customer to the allocator or to the manufacturer. As reverse logistics is gaining increasing interest and relevance, the question becomes whether it is enough to limit greening efforts to one segment of the supply chain and to single company. avocation is a diagram given below which gives a commonly used scheme for implementing environment friendly initiatives in a company.Thisscheme depicts that there is much more to greening than the reversed flow of goods only. reening good deal start rite at the source with supply conditions and terminate work its way through storage and packaging practices to distribution and to end-consumers all of which is referred to as green supply chain management (GSCM). green supply chain management is adding the green component to the supply chain and it involves addressing the influence and relationships of supply chain management through the natural environment. Green supply chain management (GSCM) =green purchasing+ green manufacturing/materials management+ green distribution/marketing+ reverse logistics This reverse flow in reverse logistics potty take different forms,from collection to return shipments into the distribution channel followed by disassembly and reuse of selected parts. Alternatively, goods could be scrapped and re-entered into production as raw materials.Return goods or elements of the product, could even be returned to suppliers and supply chain partners for them to re-manufacture. Other possible supply chain activitys should be taken into consideration. for example, disassemblies operations in the reverse flow can be replaced by incorporating a proactive design for disassembly right in the initial product design stage of both supplier and customer. What are the approaches for going green. The implementation of greening as a competitive initiative was explained in detail by porter and van der linde(1995) they reasoned that investments in greening can be recourse saving, waste eliminating and productivity improving.As a result, green initiatives can lower not only the environmental impact of a business, but also rise efficiency, possibly creating major competitive advantages in innovation and operations. Kopicki et al. (1993),introduced three approaches in environmental management the reactive, pro-active and value-seeking approach. in the reactive approach companies commit minimal resources to environmental management as they start to procure some products with some recycled content, start labeling products that are recyclable. in the proactive approach, companies start to implement new environmental laws by realizing a modest recourse commitment to initiate the cycle of product and designing green products.In this approach the ompany assumes responsibility over product re-use and recycling as an element of environmental management. The most far reaching approach is value-seeking, in that companies integrate environmental activities into a business strategies and operate the firm to reduce its impact on the environment as a strategic initiative. The encephalon of the organization establishes a strong environmental commitment and the capital commitment is ploughshared among partners in the supply chain. Operating clays in the value-seeking face may include the re-design of the products for dis-assembly, the use of life cycle analysis of the product and creating and involment of third parties.Companies are integrating environmental management into corporate strategic planning and into day-to-day process as they adopt a recourse-productivity frame work to maximize benefits attained from environmental programs. Theextention of kopicki et al. (1993) framework offered by Walton et al. (1998) is that they state that companies will only thrive in the final face of environmental management when they act as a whole system that includes customers, suppliers and other players in the supply chain. By developing a supply chain approach in the environmental management process, the impact on supply chain operation gets leveraged throughout the supply chain.They detail how such(prenominal) an approach requires cross functional and cross company activities including product design, suppliers, processes, evaluation systems and inbound logistics. Walley and whitehead (1994) mentioned the value-based approach as the most far-reaching approach in environmental management. They characterized this approach as systematic, through the strong commitment and integration of flexible strategies and structures, throughout the supply chain. at heart th is approach three types of activities are undertaken operational, technical and strategicactivities, depending on the impact on value and the orbit of discretionary response. What are the green steps to be taken If a supply chain approach is so important in a value-seeking greening initiative how should businesses develop such an approach?The first step to be taken in greening the supply chains involve identifying the various supply chain flows and customizing the greening approaches basing on a particular supply chain flow. There are five supply chain flows- materials, benefits, financial, information and knowledge, and wasteflows. These flows may also have different scale levels, and thus, are directly related tothe boundaries that envelop them or through which they flow. The types of flows, theirpurpose, and how they are managed may also differ depending on the boundary context. For example, materials flows from an organizational boundaries perspective wouldrequire that materi als be cooperatively concur upon by managers and designers, and froma proximal perspective the decisions on where they are designated to be located andstored.Another example would be information flows where legal requirements have themmanaging the information so they can be reported to customers, while information relatedto environmental cost may only be of concern to an operations manager orenvironmental department. We now provide an overview of the different flows and somerelationships and studies on green supply chain. Materials Flows Materials flows are typical corporal flows associated with supply chains and mayinclude parts, components, raw materials or finished goods. practically of the research insupply chain management has focused on the management of tangible durable goods. one and only(a) of the basic tools is material flow analysis which has been recommended forevaluating an structured environmental supply chain.The environmental aspects ofthese flows are well docum ented in and between organizations and have implications onall forms of environmental media implications ranging from solid waste management, Resource productivity, dematerialization and climate change issues. Some recentresearch has proposed that material flow analysis be a core aspect of managing supplierenvironmental relationships. Service Flows These flows represent more intangible flows of services amongst organizations. Example service flows would be utilities and transportation services offered toorganizations. Some of the service flows from these two industries are major contributorsto the major environmental concerns facing the world, climate change, and are criticalelements of the supply chain.Since we incorporate utilities into this flow, we couldinclude energy service and critical water system flows, albeit water may also be a physicalMaterial flow. cleverness services in the supply chain are essentially pertinent since they aregrouped at levels of importance similar to material flows and are also critical flows for service industries. In fact, the energy service providers have greatly increased inimportance amongst supply chains as deregulation ( particularly in the US) has seenincreased growth since the early 1990s. Services may include many supportingactivities that may not be completely carried out by the organization or require specificmaterials. Information and financial services may also fall within this scope for industrial and retail level consumption.This more generic service industry has seen little researchin the green supply chain management literature, except for some hospitality and tourismservice industry perspectives . Within the supply chain, the shift to dematerialization could be enhanced with servicizing materials flows . Servicizing, also defined as product-service systems, is essentially the process of marketing services rather products or materials toorganizations. One example of this is in Xeroxs strategy to offer a servi ce, documentmanagement, for its copiers by leasing them rather than selling them. It provided aleasing service of a product which was taken back and reclaimed after lease expiration.Ina servicizing relationship, both the buyer and the supplier wish to decrease materialusage, where cost savings can be shared. Another aspect of service flows are those services provided by nature and includethe following ecosystem service categories provisioning such as the productionof food and water regulating, such as the control of climate and disease supporting, suchas nutrient cycles and crop pollination cultural, such as spiritual and recreationalbenefits and preserving, which includes guarding against un acceptedty through themaintenance of diversity. Managing these service flows may or may not be under thecontrol of a man-made supply chain, but for sure have some relationships to all supplychains. Financial FlowsFinancial flows are primarily the flow of capital (money) across the supply chain . These flows are critical to the management of supply chain practices. The environmentalimplications of these flows are mostly associated with the funding of practices andservice/material flows which may cause environmental damage and consumption. The management of these flows can have profound environmental implications (forexample financial institutions may not lend due to environmental risks associated withcertain organizational projects). Tools integrating the financial flows into supply chainmanagement have relied on standard accounting tools such as activity based costing.Financial flow evaluation and analysis integrated into environmental supply chainmanagement has been very limited. As the recent world financial crisis shows, financialsystems will greatly regulate the amount of material flows and requirements for allsupply chains. One of the missing associate in evaluating financial (capital) flows is the integrationof natures capital into the evaluation of supply chain ec onomics. Integration ofnatures services into supply chains financial flows analyses can provide significantlymore accurate perspectives on the influence of environmental supply chain managementpractices of organizations. The backbreakingy arises from the various assumptions that have tobe made for such a flow.Valuation of environmental resources is certainly a mystifyingexercise with significant variances in estimations. Information Flows Information and knowledge flows are also one of the critical management aspectsof green supply chain management. Much of the environmental information withinthe supply chain can be related to product life cycles and LCA type analyses . Operations across the supply chain can also benefit the environment just with regularinformation. Some of these benefits can be tied to the principle of information commuting, having accurate information about material and goods that replace the needto hold durable material and goods.Information substitution can gre atly reduce theamount of energy, transportation, and material inventory in the supply chain. Withthe advent of e-commerce and inter-organizational information systems within the supplychain, information substitution along the supply chain will have significantenvironmentally beneficial influence. Knowledge flows arise from having knowledge of environmental policies,technology, practices, and programs that can be shared across the supply chain. Not onlyare operations effected by knowledge, but supply chain innovation is also influenced. Innovation builds on and requires knowledge, knowledge generation, and knowledgeexchange.Innovation from knowledge flows are especially pertinent to smallerorganizations within the supply chains who typically lack the knowledge resourcesrelated to environmental actions for their operations. Environmentally orientedorganizational and inter-organizational learning is also dependent on effective knowledgeflows through training and continuous improvement programs and supply chain Collaboration, Information is not only critical for internal supply chain management operations,but can be a very effective regulatory tool which may cause organizations to reevaluatetheir supply chain processes. That is, environmental information flows may be usedto provide certain public images of the supply chain and its members.Having thisinformation made public can cause significant pressures from external stakeholders onthe overall supply chain to improve environmental and complaisant performance . Recentresearch has shown that within the supply chain, information will have varying impactsand will be used in different ways by supply chain members. Overall, these differences inapplication and sharing of information and management of environmental informationflows is based on a variety of factors including expected costs or expectedrevenues/benefits related to environmental improvements, learning of externalstakeholder demand, perception of supplier r elationship (from the perspective of thesupply chain manager) and top-management environmental commitment . Waste FlowsWe could consider waste flows as an element of all the previous flows which doesnot unavoidably have social (environmental) or economic benefit, non-value adding, to theunit under consideration. These waste flows cause greater costs to occur and may requireseparate programs to minimize them. For example, lean and green typically focus onminimizing waste and inefficiency within supply chains. Thus the management ofthis flow will also be critical, and may be separated within a supply chain. From abroader informational and industrial symbiosis perspective, waste exchanges betweenorganizations can alter the waste flows into useful material flows and have been appliedto disparate materials and flows such as water, construction material ,plastics,electronic products and energy .These waste exchange networksand flows not only can span inter and intra-organizational bounda ries, but also acrossinformational boundaries as the waste exchanges become more accessible through Information and e-commerce systems. The other aspect of waste flows is that of end-of-lifemanagement or products andthe type of disposal that should be completed. There are issues with landfilling,incineration and returning materials back into the supply chain. Within the landfilling andincineration debate, the type of material may determine which is more economically andenvironmentally feasible. Rather than disposal of these wastes, recycling andreverse logistics network flows can be designed to manage these streams.Thus, as withany systems decisions, many variables will come into play before a clear-cut solution isavailable and decisions on managing these waste flows will range from item-by-itemconsumer level to broad political policies. The concepts pertaining to greening the supply chain or supply chain environmental management (SCEM) are usually understood by industry as mask ing piece suppliers for their environmental performance and then doing business with only those that meet the regulatory standards the driving forces for implementing the concept into the company operations are many and comprise a range of reactive regulatory reason to proactive strategic and competitive advantage reasons.These concepts include working collaboratively with suppliers on green product design, holding awareness seminars, helping suppliers establish their own environmental program and soon. Thus there has to be a conscious need to integrate environmental concerns into the economic concerns of the strategy, in order to help contribute to the sustainability of the companys future. Concern for the environmental performance of suppliers has now become the characteristic of responsible business practices. For instance, ford labor company has demanded that all of its suppliers with manufacturing facilities, comprising about 5000 companies worldwide, must obtain a third-part y certification of environmental management system(EMS) for at least one of their plants by the end of 2001, and for all plants by 2003.o help the suppliers establish their own environmental management system, ford offers awareness seminars and training for its suppliers ,for them to be like any world class organization and attain their goal of environmental excellence . in the same manner, nestle Philippines also conducts seminars and provides technical assistance to its suppliers and contractors to help them implement and environmental management system that is agreeable of Nestls environmental management system (NEMS). nestle hopes this initiative will help its suppliershave a fully functioning and effective EMS complies with regulations, judicious use of raw materials, the conservation of water and energy, and the minimization of the waste.This initiative of urging suppliers and contractors to meet certain standards of environmental performance is among the 16 principles of env ironmental management listed in the business charter for sustainable development, adopted by the international chamber of commerce in November in 1990,it emphasizes the need for contractors and suppliers to ensure that their environmental practices are consistent with those of the enterprise and encourages wider adoption of these principles Supplier chain environmental management is being adopted by industry, though not in a very unmistakable way, in different parts of the world. The extent and mode of implementation vary significantly. In some instances the implementation takes the form of questionnaires identifying what suppliers are doing, often in legal injury of quality programmers such as ISO-9001.More and more of these questionnaires are now adays supplemented by specific environmental questions. In other instances the suppliers are assessed at their own sites all by personnel from the customer company or by a third party or consultant, supported by a examination of compan y records, documents and by interviews with company personals. gain, in certain other case the large companies are even going for partnering and mentoring with their suppliers mentoring involving the development of a close relationship between them, say providing guidance to set-up an environmental management system(EMS) or a waste minimization program partnering involving and integrated approach to their relationship to improve operational efficiency of each. Measuring the performance of supply chains In supply chains with multiple vendors, manufacturers, distributors and retailers, whether regionally or globally dispersed, performance measurement is challenging because it is difficult to attribute performance results to one particular entity within the chain. There are difficulties in measuring performance within organizations and even more difficulties arise in inter-organizational environmental performance measurement.The reasons for lack of systems to measure performance across organizations are multidimensional, including non-standardized data, poor technological integration, geographical and cultural differences, differences in organizational policy, lack of agreed upon metrics, or poor understanding of the need for inter-organizational supply chain performance measurement. Performance measurement in supply chains is difficult for additional reasons, especially when looking at numerous tiers within a supply chain, and green supply chain management performance measurement, or GSCM/PM, is virtually non-existent. With these barriers and difficulties in mind, GSCM/PM is needed for a number of reasons (including regulatory, marketing and competitiveness reasons). Overcoming these barriers is not a trivial issue, but the long-term sustainability (environmental and otherwise) and competitiveness of organizations may rely on successful adoption.The basic purposes of GSCM/PM are external reporting (economic rent), internal control (managing the business better) and internal analysis (understanding the business better and continuous improvement). These are the key issues that drive the development of frameworks for business performance measurement. It is important to consider both purpose, as well as the interrelationships of these various measurements of GSCM/PM. Corporate performance measurement and its application continue to grow and encompass both quantitative and qualitative measurements and approaches. The variety and level of performance measures depends greatly on the goal of the organization or the individual strategic business units characteristics.For example, when measuring performance, companies must consider existing financial measures such as return on investment, profitability, market share and revenue growth at a more competitive and strategic level. Other measures such as customer service and inventory performance (supply, turnover) are more operationally focused, but may necessarily be linked to strategic level measures and issues. Conclusion As supply chains are becoming increasingly globalized and multi-company based, the ecological footprint principle deserves a broader application in the supply chain. Footprints are not only nation-based as suggested by Hart (1997) the scope of supply chains is far broader. This also implies that a focus on reversed logistics, as commonly used in the literature, is no longer adequate.Based on the existing literature, this paper presents a categorization of green approaches and suggests the value-seeking approach as the most relevant in greening the supply chain as a whole (instead of logistics, and regulatory compliance alone). In order to develop greening approaches as a competitive initiative, various elements have been suggested, including sets of actions for various players along the chain, as well as, measures of success. Much research still has to be done to support the evolution in business practice towards greening along the entire supply chain. Hopefu lly, this paper has identified some of the steps to take, while minding our footprint.