Analysis Of The Book The Ghost Of Alice By Alice Cooper

Kristen is a young troubled girl who is seen burning down a farmhouse with cuts and bruises all over her body. Upon the police officers arrival, they ask Kristen why she did it, yet she has no memory of what happened or why she was there in the first place. She is then taken to a mental institute where she befriends 4 girls that are on her ward. Over a few days, the girls tell Kristen about the ghost of Alice that they are all haunted by; Alice used to be a patient there at the institute. Kristen begins to discover the truth about Alice as her friends disappear one by one. Eventually we make it down to Kristen and one other patient who decide to try and escape but are soon caught and Kristen is put in a strait jacket. She somehow manages†¦show more content†¦Dissociative identity disorder, or better known as multiple personality disorder, is a severe form of dissociation where there is a lack of connection in a person’s thoughts, memories, feelings, actions, or sense of identity (WebMD, 2014). Usually people who suffer from multiple personalities have gone through some kind of trauma which causes them to be someone else in a way so that they can cope with these events. The person dissociates themselves from a situation or experience that’s too violent, traumatic, or painful to assimilate with his/her conscious self (WebMD, 2014). Related to the movie, Alice went through a severe traumatic event and tries to forget and block it out by creating Kristen and the 4 other girls on the ward. Dissociative identity disorder is characterized by the presence of two or more distinct and split identities or personality states that continually have power over the person’s behavior (WebMD, 2014). Each alternate personality has its own pattern of perceiving, relating to, and thinking about the self and the environment (Halter, 2014, p. 317). In the movie, each girl we meet that Alice has created is completely different from the other. Kristen is the leader who is strong and outgoing. The other girls range from Zoey who is shy and scared of the world who never talks much but must follow all of the rules, Emily is wild and fun but likes to follow others, Iris is timid and likes to stick to herself,

All Quiet on the Western Front - 700 Words

All Quiet on the Western Front is a deep, multi-faceted story that, on its face, is nothing more than a tale of war. Examining it closer, however, reveals an in-depth insight into the mind of a soldier, manifested in the character of Paul Baumer. Over the course of the story, Baumer struggles to find himself as his views on the war evolve and mature. He comes to understand that what he once was and could have been, has been crushed by drill and combat. Baumers change in outlook on the war that it is an evil done on society is manifested in two events: His two weeks of leave and his stabbing of the French soldier. These cement his belief that the war is not heroic but steals the lives of innocent people, not simply through death but, more†¦show more content†¦His true personality, though warped now by war, tries to emerge. The soldier mentality, of course, returns and crushes his true personality as soon as he returns to the front, as he needs it to survive. When Baumer goes on a night time patrol, he gets separated from the others. He lies in a shell hole until the next day. Here, Baumer comes face to face with the folly of the war. When a French soldier jumps in, Baumer stabs him, acting on pure soldiers instinct. But as the Frenchman lies there dying, Baumer cannot stand it. He promises the soldier that when the war is over, he will take care of his family and live for his sake. He realizes once and for all that his enemy is no more evil than he, and that they each are two sides of the same card. He knows deeply that no good can come of such a conflict. He had touched on these ideas during his training time near the Russian prisoner of war camp, but he turned away from them, dismissing them as too dangerous. I wish Kantorek were sitting here beside me,† Baumer says, implying that he would like to hear what his old self-righteous school teacher would say to explain this and justify it. This deadly encounter solidifies the idea in Baumers mind, as he memorizes the name of the soldier he killed. On another note, Baumer references solitude later in the story as being aShow MoreRelatedAll Quiet of the Western Front756 Words   |  3 PagesPlot Summary: All Quiet on the Western Front Written by Erich Maria Remarque, All Quiet on the Western Front is the tale of a young man by the name of Paul. Paul who is nineteen years old gathers several of his friends from school and together they voluntarily join the army fighting for the Axis alliance. Before they are sent off into actual battle, they are faced with the brutal training camp. Along with this they face the cruelty of the life of a soldier. This made them question the reason forRead MoreAll Quiet on the Western Front700 Words   |  3 PagesThe greatest war novel of all time, All Quiet on the Western Front, by Erich Maria Remarque, is a novel that depicted the hardships of a group of teenagers who enlisted in the German Army during World War 1. Enlisting right out of high school forced the teens to experience things they had never thought of. From the life of a soilder on the front line to troubles with home life, war had managed to once again destroy a group of teenagers. Throughout the novel, we saw the men of the Second CompanyRead MoreAll Quiet On The Western Front1797 Words   |  8 PagesTitle: All Quiet on the Western Front Creator: Erich Maria Remarque Date of Publication: 1929 Class: War Novel Anecdotal Information about Author: -Erich Maria Remarque was conceived on 22 June 1898 into a working people family in the German city of Osnabrà ¼ck to Peter Franz Remark (b. 14 June 1867, Kaiserswerth) and Anna Maria (nà ©e Stallknecht; conceived 21 November 1871, Katernberg). -During World War I, Remarque was recruited into the armed force at 18 years old. On 12 June 1917, heRead MoreAll Quiet on the Western Front943 Words   |  4 Pages The book All Quiet on the Western Front, by Erich Maria Remarque, is about a group of 19 year old young men who are changed by the ways of war. There is paul: the main character; Tjaden: a tall, skinny locksmith, also the biggest eater; Albert Kropp: a lance-corporal and the clearest thinker; Muller: studious, intelligent, and likes school; Leer: has a preference for the girls from the prostitution houses and has a beard; Haie Westhus: a peat-digger, and big in size; Deterring: a peasant, he alwaysRead MoreAll Quiet On The Western Front2393 Words   |  10 PagesAll Quiet on the Western Front: Book Review Erich Maria Remarque, author of All Quiet on the Western Front, actually fought in WWI (Remarque 297). Because of this, he was able to write this book with accurate depictions of the war. He writes how being in combat can really take a toll on a person and affect them in a negative way. He also writes of the pain and suffering that the soldiers must cope with that comes along with living in constant fear and danger. When looking at the title of theRead MoreAll Quiet On The Western Front2085 Words   |  9 PagesThis essay will consider the different effects created by Erich Maria Remarque in his novel All Quiet on the Western Front. As a writer, Remarque unknowingly left his novel open to readers with completely different perspectives, and to various forms of criticism. This undoubtedly meant that every single reader had been affected by the novel in many different ways which unfortunately for Remarque may have been an effect that he never intended. This essay is divided into 5 main sections. Firstly itRead MoreAll Quiet On The Western Front1089 Words   |  5 Pages In Erich Maria Remarque’s novel, All Quiet on the Western Front, human nature is the only abstract periphery between belligerent barbarism and justifiable violence. Through the insipid bombardments that rained shells over the Germans’ heads and noxious implementation of mustard gas, Remarque dexterously misleads the reader into believing that he fights in an apathetic war where all remnants of human nature and identity have been destroyed with the introduction of trench warfare. Through Paul Baumer’sRead MoreAll Quiet On The Western Front1509 Words   |  7 Pagesâ€Å"He fell in October 1918, on a day that was so quiet and still on the whole front, that the army report confined itself to a single sentence: All quiet on the Western Front† (Remarque 296). Paul Baumer, the narrator of All Quiet on the Western Front, enlisted into the German army at a young age of nineteen with a group of friends from school. Kantorek, Paul’s teacher, â€Å"gave us long lectures until the whole of our class went, under his shepherding, to the District Commandant and volunteered† (RemarqueRead MoreAll Quiet On The Western Front1129 Words   |  5 PagesIn Erich Maria Remarque’s All Quiet on the Western Front, soldiers at the front have a better idea than civilians of the true n ature of war because they have experienced the war while civilians have only read about it or listened to government propaganda. Remarque is trying to tell us that only those who experience the war can understand how awful war truly is. In All Quiet on the Western Front, the main character Paul goes back to his home, the people he meets still think that the Germans are winningRead MoreAll Quiet On The Western Front1790 Words   |  8 Pagessmell of cigar smoke, gunpowder, and dirt that filled the air. There was no nationalism; all Paul wanted was survival. World War I was supposed to be about nationalism and the propaganda forced upon the soldiers to feel superiority over other countries, but Paul helps to prove otherwise, as his story tells what is was like to be at the front, and how tough it was to be a soldier. â€Å"All Quiet on the Western Front† portrays war as it was actually experienced, replacing the romantic picture of glory and

The Hero And The Crown Part Two Chapter 24 Free Essays

string(25) " be done with your hair\." AERIN WOKE TWO DAYS later in her own bed in her father’s castle – Tor’s castle now. It was turning over that woke her; her muscles were so sore and stiff that her weariness was finally less than her aches and pains, and as she rolled onto her right shoulder she woke with a groan. There was an immediate rustle from somewhere just beyond the bed curtains, and the curtains themselves were pushed back and daylight flooded in. We will write a custom essay sample on The Hero And The Crown Part Two Chapter 24 or any similar topic only for you Order Now Aerin couldn’t imagine where she was for a moment; her first thoughts were that wherever it was it was doubtless dangerous, and she groped vaguely for Gonturan’s hilt; instead her fingers buried themselves in a heavy fur ruff, and a long tongue licked her hand. She tried to sit up, and a voice, attached to the hands that had just parted the curtains, said brokenly, â€Å"Oh, my lady.† Aerin recognized Teka first, and then realized where she was, and then Teka bent down and buried her face in the bedclothes and sobbed. â€Å"Teka,† Aerin said, horrified by her tears. â€Å"My lady, I thought I should never see you again,† Teka muttered without lifting her face, but when Aerin tentatively patted a shoulder and smoothed the sleek black-and-grey head, Teka sat back on her heels, sniffed, and said, â€Å"Well, I am seeing you again, and have been seeing you again now for two and a half days, and I am very sorry to have been so silly. You’ll want food and a bath.† â€Å"Two and a half days?† Aerin repeated. â€Å"Two and a half days. Tor-sola is not awake yet.† Aerin smiled. â€Å"And, of course, you’ve been sitting in that chair† – she nodded at a high-backed wooden chair with a pillow propped up for the waiter’s back and neck, and a cushioned footrest, and a small table with sewing paraphernalia tidily arranged on it – â€Å"the whole time.† Teka opened her eyes wide in the old way that had so terrorized the very young Aerin caught out at some misbehavior. â€Å"Of course. Bath or a meal first?† Aerin considered. Even the muscles that made her tongue move and her jaw open and shut to speak and her lips smile hurt. â€Å"Malak, very hot, and a very hot bath first, and then food.† There was a thrashing behind her and a long pointed face poked over her shoulder. â€Å"And food for this one, too. She’ll skip the bath. Where are the rest of them?† Teka scowled. â€Å"Wherever it pleases them to lay themselves. I did manage to herd them all into your rooms, lady, and the back hall; they terrify all the staff and most of the court. But they won’t leave – and, well, I for one am capable of acknowledging that we owe them a debt, and loyalty is very admirable even in mute beasts, but,† she said in a tone of suppressed rage. â€Å"I do not approve of animals sharing their sol’s bed.† The yerig queen yawned widely, and then a long piece of black shadow stood up from the still curtained foot of the bed, stretched himself, and flowed off the bed to the floor. He leaned against the backs of Teka’s legs and began to purr and, to Aerin’s delight, a slow flush crept up Teka’s throat and face. â€Å"I’m glad not everyone in my father’s house is terrified by my friends,† said Aerin. â€Å"No, my lady,† Teka said in a low voice. The king cat poked his head around Teka’s waist to smile smugly at Aerin, and Aerin said, â€Å"You know, my wild friends, if you are planning to move in with me permanently, you will have to have names. If you live in a house, you are domesticated, and if you are domesticated, you must be named.† The yerig sitting beside her licked her ear. Aerin began the long excruciating process of getting out of bed; she felt that she would never move easily again. â€Å"I’ll help you, my lady,† said Teka, as Aerin touched her feet to the floor and hissed involuntarily. Teka was thinner than she had been when Aerin saw her last, and as Teka put out a hand to help her, Aerin saw a long bandage wrapped around her forearm under her sleeve. She jerked her eyes away and looked up at Teka’s face again. â€Å"Must you call me lady?† she said crossly. â€Å"You never did before.† Teka looked at her oddly. â€Å"I know that perfectly well,† she said. â€Å"If you’re up. I’ll look to your bath.† The hot water helped the deeper aches but just about killed the blisters, and Aerin herself with them. She padded the back of the bath with two or three towels so that she could at least lie softly; and after three cups of very strong malak she dared climb out of the bath. Teka laid her down on a cushioned bench and rubbed a little more of the soreness out with the help of some astringent solution (that smelted, of course, very strongly of herbs) that was even worse than the hot water on blisters; Aerin shrieked. â€Å"Quiet,† said Teka remorselessly. She finished by smoothing on a silky pale ointment that almost made up for the astringent, as Aerin told her. â€Å"Your adventures have made you no more polite, Aerin-sol,† Teka said with asperity. â€Å"You could not possibly have hoped for so much,† Aerin responded as she eased into the undershift Teka had laid out for her. â€Å"No,† Teka admitted, and turned down the corners of her mouth, which meant she was suppressing a smile. Aerin turned to pick up the tunic. â€Å"Why am I getting all dressed up to eat breakfast?† she inquired. The tunic was new to her, blue and heavy, with a lot of gold thread worked into it. â€Å"It’s mid-afternoon,† Teka said repressively. â€Å"The honor of your company for an early dinner has been requested by Tor-sola.† Aerin grunted, and put the tunic on – and grunted again. â€Å"He woke up, then.† â€Å"So it would appear. There is nothing that can be done with your hair. You read "The Hero And The Crown Part Two Chapter 24" in category "Essay examples"† Aerin grinned and shook her head so that the fine not-quite-shoulder-length tips swung across her cheeks. â€Å"Nothing at all. It doesn’t seem to want to grow.† Tor looked haggard but convalescent, as Aerin felt she probably looked as well. She’d worn Gonturan as a way of acknowledging the formality of the occasion, but the swordbelt only reminded her more intensely of certain of her blisters, and she was glad to hang it on the tall back of her chair. Tor came to her at once and put his arms around her, and they stood, leaning against each other, for a long time. He put her away from him only an arm’s length then and looked down at her. â€Å"I – † He broke off, and dropped his arms, and paced around the room once. He turned back like a man nerving himself for a valorous deed, and said, â€Å"I’m to be made king tomorrow. They seem to think I already am, you know, but there’s a ceremony †¦Ã¢â‚¬  His voice trailed off. â€Å"Yes, I know,† Aerin said gently. â€Å"Of course you’re king. It’s what my – what Arlbeth wanted. We both know that. And,† she said with only a little more difficulty, â€Å"it’s what the people want as well.† Tor stared at her fiercely. â€Å"You should be queen. We both know it. You brought the Crown back; you’ve won the right to wear it so. They can’t doubt you now. Arlbeth would agree. You won the war for them.† Aerin shook her head. â€Å"The gods give me patience. You did. Stop being stubborn.† â€Å"Tor – calm down. Yes, I know I helped get the Northerners off our doorstep. It doesn’t really matter. Come to that, I’d rather you were king.† Tor shook his head. Aerin smiled sadly. â€Å"It’s true.† â€Å"It shouldn’t be.† Aerin shrugged. â€Å"I thought you invited me here to feed me. I’m much too hungry to want to stand around and argue.† â€Å"Marry me,† said Tor. â€Å"Then you’ll be queen.† Aerin looked up, startled at the suddenness of it. â€Å"I mean, I’ll marry you as queen, none of this Honored Wife nonsense. Please I – I need you.† He looked at her and bit his lip. â€Å"You can’t mean that you didn’t know that I would ask. I’ve known for years. Arlbeth knew, too. He hoped for it. â€Å"It’s the easy way out, I know,† he said, hope and hurt both in his eyes. â€Å"I would have asked you even if you hadn’t brought the Crown back – believe me. If you’d never killed a dragon, if you broke all the dishes in the castle. If you were the daughter of a farmer. I’ve loved you – I’ve loved you, to know it, since your eighteenth birthday, but I think I’ve loved you all my life. I will marry no one if you’ll not have me.† Aerin swallowed hard. â€Å"Yes, of course,† she said, and found she couldn’t say anything else. It had not been only her doom and her duty that had brought her back to the City, and to Tor, for she loved Damar, and she loved its new king, and a part of her that belonged to nothing and no one else belonged to him. She had misunderstood what her fate truly was a few days ago, as she rode to the City to deliver up the Crown into the king’s hands; it was not that she left what she loved to go where she must, but that her destiny, like her love, like her heritage, was double. And so the choice at last was an easy one, for Tor could not wait, and the other part of her – the not quite mortal part, the part that owed no loyalty to her father’s land – might sleep peacefully for many long years. She smiled. â€Å"Yes-of-course what?† said Tor in anguish. â€Å"Yes-of-course-I’ll-marry-you,† said Aerin, and when he caught her up in his arms to kiss her she didn’t even notice the shrill pain of burst blisters. It was a long story she told him after that, for all that there was much of it that she left out; yet she thought that Tor probably guessed some of the more bitter things, for he asked her many questions, yet none that she might not have been able to answer, like what face Agsded had worn, or what her second parting from Luthe had been. They ate at length and in great quantity, and their privacy was disturbed only by the occasional soft-footed hafor bearing fresh plates of food; yet somehow by the end of the meal the shadows on the floor, especially those near Aerin’s chair, had grown unusually thick, and some of those shadows had ears and tails. Tor looked thoughtfully at the yerig queen, who looked thoughtfully back at him. â€Å"Something must be done for – or with – your army, Aerin.† â€Å"I know,† Aerin said, embarrassed. â€Å"Teka’s been feeding them only bread and milk these last two days, since she says she refuses to have the rooms smelling like a butcher’s shop, and fortunately there’s that back stair nobody uses – the way I used to sneak off and see Talat. But I never knew why they came to me in the first place, and so I don’t know how long they plan to stay, or – or how to get rid of them.† She gulped, and found herself staring into two steady yellow eyes; the folstza king’s tail twitched. â€Å"Nor, indeed, do I wish to be rid of them, although I know they aren’t particularly welcome here. I would be lonesome without them.† She remembered how they had huddled around her the night after she had left Luthe, and stopped speaking abruptly; the yellow eyes blinked slowly, and Tor became very busy refilling their goblets. She picked hers up and looked into it, and saw not Luthe, but the long years in her father’s house of not being particularly welcome; and she thought that perhaps she would enjoy filling the castle with not particularly welcome visitors that were too many and too alarming to be ignored. â€Å"They shall stay here just as long as they wish,† Tor said. â€Å"Damar owes you any price you feel like asking, and,† he said dryly, â€Å"I don’t think it will hurt anyone to find you and your army just a little fear-inspiring.† Aerin grinned. He told then of what had come to them during her absence; much of it she knew or guessed already. Nyrlol had rebelled for once and for all soon after she had ridden into Luthe’s mountains; and immediately the local sols and villages near him had either gone over to him or been razed. The division of his army Arlbeth had left to help Nyrlol patrol the Border had been caught in a Northern trap; less than half of their number survived to rejoin their king. Arlbeth had ridden out there in haste, leaving Tor in the City to prepare for what they now knew was to come; and it had come. It had come already, for when Arlbeth met Nyrlol in battle, the man’s face had been stiff with fear, but with the fear of what rode behind him, not what he faced; and when Arlbeth killed him, the fear, in his last moments of life, slid away, and a look of exhausted peace closed his eyes forever. â€Å"Arlbeth wasn’t surprised, though,† Tor said. â€Å"We had known we were fighting a lost war since Maur first awoke.† â€Å"I didn’t know,† said Aerin. â€Å"Arlbeth saw no reason that you should,† said Tor. â€Å"We – we both knew you were dying.† He swallowed, and tapped his fingers on the tabletop. â€Å"I thought you would not likely live to see us fail, so why further shadow what time remained to you? â€Å"When you left I felt hope for the first time. That note you left me – it wasn’t the words, it was just the feeling of the scrap of paper in my hands. I took it out often, just to touch it, and always I felt that hope again.† He smiled faintly. â€Å"I infected both Arlbeth and Teka with hope.† He paused, sighed, and went on. â€Å"I even chewed a leaf of surka, and asked to dream of you; and I saw you by the shore of a great silver lake, with a tall blond man beside you, and you were smiling out across the water, and you looked well and strong.† He looked up at her. â€Å"Any price is worth paying to have you here again, and cured of that which would have killed you long since. Any price †¦. Neither Arlbeth nor Teka was sure, as I was. I knew you would come back.† â€Å"I hope at least the Crown was a surprise,† said Aerin. Tor laughed. â€Å"The Crown was a surprise.† The lifting of Maur’s evil influence was as important a relief to the beleaguered City as the unexpected final victory in the war; but there was still much healing to be done, and little time for merrymaking. Arlbeth was buried with quiet state. Tor and Aerin stood together at the funeral, as they had been almost always together since Aerin had ridden across the battlefield to give Tor the Crown; as the two of them had never publicly been together before. But the people, now, seemed to accept it, and they simply gave Aerin the same quiet undemonstrative respect that the first sola had received since the battle; it was as if they did not even differentiate between the two. Everyone still felt more than a little grey, and perhaps in the aftermath of the Northerners a witch woman’s daughter whom they had, after all, grown used to seeing for over twenty years past seemed a small thing to worry about; and she was, after all, their Arlbeth’s daughter too, and Arlbeth they sincerely mourned, and they read in her face that she mourned too. She stood at Tor’s side while Arlbeth’s final bonfire burned up wildly as the incense and spices were thrown on it, and the tears streamed down her face; and her tears did more good for her in her people’s eyes than the Crown did, for few of them really understood about the Crown. But she wept not only for Arlbeth, but for Tor and for herself, and for their fatal ignorance; the wound that had killed the king had not been so serious a one, had he had any strength left. Maur’s weight on the king of the country it oppressed had been the heaviest, and the king had been old. When Tor was proclaimed king in the long Damarian ceremony of sovereignty officially bestowed, it was the first time in many generations that a Damarian king wore a crown, the Hero’s Crown, for it had been tradition that the kings went bare-headed in memory of that Crown that was the heart of Damar’s strength and unity, and had been lost. After the ceremony the Crown was placed carefully back in the treasure hall. When Aerin and Tor had gone to look for it three days after they hurled Maur’s skull out of the City, they had found it lying on the low vast pedestal where the head had lain. They had looked at it, and at each other, and had left it there. It was a small, flat, dull-grey object, and there was no reason to leave it on a low platform, little more than knee high, and wide enough for several horses to stand on; but they did. And when the treasure keeper, a courtier with a very high opinion of his own artistic integrity, tried to open the subject of a more suitable keeping-place, Aerin protested before the words were all out of his mouth, although they had been directed at Tor. Tor simply forbade that the Crown be moved, and that was the end of it; and the treasure keeper, offended, bowed low to each of them in turn, and left. He might not have wished to be quite so polite to the witchwoman’s daughter, for the courtiers were inclined to take a more stringent view of such things than the rest of Damar. But any lack of courtesy that survived the highborn Damarians’ knowledge that Aerin-sol had fought fiercely in the last battle against the Northerners (although of course since she’d shown up only on the last day she’d had more energy left to spend), and the inalterable fact that their new king was planning to marry her, tended to back down in the face of the baleful glare of her four-legged henchmen. Not that they ever did anything but glare. But the treasure keeper’s visit had been watched with interest by nine quite large hairy beasts disposed about Aerin’s feet and various corners of the audience chamber. How to cite The Hero And The Crown Part Two Chapter 24, Essay examples

Manchester City Essay Sample free essay sample

There were a overplus of issues being raised by the growing of Manchester such as. Populating conditions for the population. and Poverty amongst the people that lived in Manchester ; the reactions to those issues normally consisted of there being a lessening in poorness and the conditions of life. One of the issues that was raised by the growing of Manchester was populating conditions. as supported by Robert Southey who states that Manchester is the 2nd in the land in size and population. and has edifices the size of convents that were blackened by the fume coming from the mills. in add-on Southey says how the streets are narrow because of the edifices are packed together which creates a feeling of desperation. every clip the people of Manchester hear the bell pealing alternatively of their supplications the air is filled with calls of wretches from their work. Southey is qualified to do this statement because he is a poet so it is just to state that he has neer worked in a mill before doing his sentiment non biased at all. We will write a custom essay sample on Manchester City Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Southey may besides be considered an educated adult male since he was able to compose a book about the things in which he has seen. To demo a similar relationship Alexis de Tocqueville states how in Manchester you don’t see happy ease traveling out for a walk in the streets or even traveling out to walk in the county side. yet you see the single powers of adult male being taken off to where he is drab and coarse person. where a civilised adult male is turned back into a barbarian. yet able to bring forth things that fertilize the universe. This is besides seen by Flora Tristan who states that most of the workers of Manchester deficiency vesture. bed. and wholesome nutrient. and work signifier 12 to fourteen hours each twenty-four hours in a low ceilinged room where they breathe air tainted with the really merchandises they create. She continues indicating out how sallow and emaciated their thin frail organic structures are. To demo a similar relationship papers 11 shows a engraving of Manchester. this scratching points out the intimacy of the edifices. and the toxins being spat into the air which would subsequently be breathed in by the population of Manchester. the engraving shows the convent like edifices black and full of desperation. This was a large issue raised by the growing of population in Manchester. Another issue raised by the growing of the population of Manchester was the addition in poorness. as supported by French republics Anne Kemble who states crowds would shout â€Å"No Corn Laws† since the po pulation of Manchester was largely the lowest order of craftsmans and mechanics who merely could non afford to pay the revenue enhancement. This is furthered by Edwin Chadwick who states how the people in Manchester are hapless and life in places filled to the lip with people. he continued to state that these people populating in poorness were exposed to atmospheric adversities produced by break uping carnal corpses and vegetable substances decomposing in their ain juices. Tristan is qualified to do these statements. because he is a public wellness reformists so we can presume that he has seen instances such as the one in Manchester. he is besides qualified because he has written a study on the conditions of the tuging population of Britain which would connote that he has been to other tuging populations and has been amongst people who are populating the same manner as the people in Manchester. A reaction to the issues of the addition in population of Manchester was that there was a lessening in poorness and life conditions. this is supported by Thomas Macauley who states how the people live longer because they are bette r fed. better taken attention of. and better clothed because of the addition in national wealth which the fabrication system has created. he continues to state that the life of a provincial will neer be in good province of being in the contrast to what Southey says. This is furthered by Wheelan and Co. wh0 provinces that Manchester has more attractive characteristics than any portion of England. because it is the workshop of the universe. Wheelan continues by stating that Manchester has non been affected for the worse by the fruits of its industry yet it has been affected for the better. Wheelan and Co. is qualified to do these statements because they are giving advice to a concern directory significance they know a batch about concern in order to direct a concern. Wheelan and Co. is besides qualified since we can presume that they have worked with concerns before on the royal chartering of a metropolis. To demo a similar relationship William Abram states that with the passing of the Hours of Labor in Factories Act that helped to reform the hours of labour to ten hours per twenty-four hours. Abram continues by saying that illness and mortality have been reduced because of the passing of the act. This is one reaction in response to the addition i n population of Manchester. The issues raised by the growing of Manchester were Populating conditions and the rise in poorness. and these were lessened by the passing of the reform measure and the granting of a royal charter by the sovereign of the clip.

Neem Oil Essay Example

Neem Oil Essay NEEM (Azadirachta indica) OIL USED IN AN OIL BURNER AS INCENSE MOSQUITO REPELLENT LEADER: OCAMPO, YSABELLA ASST. LEADER: BALASOTO, JANUS MEMBERS: ALLASAS, PATRICIA CASTANARES, JASON MIRANDA, CHRISTIAN NEEM (Azadirachta indica) OIL USED IN AN OIL BURNER AS INCENSE MOSQUITO REPELLENT INTRODUCTION Mosquitoes are well-known pests to the entire human race. Later in the 90s, they discovered that these arthropods are also carriers responsible for transmission of devastating diseases to mankind. They transmit diseases by feeding on blood from vertebrates, including us humans. As years gone by, many studied: the relationship between the mosquitoes and the diseases they carry; the possible ways of eliminating or preventing the spread by these diseases in areas observed to have a large number of victims. Mosquitoes thrive in moist and relatively warm environments just like what Tropical Countries are. Tropical Countries are home to most number of species of mosquitoes. Our country, the Philippines, is among the Tropical Countries. Culex, Aedes, and Anopheles are among the most common species of mosquitoes and they carry a vicious disease namely Dengue, Malaria and Yellow Fever which can kill a human. We will write a custom essay sample on Neem Oil specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Neem Oil specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Neem Oil specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These diseases are common yet deadly diseases to us and the number of victims are still drastically increasing. This leaves some authorities arguing whether mosquitoes are the most dangerous animals to mankind. The average life span of the female mosquito is three to 100 days; the male mosquito will survive 10 to 20 days, but we are not waiting that long for the mosquitoes to die for us to be safe. Neem oil is a natural substance extracted from the seeds of the neem tree (Azadirachta indica), an evergreen native to India. Long used in certain systems of traditional medicine (such as  ayurveda), neem oil is thought to offer a number of benefits when applied to the skin and/or hair. Neem oil contains several fatty acids thought to be beneficial to the skin, such as oleic acid and linoleic acid. Some proponents also suggest that neem oil can act as a  natural insect repellent. Known as azadirachtins, certain compounds found in neem oil are thought to possess insecticidal properties. (Wong, 2012) In 1994 the the Malaria Research  Center  of Delhi, India tested whether kerosene lamps with 1% Neem oil can protect people from mosquito bites. For that test they burned the lamps in living rooms, and from 6 pm to 6 am caught the mosquitoes sitting on the walls and those attracted to human bait (i. e. volunteers). Neem oil clearly reduced the number of bites on the volunteers and also the number of mosquitoes caught. The protection was greater against anopheles species (the ones that transmit malaria) than against culex. A 1995 study at a field station at the Malaria Research Centre in Ranipur, Hardwar, India tested a mix of 2% neem oil mixed in coconut oil. They showed that applying that mixture to the skin provided significant protection from various mosquitoes. It worked best against anophelines, offering 96-100% protection. The malaria transmitting anopheles mosquitoes fall into this group. The numbers for other species were 85% for aedes (carries dengue fever), 61-94% for Culex spp. (can carry West Nile virus) and 35% for Armigeres. In 1996 the Malaria Research  Center  of Delhi, India did another field trial with kerosene lamps in an Indian village. Kerosene lamps with 1% Neem oil were kept burning from dusk to dawn in living rooms. They found that the lamps kept the mosquitoes out of the living rooms and that the malaria incidents of the population dropped dramatically (from about ten cases per thousand people to only one per thousand). Once the lamps were removed, the mosquitoes returned and so did the malaria. As for the safety of this method another 1996 study by the Malaria Research Centre in Delhi, India tested the effects of kerosene lamps with 1% neem oil. Clinical examination of 156 adults and 110 children did not reveal any major adverse effects after one year of exposure to 1% neem oil. This shows that depending upon  what species of mosquito you are dealing with, effectiveness of use varies. For malaria protection Neem oil is fantastic. If you combine the 96-100% protection rate of the home made mosquito repellent with burning Neem oil when sitting outside and wearing sensible clothing you are well protected indeed. A. Statement of the Problem. The number of victims of Malaria, Yellow Fever, and specially Dengue is drastically increasing as PIA or Philippine Information Agency has confirmed. B. Objective of the Study. This study aims to know if the neem oil used as incense added with herbs and other aromatic flowers will be an effective mosquito repellent. The main objective of this study is to know if our Neem Oil Incense along with other herbs will be enough to repel the mosquitoes from our skins and prevent them from biting us and for how long will it be able to repel the mosquitoes. C. Significance of the Study. This study is significant in solving problems relating the diseases brought by mosquitoes. The incense will repel the mosquitoes that carry diseases from the citizens living in areas with a large mosquito population. We will observe if the number of victims in a specific community will decrease once the incense is implied and used. Since our research is aiming if our Neem Oil Incense will be enough to prevent the mosquitoes from biting us, this shall help our community lessen victims of the notorious mosquitoes. METHODOLOGY A. The primary materials needed for this experiment are oil burner and neem oil. Sampaguita and lemon grass will be added to the neem oil to ensure an aromatic scent. The sampaguita and lemon grass does not necessarily affect the properties of neem in repelling the mosquitoes. B. Neem oil  is a  vegetable oil  pressed from the fruits and seeds of the neem (Azadirachta indica), an  evergreen  tree which is  endemic  to the  Indian subcontinent  and has been introduced to many other areas in the tropics. You can buy neem oil in Research Agencies like the International Rice Research Institute located in UPLB, Phil. The sampaguita’s and lemon grass’s juices will be pressed with 1 ml of water until their juices are extracted. The juices of sampaguita and lemon grass will be added to the mixture. This will improve the scent of the neem mixture. The mixture will be placed in the oil burner. We will light the burners for 6-10 hours. There will be 3 cages each having two hours of difference. Cage A’s burner will be lit for 6 hours. Cage B’s burner will be lit for 8 hours. Lastly, Cage C’s burner will be lit for 10 hours. We will observe if the number of hours the burner will be lit has a great effect in the â€Å"repellance† of the neem oil. Since we are aiming on how to repel mosquitoes, we should know first how to attract them in order to know how effective our research will be. We will lure mosquitoes by putting on sweet-smelling lotions or creams. Invest in floral-smelling perfumes. To mosquitoes, these products are sweet-smelling like blood. These fragrances cause the mosquitoes to associate their floral scent for a possible blood supply. And then, as said earlier, we will test each cage with different number of hours. REFERENCES: Ways on how to attract a mosquito. Retrieved from: (http://www. ehow. com/how_8264153_attract-mosquito. html) Reviews of Related Literature. Retrieved from: (http://www. terawet. com/Mosquito_Control_by_Neem. html) Diagram of Comparison. Retrieved from: (http://www. doh. gov. ph/sites/default/files/2012Den28WMR. pdf) Information about Aedes. Retrieved from: (http://en. wikipedia. org/wiki/Aedes) Information about Anopheles. Retrieved from: (http://en. wikipedia. org/wiki/Anopheles) Information about Culex. Retrieved from: (http://en. wikipedia. org/wiki/Culex)

Black like me chapters essays

Black like me chapters essays John Howard Griffin (JHG) is a specialist for the hard life of Negroes in the south of the USA in the 1950s. His idea is to change the color of his skin for being able to experience the discrimination on his own. He visits George Levitan, one of his old friends and owner of the magazine SEPIA. After discussing the idea, Levitan pays for all the expenses for changing JHGs skin color and his trip through the south of the USA. He flies to Louisiana to meet doctors which can finally help him to find the fitting medicine to change the color of his skin from white to black. The therapy for changing his skin color has started, he takes special pills and as to sit under a sun lamp. The doctors tests were all positive and there will be no problems for JHG to change from white to black and back to white. The doctor likes the project. Unfortunately the treatment does not work as rapidly as expected. After everything is said between JHG and the doctor, the doctor sends him with the words Now you go into obliviton away. Now JHG is on his own in New Orleans and stays in different hotels where he continues his treatment. During he finished it, he only steps out at night. Then he can finally start his observations which succeed immediately: Everybody thinks that he is a Negro, he makes his first experiences with the segregation, like bathrooms only for white men. He meets many other Negroes and talks to them about the discrimination. JHG goes from his hotel to the ghetto, were he tries how it is to get along with the people living there. On his way he finds out that he must NEVER take a look at white women. In the ghetto he meets Sterling, who becomes his friend. His work is to shine shoes of white men. JHG works together with him and gets to know how the white people are behaving when their shoes are being shone by a boy: For them, the Negro is nothing but a thing. For lunch the eat together with Joe, an...

Commercial Law and Transactions Essay Example | Topics and Well Written Essays - 1250 words

Commercial Law and Transactions - Essay Example 30). This rule states that if a bona fide purchaser unknowingly purchases and subsequently sells stolen goods, he will be held liable in common law for the whole market price of those goods as at the date of transaction (Atiyah, 2005, p. 28). Common law states that the proper owner of the goods retains the legal title; as such, the nemo dat rule applies to the successive bona fide purchasers, implying that the actual owner can successfully bring an action against the fifth bona fide purchaser in trover as decided in Beverly Acceptances Ltd. v. Oakley, (1982) RTR 417.1 Goode (2004, p. 16) notes that even though this rule was put in place to protect the true owners of personal property and to allow them to assert their superior title over anyone else over the property, the rule propagates to a greater extent injustice to bona fide purchasers. Besides, it propagates injustice to third parties who are innocent making them lose their claim the moment the true owner appears to assert his t itle (Sealy, Hooley, and Hooley, 2008, p. 23). Therefore, in order to prevent injustice on the bona fide purchaser and third parties, there are a number of exceptions to nemo dat rule which have been put in place in English law as noted in Lowther v. Harris, (1927) 1 K.B 393.2 It is worth noting that these exceptions only provide a certain degree of protection to the bona fide purchaser and innocent third parties as well as well as the true or original owner (Goode, p. 2009, p. 45). In the English Law, this principle is clarified under the Sale of Goods Act. The Sale of Goods Act 1994 specifies that the seller has to fulfil certain responsibilities before goods are sold legally. Rose (2001, p. 14) says that one of the most important clause of this rule is the ‘retention of title’ that allows the seller to retain the title of goods until the goods have been fully paid for. This clause forms a crucial part of any standard conditions and standard of sale. In Coventry Shepa rd & Co. v Great Eastern Railway Co., (1883) 11 QBD 776 it was decided that the original owner or the person authorised to sell the goods by its owner has the right to sell the goods and the buyer is enabled to enjoy possession of those goods free from any interference from any other party.3 As has been noted, there are several statutory exceptions to the nemo dat rule and they include the following: The first exception is estoppel, which implies that the buyer will acquire the title of the goods if the owner of the goods asserts right to sell. Bridge (1997, p. 18) explains that estoppels may be raised through the following ways; conduct, words, and negligence. Estoppel by conduct is whereby the owner’s conduct indicates that he has the right to sell the goods as decided in Henderson & Co v Williams [1895] 1 QB 521.4 Estoppel by words is whereby there is an express authority by the owner that the seller has the right to dispose of the goods (Markesinis and Munday 1998, p. 34) . Estoppel by negligence arises when the owner carelessly allows his goods to come into possession of a different person and that rogue goes ahead and sells it to innocent third

2-1-5 Essay Example | Topics and Well Written Essays - 750 words

2-1-5 - Essay Example led â€Å"structural adjustment problems that were exacerbated due to the lack of proper procedures by which the banks could carry out business in their respective areas of operation. Hence, the Lithuanian banking system can be characterized to be in a flux or in movement from a state owned one to a modern banking system. B) The Lithuanian banking system has been included in the common European currency area because of some of the factors discussed above. It has been included in the common European area due to the fact that its banking system has made the transition to the practices of the Euro region. On the other hand, the banking system in Lithuania has started to emerge from its socialist shadow and hence can be said to have matured enough to warrant inclusion into the common Euro area. Though the common Euro area is mainly a monetary union, the fact that the Lithuanian economy is developing a fast rate has resulted in its non-inclusion in the common Euro area. The other reasons or the cost benefit analysis that has been carried out has been in favor of the union with the Euro area because of the perceived gain to the Euro currency because of the relative robustness of the Lithuanian economy. C) The European central bank had a role to play in the transformation of the Lithuanian banking system from a pre-modern one to a modern one. The ECB has extended all possible help to the Lithuanian banking system to make this transition possible. However, the fact that Lithuania is a part of the Euro area has led to a relatively major role for the ECB and the way in which the ECB has been guiding the transition makes it a stronger player than the central bank of Lithuania in the transition process. The ECB has mandated several requirements to the central bank of Lithuania as part of the process for acceptance and it is to the credit of the Lithuanian baking authorities that many of these requirements have been met. D) The major export and import industries of

PESTLE of the body shop in the Uk Assignment Example | Topics and Well Written Essays - 250 words

PESTLE of the body shop in the Uk - Assignment Example However, the management of Best Body shop can take advantage of UK’s political structure of parliamentary democracy to invest in less stable countries like the Middle East and Russia. The system relatively provides cushion against possible political risks. Best Body shop predominantly use premium based differentiated approach to marketing instead of assuming the market leader position. Therefore, Saleem (2006) points out that such enterprise are vulnerable to the economic variations in the UK. Besides, the aftermath of global economic crisis of 2007 presented major challenges to the UK market and especially, businesses like Best Body Shop that entirely depends revenue generated from UK economy. However, opportunities for success still exist through a structured stakeholder collaboration. Wetherly & Otter (2014) explain that the complex interplay of social and cultural factors of the UK market either declines or improves cosmetic and beauty industries. Hence, Best Body Shop should aim to identify a set of practices that appeal to all the cultures. Representation of an essentially inclusive social and cultural economy is a success strategy. Essential improvements like internet services offer the business unique opportunities like online transactions, issuance of invoices and assessment of customer feedbacks. Thus, Best Body Shop and similar industries have received an exponential sales and rapid online shopping for the beauty products in store. Hence, technological advancements open avenues for business expansion. Nonetheless, technology is a risk factor if mismanaged. Best Body shop must comply with legal standards stipulated by European Union and UK laws. Specifically, Kew & Stredwick (2008) highlights that the UK laws stipulate that the shop must conform to requirements for minimum wage payments, legislation for fair marketing, hiring, compensation, and equal treatment of all employees. The national product

The Economics Of International Business Economics Essay

The Economics Of International Business Economics Essay Myanmar was formerly known as Burma located in Southeast Asia Country. The country has been under military rule for 49 years since 1962 to 2011. It situated between India, Thailand, and China. Even though country located its strategic location, but Myanmar still is the poorest countries in Asia because with almost a third of its population estimated to be living in poverty (U.S State Department, 2012). In 1989, the authorities Burmese officially changed the country name from Burma to Myanmar. But in 2010, the Myanmar country became the Republic of the Union of Myanmar. After Myanmar independence from Britain, the country became one of a member in many international organizations such as the United Nations (UN), the Association of Southeast Asian Nations (ASEAN) and the World Trade Organization (WTO) (U.S State Department, 2012). As a leading multinational nutrition Nestlà © Company, before starting business in Myanmar, there are five elements should understanding their: a) Political Economy b) Economy Systems c) Legal System d) Culture e) Religion Political Economy Myanmar is a sovereign country and also is a specialist country which had different political compared to other country. Myanmar is a religious country because majority is Buddhism. However, the political system of Myanmar is different from other country. The political system of Myanmar can be dividing into three stages in the timeline from independence to the current. According to the timeline provided by BBC News Asia-Pacific (2012), Myanmar was independence at 1948 from Britain. During that time, the political of Myanmar is more toward to the democratic. Normally, they had general election on their country and the party who was wined in the general election will automatically practice the government and the leader will become the prime minister of the country. However, the practice of democratic political system did not last for a long time. According the timeline provided by BBC News Asia-Pacific (2012), the democratic political system only practice until 1962. During year 1962, Myanmar starts turn their political system from democratic to the military or totalitarianism. The first person who practices the military political system is Gen Ne Win and he abolishes the federal system and form the socialist or totalitarianism country. He had officially launched The Burmese Way to Socialism in 1962, which is meant the nationalizing the economy, that is, resources owned by government and only government have the power to govern the country in Myanmar. The socialism of the Myanmar had been continues for more than 48 years. During the socialism, Myanmar had become a sovereign and military country. The economy of the Myanmar is worst and only had limited range for economy to grow. The main reason of Myanmars economy became worst is Myanmar switched the political system from socialism to the right-wing totalitarianism. After the military take over the country, Myanmar is started slow down their economy even turn the economy back to last economy section with the slow grow. Myanmar decrease their trade with others country and started limit the economy activities in the country. Besides that, the governments also try to take over the economy activities and control all the trade so that there is limited freedom for their citizen or business. In addition, according to the report from Asia Report N °231(2012), Myanmar is related to the country that has similar political system and economy system, such as China, Thailand, and Vietnam. Myan mar is strongly related to those countries because they believed that work together with the countries that have similar political system and economic system will obtain more benefits. For this reason, the businessman from these three countries is very easy to start their business in Myanmar and will force less trouble during the business activity. However, not all of the business activity can be done in their country. The main reason is not because of the military or totalitarianism political system but is the religion. This is because the citizens in Myanmar, either army or politician are very respect to the Buddhism. Therefore, there are some business activity which is opposite the Buddhisms rule is not allowed to run in Myanmar. Furthermore, due to the strong religion faith, Myanmar trading with the others country decreased and more toward to self-economy system which is only produce enough goods for self country. Although Myanmar is rich in natural resources, but they did not u se their natural resources for international trade in order to boost-up their economy. During these few years, Myanmar is started changing their political system because they believed the military or totalitarianism does not provide benefits and human right for them. Besides that, the military political policy also make Myanmar became the poorest country in the world and unable to keep up with the development of its neighborhoods country like Thailand and Vietnam that is now developing faster and becoming very rich. In order to develop the country from poor to rich, Myanmar started regulates the democratic policy on year 2010 (BBC News Asia-Pacific, 2012). Myanmar try to convert their government from military to the civilian government because they believed the citizen play an important roles in the help of develop their country. After the democratic policy is regulated, Myanmar quickly organizes a general election in the country. According to the BBC News Asia-Pacific (2012), the Union and Development Party (USDP) won the election and the junta had said the election i s the process of transition from military rule to a civilian democracy. After the election, Aung San Suu Kyi who is taking part for forming the democracy government is been released from house arrest after a long time arrested by military government. The released of Aung San Suu Kyi can be determined as Myanmar start moved toward to human right country and can protect businessman when they are do their business activity in the country and had more chances for international trade done at Myanmar. The democracy political system is giving many benefits to Myanmar. The first of the benefits is the chair of ASEAN in 2014. According to Nehru and Endowment (2012), ASEAN sent a message to Myanmar, said Myanmar need to focus more on human rights and democracy in order to chair ASEAN in 2014. If Myanmar successful becomes a chair ASEAN, there will have many benefits for them. The first benefit is they can do their trade with others ASEAN country easily and organizing activities events at Myanmar and more people will know more about Myanmar. The second benefit is ASEAN is a free agent for advertisement because after joining the ASEAN, Myanmar wills easily attract the potential investor to invest their business to its country. Although Myanmar open more chances for other country for doing business in their country, there are still not enough to prove that Myanmar is a good place for doing the business. This is because Myanmar still had the limited on doing business in their country and the policy for protect the investment and business is still very weak and some is not really useful. Myanmar still does not had a good policy for the business section and some rules for the business is very tight and make the business less potential for development. Besides that, not all area of Myanmar is acceptable to the current government and immigrants citizen, some of the area still had the fight with the government so the safety of that area is negative. Furthermore, the costs of implementation the factory in Myanmar is very high because need pay more (bribe) Da loong u mean bribe? to the federal government and local government. Besides the costs, the process for getting approved of doing business in Myanmar is taking long time, so this will affect the profit and effectiveness of the company. According to the Asia Report N °231(2012), Myanmars political transition and economic reconstruction is interrelated. Asia Report N °231 (2012) also mentioned that there is hard for imagine a successful political transition unless the government ensure the economic stability and improvement of the development of the country and needed of the citizen. So, Myanmar is a very challenging country if start a business in the country although Myanmar had a rich on natural resources. When Myanmar compared to the United States, both country had different political system at the beginning but similar in these few year. Both of the country is democratic country whereas U.S. is stronger than Myanmar and more stable in the political situation when compare to Myanmar which is new to democratic. In economic system, United States is more effectiveness and better then Myanmar. This is because U.S. government had provided a lot of policy or art for the trade or business activity such as Free Trade Agreement (FTA), Asia Pacific Economic Cooperation (APEC), North American Free Trade Agreement (NAFTA), and others (Feinberg, 2003). For Myanmar, they only have few acts or policy to protect the trade and the business activity, so its risky and costly to invest the factory or business in Myanmar. However, there is a particular thing that the Myanmar had more advantages than United States, thats Myanmars resources rich than U.S, so when implement the factory in Myanmar, the cost f or the material will be cheaper and easily to get compared to United States. Therefore, there are had risk when implement business in Myanmar by the view of political economy. Economy Systems According to McEachern, there will have three key questions when come to economy: 1) what goods and services are to be produced? 2) How are they to be produced? 3) For whom are they to be produced? Economy systems can explain as the way that one country used to answer this three key questions. Every country in the world will under at least one type of economic systems. For this reason, to expand our business to Myanmar we must first know what economy system Myanmar under. The three basis types of economic systems that generally recognize by the economists are market economy, command economy and mixed economy (Hill, 2012). Now, lets discuss them one by one before we look at economy system of Myanmar. Traditional economy system In addition, there was an old economic system known as traditional economy system, society that under this system answers the three key questions according to their ancestors act, customs, rituals, beliefs and rituals. (Mxcastro, 2010) In short, they copy the ways that did by their previous generations. Traditional economy system was used in the past but now still will exist in the countries that are farm-based or rural. For an example, Native people of Brazils rain forest, the crops they planted, way to harvested, and the goods distributed to who were decided by their past generation and remains unchanged (Tucker, 2010). Therefore, this system decreased the rate of disputes among members but its restricted individual initiative, so will unable to produce advanced goods, new technology and then slow down the economic growth. So then, expand our business to the country that under traditional economy system is not recommended because a countrys practice may differ greatly from a countr y. Market Economy Furthermore, market economy is a system that allowed an individual to make decision of economic. In market economies, interaction of the force of supply and demand determines the prices and the prices are used to answers the 3 key questions. That is, what to produce is based on the popular trend and profitable, the producers will produce a product more when the demand for a product exceeds supply because the price of a product will rise and result in higher profit. The question of how to produce is depend on the producers choices, if the price and demand for a product is high, producers may use machine to produce in order to save the labor cost because machine can produce more in lower costs. The question of for whom they produce is based on the need or wants of the buyers and the price the buyers willing to accept. In addition, under pure market economies, intervention of government is absent. A pure market economy is also referred to as pure capitalism because both of the systems a re market answers the three key questions. Moreover, in pure market economy, mean of production is owned by private, buyers and sellers can make decision or choices as well as free trade for their deals. Also, according to Adam Smith, a countrys resources can be use efficiently and have better economic performance under market economy because its provided incentive for each individual to pursue his or her self-interest, known as invisible hand. However, pure economy system has some flaws such as people would suffer if without resources, stronger producers may eliminate the competition to monopolize the markets and people no incentive to produce public goods. Command Economy In command economy system, the three key questions are not answered by market force but government or people with central authority. In more specific, production, distribution, prices and others decision is controlled and regulated by government. In addition, state that under pure command economy owned all the business, there is no private ownership. Also, pure command economy emphasizes on collective goals more than individual goals, so sometime called communism or socialism. Furthermore, pure command economy also has some flaws such as resources do not use efficiently or wasted, absent from cost control, unable to meet the needs or wants of consumer because these resources owned by state, so people have no incentive to do so. Mixed Economy In mixed economy system, both market and government answers the three key questions, so this system involved both capitalism and communism. Government regulated only some of the markets in mixed economy system and resources in this system are owned by private ownership and public ownership. In addition, government normally take over the things is important to nation in this system such as provide national defense, birth cert recording, highway construction. Most of the people in the world will agree or accept these things to control by government. Also, government may take over the private firm that is failing if the private firm considered important to nations economic, for example, firm that have many employees, the government will take over the firm in order to prevent the increase of unemployment rate. Thus, mixed economy system provides the advantages of freedom without the need of government to give up its power. Myanmar Economy Systems Since year 1988, Myanmar has adopted the market-oriented economic (Aung, nd) with little government regulations which has replaced the centrally planned economy command economy. So that, the three key questions is answers by market force and each individual can make the economic decision. After adopted the market economy, the initial step that Myanmar takes is promoting and develops the private sector. Now in Myanmar, private activity has about 75%, mainly in light industry and agriculture and has about 25% of activity controlled by state, mainly in foreign trade, heavy industry and energy (WebWhacker, nd). Since Myanmar has adopted the market economy system which allows individuals to make economic decisions, so expand our business to Myanmar may be considered because as a multinational company, we has a lot of experiences of making economic decisions in many different country. Furthermore, foreign direct investment is allowed after Myanmar adopts the market economy system and the Union of Myanmar foreign investment law allows foreigner to fully owned company at there or can be joint venture with a state-owned enterprise, a private company or any Myanmar people, (DPS, 2006) so that we can easily set up our business at there. Moreover, in order to be line with the market economy, private individuals or enterprises are permitted by Ministry of Commerce to implement import and export business which was monopolized by the state in the past. (Aung, nd) For this reason, we can produce our goods at Myanmar with lower costs and export our goods to others country with higher prices. Also, others reason to expand business to Myanmar such as enough of labor force and low labor costs. Economic Condition Myanmar v United State United State Unit Myanmar Unit GDP (purchasing power parity) 15290.00 Billion USD 83.74 Billion USD GDP real growth rate 1.7 Percent 5.5 Percent GDP per capital (PPP) 49,000 US dollar 1,300 US dollar Labor Force 153.6 Million 32.53 Million Unemployment rate 9 Percent 5.5 Percent Exports 1497.00 Billion USD 8.21 Billion USD Imports 2,236 Billion USD 5.98 Billion USD Population 313.847465 Million 54.58465 Million Inflation rate 1.7 Percent 5.8 Percent Source: http://www.indexmundi.com/g/rank.html http://www.tradingeconomics.com/united-states/indicators Legal System In the past, Myanmar was reported having the worlds worst legal system for doing business. According to The Economics Time (2012), a British risk analysis group, Myanmar was offering the least legal protection for foreign companies. But during the recent reforms of Myanmar, new laws are enacted, and the legal practices are changing rapidly. Technical assistance and training which include investment and finance law reform, foreign exchange controls, and the simplification of trading are giving a hand for Myanmar to improve the legal system. The first legal act for foreigners investing in Myanmar are two types of foreign investment defined: 1) a sole proprietorship wholly owned by a foreign investor supplying 100% foreign capital, and 2) a joint venture in the form of either a partnership or limited company, in which the foreign capital invested must be a minimum of 35% of the total equity capital (Chandler Thong, 2012). Foreigners who interested to invest in Myanmar are required to invest through a local incorporate company which shareholders and directors are controlled by them, not through the use of local nominees. The invested company will be blacklisted if the Foreign Investment Law is not accorded. Besides that, foreigners are forbidden to buy land in Myanmar. The second are the relaxations of international sanctions. Investment in Myanmar was restricted by sanctions implemented by the United States, United Kingdom, European Union, Canada and Australia since year 1997. CITATION? In 2012, the sanctions are relaxed. CITATION? United States has authorizes the new investment in Myanmar, but subjected to certain requirements and limitations; United Kingdom has suspend the restrictions of some key industries and assets freeze on approximately 500 people; CITATION? European Union has lifted all the sanctions except the arms and equipment embargo; Canada has allows import, export, investment and financial transactions to Myanmar; and Australia has remove the travel bans on Myanmar citizens but weapon trading is still prohibited. Furthermore, general laws of doing business in Myanmar. The general business law of Myanmar must be complied by the foreign investors and also domestic investors. First is the Myanmar Companies Act (1914). CITATION? A Myanmar investor who wants to build a business through a limited company may register under this act, but foreign shareholder and foreign director is prohibited. Meanwhile, a foreign investor who wants to build a business in Myanmar through a locally incorporated limited company may register under the Myanmar Companies Act too, but the company must be incorporated under the Special Companies Act (1950) CITATION? and be approved by the Foreign Investment Law. In addition, Special Companies Act (1950) is an act that governs all companies in equity share capital. CITATION? Besides, the labor laws that existing in Myanmar which include: Employment and Training Act (1950), Employment Restriction Act (1959), Employment Statistics Act, (1948), Factories Act (1951), Labour Orga nization Law (2011), Leave and Holidays Act (1951), Minimum Wages Act, (1949), Oilfields Labour and Welfare Act (1951), Payment of Wages Act (1936), Social Security Act, (1954), Shops and Establishments Act (1951), Workmens Compensation Act (1923) and the new enacted law, Labor Dispute Settlement Law (2012) (QuickMBA, 2010). *****Please do citation and change the sequence for those law to avoid plagiarize.**** The laws above deal with all labor related problems like working hours, holidays, annual and sick leaves, wages and overtime, social welfare and more. Citation? Moreover, minimum wages are provided for workers in certain fields like agriculture and more. Comparing to the United States, this has a more stable legal system because Myanmar is more challenging and risky to be invested in but also provides a higher return than United States due to lesser competitions. Furthermore, Myanmar has seen to be a potential investment place with its improving legal system and few advantages like rich natural resources and young labor forces. Lastly, United States could be a safe place to invest, but if as a profit seeker, Myanmar could be a better choice to invest in. Culture Myanmar is a hundred ethnic groups country; each has their own distinctive cultural traditions. Many of the tribal groups have produced the excellent handicrafts, dancing and musical performances. Myanmar culture which is non-tribals has been significantly influenced by the Buddhism. The unique thing about Myanmar culture is that it is free from racial or sex discrimination from childbirth throughout their lifetime. Everyone is allowed to equal rights, opportunity and treatment whether at work or at court. Regarding the Myanmars history, in traditional Western societies, women played a stronger role than man. From early on they could have own property and were independent in economic activities. Myanmar women enjoy the same status with their male counterparts and do not necessarily have to keep their surnames (JourneyMart.com, 2001). For American, their culture is Western culture, which based on British culture with influences from other parts of Europe, the Native American peoples. American Culture is known around the world are the films, shows, and musical performances. Furthermore, the most popular cities in American culture are New York City, Los Angeles, Chicago, Florida, and Las Vegas (Frost, 2004) Food in Myanmar Basically, Burmese food is very appetizing such as blend of Chinese and Indian foods. The basic food of Myanmar is mainly rice and curry. Some of the curries are spicy and often served with salad, vegetable soup and fish paste cooked in various ways. Among the favorite food is mohinga (rice noodles with fish gravy) which is eaten at any time of the day. Another popular dish is ohn-no- khaukswe, which is a chicken curry based on coconut milk served with plain boiled rice or eggs noodles. Therefore, desserts that they commonly eaten include sanwin-ma-kin (Myanmar sweet cakes made of semolina, sugar, egg, butter and coconut), Myanmar-style banana cakes, and kyaukchaw such as sea weed jelly (JourneyMart.com, 2001). In Myanmar towns, Chinese restaurant can be easily found there. They serve Cantonese and Hokkienese style Chinese food. Indian food like kebabs and briyani are also popular among the Myanmar. European food is available only at restaurant in the hotels. Chettyar food is also popular among the Myanmar. For Myanmar country, meal usually incorporate soups and curries are often finished off with fresh fruit such as sugarcane juice. Thus, most restaurants will close by 10pm although some tea and coffee shops will still open. Language Burmese or Myanmar is the main language in Myanmar. However, English is widely spoken. The largest of the population are using this language, indeed there are so many ethnic groups in Myanmar, and it is difficult to amazing that the country has a number of other languages and dialects. Each country has its own dialect, the most common dialect in Myanmar are Kachin, Chin, Karen, and Shan dialects. The Karen is renowned for the custom of women wearing heavy brass coils around their necks, starting from the age of five. In fact, such ornamentation reveals them to be Padung, a sub-ethnic group of the Karen (Defense Language Institute Foreign Language Center, 2008). English also one of the languages that usually used in urban areas. Religion Myanmar is a primarily Buddhist country which the Buddhists stand for 80 percent of the population. Citation? Today, the most common form of Buddhism in Myanmar is Theravada Buddhism. Besides that, excluding Buddhism; there are other religions that have followers in Myanmar such as Christians, Muslims, Hindus and some Animists, but this entire four are minority religions (JourneyMart.com, 2001). Theravada Buddhism is the more traditional of the two major divisions within this religion, such as it believes itself to be closer to the original teachings of the Buddha. According to Woodward Hopfe (2009), for Theravada Buddhism people must achieve enlightenment for themselves without reliance on the gods. Religion plays an important role in a typical Myanmar Buddhists life that his or her routine cannot be separated from Buddhist rituals. There is also a Buddhist lent on Myanmar calendar which lasts for three months in the rainy season, from around July to October, during which fasting i s preserved, marriages and moving home is generally set off. However, in United States, the main religion is Christianity. Naturally, a religion that encompasses so many people contains a great variety of beliefs and practice. Christians share a common belief in the uniqueness of Jesus of Nazareth, that he in some way provided for the redemption of humankind by his death and was himself resurrected from dead (Woodward Hopfe, 2009). In Christianity, Roman Catholic is the largest denomination. When Myanmar compared to the United States, both country had different religion whereas Myanmar is more familiar in Buddhism, but United States their largest religion is Christianity. Conclusion In past decades, Myanmar was known as poorest country in Asia and many investors do not dare to step-in and start their business because they predict their business will not gain any profit, so they instead of choose neighborhood countries like Thailand, Vietnam, and China to expand the business. With the recently released of house arrest Aung San Suu Kyi, the country human right re-born again because Aung San Suu Kyi fight for human rights for the citizen, so this can give more opportunities to all foreign investor to do their business in Myanmar easily. As many investors rather choose neighborhood countries to expand the business, this proves that in Myanmar business environment have very few competitors to compete each others to gain for the purchasing power from the consumer. So, with fewer competitors in market, we can easily dominate the Myanmar market before other foreign investors does. Therefore, Myanmar is an ideal country to expand the business because due to the country rich in natural resources, low costs, and fewer competitors. As the goods produce in Myanmar and export to others country, or even to our home country it will gain profit in the shortest time. By comparing to United States, its require take lots of time to gain profit and cover back all the costs to produce the goods.

Arthur Neville Chamberlains Governmental Timeline :: Government European History Essays

Arthur Neville Chamberlain's Governmental Timeline Arthur Neville Chamberlain was born in Birmingham, England, on March 18, 1869. After being educated at Rugby School he spent seven years managing his father's plantation in the Bahamas. Chamberlain arrived back in England in 1897 where he went into the copper-brass business. He was active in local politics and in 1915 was elected Lord Mayor of Birmingham. In the 1918 General Election Chamberlain was elected as a Conservative in the House of Commons. He rose with speed and ease, and by 1923 Stanley Baldwin appointed him as Postmaster-General. The following year he became the Minister of Health, in which he served for five years. He also achieved the title of Chancellor of the Exchequer in the National Government headed by Ramsay MacDonald from 1931 to 1939. He was an efficient administrator abolishing the Poor Law and reorganizing unemployment assistance. Chamberlain became Prime Minister when Stanley Baldwin resigned in 1937. The following year he travelled to Germany to meet Hitler in an attempt to avoid war between the two countries. The result of Chamberlain's appeasement policy was the signing of the Munich Pact Chamberlain confronted the threat to peace posed by Germany and Italy. Seeking to appease Adolf HITLER and Benito MUSSOLINI, he first negotiated a treaty with Italy accepting the conquest of Ethiopia on condition that Italy withdraw from the Spanish Civil War. Turning to the Czech question, Chamberlain conferred with Hitler and Mussolini. The Munich pact was signed on September 29, 1938, by Chamberlain, along with Germany, Italy, France. The agreement accepted Hitler's territorial claims to predominantly German areas of Czechoslovakia. Though Chamberlain assured Britain that his concession had brought "peace in our time, Hitler soon broke his agreement and marched into Czecho-Slovakia and subsequently made most of the country a German protectorate. In May 1939 Germany and Italy signed a pact pledging to support each other in war. ). To prevent this in a new war Hitler and the Soviet dictator Joseph Stalin signed a ten-year nonaggression pact on Aug. 23, 1939 (see Stalin). On Sept. 1, 1939, Germany invaded Poland. England and France demanded that Germany withdraw its troops; Hitler refused. Resulting in Britain and France declaring war on Germany. Under the pressure of Great Britain, Canada, Australia, New Zealand, the Union of South Africa, and India aligned themselves with Chamberlain. Ireland was the only member of the British Commonwealth to keep out of the war. Arthur Neville Chamberlain's Governmental Timeline :: Government European History Essays Arthur Neville Chamberlain's Governmental Timeline Arthur Neville Chamberlain was born in Birmingham, England, on March 18, 1869. After being educated at Rugby School he spent seven years managing his father's plantation in the Bahamas. Chamberlain arrived back in England in 1897 where he went into the copper-brass business. He was active in local politics and in 1915 was elected Lord Mayor of Birmingham. In the 1918 General Election Chamberlain was elected as a Conservative in the House of Commons. He rose with speed and ease, and by 1923 Stanley Baldwin appointed him as Postmaster-General. The following year he became the Minister of Health, in which he served for five years. He also achieved the title of Chancellor of the Exchequer in the National Government headed by Ramsay MacDonald from 1931 to 1939. He was an efficient administrator abolishing the Poor Law and reorganizing unemployment assistance. Chamberlain became Prime Minister when Stanley Baldwin resigned in 1937. The following year he travelled to Germany to meet Hitler in an attempt to avoid war between the two countries. The result of Chamberlain's appeasement policy was the signing of the Munich Pact Chamberlain confronted the threat to peace posed by Germany and Italy. Seeking to appease Adolf HITLER and Benito MUSSOLINI, he first negotiated a treaty with Italy accepting the conquest of Ethiopia on condition that Italy withdraw from the Spanish Civil War. Turning to the Czech question, Chamberlain conferred with Hitler and Mussolini. The Munich pact was signed on September 29, 1938, by Chamberlain, along with Germany, Italy, France. The agreement accepted Hitler's territorial claims to predominantly German areas of Czechoslovakia. Though Chamberlain assured Britain that his concession had brought "peace in our time, Hitler soon broke his agreement and marched into Czecho-Slovakia and subsequently made most of the country a German protectorate. In May 1939 Germany and Italy signed a pact pledging to support each other in war. ). To prevent this in a new war Hitler and the Soviet dictator Joseph Stalin signed a ten-year nonaggression pact on Aug. 23, 1939 (see Stalin). On Sept. 1, 1939, Germany invaded Poland. England and France demanded that Germany withdraw its troops; Hitler refused. Resulting in Britain and France declaring war on Germany. Under the pressure of Great Britain, Canada, Australia, New Zealand, the Union of South Africa, and India aligned themselves with Chamberlain. Ireland was the only member of the British Commonwealth to keep out of the war.

Can Ethics be tought

The notion that ethics is a process of communication that gives way to new understandings and commitments to our social fife has been utilized herein to explore several questions. Should ethics teaching be via standalone modules or embedded in ethics discussion within curricula? Clearly both have merit yet we argue that authentic ethics discussions should pervade curriculum, be conceptualized and multifaceted. This attention to implementation and the notion of a possible ethics framework to structure student experiences was explored.Key Words : Ethics, Teaching, Curriculum, Instruction Introduction Ethics is often presented in classes by well meaning educators as a moral philosophy hat infuses critically assumed beliefs which are used to search for a good† human life. To most this is a classical understanding, however if we were to suggest ethics could be inherent in the duties humans owe to each other we would be touching upon a modern understanding. Educators and students con fronted with these understandings may frequently face a predicament.The educator may discover or currently know that they cannot teach ethics because of religious (spiritual) and cultural disagreements linked to what should be taught (curriculum). Many students draw upon background pre-understandings and are perplexed when confronted with ethical understandings of both peers and professors (Emerson & Convoy, 2004). To choose to not discuss ethics may be a safer path yet avoidance sends messages that this topic is a private matter and not suitable for discussion.It is not a private matter yet avoiding discussion of ethics at all levels of education may only fuel mystification and/or ignorance. Discussing ethics should not be a private matter it should be within educational programs and rightly so, according to the many business school deans who rank ethics among the top five learning goals for their programs (Martial & Cauldron, 2005). Herein, we could consider ethics as, the general study of goodness and the general study of right action †¦ [which] constitute the main business of ethics.Its principal substantive questions are what ends we ought, as fully rational human beings, to choose and pursue and what moral principles should govern our choices and pursuits. (Audio, 1995, p. 3) This study of right action could be viewed as a system of rules or principles rooted in the legal system however ethics can also be understood as a set of skills (acts) yet this understanding has limitations. Ultimately, we can view ethics as a process of life. Our argument is that we should discuss ethics in educational programs order to develop our understandings and enrich our lives.Our present day society is reeling from ethical wrongdoing (crime) and challenges (bad decisions) reported in the media yet these ethically challenged people behind these scandals share a common experience, school. O Centre for Promoting Ideas, USA www. Subsistent. Com Perhaps, each person attend ed school until the law no longer required them to attend or until the person attending deemed they were ready to leave school. Many complete only secondary school and work their way into executive positions; some go Arthur and deeper in post-secondary stepping directly into professional roles.The path we examine is of importance herein since the following words address and illuminate the teaching of ethics at the post-secondary level within the subject area of business over the past thirty years and we ask: Can ethics be taught? Secondly, if it is to be taught, than how should it be taught? 1. 0 Curriculum: Can ethics be taught? Current research and the researchers behind this research were searching to discover the root causes of well reported ethical problems, dilemmas and challenges in all areas of society (Frank, Bookie, & Garnished, 2010).The investigation of unethical activity may lead back to a common experience point for the people within the scandal and that often is schoo l. Herein we launch into a cursory inspection (due to page limitations) of the construction and delivery of curricula within business at the post-secondary level over the past thirty years. We illuminate the issues and discover if there is or was a linkage between what is, or is not taught, and the causes of unethical behavior which has inspired many researchers to take an even closer look at how texts are written and how professors teach within business courses.Stark (1993) indicated that the unethical behavior is not the result of an absence of business ethics curriculum since, â€Å"over 500 business-ethics courses are currently taught on American campuses; fully 90% of the nation†s business schools now provide some kind of training in the area† (p. 38). Perhaps the problem lies not in the sheer number of ethics courses offered, but possibly the ethics courses are not being taken seriously (Emerson & Convoy, 2004; Stephens & Stephens, 2008).Alternatively, it could be that professors, who hold questionable ethical philosophies, inadvertently rejecting this onto their students or it could be a dearth of real life† application in textbook case studies (Wittier, 2004). The reason for our current predicament is puzzling. There exists an argument as to whether or not ethics should be taught in a post-secondary environment (Ritter, 2006). Dodo (1997) explains that, â€Å"†¦ The primary reason for discussing ethical issues in the business classroom is for the students to develop a process which considers the ethical implications of business decisions† (p. 96). Weber (1990) reviewed four studies and found that three of the four indicated a costive shift in ethical reasoning as a result of ethics education. Boyd (1981) indicated an increase in moral reasoning and Stead & Miller (1988) saw an increase to students† awareness and sensitivity towards social issues following ethics coursework. Burton, Johnston and Wilson (1991) also sh owed an increase of ethical awareness when compared to a control group within their research.Even though published research has indicated that ethics education improves ethical attitude, there are others that have shown a negative relationship (Cohen & Bennie, 2006; Stephens & Stephens, 2008). Crag (1997) argued that ethics cannot be taught and a study conducted by Bishop (1992) further supported this assertion. Bishop (1992) concluded, that â€Å"another interesting criticism of ethics is that as long as we have laws that dictate what is permissible; we do not need courses in ethics† (p. 294). Pavement (1991) found that† †¦ There are serious flaws in the very foundation of the business ethics course – [and] ethical theory itself† (p. 92) because most of what is provided in business ethics texts does not involve ethical dilemmas and many instructors place too much emphasis on ethical situations dealing with policy Pavement, 1991). Crag (1997) and Ritte r (2006) unidentified other groups, such as, the Association to Advance Collegiate Schools of Business (CABS international) who have questioned this dilemma. Ritter (2006) suggested, â€Å"academics concerned about including ethical decommissioning strategies or other content in their classroom are hard pressed to find simple answers in either the theoretical or empirical research† (p. 153).Perhaps this situation arises due to the fact that within Goldberg†s Theoretical Model on Moral Development, â€Å"character development has already occurred by the time an individual reaches college age† (Ritter, 2006, p. 154). McCabe et al. (1994) supported this perspective while researching MBA students utilizing the Research Terminal Values Scale as a means to gauge the ethical predisposition of respondents; similar to what was done in the 1994 study conducted by Skull and Costa. This longitudinal study used the same sample of respondents over a two year period, yielding n o significant changes in their ethical attitude.Areola and Lurch (1983) also conducted a similar study where respondents were contacted years after administration of the original study, indicating a deterioration of ethical attitude. 45 1. 1 Morals and Ethics. Churchill (1992) believed that there was a misconception behind whether or not ethics can be trained because many who attempted to answer this question often confused the terms â€Å"ethics† and â€Å"morals† suggesting they shared a similar meaning. He defined morals as the behaviors of a human and ethics as a â€Å"†¦ Systematic rational reflection upon that behavior† (p. 297).Crag (1997) noted a similar distinction between moral standards and ethics when he stated: I do not want to teach moral standards; I want to teach a method of moral reasoning wrought complex ethical issues so that the students can apply the moral standards they have in his view, the primary function is to teach ethical systems of analysis, not moral standards of behavior. (p. 19) Being able to teach ethics within a program requires instructors to be able to grasp the process of moral reasoning to a point where this can be taught as a necessary route to arrive at ethically sound outcomes.Instructors therefore need to have an understanding of the moral relationship with ethics, something that may take a great deal of experience with the unique curricula o fully grasp. Gunderson, Capitol and Raja (2008) supported the development and implementation of ethics curriculum suggesting â€Å"individuals should become more ethical as they increase their educational accomplishments because of increasing exposure in both receiving and administering ethics curricula† (p. 315). Hence, the ethics course advances along with the instructor†s understanding of the ethics curricula and related instructional theory. . 2 Teaching ethics: Goal establishment. Regardless of the method of instruction utilized to deliv er business ethics; strategic Laos and objectives must be first identified within the curricula. Weber (1990) believed that ethics instruction must achieve some goal or set of goals before integrating it into the curricula. For instance, Belton and Sims (2005) highlighted several goals when teaching business ethics at the undergraduate level, stating, 1 . Assist student in the formation of their personal values and moral ideas, 2. Introduce them to the broad range of moral problems facing their society and world, 3.Provide them contact with important ethical theories and moral traditions and 4. Give them he opportunity to wrestle with problems of applied business ethics, whether personal or professional. (p. 388) Bishop (1992) also reported a set of ethical curriculum objectives created by The College of Business. Similar to the objectives outlined by the Belton and Sims (2005) study, The College of Business wanted to help guide and plan the implementation of ethics curriculum. Belt on and Sims (2005) suggested that it is also vitally important to know the backgrounds of each of the students.Some cohorts of students might have a mixture of backgrounds, while in another cohort students might be composed of tauter students coming directly from industry for retraining. In order to achieve goals or objectives, approaches to curriculum might be based on the backgrounds of the students in the classroom. Belton and Sims (2005) explain: Students, especially those with little exposure to the larger world, often bring to the classroom values that they have adopted from their parents, church affiliations, peer groups, or similar persons or forces of influence.The students in their thinking and actions simply reflect the values of their reference groups without having examined or evaluated them. P. 389) Business ethics education is about helping the student bring to consciousness their own set of values, but also, recognize how their values may conflict with the values of the business world (Belton and Sims, 2005). Ritter (2006) agreed and concluded that ethics education must be relevant to the student in order for it to transfer once they have graduated and are out working. 1. Coursework: The stand-alone ethics course. Offering business ethics as a stand-alone course or integrating it across the curriculum has sparked much debate. Henderson (1988) believed that by offering rouses solely devoted to business ethics † .. Sends a powerful message: A top priority at this school is for all students to know and follow the generally accepted rules of business† (p. 53). Weber (1990) identified, in a national survey of graduate and undergraduate students, that fifty three percent of students prefer to have a separate course in ethics.More recently, the CABS†s Ethics Education Task Force (2004) put forward this position: Business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate res ponsibility and corporate governance; revive them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business (p. 9).What is certain is that ethical dilemmas occur, and within a context that is not always reproducible in coursework. Understanding and applying rules is but one half of the equation within an ethical dilemma because â€Å"the typical approach to ethical dilemmas is a two-step process: we locate a rule, and then we assume or Judge that it applies to our situation† (Labeled, 1985, p. 5). It is the ability to Judge or evaluate, which is a higher order thinking skill, which challenges us to do the right thing† within a situation. 1. 4 Embedding ethics curriculum.Researchers such as Ritter (2006); Ukuleles (1988) and Dodo (1997) argue that stand- alone courses are disconnected from real-world appli cation and that ethics must be integrated throughout the curriculum. Wynn and Meager (1989) conducted a study only to discover no significant changes in ethical decision making took place as a result of taking a course in ethics. Saul (1981) suggested that in order for business ethics to succeed, ethical considerations must be woven into every aspect of the â€Å"decision making repertoire as economic ones† (p. 273).Belton and Sims (2005) further supports this by stating â€Å"ethics is embedded in all business decision-making. A given decision may be described as marketing, production, or financial decision, but ethical dimensions are intertwined in the decision† (p. 381). Even if ethical decision making is integrated into business curriculum, Sims (2002) argued that the success of this approach would materialize only if the entire faculty and administration were in agreement. Alternatively, Stephens and Stephens, (2008) concluded: Ethics courses may be resulting in b etter ethical decision making.Perhaps alerting students to ethical violations is making them more aware of their decisions in the workplace. The results indicate that requiring an ethics course does make an immediate (albeit perhaps short term) difference in ethical decision making or in assessing potential ethical/unethical behavior. (p. 54) The variety of opinion is easy to find within the last few years hence the problematic nature of our question Should we (can we) teach ethics in classes?If yes, then how must it be done to achieve desired outcomes? 1. 5 Effective implementation. Ritter makes mention in her 2006 study that â€Å"†¦ Most theorists suggest that given the proper implementation, an ethics curriculum can be designed for effective learning† (p. 154). A study conducted by David, Anderson and Lawrence (1990) reported that only 24% of the respondents indicated that ethical issues were emphasized throughout their program.Surprisingly this study concluded, Full y 92% of respondents indicated they never attended a business ethics seminar in college; 80% never had a course in business ethics; 92% never wrote a business ethics term paper; 75% never heard a faculty lecture on ethics; and 56% never participated in a case study with ethics issues. (p. 29) The results of this study can be linked to a current study that concluded â€Å"professors are ill prepared or uncertain about how best to teach accounting ethics† (Frank, Bookie & Garnished, 2010).Alternatively, perhaps, it is not that ethics cannot be taught, but rather, how ethics education is delivered which might be the reason for poor ethical attitude amongst students and recent graduates. Ritter (2006) identified a multitude of perspectives throughout the iterate, and determined three common questions surfaced frequently which asked: â€Å"how [should we] teach ethics in business school, what to teach, and even if [we should] teach it at all† (p. 153). Burton et al. (1991) indicated that students preferred discussing ethical business scenarios instead of a lecture that is philosophical in nature.Researchers Pizzicato and Evil (1996) discovered that only 10% of the students preferred lectures, and yet this approach had been used 68% of the time. Students did, however, express their preference for class discussions when learning about business ethics (Pizzicato & Evil, 1996). More recently, Pettifog, Stay and Opaque (2000) conducted two-day workshops on ethics in psychology and after the workshop, the different teaching approaches used throughout (lectures, questions and answers, group discussions, videotapes, recommended readings, problem-solving, essays and exams) were rated by the participants.Ethical discussions for the workshop were divided into several categories: philosophy and theories of ethics, codes of ethics and guidelines, ethical decision-making, ethical sensitivity, legal issues, disciplinary issues and selfsameness. Preferred teaching ap proaches varied depending on the topic. 7 For example, when discussing philosophy and theories of ethics, respondents preferred lecturing and answering questions, whereas, students preferred discussing vignettes when reviewing codes of ethics, ethical dilemma decision making and sensitivity to ethical issues.When learning about legal aspects of ethics and disciplinary matters, respondents preferred video (visual). Pettifog et al. (2000) identified a unanimous rejection of the traditional approaches to learning: writing essays and studying for exams, but it was noted that essays or exams were not used throughout the workshops. Most intriguing, Pettifog et al. 2000) explained that the most effective teaching approach, not only depends on the student†s learning styles, but also depends on what is being taught (content). Preceding this research, Burton et al. 1991) also supported these findings, indicating a strong preference for in-class discussions of hypothetical scenarios vers us philosophical lectures on ethics. This 1991 study also indicated that gender and teaching method did not produce any results of significance (Burton et al. ). Earlier research conducted by Webber (1990) indicated that 50% percent of participant students felt as though ethics was not tresses enough and 53% felt as though a separate ethics course should be offered. 1. 6 Normative theory: A framework. Bishop (1992) defined a philosophically-oriented approach to ethics as â€Å". Rigorous in terms of theory, logical foundations, and abstract conceptualizations of business ethics problems† (p. 293). Later in the decade Dodo (1997) investigated students at a particular school who were required to complete an undergraduate degree with courses in philosophy and religion. It was these philosophy courses where utilitarian theories, deontological theories, theories of Justice and theories of rights were explored. The ethics content was infused in the curricula and yet the courses lac ked practical application depending predominately on theory.This imperfection within curriculum is commonplace and can be traced back to academic valuing of theory within course content over authentic societal issues, problems and dilemmas. Bringing the daily news and event s into the classroom is a start but threading this authentic content into curricula is a goal however; is this proper way to teach ethics? It may be a popular more with students but professors may not value this approach. Doing what is right and acting within a context calls upon each person†s understanding and perception, it is â€Å"not simply a matter of following rules or calculating consequences.It is a matter of discerning which rule are called into play in a situation † (Labeled, 1985, p. 29). Your values, morals and philosophical orientation among other variables come into play as your very perception filters the events. This fact can change the manner in which we teach a course in ethics as we need to discuss how one can make a distinction from what is important to that which is less so. 1. Issues: Students and Curricula Pavement (1991) contended, â€Å"what may be clear to the trained philosopher is not at all clear to the student.Philosophers have had extensive training in logical analysis and argumentation† (Pavement, 1991, p. 387). In many instances, students who register for an ethics class, are usually at the very introductory stages of learning philosophy and are not able to apply these abstract and sometimes contradicting philosophies to business scenarios (Pavement, 1991; Tuneless,2008). Pavement (1991) goes on to say â€Å"†¦ The texts† lack of specificity of method for applying theory, ND the lack of resolution in dealing with competing theories, is compounded by the professor teaching the course† (p. 387).For instance, even the Normative values framework is quite expansive and based upon several theoretical frameworks, for example: Egoism (hedonistic or otherwise), consequentialness utilitarian and non-, act or rule utilitarianism, moral sense theories, a veritable menagerie of deontological theories of varying stringiness, constitutionalism, natural law theories, etc. , are all in hot contention for the exclusive franchise on the Good and the Right. (Miller, 1991, p. 397) To expect a student entering an ethics course to have a grasp of these theoretical frameworks seems somewhat unfair to the student.It now becomes a challenge to identify a starting point in any ethics course. We need to know from the onset of the course, the level of preparedness of each student. Failing this, the course could literally miss its mark as the content could be too advanced. Historically researchers such as Farman (1990) explained that using a principle- based approach to learning ethics, assumes students are functioning at Goldberg†s autonomous stage, but it was through Farman†s experience she concluded that most de nts have difficulties breaking free from ethical relativism.Interestingly, Pavement (1991) analyzed two hundred syllabi and was able to identify an examination question that created confusion and influenced students to think in a relativistic or subjective way. 48 Pavement (1991) stated, â€Å"this typical question asks the student to analyze and discuss a particular business situation using â€Å"either† utilitarian or deontological theory †¦ The professor thinks that the use of either one is K† (p. 388).Farman (1990) added that poor ethical attitude â€Å"cannot be remedied in the course of a ten-week ethics lass; a reflection of my failure as a teacher; or, more significantly, a measure of the impracticality of teaching ethics in this way? ‘ (p. 32). Dodo (1997) explained that philosophy courses are usually offered in a department separate from the business department. These courses offer very little practical application that usually results in a weak t ransfer of ethical reasoning in a business context (Dodo, 1997).Offering a course from within the business department provides students with an opportunity to consider ethical decision making as it relates to everyday business activities. Business ethics provides a link from what is learnt in a philosophy course to what students are faced with once they get out into the work world. Dodo (1997) explains that there must be cooperation between the philosophy department and the business department to ensure students receive a balance between theoretical reasoning and their application into today†s world.Robertson (1993) defined normative research as † .. The values, norms, or rules of conduct which govern ethical behavior and which are presented as an ideal† and argued that much of the research in business ethics lacked validity because searchers did not incorporate these theories into their studies† (p. 586). Some studies in the area of business ethics are groun ded in normative theory while others are not. For example, Warner (1988) conducted a study on the rights of individuals and responsibilities of shareholders during a merger and acquisition.