Individual Right vs Public Order

Running head: INDIVIDUAL RIGHTS VS. PUBLIC ORDER Individual Rights vs. Public Order Ashley Perez Mountain State Univeristy Summer 1 2011 When our four fathers came together and created the Bill of Rights, they did not think it would last as long as it did. They created something that determines everything in the world, when it comes to crimes and issues. They set up rights for the people to protect the people. The first ten amendments of the Bill of Rights are particularly important to criminal defendants facing formal processing by the criminal justice system (Schmalleger, F. 2008). We were giving rights, for us individuals. Individual rights are the rights guaranteed to all members of the American society by the U. S Constitution ((Schmalleger, F. , 2008). As the world advanced, so did the criminal justice system. This caused more of an emphasis on individual rights that was accompanied by the dramatic increase in reported criminal activity worldwide. Just in the sevenths and eight ies, F. B. I. ‘s traditional crimes, murder, rape, and assault increased.With individual rights, came due process. Due process is procedural fairness. Fairness is the idea of doing what is best. It may not be perfect, but it is the good and decent thing to do. It requires being levelheaded, uniform and regular, when all around you is prejudice, corruption, or the desire of an angry mob to see justice done. Fairness requires breadth and depth ( Stevenes, M , 2003). Not only does the outcome have to be fair, but also so does everything along the line such as evidence gathering and presentation. Stevenes, M. , 2003). The due process standard was served in the sixties, by the warren courts. From the beginning, the individual-rights revolution had two critics. First, critics disputed the premise that the government cannot be expected to honor behavioral norms without being subject to an adversarial process (Super, D. , 2005). Second, critics asserted that enforcing norms through in dividual rights has heavy costs in the form of lost managerial efficiency of government programs (Super, D. 2005). In the Mathews v. EldridgeJ case, these critiques provided the basis of two of the three prongs of the central due process (Super, D. , 2005). Court's decisions declining to imply private rights of action to enforce statutes and regulations (Super, D. , 2005). Because of this , a movement for over ten years had enforced the rights of several politically weak groups such as immigrants, prisoners, people of troubled families and people suspected to be connected to terrorism.Of the movement , responses have attacked the individual-rights revolution, braking it into two main forms. First, champions of individual rights have emphasized the importance of those rights, sometimes finding substantive value in the procedures of individual adjudication (Super, D. , 2005). Second, they have sought to rebut assertions that government agencies can be counted upon to conform to legal norms without giving individuals the ability to enforce those norms (Super, D. , 2005). Mathews v.Eldridge factors: the individual interest and the risk of erroneous deprivation. however, champions of individual rights have implicitly conceded their opponents' contention that interposing individual rights has a cost in terms of the efficiency of the underlying government activity(Super, D. , 2005). After September eleventh, the world went on a permanent shut down. No one knew who did it and why. Shortly after the towers where down, we all knew something was to come of this, but we did not how much it would change our society today.We knew that the tower where knocked down by terrorist from the Middle East, but we did not know what they looked like. The world, as a whole, went crazy, and any one and everyone who was of Middle Eastern descent or even looked like they where from the middle east where thrown in jail. People began to judge people by what they looked like, and did not giv e any one a chance. Air ports where placed under high security, and for the first ever people where thrown out of line just because their shoes did not match. Everything was being over looked, and studied.We had U. S Marshals on just about every flight; we did not want something like nine eleven happen again. Just 45 days after the September 11 attacks, Congress passed the USA PATRIOT Act. There are significant flaws in the Patriot Act, flaws that threaten your fundamental freedoms by giving the government the power to access to your medical records, tax records, information about the books you buy or borrow without probable cause, and the power to break into your home and conduct secret searches without telling you for weeks, months, or indefinitely (ACLU,2007).The USA PATRIOT Act was intended to break down those barriers and respond to new communication technologies in a number of ways (Pike, G, 2006) . The act broadened the definition of terrorism, permitted extensive sharing of intelligence information, made it easier to get warrants to conduct intelligence investigations, increased the secrecy relating to search warrants, and expanded the scope of information that could be obtained (Pike, G, 2006) . Partially due to its haste in passing the act, Congress decreed that many-but not all-of the PATRIOT Act's provisions would expire on Dec. 1, 2005(Pike, G, 2006) . A cursory review of the legal literature shows that the USA PATRIOT ACT was â€Å"rushed† passed Congress by the Bush administration without following the usual legislative procedure (Wong, K, 2006). Throughout the entire legislative process, neither the Congress nor the Administration has systematically investigated and critically debated the merit–necessity and efficacy, costs and benefits, and the impact and implications of the ACT on the Constitution, on the society, on the people (Wong, K, 2006).In reality the idea of introducing an act, at the time they did, was good, but the mor e we thought about it, we realized it goes against everything our four fathers worked hard to put together. We used to live in a world where we where the top dogs and everyone wanted to be like us. Now with all that has happened in the past few years, there is always that big brother over our shoulders, and he is not leaving any time soon. We live in a world where there are sick minded people, who kill people, and kid nap little kids. Where you are never alone and some one is always listening, even when you re the only one in the room. What ever happened to the fourth amendment right: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. We are still entitled to this right , but how are if the at any moment i n time the government can say hey lets see who so and so are talking to right now?It appears as if all the rights and laws created just go back and forth with each other. I thought we were an organized society. How can we say that we will follow the fourth amendment, when we have a completely new act that reverses everything that we are entitled to? We are living in a messed up time, nothing ever seems to make sense, and we are supposed to just know things. We are learning new things everyday, but they just keep changing. How are supposed to know our rights, if the people who makes are not even sure about them. We lock up the wrong people, and let the evil doers go.What happened, and how did it all go so wrong. Only if they could us now, this is probably why all other countries hate us with a passion. Lately everything is based on what you look like, and your political views. It has nothing to do with who you are. After the nine eleven attacks, the world began to look differently at all people, we saw sides of people we never saw before. We saw more American flags posted outside peoples homes, hung up in store window, then on the fourth of July. Everyone came together, and stood proud for the time in a long time.The world mental was ready for a fight, but not what we ended up with. Hundreds of lives lost, and many where innocent. When we went to fight, we hit hard, harder then anyone could think. It made us look like we where the bad back , yes we lost hundreds of people in the bombing of the world trade center , but are not supposed to show we are better then them? We lost the trust of the people who we were supposed to be trusting, and faith in the people we loved. We lost all we fought for, for years before this, and to throw it all away.The American world is so messed, that many of us do not even want to tell people they are American when they leave the country for a vacation. The American name has been bashed, and beaten all because of one event. One even t changed our lives forever. It will never be the same, and if you where there, you can never forget the pandemonium that day. The radio stations, gone, no music, just recaps of what happened. No television, just images of how it happened. The news showed pictures of the men who did it and the other who are part of it. The mobs outside, swear they saw one of the people driving a cab, they where all going to look for him.The kids, so confused , yet understanding that this going in the history books for ever, and now reading about in that new edition book, saying I lived it. References ACLU. (2007, January 1). USA PATRIOT ACT. American Civil Liberties Union. Retrieved June 1, 2011, from Http://www. aclu. org/safefree/resources/17343res20031114. html Pike, G. (2006). : USA PATRIOT Act: What's Next?. Information Today, 23(4), 1-2. Schmalleger, F. (2008). Criminal justice: a brief introduction (7th ed. ). Upper Saddle River, N. J. : Pearson/Prentice Hall. Stevenes, M. (2003, June 25). DU E PROCESS OF LAW: PROCEDURAL AND SUBSTANTIVE ISSUES.NCWC. Retrieved June 1, 2011, from faculty. ncwc. edu/mstevens/410/410lect06. htm Super, D. A. (2005). Are Rights Efficient? Challenging the Managerial Critique of Individual Rights‚A ®. Law Review, 93(4), 1051. Retrieved June 1, 2011, from http://proquest. umi. com/pqdweb? did=1222808651&sid=8&Fmt=2&clientId=296 77&RQT=309&VName=PQD Wong, K. C. (2006). The making of the USA Patriot Act I: The legislative process and dynamics. International Journal of the Sociology of Law, 34(3), 179. Retrieved May 30, 2011, from http://proquest. umi. com/pqdweb? did=1199189181&sid=6&Fmt=2&clientId=296 77&RQT=309&VName=PQD

Assess Himmler’s role and significance in WWII conflict Essay

Himmler fueled by his extreme racial ideology of the destiny of a Great German Empire and his rooted hatred for Jews was one of the key mechanisms for which established his role and significance within the conflict of WWII as the architect of genocide through the propagandistic manipulation of the SS mentality in calcifying them against the sheer immorality of the elimination of the Jews. His philosophical belief of the war as a struggle of races nevertheless were occasionally compromised by the necessity of military personnel towards the end of the war and economic necessities which the Jewish population had the potential of providing. This leads to his role in directly implementing policies to fund the SS and thus ensure its ongoing influence throughout the war, as well as assisting the war effort through forced labour over building roads and canals. Despite this, Himmler’s key contribution to the nature of the war was the elimination of the Jews. Himmler throughout the course of WWII maintained the fundamental and powerful racial ideology of the superiority and inevitable conquest of the Germanic-Nordic. The rooted hatred of Jews was the ultimate racial and ideological foe of Hitler, as he stated himself in a speech in 1943 to the SS â€Å"This is a struggle of races.† It is through this belief of the war as a means of conquering a racial enemy and through such asserting German power with Lebensraum provided the basis for which established Himmler’s role within the conflict as the man who significantly orchestrated the attempted extermination of the Jewish race. The genocide which Himmler facilitated in implementing was the expression of one of Hitler’s key war aims to conquer the Jewish threat, and assert racial superiority of the Aryan race, of which Himmler undoubtedly shared and was, delegated the task of administering the racial polices. Thus, Himmler monitored a campaign of which involved his own private army, designed to wipe out the enemies of Nazism behind the lines- that is, in the Eastern areas already conquered by the troops. The need for the future was to incorporate all the Nordic peoples into the Germanic Reich and eliminate those who were alien and inferior of which did not only comprise of Jews but also Mongols and the Asiatic race. This resulted in the ghettoisation and eventual resettlement of Jews, for example in 1942 Himmler ordered the total resettlement in concentration camps of the Polish Jews of which ultimately resulted in over three-quarters of the Warsaw Gehtto’s inhabitants being transported to Treblinka, the death camp. As a main architect of Genocide, he established Auschwitz which resulted in the mass extermination of two million Jews. Therefore, a large part of Himmler’s significance was his ability to implement into practice the mentality and ideals of Hitler and consequently be responsible for the enormity of human deaths and genocide. Himmler was also given the instruction to and was responsible for the Germanisation of conquered territory which consistent of his obsession with racial superiority inherently involved the elimination of unassimilable races. In Holland, Himmler’s deportation orders removed almost three-quarters of the Jewish population. In Yugoslavia and Greece, the proportion of Jewish losses by deportation was extremely heavy. The attempted racial cleansing of conquered- foreign nations demonstrate Himmler’s role within the conflict as not only attempting to eliminate an entire race, but also forcefully imposing Nazi racial ideologies and interest upon other nations, regardless of whether they had being won over by anti-semitism, as Italy had not being. This was done with the intent of fulfilling the racial aim of the war and the attainment of Lebensraum for which provided resources for the war effort and a step towards fulfilling Himmler’s goal of a powerful German-Nordic Empire. Himmler’s ideological standpoint played an important role not only in his implementation repression and murder against Jews but it was also a means of which Himmler hardened the SS psychologically to withstand the atrocities in implementing genocide. He offered the troops a vision of racial conflict throughout history in which the Jews played a critical part. Furthermore, through propagandistic speeches he accentuated the racial hated of the SS and compelled his men to realize the notion of murdering one’s own race if they don’t efficiently implement his policies of extermination through labour as â€Å"because if the anti-tank ditch is not dug, German soldiers will die†. Also, in order to ensure the efficiency in the implementation of his polices Himmler addressed commanding officers of the SS divisions where he spoke of the great fortress of Eurpoe of which they were privilege to defend and increase. Therefore, throughout the war Himmler’s role, specifically within the holocaust involved psychologically motivating and hardening his subordinates and those implementing the act of genocide through the propagandistic delivery of his own racial and philosophical ideologies, imposing them upon others and calcifying them against the atrocities they would implement. Himmler’s role in boosting the ‘morale’ of the SS was crucial to the extent of the exterminations. Furthermore, Himmler was significant in the establishment of death camps and labour camps which irrevocably set in motion the Final Solution, the systematic elimination of Jews, gypsies and homosexuals of Eastern Europe. Though Auschwitz was HImler’s principal death camp which consumed two million Jews, there were others in Poland and Russia at which the organized gassing and shooting of Jews, Slavs and gypsies took place during the years 1942-44. The policy was extermination through work for those prescribed as medically fit for labour, immediate extermination for the ill and old. Thus, the policy for mass extermination of Jews was combined the economically related interest of compelling the Jews to work to death in the prospect of the labour used for German’s war efforts. In addition, Himmler’s realization of the economic necessities has resulted in the outright sale of Jewish liberties. At the end of 1942 he financed an entire SS division in Hungary by the sale of emigration permits to Jews. As Padfied concluded, Himmler was in favour of compromise with his policy of extermination in certain cases where the financial gain far exceeded the disadvantage of the survival of certain Jews. Furthermore, Himmler’s interest in contributing to the overall national interest of contributing to the war effort through forced labour and his willingness to compromise his racial ideologies to serve practical economic necessities such as the maintenance of the SS demonstrates the notion that in addition to being the architect of genocide, he was also responsible for ensuring the continuous functioning of the SS and the somewhat limited products of forced labour, as a means of extermination. Nevertheless, maintaining an effective and operational SS was crucial to the success and extent of the extermination policies. Therefore, despite Himmler’s nuance in compromising racial ideals by selling Jewish liberties as in this example, the overall interest that underlines his motivations continue to be the fundamental philosophical belief of the unassimilability and danger of the Jewish race and the need for extermination in a war described by him in a 1942 speech as â€Å"a struggle of race†. The impact of Himmler’s racial policies of genocide affected the nature of the war in that it is one which involved the systematic elimination of a race, as it is not just the outcome of total war, which Himmler claimed it to be in 1944 but also it was inherently a part of a nation’s purpose to the war and the means of achieving a philosophical and ideological goal. However, Himmler’s role within the war was not limited to the question of race, by 1943 due to the fall of Stalingrad and reverses in Africa, Hitler allowed for the expansion of the Waffen SS. Thus, by 1943, short on German SS personnel Himmler recruited 8 new divisions of men of which none were of German racial origin. For example, Bosnian Moslems were recruited and an entire SS division of anti-Bolshevist Ukrainians were formed. The effectiveness of these SS divisions in serving the needs of the German army varied however overall its inability to alter the direction of the war after Stalingrad and the expansion of Himmler’s military ambitions towards the end of the war demonstrate the somewhat limited significance he played to the overall outcome of the war. Furthermore, this can be seen towards the end of the war where Himmler under the pressure of both the advancing Russian army and Hitler’s rage drove him into retreat and lose regard for his armies, thus conducting a purge.

Life in ancient Greece and medieval Europe

This essay briefly compares and contrasts a few salient features of life in ancient Greece and  medieval Europe. Familiarities The life in ancient Greece and during the middle age in Europe has tremendous impact on our  lives today also. The effect of the ancient Greek lifestyle is direct and that of the middle age  Europe is indirect.   The ancient Greeks have gifted to us system of governance like ‘democracy’  and the master event of all masculine sports: the Olympic games. On the other hand, the  life style of middle age, gave rise to the age of new thinking, the renaissance. It was during the  middle age that intellectuals started their quest for knowledge, which led to an upsurge or  intellectual activities later. It was during the middle age that schools and Universities started  being established across Europe. These gave rise to centers of learning during the renaissance  period, later.( Daily life in ancient   Greece, life ). While studying the life style of ancient Greeks and the people of middle age Europe, one  more familiarity that strikes the reader is that in both the cases, considerable stress was laid on  education of children.   In ancient Greece, children were educated at primary level at home  mostly by the male slaves. The way education was imparted in the medieval period was slightly  different. Schools had already come into existence, and concept of language, math and science  had started developing slowly.( daily life in ancient Greece, life ). Both the ages have given memorable gifts to mankind. The ancient Greeks have given us  1)   trial by jury, 2)   the Greek mythology, 3) democracy,   and   4) recreational activity like  dramatics, while the middle age has opened the doors for establishment of schools for primary  level and universities for the higher level education. The invention of Guttenberg’s printing  press, is the greatest gift from the middle age to mankind. The forts and structures built by the  rulers for protection of citizens and worship of God, during these ages, are remarkable pieces of  architecture.( daily life in ancient Greece, history ) Contrasts The ancient Greek era is timed up to5th century B.C. while the medieval European age is  timed from 4th century A.D. to the 14th century A.D. Life in ancient Greece marked   the  development of one of the civilizations on this world, while life during the middle age is also  known as a dark age, because of the downfall of activities in almost all spheres of life.( daily life  in ancient Greece, life ) The biggest contrast between the two is that slavery existed in ancient Greece whereas it had  no traces in the middle age Europe. Male and female slaves lived miserable lives and were  treated like commodities by their owners. They did not even have a right to have their own name.  Slavery was so prominent in ancient Greece that there were as many slaves as the number of  citizens in ancient Greece. The Greek civilization spread over a small geographic area whereas the middle age Europe  encompasses the whole of the continent. Despite the fall of the Roman empire, the Catholic  church was the sole centralized authority to impress upon the rulers of all countries. In contrast,  the ruling system in ancient Greece was heavily decentralized. In   ancient Greece, there existed  a system of city-states. Each city was a state, governed independently. Athens, Sparta, Corinth, Argus and Megara were the main city- states. ( Daily life in ancient   Greece, life )  The similarities between the life in ancient Greece and in the medieval Europe are few,  whereas the contrasts are too many, and too prominent also. Works-cited page Daily life in ancient Greece, 2006, Retrieved on 4 May 2007 from: < http://members.aol.com/donnclass/Greeklife.html > Life & History, 2000, Retrieved on 4 May 2007, from: < http://www.medieval-life.net/ > < http://www.medieval-life.net/history_main.htm >

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ECONOMIC OF GROWTH AND DEVELOPMENT Essay Example | Topics and Well Written Essays - 1500 words

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Gay marrige Essay Example | Topics and Well Written Essays - 1250 words - 1

Gay marrige - Essay Example government and the US voters have a â€Å"reasonable justification for denying same-sex marriage, such as promoting healthier families, or if the bans reflect discrimination and hatred† (Sage). Sage runs down the various arguments and criticisms on the gay marriage issue by citing events which have unfolded since the passage of Proposition 8 and the events that has unfolded since. She also used quoted statements from government officials and other experts on the subject matter in order to comprehensively present the current issue. Sage begins her article by making a clear statement about the fact that gays and lesbians in California do have sufficient political support for their cause – from their Governor to the entire Democratic Party. From this initial statement alone, Sage establishes a serious and formal tone in her essay. This is a good way to capture the reader’s interest because it catches the attention of those who oppose and those who advocate gay marriage in California. From the onset, the opening statement shows the status of the hearing on Proposition 8 and it reveals undeniable truths for both interest groups in this paper. Both sides cannot deny that the Governor and the Democrat Party is indeed politically supportive of gay marriage and gay rights in California. Hence, the statement draws in opponents and advocates alike who have a clear stake on the resolution of the gay marriage issue. Moreover, this opening statement by Sage is used as information for the first point that the author wants to make in the current issue – that there is no discrimination of gay and lesbian rights with the approval of Proposition 8. The formal tone used by the author is very much appropriate for this paper because the topic calls for a serious discussion on the subject matter. Considering the fact that gay marriage is a very controversial issue, the author has given the topic a very respectful and formal tone in order for the reader to take the topic

Writing a report on E-Commerce & how it relate to a current Coursework

Writing a report on E-Commerce & how it relate to a current Information System as used by business - Coursework Example The reliance on the ability of the internet to perform all business related transactions forms a major problem of this research study. In particular is the use of information systems that are so invaluable to E-commerce that its success relies on them. While E-commerce is important to the world, the use of information systems like Transaction System remains important and the subject of the research study. It is a common knowledge that E-commerce relies on different information systems to drive business and the utility of the systems enhance the competitive ability of companies which are in the industry. Scarle, et.al, (2012, p.382) defines transaction as methods of economic agents to initiate and execute business related transactions that involves orders and payments. The need to include transaction systems in E-commerce is due to the nature of extension in the range and scale of economic activities that E-commerce and use of internet has incorporated. Virtual transactions are a major part of e-commerce that enables consumers to experience products before they initiate purchases. Devoid of social interaction that characterizes traditional type of trade; virtual transactions have their own advantages and disadvantages. Thus, virtual transactions attract a wide range of issues that may require regulations (Scarle, et.al, 2012, p.382). Virtual transactions entail a lot of transactions that involve ordering, processing and payment. In many occasions, transactions processing systems should enable a customer to select their preferences without any hitches. Li, Tu, Yen and Xia (2010, p. 1 9) suggests that a transactions processing systems should allow a company to process the orders of the customers in a fast and an optimal manner. Transactions may fail due to the system that is used for ordering and processing the orders. Li, et.al, (2010, p.28) suggests that a new SQL model that caters for

TSA Essay Example | Topics and Well Written Essays - 500 words

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Assignment 3 Example | Topics and Well Written Essays - 750 words - 9

3 - Assignment Example During his tenure as CEO of the Group, the Virgin Group was doing extremely well as it embarked upon new projects which many believe were not possible. An example of such projects include projects include setting up a space travel company which would take people to space. As a person and a CEO, Branson was highly risk taking in nature as was evident by his will to compete against British Airways and CocaCola, both industry giants in their line of work. Branson is a people’s person and believes keeping employees happy and motivated is the best way to ensure his companies work well (BRANSON & MCLIMORE, 2013). As far as Branson’s leadership style is concerned, it can be viewed from many different angles. Having the ability to make his employees work with all their efforts, and give in their hundred percent towards work portrays Branson as a â€Å"Transformational Leader†; one having the ability to pass on his flair into others. A real life example of this scenario was when he once asked his marketing manager to ensure the Company’s advertisement gets featured in a London based evening newspaper with just one day of deadline. As expected, the manager fell out of place but Branson handled the scenario by telling him he has faith in him and that he would be able to deliver. The result was in line with what could be achieved by having a transformational leadership style; the manager did his best and the advertisement got featured in the newspaper. This example clearly portrays how Branson’s leadership style is a â€Å"transformational† one, having the abilit y to transform employees’ attitude towards work and making them do what they think was undoable (OSBORNE, 2008). A rather interesting fact about Branson is that he does always believe in what theories say. According to various leadership theories, leaders follow the view that â€Å"customer is always right†. However, Branson is not a believer of this stance, and many times during his term as

Introduction of the bachelor and master system Essay Example for Free

Introduction of the bachelor and master system Essay Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobrenkova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europes educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that ones life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. Incorporation of other nations in the EU is also important in ensuring that overall development of the EU as a region is attained (Petit and Foriers 16). More research ought to be conducted on avenues that can be used in ensuring that challenges that are unique to communities are accurately addressed failure to which the role of higher education in ensuring address of social and even communal issues may be lost. Works Cited Adelman, Clifford. â€Å"Accountability Light: Our Version Is Going the Way of the Dollar vs. the Euro†. Liberal Education, 94. 4(2008): 6-13. Alesi, Bettina and RosznyaI, Christina. â€Å"The Implementation of Bachelor and Master Programmes in Hungary†. European Journal of Education, 42. 3(2007): 395-409. Ash, Mitchell. â€Å"Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US†. European Journal of Education, 41. 2(2006): 245-267. Augusti, Giuliano. â€Å"Transnational recognition and accreditation of engineering educational programmes in Europe: perspectives in a global framework†. European Journal of Engineering Education, 31. 3(2006): 249-260. Becker, Frank. â€Å"Globalization, curricula reform and the consequences for engineers working in an international company†. European Journal of Engineering Education, 31. 3(2006): 261-272. Beertsen, Wendy. â€Å"PhD Programmes†. European Journal of Dental Education, 10. 2(2006): 107 Berner, Heike and Richter, Roland. â€Å"Accreditation of Degree Programmes in Germany†. Quality in Higher Education, 7. 3(2001): 247-257. Burnett, John. â€Å"Tilling the soil of the European higher education area†. Educational Action Research, 15. 2(2007): 283-293 Chuchalin, Boev. â€Å"The Russian system of higher education in view of the Bologna process†. International Journal of Electrical Engineering Education, 44. 2(2007): 109-225. Cooper, David. â€Å"International restructuring of higher education: comments on implications of global trends, for restructuring of Sociology in South Africa†. South African Review of Sociology, 37. 2(2006): 260-292. Dobrenkova, Erick. â€Å"Problems of Russias Entry into the Bologna Process†. Russian Education Society, 50. 4(2008): 42-51. Gaston, Paul. â€Å"Bologna: A Challenge for Liberal Education and an Exceptional Opportunity†. Liberal Education, 94. 4(2008): 14-19 Georgantopoulou, Catherine. â€Å"Medical education in Greece†. Medical Teacher, 31. 1(2009): 13-17 Giuliano, Augusti. â€Å"Accreditation of engineering programmes at European level†. International Journal of Electrical Engineering Education, 44. 2(2007): 101-208 Griffin, Gabriele. â€Å"Womens/Gender Studies,1 Professionalization and the Bologna Process—Cross European Reflections†. NORA: Nordic Journal of Womens Studies, 14. 2(2006): 87-102 Guth, Jessica. â€Å"The Bologna Process: The Impact of Higher Education Reform on the Structure and Organisation of Doctoral Programmes in Germany†. Higher Education in Europe, 31. 3 (2006): 327-338 Hibbert, Lee. â€Å"Time serving†. Professional Engineering, 20. 7(2007): 33-34. Jaschke, Hans-Gerd and Neidhardt, Klaus. â€Å"A Modern Police Science as an Integrated Academic Discipline: A Contribution to the Debate on its Fundamentals†. Policing Society, 17. 4(2007): 303-320. Jung-Eun Oh. â€Å"Equity of the Bologna System†. European Education, 40. 1(2008): 35-50. Karran, Terence. â€Å"Pan-European Grading Scales: Lessons from National Systems and the ECTS†. Higher Education in Europe, 30. 1(2005): 5-22. Kilic, Puljak. â€Å"Studying electrical engineering and information technology at the University of Split, Croatia†. International Journal of Electrical Engineering Education, 44. 2(2007): 175-357. Konjic, Tatjana and Sarajlic, Nermin. â€Å"Higher education structure at the Faculty of Electrical Engineering, University of Tuzla: Influence of the Bologna agreement†. International Journal of Electrical Engineering Education, 44. 2(2007): 166-339. Labi, Aisha. â€Å"Bologna Conference Highlights Progress and Limits of Europes New Degree Cycles†. Chronicle of Higher Education, 53. 39(2007): A36 Lee, Hibbert. â€Å"Degrees of separation†. Professional Engineering, 21. 6(2008): p43-44. Lindblom-Ylanne, Sari and Hamalainen, Kauko. â€Å"The Bologna Declaration as a Tool to Enhance Learning and Instruction at the University of Helsinki†. International Journal for Academic Development, 9. 2(2004): 153-165. Loosvelt, Hugo and Gysen, Marleen. â€Å"Engineering education at the Association K. U. Leuven: A changing higher education landscape†. International Journal of Electrical Engineering Education, 44. 2(2007): 146-300. Malan, Thierry. â€Å" Implementing the Bologna Process in France. † European Journal of Education, 39. 3(2004): 289-297. Moshkin, Mikhail. â€Å" EMOTIONS RUN HIGH OVER BOLOGNA†. Current Digest of the Post-Soviet Press, 59. 43(2007): 9-10. Neal, Sturgess. â€Å"Clive Bologna and the MEng: ‘Sleepwalking into unknown and unpredictable territory’†. International Journal of Electrical Engineering Education, 44. 2(2007): 129-266. Patricio, Madalena and Engelsen, Corine. â€Å"Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007? -Results of an AMEE-MEDINE survey†. Medical Teacher, 30. 6(2008): 597-605. Petit, Pascale and Foriers, Andre. â€Å"The introduction of new teaching methods in pharmacy education—I. Lessons learned from history†. Pharmacy Education, 8. 1(2008): 13-18. Pusztai, Gabriella and Szabo, Peter. â€Å"The Bologna Process as a Trojan Horse. † European Education, 40. 2(2008): 85-103. 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Millennium Schools in Ecuador: Role to Improving Creativity

Millennium Schools in Ecuador: Role to Improving Creativity Are Millennium Schools a Solution to Improve Creativity Education in Ecuador? Abstract In this research paper we will talk about the millennium schools in Ecuador and its role to improve creativity in the countrys school. The goal is to show what the millennium schools are and explain why the government invests so much in these schools that they can not improve the creativity of education. So when we look a little deeper into this matter we can see that there are many irregularities with these millennium schools that are part of the governments flagship projects. We will identify the main problems of these schools and will explain in an easy way the reason why these are not the best option to improve the creativity in the education of the country. These are the things we will see in this research paper, from a brief explanation of the millennium schools to explain why these schools are just a waste of money. Keywords: Millennium school, creativity, education, government. Investing in education means investing in hope (Pope Francisco, 2015).ÂÂ   These words make a lot of sense for todays society because with education we can change the future and create hope for a better future. Each country has its way of investing in education in the case of the government of Ecuador was invested in a new type of schools called millennium schools. This idea of creating schools of the millennium emerged in 2005 that Ecuador along with 147 other countries subscribed to the declaration of the millennium. The government of Rafael Correa inaugurated the first school of the millennium in the year 2008. With this new type of schools it was thought to improve the creativity in Ecuadorian education and this to create a better future for Ecuador. Its objective was to change the traditional form of education that the country used. These millennium schools are very much criticized and are called white elephant, because they do not fulfill what is expected and cost much mor e money than a common school. Many people also think that it is unfair to invest a lot of money in building only a few schools and the vast majority of schools remain the same, with very poor infrastructure. Millennial schools are the same as ordinary schools and do not lead to change or improvement of education for the following reasons: firstly, millennium schools have a modern structure, but use same education system as traditional schools; secondly they are white elephant; and finally, they may be end with a new political regime. 1. Modern infrastructure but the same system First of all, we will start by talking about one of the main problems of the millennium schools, millennium schools have an excellent infrastructure compared to the other schools in Ecuador, but they have the same education system as the rest of Ecuadorian schools. These millennium schools are fully equipped with labs and classrooms but do not have teachers trained for this new type of school. In all of Ecuador there are only 64 millennium schools built totally and another 57 that are being built or is planned its construction. This means that only a small group of students in the country will benefit from these millennium schools. While investing a large amount of money in schools of the millennium the great majority of schools in Ecuador have a poor structure that needs to improve urgently. In millennium schools creativity is not encouraged as planned because these schools have the same education system as the other schools in the country. For these reasons the schools of the mille nnium do not help to increase the development of the creativity in the Ecuador because they have the same system of education. So all this investment does not change the education of Ecuador. 2. Why they are calledwhite elephant? Another problem is that millennium schools are called white elephants because people think that these schools are not going to progress and they are only a useless expense of the government that does not worry in solving the main problem of the little creativity in the basic school. The construction of the millennium schools is surrounded by many irregularities. One of these irregularities is its construction. These schools have budgeted a price and in the end always cost a few more than the initial price of construction. People in Ecuador are angry because they invest a lot in these schools alone and there are very few schools with proper infrastructure in Ecuador. For these reasons people think that this project is not sustainable and does not help the development of Ecuador. These millennium schools are just an act of populism of the government since it builds them very few. For the things written above is that many people say that the schools of the millennium are a white elephan t that is determined to fail because of its high costs of construction and because it has the same educational system that is the rest of the schools in the country. 3. The project may end with a new political regime. A very serious problem of these millennium schools is that they could end if the government of Rafael Correa comes out of power. With a new system of government the schools of the millennium would be stagnant. Currently the Ecuadorian government has many economic problems due to the low price of oil. The next government to be elected in 2017 will not have the resources to complete the construction of the millennium schools and would leave that project in the trash. This means that the following elections in Ecuador will define what will happen with many emblematic projects that the current regime has. It is very possible that the next president of Ecuador will cancel the millennium schools and other projects. Conclusion In summary there are many negative aspects in the millennium schools that show us that these schools can not be able to improve creativity in the educational system of Ecuador. The correct thing would be to invest to improve all the schools of the country at the same time and to change the educational system of education. It would be necessary to start with basic education from teachers, parents and students. In order to fulfill the goal of 21st century education, the millennium schools must change the old boring and memorable education to a new education in which the creativity of all is important. So the first thing that should be done is for the government to stop constructing new schools and to invest in improving the infrastructure of the schools that already exist in the country. When all the schools in the country have a new infrastructure, it will begin to improve creative education. In conclusion the millennium schools are very expensive to build and are not a solution to im prove the creativity in Ecuadorian education. References Compton, Robert. (2011). The Finland phenomenon. Recovered from https://www.youtube.com/watch?v=xm1zbC18j-w Childress, Sarah (2007) A Young Tinkerer Builds a Windmill, Electrifying a Nation Segal, Susan (2016) The case for disruption in Latin Americas classrooms Ossola, Alexandra. (2014). Scientists Are More Creative Than You Might Imagine. The atlantic.

Minimum Wage: Exploitation through a Subsistent Wage

Minimum Wage: Exploitation through a Subsistent Wage The Raising of the Minimum Wage: Exploitation through a Subsistent Wage I. Introduction For many years in the United States the minimum wage has not aligned with the cost of living. Low wage workers typically earn the minimum wage and cannot sustain themselves due to the constant rise of housing, food, and health care. The bourgeoisie manipulates the proletariat through exploitation with a subsistent wage that rarely increases. In this essay, I aim to demonstrate that the elite cause a class conflict to keep the bourgeoisie in power to maintain a hegemony over the lower class. II. The Elite Perspective In a New York Times article titled, Higher Minimum Wage May Have Losers, Noam Scheiber highlights that many cities and states are considering raising the minimum wage, but some economists and business owners warn that a raise may be problematic for business owners and current low wage workers. At the annual American Economic Association, Economics professor John Horton Of New York University delivered an essay concerning an experiment he did regarding raising the minimum wage. Using an online platform, employees post jobs anonymously. Workers then submit an hourly wage competing for them. Scheiber states: Mr. Horton, working with the platform, was able to impose a minimum wage random on one-quarter of about 160,000 jobs posted over roughly a month and a half in 2013. If a worker proposed an hourly wage that was below the minimum, the platforms software asked him or her to raise the bid until it cleared the threshold. (cite) At prima facie, the experiment demonstrated that when the minimum wage increased there was little if no decline in hiring. However, the hours a worker spent on a job fell for the jobs that were lower wage before the study. In addition, Horton claimed that employers were hiring more productive works to compensate for the lost earnings from the adjusted higher wage. Consequently, the lower wage workers were less productive, according to Horton, and thus lost their jobs. He concluded that raising the minimum wage could cost low-skilled workers their jobs, as employers replace them with higher productive individuals. Additionally, some economists claim that the more productive workers that do not take the jobs from the low skilled workers will also need a pay raise, which may cause more economic issues. Furthermore, others such as Zane Tankel, chief executive of Applebees restaurant infers that higher wages will accelerate automation, which will offset costs and leave may workers jobless .[1] III. A Sociological Critique Hortons data is tailored to benefit the bourgeoisie and highlights how the individuals in elite position help maintain a hegemony over the lower class. Consequently, the proletariat is given a subsistent wage and is exploited for their labor. Marx claimed that the worker is given just enough pay to survive and have a family and children so that when the worker falters, the children can take over the subsistent wage.[2] Hortons experiment highlights how the worker is exploited with a subsistent wage. In addition, his data demonstrates that low wage workers will lose their jobs to the high output workers. This conflict between the two workers causes what Marx termed alienation. Marx defined it as: the breakdown of, the separation, from, the natural interconnection between people and their productive activities, the products they produce, the fellow workers with whom they produce those things, and with what they are potentially capable of becoming.[3] This alienation keeps individuals from achieving their full potential and keeps them in a subservient state. Scheibers article contains a comment from Applebees executive who states that forced higher wages will accelerate automation, thus more employees will lose their jobs. The inference that workers will be replaced faster by automation demonstrates that the bourgeoisie does not value the labor that the proletariat loses for a meager wage. Marxist theory states that all value comes from the labor and is therefore traceable, in capitalism, to the proletariat.[4] The bourgeoisie does not recognize this value and further exploitation of the surplus value that is extracted from the worker. Scheibers article demonstrates that Horton neglects the conflict between classes and actually helps the elite in a bias fashion. IV. Solution One may contemplate if the worker and capitalist comprehend the magnitude of the conflict between them. Marx would assume that, both the proletariat and the capitalists [bourgeoisie] have an inaccurate sense of themselves, their relationship to one another, and the way in which capitalism operates.[5] While this may be true that the average individual or business owner is unaware of this conflict and holds false consciousness, it is unlikely that Professor Horton is ignorant of these conflicts. While some are aware and have false consciousness, it is crucial that the majority of both capitalists and workers become aware or have class consciousness-the ability of a class, in particular the proletariat, to overcome false consciousness and attain an accurate understanding of the capitalist system.[6] Additionally, once this consciousness is achieved, then the workers must engage in what Marx termed praxis, or the idea that people, especially the proletariat, must take concrete action in order to overcome capitalism. This solution of praxis is extreme and workers can most likely keep some form of capitalism but demand a proper wage. The consciousness compounded with praxis can even out the conflict between the classes and articles concerning the debate over low wages would be nonexistent. V. Conclusion The article Higher Minimum Wage May Have Losers, highlights the conflict that individuals such as Horton create between the workers and capitalists. The conflict between the two creates what Marx claimed to be a loss of human potential through exploitation, alienation of surplus value, and the fact that workers work and live under a subsistent wage. The solution is class consciousness and praxis that results in change. Bibliography [1] Cite article [2] Pg 26 [3] Pg 24 [4] 26 [5] 27 [6] 28

Cleopatra Essay example -- essays research papers

History is full of reputable individuals. The stories of their lives will forever live in our history books. Whether being remembered for their strength, courage, or honor, or even for their treachery, we remember those who came before us. If one character could stand out in Egyptian history, none other would be so worthy as Cleopatra would. Cleopatra was an intelligent, political, and ambitious woman who changed the history of Egypt. She was only seventeen years old when, by the will of her father, Ptolemy XI, she was forced to inherit and share the throne of Egypt with her twelve year old brother, Ptolemy XII. In accordance to Egyptian law, the two were also married. Disagreement between the two began early in their reign. Julius Caesar, seizing the opportunity to take over Ptolemy's forces during this moment of weakness, soon defeated the young king and befriended Cleopatra. She had wanted the throne to herself, believing that she was "the successor of the pharaohs and like them descended from the sun god Ra. (CAV 166)" Egypt and Cleopatra are terms so closely related they are almost synonymous. However, Cleopatra did not have any Egyptian blood in her; she was purely Greek. Cleopatra would become the last ruler of the Ptolemy dynasty, which was founded by Alexander the Great, a Macedonian general who strived to unite the East and West under one great empire. Cleopatra wish...

The Days of the Bomb :: Essays Papers

The Days of the Bomb The main goal of the Pacific War was to stop the Japanese from getting out of control. The U.S. government needed to send a message that Japan cannot be allowed to carry out their military imperialism. By 1945, the War in the Pacific was turning quickly to the United States’ favor. The United States Army was island hopping, taking each island and moving on to the next, toward the Japanese mainland. However, the Japanese refused surrender. They withstood each attack and refused to run until fully defeated. Although, the United States Army was relentlessly and inevitably moving towards the Japanese mainland, the Army was still losing troops and equipment. Army officials estimated it would take until the fall of the following year to reach the main island of Japan. In that time, several hundred thousand lives would be lost on both sides. The Japanese were showing absolutely no sign of surrender. The United States had to do something drastic to end the war. They had just one optio n: the atomic bomb. An experiment had been conducted in New Mexico involving the harnessing of the power of the atom. This device would be used in the bombings of Hiroshima and Nagasaki as the United States’ chance to end World War II quickly. The decision to drop the bomb on Hiroshima came directly from then President Harry S Truman. Additional American lives were lost each day. However, Truman knew about the successful testing of the atomic bomb. On the advice of his cabinet, he decided that the bomb was to be used as soon as humanly possible. The whole idea of the atomic bomb was to use it solely as a military weapon, just as any gun or grenade. Truman knew that unleashing the power of atomic energy in the form of a weapon would have serious consequences on the entire world. However, looking at the outcome of war, there was no doubt that World War II was already having that affect on the globe. The bomb was just part of the whole war. Truman, in his memoirs, even said, "I regarded the bomb as a military weapon and never had any doubt that it should be used."1 Any effects of the bomb would just be casualties of war. Winston Churchill, Prime Minister of Great Britain, also saw the bomb as the only way to end the war.

You Only Live Once

Everybody these days say, â€Å"You only live once† but have you ever taken the time to look at why? Kids, teenagers, and a few adults that live by the modern terms pursue their actions upon this saying. Each individual is different, we all think differently based upon what we do, how we were raised, the culture were brought up in, and other factors that relate to an individual’s life. Not everyone is going to think why we live once or if we live once do we get an after life? Some cultures actually believe in re-birth but that is a different subject.My opinion toward this question is based on my beliefs and the actions that I have taken to achieve to this mental status. I believe we all live once to attain a successful endeavor that not only provides the necessities for yourself but can facilitate to those that are near you. Mistakes are bound to happen when pursuing this successful role toward â€Å"only living once† but knowing the difference between knowing if a mistake will happen and having a mistake happen during your actions that take place is different.For example you could be studying for an exam in math and English but decided to study for math because you assume you will do more poorly at it than English because you have always been average in Math and English is not a problem, so as test day comes and you take the math test you seem to not have a problem but as you took the English exam you take longer because you had not equally balanced the study time and had not focused on what the exam was really going to be so you did poorly on the subject you thought you’d do well in, that is a mistake that was not done without knowing.An example of just knowing the mistake is when your hanging out with your group of friends and your offered a substance you are not suppose to abuse and have thought about a wrong factor that may interfere with your actions if you follow the steps of your peers but even as that thought came across you do it anyways leading you to get in trouble by the authorities an revealing the mistake you knew that would happen.Knowing the difference between the two is crucial because depending upon the situation and how the mistake was approached your more than likely to learn from it, making yourself a better person and achieving your endeavor. But having a repetition of the same mistakes leads nowhere and keeps you in the same spot having success that lied in your hands be in someone who well deserves it. No doubt you may live once whether you make the simplest istake or not but living in happiness is the key to fortune and success. Think about life being as one and making the best of what you have leads to many good things so even if you think about â€Å"you only live life once† think about how you would like to live it. Think about what success means to you and be fortunate to those that reside by you because smart decisions will be well put off in the near future as life is a gr owing process.

Swot Analysis of Meru

SWOT ANALYSIS Strengths: Meru Cabs was one of the first companies to launch metered â€Å"Radio cabs† in India under its brand â€Å"Meru. † Meru has captured the first mover advantage in this segment. Meru is very famous among its customers so much that when people think of air conditioned cabs they associate it with Meru. Meru cabs offer good training to their drivers so that they can maintain the Meru level of consumer service. They also regularly maintain their cabs which make it neat and clean and so commuters enjoy their ride.They have digital tampered proof meters so there is no chance cheating. Weakness: Meru cabs largely depend on technology right from the moment to pick up customers to drop them. They use GPRS system to track the customers and to drop them to their location and also to show them the real estimated time. So if there is any server failure or breakdown it becomes difficult for the cabs to function smoothly. Usually Meru cabs are available when cu stomers call for it. So there is time lag between the call time and actual ride. They are not as easily available as local non air conditioned cabs.People usually prefer meru cabs for long distance travel. Opportunity: Meru so far is catering only to major metro cities. They should consider upon extending their services to tier two cities because these cities are growing rapidly. They can also consider upon renting cars without chauffeurs. They can also update their customers with real flight time schedules through Infotainment services. Meru should also think for strategic partnership with various travels portals so that they can extend services like pick up and drop to customers to their hotels and so on. Threats:Although Meru was the first player in this segment; it is now facing stiff competition from players like Tab Cab, Mega Cabs and so on. There is very less level of differentiation among all these cabs. So this is eroding the market share of Meru. Air conditioned buses star ted by BEST in Mumbai is also competition to Meru cabs. Driver unions also prove to be a problem many a times. Government regulations and sudden changes in policies is also a threat. CRM of Meru to retain customers * No additional or hidden charges because of tamper free meters * Printed receipts produced at the end of every trip In case of any complaints, feedback etc. , passengers can call Customer Service Center at 44224422 * Lost and found belongings due to trustworthy drivers * Usage of clean green fuel because it uses LPG and CNG cars now a days to reduce pollution * Thoroughly trained Chauffeurs in a smart MERU uniform, fluent in English and Hindi and regional languages * Users are encouraged to make profiles on the website for faster and easier bookings next time * Round the clock availability of cabs backed by a location tracking GPS – based dispatch technology and a 24Ãâ€"7 Customer Service Center.This means a quicker pickup and faster response time to call for a c ab. * Tamper-proof digital cab meters, integrated with the GPS-system to ensure that every fare is tracked, thereby ruling out any possibility of overcharging by the driver. * Ability to track the location of the cab ‘real-time’ through the GPS technology * Emergency security features installed in the taxi for complete safety, including display of our Customer Service Center numbers inside each cab – provides security in case of an emergency-PANIC BUTTON BENEFITS OF CRM * Customer segmentation Market analytics like records of customer profiles, profile, payment history etc. * Generation of accurate leads and SMS bursts that target only the right customers based on their segmentation is possible * First time retention has increased from 40 % to more than 90 % * Customized and simplified bill formats, payment collection through cards * Better value added services were provided * It facilitated knowledge sharing amongst employees * Option of booking a cab in less th an 60 seconds * Reduced cost of customer acquisition * Has resulted in savings because of fewer calls

“Lines composed upon Westminster bridge, Sept. 3 1802” and “London” Essay

These two poems show very different views of London. â€Å"Lines composed upon Westminster Bridge†, written by William Wordsworth, describes London in detail. He captures the beautified city and expresses the calmness of the morning. William Blake, who lived around the same time, wrote â€Å"London† which expresses the chaotic and corrupt side of London. Wordsworth describes the city in much detail. â€Å"A sight so touching in its majesty.† The â€Å"Earth has not anything to show more fair.† He expresses his true feeling about the city from where he sees it. He goes on to personify the city and describe how it † doth like a garment wear The beauty of the morning; silent, bare†. He has captured the city in the morning when it is quiet and in a sense almost naked with no one yet bustling through the streets, there are no fume engulfed traffic jams or shouting street salesmen. There is only the calmness of the morning. All the man made objects and buildings, such as â€Å"ships, towers, domes, theatres and temples lie open unto the fields and to the sky†. The man built objects remain where they were left not yet being used by Londoners. The atmosphere is sublime, the sun is just rising and soaking everything in its light, â€Å"Never did sun more beautifully steep† â€Å"Ne’er saw I, never felt, a calm so deep!† the scene is so peaceful he is feeling peace within himself. The natural body of the city, the river, is gliding in its own free way, the way it wants â€Å"the river glideth at its own sweet will† Its free will is moving it naturally through the city as though it were the countryside. The river has also been personified to give more emphasis of its freedom. He is so overwhelmed by the atmosphere and calmness of the city. â€Å"Dear God! The very houses seem asleep† everywhere he sees is not yet awake, again he has personified an object to give it more emphasis. His final line is describing the city as a â€Å"mighty heart† that is â€Å"lying still†. The capital, like the giant mechanism of a heart is just lying still. The aim from the poem is to describe the amazement he sees when looking over a massive city and seeing the calmness. He wants to express to others how peaceful and calm it makes him feel and pass that feeling on to the reader. The first two stanzas describe what the city is like, and what he sees around him. The sestet after this shows his personal response to what he has already described and how he feels about the city. Blake presents a much more depressing, morbid scene of London describing the corruptness of everything in the city. He is describing the attitudes and goings on in London that are normally never spoken about, the things which people may or may not know but which go on behind closed doors. A lot of repetition is used, unlike in Wordsworth’s poem, to give emphasis to the points which he is trying to make. â€Å"In every cry, of every Man, In every Infants cry of fear, In every voice†¦Ã¢â‚¬  he only lists one example in each line but gives the effect of a lot of crying and pain and fear. He speaks in a first hand account throughout the poem â€Å"I wander†, â€Å"I hear†, and â€Å"I meet†. By speaking in the present tense it makes the reader more inclined to think it is going on here and now however old the poem may be. By beginning the first line with â€Å"I wander thro’ each chartered street† It makes it easier to visualise what he is describing because it is a first hand account. The chartered streets are each set out neatly and ordered, â€Å"the chartered Thames† is also very regulated and gives the impression of it being divided and bought and sold. He notices a mark in â€Å"every face I meet â€Å"Marks of wisdom, marks of woe.† This evidence of scars of weakness and great sadness in faces contrasts with the peaceful and happy atmosphere Wordsworth gave to London. He hears â€Å"mind-forg’d manacles† in cry’s of â€Å"every man† and â€Å"Infant’s cry of fear† he is referring to the fake, made up manacles that he cannot actually hear but knows that something is wrong. His repetition of cry continues to the next stanza where he talks of â€Å"chimney-sweepers† which are doing the dirty, hardest jobs and suffering for their work, an example of the depressed and morbid London. The description of the â€Å"blackening church† shows the soot taking over London and the church becoming almost evil, involved with dirty money or becoming corrupt. Even the church is starting to lose its faith. Another large part of London life is also criticised, â€Å"the hapless soldier’s sigh Runs in blood down palace walls.† Fighting is going on around the palace but going unnoticed, the palace is oblivious to the corruptness going on inside its own walls. He contrasts the third stanza with the 4th final stanza, not only the church and palace and the huge industries of London are corrupt the streets are also. â€Å"Thro’ the midnight streets I hear How the youthful harlot’s curse† there is a lot of prostitution going on in the streets of London but was something that wasn’t spoken about. The STD’s, or â€Å"curses† â€Å"blasts the new born infants tear†. Implying that prostitutes pass on STD’s and then these in turn get passed on to the newborn babies of those who have any disease. Another example of a corrupt system in London, which now effects the innocent. â€Å"And blights with plagues the marriage hearse.† Sleeping with prostitutes while married destroys the whole point of marriage and then if the partner becomes pregnant another generation is born into corruption. The use of hearse shows how marriage is carried away as though dead and not taken seriously. The extremely regular meter helps put across the ordered ways he describes the beginning. These chartered and regulated ways soon give way to the examples of how corruption is slowly taking over the whole city, the government, the church, the palace and the streets. The first poem also used a regular meter, which, also worked well in describing the city peacefully and happily. The two poems contrast greatly in not what they describe but how they describe it. Wordsworth has a much more calming poem, which in effect leaves the reader much more calm and peaceful. This is unlike Blake’s who describes so much evil and chaos going on, his poem leaves the reader much more depressed and almost disgusted with how the people and industries of London are behaving. Their use of language is also quite different, Wordsworth’s entire poem is full of description of â€Å"beauty†, â€Å"bright and glittering† and full of â€Å"splendour†. He uses very grand descriptions of everything unlike the descriptions of Blake, which are quite harsh and blunt, â€Å"blasts the new born infants tear†, â€Å"blights with plagues† and â€Å"runs in blood down palace walls.† I did enjoy both poems but preferred the first, â€Å"Lines composed upon Westminster† because of its use of more soothing, happy descriptions of London. It made me feel much more relaxed after reading it whereas â€Å"London† left me feeling slightly more depressed and sad. Although this may have been the aim of Blake’s poem I preferred Wordsworth’s poem because it was much calmer.