England 1485, end of reign of Mary I

Free Essays on Social Ethics

to use when speaking to a person who might get offended to ordering dinner, every decision that is made has an ethic as the driving force. As a person grows, learns, and develops, ethical actions may change and evolve in society’s eyes and in the person’s eyes as well. Many factors define a person’s set of morals, but weather the set of morals be righteous or unjust, no set of morals will ever be perfect; however, weather these actions are smiled and frowned upon, it is a fact that ethics have as much of an impact on an individual as gravity or the sun because ethics are the driving force behind action. When we are born, there is no such thing as an ethic. Ethics are taught to us by our parents at a young age, and religion, household values, and environment are among the most common and powerful shapers of ethics there are. As a person grows and learns, their morals and ethics change, and with every new bit of knowledge, that person’s ethics are changed. There is no correct of incorrect set of ethics. Ethics is very much like a philosophy on life, because there is no real way of determining what is right and wrong. Nietzche had a very interesting writing that preached that Christian values and ethics were staggering the human development as a people. Instead of looking out for your own well-being, Christians are supposed to look out for â€Å"Thy neighbors†. Nietzche said that if this trend, which has been around for millennia, were to be changed to a more selfish ethic, putting yourself first, we would be much further as far as a society goes. I don’t know if I necessarily agree with this philosophy, but it goes to show that there is no right ethic, only what’s accepted. My own system of ethics comes primar... Free Essays on Social Ethics Free Essays on Social Ethics An ethic is driven by a moral, an idea of what is right and wrong, what should and shouldn't be. Ethics are the driving force behind every action and decision a person makes. Weather choosing tactful words to use when speaking to a person who might get offended to ordering dinner, every decision that is made has an ethic as the driving force. As a person grows, learns, and develops, ethical actions may change and evolve in society’s eyes and in the person’s eyes as well. Many factors define a person’s set of morals, but weather the set of morals be righteous or unjust, no set of morals will ever be perfect; however, weather these actions are smiled and frowned upon, it is a fact that ethics have as much of an impact on an individual as gravity or the sun because ethics are the driving force behind action. When we are born, there is no such thing as an ethic. Ethics are taught to us by our parents at a young age, and religion, household values, and environment are among the most common and powerful shapers of ethics there are. As a person grows and learns, their morals and ethics change, and with every new bit of knowledge, that person’s ethics are changed. There is no correct of incorrect set of ethics. Ethics is very much like a philosophy on life, because there is no real way of determining what is right and wrong. Nietzche had a very interesting writing that preached that Christian values and ethics were staggering the human development as a people. Instead of looking out for your own well-being, Christians are supposed to look out for â€Å"Thy neighbors†. Nietzche said that if this trend, which has been around for millennia, were to be changed to a more selfish ethic, putting yourself first, we would be much further as far as a society goes. I don’t know if I necessarily agree with this philosophy, but it goes to show that there is no right ethic, only what’s accepted. My own system of ethics comes primar...

A Few Good Man Movie Review Example | Topics and Well Written Essays - 500 words

A Few Good Man - Movie Review Example ges to prove the presence of Code Red, â€Å"an extrajudicial punishment† for dissenting officers, but there is a setback when it is proved that Dawson was absent when the code red order was made. As the movie ends, Colonel Jessup contradicts his testimony and angrily justifies his actions that led to the death of Santiago. Jessup is arrested, while Downey and Dawson are found guilty of unbecoming conduct of a marine and discharged dishonorably. A Few Good Men touches on military justice and demonstrates how military honor and competence is suborned by authorities. Dawson and Downey were treated fairly in A Few Good Men as they were cleared of murder and Jessup was arrested for giving the code red order on Santiago. Dawson and Downey were following orders dictated by their code on abiding to a unit, corps, God, and country in the course of duty (Sorkin, 1990, p. 32). However, they followed orders from their superiors, including Colonel Jessup, but did not regard their duty to protect those not in a position to protect themselves leading to their dishonorable discharge. There was unfairness by the justice system in choice of attorney, willingness to make plea, and choice of prosecutor. Instances exist where the judicial system treated the accused differently as they were going against the word of powerful people. The first instance is assigning the Santiago case to Kaffee and Moore despite their proven inexperience in courtrooms and Kaffee best known for settling cases regardless of guilt, innocence, or the opinion of accused. The other instance is that Downey and Dawson were investigated by military that set up the justice system through appointing the attorneys and presided over the prosecution, which is a violation of their right to fair treatment. The other difference was through instructing Kaffee to plea on behalf of the accused to avoid getting the case to trial. This is evidenced by the prosecutor cautioning him that not pleading was a risk to his

Culture and Religion Essay Example | Topics and Well Written Essays - 1250 words

Culture and Religion - Essay Example This paper talks about the physicians who attended the girls were unable to offer any plausible explanation. The confusion escalated into mass hysteria and people believed that the hovering presence of the devil over the village caused this problem. Tituba, a migrant African, confessed that a conspiracy of witches permeated Salem Village. Thus began the Salem Witch Hunt. The episode’s far-reaching ramifications are dealt in three classic works: I, Tituba, Black Witch of Salem, a novel by Maryse Conde, The Crucible, a play by Arthur Miller, and Young Goodman Brown, a short story by Nathaniel Hawthorne. The themes of all three stories are inspired by historical accounts of the Salem witch trials. All of them attempt to comment earnestly and staunchly on the hypocrisy and social stigmas; class, ethnic and racial distinctions that draw the fine line between the privileged and under-privileged, through the literary devices like theme, characterization, symbolism. There is always an association between forests and evil because of its dark and gloomy nature. That is why the witch meetings were held in the midst of it. The minister and the deacon are also corrupt and evil. They all are considered to be holy and people of God, but they are just the opposite. This essay makes a conclusion that a reader can easily recognize a common thread of the authors’ criticism of the evils of Puritanism, of religious and class bias that served only to marginalize a certain segment. The extent to which race, gender, class and other indicators play a part in the events that form the basis for human history has been artfully and subtly dealt by all the three authors.

Change Resistance within Armed Forces Research Paper

Change Resistance within Armed Forces - Research Paper Example Nevertheless, technology has for long time been a potential in civilizations and military theatres. More so, development of technology in 20th century had a big impact to be internalized as being a requisite instrument and a determining factor in warfare. The mentality has been epitomized by the nation states which continually invest large amounts of money, time and resources in research and purchase of the new technology (Creveld 19). The perception of the technology necessity was further powered by splendidly victorious operational functionality of nuclear weapons during the Second World War (WWII) and other following frantic Arms Race take on by the two preceding Superpowers. Thus, put into operation conceptual or technological change in armed forces has always been difficult and a critical task though it has usually been that manner and happens with the great rate of organization changes (Ronald 19). Whether the change is brought by external matters like the wartime scenarios or base rearrangements and closures or from internal influence through leadership decisions, it has always been difficult. Some changes may entail consolidated financial services, weapons refurbishing or fighting technicality (Lamb et al 1984). However, the armed forces may not be opposing the change but the transition or process the changes requires and its influence. In this technology age, there has been a natural inclination to overrate the role of weapons. Prevailing views showed the degree of military technological success was estimate to be astonishing and prove decisively to outcome of wars. The importance of technological succession in the military is that the new equipments would provide a complete advantage that could be translated into an obvious victory. It is known the armed forces of a state are not longer neutral than state itself. The challenging assertion reviews the fact that armed forces like any institution of state get their legitimacy from state itself and established political regime (Kuhlmann 20). The points become most apposite in the liberal democracy where it is usually welcomed as a matter of principle which the armed forces entirely subservient to civil political authorities even when armed forces are deemed into professionalism (Lamb et al 19). When those implementing political power lose their popular support and the entire political regime loses a whole, its legitimacy no longer take pleasure in acceptance and trust of population and the state's organizations are considered inappropriate upon bringing the legitimacy of armed forces into question. In the civilian authority, the opportunity made available by technology would persuade the belief that technology is the only determinant factor in warfare. Essentially, technology is perceived to be the determining factor which offers the potency if deployed which could wane the enemies resolve and fighting capacity (Irwin 13). More so, the induction of technology would limit casualties since mounting casualties may have similar implications of wrath occurrence in its population and a drooping morale which would influence the army plans and resistance to fight. In these circumstances, it becomes a professional responsibility though it goes contrary to standard assumptions of

Professionalism in teaching

Professionalism in teaching A Search of Teacher Professionalism. A personal reflection through the Lenses of a Traditional, Conflict Theory, Neo Liberal and Critical Perspective. In a recent Guardian Secret teacher article (2015) one school leader explains how they feel lost, set adrift, since the last update to the Ofsted inspection guidance. â€Å"I used to think I knew the rules for inspections – I built my career on it.† Is this a reflection of the teaching profession today? Have teachers been re-professionalised under the scrutiny of performativity as put forward by Ball (2003). I aim to consider these ideas looking at the role of the professional with particular emphasis on my own feelings of professionalism. I joined the teaching profession to make a difference or that is certainly how it felt. My decision to become a teacher was built upon a desire to influence the life chances of young people. But having entered the profession with seemingly noble intentions what sort of profession have I joined? What sort of professional have I become? The nature of professionalism has been subject to much scholarly debate. It has even been suggested (Whitty, 2000) that a profession is whatever society thinks it is and therefore this could mean we have to consider professionalism in a personal context. In order to discuss the concept of professionalism I first need to attempt to define the term ‘professionalism’ for myself. The terms professional and professionalism mean different things to different people. Through my readings around professionalism there appear to be four main structures with which to consider the concept of professionalism. I will examine each of these stances and reflect on my own sense of professionalism through these lenses. Ultimately attempting to consider each perspectives utility for my own practice. Traditional Traditional views of professionalism are largely based on occupations like medicine and law (Demirkasimoglu, 2010). These professions have high status and pay but also high levels of autonomy. For this reason occupations like teaching are traditionally accepted as quasi professional in that ‘Bureaucratic control†¦.fills the need for coordination by limiting the semiprofessionals discretion or autonomy’ (Leiter, 1981 pp225) There are many aspects of teaching that I believe correlate with the traditional view of a professional. Teachers provide a public service, require expert knowledge and skills, and are driven by a moral imperative. I would align myself with these principles and therefore to some extent with the view that teaching is a traditional profession and that I myself am a professional from a traditional perspective. Teaching as an occupation does however differ from traditional professions. Teachers are subject to more organisational control than both lawyers and doctors and although the responsibility of education is vast it could be argued that it is not as large as those of liberty and health. When considering my own sense of professionalism from a traditional perspective, I also question if there is a further distinction between modern teaching and the traditional view of professionalism. Traditional professions afford a significant amount of distance between the client and the practitioner. Within teaching, due to the regular interaction between client and practitioner and the nature of the relationships that are formed this metaphorical distance is not so extensive. This idea leads me to consider the changes that may have occurred to teacher professionalism as the role of teacher has altered over the past century. Teachers are expected to be more than imparters of knowledge and as the emphasis on their role has shifted so too has the potential for teachers to be considered alongside doctors and lawyers as traditional professionals. From a personal perspective I find it hard to align my own feelings of professionalism with the traditional view that would separate teaching as a high status profession from other occupations. As much of a teachers work is conducted through direct client interaction and the relationship that is formed is an essential part of successful p ractice, much like nurses and social workers, this consigns teaching to remain quasi professional and for me to not consider myself a teacher in the fully traditional sense. Conflict Theory Another view point on the nature of the professional can be gained from Conflict Theory. Conflict Theory originates from Marxist thought. Macdonald (1995) suggests that from a Marxist standpoint it is not the knowledge that makes a professional high status but the value of this knowledge to the capitalist system. Therefore the professionals maintain structures in society by ensuring that positions are monopolised. Conflict Theory proposes that the social relationships of differing groups are built upon power and exploitation. Thus it is suggested that in effect the education system is organised to ensure that power is exercised and different groups within society exploited. Ozga (1987) defines teacher professionalism as a form of state control with teachers being subject to ‘direct’ or ‘indirect rule’ by the state as political, economic, social and cultural circumstances determined. This suggests that the state is using professionalism as a means to gain desired outcomes. â€Å"When we hear from all sides the demand for an introduction of regular curricula and special examinations the reason behind it is, of course, not a suddenly awakened ‘thirst for knowledge’ but the desire for restricting the supply of these positions and their monopolization by the owners of educational certificates† (Weber, cited in Gerth and Wright Mills 1946, pp 242) Analysing the arguments made by conflict theory about the role of professionals in society fills me with personal disquiet and apprehension. Conflict Theory suggests a role of the professional that significantly differs from my own feelings of morality, integrity and service. I believe that I entered the teaching profession to be of value. I see the role of a teacher as potentially immense in individual lives. Teachers have the opportunity to develop the academic ability and achievement of their students but also to have influence on their development as people. To suggest that part of the role of professionals, and therefore teachers, is to ensure that groups within society are restricted and that the structure of society maintained is, for me, and I would suggest many others within teaching, unpalatable. This does not however mean that this is an incorrect standpoint. It would be hard to argue that the teachers professionalism has been used by the state to manipulate the profession into certain modes of behaviour. The teachers standards (2011) indeed define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. I find it difficult to square this particular circle. I see no problem with the statements made within the Teachers Standards but there still remains a discordancy between this view of an imposed professionalism and my own feelings of myself as a professional. Whatever the larger political structures that we live and work under this does not mean we have to fulfil the role suggested. Evans (2008) sees professionalism more as a sum of individuals ‘professionality orientation’. The plural of how a group of individuals perceive their own professionalism. Professionalism is co constructed by the actions and beliefs on individuals who make up the profession. I believe strongly in the role of teachers to break norms in society and enable those that are less fortunate to succeed. Conflict Theory may suggest that systems would make this difficult however I do not feel that this in any way defines myself as a professional. Conflict Theory suggests a view of teachers as an occupational group with a professionalism defined by the state. Is the individual sense of ‘professionality orientation’ as outlined by Evans not a better measure of an individual’s professionalism? Or as Gewirtz stated â€Å".. teachers are not the passive dupes of classical Marxism, unwittingly co-opted as agents of the state: they are active agents resisting state control strategies and forcing their employers to refine and rework those strategies.† (Gewirtz, cited in Hextall et al 2007, pp39) Considering all of the points above I do not feel that the conclusions from Conflict Theory help to define an individual teacher as a professional. I certainly do not feel that they help to define me as a professional. A sense of professionalism seems more personal than that which can be provided by broad statements defined by the state. Neo-Liberal We live in an age of high levels of external accountability. Ofsted, School league tables, the National Curriculum and performance related pay are just some of the high stake measures which have been introduced over the past thirty years. Gewirtz (2002) argues that the restructuring of the education system has been part of the dismantling of welfarism whilst introducing managerialist forms of control and increased centralisation. This is seen as part of a Neo-Liberal approach to create competition and markets where previously there were none. This Neo-Liberal agenda has significantly shifted the role of the professional. â€Å"The preferred strategy of the neo-liberal marketisers has been deregulation of the profession..† (Gleeson Husbands, 2001, pp287) Dale (1989) describes a shift in the mode of state regulation of teacher professionalism. Regulation has altered professionalism from a licenced form of autonomy to a more tightly controlled ‘regulated’ autonomy. These views do not agree with assumptions that teachers have been moving towards a professional status parallel to that which has been attained by the traditional professions of Medicine and Law. The march of the Neo-Liberal agenda has resulted in a ‘struggle over the teachers sole’ (Ball 2003 pp 217). Ball suggests that the introduction of such performativity has led to an erosion of the traditional professional values, a shift in professional identity and the meaning of ‘professional’ for teachers. This has led to the emergence of a new kind of professional with differing professional values. I can identify with some of the ‘new professional’ values that Ball (2003) identifies. The increased levels of performativity have altered the way the profession as a whole behaves and I think individual views of their own professionalism. I can identify with some of the traits Ball attributes to the new managers. ‘Thus the work of the manager, the new hero of educational reform, involves instilling the attitude and culture within which workers feel themselves accountable and at the same time committed or personally invested in the organisation’ (Ball, 2003, pp219) Whilst recognising the negative spin that Ball is placing on this role I also would suggest that the new managers have helped improve the education system thought accountability and investment measures. I do see these attributes as part of my own professional identify. However Ball continues by suggesting that part of the manager role is to create a docile (and capable) workforce. I do not see this as something that is part of my professional identify. I feel that we should be developing teachers who are able to question and drive the profession forward. Who have ‘extended professionality‘ (Hoyle, 1975, pp 318), an ability to have a much wider view of what education involves. Whilst Ball is strongly questioning the use of performativity and the values of the new professionalism that has arisen from its use I find that some, but not all, of these values do align with my own feelings of professionalism. Critical Perspectives. More recent perspectives on professionalism suggest that we might rethink professionalism to be about how we do what we do, rather than an acquired status. Whitty (2008) moves beyond the notion of educational reforms being used to de-professionalise teachers but instead for these to be an attempt at re-professionalisation. There is acknowledgement that educational reform has brought about changes in professionalism but that this may be constructing a new type of professional potentially more appropriate to contemporary needs. Hargreaves (2000) identified four ages of professionalism: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and post-professional or postmodern. The fourth age, post-professional or postmodern, which Hargreaves believes the profession is moving into (or has already entered) is characterised by a struggle between groups or forces which are trying to de-professionalise the work of teaching and groups or forces who are trying to redefine teacher professionalism. ‘One possible outcome of these processes is a new, postmodern professionalism that is broader, more flexible and more democratically inclusive of groups outside teaching and their concerns than its predecessors.’ (Hargreaves, 2000, pp167). These are some of the attributes that would be clear in postmodern professionalism. Whitty (2008) categorises the teachers into two distinct groups. The ‘new entrepreneurs’ and the ‘old collectivists’. Both Whitty and Hargreaves are suggesting we are at time of change in teacher professionalism. But unlike the ‘new managers’ defined by Ball (2003) the new entrepreneurs who have embraced the changing educational agenda have gained more potential status and rewards, including broader training opportunities and a limited degree of autonomy. So rather than managing the line of performativity the new entrepreneurs have the opportunity to help re define teacher postmodern professionalism. It does feel that the work of teachers has altered even within my own professional life. I would suggest that the critical perspective lens allows for potentially the greatest reflection into my own thoughts of professionalism. As previously mentioned I can identify with some of the traits Ball (2003) attributes to the new managers. When these professional attributes are considered from a critical perspective lens I begin to feel that I can form some stronger opinions as to my own professional identity. The traditional professional has some features that are in common with my own professional identify. However, the client-professional relationship that is formed within the work of teachers leads me to believe that I cannot align my own professionalism with these traditional beliefs. Whist Conflict Theory and a Neo-Liberal analysis allow us to consider the role that the state has, and is, playing on teacher professionalism I do feel that that the role the state is playing defines me as a professional. Evans (2008) proposes that professionalism is not something that is an idealised concept. Professionalism has to be something that people actually ‘do’ not something that government or any other agency thrusts upon them. Therefore professionalism has a very personal context. I believe that I hold some of the professional attributes that would be associated with the new managers described by Ball (2003) and the ‘new entrepreneurs’ described by Whitty (2008). I believe that systems of accountability and investment within the organisation are part of my own feeling of professionalism. These are about increasing teacher performance but for the benefit of the young people who have one chance of succeeding within the education system. However I also feel that there are areas of my own professionality that are not discussed in these roles. The concept of ‘extended professionality‘ (Hoyle, 1975) is something that is deep within my own feelings of profess ionalism . It is a teachers duty to continually improve, to value the underlying pedagogy, to have a much wider view of what education involves and to adopt generally a more critical approach to the job. (Evans, 2008). Hence, I would suggest that I am potentially a new professional, one who has accepted the changes of performativity but trying to see the benefits such performativity can bring as well as ensuring that the main focus does not stray from what is best for the young people in our care. Bibliography Ball, S.J (2003) The teachers soul and the terrors of performativity, Journal of Education Policy, 18:2, 215-228 Department for Education (2011) Teachers’ standards. Teachers’ standards. Available at: https://www.gov.uk/government/publications/teachers-standards (Accessed: 12 February 2015). DemirkasÄ ±moÄÅ ¸lu, N. (2010) ‘Defining â€Å"Teacher Professionalism† from different perspectives’,Procedia Social and Behavioral Sciences, 9, pp. 2047–2051. doi: 10.1016/j.sbspro.2010.12.444. Evans, L (2008) Professionalism, professionality and the development of education professionals, British Journal of Educational Studies, 56:1, 20-38. Gewirtz, S (1996) Post-welfarism and the reconstruction of teachers work, paper presented at the British Educational Research Association Conference, University of Lancaster, September 1996. Gewirtz, S (2002), The managerial school : post-welfarism and social justice in education. Routledge, London ; New York Gleeson, D. and Husbands, C. (2001) The performing school managing, teaching, and learning in a performance culture. United Kingdom: Londonà ¢Ã¢â€š ¬Ã‚ ¯: RoutledgeFarmer, 2001. Hargreaves, A (2000) Four Ages of Professionalism and Professional Learning, Teachers and Teaching: theory and practice, 6:2, 151-182 Hexhall, I et al. (2007) Changing Teacher Roles, Identities and Professionalism, Teaching and Learning Research Programme Hoyle, E. (1975) Professionality, professionalism and control in teaching. In V. Houghton et al. (eds) Management in Education: the Management of Organisations and Individuals (Management in Education: the Management of Organisations and Individuals London, Ward Lock Educational in association with Open University Press). Leiter, J (1981) Perceived Teacher Autonomy and the Meaning of Organizational Control, The Sociological Quarterly, Vol. 22, No. 2 (Spring, 1981), pp. 225-239 Mockler, N. (2004) ‘Transforming Teachers: new professional learning and transformative teacher professionalism’ Paper presented to the Australian Association for Educational Research Annual Conference, University of Melbourne, 28 Nov-2 Dec, 2004. Macdonald, K. (1995) The sociology of the professions. United Kingdom: SAGE Publications Ltd. Ozga, J (1987)Schoolwork: Approaches to the Labour Process of Teaching. United Kingdom: Milton Keynes, Englandà ¢Ã¢â€š ¬Ã‚ ¯; Open University Press, 1988. Parsons (1947) ‘Gerth, H. H., and C. Wright Mills (Eds. and Trans.). From Max Weber: Essays in Sociology. Pp. 490. New York: Oxford University Press, 1946. The ANNALS of the American Academy of Political and Social Science. Patrick, F. (2013) Neoliberalism, the Knowledge Economy, and the Learner: Challenging the Inevitability of the Commodified Self as an Outcome of Education, ISRN Education, vol. 2013. Raab, C.D, David, M, Levitas, R (1990) ‘The State and Education Policy’ British Journal of Sociology of Education, 11(1), pp. 87–96. Teacher, T. S. (2015) ‘Secret Teacher: Dear Ofsted, please can you send me a copy of the real rules?’,The Guardian, 24 January. Available at: http://www.theguardian.com/teacher-network/2015/jan/24/secret-teacher-ofsted-rules (Accessed: 13 February 2015). Whitty, G (2000) Teacher professionalism in new times, Journal of In-Service Education, 26:2, 281-295. Whitty, G. (2008) Changing modes of teacher professionalism: traditional, managerial, collaborative and democratic Pp.28-49 in B. Cunningham (ed) Exploring Professionalism. London: Institute of Education.

Coral Reefs Essay -- science

Coral Reefs Coral reefs are arguably the world’s most beautiful habitats. Coral reefs have been called the rainforests of the oceans, because of the rich diversity of life they support. Scientists have not yet finished counting the thousands of different species of plants and animals that use or live in the coral reef. There are three types of coral reefs: fringing reefs, barrier reefs, and atolls. Fringing reefs are located close to shore, separated from land by only shallow water. Barrier reefs lie farther offshore, separated from land by lagoons more than ten meters deep. Atolls, on the other hand, are formed far offshore and they make a ring-shaped reef that close a circular lagoon. Coral reefs are the largest biological structures on the planet, with the largest being the Great Barrier Reef covering over 2000 kilometers along the east coast of Australia (Focus, 1995). The reef is said to be 500,000 to 2,500,000 years old and is said to be visible from the moon.(Scientif! ic, 1987). There is only one problem with this beautiful structure and that is the carelessness of man. Silt from deforested lands and pollution from crowded coastlines choke them, and overuse by coal miners, fisheries, and even tourists deplete and destroy coral reefs. There are many more factors which add to the destruction of the coral reefs, which if not stopped it will destroy all coral reefs. Corals are animals, not plants, sunlight is the key to their survival. They need it to power the millions of microscopic algae, called zooxanthellae, that live in their tissues. The algae provides the corals with food and oxygen in return for raw materials and a secure place to live. This teamwork is what allows the reef to survive in nutrient-poor tropical seas. This relationship is sensitive to such changes in the environment as cloudy waters or extreme temperatures. The stress on the corals can cause them to expel their algae, a phenomenon known as bleaching(Futurists, 1993). With the algae gone, the coral skeleton is visible and eventually it dies. Died corals lead further on to the death of the reef. There are four environmental factors that effect their growth: temperature, salinity, water depth, and wave action. These factors exposes the reef to changes in the environment very easily especially since it is located so close to shore. This also makes it hard for all of... ...e to do something about saving these coral reefs. If these reefs are destroyed it is thought that it might destroy the entire ecosystem of the ocean. There are over sixty-five countries that have designated some 300 parks that include coral reefs as natural habitats in the world (Futurists,1993). The problem is that less that 30% of the designated areas are fully protected. The fight is economical not ecological. Such as Australia and the Caribbean who are making billions of dollars on their coral reefs. Everyone must work together to stop the pollution and the destruction of our coral reefs and our environment. it is not just one thing that is destroying the reefs! it is many factors together that are destroying it. Ultimately, it is as much a question of whether we save or destroy the planet as it is a question of whether we save or destroy the world’s reef. Works Cited Aldridge, Susan (April, 1995) â€Å"Coral: Replacement for Human Bones† Focus. Goreau, Thomas (August, 1987) â€Å"Coral and Coral Parks† Scientific American. TenBruggencats, Jan (May, 1995) â€Å"Coral in Hot Waters† Star-Bulletin & Advertiser. Weber, Peter (July, 1993) â€Å"Saving the Coral Reefs† Futurists.

Chemistry Titration Lab

Table 1: Data Collection Table – Contains all of the primary data directly obtained from the lab. Indicator | Initial volume of NaOH in burette (ml)  ±0. 05| Final Volume of NaOH in burette (ml)  ±0. 05| Final – initial Burette Reading (Volume of NaOH used) (ml)  ±0. 1| Qualitative Observations | Phenolphthalein | 0. 00 | 0. 90| 0. 9| At first when the base was being dropped into the vinegar there wasn’t a color change, however when the solutions came close to full titration, the solution would turn pink and once mixed would turn clear again| | 0. 90| 2. 30| 1. 4| | | 2. 30| 3. 20| 0. 9| | | 3. 20| 4. 0| 0. 9| | Bromothymol Blue | 8. 00| 9. 50| 1. 5| Solution turned from yellow to light green | | 9. 50| 11. 10| 1. 6| Solution turned from a bright yellow to bright blue rather than a light green indicating over-titration had occurred| | 11. 10| 12. 90| 1. 8| | | 12. 90| 14. 40| 1. 5| | | 14. 40| 15. 90| 1. 5| | Methyl Orange | 15. 90| 16. 90| 1. 0| Reaction o ccurred quick, over-titration occurred and solution turned from red to orange | | 16. 90| 17. 20| 0. 3| | | 17. 20| 17. 40| 0. 2| | | 17. 40| 17. 60| 0. 2| | | 17. 60| 17. 80| 0. 2| | Methyl Red | 0. 00| 5. 00| 5. 0| | | 5. 00| 7. 80| 2. | Solution turned from red to a light orange/yellow color| | 7. 80| 10. 70| 2. 9| | | 10. 70| 13. 60| 2. 9| | | 13. 60| 16. 50| 2. 9| | Bromocresol Green| 20. 80| 21. 20| 0. 4| Solution turned from yellow to light green | | 21. 20| 21. 60| 0. 4| | | 21. 60| 22. 00| 0. 4| | Table 2: Data Processing Table displaying the volume of NaOH required to titrate 10ml of vinegar and their corresponding concentration of acetic acid Indicator | Volume of NaOH required to titrate 10mL of Vinegar (ml) ( ±0. 1)| Concentration of Acetic Acid  ±0. 5 (mol/l) | Percent Uncertainty (%)| Percent Error (%) | Phenolphthalein| 0. | 0. 9mol/dm3| 11. 1| 3. 4| Bromothymol Blue | 1. 5 | 1. 5mol/dm3| 6. 7| 72. 0| Methyl Orange| 0. 2| 0. 2mol/dm3| 50. 0| -77. 0| Methyl Red | 2. 9| 2. 9mol/dm3| 3. 5| 233. 0| Bromocresol Green| 0. 4| 0. 4mol/dm3| 25. 0| -54. 0| Sample Calculations: Ex. The calculation of the concentration of acetic acid for phenolphthalein NaOH Volume: 0. 9ml NaOH Concentration: 1. 00mol/dm3 1. Convert Volume to Litres 0. 9 = 0. 0009L 1000 1. Calculate the moles of NaOH (n=CV) n= (1. 00mol/dm3) (0. 0009L) = 0. 0009mol 2. Calculate the concentration of the diluted acetic acid.Because acetic acid and sodium hydroxide have a 1:1 ratio, they have the same number of moles. C = 0. 0009mol = 0. 09 0. 01L 3. Calculate the initial concentration of acetic acid pre-dilution C1V1 = C2V2 C1(0. 01L) = (0. 09mol/L)(0. 1) Concentration of Acetic Acid = 0. 9mol/L Sample Calculations Continued 4. Calculating percent uncertainty = absolute uncertainty x 100 Measurement 1 Example: Calculating the percent uncertainty for the volume of NaOH required when methyl red is used = 0. 1 x 100 2. 9 1 = 3. 5% Therefore, the volume of NaOH required when methyl red is us ed as the indicator is 2. 9ml  ± 3. % 5. Uncertainty propagation for the volume of NaOH required for each indicator (0. 9  ± 0. 1) + (1. 5  ± 0. 1) + (0. 2  ± 0. 1) + (2. 9  ± 0. 1) + (0. 4  ± 0. 1) = 5. 9ml  ± 0. 5 6. Calculating percent error Percent error = Actual – accepted x 100 accepted Example: Calculating percent error for phenolphthalein Percent error = 0. 9 – 0. 87 x 100 0. 87 = 3. 4% Methyl Red Methyl Red Bromothymol Blue Bromothymol Blue Bromocresol Green Bromocresol Green Methyl Orange Methyl Orange Phenolphthalein Phenolphthalein Graph 1: Titration curve representing the effect of the volume of NaOH on the pH of the titration solution at end pointConclusion This lab tested the effect of the use of different indicators on the volume of NaOH required to reach the end point of the titration with acetic acid in vinegar. The equation for this reaction is: CH3COOH(aq) + NaOH(aq) NaCH3COO(aq) + H2O(l) The As one can see from graph 1 the results of this lab demonstrated that the indicators that required different volumes of sodium hydroxide to reach end point from least amount of volume required to most was with the use of; methyl orange, bromocresol green, phenolphthalein, bromothymol blue and lastly methyl red.Therefore, the highest volume of NaOH that was required to change the color of the vinegar occurred when using methyl red, and the smallest volume of NaOH that was required to change the color of the vinegar occurred when using methyl orange. Different indicators were tested as if the indicator is chosen well, then the endpoint will represent the equivalence point of the titration reaction; the point when the volume of titrant is equal to the amount of analyte (the acetic acid in the vinegar). An important factor to consider is hat indicators don’t change color at a specific pH.However, they do change color over a narrow range of pH values. Because vinegar has a pH of around 2. 4 the equilibrium was firmly to th e left before the sodium hydroxide was added. Adding the sodium hydroxide will begin to shift the equilibrium to the right. As more and more base was added, for example with phenolphthalein, the pink eventually became so dominant that it could no longer be turned clear by swirling the beaker. If the light pink was achieved, then end point was perfectly reached and if the solution became bright pink then over-titration occurred.Although the majority of this lab occurred according to plan, there were a few minor anomalous results that occurred. For instance, the amount of NaOH used in the titration when the methyl red indicator was used was 2. 9ml. However, for one of these tests when using methyl red, the volume of NaOH required to reach the end point of the reaction was 5. 0ml. This was a clear anomalous result as it was very different from the consistent 2. 9ml of NaOH from the other trials. This anomalous result can be explained due to several systematic and/or random that will be discussed further on with their potential improvements.There were no error bars included in this lab. This is due to the fact that they would be non-existent as each titration was repeated until the exact same volume of NaOH was required to reach the end point for each different indicator at least 3 times. Figure 1: Representation of the various indicators used throughout the conduction of this lab and their pH levels. It also demonstrates their colors in acids and colors in bases as well as the color when end point is reached. This lab evidently demonstrated that phenolphthalein would be the best indicator to use.The justification for this is that every indicator has their own individual range of pH for the end points. When the end point occurs, it means there is slightly excess base. For phenolphthalein, the end point would be when the color of the solution changed into a very light pink color. As one can see from figure 2 the indicator phenolphthalein only changes color in basic solutions. This is a reason why it would be considered the best indicator for this experiment. This is because the end point for this experiment ranges in between a pH of 8. 2 and 10. , which as one can see is very similar to the pH ranges of phenolphthalein. This would cause the phenolphthalein to give the most accurate reading of the volume of NaOH required to reach the end point of its reaction with acetic acid. The reason the other indicators may not give the most accurate readings can be seen from the diagram below: Graph 2: This graph represents a simple visual of the effect of different indicators on the volume of base required to reach end point with an acid. The green block above represents the phenolphthalein in this lab as it has its pH ranges on the break of the curve.This means that the color change will be accurate in terms of changing color at the break point of the reaction Evaluation There are a variety of ways this lab could be furthered. This lab was done using a strong base (NaOH) and a weak acid (acetic acid). A way that this lab could be furthered would be to do the exact same lab using a weak base and a strong acid such as NH4OH (ammonium hydroxide which is a weak base) the same weak acid (acetic acid). This would skew the results in that a much higher volume of base would be required to reach end point with the acid. This is because it would be much more difficult to shift equilibrium o the right. For example, the phenolphthalein indicator only turns the solution pink in basic solutions. Because a weak base is what will be used, it would take much more base in order to reach end point of the reaction. There were a few errors that could have been improved throughout the conduction of this lab. One of the major errors occurred prior to the actual titration itself. This error occurred when the sodium hydroxide solution was being created. When the sodium hydroxide was being created, 1g of solid sodium hydroxide pellets had to be weighed us ing an electronic balance and then put in a volumetric flask.After this water was added to the sodium hydroxide pellets and diluted to the 150ml mark. The pellets were left in a dish in the open while we were getting other materials set up. This was definitely an error as the sodium hydroxide pellets absorb moisture from the air. This means that the sodium hydroxide was actually becoming heavier than 1g as it began absorbing his moisture. This affected results as there was a higher concentration of sodium hydroxide in the water than recorded. This could have affected the results in that less sodium hydroxide would have been required to reach the end point of the reaction.This would be considered a systematic error as the slightly increased mass of the NaOH would have been used for every trial as the same source of NaOH was used throughout. An improvement to this error would be to not put the sodium hydroxide pellets into the volumetric flask until the very last second. Also, the sod ium hydroxide was put into the volumetric flask and then the water was added, however adding the water first could minimize the time that the solid sodium hydroxide is left in the air.This step in the procedure could also be improved if it were possible to purchase this solid sodium hydroxide already measured out in grams so that they would only be in the open for a matter of seconds as they were being transferred into the volumetric flask. A systematic error that occurred throughout the process of this lab was over-titration. Over titration is when too much of the base is added to the solution and the reaction passes end point. For example, the color that one would attempt to achieve when perfectly titrating using phenolphthalein is a light pink color.However, for all of our trials the solution turned a bright fuchsia color when using phenolphthalein implying it had over-titrated. This error could definitely have been improved. The improvement for this error would be to use a buret te with a smaller opening. This would allow decreased room for the error of over-titration. This is because one would have more control over the volume of base released by the burette allowing for more control. Another systematic error that occurred repeatedly throughout the conduction of this lab was that the temperature of the room did not stay constant.Therefore, the temperature of the solutions including the indicators was not constant. Temperature changes could have occurred in the lab without being noted. This is a problem as it slightly changes the color change pH range of indicators. As one can see below, these are the effects on various common indicators’ color change ranges with an increase in temperature: Table 3: Table representing common indicators and the effect of changing temperature drastically on the color change range. Although the temperature would not have fluctuated drastically in the classroom there were still potential fluctuations that were not accoun ted for.This would have caused the end point to appear to be occurring at different times than expected for that indicator. The way this error could be improved would be to conduct the lab in an area where the temperature is closely and easily monitored. Conducting this lab in a classroom with the door frequently opening and shutting let in a draft therefore this lab should be conducted in an area with no interruptions that may effect temperature. Also, temperature can be monitored so that it can be at least accounted for in one’s results and the changes in temperature can be used as an explanation for the behaviour of the indicators in each test.Another section of the procedure of this lab that requires improvement relates to the indicators used. The indicators used throughout the process of this lab had pH ranges of around 2-3 increments. For example, phenolphthalein changes color over a pH range of around 8-10. This means that one would not be able to tell exactly what pH the final solution was when it reached end point from the indicator. This could be improved if indicators were produced that did not have a range of pH values in which they change color but one specific pH range where it changes the color of the solution.This would improve the lab as it would allow scientists to know exactly at which pH the end point of the reaction was reached exactly when it happens. For example, this specific experiment is supposed to reach end point between pH values 8-10, however having an indicator that changes color at pH 8, one that changes color at pH 9 and one at 10 would allow for a more accurate result. An additional random error that occurred throughout the process of this lab was that rarely a drop of NaOH wouldn’t come out of the burette completely straight and would end up getting stuck to the side of the beaker.This would have caused the volume of NaOH required to reach end point of the reaction to appear greater than it actually was. This is because NaOH was leaving the burette but not going into the beaker containing the vinegar and indicator. Although one cannot control the behaviour of the burette with the NaOH other than potentially using a burette with a thinner opening allowing for less room for the NaOH to fall from obscure angles, one can control beaker size.By increasing the size of the beaker containing the vinegar and the indicator, one is able to reduce the likelihood of the NaOH not going directly into that beaker. This would mean that there wouldn’t be as much NaOH lost from the burette that isn’t accounted for. Often in the real world, titration experiments are performed regularly. This is because titration is a process of determining the concentration of a substance in an unknown solution, in which a known reagent is added to that unknown solution in order to produce a known reaction such as a color change.A real world example of this is biodiesel production. Acid-base titrations are used in the production of biodiesel in order to determine the acidity of waste vegetable oil (one of the main ingredients in biodiesel production). pH paper is used to test a small sample in order to represent the pH of the entire batch. This allows one to determine how much base is required to achieve the desired pH. Bibliography Websites: â€Å"Chemical Analysis by Acid-Base Titration. †Ã‚  AcidBaseTitration. N. p. , n. d. Web. 12 Nov. 2012. . â€Å"ChemTeacher.   ChemTeacher. N. p. , n. d. Web. 12 Nov. 2012. . â€Å"Sample Lab Report. †Ã‚  Sample Lab Report. N. p. , n. d. Web. 12 Nov. 2012. . â€Å"Titration Lab Report. †Ã‚  Titration Lab Report. N. p. , n. d. Web. 12 Nov. 2012. . Books: Textbook: Talbot, Chris. Chemistry for the IB Diploma. London: Hodder Murray, 2009. Print.

Crusades essays

Crusades essays Through out time, history has had a tendency to repeat it self. It has done so in good means as well as bad. People learn from the past and apply it to their every day lives. Although people try to do the right thing and not follow mistakes that have been already made, they just seem to come about. This day in age, out country is experiencing a situation that is extremely similar to that that occurred in the 11th, 12th, and 13th centuries, that which is the crusades. Crusades now can be defined as all wars undertaken in pursuance of a vow, and directed against infidels. But back in the middle ages it was known as any military expedition under taken by the Christians of Europe (Random House Websters 318). On September 11,2001 the people of America as well as all other free countries in our nation experience a new feeling that we have not know of. We were being attacked for our beliefs, for the way we live our lives. This what we were feeling, was being fought for during the time of the Crusades. The Christians and the Muslims were fighting against one another in order to spread their religion, or end the other. The people who were the leaders of the attack were Muslims. Muslims are people who follow the religion of Islam. Islam is a religion that was founded by a man named Muhammad. The followers of Muhammad believe that he received messages from God. Those messages all established into the rules that the Muslims live by, and they are all recorded in the Koran. Some of the laws forbade Muslims to eat pork, drink alcohol, gamble or lend money for interests. But the main beliefs of the Muslims are The Five Pillars. Which are to have faith in God (Allah). To pray five times a day facing in the direction of Mecca. For a person to give part of their income to charity. To fast during the month of Ramadan, and to promise to go on a pilgrimage to Mecca at least ounce in your life. The event leading u...

The NGOs Role Within Australias Democracy †Government Essay

The NGOs Role Within Australias Democracy – Government Essay Free Online Research Papers The NGOs Role Within Australias Democracy Government Essay The role of NGOs in Australia’s system of democracy is an issue of increasing relevance and significance within public discourse. NGOs have been placed under proliferating scrutiny and reconceptualization within our political landscape. This has been characterised by increasing conservative neo-liberalist philosophical underpinnings rationalised within economic rationalism’s model of entrepreneurship and free market competition. (Maddison, Denniss and Hamilton 2004 p1) The roles, responsibilities and challenges facing NGOs are numerous and ever-changing with â€Å"greater confusion about the non-profit sector and its role than before.† (Fitzgerald 2004 p1)It is important yet difficult for these NGOs to juggle values, purpose and determination within the broader context of political climates and societal change. The need for NGOs to clarify their roles and responsibility within the Australian system of democracy is of profound significance within our changing societal paradigm moving towards conservatism, privatisation and overriding neo-liberalist philosophies contrasting the Keynesian welfare model upon which societal constructs has until recently drawn heavily upon. (McDonald and Marston 2002 p3) NGOs have been faced with a consequential need to articulate roles and defend their actions and ideologies as governments and conservative organizations focus not on the positive processes and outcomes of NGOs for their service users and the community but rather the threat that they pose to the conservative equilibrium created within the neo-liberalist agenda, particularly in relation to their support from the community and the advice they provide to governments and corporations. (Mowbray 2003 p4) NGOs play a unique and invaluable role within Australia’s system of democracy in playing an intermediator role between the government, the community and the corporate for profit sector, creating public forums of debate involving varying individuals often with diverse or underrepresented needs, representation of disadvantaged and marginalised groups, providing direct involvement in policy formation and change, providing uncompromising quality services to the community and striving for high levels of transparency and accountability of governments, the corporate sector and their own organizations. The construction of a public sphere of consultation, discussion and debate may be argued to be a fundamental underpinning of the democratic process as well as â€Å"to the development of good public policy and a well functioning democracy†. (Maddison, Denniss and Hamilton 2004 p1) NGOs provide a platform from which alternative views and experiences may be expressed and often advocate on the behalf of or assist in a process of empowerment of marginalised and disadvantaged groups. This enables a public voice previously unheard or disregarded increasing access to decision making processes effecting individuals and communities and moving towards a more egalitarian holistic approach incorporating the needs of all stakeholders. The legitimacy of these roles of NGOs has been placed under increasing scrutiny with a highly contested movement away from the involvement of NGOs in public decision-making processes. The decreasing public trust of governmental and corporate entities has concurrently been juxtaposed by an increasing level of public trust and involvement with NGOs and community participation (Maddison, Denniss and Hamilton 2004 p2) The legitimacy of NGOs subsequently has been called into question under right wing conservative ideology referring to NGOs as â€Å"a growing power of an unelected few† (Fitzgerald 2004 p5) undermining and questioning their authority, motivations and views. Thus a strengthening conservative agenda has emerged questioning the right of NGO’s to be involved in public political discourse and calling for the silencing of dissidence through intimidatory means or withholding funding. This contradicts democratic principles of free speech and the right to question gove rnmental actions to which NGOs oppose and hope to overcome rather than engage in self-censorship or external body control as a means of self-preservation. NGOs have played an increasingly significant role in representing disadvantaged and marginalised groups and bringing a collaborative and rights based approach into the public agenda. Citizenship and involvement within the democratic process are constructed as a framework for participation â€Å"as citizens with a range of collective identities rather than as individualised clients or customers† (Ryan 1995 in Sawer and Jupp 1996 p40) NGOs are thus playing an increasingly significant role in the meaning making process assisting in the activation of voices and perspectives of those often unrepresented and unheard within political and societal discourse. This is working in contradiction to the neo-liberalist attempt to â€Å"converge to weaken or abolish collective standards and solidarities† (Bourdieu 1998 p3) and the Darwinistic market neoliberalism increasingly upheld and prioritised within our growing conservative governmental epoch. This representation may involve cr eating open discussion and public forums, direct involvement in planning, implementing and reviewing policy processes and governmental decisions and working towards the capacity building and empowerment of individuals and communities to articulate and represent their needs and opinions within the public sphere. The NGOs operational objectives and function are important in reflecting on the their role within the system of democracy. The provision of uncompromising quality services to the community maintaining philosophies, values and priorities in everyday functioning is an integral aspect in working towards broader aims and objectives regarding societal structures and change. In providing this, NGOs can act as intermediaries between governments, communities and corporations with integrity and genuine transparency and accountability for their actions. Accountability is a central role and issue intrinsic within service provision and the multifaceted public discourse of our system of democracy. NGOs have a responsibility to the community, the government and other organizations to provide transparency and accountability for their actions and the processes undertaken working within their ideological frameworks and understanding. In providing this accountability they provide a milieu within which to question the actions and accountabilities of governments and other organizations involved with the community and the democratic state. Criticism has been mounted against NGOs relating to accountability under the neo-liberalist conceptualisation of the NGOs as an illegitimate entity with its self-interest of paramount concern. However NGOs have reflected that it is their role and responsibility to remain answerable and open to their actions and support improving accountability frameworks, benchmarking and co-responsibilities between NGOs an d governments. (Fitzgerald 2004 p6) Within the case study of the proposal for the Social Science Student’s Society (SSSS) stakeholders play a significant role in the creation of a student’s society enabling a communicative forum, participation, feedback, open and critical discussion and the creation of a cohesive collective of social science students within the university. These two stakeholders, the students and the university engage from differing conceptualisations and ideological positions underpinning their approaches and understanding of the role of NGOs. The students take a structural ideological position in relation to the role of NGOs understanding the power imbalances and inequality systematically inherent to their position and within the organizational framework of the proposed social science student’s society. Within the broader spectrum of the university and the governmental policies and practices influencing the varying levels of their experience the students can observe and understand the societal power imbalance imposed under a top down non-consultative approach. The student’s are aiming to bring about participatory change focusing on the thoughts, ideas and experiences of social science students questioning the current systemic limitations of the university including a belief that â€Å"participation is limited due to current school structures, which do not encourage their participation† (SSSS Proposal 2005). An underlying belief that students have the right to open participatory forum, a cohesive commu nity and involvement in planning processes regarding their education is underpinning the role of the SSSS, and an understanding of this within the confines of the universities limitations and societal realm is articulated. The students and SSSS thus construct the role of NGOs as working against recognised systematic inequalities and limitations activating the voices of the marginalised and oppressed in order to bring about positive outcomes and greater societal change. Another key stakeholder within this proposal is the university. The universities approach and ideological position can be understood on a more conservative level than the students however is not unaware of the challenges imposed by power imbalances and inequality such as an inability of the system to incorporate the voices and opinions of the majority. The university takes a pluralist ideological standpoint examining the students and the SSSS proposal and maintains this viewpoint in the broader role of NGOs. The university is able to recognise the varying needs of students and those engaging with the university and is aware of its role in working with these groups to achieve positive outcomes. It maintains this without directly focusing upon a broader actualisation of social problems within the context of societal oppression and systematic inequality, rather focusing on specific issues effecting specific groups within the university and recognising the often unequal distribution of p ower among these groups. The university may conceptualise the broader role of NGOs to work towards achieving goals with varying groups and decrease the effects of inequality and oppression. NGOs may do this without significantly affecting the status quo however may question societal structures in the best interests in alleviating marginalisation and oppression of individuals and communities. The ideological underpinning may have a vast impact on the outcomes for the organization as the various frameworks of understanding of societal structures and approaches to change construct the foundations from which viewpoints are developed and actions are undertaken. The structuralist ideological position holds a greater potential for comprehensive and holistic change, focusing on the varying levels and structures of society from which power imbalances and oppression arise. The focus is centralised on significant and multifaceted change which if achieved is likely to prove successful, as the examination and analysis of all systems of power and change are included in the social change approach. The structuralist ideological position within specific instances however may prove extremely challenging and problematic for an organization to approach. The far-reaching implications of top down systematic inequalities and oppression are complex and possibly daunting issues to tackle; and in specific instances it may not be possible for an organization to approach and change entrenched viewpoints or inequalities deriving from powerful systems over which the organization has little to no control. The pluralist ideological position acts as intermediary in understanding society and social change and due to this attaining positive outcomes and strengthening the positions of marginalized groups and alleviating aspects of inequality may be quite achievable. This may prove to be very beneficial to the groups involved with the organization if their interests are represented however an overall problem with the pluralist approach is its failure to deconstruct and conceptualise the broader spectrum of societal problems. Outcomes may be affected as immediate, short or medium term outcomes may be achievable, however working towards long term or systematic changes may not be encapsulated within the scope of a pluralist approach as they may be when working within a structuralist ide ological framework. References Aja, F.S. (2005) Proposal for the Social Science Students Society [unpublished document] Bankstown: University of Western Sydney. Bourdieu, P. (1998) The Essence of Neoliberalism. [online] Venezuela Analitica Editores. Available from – www.analitica.com/bitbioteca/bourdieu/neoliberalism.asp [Accessed 28 August 2005] Fitzgerald, R. (2004) Challenges, choices and opportunities for Nonprofit Organizations. National Roundtable of Nonprofit Organizations. 16 September 2004. Australian Council for International Development. Mowbray, M (2003) War on non profits: ‘NGOs: What do we do about them?’ Just Policy.30 (July) 3-13. McDonald, C. and Marston, G. (2002) Fixing the Niche? Rhetorics of the community sector in the neo-liberal welfare regime. Just Policy. 27 (August) 3-10. Maddison, S and Denniss, R. and Hamilton, C. (2004) Silencing Dissent: Non-government organizations and the Australian democracy. Discussion Paper Number 65 June 2004. [online] The Australia Institute. Available from – tai.org.au/Publications_Files/DP_Files/DP65.pdf [Accessed 25 August 2005] Bibliography Mills, S. (1994) A Summary of Community Work and Ideology. [unpublished document] Lismore TAFE. Mowbray, M. (2004) Getting NGOs out of the tent: The IPA’s campaign against charities. [online] Victorian Council of Social Services. Available at – tear.org.au/resources/harambee/041/04_ngo-out-ofthe-tent.htm [Accessed 30 July 2005] Sawer, M. (2002) Governing for the Mainstream: Implications for Community Representation. Australian Journal of Public Administration. 61(1) March 39-49. Sawer, M. and Jupp, J. (1996) The Two-Way Street: Government Shaping of Community-Based Advocacy. Australian Journal of Public Administration. 55 (4) December, 82-99. Research Papers on The NGOs Role Within Australia's Democracy - Government EssayRelationship between Media Coverage and Social andInfluences of Socio-Economic Status of Married MalesBringing Democracy to AfricaPETSTEL analysis of IndiaThe Project Managment Office SystemOpen Architechture a white paperIncorporating Risk and Uncertainty Factor in CapitalAssess the importance of Nationalism 1815-1850 EuropeDefinition of Export QuotasAnalysis of Ebay Expanding into Asia

Secondary Ticket Market Case Study Example | Topics and Well Written Essays - 750 words

Secondary Ticket Market - Case Study Example There are many sports admiration officers who do not think in terms of profit and loss of revenue only. They evaluate the possibility of secondary ticket market from an ethical perspective. They don’t like to endorse organizations that would resell tickets at higher prices. It is one thing to let the secondary market operate and quite another telling the fans that ‘the teams have run out of tickets but if they are interested they can buy the ticket at three times the face value from their partners’. Analysis and Evaluation of Alternatives Despite offering problems, secondary ticket market also serves as an indicator for setting ticket prices. The sports officials can use secondary market data to tweak their ticket prices to maximize profits. Another benefit is the teams who engage with the secondary ticket market can redistribute full or partial plan holders. This is important because according to an estimate 20% of the ticket holders never show up at the game ind icating a loss on the revenue. To keep the tickets from being wasted the team administration can avail the opportunity in secondary ticket market that lets the fans exchange ticket they are not planning to use. As an example the San Francisco Giants implemented this plan the first and they reduced the non-use of tickets by 50%. Evaluation of Case Secondary ticket market offers its own pros and cons. Some teams saw the potential and the benefits it offered so they started to build partnerships with ticket sellers such as StubHub, RazorGator and Ticketmaster to make the exchanges between buyer and seller as secure as possible. NFL, after some resistance, also came to terms with Ticketmaster. The deal allowed Ticketmaster to create a website similar to NFL where buyers and sellers of tickets meet. The case evaluation suggests many possible options however, from the discussion and the interviews in the case it is apparent that business philosophies move from top to bottom; one doesnâ₠¬â„¢t just change the whole model of their business based on an opportunity. As the case suggests that after the internet boom it is almost impossible to foresee who ends up with the original ticket. Some of the teams have such a low inventory that when brokers buy the tickets the primary market becomes nonexistent. The teams at NFL face the dilemma where they have to decide whether to capture the whole of their respective secondary market share and damage their relation with the public or endorse the secondary market, enjoy the additional revenues. There cannot be any hard and fast rule regarding ticket reselling or the concept of secondary market. For some teams and their fans the availability of an unregulated secondary ticket market might be the best thing that could happen. For instance the teams who don’t like the idea of tweaking their ticket prices to a great degree and are alright with the negative publicity brought down by the image of reselling tickets at a premium , they can benefit in more than one way by participating in an open secondary market. They will get additional revenue that they can pour into their operations. The benefits go beyond monitory measurements. The ability to resell tickets is also a great way to retain season ticket holders. The opposite of this opportunity can be devastating at so many levels. If a season ticket holder cannot resell tickets there is a direct loss of revenue and the customer. More importantly if

Poverty alienation through increased private sector or state controlin Essay

Poverty alienation through increased private sector or state controlin Nigeria...what is the way forward - Essay Example Despite providing 95 per cent of foreign exchange earnings and about 60 per cent of government revenues, the oil sector’s contribution to GDP is less than 25 per cent. The agriculture sector is largely subsidized and has made a 26.8 per cent contribution to GDP in 2005. Industry and services contributed by 48.8 and 24.4 per cent respectively. Although, Nigeria had once been a large net exporter of food, it is now importing some of its food products. Nigeria’s economic progression has been disturbed by corruption, political instability and poor macroeconomic management for years. Following the restoration of democratic rule in 1999, Nigeria is now undergoing substantial economic reform (Anthony Maduagwu, 09/09/00). During the period 2003 to 2007, Nigeria put into effect National Economic Empowerment Development Strategy (NEEDS) which aimed towards raising the standard of living of the people by establishing macroeconomic stability through deregulation of the economic environment privatization of government ventures, economic liberalization and accountability. This initiative also addressed the basic deficiencies such as unreliable power supplies, poor infrastructure and lack of fresh water for household and irrigation. It was also aimed towards creating 7 million employments, boosting non-energy exports, increasing industrial capacity utilization, improving agricultural productivity and diversifying the economy. Similar initiative called State Economic Empowerment Development Strategy was also implemented at the state level. The UN sponsored the National Development Goals program for Nigeria, as a long-term economic development program, covering the period 2000-2015. Under this program Nigeria is committed to achieve number of set targets in the areas of poverty reduction, gender equality, health, education, environment and international development cooperation. Despite these efforts and with the presence of enormous