Digital Marketing annotated bibliography Example | Topics and Well Written Essays - 1750 words

Digital Marketing - Annotated Bibliography Example Arthur Lisa’s book discusses big data as a topic that involves many individuals throughout the organizations. She argues that this fact is very essential and should not get forgotten whenever an individual is trying to make use big data in a purposeful manner. The book, big data marketing entails the position held by big data in marketing. The book; however tends to concentrate more on the barriers that hinder the organizations to use big data effectively. However, she acknowledges that big data has greatly improved advertising and marketing. The organizations that have made use of big data have recorded a tremendous success in their marketing and consequently improved sales. Amazon and E bay ensures that the products get exposed to the consumers. In this book, the author concentrates on over thirty years of her technological marketing leadership as well as her current obligation as a chief officer of marketing. She provides a common sense sequentially and also proven the data driven marketing adoption approach. The author noted that the enormous development of the internet and its necessity has made companies appreciate digital marketing. However, some organizations are yet to reap the benefits that big data the potential of providing. She attributed big data adoption to an improved customer experiences, expenses friendly and its role is commendable. She hence advocated for its adoption by marketers in their respective organizations. These aspects have led to the adoption of big data marketing and advertising by many organizations across the world. They are also easy to use especially E bay and Amazon.

Personal Leadership plan Essay Example | Topics and Well Written Essays - 1000 words

Personal Leadership plan - Essay Example Adherence to these internal and external forces that affect the operations of an organization would go a long way in ensuring the organization realizes its goals, vision, and mission by sticking to the laid down policies and strategies (Carter et al., 2012). This paper explores the importance of developing a personal leadership plan. Importance of Personal Leadership Plans There are several reasons for which leaders should develop their leadership plans. First, although one may know everything about him/herself, such knowledge would be futile unless it is written down in a well-organized form that is beneficial to the user. Such documentation of knowledge is particularly important in enabling one to focus thoughts, resources, and energy on the leadership right qualities. Further, a leadership plan allows one to organize his/her present, past, and future in a connected manner by allowing the exploration of personal interests, values, beliefs, needs, and experiences, which are then ali gned and applied in leadership to help in the realization of an organizations vision, mission, and objectives (Carter et al., 2012). By judging and understanding these values, beliefs, and experiences, one is better placed to appreciate current status and forecast future professional life. In essence, all the work involved in preparing a leadership plan enables an individual to develop the useful practices of introspection, the habit of looking inward for guidance (Kahn, 1991). The two main effects of leadership plan on an individual is the inculcation of the sense of self-direction and self-awareness, two of the essential factors in effective leadership. The inclusion of a personal mission statement in a leadership plan is one technique by which leaders are guided to their personal life and professional future. Personal mission statements also assist people in decision making processes and in the building of confidence in one’s decisions and abilities. All an individual requ ires is a well thought-out purpose for life, which is a rather strong foundation for personal as well as career life. Personal leadership plans are also useful when one is considering performance review, promotion, or change in career direction. During such time, it is vital that all the outstanding leadership qualities, which could be influential in an individual’s vision of effective leadership, should be evaluated so that the right choices are made. Even as personal leadership planning is important and people are encouraged to generate ideas for personal as well as career growth and development, it is advised that people need to limit the expanse and the size of aspirations and the timeframe within which objectives are to be realized (Robbins et al., 2008). In other words, the leadership goals outlined in a leadership plan should not only fit in the set time but should also be realistic and achievable. Leadership plans must also indicate the mechanisms by which professiona l and personal goals are to be realized in addition to setting the right timeframe. To achieve great results in leadership effectiveness, it is important that one becomes passionate and compelled to constantly

Gender Gap between Boys and Girls in Education

Gender Gap between Boys and Girls in Education There has been a lot of work done on boys and girls achievement in schools: narrowing down the gap. In 1960 young boys were 21 times more likely to attend university than girls. It can be suggested that the changing world is having an impact on boys achievement in terms of boys attainment in schools and that of girls success in schools. It was suggested that the equal pay act and that of the sex discrimination act (1970) changed the emphases of education policy and that can be noted as a key period of history that changed the objectives of girls in terms of careers and attainment. Girls had to achieve higher marks in their 11 plus examination than boys. Elwood J et al (1998, p.5) states that 11 plus examination à ¢Ã¢â€š ¬Ã‚ ¦ children used to be selected for secondary schooling, were deliberately skewed so that girls had t achieve better results than boys. The period 1950-1960 found the reasons behind this was because boys matured later than girls which would not have been fair to l eave out boys from attending grammar schools. But in 1990 their was concern over boys achievement in schools. It has been suggested that in societies such as the UK the socialisation process as it operated at least up to the 1970s meant that many parents socialised their daughters to show dependence, obedience, conformity and domesticity whereas boys were encouraged to be dominant, competitive and self-reliant. Also when young children saw their parents acting out traditional gender roles many would perceive these roles as natural and inevitable leading girls and boys to imagine their futures as fulltime housewives and mothers and as fulltime paid employees respectively. In schools teachers praised girls for feminine qualities and boys for masculine qualities; boys and girls were encouraged to opt for traditional male and female subjects and then for traditional male and female careers. Furthermore in certain sections of the mass media [and especially perhaps in teenage magazines] girls were encouraged to recognize the all importance of finding Mr. Right and settling down to a life of blissf ul domesticity in their traditional housewife-mother roles. Cole (2006, p.26) suggests that even before children go to school their parents will treat a boy and girl very different. Even in society throughout history this has occurred. A lot of research has gone into this; your gender is an issue from the minute you are born. Automatically society will say how a girl will behave and how a boy will behave. If it is a boy, oh hes like that because hes a boy and boys always take longer to grasp it. Girls, even in the late 1960s were more likely than boys to gain 5 or more GCE Ordinary Level pass grades. From the 1960s to the 1980s the percentages of girls and boys gaining 5 or more GCE Ordinary Level pass grades gradually increased but the so-called gender gap in educational attainment increased especially once the GCSE was introduced primarily because girls have maintained their traditional higher attainment levels in Arts and Humanities subjects but also reduced [and in some years overturned] the traditional attainment gaps in favour of boys in Mathematics and Science subjects. The GCSE was introduced in 1988 and from then onwards the female- male gender difference in educational achievement at GCSE level widened as differences between the [ higher] female pass rates and the male pass rates in Arts and Humanities widened and females narrowed or sometimes reversed the traditional higher male pass rates in Mathematics and science subjects. It has been claimed that the relative improvement of female educational achievements can be explained partly by the nature of the new GCSE courses .This has been disputed, however, on the grounds that several factors have contributed to these trends. By the late 1980s females were more likely than males to gain two or more Advanced Level passes and during the course of the 1990s they also became more likely to gain 3 or more A level passes. Females also soon became more likely than males to gain A grades in almost all Advanced Level subjects Nevertheless gender differences in examination performance at Advanced level are smaller than at GCSE level. In 2007-2008 69.3% of girls and 60.1% of boys achieved 5 or more GCSE Grade A*-C passes; 51.3% of girls and 42.0% of boys achieved 5 or more GCSE Grade A*-C passes including English and Maths. The gender difference in examination success varies considerably from subject to subject. For example girls in 2007-2008 girls outperformed boys by 14% in English, 16% in Design and Technology, 9% in Modern Foreign Languages, 17% in Art and Design and 12 % in English Literature but by only 1% in Mathematics, 2% in Core Sciences, 1% in Chemistry and 2% in Classical Studies. Although the data are not presented here Girls are now more likely to gain A* and A grades in most but not all   GCSE subjects. Other areas the research will focus on are schools too feminised, advantage for girls but disadvantage for boys. Hutchings (2002) states the phrase feminisation is used simply to refer to the fact that there are more female teachers than male, especially in the primary sector. (Biddulph, 1997 cited in Skelton et el, 2007) state that the current situation is often presented as one which is detrimental to the educational experiences and opportunities of boys with the implication that boys do better when taught by men teachers. (Skelton et el, 2007) suggest that Another use of the phrase feminisation of schools is in relation to the idea that the predominance of females has led to the delivery of the curriculum, assessment practices and the management and organisation of the classroom becoming more feminine in nature. Female teachers are more lenient on boys than male teachers also male teachers can be role models for pupils which will enable the child to be motivated to learn and succe ed in education. Role models it is argued that there are more positive role models for young girls than there are for young boys in terms of encouraging them to do well at school. Issues within the classroom the findings of  Becky Francis (2000) argues girls are improving more rapidly than boys , this is to be explained   primarily in terms of the processes affecting the social construction of femininity and masculinity. In relation to the social construction of femininity, she argues that many girls of middle school and secondary school age aim to construct feminine identities which emphasise the importance of maturity and a relatively quiet and orderly approach to school life. Girls certainly do take considerable interest in their appearance and may choose to rebel quietly by talking at the back of the class or feigning lack of interest but , according to Francis, not in a way which will detract from their school studies. Their femininity is constructed in such a way that if they choose to behave sensibly and work hard this, if anything, adds to their femininity. Findings have suggested that it is vital to keep the subjects taught in curriculum interesting for children to learn about in class. This may enable children to be motivated to learn and gets rid of the label of boringness of lessons. Jackson (2006, p.127) states that if students find the curriculum boring, it provides little incentive for them to counter the uncool to work discourse. Continued existence of laddish, macho anti- school subculture- these are groups of pupils in schools who have different norms and values to the rest of the school. Subcultures can be anti school where pupils are rude to teachers, dont do homework, truant and get into fights. Some sociologists argue that boys are much more likely to be in these groups and to think that education is a waste of time and that it is not macho to do well at school. Subcultures can also be pro school where pupils are very committed to school, they do all their work on time, or early, they are always on time for lessons and n ever truant. It is argued that girls are more likely to be in these subcultures than boys. Methods of assessment have been identified particularly frequently as a key factor in this bias against boys. An increased amount of assessed coursework has been suggested to explain boys doing less well at GCSE and A levels, with the argument being that boys do less well at coursework because of their preferred learning styles (Skelton et al, 2007). Girls do less well at sudden death exams (timed exams previously unseen by the candidate) which rely on last-minute revision and require self-confidence. This latter form of assessment has been argued to favour boys, and was the basis for O level exams (the exams that preceded GCSEs in Britain). Bleach, 1998, cited in Skelton et al, 2007 In fact, however, girls results were already improving before the GCSE assessment model was introduced. And further, Arnot et al. (1999) discuss how a reduction in the coursework component in public examinations in the 1990s did little to alter the pattern of gender achievement (Skelton et al, 2007). Another issue could be masculinity peer pressure from friends Jackson (2006, p.74) states that the uncool to work this statement is suggesting that if boys work hard at school they will not be cool. (Jackson, 2006, p.84) Those who seem to be most disadvantaged as a result of the discourse are those who attempt to balance academic work and popularity but can not manage to do both successfully. This is a powerful predictor in a lot of schools, this is seen as social status of pupils needs to be popular and be part of a group. A lot of pupils will feel being unpopular is not as good as anything else. Also it will lead to negative impact. Both girls and boys have to act as they are chilled, relaxed, laid back when it comes to the academic side of work. As the relative rate of female educational improvement increased it came to be argued that this might be explained to some extent by biological factors. Experiments investigating the brain activities of male and female babies suggested that differences in the structures of female and male brains respectively may mean that females have genetically determined linguistic advantages which would explain females especial facility with language based subjects. It was also suggested that girls earlier maturity means that they can concentrate more effectively and are better organised especially in relation to course work. This was considered to be a significant point because the relative improvement in female GCSE results was associated especially with the introduction of coursework-based assessments which had been absent from the GCE Ordinary Level examinations which the GCSE replaced. However in relation to these theories it should be noted that male-female differences in Advanced level lan guage examination results are small, that the relationships between physical and intellectual maturity are uncertain and that gender differences in examination results cannot be explained only by the presence or absence of coursework. Other factors that may affect attainment are different learning styles, both boys and girls learn differently, but we need to be careful we do not stereotype on gender. When looking at the gender debate it has been suggested by Coffield (2004) that consideration to learning styles is important when establishing the link as to why there is a gap between boys and girls due to peer pressure for the boys what their friends may think if they achieved well in school, the way boys are assessed in schools for instance boys do better in exams than coursework. Examples of these could be boys would prefer to learn kinaesthetically by doing things such as experiments or activities and girls would learn well visually by seeing. Interest in learning styles has grown rapidly in recent years and perceived differences in the learning styles of boys and girls are one of the most frequently expressed explanations for the gender gap in achievement. This argument is also based on the presumption that if boys are naturally different to girls because of their biological make-up, then it follows that they will have different approaches to learning (Noble and Bradford, 2000; Gurian, 2002). Studies have shown that the vast majority of boys and girls prioritise a teachers individual ability as a teacher, and their level of care for their students, rather than a teachers gender. Skelton et al (2009), Francis et al (2008). Boys to better in maths than girls research by Hargreaves et al into pupils stereotypical attitudes to mathematics and English has shown that stereotypes succeed among pupils, with most believing that maths is a boys subject where boys do better, and English a girls subject where girls do better. DfES (2007, p. 3) Boys outperform girls in Maths at Key Stage 2, and continue to outnumber girls at higher level maths. But there is a large gender gap favouring girls in English. On the other hand girls do better in English than boys On the other hand women do better on reading comprehension and vocabulary than men do. APA report state that some verbal tasks show substantial mean differences favouring females. Whitepaper on gender differences in achievement Social class and ethnicity according to Cole (2006, p.29) states that Gender is not the strongest predictor of attainment. Social class attainment gap at key stage 4 is three times as wide as gender gap. DfES (2007, p.3) Analysis of the attainment data shows that other factors or a combination of factors, such as ethnicity and social class, have a greater bearing on educational achievement than gender considered on its own. Gender differences in educational achievement are far smaller than social class differences in educational achievement. Students of both sexes who are eligible for free school meals are far less likely than students of both sexes ineligible to be successful at both levels of the education system. Some ethnic differences in educational achievement are also greater than gender differences in educational achievement. Statistics on the gender gap between boys and girls Attainment at each end of the distribution of grades also varies by gender. Girls are more likely than boys to gain an A* grade at GCSE. Boys are a little more likely to gain a G grade at GCSE or to gain no GCSEs at all. The largest gender differences (a female advantage of more than ten percentage points on those gaining an A*-C GCSE) are for the Humanities, the Arts and Languages. Smaller gender differences (a female advantage of five percentage points or less) tend to be in Science and Maths subjects. Some of these achievement patterns have been relatively stable over six decades of exam results, particularly in English Language and Literature, French, Art and Design and Religious Studies. There have been changing patterns over the years. In Maths, there has been a shift from a male advantage averaging 4 percentage points prior to 1991 to a slim female advantage of 1-2 percentage points in recent years. In Geography, there has be en a widening of the gap in girls favour, and in History, there has been variation but with girls now doing much better than boys. This research will explore possible solutions we can use to solve this gap such as single sex schools which may help girls to speak out. Times online (2004) Girls in mixed classrooms refrain from speaking up and answering questions. Another way of solving the gender gap is by having single sex classes in mixed schools so that teachers can meet different learning styles for boys. Research has shown that girls obtain better results in single sex schools in comparison to mixed schools Curtis (2009). Odone (2004) conversely, that boys do not want to study foreign languages or shine in English literature in case they are mocked as poofs. Garner (2008) Differences in how male and female brains work mean single-sex schooling will make a comeback leading head mistress in the Independent. However the disadvantages of sex schools Blair (2006) Girls schools feature highly in the league tables because they are highly selective, their children come from particular social backgrounds and they hav e excellent teachers. BBC News (2006) While both single-sex and co-education have passionate advocates, half a century of research has so far revealed no striking or consistent differences one way or the other. Odone (2004) Children, will inhabit a mixed society later, so let them start young, with mixed classes. Younger et al (2005, p.89) found that boys and girls may feel more at ease in single sex classes, feel more able to interact with learning and feel free to show interest in the lesson without inhibition. It was felt that there can be positive effects on achievement for boys in modern languages and girls in science and maths. (Dcfs (2007) Methodology The methods that will be used to gather research for this project will be as follows: the use of books to get information on issues affecting gender differences in achievement at schools and what theorist have already found around this agenda. The internet will be useful for this research project because you can research recent and up to date statistical information on the gender gap and get government published on this debate. Journals will be useful for the research project to collect recent data and changes in the debate around boys and girls achievement in schools and narrowing down the gap. These methods of researching are called secondary research. Secondary research is the use of material, which has been researched by someone else. The different research methods for secondary research are as follows: technology based research is to do with researching from the computer to get your information, which has a lot of benefits such as the internet provides online libraries; e-books, journals and encyclopaedias such as infed. The main electronic databases that will be used for this research are as follows education research complete, education online and SwetsWise. The key read that will be used will be based on gender differences and achievement in school also how the search found a number of journals, but some were irrelevant, to the research topic. Search engines help you through the mass of information on the internet two most popular search engines are Bing, google advanced search and google scholar also on the internet you can search for newspaper articles. However web sources may not always be reliable so researchers need to find out how accurate the information there are number of ways to assess the accuracy of the sites. According to Walliman and Buckler (2008, p.92) compare the data with other sources and is it biased many use the web to promote ideas. The reasons for choosing to do the research project as a desk study were as follows: to find out what has already been researched in this field and arguments that have already been produced around this agenda. However the reasons for not choosing the fieldwork approach method were because it will be time consuming and availability of schools to carry out the research is limited and difficult to get a place in schools to do observations. The advantages of the desk study approach are as follows; able to collect, understand and interpret data also to limit costs such as travelling costs. The disadvantages of desk study may be the availability of books from the library In contrast the advantages of the interview approach (structure and unstructured) advantages of structured interviews are time management can be controlled, results are simple to gather and the questions are securely set in advance. the disadvantages of structured interviews are there might be other questions to ask and you cant develop on questions. The advantages of unstructured interviews are there is a lot of time, you can develop questions and it is a relaxed method. Disadvantages of the interview approach are as follows: The disadvantages of unstructured interviews are the interview can simply be a chat, not all the participants are asked the same questions and only some of the questions are asked. Indirect observation is when a participant gets their information from viewing from far. Direct observation is when a participant obtains information by combining with the circumstances they are watching. Advantages of the observation approach (direct and indirect) the advantages of observations are actions can be seen in the normal surroundings and observations can both be direct or indirect. Disadvantages of the observation approach (direct and indirect) the disadvantages of observations are they are lengthy and not consistent. Qualitative vs. quantitative Analysis There was clear evidence that in the era of the 11+ pass marks were set higher for girls than for boys so as to prevent girls from taking a disproportionate share of Grammar School places. From the early 1950s until the late 1960s girls were less likely than boys to be entered for GCE Ordinary Level examinations. In any case in the 1950s and early 1960s many pupils left school at age 15 having taken no official national examinations. The candidate pass rate in GCE O Level examinations was higher for girls than for boys from the early 50s to the late 1960s so that despite the higher entry rates for males the percentages of male and female school leavers actually passing 5 or more GCE O levels were fairly similar although females did usually outperform males by 1-2% each year. This overall statistic masked the facts that girls outperformed boys by considerable margins in Arts and Humanities subjects and that boys usually outperformed girls but by smaller margins in Mathematics and Scie nce subjects. In order to analyse the relative educational improvement from the 1980s onwards we must distinguish between factors accelerating the rate of female improvement and factors restricting the rate of male improvement. Females and males educational achievements have improved but the rate of female improvement has been faster and this widened the female-male achievement gap especially at GCSE level. Remember, however, that gender, social class and ethnicity are interconnected. Girls are more successful than boys in all ethnic groups but middle class boys are still more educationally successful than working class girls in all ethnic groups. Gender differences in educational achievement are smaller than social class differences in educational achievement and some ethnic differences in educational achievement. Research has shown that Of the 71,286 girls who sat GCSEs in single-sex schools over the three-year period, on average all did better than predicted on the basis of their end of primary SATS results. By comparison, of the 647,942 who took exams in mixed-sex schools, 20% did worse than expected. This means that girls in single sex schools can be expected to do better in their school, in comparison to girls in mixed schools. Studies have shown that girls in mixed sex classes tend to refrain from speaking up and boys dont want to study English to avoid being mocked as poofs', therefore single sex schools would help to resolve this issue as they will remove this pressure between the genders and allow both boys and girls to participate freely. Also Single sex schools will benefit students as male and female brains work differently. Girls can relate to emotions more and are seen as caring and talkative they can sit and talk about emotions whereas boys are more likely to do practical things instead of talking of emotions, hence why boys fail in English. So perhaps, as this leading head mistress, quoted in the Independent suggests, single sex classes need to be implemented to meet the learning strategies of the different sexes. Mainly English and foreign languages is where I believe that pupils need a gender based curriculum as was suggested by the DFES (2007) report it remarks that of the core subjects, the gender gap is widest in English; overall, the differences in language and literacy skills are given as the main cause of the gender gap in attainment. It is suggested that there is around 10% children leaving education with 5 Cs and above girls since 1968 have been slowly achieving better than boys according to Dcfs report into gender. It is a step towards the well researched idea that genders learn differently therefore it is possible to suggest that gender specific learning amongst boys and girls will close the statistical gap of attainment. Although the dfes report suggest that is no substantial evidence to back this up I believe that children will benefit from this approach. Another issue that I found is that boys tend to do better on spatial skills; they find mathematics and science more interesting to learn about. But on the other hand girls to better on verbal, comprehension and vocabulary skills than boys do. This table shows the gap in 1989 was just 6% but 10yrs later it had increased to 10%. It is suggested by S. Ball (2008) that this gap is an overall statistic and not subject specific he suggests that in 2004 the deviations of this gap was just 1% and that in some subjects boys achieve better results than girls therefore it is not valid to say that all boys or all girls achieve less in GCSE levels Conclusions In conclusion doing this research project on boys and girls achievement in schools and narrowing down the gap. The research found that there is not as big as a gap as people thought. The main factors that affect boys achievement are peer pressure and schools too feminised. The research also found that single sex schools and classes do not make that much difference but it found that girls have more confidence to participate in class discussion. In conclusion, the history of the gender gap shows that the gender gap itself has always been present in education, but was hidden by the advantage given to boys in 1960s, and it was often harder for girls to progress into further education, since it was not expected of them, therefore affecting the gender gap in the sense that there were lower numbers of girls then boys progressing. Over the years boys have improved and so have girls, maintaining the gender gap but showing that boys are adapting to the changes and are working harder to keep up. The gender differences in boys and girls does show that they learn in different ways, and these differences are, now more then ever, taken into account in teaching methods, lesson planning and assessment methods, and there is evidence showing that Boys are fighting back at A levels, with their results improving more rapidly than girls (BBC, 2004),however, it is important to recognise that there are girls and boys who wont fit into these gendered patterns and therefore focus should still be placed on the individual and not the biologically predisposed expectations, (Phoenix, 2004, pg 34). We could also conclude that this improvement could be the first sign that boys are now realising they will have to fight to maintain their place in the workforce, as history shows women have been seen as servants to the state (Steedman, 1 985, cited in Arnot and Ghaill, 2006, pg 19). This oppression of women, like other cases where parts of society have been repressed (e.g. repression of the afro-Caribbean population), resulted in women fighting or rebelling for their place in society, which is not something the male population has had to do. Therefore acting as a source of motivation for women to make sure they are treated as equals and to progress in life, where as men have missed out on this and until recently, have lacked the motivation to fight for their place. Now men are in a place of competition with women and are now beginning to see that its not particularly clever to under-achieve (BBC, 2004).

The Day That Changed My Life Forever :: Personal Narrative Essays

Throughout life we come across many people, some who influence us in negative ways, and those who influence in good ways, often changing our complete outlook on life. For me, it took the struggle of one of my best friends to open my eyes. I only wish it wasn't too late to thank her.   Ã‚  Ã‚  Ã‚  Ã‚  I grew up having more than the average kid. My parents bought me nice clothes, stereos, Nintendo games, mostly everything I needed and wanted. They supported me in everything I did. At that point in my life I was very involved with figure skating. I never cared how much of our money it took, or how much of my parents' time it occupied, all I thought about was the shiny new ice skates and frilly outfits I wanted. Along with my involvement in soccer, the two sports took most of my parents' time, and a good portion of their money. Growing up with such luxuries I began to take things for granted. I expected things, rather than being thankful for what I had and disregarded my parent's wishes, thinking only of myself. Apparently my parents recognized my behavior and began limiting my privileges. When I didn't get what I wanted I got upset and mad at my parents somehow blaming them for all my problems. Now don't get me wrong, I wasn't a bad kid, I just didn't know how el se to act. I had never been exposed to anything less than what I had and didn't realize how good I had it.   Ã‚  Ã‚  Ã‚  Ã‚  Regina Maywack lived just down the road from me. Before 5th grade I never knew who she was. As the year progressed we got closer and closer. Regina was extremely talented. She was, in my mind, a genius; she loved school and always did well. She was also blessed with athletic ability. Something I respected since most other kids we knew weren't involved in sports. No matter what day it was I always went to school knowing that Regina would be there with a smile on her face. It seemed as though she didn't have a care in the world. There were days I would show up mad at something my parents had done, or at something that hadn't gone my way, and she would just look at me with those honest eyes and tell me to be thankful for the good things.

Policing in America Society Paper

Individual Paper (Policing in America Society Paper) Jesus K. Martes Santos CJA/214 February 27, 2013 Jon Holman Individual Paper (Policing in America Society Paper) In the following paper I will be discuss the Policing in America Society, This paper examines the changing relationships between police and other government agencies, in the context of recent experience between State, Federal and local government departments. The police in the United States forms part of the law enforcing agencies according the Federal law. Apart from the national police force, there are a number of policing organizations.There are two levels of police in the United States namely the Federal police and the State police. The policing organizations that serve at the Federal level include Federal Bureau of Investigation (FBI), the Immigrations and Customs Department (ICE), the Drug Enforcement Administration (DEA) and many other Federal Law enforcement agencies. (Betchtel, 1995)   Criminal Justice is the system of practices and institutions of governments directed at upholding social control, deterring and mitigating crime, or sanctioning those who violate laws with criminal penalties and rehabilitation efforts.Those accused of crime have protections against abuse of investigatory and prosecution powers. The Federal Law enforcement agencies hold their power from the constitution of the United States in Article 1 section 8. Their operations extend beyond the State borders, for instance, the FBI have the authority to apprehend an offender who has gone beyond the boundaries of the State and the country. The State level policing organizations are divided into three basic categories: State Troopers, who are sometimes referred to as the State police, county sheriffs and the city police.State police, under the laws that govern the State have the policing authority across the whole of the State (Wadman, 2009). However, their jurisdiction is only limited to patrol areas and facilities that a re under the State level authorities. Such areas include government buildings within the State and highways. County sheriffs are limited to operating within unincorporated areas, but are they have no policing authority within the city.City police have the power to serve within the cities and they are restricted to only serving in the cities (Marks, 2009). The relationship between the police and government is determined by the level of the police organization. Federal policing organizations are subject to being controlled by the congress and have the responsibility of going after tax-related laws and criminals who operate between the States. State policing organizations are under the control of the State government. They are subject to the limitations of the State law.This implies that the State policing organizations are under the Federal police organizations (Marks, 2009). The sovereignty of the State and the sovereignty of the Federal government play a significant role in determin ing the relationship between the policing organizations in the US and the government. Despite limitations in the constitution in terms of State sovereignty, there have been scenarios whereby the different policing levels have clashed due to a different State and Federal interests (Walker, 2010).Grouping policing organizations basing on Federal and State levels questions the unity between the State government and the Federal government. The restrictions in terms areas of operation by the policing organization does not enhance efficiency in policing. This poses the risk of increase of criminal activities, being attributed to the inefficiency of the policing organizations. State priorities can be different from the Federal priorities in one way or another. Such differences can be extended to the policing organizations.Such conflicts are not health in law enforcement practices (Kelling, 2002). Usually, the division that exists between the State law and the Federal law is confusing, the gravity of the crime is usually downplayed on grounds of interstate crime, an instance is a murder crime which occurs within the state can be considered as state crime, on a similar account, petty crimes involving the crossing of the state boundaries can be termed as state crime. The divisions are also making the government to focus more on interstate crime than local crime.The government is concentrating more on the Federal Law enforcement agencies at the expense of local police who play a pivotal role in combating crime at the grass root (Betchtel, 1995). That means the relationship between local and federal authorities combating the crime bring only division and focus only in budgets and no the real problem. References http://www. bechtel. com/BAC-Chapter-7. html www. justice. gov/archive/†¦ /principlesofgoodpolicingfinal092003. pdf en. wikipedia. org/wiki/Posse_Comitatus_Act

Personal Experience Essay

Life is full of adventures and experiences. The key to living well is making these experiences as meaningful as possible. I went through a very significant experience, which was actually more of a risk, about two years ago. I was 15 years old and I had to decide whether I would stay in my hometown or move to Monterrey, Mexico. As in every dilemma faced, there are pros and cons that will try to sway you. Time wouldn’t stop and the day of my decision was getting closer and closer; the less time I had to decide, the more confused and undecided I became. All I could do was imagine myself living the future in my hometown or in Monterrey. But, why was I put into this situation? Should I have stayed where I was born and where I’d lived my whole life or would the best thing be to move to an entirely new city? My family once consisted of my mom, my dad, two older brothers, and me. Unfortunately, my dad passed away in December of 2007 when I was twelve years old. Monterrey is a c ity characterized by having many foreign students because of the highly recognized university, Tec de Monterrey (ITESM). Both of my brothers decided to study there. This left a lonely house with only a widowed mother and a teenage girl. That was the moment I realized we needed to do something, having me make the decision of my life with the pressure of time. I was born and raised in Matamoros, Mexico, which is a border town with Brownsville, Texas. Having my student passport, I studied there my whole life. I had many friends living in both Matamoros and Brownsville. This was a major factor on my decision because I didn’t want to leave them and, in Monterrey, I didn’t know anyone. The thing was that in Matamoros, every corner of my house, every street, and every part of the city would only remind me of my dad who was already in Heaven. To me, this was a kind of torture. I had to either leave my friends and start a new life, or stay there with everyone’s support, but constantly having to deal with the suffering of not being able to let go of my dad because of my surroundings. I knew moving to Monterrey was a very good idea, but like everything, it had its negative views as well. It would be a good thing to move because my mom and I would now live with my brothers and we would all be united like we were before. This new beginning would help us overcome the death of my dad. The bad part was that, as I was about to enter high school, moving to Monterrey without knowing anyone would be very difficult. I had always studied in the USA, so attending a school in Mexico would probably lower my grades and make things more complicated. It was all about taking the r isk. Decision time was near. After I analyzed everything, I understood that the best thing I could was to move to Monterrey with my mom. This was a very significant experience because it really impacted me. The first semester was very hard as I felt all alone. As soon as I began making friends, however I realized I couldn’t have made a better decision. People in Monterrey are very humble and caring. They taught me many things, enabling me to become a better person with better feelings. These friends were the ones who pulled me closer to God when I most needed Him. There was no better feeling than getting home and seeing my brothers living with me again. My family was once again united, and I am very grateful for all of this. View as multi-pages

review for A peoples history of the United States essays

review for A people's history of the United States essays What is behind the glorious appearance of the history of the United States? Howard Zinn provided the readers an answer to that question in his book, A People ¡s History of the United States. Different from the textbooks that were always praising how great a country America is. A People ¡s history of the United States gave the readers a brief idea on the cost behind the surface, the lives and people that were lost or forgotten, and the unjustness that was put on various groups of people. Zinn ¡s description of the history of the United States came from a very biased perspective. He wrote down history with an attitude that changed the original facts that would mislead his readers. He wanted his readers to know what facts came before the greatness of America was achieved. How the country was formed from destroying numberless Indian tribes, the discrimination towards the Indians and the colored people and women, and the war that was actually started by the United States with Mexico and taken half of it ¡s country. Americans who took high school history and people in the rest of the world who took world history always looked at these events in a way that the US government only did what they did to accomplish a positive goal. But Zinn saw that the US government was in favor of the business class and was interest only in what would make profit. From the point of view of this book, all the decisions the government made was based on profit, either to expand the country for more land which meant more production or to gain more consumers to buy the products. The book was written to try and see the history of the United States from a people ¡s point of view. If it is said that the textbooks provided in high schools is extremely biased from the view of the government, then this book would be the book that is extremely biased from the view of the working class, the natives, and the colored immigrants. How the people felt about the wars fough...

How to Fake a French Accent

How to Fake a French Accent We love the beautiful accent that the French have when they speak English, and it can be fun or even useful to imitate it. If youre an actor, comedian, grand sà ©ducteur,  or even if you just have a French-themed Halloween costume, you can learn how to fake a French accent with this in-depth look at how the French speak English.* Please note that the pronunciation explanations are based on American English; some of them wont sound right to British and Australian ears. *Si vous à ªtes franà §ais, ne men voulez pas  ! Jai à ©crit cet article parce quil sagit dun sujet intà ©ressant et potentiellement utile. Franchement, jadore votre langue et jadore à ©galement votre accent quand vous parlez la mienne. Si vous voulez, vous pouvez utiliser ces tuyaux pour rà ©duire les traces de franà §ais dans votre anglais. Mais, mon avis, ce serait dommage. French-infused Vowels Nearly every English vowel is affected by the French accent. French has no diphthongs, so vowels are always shorter than their English counterparts. The long A, O, and U sounds in English, as in say, so, and Sue, are pronounced by French speakers like their similar but un-diphthonged French equivalents, as in the French words sais, seau, and sou. For example, English speakers pronounce say as [seI], with a diphthong made up of a long a sound followed by a sort of y sound. But French speakers will say [se] - no diphthong, no y sound. (Note that [xxx] indicates IPA spelling.) English vowel sounds which do not have close French equivalents are systematically replaced by other sounds: short A [à ¦], as in fat, is pronounced ah as in fatherlong A [eI] followed by a consonant, as in gate, is usually pronounced like the short e in getER at the end of a word, as in water, is always pronounced airshort I [I], as in sip, is always pronounced ee as in seeplong I [aI], as in kite, tends to be elongated and almost turned into two syllables: [ka it]short O [É‘], as in cot, is pronounced either uh as in cut, or oh as in coatU [ÊŠ] in words like full is usually pronounced oo as in fool Dropped Vowels, Syllabification, and Word Stress When faking a French accent, you need to pronounce all schwas (unstressed vowels). For reminder, native English speakers tend toward rmindr, but French speakers say ree-ma-een-dair. They will pronounce amazes ah-may-zez, with the final e fully stressed, unlike native speakers who will gloss over it: amazs. And the French often emphasize the -ed at the end of a verb, even if that means adding a syllable: amazed becomes ah-may-zed. Short words that native English speakers tend  to skim over or swallow will always be carefully pronounced by French speakers. The latter will say peanoot boo-tair and jelly, whereas native English speakers opt for peant buttr n jelly. Likewise, French speakers will usually not make contractions, instead pronouncing every word: I would go instead of Id go and She eez reh-dee rather than Shes ready. Because French has no word stress (all syllables are pronounced with the same emphasis), French speakers have a hard time with stressed syllables in English, and will usually pronounce everything at the same stress, like actually, which becomes ahk chew ah lee. Or they might stress the last syllable - particularly in words with more than two: computer is often said com-pu-TAIR. French-accented Consonants H is always silent in French, so the French will pronounce happy as appy. Once in a while, they might make a particular effort, usually resulting in an overly forceful H sound - even with words like hour and honest, in which the H is silent in English.J is likely to be pronounced zh like the G in massage.R will be pronounced either as in French  or as a tricky sound somewhere between W and L. Interestingly, if a word starting with a vowel has an R in the middle, some French speakers will mistakenly add an (overly forceful) English H in front of it. For example, arm might be pronounced hahrm. THs pronunciation will vary, depending on how its supposed to be pronounced in English: voiced TH [à °] is pronounced Z or DZ: this becomes zees or dzeesunvoiced TH [ÃŽ ¸] is pronounced S or T: thin turns into seen or teen Letters that should be silent at the beginning and end of words (psychology, lamb) are often pronounced. French-Tinted Grammar Just as English speakers often have trouble with  French possessive adjectives, mistakenly saying things like  son femme  for his wife, French speakers are likely to mix up  his  and  her, often favoring  his  even for female owners. They also tend to use  his  rather than  its  when talking about inanimate owners, e.g., This car has his own GPS. Similarly, since all  nouns have a gender  in French, native speakers will often refer to inanimate objects as  he  or  she  rather than  it. French speakers often use the pronoun  that  for a subject when they mean  it, as in thats just a thought rather than its just a thought. And theyll often say  this  instead of  that  in expressions like I love skiing and boating, things like this rather than ... things like that. Certain  singulars and plurals  are problematic, due to differences in French and English. For example, the French are likely to pluralize  furniture  and  spinach  because the French equivalents are plural:  les  meubles,  les  Ãƒ ©pinards. In the present tense, the French rarely remember to conjugate for the third person singular: he go, she want, it live. As for the past tense, because spoken French favors the  passà © composà ©Ã‚  to the  passà © simple, the French tend to overuse the formers literal equivalent, the English present perfect: I have gone to the movies yesterday. In questions, French speakers tend not to invert the subject and verb,  instead  asking where you are going? and what your name is? And they leave out the helping verb  do: what mean this word? or what this word mean? French-flavored Vocabulary Faux amis  are just as tricky for French speakers as they are for English speakers; try saying, as the French often do, actually instead of now, and nervous when you mean  Ãƒ ©nervà ©. You should also throw in occasional French words and phrases, such as: au contraire  - on the  contraryau revoir  - good-byebien  sà »r !  - of course!bon appà ©tit  - bon appetit, enjoy your mealbonjour  - hellocestdire  - that iscomment dit-on ___  ?  - how do you say ___?euh  - uh, umje  veux  dire  - I meanmerci  - thank younon  - nooh l  l  !  - oh dear!oui  - yespas  possible !  - no way!sil  vous  plaà ®t  - pleasevoil  - there you go French Faces And, of course, theres nothing like  gestures  to make you look more French. We particularly recommend  les  bises,  la  moue, the  Gallic shrug and  dà ©licieux.

Definition and Discussion of Feminist Rhetoric

Definition and Discussion of Feminist Rhetoric Feminist rhetoric is the study and practice of feminist discourses in public and private life. In content, says Karlyn Kohrs Campbell*, feminist rhetoric drew its premises from a radical analysis of patriarchy, which identified the man-made world as one built on the oppression of women...In addition, it incorporates a style of communication known as consciousness-raising (Encyclopedia of Rhetoric and Composition, 1996). See Examples and Observations below. Also, the following readings provide examples and related concepts: Seneca Falls ResolutionsLanguage and Gender StudiesSusan B. Anthony and the struggle for womens right to voteRogerian Argument Examples and Observations The following examples and observations consider feminist rhetoric through different lenses, offering more contexts for understanding. Evolution of Feminist Rhetoric In the 1980s, feminist rhetoric scholars began making three moves: writing women into the history of rhetoric, writing feminist issues into theories of rhetoric, and writing feminist perspectives into rhetorical criticism. Initially, these scholars drew on feminist scholarship from other disciplines...Once inspired, however, feminist rhetoric scholars began writing scholarship from the site of rhetoric and composition... In the midst of this scholarly activity, intersections of rhetoric and feminist studies have been institutionalized within rhetoric and composition studies, thanks largely to the work of the Coalition of Women Scholars in the History of Rhetoric and Composition, which was organized by Winifred Horner, Jan Swearingen, Nan Johnson, Marjorie Curry Woods, and Kathleen Welch in 1988-1989 and was carried on by scholars such as Andrea Lunsford, Jackie Royster, Cheryl Glenn, and Shirley Logan. In 1996, the first edition of the coalitions newsletter, Peitho, was published by [Susan] Jarratt. Source: Krista Ratcliffe, The Twentieth and Twenty-First Centuries. The Present State of Scholarship in the History of Rhetoric: A Twenty-First Century Guide, ed. by Lynà ©e Lewis Gaillet with Winifred Bryan Horner. University of Missouri Press, 2010 Rereading the Sophists We see a more community-based social version of feminist ethics in Susan Jarratts Rereading the Sophists. Jarratt views sophistic rhetoric as a feminist rhetoric and one with significant ethical implications. The sophists believed that law and truth derived from nomoi, local habits or customs that could change from city to city, region to region. The philosophers in the Platonic tradition, of course, challenged this sort of relativism, insisting on the ideal of Truth (logos, universal laws that would be acommunal). Source: James E. Porter, Rhetorical Ethics and Internetworked Writing. Ablex, 1998 Reopening the Rhetorical Canon The feminist rhetorical canon has been guided by two primary methodologies. One is feminist rhetorical recovery of previously ignored or unknown women rhetors. The other is theorizing of womens rhetorics, or what some have called gendered analysis, which involve developing a rhetorical concept or approach that accounts for rhetors who are excluded from traditional rhetoric. Source: K.J. Rawson, Queering Feminist Rhetorical Canonization. Rhetorica in Motion: Feminist Rhetorical Methods Methodologies, ed. by Eileen E. Schell and K.J. Rawson. University of Pittsburgh Press, 2010 [F]eminist rhetoric frequently occurs away from the platforms and statehouses of government. Feminist scholarship in rhetorical studies, as Bonnie Dow reminds us, must turn its attention to the variety of contexts in which feminist struggle occurs. Source: Anne Teresa Demo, The Guerrilla Girls Comic Politics of Subversion. Visual Rhetoric: A Reader in Communication and American Culture, ed. by Lester C. Olson, Cara A. Finnegan, and Diane S. Hope. Sage, 2008 A Feminist Rhetoric of Motives A feminist rhetoric of motives can recover the voices and philosophies of women in classical antiquity by restoring to feminine traits and voices the honor of a tradition (see [Marilyn] Skinner) and by granting them the human quality of agency (see, e.g., [Judith] Hughes). [James L.] Kinneavy wants to recover the positive aspects of persuasion under the heading of the audiences volition, free will, and assent, and is successful in this enterprise by borrowing for pisteuein [belief] elements gleaned from scanning forward into Christian pistis. The feminine aspects of persuading that have been denigrated as seduction can be similarly rescued through an examination of the close ties among emotion, love, adhesion, and persuasion in the pre-Socratic lexicon. Source: C. Jan Swearingen, Pistis, Expression, and Belief. A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy, ed. by Stephen P. Witte, Neil Nakadate, and Roger D. Cherry. Southern Illinois University Press, 1992

Yourself Marketing Essay Example | Topics and Well Written Essays - 250 words

Yourself Marketing - Essay Example Research has shown that about 85% of job vacancies are never advertised due to the resources required t put up an advert. This means that one should keep sending companies that are deemed to have ample opportunities. Such companies are identified not only by their profit margins but their size, location and industry. It is also crucial to have an up to date resume on several online job boards. A resume should be precise and attractive to a potential employer. It is necessary to remember that employers receive thousands of other applications and may never go through the whole batch. In cases where an applicant has no work experience, internship and relevant academic projects should be included. A resume should be tailored to suit a specific job application. A job applicant should have negotiating skills once a potential employer gives an offer. A potential employee should negotiate a salary offer based on his work experience, skills that he possesses prior achievements just to name a few. An interviewee should to find out what an employee with similar qualification

Environmental Health and Safety Scholarship Essay

Environmental Health and Safety - Scholarship Essay Example The purpose of this research is to investigate the reasons why companies perform environmental audits in their business operations. One of which was the increasing regulatory pressures. Of course, in order to stay in the competitive market, the company must ensure that they comply with all the applicable environmental regulations promulgated by the Environmental Protection Agency (EPA) and Occupational Health and Safety Administration (OSHA) and other national, local and federal agencies. Another notable reason was to make sure that they meet all the necessary requirements of safety standards designed to promote their continuous development. The auditing requires systematic and comprehensive review of all the aspects within the business which include the properties, facilities, processes and operations. The investigation results will then serve as the guideline and baseline information in order to evaluate and assess the performance of the company. Because of the available updates on EH&S, the problems and deficiencies can be easily identified and can be corrected immediately before it becomes severe and can create more damages. To simplify, environmental auditing is about reducing or mitigating possible risk that may arise in the workplace. This makes sure that the businesses activities have no negative impact instead safeguard the environment as well as promote human health and safety for a total satisfaction. It can also identify possible cost saving, such as waste minimization, avoid fines and penalties and also avoid hospitalization costs due to accidents in the worksite. The growing public awareness can also be attributed for the sudden need of companies to conduct environmental audits. Since, several reports highlighted workplace hazards and accidents more and more became conscious and demand higher standard of EH&S.   Aside from these reasons, environmental auditing was also conducted by many companies in order enhance their image and reputation. Usua lly, this was used to promote their own companies by just stating that they adhere to the highest standards in work site safety. Question 4:   List, and briefly explain, the elements which should be planned in a successful audit program. In order to have a successful environmental audit, several elements should be properly and well planned which include the following: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Goals and Objectives Basically, before any undertakings, the company should state and establish their clear outline of goals and objectives they wanted to achieve after the audit program. This will help and guide them to easily formulate

Legislative & Executive Branches Essay Example | Topics and Well Written Essays - 250 words

Legislative & Executive Branches - Essay Example PTA includes a couple of negotiating objectives that such trade agreements must work towards. According to the article, to uphold Congressional oversight, the Act mandates that in the course of the process of negotiating trade agreement, the U.S. Trade Representative (USTR) should meet with and give access to important or classified documents up on request by Members of Congress. This article explains the theme covered in this weeks content on the Congress in the sense that the Congress, as part of the three branches of the U.S. government, is accorded significant role by the Constitution. Legislative powers is devolved to the Congress, meaning that the Congress is the only arm of the government which can change existing laws or make new laws. Executive branch only issue regulations, but these are merely under the power of laws passed by the Congress. If the President reject the bill, the Congress may override that rejection by a simple two-thirds vote. If the President`s rejection of the bill is overruled, the he should act by strengthening his tie with the senators and house representatives. That response is the best way to have his will

Book review Essay Example | Topics and Well Written Essays - 250 words

Book review - Essay Example he author’s intention is clear from the start that she wants an apology from the Japanese government and a repatriation for the comfort women whom she believed were aggrieved and should be justly paid. Her paper is also a subtle way of pronouncing that she is supporting the advocacies of pro-comfort women rights. It is addressed to an audience that is working for this commitment. Her articulation of events and history of comfort women agrees with other written articles about the matter. She wrote about the number of about 200,000 women in brothels, and the pains and sexual diseases they have contracted, in the same way it is reported in the Encyclopedia article for comfort women. Author is able to uncover events beyond World War II and takes us to the recent scenarios of confessions of comfort women, investigations and hearings in order to convince the Japanese government to apologize. She was able to unearth researches relevant on the matter from archives and incorporated it in her study that could be useful to other interested researchers. Other topics that she wrote about international responses like that of the US, Canada, Dutch Parliament and EU are also found in numerous articles of research, but nevertheless, a confirmation of evidences. This also shows that the argument Choi had written is backed up by evidences from primary sources. The author is a graduate student at the Bologna Center of the Johns Hopkins University Paul H. Nitze School of Advanced International Studies. Her areas of concentration are International Relations and International Law and

Global market and the isssue of off shore out sourcing Essay

Global market and the isssue of off shore out sourcing - Essay Example ss commentators defined the 20t century as the United States century, it is possible that the 21st century will now be defined as the era of Asian countries, especially India and China. While China is taking its place as the world’s manufacturing powerhouse, India is positioning itself as the global office (Lewin et al, 2011). Together, these two countries have a huge domestic market potential with cheap labour and administrations that are implementing policies that are capital friendly, leading many to believe that global markets are at a tipping point. It is evidently seen that Europe and the United States will no longer dominate the global markets that they have dominated in the last century, especially because they will have to compete in a global economy in which they are only responsible for a few inventions (Lewin et al, 2011). The future now requires that all countries embrace off-shoring of business processes across companies, cultures, borders, and disciplines. Those countries that will elect to narrow their focus on nationalism will not be successful in the new era of off-shoring and outsourcing. In addition, those countries that do not geographically diversify their activities (Lewin et al, 2011), while also developing strong international webs of innovation will fall short of competing in a market that is becoming increasingly global. Multinational corporations have for years made headlines with regards to skirting of environmental laws that are stringently implemented in industrialized nations through this process of off-shoring (Contractor, 2011). This involves off-shoring low cost and high polluting processes of manufacturing to countries with less stringent environmental laws, while also selling by-products with unacceptable toxicity, in developed countries, to less developed countries with weak laws. This particular problem, which can also be defined as off-shoring responsibility for environmental destruction is not part of the grand plan for

Environment issues in business subject Essay Example | Topics and Well Written Essays - 2000 words

Environment issues in business subject - Essay Example The responsibility of an organization for its activities that it has performed and decisions that has been taken which has an impact on society and its surroundings. The Social Corporate Responsibility ensures that the company must undertake sustainable development and should have care for the health and welfare of the society. It makes sure that the company should abide the applicable law and should adhere to the international norms and behavior (Australian Government 2012). The aim to create global standards is to minimize the impact of an organization’s decisions and activities on society and the environment. It is the commitment of the industry to manage health and safety of its workers while pertaining to care for environmental and economic issues and to publicly report the progress of the industry. It also focuses in delivering the shareholders value and to cover the expectation of their shareholders. These norms have been defined by the principal industry body known as the Minerals Council of Australia (MCA) which is responsible to look in to the matter of Mineral industries and monitor their operations. However, if industries do not adhere to the principles outlined by the global body then companies might pose serious threat to the overall community (Australian Government 2012). The reporting of CSR activities is the new approach amongst different companies because it addresses issues for the society’s well-being. It can have an impact on the performance and the goodwill of the company which is a greater concern for its stakeholders. It outlines priorities of the company and its stakeholders. It is considered to be an accountability practice for firms that are willing to improve their performance and profitability. In new ways, it is considered to be a marketing strategy to grab attraction of audience (Alfonso 2011). There are numerous social and environmental factors that results in the criticism of the

Global market and the isssue of off shore out sourcing Essay

Global market and the isssue of off shore out sourcing - Essay Example ss commentators defined the 20t century as the United States century, it is possible that the 21st century will now be defined as the era of Asian countries, especially India and China. While China is taking its place as the world’s manufacturing powerhouse, India is positioning itself as the global office (Lewin et al, 2011). Together, these two countries have a huge domestic market potential with cheap labour and administrations that are implementing policies that are capital friendly, leading many to believe that global markets are at a tipping point. It is evidently seen that Europe and the United States will no longer dominate the global markets that they have dominated in the last century, especially because they will have to compete in a global economy in which they are only responsible for a few inventions (Lewin et al, 2011). The future now requires that all countries embrace off-shoring of business processes across companies, cultures, borders, and disciplines. Those countries that will elect to narrow their focus on nationalism will not be successful in the new era of off-shoring and outsourcing. In addition, those countries that do not geographically diversify their activities (Lewin et al, 2011), while also developing strong international webs of innovation will fall short of competing in a market that is becoming increasingly global. Multinational corporations have for years made headlines with regards to skirting of environmental laws that are stringently implemented in industrialized nations through this process of off-shoring (Contractor, 2011). This involves off-shoring low cost and high polluting processes of manufacturing to countries with less stringent environmental laws, while also selling by-products with unacceptable toxicity, in developed countries, to less developed countries with weak laws. This particular problem, which can also be defined as off-shoring responsibility for environmental destruction is not part of the grand plan for

Scandal and controversy Essay Example for Free

Scandal and controversy Essay Scandal and controversy are a true recipe for commercial success. And with the format of the Big Brother being such that everyone in the world can see what a person does in private, the people get naturally interested. The commercial success of any program depends on the number of users it gets and the public debate it generates (read: media coverage)-more so for a reality TV program like Endemol’s Big Brother. Since its inception in Netherlands, the show has spread into many other countries, which has introduced the cultural element to it. How different people react when two different people with different backgrounds, ideas, perspectives and interests are forced to live together under one roof for a considerable period of time provides entertainment to the masses. And the figures show this. From 3 million in the first week, the show had 8. 8 million viewers at its peak for the recently-concluded, controversy-marred Celebrity Big Brother in UK. The Big Brother brand earns 10 percent of the revenues of Channel 4 which broadcasts Celebrity Big Brother. With Big Brother open for public debate, controversy is created for the smallest of reasons, since the participants are treated as minor celebrities by the masses. Sometimes, the views included racism, gender bias, sex, etc. which have again led to media activism and public debate regarding the views of the bourgeoisie and subsequent problems. The format is suited for the masses, because on the one hand, you see how a person reacts in public, while on the other, you see how they actually feel through the ‘Diary Room’. The housemates have to work according to the orders of the ‘Big Brother’, which makes it doubly interesting to see how these people live under stressful conditions. And with the voting being done both by the public and the participants on whom to evict from the house, the interest level of the masses automatically goes up, since their decision influences the eviction. That the show is a commercial success is proved by the fact that continuous video streaming facility is available on the Internet, where the people can see 24-hour feeds of what the housemates were actually doing, and people were actually ready to pay to get these feeds. The show is also used for psychological studies by scientists. German scientists even discovered that the participants are likely to suffer from Post-Traumatic Stress Disorder, generally seen in those who leave armed forces. A lot of interest also goes into the fact that even in this age of liberalization and globalization, the state of race, gender and class relations is primeval. And it comes out in the open due to the realistic nature of the show. The fact that such problems exist even in democratic, egalitarian societies increases the interest of the viewer and makes the program commercially successful. The show has been criticized by experts from everything ranging from the concept of the program to how problems like racism are used to maximize profits. Yet the fan following of these programs belies the wildest of imaginations. Also with the media available today, it is easy to vocalize opinion across the borders. And the program is benefiting commercially from all this hype. The success of the program in some countries may well be because it challenges the ways in which the society operates, in an honest and real manner rather than being acted out as in a soap opera. And being inherently different from the soap opera gives the masses something different to watch, something to which they can relate more. It gives a platform to the audience to evaluate and contemplate the existing societal order. Big Brother is about interacting with the audience-and getting people to decide the fates of participants. Interactive TV provides such incentives to the general public and is responsible for making the show such a commercial success. References: 1. Big Brother (TV series) Available on http://en. wikipedia. org/wiki/Big_Brother_(TV_series) 2. When the Whole World is Watching: The Case of Celebrity Big Brother Available on http://flowtv. org/? p=247 3. November 2002, Celebrity Big Brother Offers Even More Interaction Available on http://www. bbc. co. uk/pressoffice/bbcworldwide/worldwidestories/pressreleases/2002/11_november/audiocall_celebrity_bb. shtml 4. Hanks Robert, January 2007, First Night: Celebrity Big Brother, Channel 4 Available on http://news. independent. co. uk/media/article2124296. ece 5. Big Brother Available on http://www. bigbrother. com/big-brother. php 6. Big Brother International: Formats, Critics and Publics Available on http://www. wallflowerpress. co. uk/publications/television/big_brother. html

Protected Areas Of The Wildlife Protection Act

Protected Areas Of The Wildlife Protection Act Wildlife and environment is an integral part of life. Protection of Wildlife and Environment has been present from the pre-colonial and the colonial times. During the 3rd century, Asoka, king of Magadha, passed a law for the protection of wildlife and environment. During colonial times, the British enacted Indias first codified law Wild Birds Protection Act, 1887 and the Wild Birds and Animals Protection Act, 1912. The parliament passed legislation on 9th September, 1972 and is known as Wildlife Protection Act, 1972. This act was enacted under the Article 252. This is an Act to provide for the protection of wild animals, birds and plants] and for matters connected therewith or ancillary or incidental thereto. Wildlife is defined in the act under section 2(37). The wildlife was under the state list according to the constitution but by the 42nd amendment it was transferred to the concurrent list in 1976. By 1991 the act was applicable to whole of India (except Jammu and Kashmir). This has helped the central government to increase its role in developing the national wildlife policy. This act provides protection of wildlife and preservation of the environment regardless of its location. The protection is based on two approaches species approach and the ecosystem approach. The National Wildlife Board was legislated in the 2002 amendment. Environmental protection is every citizens right according to Article 51A (g).The protection of forests, wildlife animals and birds where shifted from the state list to concurrent list. These were entries 17 A and 17 B respectively. PROTECTED AREAS INTRODUCTION Certain areas are protected for the conservation of wildlife. These areas are known as Protected Areas. Protected areas are designated based on their level of protection and the laws binding the country. These areas are protected based on the environmental and cultural values. According to IUCN, a protected area is, A clearly defined geographical space, recognised, dedicated and managed, through legal or other effective means, to achieve the long-term conservation of nature with associated ecosystem services and cultural values. Marine protected areas also are included in the list of protected areas. Under the WLPA, the state government can declare an area of flush or adequate ecological, faunal, floral, geomorphological, natural or zoological significance a sanctuary or a national park. Public entry is banned in a protected area and the destruction of the habitat along with its wildlife is prohibited and can result in serious consequences. Protected areas are necessary for conservation of biodiversity and also the preservation of the existing environment. These areas help in balancing ecological cycles and other processes in the environment. This results in protection of watersheds, soils and protects humans from natural disasters. Many of these areas are vital for the survival for indigenous or local people whose life depends on the sustainable use of resources of that area. They serve as backbone for the local communities. These areas are a physical gateway to hectic work schedule and help attain calm and peace. Certain protected areas are important for research and education and also apply to sustainable land use. The most important aspect of these areas is the tourism, which contributes to the economy. The importance and the significance of protected areas are realized in the Convention of Biodiversity (CBD) (Article 8). Recently protected areas are facing threats because of climate change and pollution. One of the main reasons that have lead to the degradation of these areas is lack of political support and inadequate financing. The only body that has been actively involved in the protection of these areas is the WCPA. IUCN PROTECTED AREAS MANAGEMENT CATEGORIES WCU, founded in 1948 is one of the 6 commissions of IUCN. There are certain guidelines that offer help in classifying the protected areas management categories. The original intent was to provide an understanding of protected areas both within and outside the country. It has categorized certain regions as protected based on the management objective and has classified protected areas into 8 distinct categories: a. Strict Nature Reserve scientific use b. Wilderness Area wilderness protection National Parks ecosystem protection and recreation Natural Monument conservation of specific natural features Habitat/species Management maintained for conservation through management intervention Protected Landscape/Seascape landscape/seascape protection and recreation Managed Resource Protected Area sustainable use of natural ecosystem According to the IUCN survey, 30,000 protected areas around the world covers 13,250,000 sq.km by 2000. Barely 1% of worlds seas are protected. PROTECTED AREAS IN INDIA The protected areas in India cover 156,700sq.km which implies that approximately 4.95% of the total surface area. It has been estimated that there are nearly 5000 villages in protected areas (Shyam Divan and Armin Rosencranz, 2001).In India protected areas have been present from 1935. India has the following as protected areas based on the IUCN classification: National Parks Wildlife Sanctuaries Biosphere Reserves Conservation Reserve and Community Reserve Village Forests and Panchayat Private Protected Areas Tiger Reserves The countrys wilderness has been under threat due to rapid urbanization and industrialization. The number of protected areas has increased over the years. In 1988 there were 54 national parks and 372 sanctuaries covering about 3.34% of the countrys geographical area. In 2002, India has a total of 578 wildlife protected areas which accounts to about 4.70% of the countrys geographical area (wildlife institute of India). The WII has recommended the government to increase the number of wildlife protected areas to 870 which includes 163 national parks and 707 wildlife sanctuaries and the approximate geographical area used will to about 5.74%(Rodgers, Panwar and Mathur, WII)(fig.1). Certain areas in India have very high percentage of protected areas. This is due to the conditions that are available for declaration of a protected area. (Table 1 and Table 2). NATIONAL PARKS A National park is a reserve of natural lands that is declared by government. It is declared and created for recreation purposes and protection and preservation of nature. National parks are declared under category II type of protected areas by IUCN. There are 7000 national parks worldwide. The largest national park in the world is the Northeast Greenland National Park. National parks are declared under section 35, 38 (2) and 66 (3). For an area to be declared as a national park it has to undergo a series of stages: Intention notification Determination of rights Proclamation notification Inquiry Acquisition of rights Final notification The above procedure need not be followed if the rights of the land have extinguished and if the land is under the state government. Indias first national park was Hailey National Park, later renamed as Jim Corbett National Park. This park was established in 1935. There are 96 national parks as of April 2007 in India. National parks hold a higher authority and a high degree of protection than sanctuaries. The rules and regulations that bind national parks are stricter. A national park can be set up within or around a sanctuary. WILDLIFE SANCTUARIES Wildlife sanctuaries are areas declared for the protection and restoration of wildlife (endangered species). It is created through government regulations. A sanctuary is actually set up by the central government under the section 38. Only when the state government passes power of authority to the central government can a sanctuary be set up. A sanctuary cannot be created within an existing sanctuary. These areas are declared under Section 26A, 38(1) and 66(3). There are certain conditions that are required for setting up a sanctuary (section 18). These come under IUCN category IV. The main objective is to maintain and conserve species in a habitat. There are about 489 wildlife sanctuaries covering 3.56% geographical area in India. By the legislation passed by the 2002 amendment the construction of lodges, safari trips, hotels need approval of National Board. The procedure is same as that of declaring a national park. The control of these sanctuaries is under the Chief Wildlife Warden (section 33). In India, there are about 28 tiger reserves out of the total wildlife sanctuaries. These reserves are mainly for the protection and the conservation of tigers. Therefore these reserves are species specific. Certain sanctuaries are named exclusively as bird sanctuaries, E.g. Vedanthangal Bird Sanctuary in Tamil Nadu. There are certain restrictions after a land or area has been notified and declared as WS (Sections 27, 29, 30, 31, and 32). BIOSPHERE RESERVES These reserves were established by UNSECO in 1973-74 under the Man and Biosphere programme (MAB).This programme aims at bringing the balance between use and conservation of resources. It main objective is in research and scientific outlook in the presents world. In India, there are over 14 Biosphere Reserves as of 25th October, 2007(Table 3). Biosphere reserves are natural landscapes that extend over large areas. They can be terrestrial or marine or combination of both. These reserves are perfect paradigm for showcasing the existing harmony between man and nature. The reserves help in conservation of the habitat along with the species and also help in the economic development. These biosphere reserves actually have unique features nad are in very good condition. They come under Category V of IUCN classification. In India, a National Biosphere Reserve Programme was established in 1986.The main criteria for declaring a biosphere reserve is that the area should contain rare and endangered species of flora and fauna. It should be an area that is protected and is a bio geographical unit that is extensive. These ecosystems actually are like alternate research models that provide educational information. A biosphere reserve has a layered structure that contains 3 important zones: Core zone Buffer zone Transition zone The core zone actually consists of the target species that need to be protected and conserved. This zone is legally protected from human interference. The Buffer zone is a middle zone that is adjoined to both the core and transition zone. In this zone certain activities like recreation, education, tourism and the restoration of area. In this area, if human activities are natural then these activities are allowed. These activities are only allowed if they cause minimal damage to the environment. The Transition zone is the outermost zone. In this zone all activities along with conservation and administration are carried out in harmony. This zone has no limits on human activities. In this zone there is huge economic revenue that is derived from tourism and management practices. The biosphere reserves are established under the legal frameworks that have been legislated under WPA, 1972. In the process of declaring an area as biosphere reserve the central as well as the state government have roles and responsibilities to be carried out. The financial support is provided by the central government whereas the management and administration is the duty of the state government. The Indian National Man and Biosphere committee actually is constituted by central government and finds new sites, committees, policies, programmes and other activities for the betterment of the reserve. The ministry proposed certain areas for getting approved into the World Network of Biosphere Reserves, in November 2001, the International Coordinating Council (ICC) of Man and Biosphere programme of UNESCO designated and approved of Sunderbans (West Bengal) and the Gulf of Mannar (Tamil Nadu) into the world network. The Nilgiri was already included in 2000. IMPLEMENTATION OF THE PROVISIONS PROVIDED BY WLPA,1972 The CEL WWF India was launched in 1993. This organization took active legal actions in the country. They have fought legal actions for the protection and conservation of wildlife and environment. They came into forefront mainly because of the Bhitarkanika case, Narayan Sarovar case, and intervention in Delhi ridge. Through research and investigation it came to light that the provisions of the WLPA, 1972 were not being implemented.CEL WWF filed a civil writ petition in May, 1995 in SC for protection and development of protected areas along with the wildlife. The SC accepted the petition and issued notices to every State Government and the Union of India on February, 1997. During the course of the case hearing the SC has passed several contempt notices to the state and union officials to carry out their duties with honour and adhere to the orders of the court. In March, 1997 the Indian board of wildlife (IBWL) was ordered to submit a summary and report on the plight of the protected areas in India and its progress after the SC had passed the orders for strict surveillance. The states were requested to submit a report on its activities and the steps they had taken for the betterment of these protected areas. The SC also noticed that some states had WW while some didnt. Those states who had appointed a WW were only for certain areas. In response to the SC, the MoEF responded that the meeting of the Previous IBWL have not attended a meeting for the last eight years. This showed laxity at the national level and the action of the highest authority. This board was reconstituted in 1996 and appointed the Prime Minister as the Chairman. At the state level the states had not been adhering to the court orders and were not alert enough to file their replies. Even though it was laxity at the state level and the SC extended the deadline of the submission of the report and granted them another two months to file their answers. Finally, the SC accepted that all the States and Unions of India had constituted their wildlife advisory boards and confirmed the body. This was done in January, 1998. One of the main issues regarding implementation was about the existing tiger population in India. The court ordered to bring to notice about the population of these cats. By a report submitted by the MoEF stated that the population of tigers had not declined since 1973. But the overall decline of population was due to the fragmentation of tiger habitats. DE RESERVATION OF PROTECTED AREAS Some sanctuaries face a threat of being de reserved by the state actions. The shield provided by the WLPA, 1972 can be removed by the state wildlife advisory board (state board) in case its not necessary. But the order passed by the SC directed the state governments to pass on a proposal of denotification or de reservation of an area to the NBWL for its opinion and pass it on to the Legislative Assembly. According to the 2002 amendment of WLPA the NBWL has the power to alter PAs over the legislative assembly. Certain cases have already happened like, 1994 the Boriavli National Park was trimmed so that the slum people who resided near the national park would not be evicted. But in case of tiger reserve, it cannot be de notified by a state board. But a tiger reserve can be de reserved if it has the approval of the TCA and the National Board for Wildlife. The Forest Conservation Act, 1970 (FCA) actually restricts the authority of the state to de-reserve forest areas. According to th e SC order dated 13.11.2000 the state requires prior permission for the diversion or de-reservation of forest land in national parks. STATE LEVEL RESPONSES ON PROTECTED AREAS TAMIL NADU In Tamil Nadu the state board was constituted on 14.09.1995 and again reconstituted on 24.02.1997. The state appointed 10 WW to look after the implementation of the WLPA. Tamil Nadu was one the few states that actually interpreted the Supreme Court orders correctly. The state of Tamil Nadu also informed the Supreme Court that there are 6 WW and a Deputy Director for the Project Tiger. A district officer has also been appointed to look after the implementation of the WLPA properly in various national parks and wildlife sanctuaries. The Honorary Wildlife Warden (HWW) is appointed for the National parks and the Sanctuaries. They are appointed for tenure of 3 years. If the person appointed wants to resign before the period is completed then a notice of 3 months has to be given prior to resignation or cancellation of appointment. Many of the protected areas have been notified under the section 16 of the Tamil Nadu Forest act, 1882 and with reference to reserved forest the areas that were proclaimed and notified under the Tamil Nadu forest act, 1882 will enjoy a status equivalent to those that have been notified under the section 26A or 21, WLPA, 1972. Certain sanctuaries and national park come under the non reserved forest areas. These areas are proclaimed under the section 21 of WLPA. An order dated 20.03.1998 stated the immunization of all wildlife in NPs/WSs in every state. The state director of animal husbandry was given the authority to carry out the instructions at the district level. The District Forest Officers were instructed the vaccination of all wildlife in the 5 km radius of Protected Areas. Another order dated 20.03.1998 stated the registration of arms and issuance of licences. The State Director General of Police was instructed to comply with the order. The wildlife protection (Tamil Nadu) Rules, 1975 was framed. The Rule 33 is about the registration of arms in the vicinity of NPs/WSs. The DGPs and CWLWs are requested to take action in case of non compliance. Tamil Nadu has in total 5 NP and 8 WS, 12 BS, 4 Elephant reserves, 3 Tiger Reserves and 3 Biosphere Reserves (Table 3) which are under the UNESCOs MAB programme. Almost one sixth of Tamil Nadu is covered with forest. The state ranks in the 11th position in reference to total forest cover among the Indian states and Union Territories and ranks 13th position in reference to total recorded forest cover. Tamil Nadu ranks 14th position with reference to protected areas. The diversity of flora and fauna are a boon to the state and need to be conserved and managed with great care since the extent of diversity is beyond our imagination. Forests and wilderness of the state actually defines the state. According to the 2008 census, tiger population increased in the state of Tamil Nadu. This was achieved due to strict and mandatory measures passed by the state board. For the development, conservation and administration activities the state has sanctioned and invested a huge sum of money which has proved to be successful to an extent. THE SARISKA CASE: TARUN BHARATH SANGH, ALWAR Vs UNION OF INDIA Tarun Bharath Sangh is a non governmental organization (NGO) whose concern was about the rural development of Rajasthan. The main issue of concern was the availability of water resource. Illegal mining activities were being carried out in Alwar district of Rajasthant taht resulted in shortage of water. The organization launched the Sariska Case. The area that was under scrutiny is now what is known as the Sariska Tiger Sanctuary. This Tiger Sanctuary is a species specific Protected Area and comes under the Tiger Reserves category and it is an exclusive hunting area for the Rulers of the Quondam, Alwar state. This NGO approached court petitioning that the illegal mining activity that was going on in the Alwar district of Rajasthan needs to cease in the interest of environment and nature to sustain. They pointed out that the mining is being carried out in a protected area that has been declared by the government. The area is declared as a tiger reserve under Rajasthan Wild Animal and Birds Protection Act, 1951. This area is also declared as a WS and NP under WLPA, 1972. Under these acts such activities in WS or NP or a tiger reserve is prohibited and can result in dire consequences. The permission of the government for such activities actually contradicted these legislations. The petitioners side of argument was that mining permission lease was not granted to the company. For such an activity to be carried out they have to acquire prior permission from the Government of India section 2 FCA,1980 and rule 4(6) of Rajasthan Minor Mineral Concession Rules. They stated that no permission was obtained and the government illegally issued 400 mining permission leases. This has caused degradation of ecology and devastation of the environment. In this case, the court was called upon to ensure that the laws for the protection of the environment were enacted on. The state on its behalf countered that the grant of these mining activities where due to some confusion regarding the difference between NP and reserved forests and were confused regarding the exact location of mining areas. But the state was humble enough to agree that the mines were in the protected areas and realised that appropriate action should be taken so that the provisions of the statutes are enforced. The irony is that the state of Rajasthan while proclaiming that they protect the environment actually is part of a huge scam and allows the degradation of the environment. The central government stated that the FCA provisions extend to reserved, protected forests and all the areas that have been recorded as forests in the government records. They also submitted that no mining should be allowed to take place without the prior permission from the central government. The central government passed a notification on 7 May, 1997 under section 3 of EPA. This notification prohibited the mining in the Sariska NP, Sariska WS and other areas that were protected. According to the Rule 4(6) of the Rajasthan Minor Mineral Concession Rules, 1982, no mining lease can be granted within a forest without going through the rules and provisions provided by the FCA, 1980. The chair man of committee Shri.Justice M.L.Jain recommended 215 mines mentioned in appendix A that are placed wholly in protected areas are closed. The purpose of FCA and EPA are totally different. In the sense that the closure of the mines that were situated in the protected forests may not benefit for t he environmental purpose but will surely benefit the forest purpose. The central government stated that no permission was acquired for the mines that were in the protected forests. The court after the final hearing ordered and issued notice to the listed mines to stop their activities immediately. But the mines outside the tiger reserve were allowed to continue their activity for 4 months within which they could approach the central government with an application to continue their operation. If permitted they are allowed to continue their mining activities with no hindrance. If no permission is obtained then they will have to cease their mining operations immediately. Some miners who felt that they were wronged filed a review application and the SC rejected the application on 7 May, 1994. This case is a perfect example of Industry Vs Protected Areas. CONCLUSION Nature cannot be compared in terms of beauty. There is nothing that surpasses her. The presence of nature along with her children playing around carefree and not worried about the future was what God pictured when he first created Earth. But unfortunately, the rosy picture painted by God was not reality. Man has been the root cause of the upheaval. Protected areas have a very important place in the process of restoration of the environment. These areas conserve and restore the environment along with its flora and fauna. These areas are critical for the conservation of endemic biodiversity. India has a very diverse population of fauna and flora. But now even the smallest of species are facing a threat of extinction. The protection of natural areas is the fundamental conservation strategy. These areas are key habitats since they can be conserved by species approach or ecosystem approach. These provide refuge for wildlife to restore them and protect them from the outside cruelty. They also protect mankind indirectly by protecting the trivial life on earth and help in balancing the natures cycle. These areas are life for the local tribes. The WLPA, 1972 legislation was passed for the protection of wildlife. But ironically until recently the provisions of the act have not been implemented to full strength. Until the SC intervened the State Board and the National Board were very poor respondents. This statute needs to be revised and amended in various aspects. There should be a section legislated in the WLPA dedicated to the implementation of the provisions and instructions. It should be made mandatory. The authorities in charge need to be penalised in case rules and regulations were flouted. Even though there are rules regarding the entry of people, registration of arms into these areas if someone throws in some cash anything under the sun can be achieved, including flouting the wildlife laws. The main reason is that the base of the whole structure is so weak that nothing can be done. Unless we realise and build the system again from the foundation the future is bleak and is very much predictable. This can be seen the case of Tarun bharath Sangh,Alwar Vs Union of India,1992. Here the government themselves are villains by allowing illegal mining operations in a protected forest. Flouting of wildlife laws has resulted in grave consequences. One such case comes to light about the extinction of tigers from the Sariska Tiger Reserve. In December 2004, all tigers had disappeared from the Sariska Tiger Reserve. In 1973, Project Tiger was established for the conservation of tiger. The shock waves that were created and sent across the country resulted in the establishment of the Tiger Task Force; it was specially formed for the Tiger conservation. Through investigation it was revealed that poaching was the main issue for the dwindling population of tigers. The last six that remained were poached during the last months of 2004. After this devastating story, the wardens are instructed to shoot poachers on sight when they are sighted. Tiger (Panthera tigris) is our national animal. The danger we are putting it through is a heart wrenching story. Now it doesnt even have a place to call home since its struggling with mankind tooth and nail for survival. Joining our national animal are other wildlife species like the lion, Asian elephant, snow leopard etc. Even though these are protected and conserved in areas or reserves they still face the threat of poaching. There are also other reasons that affect the conservation strategies. One of the main reasons is the failure of the forest dwellers or local people in helping to conserve the wildlife. They assist the poachers in killing those animals giving the reason that they are threatened by its presence. Therefore there is no cordial relationship between the management and the local people. But we cannot blame the local people for their action because their whole livelihood is through deriving resources from the forest reserve. The recording and rights of people living near forests and reserves started way back when the acts were legislated but even now many are pending. Many people are still in hope to get their rights so that they can live peacefully with nature. This is a perfect para digm for Man Vs Wild. These conflicts have been present for ages but have increased over the years because humans expand their cities or towns with reference to development. This has resulted in us exploiting their habitat. Other reasons that can lead to threatening the wildlife in their protected abode is illegal activities such as mining, construction, noise etc. Protected areas along with its varied flora and fauna actually conserve the value of the country. Even though these areas are protected half the population of the country are not aware that an Act has been implemented for protection. People dont realise the consequences and the penal codes of the constitution regarding environment. This is basically due to ignorance and illiteracy. Therefore awareness needs to be achieved.MoEF One act of random kindness will change the life of many. Environment and mankind are interlinked. That is because every living thing has a place and a role to play on this planet through a food chain or a food web. So even if one level is disrupted the whole web goes haywire and can result in a catastrophe that man didnt perceive. So if he wants to live he needs to start thinking twice before taking a crucial step. But it doesnt mean that development stops. Development can take place but not at the cost of the environment. Nature should not take the brunt of mans action. Only recently have people started to stand up to the atrocities being done to animals. But even then the response is poor compared to the huge population of India. Man being a greedy animal, has never been satisfied with his life and in the name of development has destroyed the environment. When he does realise the mistakes that he has committed it would be too late to turn back and start again. He is already standing on the edge of the cliff, one wrong move and he sinks without a trace. Being the most intelligent creature ironically man has been doing the most foolish thing of his lifetime. What is life without any morale and values? Are we so inhumane to even listen to the pain that these animals cry out when they are being killed? Are we deaf to the pleas that reverberate out of them and asking us for their help? But instead of helping them we are using them for our benefit. This is what life has become to develop our race we step onto the lives of another. GLOSSARY Art.252 Power of Parliament to legislate for two or more States by consent and adoption of such legislation by any other State. Art.51A(g) It shall be the duty of every citizen of india to protect and improve the natural environment including forests,lakes,rivers and wildlife and to have compassion for living creatures. Entries 17A and 17B Forests and Protection of Wildlife in Concurrent list Art.8 In Situ conservation of protected areas Art.21 Protection of life and personal liberty.-No person shall be deprived of his life or personal liberty except according to procedure established by law. Section 2(37) wild life includes any animal, bees, butterflies, crustacea, fish and moths; and aquatic or land vegetation which form part of any habitat; Section16 notification declaring forest reserved Section 18 Declaration of sanctuary Section 26 A Declaration of area as sanctuary Section 27 Restriction on entry in sanctuary Section 29 Destruction,etc., in a sanctuary prohibited without permit Section 30 Causing fire prohibited No person shall set fire to a sanctuary, or kindle any fire, or leave any fire buring, in such manner as to endanger such sanctuary. Section 31 Prohibition of entry into sanctuary with weapon No person shall enter a sanctuary with any weapon except with the previous permission in writing of the Chief Wild Life Warden or the authorised officer. Section 32 Ban on use of injurious substances a No person shall use, in a sanctuary, chemicals, explosives or any other substances which may cause injury to or endanger, any wild life in such sanctuary