Hip Hop and Black Women free essay sample

Hip-hop is the latest expressive manifestation of the past and current experience as well as the collective consciousness of African-American and Latino-American youth. But more than any music of the past, it also expresses mainstream American Ideas that have now been Internalized and embedded Into the psyches of American people of color over time. A part of the learned mainstream American culture is sexism and misogyny. Hip-hop culture is frequently condemned for its misogynistic exploitation of women, but this misogyny has its roots in the culture in which we live.Hip-hop but can be explored and used as a valuable tool in examining gender relations. It brings to surface the issues that face many young people, such as discrimination, peer relations, and self- worth, that can be considered in order to bring about change in the misogynistic aspects of hip-hop culture and American culture, in general. For young people that do not hold sexist Ideals, mainstream hip-hop may influence them to do so as It spreads and continuously gains popularity. We will write a custom essay sample on Hip Hop and Black Women or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And others are directly and Indirectly supporting an environment that allows sexism to continue. Exploitation of women In hip-hop culture has become an accepted part of It for both the artists and audiences alike, and many critics blame the music without looking any deeper. When going to any hip-hop related event, my friends and I normally expect that we will be disrespected verbally and physically, and have to prepare ourselves accordingly. We have to be careful in choosing what clothes to wear, how we carry ourselves and what we say. I have often wondered why it is so acceptable (for men and women) and what the roots of the values expressed in the culture are. Hip-hop culture, started by black and Latino youth In New York City, (by definition) encompasses rapping (and now singing), deejay, break-dancing, and graffiti- writing, but has evolved to be much more than that. It Is now a lifestyle for many young people mostly between the ages of 13 and 30.It now Involves music videos, fashion, language, the club scene, and the general way in which young people interact with one another. Hip-hop culture is widely used in commercials (Coca-Cola, Burger King), fashion advertisements, video games, TV shows, and there is even a hip- pop exhibit at the Brooklyn Museum of Art. The most powerful and influential part of hip-hop culture has come to be rap music, a form of poetry that is said over musical instrumentation. In recent years rap music has developed a reputation of being brutally honest, violent, and misogynistic.Much of the music and many videos specifically transmit, promote, and perpetuate negative Images of black women. All women, but mostly black women In particular are seen In popular hip-hop culture as sex objects. Almost every hip-hop video that Is regularly run today shows many dancing women (usually surrounding one or two en) wearing not much more than bikinis, with the cameras focusing on their body commonly contain name calling to suggest that women are not worth anything more than money, if that.Women are described as being only good for sexual relations by rappers who describe their life as being that of a pimp. In many popular rap songs men glorify the life of pimps, refer to all women as they think a pimp would to a prostitute, and promote violence against women for disobeying. Of course, not all rap songs are misogynistic and all black men do not speak and think this way , but large percentages within hip-hop culture do. The name calling disrespects, dehumidifies, and dishonors women.If a man labels a woman with any of these names, he may feel Justified in committing physical or psychological violence against her. The name-calling may also be representative of the way these men are thinking and feeling the anger, disdain, and ill feelings toward women. Joan Morgan, ho refers to herself as a hip-hop feminist, reveals, Yeah, assists are hurtful the real crime isnt the name-calling, its their failure to love usto be our brothers in the Nay that we commit ourselves to being their assists. [l] Many black men within hip- pop culture who battle racism and oppression themselves everyday have been conditioned by society not to trust or love, and if they do not love themselves, it is difficult for them to love women or anyone else in a healthy manner. Misogynistic hip-hop does not only expose black mens pain, but it also shows the issues that black women may want to deal with. Much of the sexual exploitation in hip-hop culture is done with the consent and collaboration of women. A significant amount of misogynistic hip-hop consumers are women, and hundreds of bikini- donned women show up for the music video shoots as unpaid participants. 2] Dance clubs and backstage of concerts are flooded with women who express willingness to do anything sexually with a man to get drinks, money, Jewelry, or Just to feel privileged and wanted. Omen, especially black women, have less access to power, material wealth, and protection and so have historically used sex (in prostitution and various other domains) as the bartering chip to gain access. 3] Misogynistic ideas and practices from the past have been passed down to todays hip-hop youth. For example, during slavery the black woman was often forced to have sexual relations with any male clatterers, overseers, and slaves) that desired her. Black women were sometimes used as breeding instruments to produce more human property, and at other times forced to have sex to pay the for food, the safety of her children, or to be trea ted less harshly on a day to day basis. They were paying with their bodies as a survival strategy. Out of this emerged the stereotype of black women as promiscuous and oversexed, and this shaped some black womens sexual morality. Some started to look at themselves as society viewed them, and some accepted that they had no control over their own bodies. When trying to fit into white society after slavery and take on ascribed white gender roles. Some black men wanted black women to have a economic providers. They have been, for the most part, unable to meet each others expectations, but these same obsessions are demonstrated in hip-hop culture.Some Omen want men to be the economic providers, and use their sexual power to receive economic gain from men. While some men within hip-hop want women to be passive and have learned to manipulate women by offering money and power to them. In a study done about black male/female relationships of the hip-hop generation, any black men in the hip-hop culture that were interviewed valued economic resources and used these resources as a way to manipulate and control women. And some women negotiated with their bodies for things that they wanted. 4] In order to gain access to these things and to get the love and attention from men that they Ant, some women felt they must cater to the exploitative images of what men want and think women should be. Many women defined their own worth on what they can do for and get from a man. Some women were willing to take risks with their bodies, minds and hearts hoping to ease their socio-economic status and gain security for their childrens future, and they have learned to use their sexuality to do this.Vibe Magazine talked to four Omen in the September 2001 issue who all regularly had one-night stands or on- going sexual relationships with rappers. One of the women Vibe talked to is Nikke i, a 30-year-old woman who has had many lovers in the hip-hop industry. Vibe said, 0 her lovers read like a Whos Who of Her reason for partaking in multiple insignificant relationships with rappers was, Ive got nothing to offering education, no good Job, no nothing. So why would a man want me, other than sex? I felt I had to give, so I used myself. [6] Many women like Nikkei are put all of the blame on themselves for being used by men. They assumed and accepted that men would oppress and disrespect them. As another one of the women described, If you had the right kind of man that wasnt controlling, and you were like a team, itd be check out theres no man out there like that. [7] The four women described a new low in relationships between men and women within the hip-hop community. Men thought that women were only worth giving them sexual favors, and women thought men are only worth giving them money. Censorship of hip-hop music is not the solution. Instead, the solution is to change the culture, system, and ideology so misogynist lyrics are not written. There are female hip-hop artists and consumers who are trying to fight against the hip-hop misogyny, but many times they are not taken seriously. Some female artists try to work within the current male-dominated industry and play the expected misogynist role. Others are seen as misusing sex and feminism and devaluing black men, or Just shooting off at the mouth. [8] Education is the first step in changing gender relations in the hip-hop community.People first need to be made aware that womens rights are being violated verbally in that hip-hop youth interact with one another everyday. Each individual can remember the roots of his/her own internalized sexist ideology. Knowing the history of this ideology, we can keep history from being repeated. A change in the hip-hop cultures collective consciousness can spread to the larger population, or vice versa. En need knowledge to act and speak out against the exploitation of women, not only in hip-hop culture, but in all cultures everywhere.

The Halayeb Triangle

The Halayeb Triangle The Halayeb Triangle (map), also sometimes called the Hala’ib Triangle is an area of disputed land located on the border between Egypt and Sudan. The land covers an area of 7,945 square miles (20,580 square kilometers) and is named for the town of Hala’ib which is located there. The presence of the Halayeb Triangle is caused by the different locations of the Egypt-Sudan border. There is a political boundary that was set in 1899 that runs along the 22nd parallel and an administrative boundary that was set by the British in 1902. The Halayeb Triangle is located in the difference between the two and since the mid-1990s Egypt has had de facto control of the area. History of the Halayeb Triangle The first border between Egypt and Sudan  was set in 1899 when the United Kingdom  had control over the area. At that time the Anglo-Egyptian Agreement for Sudan set a political boundary between the two at 22nd parallel or along the line of 22ÌŠ N latitude. Later, in 1902 the British drew a new administrative boundary between Egypt and Sudan which gave control of the Ababda territory that was south of the 22nd parallel to Egypt. The new administrative boundary gave Sudan control of land that was north of the 22nd parallel. At that time, Sudan controlled about 18,000 square miles (46,620 sq km) of land and the villages of Hala’ib and Abu Ramad. In 1956, Sudan became independent and the disagreement over the control of the Halayeb Triangle between Sudan and Egypt began. Egypt  considered the border between the two as the 1899 political boundary, while Sudan claimed that the border was the 1902 administrative boundary. This led to both Egypt and Sudan claiming sovereignty over the region. In addition, a small area south of the 22nd parallel called Bir Tawil that was formerly administered by Egypt was claimed by neither Egypt nor Sudan at this time. As a result of this border disagreement, there have been several periods of hostility in the Halayeb Triangle since the 1950s. For example in 1958, Sudan planned to hold elections in the region and Egypt sent troops into the area. Despite these hostilities, however, both countries exercised joint control of the Halayeb Triangle until 1992 when Egypt objected to Sudan allowing exploration of the region’s coastal areas by a Canadian oil company. This led to further hostilities and an unsuccessful assassination attempt on Egypt’s then-president Hosni Mubarak. As a result, Egypt strengthened control of the Halayeb Triangle and forced all Sudanese officials out. By 1998 Egypt and Sudan  agreed to begin working on a compromise as to which country would control the Halayeb Triangle. In January 2000, Sudan withdrew all forces from the Halayeb Triangle and ceded control of the region to Egypt. Since Sudan’s withdrawal from the Halayeb Triangle in 2000, there are often still conflicts between Egypt and Sudan over control of the region. In addition, the Eastern Front, a coalition of Sudanese rebels, states that it claims the Halayeb Triangle as Sudanese because the people there are more ethnically related to Sudan. In 2010 the Sudanese President Omer Hassan Al-Bashir said, â€Å"Halayeb is Sudanese and will stay Sudanese† (Sudan Tribune, 2010). In April 2013 there were rumors that Egypt’s President Mohamed Morsi and Sudan’s President Al-Bashir had met to discuss a compromise of control over the Halayeb Triangle and the possibility of giving control of the region back to Sudan (Sanchez, 2013). Egypt denied those rumors however and claimed that the meeting was simply to strengthen cooperation between the two nations. Thus, the Halayeb Triangle still remains in Egypt’s control while Sudan claims territorial rights over the region. Geography, Climate, and Ecology of the Halayeb Triangle The Halayeb Triangle is located on the southern border of Egypt and the northern border of Sudan. It covers an area of 7,945 square miles (20,580 square kilometers) and has coastlines on the Red Sea. The area is called the Halayeb Triangle because Hala’ib is a large city within the region and the area is shaped roughly like a triangle. The southern border, about 180 miles (290 km) follows the 22nd parallel. In addition to the main, disputed portion of the Halayeb Triangle there is a small area of land called Bir Tawil that is located south of the 22nd parallel at the triangle’s westernmost tip. Bir Tawil has an area of 795 square miles (2,060 sq km) and is not claimed by Egypt or Sudan. The climate of the Halayeb Triangle is similar to that of northern Sudan. It is normally very hot and receives little precipitation outside of a rainy season. Near the Red Sea, the climate is milder and there is more precipitation. The Halayeb Triangle has a varied topography. The highest peak in the region is Mount Shendib at 6,270 feet (1,911 m). In addition, the Gebel Elba mountain area is a nature reserve that is home to Elba Mountain. This peak has an elevation of 4,708 feet (1,435 m) and is unique because its summit is considered a mist oasis because of intense dew, mist and high levels of precipitation (Wikipedia.org). This mist oasis creates a unique ecosystem in the region and also makes it a biodiversity hotspot with over 458 plant species. Settlements and People of the Halayeb Triangle The two major towns within the Halayeb Triangle are Hala’ib and Abu Ramad. Both of these towns are located on the Red Sea coast and Abu Ramad is the last stop for buses bound for Cairo and other Egyptian cities. Osief is the closest Sudanese town to the Halayeb Triangle (Wikipedia.org).Because of its lack of development, most of the people living within the Halayeb Triangle are nomads and the region has little economic activity. The Halayeb Triangle is however said to be rich in manganese. This is an element that is significant in the production of iron and steel but it is also used as an additive for gasoline and is used in alkaline batteries (Abu-Fadil, 2010). Egypt has currently been working to export ferromanganese bars to produce steel (Abu-Fadil, 2010). Due to the ongoing conflict between Egypt and Sudan over control of the Halayeb Triangle it is clear that this is an important world region and it will be interesting to observe whether it will remain in Egyptian control.

Peopel Mangment Essay Example | Topics and Well Written Essays - 2250 words

Peopel Mangment - Essay Example This paper approves that it is clear from the above discussion that diversity has a number of dimensions and has a major impact on the overall position of women in the workplace. Promoting gender equality is a growing trend and the various equality and diversity policies adopted by companies clearly impact women and assist them in gaining better positions and also job profiles which fit their skills set. Here the principle of human rights is to provide basic equal treatment to individuals from different groups. The main aim of all human resources across different companies is to ensure that the inequalities within the groups are reduced and women as well as men are given the same treatment, without any form of bias or distinction. This essay makes a conclusion that one of the main areas of focus across the world has been on the need for reducing discrimination against women. Hence it can be concluded that the various equality and diversity policies that have been developed over the years clearly have a strong impact on women and in most cases this is a positive influence. Nevertheless a few companies, despite all the laws and regulations, have not been able to effectively ensure that women are given their rights and that job selection, recruitment and retention are based on the skills set and not gender. Even so, the overall impact of the equality and diversity policies is clearly been extremely effective and has proven to be very successful across the world.

The Mona Lisa Curse Assignment Example | Topics and Well Written Essays - 500 words

The Mona Lisa Curse - Assignment Example Towards the end of the film, Hughes says, â€Å"If art can’t tell us about the world we live in, then in don’t believe there’s much point in having it†. Herein I disagree with his view, since art has always been a reflecting of the contemporary culture. It is kind of rule followed by artists in every era, and is reflected in renowned pieces of modern art. According to Hughes, art is now controlled by the rich who can pay high price for them rather than the critics. However, giving the power back to the critics is not the solution. The solution lies in viewing art from the perspective of the artists since they have created art and so have the answers to all questions. .It is an undeniable fact that people learn to love only those things about which they grow to learn. The same thing can be applied to Godhead. Since the beginning of restoration, many truths have come forward regarding the Godhead. Many such truths were lost during the Apostasy. It is because of Restoration that today we have realized that Heavenly Father, Jesus Christ, and the Holy Ghost are three distinct beings but with a common purpose. We now believe that Father and Son are two separate beings with flesh and blood, while the Holy Ghost is personification of the spirit, who took the form of dove when descending from heaven. It is only by understanding the true essence of God, mankind can introspect themselves. Restoration of Godhead has also inspired us to believe that although Heavenly Father, Jesus Christ, and the Holy Ghost are three distinct beings.

Management Accounting - bereaucracy Essay Example | Topics and Well Written Essays - 1000 words

Management Accounting - bereaucracy - Essay Example The same history acknowledges the fact that many businesses and organisation had been in bad postures in the early years of the 1970's. This, according to many business analysts, was mainly owing to improper performance analysis techniques which would reflect real business situation. Importantly, stakeholders, especially shareholders, were putting incessant pressure on management team to reach good end of year figures. If some theorists agree that this was mainly due to principle emphasis on external financial reporting and management accountant neglected the need for internal accounting and financial monitoring in management accounting basic functions; others argue that this effect was attributable to other contextual factors. Management accounting has always been seen as a vital activity which reflects the health of the business, and the efficient use of resources. This performance measuring technique is an important internally-based financial monitoring tool, which could guide corrective measures to be taken on many emerging departmental or process deviations. If many businesses have been part of the drastic changes involved in business process reengineering aiming at streamlining business processes at varied levels, the analysis and creation of management accounting data has also greatly evolved. The evolution of technology in the early years of the 1960's as well as changes in the mode of production have changed mindset to production-oriented management owing to the event of mass production. It has increasingly been recognised as from the second distinctive evolutionary stage of management accounting that, the need to appropriately use resources could influence the overall cost or production cost in many manufacturing companies, especially where machineries are concerned and that their fixed costs could influence greatly margins at year end. In this context, there have been drastic changes to scrutinise costs associated to each activity or process which is referred to as Activity-Based Costing. The main aim was to decrease the overall seemingly inaccurate overhead allocation based on standard American costing, especially cost of running machineries in period where large scale production and customisation was becoming popular as strategy. Management accounting at this particular stage inherently focus on data to facilitate control which was a vitally important function in conventional management approach. Line management laying emphasis on production had as main objective s to satisfy orders and the critical data required was to better control and monitor processes both in machineries and labour. The focus was to establish strategy mixes that support organisational objectives, and develop and maintain the organisational capabilities necessary for strategy realisation. Furthermore, enormous consideration on

The impact of reverse logistics in retail industry

The impact of reverse logistics in retail industry 1. Background In todays business world, Companies are looking for ways to improve there businesses by reducing costs, and improving labour efficiency. This enables the companies to implement supply chain management into the business. Supply chain management is a process which binds and links the entire process from supplying a product until it gets delivered to the end customer. Reverse logistics is a very essential process which is included in the supply chain management process. Reverse logistics is the process which involves planning, implementing, cost effective flow of stocks and machinery, finished goods, in-process inventory and related information from the point of supplying to the point of final consumption. Remanufacturing and refurbishing are the two vital aspects of reverse logistics which helps in reutilisation and reselling of a product. It also involves recycling of programs, machinery fault or similar asset problems. Few more terms, often used with reverse logistics are: Reconditio ning the machinery when it is not performing up to its mark, repairing it and then using it again. Refurbishing is working on the same product and enhancing and changing it from inside completely. Remanufacturing is similar to refurbishing but may require completely disassembling the product. Reselling is done after one or more of the above three. Recycling happens only when the product is not in condition where it can be worked on like reconditioning, refurbishing, remanufacturing so as to resell it. Reverse logistics is also about keeping the environment healthy by not disposing too much waste, reducing the waste particles or reusing them. 2. Literature Review According to the Reverse Logistics Executive Council, reverse logistics is â€Å"the process of planning, implementing, and controlling the efficient, cost effective flow of raw materials, in-process inventory, finished goods and related information from the point of consumption to the point of origin for the purpose of recapturing value or proper disposal† (Xiaoming Li, Festus Olorunniwo, 2008).   The reverse material movement from end customers to suppliers has received much less attention (Rogers and Tibben-Lembke, 2001).   Most returned products are processed to put back to shelf. Two alternative waste management policies are studied and compared. The first policy deals with the recovery chain, that is, the flow of used products from consumers to recovery facilities. The second policy deals with the disposal chain, in which used products are carried to landfills (Murphy, P R. and Poist, R F.2003).There exists a range of ordered sequencing that different companies adopt depending on which activities are engaged in by the firm. Most of the companies set up their processes based on some knowledge of materials flows: inbound receiving, sorting, testing, storing, and outbound shipping. Different products may go through different routes; same products with different types of damages also may undergo different operations. Companies have operational procedures for machine centres; however, returns flows among machine centres are informal in many cases or many factors are not considered (Trebilcock, 2002).   Using the information, we develop a generic returns process flow by integrating various broad factors: demand, package and product conditions, test and repair, secondary market, vendor, charity giving, recycle, and disposal. Now a days, managers reactions were not quite strong as to whether recycling materials that are un-useable generate considerable revenues or if channel clearing considerably reduces obsolete items inventory, and if repaired item s yield reasonable profits in secondary markets. These set of responses are quite surprising because they are contrary to observations from the experiences reported in the trade literature (Reese, 2005). Murphy and Posit (2000) have reported that recycling of materials, reducing consumption and reusing materials are the three most commonly utilized green logistics strategies. Design for recycling (DFR) has become an important dimension for some manufacturers in the recent times (Masanet, 2002).   The ultimate goal of reverse logistics programs is to produce reverse logistics. Resource reduction refers to the minimisation of materials used in a product and the minimization of waste and energy achieved through the design of more environmentally efficient products (Carterand Ellram, 1998).   The increase of eco-efficiency leads to reverse logistics activities in the firm. The outcomes of the eco-efficiency calculations will help authorities in formulating criteria for collection of disposed products and in monitoring end-of-life performance of take-back systems (Huisman, 2002).   Companies must recognize that reverse logistics has become an important source of opportunity for improving visibility and profitability and lowering costs across the supply chain.   Reverse logistics offers an opportunity for improving visibility and profitability while lowering costs across the supply chain. A reverse logistics system will enable us to plan in advance, often as early as the design process, the way to handle returns efficiently and ways this can most effectively feed into the product design plan. Returns provide a revenue generating opportunity via value recapture- return, refurbish, recycle. Sophisticated returns automation systems enable you to leverage a products value by quickly placing it in another product for resale before values depreciate (Anderson, Pat, 2009).   Formerly, firms have been spending significant time and money in improving their forward supply chains while ignoring their potential reverse supply chains. However, in todays competitive business environment, it is important that firms study the profitability and benefits of implementing a reverse supply chain while considering the uncertainties   associated with the supply and composition of used products, disassembly time, recycling or remanufacturing time, and demand for recycled or remanufactured goods(Pochampally, Kishore K. Gupta, Surendra M., Dhakar, Tej S,2009). Few research studies have published specific empirical data regarding the reverse logistics practices of companies.   This multi-stage study employed interviews, site visits, and a mail survey to collect responses from 230 members of the Warehousing Education and Research Council (WERC) regarding their reverse logistics practices.   Results suggest that in spite of the growing importance of reverse logistics, few executives have product return processing as their primary responsibility and often u ndertake this activity along with other job responsibilities.   Most firms handle the product returns process themselves and typically within the same facilities that handle forward logistics. Returning items directly to stock, repackaging and returning to stock, and selling as scrap, were the three top disposition options employed by firms.   Results indicate that, contrary to general understanding, the majority of retailers and wholesalers reported a recovery rate of over 75% of product cost (James R. Stock and Jay P. Mulki, 2009).   If a firm is not able to resell the items, they often end up in land fills, or perhaps recycled. Also, the profit margins could be lower for the manufacturer because in addition to the refurbishing cost, the product often must be sold at a lower price. In view of this, manufacturers desire to maximize profits often dictates the proportion of product that gets refurbished (Vorasayan and Ryan 2006).   Retailer emphasis on training customers in t he proper use of their products which can help in improving customer relations as well as decreasing costs of product returns. Retailers can help a great deal by initial sorting and by making decisions on processing versus returning to manufacturer. This could reduce the uncertainty in the timing and quality of returns that has been blamed for the unpredictability of reconditioning and refurbishing returned products (Guide and Van Wassenhove, 2002).   A reverse logistics flow is much more active, with much less visibility. Retail stores like primark do not initiate reverse logistics activity as a result of planning and decision making on the part of the firm but in response to actions by consumers or downstream channel members.   When a customer returns an item to a retail store, the store collects the items to be sent to a centralized sorting facility.   At the time of return, information about the item and its condition may be entered into the retail stores information syste m, and forwarded to the returns processing centre (Ronald S. Tibben-Lembke and Dale S. Rogers, 2002).   3. Research questions Do you typically return a whole system, or rather just a subset of components, and where should the items go next?   What is the importance of reverse logistics in cost reduction? How reverse logistics influence environmental and social retail environment? How to improve supply chain management with the help of reverse logistics? How to encourage customer loyalty using reverse logistics? 4. Expected Contributions Primark, is a well known retail stores were people do a purchase in bulk due to its low prices.   Demand is changing with a high pace; customer may like something today and something else tomorrow and to keep up with this pace organizations need to adopt returns management. For a clothes store like Primark, which go as per the market demand, they need to update themselves with time as customers these days are all looking for style, current trends and so on. This isnt easy to predict, no one can really forecast what is in today and out tomorrow, this is where returns management comes in picture. A company should know how to reuse or resell by doing some refurbishment. Retail stores and even other suppliers have exchange policies or payback policies which provides customer with an ease of exchanging goods and supplies, once these items are returned, it then goes to production houses for refurbishment or to see what can be done with them in order to reuse or resell them. Organizations in order to survive the competition and to maintain a good customer relationship have to be good at exchange policies and need to shorten the time from accepting the returns to the actual supplier so that they can reduce the operational costs and increase profitability. The important task of management is to mind the gap between returning of products till the time it reaches the supplier; this plays an important role in reducing the costs and increasing the profitability. Keeping the customers happy is the only source of income, so satisfying all they need is really very important. A recent case study implies that Primark is looking for a solution which would facilitate an increase in its volumes which were projected to grow by 30% per annum- from 45,000 cartons daily to levels of 100,000 by 2010. 5. Methodology 5.1 The research method This piece of study or investigation emphasizes more on the utilisation of the reverse logistics approach in retail business like that of renowned store primark. The investigation consists of field as well as desk study. The field study will be done on evaluating companys annual turnover, sales and collection of relevant data via companys website, conducting interviews with various decision makers of concerned departments. Desk study or research will consider examining literature collected via the website of the retail store, retail industries journals, press, statistics and magazines and other media sources. 5.2The concept of interview An analytical study via interview will be conducted for the collection of primary data. The concept is to evaluate the validity and implementation of current reverse logistical operations in the retail business of primark.   Interviews are particularly useful for getting the story behind a participants experiences. The interviewer can pursue in-depth information around the topic. Interviews may be useful as follow-up to certain respondents to questionnaires, e.g., to further investigate their responses (McNamara,1999). The qualitative research interview seeks to describe and the meanings of central themes in the life world of the subjects. The main task in interviewing is to understand the meaning of what the interviewees say(Kvale,1996). 5.3 Interviews The store manager of primark. The manager of marketing department. The manager of finance department. 6. Proposed study timetable Period Aim Task Duration (days) February, 2010 -March, 2010 Collect key principles and research strategic data Finding relevant literatures and evaluating it, online survey methods, interpreting research questions. 15 March, 2010 April, 2010 First meeting with supervisor Finalizing the benchmark of the research area. Discuss the coursework and the research subject of the dissertation. 15 April, 2010 May, 2010 Utilisation of resources Strategic and Statistical analysis of the data and writing the output. 25 May, 2010 July, 2010 Analysing and justifying key findings Interpreting and formulating the relevancy of the collected data for making the supreme structure. 55 July, 2010 Second meeting with supervisor Following the guidelines of the supervisor step by step and implementing the necessary changes to be made. 25 August, 2010 Third meeting with supervisor Fully utilising the resources in-order to follow the concept and application. Completing   the initial draft and heading towards next step. 25 September, 2010 Final meeting with supervisor Finishing the remaining part and Submitting the two copies with a CD of softcopy on 24th September, 2010. 10 7. Resource Implications It would be more helpful to make the use of newsletters, online forum, regular meetings through events, telephonic calls. All this is done to analyze the data and to know how often does primark change its outstanding stocks on the shelves, check the unsold stock to avoid wastage in-order to make improvements in the reverse logistics processes. The presence of application system is important now-a-days in order to maintain and analyze the huge amount of data collected through staff meetings. 8. Evaluation It is quite clear that in the future, more firms will lavish considerable attention on reverse logistics. Many firms have only become aware of the importance of reverse logistics relatively, and have yet to realize the strategic importance of reverse logistics.

starbucks history :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  For one of my selections for buying stock, I invested into Starbucks, this company has attracted me with their wonders of different coffees, and I knew many others were interested in the very popular coffee company. Starbucks all started 1971 in Seattle Washington. With three men which were Jerry Baldwin, Zev Siegel and Gordon Bowker each of them put in one thousand three hundred and fifty dollars along with a barrowed five thousand from the bank to start up there small coffee shop in pick place market, witch is located in down town Seattle. The name for this company was inspired from the character Starbuck from Moby Dick; this character was a coffee lover. There close friend designed there well known logo. These men never thought of this small company to get large they just thought of it as a small coffee shop. Out of all three men Siegel was the only one that work at it full time. The men depened on a man named Alfred Peet for there coffee beans but soon then st arted there own blends of coffee beans. With in a year opening the first store they were able to open a second store. When the 1980’s rolled around, it was a thriving company, in the Seattle area. However, the co-founders began to have other interests and were involved in other careers simultaneously. Despite that, the company was about to undergo a major turning point. A man by the name of Howard Schultz started to pursue an interest in the company. He noticed that the coffee shop had a wonderful environment. He started asking a questions and becoming more and more interested by every moment. He loved how the founders had so much knowledge on the coffee and each blend. In 1982, Schultz became director of retail operation. This was just the start to a new phase with the company.   Ã‚  Ã‚  Ã‚  Ã‚  When Shultz took over, this started the beginning of a new era. He spent all his time at the stores trying to make every thing perfect in every way. He started with the employees, making the environment so friendly for every type of coffee lover. One of his biggest ideas came from visiting Italy and going to a coffee shop and seeing the idea of a espresso bar. That no longer would it be just an in and out coffee shop, but event and environment that drew many different types of people.

Writing and Business Letter

Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic.As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and wo rkers in diverse ethnic and organizational cultures. A.Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading proc ess. Making connections when reading and identifying with authors and their chosen subject matter will help and science.When reading nonfiction, students must learn to separate fact from opinion and recognize a writer's bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer's voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves.Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking & Listening (SSL): Comprehension and Collabo ration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use.ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion diffe rs from that of a newspaper). ERR Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington's Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D.Use precise language and domain-specific vocabulary to manage the complexity of the topic. E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically.WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shor ter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented.SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings , reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. B. Use a colon to introduce a list or quotation. C.Spell correctly. Apply knowledge of language to understand how languag e functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban's Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text's structure help me better understand its meaning? How does fluency affect comprehension?What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer's choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer's product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text's features, structures, and characteristics facilitate the reader's ability to make meaning of the text.Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclus ions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategiesDemonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources:Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer cont ributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author's tone and purpose. One periodLesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author's style. Teacher will guide students in recognition of author's style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process.Students should identify the writer's technique of providing su pport as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features.Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details fro m Lincoln life that fit the definition of a great leader.One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities.Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit.Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author's motive and line of reasoning.Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tr ies o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy.Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author's purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer's use of hyperbole, understatement, and comic d iction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class.Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader's counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials.Lesson 19: Writing an Editorial Students will write first draft of editori al with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing.Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the class room. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit)

European Union and Human Rights Laws †Global Law Essay

European Union and Human Rights Laws – Global Law Essay Free Online Research Papers European Union and Human Rights Laws Global Law Essay ‘Does European Union Law(EU law) sufficiently protect human right of an individual when infringed by domestic law?’, ‘When EU Law infringes human rights, are they sufficiently protected?’ I think ‘Sufficient’ protection is only given , if it is more than the protection given by member states and since the Community/Union has assumed supranational power, the standard should be of at least compatible with the ECHR . There is no provision in the EEC Treaty until the Treaty of European Union(TEU) which referred to respect for human rights and amendments of Treaty of Amsterdam (TA) declaring that the foundation of the Union is based on the respect for human rights and imposing threat of suspension on Member States rights if in breach . But since 1969, the European Court of Justice do assume to recognize the humans rights in the ECHR , international treaties and national legislation and declare that it draws its ‘inspiration ’ from them and measures incompatible cannot be upheld. Recently a draft ‘Charter on Fundamental Rights has been adopted and is supposed to have full legal effect, although it has not found a legal status, at least till the IGC this year. For clarification, I would like to separate the past into pre-TEU and post-TEU and the present as the status after the adoption of the draft ‘Charter’. In the past, the court has given more priority to community law than human rights even if they were protected by national legislation, international treaties and the ECHR. In Storks’ the claimant ‘rights of undertaking; were protected by German Constitutional law, but the Higher Authority refused to acknowledge it . In Stauders , the Court did recognize ‘rights to dignity’, and allowed ‘variation in the method of checking beneficiaries particulars.’ In International Fruit, the Court refused to accept the fundamental rights conferred under international treaties. The court had continued to accept fundamental rights sometimes and reject it sometime . Sometimes it had respected the fundamental rights in the constitution of the member states and the ECHR and sometime not .Even after TEU, there is no change in the Court’s attitude. In some cases the Court has respected human rights while in others not. Therefore, it is not the treaties or the ‘inspirations’ which the Court relies on to respect fundamental rights and in fact reference to it are only made for mere lip service, to justify their judgment or to sugar coat judgments which are absurd in light of fundamental rights. I think it would be more illuminating, to consider the circumstances and underlying reason for the court rejection and acceptance to see if fundamental rights are sufficiently protected. In the past, the European Courts has only upheld individuals claim of human rights in domestic courts, if the claim is within the ambit of EU law. In Defrenne , the Court declared that it has no jurisdiction . Similarly in Grogan and ERT . In Demirel , the ECJ said that the Treaty’ does not empower the community to guarantee commitments towards non-member country’. In the contrary, in similar claims by nationals of other member states, the Court has been more receptive . When the Court extends protection to an individuals claim of domestic infringement, it is only to protect rights conferred by EU legislation . The rights conferred under the directive may be in line with the European Convention on Human Right, but if one can remember the history of the treaties, the treaties was for their objective of ‘a common market’ and the ‘integration of Europe’ and not for the ‘protection of fundamental right’. I think it is a grave mis judgment, to conclude that by protecting rights in line with their aim, EU law ‘sufficiently protects’ fundamental human rights. EU law do not go the extra mile to really protect human rights which are infringed outside community law, but rather protect the rights conferred by EU Law and to ensure that the member states implements EU Law . The Courts have respected fundamental rights in staff cases . Staff cases involve internal management, where there is no issue of conflicting national legislation, EU law or Community’s objectives. By rendering protection it does not reduce their supremacy. How far ‘human rights’ are protected can only be seen in cases where the rights clearly conflicts EU Law and it objectives and threatens the existence of EU legislation and its supremacy? Human Rights v Community Aims and objectives In Germany v Council, although imposing a higher tax duty on imports of bananas from Third Countries is a clear breach of one’s right to property and freedom to pursue a trade or a profession, the court held that ‘ it may be restricted particularly in the context of a common organization market’. In Haver, although by preventing the owner of a land to cultivate vines on it, EU law restricted one’s right to use his property, the Court justified it . HR vs legality of EU law EU law has never respected :the right to a fair trial† by refusing locus standi for direct actions which have been criticized by the Courts themselves. HR vs institutions action and decisions. In cases like Dow Benelux, Dow Chemical, the actions of the Commission , clearly infringed the applicants rights of defence, but the Court jusitified it as ‘ action as within its power’. In Orkem , the commission’s decision to obtain further documents, after having conducted a search to substantiate the allegations was held to be within the scope of their power, although they clearly contravene the claimants rights to remain silent and self incrimination. These rights are fundamental in criminal proceedings and to deny this rights is too grave a breach. If the allegations by the commissions are proved, the claimant would be fined and therefore it cannot be differentiated from criminal proceedings. If criminals can have the rights, I cannot see the justification as to why the right cannot be given in cases involving infringement of community law, a law merely for economical reason. I think the EC rules on Competition are infringements of an individual’s freedom to conduct his business activity. I cannot see what is wrong if a seller should give discounts to increase his sales , which is common in every market and it is fundamentally wrong to impose restriction. The commissions’ actions to control competition are aggravating the breach of those rights and the Courts by justifying the Commissions thrashes out such rights. In Case T 18/96 , 45 months of delay by the commission to act was upheld to be reasonable, while in ECHR it had been held that 17 months exceeds a reasonable time . Human rights vs Administrative convenience Any reasonable man would know that the deposit system, in Handelsgesllschaft , is unfair as no producers can predict his production, but the ECJ held that the deposit system is necessary for administrative convenience . Human rights vs the supremacy of European Union In the International Fruit case , the Court, to protect the supremacy of EU law and to prevent the striking off of the EC regulation, restricting the right to import apples from third country, concluded that GATT was ‘not capable of conferring on citizens of the Community rights which they can invoke before the courts’, while Directives can confers rights directly to the citizens of Member States . . In Nold, the Court claimed that the applicants condition was because of the economic change and not the commissions decision, but the claimant in Nold was in the same situation as the claimant in Stork. In Stork it rejected the claim on grounds of supremacy of Community Law, and by referring to respect for fundamental rights and putting the blame on economic changes in Nold, it is obviously an underhand method to maintain its supremacy. Of course there are cases where the court has given priority to fundamental rights , but those cases are clearly where the commission is at fault or has exercised their discretion in excess of their power . The limited cases where human rights are protected should not be construed as sufficient, because if not for EU law, the human rights would not have been infringed, therefore the Court should protect the rights above the community interest of ‘a common market’. After the adoption of the ‘Charter’, the Court and institution has shown some changes in its attitude. By an international decision , the commission has decided to form a compatibility review of it legislative proposal with the Charter. The Court had made reference to the Charter . It had rejected the inadmissibility argument by the commission and gave locus standi to an applicant to bring nullity proceeding against directives , rejected council’s and commissions refusal to grant access to documents . In domestic cases like, Carpenter , the ECJ gave opinion that ‘the decision to deport’ infringes the right of an overstayed philipine wife of a British National, to respect for her family life, although it recognizes that ‘the situation is rather to be classified as an international situtation, depends exclusively on UK’. Similarly in Baumbast . In Case 117/01 , the Court finds that there is inequality treatment which, although it does not directly undermine enjoyment of a right protected by Community Law’. But in some cases it has rejected claims of human rights. Therefore I cannot conclude that the Court has finally put human rights above community interest. Will the Charter and a constitution of Europe give sufficient protection to fundamental human rights? I don’t think codification of the treaties and the Charter into a written constitution, provides any kind of extra protection for human rights. It just gives a legal basis for the communities actions so that their validity cannot be challenged. It just eliminates the concept that Community Law is intended for a ‘common market’ and not to preserve human rights and the Courts need not have to draw their inspiration from ECHR because they have their own Charter. It is an attempt to preserve its supremacy . A look at the Charter shows that some rights specified there are rights rarely in conflict in the context of Community law , and some are rights which are already protected by the EC treaties , while some are re-enforcement of the objectives of the Union . Those rights which were often in conflict with the EU Law , have been subject to limitations and all other rights which are not specifically limited are subject to limitations on the â€Å"principle of proportionality† . The Charter is subjecting human rights to EU law and the discretion is on the European Court as to whether human right should prevail over EU law. European Union which cannot be literally called democratic, especially the commission, are not answerable for their decisions to the electorates of member states . When EU law infringes human rights in the future, the European Court should not be placed in a position to decide which one to give priority to, because one can never expect an impartial decision if the person who is making the decision has an interest in it. Sadly, any infringement of fundamental Human Rights by EU law cannot be brought against the Union in ECtHR as European Union is not a signatory. Therefore I don’t think the position would be any better than what it was in the past and I fear that the exercise and abuse of power by the Union is not being capable of being challenged after having entrenched the EU law in a constitutional document to which all member states are signatories. Article 51 states that the Charter is only applicable in the application of Union law. Therefore it is doubtfully that it provides a remedy for individuals whose rights are infringed by domestic law. As discussed, despite the Court’s claim of ‘inspiration’ derived from national legislation and ECHR, it has been more concern on the objective, functioning and supremacy of the EU rather than giving ‘sufficient’ protection for Human Rights, even if protected by other legislations. The ‘Charter’ cannot be triumphed as a solution as it is not an incorporation of ECHR in EU law. The only way fundamental rights can be sufficiently protected I EU law is to have an independent Court, not subjected to EU law, if possible ECtHR to have jurisdiction over European Court and EU related human right issues. Bibliography 1 The General Provisions of the Charter of Fundamental Rights of the European Union, R Alonso Garcia 2 Mapping Hunam Rihts, Reading the European Union, Andrew Williams 3 The duty to protect fundamental rights in the European Community, Liv Jaeckel 4 The Foundations of European Community Law, Hartley. 5 EU Law, Text, Cases and Materials, Craig and De Burca Research Papers on European Union and Human Rights Laws - Global Law EssayPETSTEL analysis of IndiaDefinition of Export QuotasQuebec and CanadaCapital Punishment19 Century Society: A Deeply Divided EraTwilight of the UAWInfluences of Socio-Economic Status of Married MalesTrailblazing by Eric AndersonRelationship between Media Coverage and Social andAppeasement Policy Towards the Outbreak of World War 2

Land Of Desire essays

Land Of Desire essays The transformations that America went through in order to become a capitalist country were very significant and are sometimes looked past. However, in the book Land of Desire, the author, William Leach extensively goes into many of those things. There were many things that went into this ranging from specific poeple and incidents to outside places and things. Leach shows each individual ordeal and explains the personal effect that it had on the industry, as well as how society accepted, or in some cases condemned such things. All of this comes from his own education and understanding of the situation. He shows the drift into a capitalistic country as being a gradual change in one thing that then led to another, and to another, and so on. Not to mention that many, many things took part in it. And that if such things had not occurred, we would not be the country that we are today. There isn't a whole lot of information on William Leach, but he does appear to be a very well-thought out man. This is not his only historical book and he's also done other things, including the book True Love and Perfect Union: The Feminist Reform of Sex and Society, and editing The Wonderful Wizard of Oz. That specifically shows up a number of times in Land of Desire. He refers to L. Frank Baum (the author of The Wonderful Wizard of Oz) throughout the book, as well as to the book itself. Other than that, though, there's not much else I know about him, too bad it's not exactly the most helpful information as far as why he thinks the way he does. Leach broke the book up into 5 major parts. The first being the preface and the introduction. These two parts laid out the main ideas of the book. After that, Leach went into the three main sections of the book, which end up being the three main steps in the transformation into capitalism. The first entitled Strategies of Enticement, went into a litt...

Is WTO a Necessasity for Global Trade Essay Example | Topics and Well Written Essays - 3250 words

Is WTO a Necessasity for Global Trade - Essay Example The article takes a deeper look at the WTO (World Trade Organisation) as the sole international organisation that deals with the global trade rules between countries. The main function of WTO is ensuring that global trade flows predictably, smoothly, as well as freely as possible. The organisation can be looked at in several ways. First, it is an organisation, which fosters opening of trade. Second, national governments negotiate agreements on trade through the forum. Thirdly, national governments settle diverse trade disputes through it and finally, it operates a trade rules’ system. Essentially, WTO is an effective place in which the member governments attempt sorting out various trade problems they encounter with each other. The WTO entails a set of rules: the core of the agreements of WTO, which were negotiated as well as signed by majority of the trading nations in the world, forms its basis of operations. The agreements provide the member governments with legal ground-ru les for smooth international commercial activities. The agreements are essentially contracts, which bind national governments to stick to their policies of trade within agreed limits and boundaries. Although the agreements have been negotiated as well as signed by national governments, the objective is helping goods and services’ producers, exporters, as well as the importers to carry out their business operations while permitting governments to meet the environmental and social objectives. (Aaronson 1996). The overriding purpose of WTO system is to aid trade to flow freely so long as it has no undesirable side effects since this is imperative for the overall well-being and economic development. That partly implies removal of obstacles. It also implies ensuring that individuals, governments, and companies know the existing trade rules across the globe as well as giving them confidence there won’t be sudden alterations of the policy. In simple terms, the rules must be p redictable and transparent (Jackson 1994). The WTO has many benefits but there are also some critics to its operations and this forms the basis of this paper. Thus, the paper shall examine the functions of the WTO and its achievements and gauge them against the criticism presented by those opposed to its operations to help in giving a comprehensive conclusion regarding whether the WTO is a necessity for global trade or not. Basic Information about the WTO The WTO is based in Geneva, Switzerland. It began its life on January 1 1995 though its system of trading is about fifty years older. The General Agreement on Tariffs and Trade (GATT) has since 1948 provided the system with effective rules. GATT was born by the General Agreement as an unofficial, de factor global organisation. This unofficial defector organisation evolved via a number of rounds of negotiations as members tried to compile an effective plan for their operations. The largest and last GATT round, which established the WTO, is the popular Uruguay Round that lasted between 1986 and 1994. While GATT had chiefly dealt with essential trade in goods, WTO and its accords currently, cover the trade in services, as well as in traded designs and creations and inventions (the intellectual property). By 10 February 2011, the body (WTO) had a membership of 153 nations while its budget for 2011 amounted to 196 million Swiss Francs. The head of WTO is Pascal Lamy (the director-general) who leads its 640 secretariat staff (WTO 2012). Functions of WTO The body is run and managed by its member state governments. All the major decisions of WTO are reached upon by its membership either by their delegates or by ambassadors (who meet frequently in Geneva) or ministers (who typically convene a meeting at least once for every two years). While the member states drive it, the WTO cannot function effectively without its Secretariat coordinating its activities (Aaronson 1996).

Strategies Embraced by Williams-Sonoma Company Case Study - 31

Strategies Embraced by Williams-Sonoma Company - Case Study Example The current policies embraced by Williams-Sonoma are increasingly becoming outdated. Till now, these strategies have been successful in increasing the business growth level within the company. Competition keeps growing day by day, and new companies are launched daily within the retail market industry. According to information from the case study, Williams-Sonoma has many market competitors who specialize in similar products(Rouse, 2010). Different companies are also adopting different strategies to distribute their products due to the adoption of new technological advancements. So, it is obligatory for Williams-Sonoma to adopt new strategies if they want to sustain their position in the retail market. If the company decides to maintain its current strategies, business competitors are likely to triumph over them by adopting the latest technologies, and strategies. Competing companies need an adequate competitive advantage in order to outperform each other. Without such strategies, performance may decline due to the various challenges experienced in an extremely competitive business. A company that updates its database regularly to accommodate after sale services attract potential buyers. For this reason, it is necessary for Williams-Sonoma to develop, and implement innovations if they expect to maintain their current market position and attain higher levels of business growth. The strategies used by Williams-Sonoma are very efficient, and I would adopt them if I were the CEO. By implementing these strategies, I would grow and enhance the success of the business. But, I would focus more attention towards expanding the international market rather than the US market alone. At the moment, Williams-Sonoma underestimates the potential of other markets in enhancing their business success. I believe the idea of expanding the market scope would benefit the company. I would also encourage more use of the modern telecommunication systems, and the Internet to broaden the market scope to other parts of the world.