Operations and Information Management Essay Example | Topics and Well Written Essays - 2250 words

Operations and Information Management - Essay Example This was a significant and big expansion by the retail shop moving towards becoming a huge retail chain in the country having its stores across in all the main places. MobUlike also had its two stores in Italy which gave the chance to Smartz to spread its business even in Europe. Through this report using various theories and aspects the importance of usage of new IT strategies like ecommerce in the business expansion and its benefits are been seen and understood. Along with this the importance of information management system for a company in its process improvement is been studied which gives a clear understanding over what and how IT system helps in growth of a particular company. The particular retail chain Smartz sells smartphones and its accessories. This company is looking to grow its chain widely across the country and trying to reach every customer by providing the best facility and good products and a good price. The company owner has looked to take up packaged software’s from commercial vendors to interconnect the whole process of Smatrz, MobUlike and also the end consumers in all aspects. The acquisition of MobUlike by Smartz is a big change in the business process for the company. The company is looking to take up the process of ecommerce to reach the end consumer which is a big step towards the growth as the ecommerce usage in the country has grown a lot and that to at a rapid pace (Doyle, 2001, pp.34-45). Business process management is basically the process involved in management of the overall business in an efficient way as per the requirements of the client or the customer to achieve the customer satisfaction by fulfilling their needs and wants. In this case the owner Imran needs to manage the process of both Smartz and MobUlike and integrate them along with launching the ecommerce process (Golden, 2005, pp. 65-72). The It systems in both the companies are different as a result the integration of

Analysis of Child Development Research Essay Example for Free

Analysis of Child Development Research Essay The purpose of the study was to compare the outcomes of youth in long-term foster care with a group of children who entered into foster care and were subsequently adopted before reaching the age of 7 (Vinnerljung Hjern 2011). Previous research conducted by Bohman and Sigvardsson found that at the age of 15, foster children who had been adopted performed as well in school as their peers who had never entered foster care. Children who were still in foster care had poorer grades and more behavioral problems. This gave the first implication that differences in child rearing environments are a strong factor in the positive or negative development of a child. The study consisted of a sample of 3,951 Swedish children born between 1972 and 1981. Each child entered care before the age of 7, and they were tested periodically until age 26. Of these children, 899 were adopted before the age of 7, and 3,062 grew up in foster care for more than 12 years (before aging out of the program at the age of 18). Adopted children spent an average of 1.6 years in foster care before adoption, while long-term foster care children spent an average of 16 years in care. The control group consisted of (consensus) data collected from 900,418 children who were never adopted or in foster care. These groups were adjusted for confounding variables, such as parental mental health problems and substance abuse before and/or after birth, as well as for age at entry into care. The outcomes were measured by an intelligence test that consisted of four subtests: logical, spatial, verbal, and technical capabilities. The scores ranged from 1-9, with 5 being average and a higher score indicating a higher cognitive competence. Both experimental groups had weaker outcomes compared to the control population, but foster children measured lower than adopted children in school performance, educational achievement, self-support capability, and cognitive competence. Children who were adopted at ages 4-6 showed improvements in cognitive ability over time, and by their late teens typically scored closely to their non-adopted or fostered peers. Negative outcomes were found to be far more likely for those in long-term foster care, regardless of gender, while adopted children had more favorable outcomes for school performance, cognitive test scores, educational achievement, and reliance on public welfare. Foster children had, on average, lower grades and cognitive abilities. Half of fostered boys had very low or incomplete grades from primary school, compared to 1/3 of adopted boys and 1/5 of the control population boys. For girls, the data was 1/3, 1/6, and 1/12. Attrition rates for grades at the age of 16 were the following: 13.4% for long-term foster care children, 4.3% for adopted children, and 2.4% for non-fostered or adopted children. By the age of 25, around 30% of fostered boys and 25% of fostered girls had only received a primary education. This is three times that of the control population, and twice that of the adoptees. Similarly, more fostered children were dependent on welfare at age 25 than children of the control group or adopted children. PAPER TWO: Developmental outcomes after five years for foster children returned home, remaining in care, or adopted Similar to the first, this study compared the developmental outcomes of children who entered into foster care as infants and either returned home, were adopted, or remained in foster care long-term. The first years of a child’s life are critical for proper development, particularly because younger children are more easily influenced and have the highest levels of brain plasticity (Llyod Barth, 2011). Furthermore, previous research has suggested that young children in foster care are at a developmental risk compared to their peers. It is possible, then, that either reunification or adoption might alleviate these risks. The sample consisted of 353 children who were initially tested at 13 months, then again at 18, 36, and 66 months. The assessments were conducted with the child and the child’s current caregiver (whether that be biological parent, adoptive parent, or foster parent). The child’s status at 66 months determined their group designation of adopted, reunited/in-home, or fostered. All of the sampled children had to have at least one allegation of maltreatment. Maltreatment was divided into type (physical, emotional, neglect), to adjust for confounding factors. Many different tests were used to assess cognitive and behavioral delays in the children. These included: the Vineland Adaptive Behavior Scales Screener (which screens for problems in adaptive behavior and daily living skills), the Pre-school Language Skills (which assess developmental domain of language), the Kaufman Brief Intelligence Test (which assess cognitive development in children over 4 years), the Woodcock-Johnson III tests of achievement (which assess educational outcomes of children at least 5 years old), and the Child Behavior Checklists (which assess behavior problems in children ages 2 and older). Far fewer children in the adopted group were classified at high developmental risk. This group also scored significantly higher on cognitive stimulation and caregiver responsiveness. The foster care group had the lowest means in cognitive and language skills, but the highest scores in adaptive behavior. On these measures, adopted children and children who were returned to their homes scored relatively close to one another. There were no significant differences among groups in different poverty rates. In conclusion, reunification and adoption generally led to more positive outcomes, while long-term foster care typically resulted in poor developmental outcomes. These findings further suggest that adoptive placement specifically leads to improved social competence, language skills, and reading skills, but lower adaptive behavior development, while reunification mainly leads to better language development, math skills, and reading skills. PAPER THREE: Developmental, Cognitive, and Neuropsychological Functioning in Preschool-aged Foster Children: Associations with Prior Maltreatment and Placement History This study differs slightly from the first two by investigating the physical and cognitive developmental differences between foster children and children living with their biological parents. Typically, younger foster children display higher rates of developmental and mental health problems, which are often associated with maltreatment, multiple placements in foster care, and younger age at initial placement (Pears Fisher, 2004). However, the majority of children receiving social and mental health services are over the age of 6, despite the fact that most children in foster care are between the ages of 2-5 years. Likewise, studies show that around 60% of the preschoolers entering foster care receive no treatment for developmental delays. The sample consists of two groups of children: the first consisting of 99 3-6 year old foster children, and the second of 54 non-maltreated, same-age, comparable SES children living with their biological families. There were no major differences in mean child age, gender, or ethnicity between the two groups. Height, weight, and head circumference were used to measure physical growth over time. Neuropsychological function was tested with the Developmental Neuropsychological Assessment, which includes 11 subscales in five domains: visuospatial processing (visual and spatial information processing), memory and learning, sensorimotor function, language, and attention/executive function. Cognitive function was measured with the Weschler Preschool and Primary Scales of Intelligence-Revise. Auditory comprehension and expressive communication were measured with the Preschool Language Scale-Third Edition. Executive function was further measured with two different tasks: the stroop task, where, when a card with a sun on it is held up, the child must say day, and when a card with a moon on it is help up, the child must say night; and the card sort task, where the child must first sort cards according to the shape on the card, and then according to the color of the shape on the card. Height for age was positively associated with memory and language in both groups, although the correlation was slightly stronger in the foster group. Foster children were, in general, shorter and lighter, and had smaller head circumferences than same-aged children in the control group. Children in the control group scored higher than foster children in visuospatial functioning, language, and general cognitive functioning. There was a moderately positive correlation between the age at which a child was first placed into foster care and the child’s executive function. Children placed in foster care before the age of 2 scored significantly lower on visuospatial processing, and children with more than the average number of placements had lower scores on executive functioning. IMPLICATIONS AND POSSIBLE INTERVENTIONS All three of the studies show that children placed in long-term foster care typically have more developmental delays and behavioral issues than children who are adopted, reunited with their biological families, or never enter foster care in the first place. A general conclusion can be made in that foster children need higher quality care and support from their foster parents, caseworkers, and doctors. The negative educational trends found by Vinnerljung and Hjern (2011) suggest that foster children received less satisfactory support in their schoolwork than adopted children. Foster parents and caseworkers could benefit from lessons in how to interpret a child’s behavior, nurture the child, and create a supportive learning environment for the child. This is especially important for younger children. Limited caseloads for social workers would allow for workers to concentrate on children and spend more time ensuring that they are receiving proper care. It is also clear that foster children would benefit from more early intervention services. Early development, as discussed by Lloyd and Barth (2011), is rapid and easily influenced by environment and quality of caregivers. Intervention services could prevent developmental delays, and lessen preexisting ones. Currently, resources within the system are limited, and largely consumed by older foster children. This is assumed to be because as children age, they become a larger threat to themselves (by displaying instances of self harm, suicide, increased violence, etc.), and thus, are referred to mental health specialists. However, most of these behaviors stem from existing conditions present at a younger age, and would be more easily controlled if addressed at the younger age. It would then also be important that these children receive consistent, satisfactory health care. Screenings for developmental delays and other behavioral problems would increase the ability to catch these problems early on, and treat them when the child is still young, and potentially easier to help. As well, because foster children are constantly changing homes, it would be important to maintain records of these screenings, so that the information is always readily available to caregivers, caseworkers, and doctors. This will ensure that the child is always receiving appropriate care. All three studies show the negative association between long-term foster care and a child’s development, even with skilled caregivers and placement stability. Working toward the preservation of families and the avoidance of placement in foster care may benefit the child developmentally. If necessary, the child may be removed from the home for a period of time, but there should be increased efforts made to reunite child and parent. Increased programing for parents (rehab programs, teaching about early childhood development, etc.) could increase such potential. References Llyod, C., Barth, R. (2011). Developmental outcomes after five years for foster children returned home, remaining in care, or adopted. Children and Youth Services Review, 33(8), 1383-1391. doi:10.1016/j.childyouth.2011.04.008 Pears, K. Fisher, P. (2004). Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children: Associations with prior maltreatment and placement history. Journal of Developmental Behavioral Pediatrics, 26(2), 112-122. Vinnerljung, B., Hjern, A. (2011). Cognitive, educational and self support outcomes of long- term foster care versus adoption: A Swedish national cohort study. Children and Youth Services Review, 33(10), 1902-1910. doi:10.1016/j.childyouth.2011.05.016

The Hon. Dr :: essays research papers

Among the gay press's responses to my 1993 book A Place at the Table was the charge by some critics that I'm "sex-negative." Frank Browning griped that I want to "to have everyone put on 30 pounds, buy a Brooks Brothers suit, and wander off on the golf links, becoming [an] upper-class version of Ozzie and Harry. Those who don't want to take risks should join Mr. Bawer on the golf course. Those who want to feel alive will benefit from the exploration of our bodies and what our bodies can grant." Golf? Ozzie and Harry? Brooks Brothers? What, I wondered, does any of this have to do with what I've written? I've never been on a golf course. Or worn a Brooks Brothers suit. And when did I join the upper class? Of course I want gay people to enjoy what their bodies can grant. I also want them to have equal rights under the law, the love and respect of their friends and families, and a meaningful life beyond their orgasms. I want gay kids to grow up knowing that, as wonderful as sex can be, gay identity amounts to more than belonging to a "culture of desire." Browning and others mocked me for being "serious." Well, isn't discovering oneself as a gay individual in this society a serious challenge? Isn't gay rights a serious issue? Being serious about gay rights in public discourse doesn't preclude being able to have fun in one's personal life. Yet if some right-wing critics can't write about homosexuality without smirking, some gay writers seem unable to address the subject without prattling frivolously about their own sex lives and longings. Which is a shame, because it's vitally important for us to recognize that at the heart of homophobia lies an inability to see that gays can love each other as deeply and as seriously as straights can. Explaining why he'd refused to print my review of the film Longtime Companion, an American Spectator editor told a New York Observer reporter, "Bawer was striking a total equivalence between a heterosexual couple in love and a homosexual couple in love. To me, that wasn't convincing." That editor isn't alone in rejecting the idea of the moral equivalence of gays and straights. It's not only heterosexuals who draw these sex-related distinctions. "The defining thing about being gay," a gay man tells Susan Bergman in her new memoir, Anonymity, "is that you like to have sex a lot.

Pillars of Democracy in Tanzania

Democracy is a political form of government in which governing power is derived from the people, by consensus (consensus democracy), by direct referendum (direct democracy), or by means of elected representatives of the people (representative democracy). The term comes from the Greek word (demokratia) â€Å"rule of the people†, which was coined from (demos) â€Å"people† and (Kratos) â€Å"power†. There is no universal definition of the term democracy, people like the late USA president ABRAHAM LINCOLN define democracy as â€Å"The government of the people, for the people and by the people† which means : ?Of the people means the government derives all its powers from the people ? For the people means the government is there to serve the interest of the people ? By the people means the people elect those who are to govern on their behalf According to Nnoli(20033) he defined democracy as the system of government usually involving freedom of the individual in various aspects of life, equality among citizens, justice in the relations between the people and the government and the participation of the people in choosing those in government.Democracy is devided into direct democracy where by all adult citizen of a community participate fully in a decision making on matter brought for discussion. Decision are by the popular vote YES or NO. The Anthens are the first people to practices direct democracy. It is mostly conducted in the small populated areas like classrooms in the election of the Class representative.The other type of democracy is indirect democracy where by different groups in community elect reoresentative and give them mandate to make public decision on their behalf. The representative may be one person or small group of people. Indirect democracy originated in Europe during the emergence of capitalism. In this kind of democracy periodic elected leaders are placed into power and are removed from the power through periodic elec tion, it mostly done in highly populated areas.Also these representative is divided into three categories which are parliamentary democracy Which is kind of representative democracy where by the executive is a part of the legislature here king or queen is the head of the state and prime minister is the head of government example Britain,Spain,Holland,Beigium and so on, the other category is Presidential democracy where by the executive and the legislature are independent of each other. The president is the head of both state and government and holds ffice for a fixed period example USA In order for the democracy to stand in any society the following are some of the essential pillars of the architecture of democracy; First, free and fair elections lend legitimacy to democracy by preventing one person or a small group in society from imposing certain vested interests on the general population. No one person or group should exercise a monopoly of power over the election process. In a d emocracy, political parties can be formed and can campaign without intimidation.Some countries require political parties to have a minimum level of popular support before they can participate in elections. All political parties must also have access to a free media and other means to broadcast their election manifestos. The electoral process is supervised, monitored and carried out by a neutral body, often an election commission. In Tanzania free and fair election is conducted though in other hand it is not practiced since some political parties are given more chances to broadcast their election manifestos than others.For example CCM(Chama cha Mapinduzi) is given priority to broadcast its election manifesto than other political parties like TLP(Tanzania labour Party), CHADEMA (Chama cha demokrasia na Maendeleo), CUF(Civic United Front) and others. Also there is no neutral electoral commission as the commissioner of National Electoral Commission (NEC) is appointed by the President an d it works under the President office which might violate its neutrality. The second pillar is political tolerance. Free and fair elections do not give a mandate to oppress or sideline those who have voted against the government.It also does not mean that the majority have the right to rob the minority of its civil liberties, rights, property or life. Tolerance is required for democracy to be sustained. If minority groups do not benefit equitably from the election process, there can be no peace. That absence of peace would make a mockery of efforts to be democratic. In many countries, there are examples of rewards being given only for those voters who supported the ruling party, with neglect or punishment for those who voted for the opposition. The distribution of food, water supplies and development resources has been used as a weapon of control to win elections.In Tanzania to some extents the majority rule is applying while minority rights are respected but the political tolerance is yet to stand as we saw in our last general election where Chama cha demokrasia na Maendeleo(CHADEMA) didn’t accept the win of the President Jakaya Mrisho Kikwete and in the opening assembly of the second phase of his term their Members of Parliament went out and didn’t recognize his position of President. That was being intolerant. The third pillar is the rule of law. There has been much debate on the meaning of this.What is clear, though, there is close connection between the rule of law and democracy. When the political process is subject to laws and the government officials exercising their power and authority within the constitution and laws of the country, it enables citizens to judge the lawfulness of the government. Democracy becomes dysfunctional when the bureaucracy, the judiciary, the legislature, the private sector, the police and the military all use their power to enrich themselves and advance their own interests at the expense of civil society. Laws n otwithstanding, corruption undermines the rule of law.To ensure the functioning of the rule of law, it is vital that the integrity and independence of the judiciary and the entire justice system are not subject to undue influence and illegal intervention. In Tanzania the practice of rule of law is very minimal the governors undermine its practice where some of the leaders who break the laws are not taken care of as the laws claims, also the problem of corruption in the judiciary branch is persisting never the less the judiciary has done its part in solving elections cases of Igunga, Ubungo, and Arusha constituents as well as private candidacy in general election by standing on the lawsThe fourth pillar is freedom of expression. What people in civil society are allowed to say, print, distribute and discuss is indicative of the democratic nature of a political system. A free press is a measure of the freedom of expression in a society. Few governments have a genuinely easy relationshi p with a free press. Yet, despite all its shortcomings, a free press, supported by open Internet access, is indispensable to keeping the public informed as part of a functioning democracy. Even in an established democracy, government may seek to manipulate a free press into serving its own ends.Governments often conduct spin campaigns, to advance their agenda and dilute the power of independent media. New technology is unleashing powerful new forces through expansion of information dissemination and space for public discourse. These new forces have made it much harder for governments to control the flow of information. The fact remains that even democratically-elected governments will go to great lengths to manipulate public opinion whether on TV, in the print media or the Internet.Taking the case of Tanzania where newspapers like Mwanahalisi was banned by the government just because it provided information that affect the welfare of some of government leaders. Also the Editor of Ta nzania daima newspaper Absalom Kibanda is also facing the court charges for allowing publishing of news that affect the current government interests so the freedom of press is denied and government create fear indirectly for the public opinions to be expressed The fifth pillar is accountability and transparency.This means that institutions of government and individuals in those institutions must be held accountable for their actions. A government must be accountable to the people who elected it. Furthermore, it must be accountable to an independent judiciary or other impartial institutions established to check government action. Decisions must not advance the agendas of vested interest groups over the public interest. As Mmuya and Chaligha(1994: pg 189) claimed â€Å"Democracy become meaningful only when political parties are accountable to the people.Moreover the government has not only to be transparent but also be accountable to the people through their representatives. † Also political parties have to be accountable and perform their duties as they are supposed to be. To some extent the Tanzania government is accountable the public can question the government actions and expenditures, officials who misuse their power are removed from their positions. Example Dr. William Mhando the former managing director of TANESCO together with his subordinates were removed from office due to misuse of public office for their own interest.To some extent the Tanzania government is transparent from time to time it inform the public about its decisions and action example now days all members of parliament and high officials are asked to disclose their wealth before start to work and after fixed period before moves out from their positions. The sixth pillar rests on local political empowerment. The closer the government is to the people governed, the more responsive the government is likely to be. At the same time, for decentralised democracy to work, here must also b e a decentralisation of funding, material and human resources and institutional capability. Decentralisation of the political process is another way to curb the concentration of power and influence exercised by political forces. Citizens become more aware, interested and willing to participate in democracy when they see their officials as neighbours and what is at stake as something close to home. Only the national government can print currency, conduct foreign policy, provide for the nation’s defence.However local matters such as community services are best managed by local or state, regional or country or provincial government. The other pillar of democracy is the Separtion of power. Is the system where by Government powers are separated and divided between the three branches namely Legislature, Executive and Judiciary. Each of these branches performs its functions independently without interference from other branches. Executive is the body of government which comprises th e President, the Cabinet and civil servants. Is the rulling body which conduct all administrative works in the government.Legislature is the law enacting body which comprise of the President and national assembly and the Judiciary body comprises of court judges, magistrates and headed by Chief justice and their duty is to enforce laws. In Tanzania these three branches are ideologically there but their practice is not efficient. The President who is the head of executive branch is also part of the parliament or legislature so he might have the influence to members of parliament when they will be required to pass the bills. In that sense the legislature branch is not fully independent from the executive branch.Also the President have the mandate to appoint court judges of high court as well as court of appeal together with the Chief Justice so they will ideologically being separate as judiciary branch but their work might have the influence of the one who apoointed them hence the sepa ration of power is yet not being achieved. The other pillar is human rights which are the needs which all people deserve simply because of their humanity. For example right to live, right to vote and to be voted. Ther are individual rights, moral rights and others.In Tanzania human rights are included in the national constitution and are also maintained, like right to vote, right to have basic needs, right to live though there are actions which deny some of these rights like killing of elders in Shinyanga and the Lake Victoria zone, also albino killing which both deny the right to live. All in all the pillars of democracy outlined above are necessary but insufficient without leaders to build and maintain them. The qualities of leadership for sustainable democracy are to be found in those who act in an honest, transparent and accountable manner.They are consensus builders, open-minded and fair. They are committed to justice and to advancing the public interest. And they are tolerant of opposing positions. In admitting our father’s limitations, let us strive to avoid the mistakes of the past and look forward to a new generation of leaders who can build on the lessons of the struggles of ordinary citizens for democracy. References: ?Mmuya and Chaligha(1994) Political parties and Democracy in Tanzania, Dar-es-salaam University Press Tanzania ? Nnoli(2003) Introduction to politics, Enugu Nigeria ?www. nationmultimedia. com

Conflict Theory Essay

A. What is Conflict Theory? Farley (2000:73) contends that conflict theory arose primarily from the work of Marx and was continued in the work of C Wright Mills and Ralf Dahrandorf. The general underlying assumption associated with conflict theory is that society is made up of groups with competing self-interests. Often the competing groups have unequal power. People compete for resources that are in scarce supply. Generally, the resources that are in short supply involve wealth and power. Conflict theory generally consists of the following four points. 1. Conflict Built into Society Societies naturally tend toward conflict. This occurs because wealth and power are distributed unequally; therefore, different social groups have different and conflicting interests (Farley, 2000:73). 2. One Group Becomes Dominant Because competing interest groups have unequal power, one group usually becomes dominant. The dominant group then uses its power to control most or all other aspects of the social structure. The dominant group can ensure that society operates in a way that serves the interests of the dominant group. As a result the dominant group controls a vastly disproportionate share of scarce resources such as wealth and social status (Farley, 2000:73-74). 3. Consensus is Artificial When a consensus appears in a society, it is usually artificial and is unlikely to persist over the long run. A Functionalist might argue that consensus is â€Å"necessary† and is, therefore, automatically something desired by all concerned. The conflict theorist contends that a consensus in a society is either based on coercion and/or repression by the dominant group. 4. Conflict in Society is Desirable Conflict is desirable because it makes possible social change which may lead to more equitable distribution of wealth and power (Farley, 2000:74). 5. Ideology A central assumption of Marxist theory is that the distribution of wealth by  and large determines other aspects of society, such as the political system and the characteristics of culture. This includes the norms, values, and beliefs of the culture. The norms, values, and beliefs of the culture are such that they legitimize the control of wealth. Everyone, the rich and poor alike, accept the cultural beliefs as just and correct. Another term for these beliefs is IDEOLOGY. Marx, however, argued that beliefs in the dominant ideology is not in the interest of the subordinate group. Marx referred to the pattern of the subordinate group’s acceptance of an ideology that goes against it’s own self interest as false-consciousness. a. False Consciousness A consensus can also be achieved when a minority group accepts an ideology that is not in its self interest. This is false consciousness. It can occur because the dominant group exerts disproportionate control over the sources of influence and public opinion. It might also come about because the dominant group, through sheer power and force, can create an atmosphere where the subordinate group feels that resistance is futile. In either case, the apparent consensus is fundamentally unstable and is not likely to persist over time (Farley, 2000:74). b. Class Consciousness Racism can only be dealt with by changing the institutions that are the source of racism. Marx called upon the oppressed to realize how dominant ideology serves to oppress the subordinate group. Arrival at this understanding is called class-consciousness. B. Marx Karl Marx’s writings on class conflict, differing class interests, the ownership and control of the means of production, and the exploitation by one class over the other were precursors to the development of conflict theory. Marx saw class and class conflict as the moving forces in history. A dominant class owns the means of production and exploits other classes. It is then in the interests of the dominated classes to overthrow those in positions of dominance and to establish a social order more favorable to their interests (Kitano, 1985:42) (also see Farley, 2000:74-75). C. C Wright Mills and the Role of Intellectuals in Society â€Å"Only when mind has an autonomous basis, independent of power, but powerfully related to it, can  mind exert its force in the shaping of human affairs. This is democratically possible only when there exists a free and knowledgeable public, to which people of knowledge may address themselves, and to which people of power are truly responsible† (C Wright Mills, 1956) V. A Comparison of Functionalism and Conflict Theory Both perspectives can be viewed as two faces of the same society. For example, one of the basic problems facing a nonwhite individual in the functional model is that of high alienation and loss of identity. However, racial conflict, with its ideological apparatus and action system, functions to alleviate alienation and to facilitate an ethnic identity. Group solidarity is enhanced, group boundaries are clarified, and the linkage between the individual and the group is strengthened through personal commitment and social action. In time, the group identity can be extended to the larger system through communication; the individual is exposed to larger social networks and to national core values (Kitano, 1985:43). Farley (2000:75-76) provides two observations regarding the nexus between conflict and functionalist theory. He contends that a synthesis of the two theories is possible. A. Both Theories are Partially Correct Society might operate according to both perspectives. Order and stability might exist in the presence of extreme income inequality. It is possible, for example, that a given institution might serve to make society efficient while at the same time serving the interests of the dominant elite. B. Societies Go through Cycles of Stability and Conflict Societies go through cycles of stability and conflict. Under different circumstances, people behave differently. At one point in time a society may be stable and orderly, where minorities are able to get ahead through hard work. At another point, however, society might be characterized by disorder and conflict where minorities might advance only via protest and rebellion (Farley, 2000:86). VI. The Social Structural Perspective and Social Problems Functionalist and conflict people tend to disagree on two basic elements. One  revolves around the definition of the social problem. The other is the location of the problem (Farley, 2000:76). A. The Definition of Social Problems What is considered a social problem? It is human reaction that makes something a problem. 1. Functionalist For a functionalist, any thing is a problem if it threatens the smooth and efficient running of society. Conflict of most kinds is seen as problematic because conflict threatens consensus. Conflict can potentially have serious consequences if it causes the disruption of society. 2. Conflict Theory For a conflict theorist, on the other hand, social problems include things like poverty and racism and, more generally, the inequitable distribution of wealth and other scarce resources (Farley, 2000:77). B. The Location of Social Problems Where do the two perspectives place the source of social problems (Farley, 2000:77-78)? 1. Functionalist The cause of social problems for a functionalist lies predominantly in the characteristics of the disadvantaged group. For example, functionalist might argue that a minority group lacks the necessary skills that would yield the greatest rewards in society. Or, perhaps the group in question has a culture that is incompatible with the dominant culture. In either case, the burden of change is placed mostly on the disadvantaged group. 2. Conflict Theory Conflict theorists see the source of social problems as being embedded in the exploitative behavior of the dominant group. It is assumed from the conflict perspective that if someone or some group is suffering or placed in a disadvantageous position, there must be some other group (that is more powerful) that benefits from the misery of the disadvantaged group (Farley, 2000:77-78). VII. The Social Structural Perspectives  and Majority-Minority Relations Ethnic stratification refers to a system that distributes scarce resources on an unequal basis according to race and ethnicity (2000:79). A. Functionalist Theories about Majority/Minority Relations A paradox of sorts exists for the functionalists. Inequality, they argue, is desirable in society because it ensures that the most qualified people will get the most important jobs in a society. On the other hand, functionalists contend that ethnic inequality has the potential to cause serious disruption of society (Farley, 2000:78-79). 1. Inequality Functionalist would argue that inequality is necessary in order to create incentives. Some jobs are more necessary than others. They also require more training. To ensure that these jobs are filled by competent individuals, they have to provide more greater rewards. 2. Is Ethnic Stratification Necessary? A functionalist might argue that the stratification must meet some kind of societal need. The problem is that, while a society might need to be stratified (in order to ensure important jobs are filled, etc.), it is not at all clear why ethnic stratification is functional. 3. Ethnocentrism: The Source of Ethnic Stratification In order to understand ethnic stratification, one has to understand ethnocentrism, according to the functionalists (Farley, 2000:80). a. Society’s Need for Consensus Functionalist would argue that ethnocentrism in moderation is functional for a society. The explanation for this lies in society’s need for consensus and to have a shared identity. The only way a society can cooperate is when it shares basic values. Ethnocentrism contributes to this in several ways. b. Ethnic Stratification: An Unfortunate By-product An unfortunate side effect is that aggression might be also directed against an ethnic minority within the society. 4. The Elimination of Ethnic Stratification The methods advocated by functionalists to diminish the effects of ethnocentrism is to: Reduce the cultural differences between the majority and minority group Eliminate legal and other barriers set up by the dominant group which excludes minorities. Ensure that the minority groups  develop skills that would allow them to participate in a society. This approach leads to assimilation, which is the process whereby minorities are fully integrated into the system and becomes culturally similar to the majority group. (Farley, 2000:80). B. Conflict Theories about Majority/Minority Relations The conflict theories tend to see majority minority relationships as a matter of domination and exploitation. The conflict perspective is, in essence, a critique of functionalism. Many argue that functionalism is merely a justification for inequality (Farley, 2000:81). 1. Ethnic Stratification: Not an Unfortunate By-product Ethnic stratification exists because it serves the interests of the dominant elite. It occurs because of the exploitative nature of the majority group as a whole or because of the exploitative nature of a wealthy elite within the majority group (Farley, 2000:83). 2. Inequality is Inherited, Not Earned The necessity of stratification for productive purposes is also called into question. Stratification cannot act as an incentive because inequality is inherited, not earned. In order for inequality to work the way the functionalist claim, there would have to be free mobility between generations. Example: The daughter of a share cropper, who is very bright, should have the same chance of becoming a medical doctor as anyone else. 3. Planned Shortages It is also argued that the shortages found in highly demanding jobs often exist because professional organizations restrict entry into the profession — not because there is a shortage of qualified people (Farley, 2000:83). C. Varieties of Conflict Theory in Race and Ethnic Relations 1. Marxist Theories Farley (2000:85) contends that Marxists see inequality as being based mainly on class. There are two – those who own the means of production and the rest of society who works for wages. Marxist see racism as a mechanism that keeps the working class from recognizing their own interests. It divides workers. While minorities fight with each other, wages remain low and profits remain high. Marxists believe that workers would be best serves by putting aside their racial and ethnic differences and to act on their common class interests. 2. Split Labor Market Theories Split-Labor Market Theory argues that there are three classes: There owners of the means of production, higher paid laborers and lower paid laborers. The owners are interested in getting the best workers for the lowest wage. The higher paid workers, on the other hand, are trying to protect their jobs from competition from lower paid workers. One means the higher-paid workers use to protect their interests is to discriminate against lower-paid ethnic workers (Farley, 2000:85). 3. Internal Colonialism Internal colonialism theory argues that societal inequality as largely racial and ethnic (Farley, 2000:85). The dominant racial or ethnic group establishes a system of inequality for the benefit of the dominant racial or ethnic group. The oppressed (Blacks, Mexicans, Native Americans) are involuntarily brought under the rule of the dominant group. Internal colonialism argues that the dominant group promotes a racist ideology, it attacks the culture of the people who are dominated. It isolates the dominated from mainstream labor markets. The dominant group rationalizes exploitation through myths of the cultural inferiority of the oppressed. VIII. Culture of Poverty Oscar Lewis, author of La Vita (1965), coined the term â€Å"Culture of Poverty† (also see Edward C. Banfield, The Unheavenly City Revisited, 1974). The essence of Culture of Poverty theory holds that poor people share deviant cultural characteristics. The poor have lifestyles that differ from the rest of society and that these characteristics perpetuate their life of poverty. According to the Culture of Poverty thesis (in Eitzen and Baca-Zinn, 1994:173) â€Å"the poor are qualitatively different in values and that these cultural differences explain continued poverty.† The Culture of Poverty Theory is a functionalist theory. Eitzen and Baca-Zinn (1994:173) maintain that there is a strong implication embedded in the Culture of Poverty that defects in the lifestyle of the poor [cultural deprivation] perpetuate  poverty. Such defects are passed from one generation to the next. Under these circumstances it is extremely difficult for people, once trapped by the Culture of Poverty, to escape poverty. Characteristics that typify the Culture of Poverty exist across a variety of racial and ethnic groups. While these characteristics (see below) are certainly present in poverty populations, Culture of Poverty Theory leaves the impression that they typify all poor people. THAT IS A FALLACY! The following characteristics typify the culture of poverty. Some may be accurate in some settings. Some may have had explanatory powers a few decades ago, but today are no longer accurate. Some are contradictory. They all tend to present negative connotations. All are highly stereotypical. Characteristics of the Culture of Poverty 1. Parents are more permissive in raising their children. They are less verbal with their children. Family-heads display a strong disposition toward authoritarianism. 2. Children raised in poverty also have drastically different orientations in life when compared to middle-class children. There is an absence of childhood. Children experience an early initiation to sex. 3. Families often form based upon free unions or consensual marriage. This partially explains the trend toward female-headed homes. 4. The poor are more fatalistic. One might expect that a poor person would believe the following idea: â€Å"What will be will be and I can’t change it.† 5. The poor are less apt to defer gratification. Banfield argues that the essence of the poor subculture is its present-time orientation. He asserts that the poor do not know how to defer gratification (see Eitzen and Baca-Zinn, 1994:173). 6. The poor are less interested in formal education. Source: Eitzen and Baca-Zinn, 1994, and Farley, 1988 The Culture of Poverty theory argues that the characteristics presented above enable the poor to adapt to poverty. For example, the lack of childhood happens because sometimes poor children have to begin working at an early age. Moreover, poor children have to â€Å"hustle† to survive. There is no time to be young. To act young is a sign of weakness. The absences of privacy and competition for limited goods are self-explanatory characteristics of poverty. Perhaps the strong disposition toward authoritarianism is necessary  because of the hard choices that poverty provides. A. The Moynihan Report The Culture of Poverty is a functionalist approach to poverty. It assumes a â€Å"right† or â€Å"correct† culture and a deviant culture. The poor are poor and are likely to remain poor because their culture deviates from the norm. The Moynihan Report (1965) is an example of a study that (perhaps inadvertently) borrows aspects of the Culture of Poverty to explain African-American poverty. Its goal was to explain continued poverty in the 1960s. The Moynihan Study accurately pointed out that much of the poverty associated with the Black community was due to a history of slavery and economic oppression (unemployment). It also called attention to the necessity of altering one’s lifestyle as a means to cope with poverty. Moynihan, however, ultimately came to concentrate on the characteristics of the Black family that required changing, rather than the system of oppression that needed changing. B. A Critique of the Moynihan Report and the Culture of Poverty 1. It Blames the victim The most important criticism of the report is that it put the blame for poverty on the victim. Blaming the victim places the burden of change on the victim and removes it from society. From the Culture of Poverty perspective, poverty is viewed as the fault of the poor in that, their culture, not social injustice, causes and perpetuates poverty. The implied assumption is that until the poor changes their â€Å"culture,† no amount of government intervention will solve the problem of poverty. 2. Negative Emphasis on Female-headed Families Another objection to the Culture of Poverty thesis revolves around the negative emphasis placed upon female-headed families. Female-headed families do not ensure a life of poverty. Children of single-parent family perform well in school. They do not have greater problems with mental health. Poverty, of course, affects both. Poverty, not single-parenting, generates social problems like illiteracy and crime, not single-parenting. Furthermore, single-parent are usually women and women are placed in economically disadvantaged positions due to the structure of the economy that pays women only 68 percent the salary that it pays men. THIS IS NOT  CULTURAL. It’s SYSTEMIC. 3. The Attack on Divorce There appears, imbedded in culture of poverty theory, an attack on divorce. There is no evidence that divorce, itself, causes poverty. Sometimes divorce can lead to better social adjustment. Since 1957, as the number of divorces has risen, the percentage of people saying they are happy with their marriage has also risen from 67 percent to 80 percent (footnote missing!). People who focus on the problems associated with single-parent families also forget the positive impact of the extended family. The extended family supports single-parent families by providing grandparents, aunts, and even friends. 4. Most Black Families are Not Poor Other problems with the Moynihan Report pertain to the implied image that the majority of Black families are typically broken homes. The poverty rate for Blacks is about 30 percent. That means that 70 percent of Black families are above the poverty line. Furthermore, while focusing on the characteristics of the Black family, the Moynihan Report does not attack aspects of the social structure that put one group at a disadvantage when compared to another. With the Black family, the disadvantage flows from historically based discrimination (which included forced breakups of families while under slavery), high levels of unemployment, and welfare laws that encourage one parent families. 5. Poor People Do Not Have Radically Different Lifestyles Finally, the culture of poverty contains the assumption that families living in poverty have radically different outlooks than middle-class families. Elliot Liebow in Street Corner Man (as referenced in Eitzen and Baca-Zinn, 1994:173) suggests that most poor people, in fact, attempt to live by society’s values. Their struggle is frustrated by externally imposed failures. Most people who are poor would prefer to escape poverty via a good job. Good jobs that poor people are eligible for are rare. Liebow suggests that the characteristics associated with the culture of poverty are those that appear when individuals try to achieve goals defined by society, but who fail to achieve society’s goals because society has not provided means to achieve those goals. These are the proverbial blocked opportunities. 6. One-Way Adaptation? Culture of Poverty proponents argue that the poor adapt to a lifestyle which allows them to deal with poverty. They tend to assume that one these lifestyles have been adopted, they become institutionalized with poor culture making it very difficult fort the poor to escape the culture of poverty. One might ask that if it is so easy to adopt to poverty lifestyles, that it might be just as easy to adopt to a middle class lifestyle one that lifestyle is provided. C. Concluding Observations Concerning the Culture of Poverty In short, rather than blaming the victim for his or her biology or for his or her culture, public policy planners might more appropriately focus their attention on the economic characteristics of society. The United States is one of the richest countries on earth. Simultaneously it has the greatest levels of inequality in the First World. Social structure, not genetics or culture causes poverty. Solutions to poverty are political. In 1973 after LBJ’s â€Å"War on Poverty† the poverty rate fell to an all-time low. One might look to other First-World counties for inspiration. Scandinavian counties, for example, have very low levels of poverty and they are culturally diverse. IX. Culture of Poverty and Welfare Policy Farley (2000:91-92) argues that this debate is directly relevant to welfare policy in the United States. [Remember: your perspective of the source of the problem influences how you perceive solutions] A. The Functionalist Perspectives From the functionalist court comes a positive and negative viewpoint. Both points of view see the existence of poverty as being related to family structure. 1. Moynihan Moynihan argues that the existence of single parent is a major cause of poverty. He contends that government programs are necessary to alleviate poverty in these homes. 2. Murray Murray, on the other hand believes that welfare makes it possible for people to survive poverty without working. He argues that welfare support reinforces the culture of poverty. B. The Conflict Perspective Conflict theorists are skeptical of both points of view. Rather than   structure being the source of poverty, structural problems, like the concentration of the poor in inner cities, is the source of poverty. While functionalist desire to rehabilitate the individual that is poor, conflict theory advocates structural solutions like job creation in inner city neighborhoods.

How to Design a Logo Essays

How to Design a Logo Essays How to Design a Logo Essay How to Design a Logo Essay HOW TO DESIGN A LOGO You know a great logo when you see one but you would like to know how to properly design one. A word of caution if youre thinking about going the do it yourself route in designing your own logo. It is one thing to read and understand the elements or principles of good design, but applying them appropriately is another matter. The explosion in software development has flooded the market with a wide variety of programs that will enable you to design your own identity. Even the most basic Desktop Publishing program has enough features to get the job done. Creativity is an art, not a science, and all too often novices sit down with the DTP software and are so enamoured with the available features that they use as many of them as they can. Professionals know what features to apply and in what proportions. The Internet has made a variety of lower cost professionals available at reasonable prices. Most offer custom design services and include diagnostic interviews so they can learn what your company is all about. So at least explore the possibility of hiring a professional design consultant to help. The use of color will illustrate one of the many benefits of professional services. If you go it alone your DTP program will let you concoct color combinations never seen by human eyes. But when you take your logo to the printer, can they be reproduced? A professional designer will know. Organizing Principle of Logo Design The color discussion leads us to the organizing principle of design: simplicity leads to functionality. Think about it and youll realize that some of the best logos ever created are really pretty simple. The McDonalds Golden Arch, Apples apple with the bite out of it, and Nikes swoosh are all examples. So where does functionality fit in? Logos are used in too many ways to even list. Consider some of them: on the corporate offices and satellite locations, on banners and billboards, on the Internet, on letterhead and business cards, on every piece of marketing material the company produces, on promotional items like shirts and hats, and yes, even on the tops of sticks placed in drinks served at company sponsored events. Simple images will work for any of those uses. They can pretty much go anywhere and do anything. So remember the KISS principle: Keep it Simple, Stupid! Font Style and Size As is the case with all elements, Fonts should be selected which match the nature of the companys business. If you want viewers of your company image to be reassured that your company is reliable, safe, and trustworthy, avoid flashy fonts and bold use of font sizes. Leave that for the companies representing bold, new, and innovative fields like alternative energy development. Banks and other financial service companies should use traditional and familiar font styles. Using Color Again, use bold colors like reds and oranges for bold businesses. Muted colors are not what you want here. Use of a lot of colors can actually be distracting. The old Apple logo contained multiple layers of color but it was redesigned to improve its functionality in the late 1990s. Using Enhancing Effects Many good logos simply present the company name and graphically enhance certain letters by wrapping them or stretching them in some way. Look at the FedEx logo. Simply boxing off the name created the desired effect. Simple, yet functional! That is how you design a logo.

Medical uses of algae essays

Medical uses of algae essays Algae have been used for centuries, especially in Asian countries, as a remedy to cure or prevent various physical ailments. Scientific research has established a connection between these nutrient-rich sea plants and the bodys immune system response. It all started when intensive studies of marine life began in the 1970s to locate potential sources of pharmacologically active agents (Baba et al. 1988). Researchers found that algae contain a remarkable amount of components valuable for human health. According to Baba (1988), algae are beneficial in the following ways: 1. It is a complete protein with essential amino acids (unlike most plant foods) that are involved in major metabolic processes such as energy and enzyme production. 2. It contains high amounts of simple and complex carbohydrates which provide the body with a source of additional fuel. In particular, the sulfated complex carbohydrates are thought to enhance the immune systems regulatory response. 3. It contains an extensive fatty acid profile, including Omega 3 and Omega 6. These essential fatty acids also play a key role in the production of energy. 4. It has an abundance of vitamins, minerals, and trace elements in naturally-occurring synergistic design. With all these benefits, it is no wonder why extensive research is being conducted on algae as a medical treatment. Three specific treatments that have been tested will be discussed. One medical use of marine algae is for the treatment of Herpes Simplex Viruses. The drug Acyclovir (ACV) is commonly used for treatment of herpes, but it, like many medications, results in undesirable symptoms (Field & Biron 1994). ACV has induced the emergence of drug-resistant viruses and can lower immune activity, causing even more illnesses (Field & Biron 1994). These findings made it necessary to find new sources of anti-herpetic treatments, one being marine algae. Marine algae, which are a source of potential c...