Thursday, September 26, 2019
Fascism discussion of this form of government Essay - 1
Fascism discussion of this form of government - Essay Example In the United States, all the political power rest on the people of the country. The people happen to be the only source for the power. The principle of the popular sovereignty is declared in the introduction of the declaration of independence where the people establish the constitution for the United States of America. Government draws the power from the people as the people are sovereign. As a matter of fact, the government can only govern under the consent of the people.Limited GovernmentThe principle of the limited government is to explain that the government is not powerful at all. However the limited government means a lot more to mention that the government can govern what the people would allow to govern. Limited government makes absolutely perfect sense because if the people are sovereign then the government cannot be powerful. The concept of the limited government can be expressed in terms of law also. The government should obey the law. Sometimes it is also referred to as constitutionalism. This refers to the fact that the law is above the government and not around it. Sometimes this is also referred to as the rule of the law (Spulber 305). Separation of powersIn a government that is presidential in nature like the US government, all the power is distributed among the branches which include the executive, judicial and the legislative. This is also referred to as the separation of the power. The US government is divided into three branches.... Nazi Political theorist Cal Schmitt said that a strong state would always guarantee the totality of the political unity (Griffin 225). However there have been a lot of criticisms of Fascism. One of the most common criticisms happens to be fact that Fascism is actually form of tyranny. Fascism has been always regarded as non democratic. The original version of fascism i.e. the Italian Fascism has often been regarded as the unprincipled opportunism. Fascism has also been criticized for the ideological dishonesty. The American government – Its Principles The constitution is built upon six basic ideologies. Popular Sovereignty In the United States, all the political power rest on the people of the country. The people happen to be the only source for the power. The principle of the popular sovereignty is declared in the introduction of the declaration of independence where the people establish the constitution for the United States of America. Government draws the power from the pe ople as the people are sovereign. As a matter of fact, the government can only govern under the consent of the people. Limited Government The principle of the limited government is to explain that the government is not powerful at all. However the limited government means a lot more to mention that the government can govern what the people would allow to govern. Limited government makes absolutely perfect sense because if the people are sovereign then the government cannot be powerful. The concept of the limited government can be expressed in terms of law also. The government should obey the law. Sometimes it is also referred to as constitutionalism. This refers to the fact that the law is above the government and not around it.
Wednesday, September 25, 2019
Maritime law Essay Example | Topics and Well Written Essays - 1750 words
Maritime law - Essay Example The law of maritime claims has been promoted along different routes in civil law administration. Vessels are recognised as objects of security rights in all nations. Despite this and the fact that maritime claims are of profound commercial significance, there is a high degree of international uncertainty in the subject of maritime claims and mortgages. There is a great difference among nations in the way they create and enforce maritime claims. It is for this reason that a standard list of maritime claims and an agreeable way of enforcing them was drafted by Comire Maritime International and adopted by the Brussels Diplomatic Conference. In 1926 in Brussels, the initial efforts were made to unify particular rules regarding maritime claims and mortgages. However, there were problems in the enforcement of the rules and this led to a review in 1952 in Brussels, undertaken by IMO and UNCTAD. The international convention on the arrest of ships was the combined efforts of the numerous conventions held earlier, especially the 1952 international convention, which aimed at unifying certain rules adopted by various countries in relation to arrest of sea going ships. At Geneva in March 1999, the new international convention on the arrest of ships as expressed in A/CONF.188/6 was adopted by the conference, after reviewing the 1952 arrest convention to address the identified deficiencies. As a result, the categories of maritime claim that could lead to arrest were altered, changing from 17 in 1952 convention to 22 in the 1999 convention. Not many countries have been able to approve the new convection, so it may apply in their countries., because some nations still feel dissatisfied by the new rule and its consequences it could cause in the nations. After Albania, which was the 10th country to ratify the new convention in March 2011, the new international convention came into forc e on 14th September 2011, and was to apply to any ship within the signatory state’s jurisdiction.3 The number of ratifying countries is still low and one would question the reason for the reluctance; it is worth noting that most of the powerful nations, such as the US, UK, and Japan have not attempted to approve it. However, by properly analyzing the 1999 arrest convention and its implications, there are both benefits and negative effects in the society. Effects of the New Convention 1. Liability for unjustified arrests or excessive security Following the inclusion of damages costs in the 1999 convention, which was not part of 1952 convention, the owners of the arrested ships are further protected by the legal terms in case of incurred loss, found to have been attributed to the claimant arrest directive. According to Article 6 of A/CONF.188/6, the court could impose upon the claimant the obligation to provide certain security, upon such terms as could be determined in court f or any loss the defendant acquires from the unjustified/wrongful arrest, or demanded excessive security in which the claimant may be found liable.4 With this part of the law, there are chances that the shipping industry may view the article differently. ‘The states with flags of convenience and states with large fleets could try to limit the cases where arrest may be made and thus ratify the 1999 convention, whereas states having a dominant trading economy might request security for what could happen to their cargo and their contracts of carriage vital for import and export.’5 While some countries could limit the cases of arrest within their jurisdiction for fear of defendants claim for damage, others could increase chances of security claim for their benefit. This move extends to cause more costs in solving for the cases that will occur in future, due to broadened scope of arrests considering that no party so desires to spend their
Tuesday, September 24, 2019
Children's television Term Paper Example | Topics and Well Written Essays - 1000 words
Children's television - Term Paper Example To recognize prime television's possible impact on growth, one should think about ‘how much children watch television, how they direct their attention, and what they understand’. A study recommends that time spent watching prime television causes a decline in more important activities, such as, reading and creative play. Though facts supporting this suggestion are mixed, children who watch television mostly appear to spend a lesser amount of time busy in activities that promote cognitive growth and consecutively show the lowest success rate. For light to reasonable television spectators, content of the program, family interaction, and prospects for other actions moderate television's effects on children's success, as well as imagination (Pecora et al, p. 98). Apprehension about prime time television's effects on children's social growth extends to areas such as development of typecasts, recognizing as well as conveying sentiments, and difficulties such as substance explo itation as well as eating disorders. However, it is essential to know that not all effects of television are harmful. A number of studies (Pecora et al, p. 70-99) revealed that high school students who had viewed more educational programs on television as preschoolers had taken considerably higher marks in ‘English, Mathematics, and Science in junior high or high school’ (Pecora et al, p. 95-100). They also utilized books more frequently, proved higher educational confidence and placed a higher value on educational performance. These distinctions stayed true even after the effects of students’ early verbal communication skills, as well as family background variables were eradicated statistically. All of these outcomes offer strong proof for the learning success of children TV. Moreover, many other studies prove that Children’s’ TV is not alone in facilitating children to study. Comprehensive studies on other enlightening TV programs for kindergarten and school age children have proved that learning television can boost children’s understanding, talents, as well as mind-set in a broad range of subject areas. Similar to the educational effects of children television, many studies (Fisch, p. 102) have revealed that watching pro-social television programs creates major positive alterations in children’s social behavior. Without a doubt, evaluations as well as meta-analyses of the literature have proven that the helpful effects of pro-social television and the harmful effects of violent television are likely to be equally strong: Both forms of television cause little to moderate effects on spectators (Fisch, p. 102). Effects of children television have been documented as raises within quite a lot of fields: outgoingness in addition to positive connections in most cases, unselfishness as well as collaboration, strength of mind as well as delay of fulfillment, and lessening of typecasts. The majority of this study has b een carried out with kindergarten children, so the bulk of the facts to date recounts to this age bracket. Even though study has indicated at a constant pattern of effects of children television, frequently these effects have been less strong in comparison to the educational effects of children television. Quite a lot of possible reasons might be provided for this variation: First, it is likely that social outcomes are more complicated for researchers to assess, so the measures applied in a
Monday, September 23, 2019
In your opinion, would having different times for different ages to Essay
In your opinion, would having different times for different ages to Trick-or-Treat be a good idea, why or why not - Essay Example However, the fear, anxiety and to the extreme trauma caused by these images to the young children has raised recent discussions on the means of reducing their impact on these children. Arguments raised in objection of the treat-or-treat these images may be very disturbing to the children, as they exposes the children to all types of horrific characters. As a suggestion therefore, some people propose age and time restr4ictions to these events. The argument hold that the young should go on the door to door trick-or-treat visit early in the day, while the juveniles wait until later in the night to seek their treat. Personally, I do not think this will solve any problem due to a number of reasons, as expressed in this essay. The argument appears to disobey the very meaning of the event, â€Å"Halloween†. Additionally, the children, whether indoors or outdoors, cannot avoid the images of Halloween as they can see them anyway. Finally, It is not the treat associated with Halloween t hat is the biggest fun, and largely, some children do not need the treat anyway. In fact, most the teenagers who take part hope to miss the candy and the goodies, for them to do their trick. As such, it is the fun, the eerie feeling presented by the horrific images, and the fear that teenagers instil on other people with their dressing that is the greatest fun. What is the main reason for dressing in such attire if not to create fear and anxiety? Some of the costumes that children put on cost a fortune, one that the candy and the goodies cannot repay. Choosing to dress in the scariest and horrifying costumes, the children hope to have as much fun as they can. After all, this is an annual festival. Therefore, a policy that seeks to separate children and teenagers into different groups would spoil the much fun that Halloween offers. The children choose their most convenient time to go for the treat-or-trick event. When they feel ready to go, they alert their parents, who tag along and take care of them, especially by providing security. Therefore, Halloween is an optional event only the interested people take part in. They stay indoors, protecting their children from the trauma and the anxiety created by the images. By being not a mandatory festival, most of the parents who wish not to take part in the Halloween leave their goodies and candy at their gate or doorstep, where the Halloween children would find them and leave without any tricks or showing their Halloween costumes. Those who feel that the event causes too much fear, anxiety, and trauma to their children should adopt this method of protecting their children, instead of spoiling the entire event. Further, such parents can, if their children want to take part in the event, decide to let them take part early in the day, and by evening let them in to avoid the images caused by Halloween. Children, whether indoors or outdoors cannot avoid the Halloween images completely. Being indoors, other children seeki ng for a treat have to visit their homes. Children, with their curiosity can peep through the windows to see the Halloween costumes that other children have put on. This way, they can see them, therefore creating the fear and anxiety in them. Outdoors, there are countless billboards and posters, as well as live advertisements of Halloween parties in
Sunday, September 22, 2019
The HR Manager Essay Example for Free
The HR Manager Essay Introduction            In this country, and even in the rest of the world, the practice of Human Resources Management is rapidly evolving to assume a more pervasive role in the society.  We are in the era of organizational revolution. Out time is marked with rapid shifts in the demography of our workforce, changing corporate culture, and changing organizations. Organizational forms have become more complex and new forms have been developed (Block, 1981). The management of people has never been as important and crucial than ever before. Today, it is considered a central figure and the key to productivity and quality especially in a very competitive society. The Need            In the light of the rapid shift in today’s organization, the skills required of human resource managers, beginners in the profession and even aspiring students in the discipline, rest on the foundation of knowledge on the whole gamut of human resources management, specifically management theories applied in our setting (Kline Saunders, 1993).            The need for a more efficient, economical and equitable management of the human resources in business industry has never been as pronounced as it is today. This need has never been brought about by factors which inevitably affect not only the established structures and ways of doing things within the personnel area but also by the more meaningful and substantial task of managing the organization’s most important asset – the human resource. Among these factors are: stiffer competition in business; rapid changes in technological, competitive and economic environments; the explosion of technical and managerial knowledge; spiraling wage and benefits cost and so many others. These factors have no doubt been responsible for the emergence of the personnel function as a vital area in the implementation of corporate strategy (Bruffee, 1993).            The influence of behavioral science has resulted in a humanistic orientation for personnel management that is geared toward attainment of organizational objectives. Traditional functions in personnel such as hiring, wage and benefits administration and record keeping are still being performed. However, the scope of personnel management has been expanded to include strategic concerns such as, among others, career planning, organizational development and community relations. This linking of personnel management with the process of achieving the organization’s strategic goal defines the qualitative leap into human resource management (Demick, 1993). III. Defining our terminology            What are learning theories and what are the implications of these to the matter at hand? How do we know that these are in operation? What activities should be secured in an organization that will encourage the knowledge of these theories? As we were just pondering on the grave need for the upliftment and maximum utilization of our workforce by addressing several factors inherent in the profession, we want to first look into these learning theories and analyze about their contribution to a difficult year.            Atkinson (1993) best summarizes what learning theories assume:            â€Å"Learning pervades our lives. It is involved not only in mastering a new skill            or academic subject but also in emotional development, social interaction            and even personality development. We learn what we fear, what to love,            how to be polite and so on. Given the pervasiveness of learning in our lives,            it is not surprising that we have already discussed many instances of it – how            for example, children love to perceive the world around them, to identify with            their own sex, and to control their behavior according to adult standards.†           Learning as proponents claim them to be, maybe defined as a relatively permanent change in behavior that results from practice: behavior changes that are due to maturation (rather than practice), or temporary conditions of the organism (e.g. fatigue, or drug-induced) are not included. All cases of learning are not the same, though. Learning is defined by Craig et al as a process through which one’s capacity or disposition is changed as a result of experience. Apparently, while learning can be defined as a process and a product, most definitions stress learning more as a process. Changes resulting from development and experience are emphasized. III. The Concepts of Learning            There are three kinds of learning. These three different kinds may be distinguished as classical conditioning, operant conditioning, and cognitive learning. In the study of behavior, concepts in learning are differentiated and defined.            In classical conditioning, the conditioned response often resembles the normal response to the unconditioned stimulus. Concepts such as, acquisition, extinction, discrimination, extinction, generalization, spontaneous recovery, and higher order of learning are all associated with classical conditioning. is portrayed by our independent yet harmful.            Much of real-life behavior is like this though: response is learned because individuals operate on, or effect the environment. Concepts like instrumental conditioning, reinforcement, shaping, extinction, punishment, biofeedback, token economies, and programmed learning are essential notions in the theory (Atkinson et al, 2000).            While classical and operant conditioning are both relatively simple forms of learning, Cognitive learning, on the other hand, involves mental processes, such as attention and memory, that may be learned through observation or imitation; it may not involve any external rewards or require the person to perform any observable behaviors. Concepts in cognitive learning include Insight learning and observation learning. Insight learning is a mental process marked by the sudden occurrence of a solution whereas observational learning, say theorists, may account for most human learning. It occurs, when we observe people around us, as early as a year old and even below, doing things and we learn those tasks they do (Atkinson et al, 2000).            Modern management theories employ these concepts in specific and specialized forms. It’s psychology applied in the industry and organization. They call these self-learning and continuous learning. Self-directed training includes the learner initiating the learning, making the decisions about what training and development experiences will occur, and how. The learner selects and carries out their own learning goals, objectives, methods and means to verify that the goals were met.            Probably the most important skill for todays rapidly changing workforce is skills in self-reflection. The highly motivated, self-directed learner with skills in self-reflection can approach the workplace as a continual classroom from which to learn.            Supervisors and employees who work together to accomplish formal, self-directed learning in the workplace also accomplishes continuous learning for continued productivity and learning. The Nature of the Work.            Attracting the most qualified employees and matching them to the jobs for which they are best suited is significant for the success of any organization. However, many enterprises are too large to permit close contact between top management and employees. Human resources, training, and labor relations managers and specialists provide this connection. In the past, these workers have been associated with performing the administrative function of an organization, such as handling employee benefits questions or recruiting, interviewing, and hiring new staff in accordance with policies and requirements that have been established in conjunction with top management. Today’s human resources workers manage these tasks and, increasingly, consult top executives regarding strategic planning. They have moved from behind-the-scenes staff work to leading the company in suggesting and changing policies. Senior management is recognizing the significance of the human resources department to their financial success.            In an effort to enhance morale and productivity, limit job turnover, and help organizations increase performance and improve business results, they also help their firms effectively use employee skills, provide training and development opportunities to improve those skills, and increase employees’ satisfaction with their jobs and working conditions. Although some jobs in the human resources field require only limited contact with people outside the office, dealing with people is an important part of the job.            The educational backgrounds of human resources, training, and labor relations managers and specialists vary considerably because of the diversity of duties and levels of responsibility. In filling entry-level jobs, many employers seek college graduates who have majored in human resources, human resources administration, or industrial and labor relations. Other employers look for college graduates with a technical or business background or a well-rounded liberal arts education (Maccoby, 1998).            Many colleges and universities have programs leading to a degree in personnel, human resources, or labor relations. Some offer degree programs in human resources administration or human resources management, training and development, or compensation and benefits. Depending on the school, courses leading to a career in human resources management may be found in departments of business administration, education, instructional technology, organizational development, human services, communication, or public administration, or within a separate human resources institution or department.            Because an interdisciplinary background is appropriate in this field, a combination of courses in the social sciences, business, and behavioral sciences is useful. Some jobs may require a more technical or specialized background in engineering, science, finance, or law, for example. Most prospective human resources specialists should take courses in compensation, recruitment, training and development, and performance appraisal, as well as courses in principles of management, organizational structure, and industrial psychology. Other relevant courses include business administration, public administration, psychology, sociology, political science, economics, and statistics. Courses in labor law, collective bargaining, labor economics, labor history, and industrial psychology also provide a valuable background for the prospective labor relations specialist. As in many other fields, knowledge of computers and information systems also is useful.            The management of human resources or to put it simply means the management of people who come from different backgrounds, differing worldviews, age and cultural distinctiveness. Any person who will be handling such diversity is in for trouble. Hence, a solid knowledge of human behavior is prerequisite (Bohm, 1998). Why the need for learning theories? And how to promote it in the context of HR management?            Understandably, the HR manager’s role is one of leadership not just of management. When he/she leads people he/she takes into account the individuality and the complexity, the seemingly unpredictability of behavior. Why seemingly, because at one end we think of the difficulty in truly expecting people to follow the way we want them to follow. However, we also see the other end, that for reasons that we too are human, we know to a certain extent what makes people tick, or what makes people squirm and so on. If we have sufficient background on the learning theories (i.e. insight learning or observational learning), we bring with us an arsenal to help us create change, and move people within our leadership (or influence) to create the change we believe (or our employers believe) should happen in the workplace (Morecroft Sterman , 1994).            When we are equipped with the knowledge of learning theories we come with a knowledge of people. For example, we can employ the information by crafting our goals and mission statements by involving our people in the process. Learning theories teach us that by involving people in goal-setting gives them ownership; by itself (the involvement) is a form of reward (intrinsic).            In general, the spirit of learning is the spirit of desiring knowledge above and beyond the current abilities a particular individual possesses. It means creating the appetite for change, positive and better change for the person and for the organization where he/she belongs.       Promoting learning in the workplace is both easy and difficult. Easy because if we are experts on human behavior we use influence to help us towards that direction and difficult, usually when we don’t take time to study the kind of people our organization has. What are our strategies?            In the workplace, we can employ several strategies. An HR manager may choose from a variety of methods or line of attack so to speak.            One is self-learning, which is a combination of insight, observational and classical /operant learning. Self-learning occurs when the individual reflects on his/her encounter or experience on a particular day and learns something from it. It is informal and most often the typical kind of learning that occurs. Self-directed learning programs possess abundant advantages over traditional variety of classroom instruction for employees in the workplace, whether they are leaders, managers, or individual contributors. Bouchard (Self-directed Learning in Organizational Settings (a working paper), Concordia University, Montreal, Canada) clarifies, â€Å"Over the years, it has become increasingly clear that traditional approaches to program design and delivery in the workplace and in associative organizations present some important weaknesses. Problem areas include: coping with the short life span of useful knowledge; passing down acquired competencies to succeeding cohorts; accommodating the demands of productivity while providing for a continuity of learning; [and] enabling learners to pursue activities that correspond to their learning styles and needs†(p. 1). Carl Rogers, pioneer of self-directed therapy, claimed that â€Å"anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior†(1961, p. 276). He contends, â€Å"The only learning which significantly influences behavior is self-discovered, self-appropriated learning†(p. 276).            Continuous Learning is the ability to learn to learn. It goes beyond linear learning. Learning need not be a linear event where a learner goes to a formal learning program, acquires areas of knowledge and skills about a system or process, and then the learning terminates. If the learner can view life (including work) as a learning program, then the learner can continue to learn from almost everything in life. As a result, the learner continues to expand his or her capacity for living, including working (Bridges, 1991).            Peter Senge, well-known systems theorist, elucidates that continual learning and individual mastery are very alike. In continuous learning, the learner carries on to: 1. Distinguish priorities or overall values about themselves and how they want to live and work          they have a personal vision. Undergo a dynamic function in the world and work. Keep on reflecting on their encounters in the world and work. Inquire about current feedback about the world (including work) and their activities in it Continue to be as receptive as possible to the feedback (which entails a considerable level of personal maturity). Create continuing regulations and modifications, based on constant feedback, to the manner they live their lives and perform their work in order to meet their goals and priorities. Consequently, the primary features of continuous learning include:            Having some basic values in a person’ life or priorities in his/her work.; owning responsibility in the world; relating with the new information and skills; pausing to make inquiries and contemplate about one’s life and experiences; expecting and receiving continuing feedback;  eliminating personal impediments on receiving feedbacks and possessing the audacity and humility to adjust. Conclusions            Much of the learning in the workplace has been adaptive (i.e. individuals are trained to adapt to the needs of the organization in a manner that ensures consistency and compliance with norms). In contrast, the new paradigm focuses on liberating individuals and bringing forth their ability to create. This develops within the person, a work ethic that he/she is expected to adhere to, considering that it reflects his/her personhood, his wants and wishes, as well as his future plans. This has generated a much greater contribution from the workforce than expected and continues to develop a learning community where the exchange of ideas is encouraged and work output increased. Enthusiasm towards work in general will be maximized and relationship within the workplace improved. Reference: Atkinson, RL, RC Atkinson, EE Smith, DJ Bem, and S. Nolen-Hoeksema, Hilgard’s     Introduction to psychology. 13th ed., New York: Harcourt brace and Company,            2000. Block, Peter, Flawless Consulting: A Guide to Getting Your Expertise Used, University            Associates, San Diego, CA 1981. Bohm, David. (1985) Unfolding Meaning. Loveland, CO: Foundation House. Bridges, William, Managing Transitions, Making the Most of Change, Addison-Wesley,          Menlo Park, CA 1991. Bruffee, Kenneth A. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore: Johns Hopkins Univ. Press, 1993. Demick, J. and Miller, P., Development in the Workplace, Lawrence Erlbaum Associates,            Publishers, New Jersey, 1993. Gozdz, Kazimierz, ed., Community Building: Renewing Spirit and Learning in Business,            Sterling Stone (NewLeadersPress), San Francisco, 1995. Kline, Peter and Bernard Saunders. Ten Steps to a Learning Organization. Great Ocean Publishers, Inc. Arlington, VA. 1993. Maccoby, Michael, Why Work: Motivating and Leading the New Generation, Simon            Schuster, New York, 1988. Morecroft, John D.W. and John Sterman eds.(1994) Modeling for Learning        Organizations. Productivity Press. McNamara, Carter., http//:www.authenticity   consulting.com. Copyright 1999 Rogers, C., On Becoming a Person: A Therapist’s View of Psychotherapy, Houghton    Mifflin, 1961, p. 276.  Senge, Peter, 1990. The Fifth Discipline: The Art and Practice of the Learning  Organization 1st edition, 1994 paperback edition, xxiii, 413 p., ISBN 0-385-        26095-4. West, G. W. Group Learning in the Workplace. In S. Imel (Ed.), Learning in groups: exploring fundamental principles, new uses, and emerging opportunities. San Francisco: Jossey-Bass. (1996).
Saturday, September 21, 2019
Environment Responsibility And Performance Of Unilever Corporation Environmental Sciences Essay
Environment Responsibility And Performance Of Unilever Corporation Environmental Sciences Essay Consumers today are progressively watchful and very particular with the social performance undertaken by all the large corporation on the behavior of the corporation conduct their operations. As we all know, social performance of a corporation is heavily stressed upon and the public have a high expectations on the companys corporate social performance (CSR). (Golob, Lah and Janccaroniccaron 2008) For an Anglo-Dutch multinational corporation like UNILEVER that owns many of the worlds consumer products brands in foods, beverages, cleaning agents and personal care products also faces some consequences and some potential for the environment harm as their business operation. This assignment will be talking about the Corporate Social Responsibilities of Unilever and impacts in relation to the environment. On February 10, 2010 Unilever had been penalize and fined for $1.3 million by the California Air Resources Board for illegal consumer products sales between year 2006 and 2008. The Air Resources Board imposed a penalty on Unilever because of the fumes from the AXE Deodorant Bodyspray for men failed to meet the states clean air standard for volatile organic compounds (VOCs).(Unilever Axes Air Pollution) The deodorant spray had contaminated the air in California with the VOC used as a propellant. These emissions can cause ground-level- ozone or known as smog. When these emissions get in contact with the ozone, it can cause lungs irritation, lungs cancer, coughing and some other asthma symptoms. (Dimitri Stanich 2010) Till now almost 90% of the California citizens still breathe in unhealthy air. Other than that, on March 2001 Hindustan Unilever (HUL), a subsidiary of Unilever had been caught red-handed when the Greenpeace and Palni Hills Conservation Councils uncovered a dumpsite which contain 7.4 tonnes of mercury waste from Unilever thermometer factory. (Nityanand Jayaraman n.d.) These highly toxic mercury wastes had polluted several populated tourist resort of Kodaikanal. Besides that, HUL also dumped behind the factory wall onto the slopes which leads to the protected nature reserve of Pambar Shola. According to the data provided by Tamil Nadu Pollution Control Board (TNPCB) approximately 1.3 tonnes of toxic mercury had already leaked into the Pambar Shola sanctuary over 17 years. (Indo-Asian News 2003) The soil on the factory premises had also been contaminated by another extra 366kg of toxic mercury. As we all know with a little amount of mercury, such as 1gram, which set down annually in a lake can contaminate the lake which is as big as 25 acres in long term. After t he mercury had been deposited for a extensive years, it will probably convert into a deadlier form from a toxic metal into methyl mercury and released into the environment. Any human being or animal which get in touch with the mercury will cause some severe disorder of the nervous system and also defects. (Nityanand Jayaraman n.d.) Unilever had always been the largest soap and detergent producers and also held huge number serious cases about water pollution offences. For example, Crosfield Chemicals -Unilever Chemical Factory in Warrington had been fined  £35000 because of leaking 50 tonnes of sulphuric acid into the sewage system during year 1990. (The Ethical Consumer Guide to Everyday Shopping n.d.) Also, in 1991, the Unilever Company was convicted for the water pollution offences by the River Purification Board. (Shashank Saxena 2009) Unilever factory was closed down for a period of three months because the contents of the sulphuric acids emission are above the World Health Organization(WHO ) limits. The case for Unilever Unilever is the first Fast Moving Consumer Goods (FMCG) Company who takes up and implements paper sourcing policy in order to achieve the sustainability goals. This means that the company is trying to source all its products by using the materials which recycled and sources from a sustainably managed forest within a specific time frame. (Anne Marie Mohan 2010) Sustainable paper and board packaging sourcing policy are one of the Unilevers main aim to increase and maximize the company business in the mean time trying to help the environment by reduce the impacts. Unilever is trying to approach with its suppliers to source 75% of its paper and board packaging from materials which are recycled or from forest which are well managed by year 2015; Unilever also try to push it to 100% by year 2020. (Raz Godelnik 2010) The company also delivered a preference to the Forest Stewardship Council certified which requirement for paper from virgin sources. Unilever will also accepts international sc hemes as long as it is under the framework of International Management Citification standards and they must follow the strictly the policy. Unilever it trying to gain awareness of the consumers and public that they are promoting a development of certified forest in the world. All the suppliers which pass through the scheme will appear on the packaging of Unilevers brands. So as we all can see that Unilever is trying to promote a forestry practice which is more sustainable and in the mean time help to fight deforestation and climate change by the responsible of sourcing of these materials. (Anne Marie Mohan 2010) Another important part which is Unilever practice to protect the environment is the Unilevers water approach Sustainable Water Integrated Catchment Management (SWIM). (Catherine Dowdney n.d) The SWIN principle is developed with the help of UK sustainability organization. Water is vital to all sectors such as agriculture, manufacturing and also human consumption. The SWIN principles include a useful approach to help Unilever and its partners to make sure that the community water partnership they engage in are effective and successful. Unilever had already adopted four villages along the Brantas River when the Clean Brantas Project was launched in July 2001.Unilever had also work corporately with the NGOs and other government agencies in order to further improve the process of sanitation system, tree replanting and environmental awareness. As a result of these hard works and initiatives, the river now can generate income for the villages through a small scale of fishing, farming and cu ltivation of Java Noni fruit crops for export. (Catherine Dowdney n.d) A Unilever plant in Ontario, Canada, has an ongoing campaign to improve the energy efficiency in order to cut down on the rising and unpredictable energy consumption. This plant in Ontario produces margarine and vegetable oils products which require a high energy expenditure costs. In order to achieve a 6% reduction of energy consumption per year, the plants energy teams has implemented and invest in a new technology called reverse osmosis (RO) system that would enable an improvement in the efficiency of the steam plant operations. (Cost savings and reduced environmental impact through lower energy and water consumption 2009) By changing the previous system to the RO system, the plant had consumed 13million gallons less municipal water and also 8% less natural gas. The plant also cut down the 240,000 pound volume of chemical into the sanitary sewer. The city of Toronto grants $50,000 incentive to the plant because RO system qualified for decreased water consumption and a $14,000 ince ntive grant from the local gas utility. According to Unilever, the project has lead to the company reducing carbon dioxide emissions by 1.6 million tonnes as well as cutting other greenhouse gases. (Cost savings and reduced environmental impact through lower energy and water consumption 2009) Unilever factories in South Africa had been converting the food waste into compose to be used in the communities and also reducing the amount of waste to be sent to the landfill. In the past all the food waste was send to the landfill and dumped there but now is helping to fertilize the agricultural products and generate income for the poor in South Africa. When the project triple R( reduce, reuse and recycle) launched in 2005, all the Unilever Foods factories in Pietermaritzburg and Durban deliver all their waste materials to the municipal compositing facilities to be further process and used. During year 2004 and 2006, the amount of food waste sent to landfill in Pietermaritzburg and Durban was halved and the cost of disposal was also decreased by a third. (Composting waste material for community gardens 2010) On the contrary, Unilever Brazil has devoted to recycle laminated packaging materials such as toothpaste tubes. It has start corporately working with other 5 small companies to collect and find a use for the materials. When food and drinking box, envelope and toothpaste tubes are manufactured, a small amount of plastic are cut off and removed. (Recycling consumer waste 2010) The waste material are collected and combined with a laminated consumer waste and compressed in a special oven. The materials can be shaped into different shapes and sizes. These substances can be used to produce or manufacture furniture and building materials. The first and ever product produce was food tiles, since then the materials has been used to manufacture products such as floor tiles, tables, chairs. Unilever Brazil had been using these materials to equip on the community projects. Unilever had been encouraging consumers to recycle their laminated waste packaging at the community recycling centers. (Recy cling consumer waste 2010) Concluding Remarks In conclusion, the social performance of Unilever in relation to the environment has been mixed. Although Unilever does good things to the environment, they also did some bad horrible things to the environment in India. As we all know the main objectives for all the business is to maximize the profit for their shareholders and stakeholders. So, what is the point that you take a good care of the environment but the company is making losses? If the company need to pollute it in order to make profit then just do it, but after that the company must remember to solve the pollution problems because it is the companys main income. The society will forget all the companys bad things when the company provides benefits for the public. I believe that Unilever corporate social responsibilities are balance. They may be the one who pollute but in the mean time they are also the person who clean up all the mess and put it into original state. ( 1683 words)
Friday, September 20, 2019
Effects of Globalization on Zimbabwe
Effects of Globalization on Zimbabwe Introduction Globalization is as much a part of the modern world as the air we breathe. Especially in the United States, it seems that everywhere you look you can find products made from China, India, Japan, or Taiwan. From our electronics to our silverware, and even the very food we consume, Americans participate in the global market on an everyday basis. What is not so obvious to the average American might be the way in which this global market operates. One important function of the global market is to give countries access to resources that cant be found domestically. However, at a national level America, has a set of rules for fair trade between companies, states, and individuals. There is a high amount of interest in promoting the welfare of each domestic party. Historically, international affairs have been handled much differently. Colonization and the exploitation of other countrys resources have been a common trait of the past few centuries. In addition to accessing resources in other countries, globalization has also been used to circumvent the established fair trade and labor laws in developed countries. If a manufacturer were to pay ten dollars an hour to a factory worker here in the United States, they might be able to find labor in a less-developed country, where there are more relaxed or no labor laws, for a tenth of that amount. This cheap labor might take the form of a poor farmer, a single mother, or even a young child (Elsbeth 2004). This also means that globalization isnt only affecting those who work for low wages in less-developed countries, but it is also affecting domestic labor in the United States by outsourcing available jobs. This paper will focus on Zimbabwe and how globalization has contributed to its poor current situation. Ultimately, globalization in Zimbabwe has been a means to funnel more wealth to already developed nations while sacrificing local economies and living conditions. It has put Zimbabwe into large amounts of debt, threatening its existence as a truly independent nation, and thrown the countrys infrastructure into a tailspin that it has yet to recover from. Development of Capitalism in Zimbabwe The modern history of the territory that would come to be called Zimbabwe begins with one of the earliest forms of globalization; colonization. In the late 19th century, Zimbabwe was colonized by the British because of their interest in mining the territory for precious metals (Alexander 2006). This was the beginning of globalization in Zimbabwe, and as with most instances of globalization, its motives were not pure. The British had no interest in spreading wealth to the area, but instead this was an instance of a developed country looking at the un-utilized resources of a lesser-developed country and wanting to utilize them for their own gain. The colony would remain as such for over seventy years. Policy and housing settlements over this period of time would favor Europeans over the indigenous African population, further proving British motives as not being about whats best for the Zimbabweans (Alexander 2006). In the mid 1960s, the situation in Zimbabwe would deteriorate between the British, who were becoming less prevalent in the area, and rival African factions seeking to gain their independence. The end result would be a civil war between a white-minority government (which declared its own independence from the United Kingdoms) and African-majority factions that lasted for over a decade, along with political turmoil in the region that still exists even today (Alexander, 2006). All of this happened while the British were able to get up and leave, leaving the country to deal with its newfound internal problems by itself. Without deviating too far from the purpose of this paper by delving into specific historical events, a summary of the modern history of Zimbabwe paints an accurate picture of what capitalism, and by extension globalization, has done to the country. A developed country entered a less-developed country in order to make a profit, upset the existing power structure, exploited the lands and its indigenous people, and then left the mess for others to try to pick up when it became no longer worth it to be there. This is a recurring theme in globalization and the world market. Poverty in Zimbabwe Zimbabwe is a country that lives ridden with poverty and disease. Despite having natural resources like gold, copper, iron and lithium, 68% of the population lives under the poverty line. 80% of the people in Zimbabwe are unemployed, and even those that are employed are seeing the money they earn diminished because of hyperinflation caused by the Reserve Bank of Zimbabwe printing excessive amounts of money to fund their budget deficit (CIA World Factbook). The International Money Fund (IMF) has also cut off their support of Zimbabwe due to Zimbabwes inability to pay back past loans and refusal to enact IMF reforms (CIA World Factbook). However, there have also been claims that IMF and World Bank reforms in the past have hurt Zimbabwe and only made the poverty there worse. Programs that were aimed at globalizing Zimbabwe by funding urban businesses have only succeeded in raising the private incomes of a select few, pushing further class distinction between the rich and poor and doing little to settle Zimbabwes national debt. Some experts claim that the focus must be on promoting the interests of the majorities, like putting price-controls on staples like maize, in order to promote the type of growth that raises the standard of living and can endure as something more than a get rich quick scheme for the already wealthy (Kawewe Dibie 2000). A possible motive for providing these developed companies in less-developed countries with incentives and funds is that they are able to get involved with the global market and provide products at cheap prices to the developed world. There have been many accusations that the IMF and the World Bank favor developed countries when they restructure less-developed countries economies. The World Bank itself claims that their proposals to Zimbabwe have been aimed at supporting social welfare, assisting the fight against AIDS and assisting Zimbabwe in assessing their land use and agricultural exports. However, as of September 13, 2007, Zimbabwe still owed the World Bank 521 million U.S. dollars and the IMF 134 million U.S. dollars (World Bank 2008). A debt like this gives the World Bank and the IMF, a part of the developed world, a large amount of power over Zimbabwe. Whether that power is or has been abused or not, it is important that Zimbabwe recover so that it can begin asserting its own economic structures to support its own people. Only then will Zimbabwe enjoy the benefits of the developed world. Effects on the Population Zimbabwe, like most nations dealing with globalization, has seen an increase in city life in recent history. When globalization affects a nation, subsistence farming that feeds that nations people often becomes more modernized. This means that land owners attempt to have less people working their lands, because if they can replace paid labor with cheaper technology then they pay less to produce equal, or sometimes greater, yields. Then these can be sold into the international market where they make a select few in the developing nation money and drain the food supply for many others. This model of globalization has particularly affected women and children in Zimbabwe. With the increase in city life has come a need for those in poverty to send their children to work in order to support their families. This problem is exacerbated by the fact that HIV/AIDS runs rampant through Zimbabwe, often breaking up family structures when a mother or father become too ill and can no longer work. For many, there just isnt any choice. Robson Elsbeth, the author of several articles focusing on the sociology of Zimbabwe, argues that child labor is a necessary evil for developing countries right now. Elsbeth calls the western idea that children should grow up happy and playing, with little to no responsibility, a myth for much of the developing world. There is simply no way to support these families otherwise. Perhaps the best thing we can do for these children at this point is to simply recognize the work that they do. If western nations stop fooling themselves, they can put pressure on Zimbabwean leaders to help improve the lives and working conditions for those children that have to work by recognizing them as a legitimate work force, rather than standing around in denial and doing nothing to help the situation (Elsbeth 2004). To the west, it may be somewhat tragic, but this is part of the reality of life faced by less-developed nations struggling to make money for their countries in the international market. A good model for the type of progress that Elsbeth argues for can be found by looking at Zimbabwean women since the end of colonial rule in Zimbabwe. They were recognized as a legitimate work force, and as such they have been receiving higher average incomes, better healthcare and greater amounts of education. From this involvement in education and the work force, they have been able to secure public official jobs and have more and more political influence (McFadden 2005). If children can follow the model of progress that Zimbabwean women have already created, they would be able to have a larger voice. However, even for women, the recent political strife in Zimbabwe has threatened to diminish their status once again, with several woman (among other men, though) have been ejected from their spots as public officials (McFadden 2005). Disease and Healthcare As has been mentioned, HIV/AIDS is a national epidemic in Zimbabwe. In 2001, there was an estimated 1.8 million people living with HIV/AIDS in Zimbabwe, which represented 24.6% of the total adult population (CIA World Factbook 2008). That essentially means that one out of every 4 adults had HIV/AIDS, and since then Zimbabwe has shown little signs of progressing. If you combine this problem with the financial problems and national debt that Zimbabwe is in discussed earlier in this paper, it is not hard to predict that there would be many people living with HIV/AIDS and without sufficient healthcare. Distributing methods of safe sex is something that gets very little, if any, funding, and once an average person does become affected it is very hard for them to find the sorts of treatment that can prolong their lives and help them deal with it (Zimbabwe Benefit Foundation 2008). As tragic as this is in its own right, it also has a cyclical effect on some of the things previously mentioned in this paper. As has been discussed, often HIV/AIDS has renders people too sick to work, or left families with a dead mother or father. This means more people living in poverty, and more families having to send their kids to work rather than to get an education. This, generally speaking, will relegate them to poverty in their adult lives as well. HIV/AIDS, and their health care systems inability to deal with it, is a huge contributor to the cycle of poverty in Zimbabwe (AVERT 2008). Indigenous Religions With globalization comes the spread of ideals. Western religion has gained a huge foothold in Zimbabwe. Throughout the colonial period and even up until now, Christian missions have flooded Zimbabwe converting indigenous populations into westernized Christians. Current estimates show that only 24% of the Zimbabwean population remains strictly adhered to indigenous beliefs. The rest of the population is made up of 25% Christians, 1% Muslim and 50% syncretic (a mix of Christian and indigenous beliefs) (CIA World Factbook 2008). Environmental Problems in Zimbabwe Many of the environmental problems being experienced in Zimbabwe are things we have seen before; air pollution from industrial compounds, deforestation to make room for building or agriculture and a decline in certain wildlife populations. However, Zimbabwe is faced with a major crisis regarding one important natural resource, and that is water. Polluted water is a huge problem in many rural parts of Zimbabwe. The water is flowing down from developing areas, polluted by many different sorts of industrial and agricultural wastes or compounds, and infecting the rural water supply. The problem is that there is no great infrastructure to help bring these people safe water. For the most part, the only existing infrastructure for water exists in the cities (Derman Ferguson 2003). At the risk of sounding like a parrot, it must be mentioned again that Zimbabwes current financial crisis affects yet another part of life in Zimbabwe. How does a country find the money to bring safe water to its own citizens if it has none to do so with? Unfortunately, with the amount of money Zimbabwe owes, the welfare of their citizens gets pushed off the table as the main priority of the Zimbabwean government. Theres only so much they can do. Relief Measures Relief measures are being taken by some international organizations in order to try to better the lives of citizens in Zimbabwe. Organizations like the Zimbabwe Benefit Foundation attempt to raise money to support programs that help those with HIV/AIDS in Zimbabwe, as well as providing funds to help educate children and the less fortunate in Zimbabwe. Their efforts are there for help empower citizens, which will hopefully produce a bottom-up effect and make them active leaders in their country (ZBF 2008). Yet developed nations themselves are seeing the unstable situation in Zimbabwe are placing things like sanctions on them. Citing human rights violations in which Zimbabwe has conducted a concerted campaign of violence, repression, and intimidation on their citizens, the United States put a sanction on Zimbabwe in 2004. These sorts of responses arent uncommon, but it remains to be seen if they actually help the citizens in trouble. Can keeping the government of a poor society poor help the financial crisis and thereby help Zimbabwean citizens? Conclusion Poverty in Zimbabwe has been a cyclical effect, often perpetuated by the financial crisis in which the Zimbabwean government is in severe debt. The funds borrowed have been used to fight wars for control of the government ever since British colonial forces moved out of Zimbabwe, leaving behind an upset power structure with no system of rebuilding in place. This has all lead to the suffering of Zimbabwean citizens through poverty, disease and death. Globalization in Zimbabwe has only been successful in funneling more wealth to already developed nations through the use of colonies and exploitation of natural resources, while sacrificing Zimbabwe itself. It has put Zimbabwe into large amounts of debt, leaving its citizens to suffer and to try to pick up the pieces. Reference Page McFadden, Patricia (2005). Becoming Postcolonial: African Women Changing the Meaning of Citizenship. Meridians: feminism, race, transnationalism. 6(1), 1-22. Elsbeth, Robson (2004). Hidden Child Workers: Young Carers in Zimbabwe.Antipode, 36(2), 227-248. Derman, Bill Ferguson, Anne (2003). Value of Water: Political Ecology and Water Reform in Southern Africa. Human Organization, 62(3), 277-288. Kawewe, Saliwe M. Dibie, Robert (2000). The Impact of Economic Structural Adjustment Programs on Women and Children: Implications for Social Welfare in Zimbabwe. Journal of Sociology and Social Welfare, 27(4), 79-107. Central Intelligence Agency (2008). CIA World Factbook. Retrieved July 26, 2008 from https://www.cia.gov/library/publications/the-world-factbook/geos/zi.html Zimbabwe Benefit Foundation (2008). Empowering Zimbabweans. Retrieved July 26, 2008 from http://www.zbf.org.uk/ Boucher, R. (2004). Zimbabwe: Sanctions Enhancement. U.S. Dept. of State. Retrieved July 27, 2008 from http://www.state.gov/r/pa/prs/ps/2004/30091.htm AVERT (2008). HIV and AIDS in Zimbabwe. Retrieved July 26, 2008 from http://www.avert.org/aids-zimbabwe.htm The World Bank (2008). Zimbabwe. Retrieved July 27, 2008 from http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/ZIMBABWEEXTN/0,,menuPK:375744~pagePK:141132~piPK:141121~theSitePK:375736,00.html Alexander, Jocelyn (2006). The Unsettled Land: State-making the Politics of land in Zimbabwe. Ohio: Ohio University Press.
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