Global essays

Global essays With a population of over 55 million, global warming affects many of the French people. France is in the middle of Globalization, from an economy that featured widespread government ownership to one that relies more on a market system. The earths climate is predicted to change because human activities are altering the chemical composition of the atmosphere through the buildup of greenhouse gases. The greenhouse effect and global warming are issues that are talked about by geologists all the time. The greenhouse effect is a natural process that keeps the earth at temperatures that are livable. The way in which global warming works is that energy from the sun warms the earth when its heat rays are absorbed by greenhouse gasses and become trapped in the atmosphere. Some of the most common greenhouse gasses are water vapor, carbon dioxide, and methane. If there were no greenhouse gasses, very few rays would be absorbed and the earth would be extremely cold. When too many rays are absorbed, the earths atmosphere warms, leading to global warming. Global warming can lead to many problems that affect the environment in which we live, as well as politically and socially. In order to talk about global warming, we must first learn what causes the greenhouse effect. A lot of the rays from the sun are absorbed by water vapor that is naturally in our atmosphere. Carbon dioxide is also a big absorber of the suns heat rays. Humans can cause a lot of carbon dioxide to be released. Every time we burn fossil fuels, we release more carbon dioxide. Emissions from cars also increase the amount of carbon dioxide in the atmosphere. The more carbon dioxide in the atmosphere, the more rays from the sun are absorbed. This will cause the atmosphere and the earths temperature to warm. The warming of the earth will cause the oceans to become warmer. When they heat up, more water is evaporated, causing more carbon dioxide...

Gandhis Salt March of 1930

Gandhi's Salt March of 1930 What Was Gandhis Salt March? The much-publicized, 24-day, 240-mile Salt March began on March 12, 1930, when 61-year-old Mohandas Gandhi led an ever-growing group of followers from the Sabarmati Ashram in Ahmedabad to the Arabian Sea at Dandi, India. Upon arriving at the beach in Dandi on the morning of April 6, 1930, loincloth-clad Gandhi reached down and scooped up a lump of salt and held it high. This was the beginning of a country-wide boycott of the salt tax, imposed upon the people of India by the British Empire. The Salt March, also known as the Dandi March or Salt Satyagraha, became a prime example of the power of Gadhis  satyagraha, passive resistance, which ultimately led to India’s independence 17 years later. Why a Salt March? The manufacture of salt in India was a government monopoly established in 1882. Though salt could be obtained from the sea, it was a crime for any Indian to possess salt without having purchased it from the government. This ensured that the government could collect a salt tax. Gandhi proposed that every Indian refuse to pay the tax by making or purchasing illicit salt. Not paying the salt tax would be a form of passive resistance without increasing hardship for the people. Salt, sodium chloride (NaCl), was an important staple in India. Vegetarians, as many Hindus were, needed to add salt to food for their health since they did not get much salt naturally from their food. Salt was often needed for religious ceremonies. Salt also was used for its power to heal, preserve food, disinfect, and embalm. All of this made salt a powerful emblem of resistance. Since everyone needed salt, this would be a cause that Muslims, Hindus, Sikhs, and Christians could all jointly participate in. Landless peasants as well as merchants and landowners would benefit if the tax were lifted.   The salt tax was something that every Indian could oppose. British Rule For 250 years, the British had dominated the Indian sub-continent. At first it was the British East India Company that forced its will on the native population, but in 1858, the Company turned over its role to the British Crown. Until independence was granted to India in 1947, Great Britain exploited India’s resources and imposed an often brutal rule. The British Raj (rule) improved infrastructure to the land, including the introduction of railroads, roads, canals, and bridges, but these were to aid in the export of Indias raw materials, carrying India’s wealth to the mother country. The influx of British goods into India prevented the establishment of small industries within India. In addition, the British levied heavy taxes on various goods. Overall, England imposed a brutal rule in order to protect its own trade interests. Mohandas Gandhi and the INC wanted to end British rule and bring about India’s independence. Indian National Congress (INC) The Indian National Congress (INC), founded in 1885, was a body made up of Hindus, Muslims, Sikhs, Parsi, and other minorities. As the largest and most prominent Indian public organization, it was central to the movement for independence. Gandhi served as president in the early 1920s. Under his leadership, the organization expanded, becoming more democratic and eliminating distinctions based on caste, ethnicity, religion, or sex. In December of 1928, the Indian National Congress passed a resolution asking for self-rule within the year. Otherwise, they would demand complete independence and would fight for it with satyagraha, non-violent non-cooperation.   By December 31, 1929, the British government had not responded, so action was needed. Gandhi proposed opposing the salt tax. In a Salt March, he and his followers would walk to the sea and make some illegal salt for themselves. This would begin a country-wide boycott, with hundreds of thousands breaking the salt laws by making, gathering, selling, or buying salt without British permission. The key to the struggle was non-violence. Gandhi declared that his followers must not be violent or he would halt the march. A Warning Letter to the Viceroy On March 2, 1930, Gandhi wrote a letter to Viceroy Lord Irwin. Beginning with â€Å"Dear Friend,† Gandhi went on to explain why he viewed British rule as a â€Å"curse† and outlined some of the more flagrant abuses of the administration. These included obscenely high salaries for British officials, taxes on alcohol and salt, the outlandish land revenue system, and the importation of foreign cloth. Gandhi warned that unless the viceroy was willing to make changes, he was going to begin a massive program of civil disobedience. He added that he wished to convert the British people to nonviolence and thus make them see the wrong they have done to India. The viceroy responded to Gandhi’s letter, but offered no concessions. It was time to prepare for the Salt March. Preparing for the Salt March The first thing needed for the Salt March was a route, so several of Gandhi’s trusted followers planned both their path and their destination. They wanted the Salt March to go through villages where Gandhi could promote sanitation, personal hygiene, abstention from alcohol, as well as the end of child marriages and untouchability. Since hundreds of followers would be marching with Gandhi, he sent an advance team of satyagrahis (followers of satyagraha) to help the villages along the path prepare, making sure that food, sleeping space, and latrines were ready. Reporters from around the world were keeping tabs on the preparations and the walk. When Lord Irwin and his British advisers learned the specifics of the plan, they found the idea ridiculous. They hoped that the movement would die out if it was ignored. They began arresting Gandhis lieutenants, but not Gandhi himself. On the Salt March At 6:30 a.m. on March 12, 1930, Mohandas Gandhi, 61 years old, and 78 dedicated followers began their trek from the Sabarmati Ashram in Ahmedabad. They resolved not to return until India was free of the oppression the British Empire imposed on the people. They wore sandals and clothes made of khadi, cloth woven in India. Each carried a woven bag containing a bedroll, a change of clothes, a journal, a takli for spinning, and a drinking mug. Gandhi had a bamboo staff. Progressing between 10 to 15 miles a day, they walked along dusty roads, through fields and villages, where they were greeted with flowers and cheers. Throngs joined the march until thousands were with him when he reached the Arabian Sea at Dandi. Although Gandhi had prepared for subordinates to continue if he were arrested, his arrest never came.   International press was reporting the progress, and had Gandhi been arrested along the way it would have increased the outcry against the Raj. When Gandhi feared the inaction of the government might dim the impact of the Salt March, he urged students to suspend their study and join him. He urged village headsmen and local officials to resign their posts. Some marchers broke down from fatigue, but, despite his age, Mahatma Gandhi stayed strong. Daily on the trek, Gandhi required each marcher to pray, spin, and keep a diary. He continued to write letters and news articles for his papers. At each village, Gandhi collected information about the population, educational opportunities, and land revenue. This gave him facts to report to his readers and to the British about the conditions he witnessed. Gandhi was determined to include untouchables, even washing and eating in their quarters rather than in the places where the high-caste reception committee expected him to stay. In a few villages this caused upset, but in others it was accepted, if somewhat reluctantly. On April 5, Gandhi reached Dandi. Early the following morning Gandhi marched to the sea in the presence of thousands of admirers. He walked down the beach and picked up a lump of natural salt from the mud. The people cheered and shouted Victory! Gandhi called on his companions to start collecting and making salt in an act of civil disobedience. The boycott of the salt tax had begun. The Boycott The boycott of the salt tax swept across the country. Salt was soon made, bought, and sold in hundreds of places across India. People along the coast gathered salt or evaporated sea water to obtain it. People away from the coast bought salt from illegal vendors. The boycott expanded when women, with Gandhis blessing, began picketing foreign cloth distributors and liquor shops. Violence broke out in a number of places, including Calcutta and Karachi, when police tried to stop the lawbreakers. Thousands of arrests were made but, surprisingly, Gandhi remained free. On May 4, 1930, Gandhi wrote another letter to Viceroy Irwin describing his plan for followers to seize the salt at the Salt Works in Dharasana.   However, before the letter could be posted, Gandhi was arrested early the next morning. Despite Gandhi’s arrest, the action was to continue with an alternate leader. At Dharasana on May 21, 1930, approximately 2,500 satyagrahis peacefully approached the Salt Works, but were brutally attacked by the British. Without even raising a hand in their defense, wave after wave of protesters were clubbed over the head, kicked in the groin, and beaten. Headlines around the world reported the bloodbath. An even larger mass action took place near Bombay on June 1, 1930, at the salt pans in Wadala. An estimated 15,000 people, including women and children, raided the salt pans, collecting handfuls and sackfuls of salt, only to be beaten and arrested.   Ã‚   In all, about 90,000 Indians were arrested between April and December 1930. Thousands more were beaten and killed. The Gandhi-Irwin Pact Gandhi remained in jail until January 26, 1931. Viceroy Irwin wanted to end the salt-tax boycott and thus began talks with Gandhi. Ultimately, the two men agreed to the Gandhi-Irwin Pact. In exchange for an end to the boycott, Viceroy Irwin agreed that the Raj would release all the prisoners taken during the salt upheaval, allow residents of coastal areas to make their own salt, and allow non-aggressive picketing of shops selling liquor or foreign cloth. Since the Gandhi-Irwin Pact did not actually end the salt tax, many have questioned the efficacy of the Salt March. Others realize that the Salt March galvanized all Indians into wanting and working for independence and brought worldwide attention to their cause.

'In company reporting, the measurement of the amount of impairment of Essay - 1

'In company reporting, the measurement of the amount of impairment of many types of assets is so subjective as to be meaningless - Essay Example Some assets can't be reported simply, so the subjectivity arises from the choice of impairment modeling and accounting presentation: Like trying to map a 3-dimensional sphere on a 2-dimensional plane, inevitable distortions crop up no matter what approach one takes to presenting the data. Yet other assets, while objectively declining in value, do so at a rate that is impossible to determine, so any presentation is subjective because it is a choice as to what data to include and what not to, what prediction to make. Yet even this incomplete, subjective picture is far from meaningless for investors, auditors and stakeholders. Asset impairment is defined as, â€Å"An unexpected or sudden decline in the service utility of a capital asset, such as a factory, property or vehicle. This could be the result of physical damage to the asset, obsolescence due to technological innovation, or changes to the legal code. Impairments can be written off† (InvestorWords, 2011). Assets can declin e for a variety of reasons. Simple wear and tear can make an asset less than its expected new or even used value: For example, a vehicle that operated in difficult conditions such as snow or sand could be below the expected market value for a vehicle of that age. In this sense, asset depreciation is a subset of asset impairment. But this determination can be subjective: It requires guessing the cost of the additional damage which could vary from potential buyer to potential buyer. Technological innovation can make some objects obsolete: Certainly, computers have obsolescence and an incredibly high rate of turnover. But anticipating that requires expecting Moore's Law to continue operating, as well as treating the computer as a unified asset, yet different parts of the computer depreciate at different rates and accounting standards are always changing to reflect that for different electronics (Ward, 2011). A legal change could make a piece of machinery become illegal in a particular country, but then the asset could be sold elsewhere, which could require a degree of subjective currency anticipation and assessment of liquidation risk and benefit. This is why goodwill is recognized as the standard for impairment of many assets, and it is commonly accepted that there is a great degree of subjectivity in making this determination. â€Å"We are facing a new era of economic development with a growing significance of intangible assets. Goodwill constitutes a significant asset for numerous companies, especially those which are operating in high technology industries. According to the growing importance of intangibles there has also been a significant change in standards associated with accounting for goodwill† (Jerman and Manzin, 2006). In particular, using fair value accounting for goodwill and for determining the need for disclosures leads to inherent subjectivity: â€Å"The fair value may be determined by using different approaches such as using available ma rket prices, present value techniques, prices for similar assets and other valuation techniques. Users of financial information should consider that market values are not always on disposal. Consequently fair value estimates are based on subjective judgment† (Jerman and Manzin, 2006, 222-223). One of the reasons why there is so much subjectivity is because investors rightly demand disclosures of

Right-to-die Essay Example | Topics and Well Written Essays - 750 words

Right-to-die - Essay Example Some of the ways through which this can be achieved is by assisted suicide. This is the main focus of this research. This entire issue of ending one’s life is one that has elicited a lot of debate in the modern times. The major reason that has sparked this debate is just because at the center of this issue is that it is a person’s life that is in question. There are proponents of both sides. There are the individuals who are for the idea with the thought that issue of mercy-killing is morally acceptable. In fact what is being said is that there is a right to death. The example of such proponents might be seen in the members of Voluntary Euthanasia Society of Scotland. At the same time there are those proponents who are totally against this whole issue of this type of life termination. These individuals are of the opinion that the taking of a person’s life is unacceptable under any circumstance. In some cases, it can be said that suicide is acceptable, only that i t has not been put up in the books of law. However, the issue of doctors assisting the patient to commit suicide is a whole story altogether (Whiting, n.p.). One of the major opponents of the whole euthanasia issue since time immemorial has been the Catholic Church. There are some very few countries which permit euthanasia. However, this is under very specific circumstances. An example of such a circumstance is when a person is in excruciating pain. However, even though these few circumstances may allow for mercy-killing, there has to be sufficient evidence to furnish this sort of action (Manoj, n.p.). It is also important to note that there are those countries that are adamant in acceptance of this issue, regardless of the state of the patient. An example of such a country is Japan or even Columbia. What happens in these countries is that the patient is just left to be in the state in which he or she is in until his or her body eventually gives in. On critical examination of the po sition that is held in this case is that there will be the questioning of whether the right action has been taken. Would it be right to kill the person with the intention of helping them avert the pain that is associated with their current state or would it be logical and in order to let the person be in that state of pain in their deathbed (Whiting, n.p.). These and many others are some of the questions that leave people at crossroads when the issue of euthanasia pops up in forums and discussions. In the United States for example Euthanasia is not acceptable in all the states. This is under the homicide law. According to Wisconsin Laws, the act of mercy-killing is not acceptable in any way. So despite of all these arguments are there any good things or benefits that are associated with the act of euthanasia? Well the so-called benefits that are associated with this practice are also under question. The first benefit that is brought forth in this connection is that it alleviates the sick individual from the pains and troubles that are associated with his or her ailment (Manoj, n.p.). Another benefit that may be seen in this case will be realized by the family and friends of the patient. This is because it will save them on the health costs that they have been incurring for the purpose of taking care of the sick individual. In this same relation it is argued that the resources that are used on the person who is terminally ill could

Nihilsmo, Fin de la Metafisica y Secularizacion en el Pensamiento de Nietzsche, Heidegger y Vattimo :: Spanish Essays

Nihilsmo, Fin de la Metafisica y Secularizacion en el Pensamiento de Nietzsche, Heidegger y Vattimo ABSTRACT: The purpose of this article is to articulate Nietzsche's criticism of morality which is centered in his experience of the death of God and the end of the subject of Modernity. Nietzsche considers nihilism as a nihilism of morality, not of metaphysics: it is morality and its history that has given rise to nihilism in the Occident. That is why Nietzsche separates himself from metaphysics as well as from morality and science, which differs from Heidegger's reasons. According to Heidegger, Nietzsche places himself in a primal position in the history of metaphysics, by which he means the consummation (Vollendung) of metaphysics' nihilism, which Heidegger tries to transcend. On the one hand, Heidegger shows us how Nietzsche consummates the Platonic philosophy by inverting its principles. On the other, Nietzsche consummates the metaphysics of subjectivity. Consequently he conceives the thought of the will of power and of the eternal recurrence as the two last forms of the metaphys ical categories of essence and existence respectively. On this ground it is possible to understand Nietzsche's and Heidegger's thought as the necessary first stage in the transition to Vattimo's postmodern philosophy and his notion of secularization. Si bien la discusià ³n en torno al nihilismo se remonta a la à ©poca del del idealismo alemà ¡n, tal como lo seà ±alara Otto Pà ¶ggeler oportunamente, el "nihilismo" es la nocià ³n fundamental sobre la que gira la meditacià ³n nietzscheana, asà ­ como el problema de su superacià ³n. (1) La conviccià ³n de la magnitud de tal tarea llamada en Ecce homo una "autoreflexià ³n de la humanidad" (Selbstbesinnung), se presenta como un "destino" dentro de la historia de la filosofà ­a occidental. (2) En noviembre de 1887 escribà ­a Nietzsche: "Lo que cuento, es la historia de los prà ³ximos dos siglos. Describo lo que viene, lo que no puede venir de otra manera: la llegada del nihilismo". (3) La llegada del nihilismo es "necesaria" porque: "son nuestros mismos valores habidos hasta ahora, los que conducen a à ©l, porque el nihilismo es la là ³gica llevada hasta el fin de nuestros mà ¡s grandes valores e ideales." (4) Por eso, el nihilismo es pensado desde Nietzsche, como nihilismo de la moral principalmente y no como nihilismo de la metafà ­sica, tal como postularà ­a Heidegger posteriormente. Por el contrario en Nietzsche el centro de la reflexià ³n lo ocupa la moral: "La moral, lo he dicho una vez, fue hasta ahora la Circe de los filà ³sofos.

Communication and Social Work Essay

This essay will identify and discuss key communication skills in the context of social work practice. The importance of communication skills will be acknowledged by talking about three different skills of communication. The subjects discussed will be non-verbal communication, effective listening and questions, what these skills are and why they are important. It is essential for a professional social worker to hold effective communicative skills as one will encounter people from all different walks of life and the aim to treat a service user as an individual and enable empowerment is paramount to meeting a person’s needs. There is also the need to communicate effectively with colleagues, agencies, professional bodies and the accuracy of one’s communication is essential if the possibility of appearing in court was to be encountered. Communication within social work practise is essential in the way of addressing a person’s needs to enable improvement on one’ s quality of life. Effective communication can build trust, respect and self esteem and this can help a service user to becoming more independent. Good communication skills can also create psychological safety and aid a person to retain and establish links with friends, family and society. (Moonie, 2000). Buggins, Cornwall and Cunnane discuss that psychological safety is created in leadership so staff are able to discuss and raise issues that are of concern without fear (2013). Transferring this to the context of a social worker and a service user can enable the service user to engage in a more open conversation with a feeling that one is being viewed as trying to rectify mistakes instead of being seen as incompetent. There are different elements of communication and a distinct part is non-verbal communication, such as body language, how one dresses, timekeeping for example being too early or too late, touch, distance between people, eye contact and face expression. (Cooper, Lymbery, Ruch and Wilson 2011) Face to face contact with service users who are hard of hearing is particular important in reading one’s expression o f the face or lip reading. Also in this instance sitting closer and the use of touch may be useful and necessary to visually impaired people. On the contrary though as stated by Koprowska (2008) people with autism find face to face contact difficult and may not be able to judge expressions on a face and this may seem strange if it is unfamiliar to a person until some other way of contact is found. Another important part of communication is effective listening. As Rayudu (2010) puts forward,  effective listening is not an attribute that one is born with, but a skill that is learned with practice, experience and training. A guideline for effective listening is paraphrasing which is when the listener repeats what a person has said in one’s own words. The importance of this is to keep control over listening and ensuring accuracy. An equally important skill when effectively listening is mirroring, referred to in a training paper developed for the government, National Park Service (2011) which helps build empathy and trust. Mirroring is when a person’s verbal and non verbal actions are matched subtly. This can ma ke the speaker unconsciously like the listener as the speaker thinks that there are similarities between the listener and the speaker and that the listener is in touch with who they are. Listening skills come in to play when asking questions and the many types of questions that are asked are very helpful to retrieving information from a service user. Another aspect in order for the questioning to work is that a person must show that one is interested in the answer which is why effective listening as referred to earlier plays a big part. Trevithick (2005) There are different types of questions such as open questions, closed questions and leading questions or maybe the non use of leading questions. Although these questions can be helpful they can result in putting words in to a person’s mouth. Open questions result in broad answers and can result in an in-depth expression of thoughts, feelings and opinions and can be left up to the respondent as to how to answer the question. Hargie (2006). These questions encourage service users to talk more in-depth or deeply about any concerns. Opposed to the open ended questions there are closed questions which usually resul t in one word answers being given. These questions can be good for retrieving very specific information. Although these questions should be used carefully as stated in scie (2008) the service user may want to expand on an answer but maybe unsure of how to interrupt. It also limits information and may not give answers to information needed in order to learn about the service user. On discussing the different skills on communication this essay has shown why each skill is important when communicating with a service user or professional body. For a person to feel that they are being listened to and that what one says is not being judged or seem inept is paramount to realising concerns and not missing information. The skills are acquired through training and experience and are needed to get the fullest  and most accurate picture. References Buggins, E, Cornwall, J and Cunane, D.(2013). Create a culture of ‘psychological safety’. Health Service Journal. Issue 8th January. Retrieved from http://www.hsj.co.uk/resource-centre/leadership/create-a-culture-of-psychological-safety/5052550.article#.Um5qk3CG4-o Cooper, A, Lymbery, M, Ruch, G and Wilson, K. (2011). Social Work: An Introduction to Contemporary Practice. (2nd ed). Essex. Pearson Education Ltd Hargie, O. (2006). The Handbook of Communication Skills. (3rd ed). London. Routledge Koprowska, J. (2008). Communication Skills and Interpersonal skills in social work.(2nd ed). Exeter. Learning Matters Ltd. Moonie, N. (2000). Health and Social Care.(3rd ed).Oxford. Heinemann Educational Publishers. National Park Service. (2011). â€Å"Advanced Communication Skills Building and Maintaing Trust† : Module II, Part 2 – Cohort B : Consulting Skills Curriculum for HR Specialists. Retrieved from http://www.nps.gov/training/tel/Guides/Adv_Comm_Skills_Trust_M od2_CB_Part2.pdf Rayudu,C,S. (2010). Communication. Mumbia, IND. Global Media Scie. (2008). elearning : Communication Skills, Gathering information. Retrieved at http://www.scie.org.uk/assets/elearning/communicationskills/cs04/resource/index.html Trevithick, P. (2005).Social Work Skills. (2nd ed). Berkshire. McGraw-Hill

Military History