How The Meaning Of Democracy And Globalization Differs In Deferent Essay Example for Free

How The Meaning Of Democracy And Globalization Differs In Deferent Essay Globalization is making international trade more easy and accessible. Business operations cut across transnational borders in contemporary times, more than before. Furthermore, there are increasing numbers of players in the international trade and deal transactions than ever before. The neo-liberalists views in international trade has always supported a globalize and open market order in which every countries is expected to open up its market and imbibe the culture of free trade, free economy entry and exit of labor and the opening of the state economy to the international market for active competition. The adoption of open markets have resulted in the political responses in terms of change in the political structure, that is hitherto exhibited and the way government intervene in her country’s economy. This change has resulted in the adoption of the neo-liberal stand. Even, the communist states are now gradually opening up to the trade zone to international transactions. â€Å"Globalization can be briefly defined as, the intensification of economic, political, social, and cultural relations across borders† (Holm Sorensen, 1995:4). According to Yeung (2002), from an economic perspective the term globalization is defined as â€Å"the rapid proliferation of cross-border production, trade, and investment activities spearheaded by global corporations and international financial institutions that facilitate the emergence of an increasingly integrated and interdependent global economy†. Thus, globalization is a transformation of the world order to become accustomed to the changes of time and the pattern of the world order. Democracy is seen as a system of government where the government is accountable to the people, and sovereignty of the state lies with the people. Cultural differences in terms of the practices and way of living of people makes them adapt to different conceptualization and practice of philosophy associated with democracy and globalization. DIVERSITY IN CONCEPTUALIZING DEMOCRACY AND GLOBALIZATION IN DIFFERENT COUNTRIES Williams (1983) try to capture in his book the differences between in articulated experience and the general conclusion reached in regards to democracy and globalization. This according to him has lead to the covert disappointments in the failure to formulate that tension abstractly. People’s experience in actual life sometime differs from the principles underlying democratic practices and the gains and pains attributed to globalization in the 21st century. Williams work preoccupies with the connections between human ideology and societal culture. The cultural difference between countries and political and economic settings tend to present different realities pertaining to democracy and globalization. For instance, in underdeveloped African countries democracy in the real sense which has to do with government by the people and where full public accountability is emphasized is a far cry from the realities. African leaders are corrupt and tend to infringe on people’s human rights. There is poor public accountability, amidst high level of corruption. The interpretation giving to democracy in the advanced western world respects the rights of the people and public accountability is emphasized. Sovereignty should lie with the people according to democratic principle, but in African countries that practice democratic rule, the leaders see themselves as custodian of sovereignty, as it is observed in a monarchical rule. The African culture embraces a fatalistic perspective to life, while the western culture tends to strive for change. This fatalistic lifestyle as made globalization not too beneficial to underdeveloped African countries, as they rely on primary goods production, which are grossly under priced in the international trade level. Williams thus, recognized the importance of taking individual and social circumstances into consideration as this bring about the differences in interpretation to vital issues of life, like democracy, human arts, industry, class and culture. The role of developing countries in globalizing the world is one in which they play significant role. Most raw materials utilized in both advanced economy and in processing into finish, products are sourced from developing countries from Africa, Asian, and Latin America. At the aftermath of the Uruguay Round Agreements (URA) the role of developing countries in global economy has increased significantly. Furthermore, the role of the World Trade Organization (WTO) is harnessing trade negotiations within developing countries. According to Michalopoulos (1999), â€Å"The integration of the developing countries into the multilateral trading system has been especially impressive for a group of perhaps 15-20 middle and higher income developing countries in Latin America and Asia†¦Ã¢â‚¬  The increasing significant of developing countries in speeding up the global development ascribes on them certain responsibilities that is expected for them to play. This comes in way of putting in place a smooth export trade zone for its raw materials and free movement of labor in and out their national boundaries. Some developing countries in assuming this responsibility has formed export agency among them to enable the smooth export trade in raw materials. â€Å"†¦exports have risen b y more than 10 per annum in volume since 1970†¦ the developed countries combined gross domestic product (GDP); at the beginning of the 1990s†¦accounted for 1. 8 per cent of GDP, whereas the figure in 1999 was 3. 2 per cent† (Akyuz, et al 2001). Developing countries has developed policies in their exports, which is characterized by imposition of control and taxes on export of primary products and foodstuffs, and also they tend to provide incentives and subsidies to their exports manufacturers (Michalopoulos 1999). Thus, the need to create a trade free zone and easy passage of primary products to international zone where they would be converted into finished product is one responsibility developing countries need to carry out. Furthermore, the developing countries play the significant role in the supply of labor, in the production process, given their large population. Developing countries have large labor markets, thus the supply of this to the global labor market goes a long way in contributing to global development. Thus improving of labor skills in developing countries is a way the usefulness of labor in this part of the world would contribute significantly in area of global development. In this view, Akyuz, et al (2001), has it that â€Å"improvement in labor market conditions will also require a reorientation of development policies at the national and global levels, particularly with respect to the speed and pattern of integration of developing countries into the global economy†. The role third world countries play in globalization is directly connected to how their cultural background and interpretation to the phenomenon is connected to their occupation and way of life. For instance, countries in Africa, it has 70 percent of its workforce in peasant farming. Thus, the continent economy is agrarian and thus, its involvement in globalization is in the production of primary product. On the other hand, advance western countries like U. S. and EU states, including advance Asian countries like Japan, China, produce finish products like automobiles, electronics etc. While the western world would conceive globalization as an expanded place for trading, with the less barrier to trade, the underdeveloped countries something conceive this as a continue exploitation of the westerners and the dependency on their products. CONCLUSION Democracy has in contemporary times being widely acknowledged globally in the political realm and in work place. Workers participation are urging for more participation as a way to embrace democracy. In addition, this globalization phenomenon has made organized capitalism to transit from corporate capitalism to monopoly capitalism not it is in its customer capitalism. However, democracy is different interpreted by countries in line with their cultural setting. While the advance political states seeks for more respect for human rights and public accountability, the underdeveloped state in their nascent democracy are trying to fight huge level of corruption and leadership oppression as it is being notice in Zimbabwe where Mugabe is hindering any move of oppositions. In addition, the conceptualization of globalization by different countries depends on the receiving end they find themselves in the international trade. While those countries primarily engaged in the production of primary products such as raw materials cry for unfavorable term of trade, the advanced economic countries see globalization as a pattern for encouraging free trade and maximizing economic wealth. REFERENCES Akyuz, Yilmaz, et al (2001), â€Å"Globalization, Inequality and the Labour Market† http://www. flassbeck. de/pdf/GLOBALIZ. PDF. (02/12/07)Michalopoulos, Constantine (1999), â€Å"Trade Policy market Access Issues for Developing Countries: Implications for the Millennium Round† http://wbln0018. worldbank. org/research/workpapers. nsf/bd04ac9da150d30385256815005076ce/a70066326b8be18c85256818005b9fb6/$FILE/wps2214. pdf. (2/12/07) Williams, Raymond (1983) Culture And Society: 1780-1950, Columbia University Press. Yeung, Henry W. (2002), â€Å"The Limits to Globalization Theory: A Geographic Perspective on Global Economic Change† Economic Geography, Volume 78, Number 3, July http://www. europe. canterbury. ac. nz/courses/euro223/yeong. pdf. (02/12/07)

The Colector Crimes vs. Drug Crimes :: essays research papers

Various crimes have select penalties in which they are accompanied with. As a part of the American way, fairness and justice is the prime concern in the court of law. However, some specific crimes do not seem to fit the punishment. Although these serious offenses are in fact crimes, their penalties coincide with unlawful acts that effect more people, and therefore should not be of the same punishment. Examples of these unequal ratios are the comparisons between murder and kidnaping laws to those of drug crimes. These offenses are indeed actions that effect more than one person in a negative way. The victims, along with their families and friends, are impacted dramatically when a person is lost, missing, or even dead. These effects last long after justice is served. But how well is this justice served? Are murderers on the same levels of drug offenders? First degree murder is the most heinous crime with the harshest penalties in the American judicial system. No other offense will allow the same punishments to convicts, which honestly makes perfect sense. However, second degree murder calls for up to a $25,000 fine and/or four to twenty years in prison, (Rockton site). This crime, voluntary manslaughter, is the deliberate and intentional murder of a person. Along with this crimeà ¢Ã¢â€š ¬Ã¢â€ž ¢s penalty, there is an equal punishment if the act was drug related. For possessing fifteen grams of cocaine without intent to sell, an offender will be exposed to the same consequences as if they would have shot and killed a young woman in the middle of a crowded building, (Hoffman Estates site). Possession of that amount of cocaine is indeed an offense, but does it equal the loss of a life? If this criminal was selling this amount, the charge should be higher since more people are affected. For example, it would be suicide if one were to ov erdose on the amount of cocaine, but if an overdose was a result of oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s sales, than this action would be dubbed involuntary manslaughter, or the unintentional act leading to a death. However, this consequence is only of possession, not supplying to another person who could harm themselves. Another example of these extreme penalties is the common link between kidnaping and possession of methamphetamine. Possession of five grams of methamphetamine with intent to sell is obviously a disgusting way of life, but so is the abduction of a person.

Comprehensive School Counseling Project: A Proposal

Educational reform is shaped by the commitment to provide optimum learning environments that will guarantee academic success for all students. A shift in the counseling program is introduced by the comprehensive school counseling model recognizing the significant roles counselors can play in maximizing potentials and achievement in every child. According to the American School Counseling Association (ASCA 1997), school counselors must aid schools to â€Å"focus on academic achievement, prevention and intervention activities, advocacy and social/ emotional, and career development† (Dahir, Hardy, Ford & Morrissey, 2005). The model provides â€Å"content, process and accountability methods† (Dahir et al. , 2005) that will help school counselors design programs to address the needs of the student population based on the information or data gathered. As expressed by Bilzing (1997), â€Å"random acts of guidance are no longer acceptable in 21st century schools† (as cited in Dahir et al. , 2005, p. 3). The major departure from the traditional approach in school counseling is the use of research as the basis for the design of a counseling program. From a service driven model, transformed counseling programs operate on a data-driven and standards-based model. In addition to counseling, consultation and coordination roles, counselors participate in advocacy, collaborative and team work, data-driven and results-oriented initiatives, and technology-based programs. Counselors work closely with other teaching and school staff to ensure that â€Å"every student benefits directly from the school counseling program† (Dahir et al. , 2005). Adopting a comprehensive counseling approach in school increases its propensity to address challenges of students and equip them with skills to face the changing demands of society. The research-based approach allows its continuous evolution based on data gathered so academic and psychosocial programs are created to address specific areas. The comprehensive counseling model has been found to increase student attendance and completion rates while decreasing suspension rates. Violence prevention interventions have also been established as a product of the approach. It is able to â€Å"address the needs of students in low performing schools and schools in crisis by using research based techniques to overcome the barriers such students face† (Dahir et al. 2005). Comprehensive counseling programs in school are able to deal with the specific factors that are affecting student achievement. â€Å"Professional development is an important supporting activity in the implementation of comprehensive developmental school counseling programs† (Dahir et al. , 2005). The involvement of other members in the school becomes beneficial to their personal and professiona l enhancement. Furthermore, the program has also been extended to involve parents. The information gathered from research â€Å"show the strengths and weaknesses of children, how the school counselor is meeting the student’s needs, what areas the student needs to focus on to succeed, and incorporate the home support in all domains of the program† (Dahir et al. , 2005). It is gradually becoming a positive agent for improvements in the environment that surrounds the student — home, school and community. Review of Literature There is a general agreement that most of the nation’s problem is best addressed through prevention and proactive intervention. Thompson (2002) highlights the fact that â€Å"educational, political, and economic trends, as well as the critical needs of today’s youth, are redefining the role and function of the professional school counselor†. Furthermore, in a society where diversity is becoming a rule rather than an exception, â€Å"school counselors have come to represent a reservoir of stability and congruency of information† (Thompson, 2002). This can only be achieved through research-based approach to program design and following a developmental model of program implementation. It is the comprehensive counseling program which follows an inclusive model, being able to cater to all students within varying developmental needs. What is the best intervention that will work? This is perhaps one, if not the most, daunting question of school counselors. Until recently, psychological and counseling models were the primary sources of information. The advent of evidenced-based school counseling however, is providing a brighter direction for school counselors as well as decreasing the margin of error for the choice of intervention. Sexton, Schofield, and Whitson (1997) have argued that â€Å"the use of existing outcome research to guide both training and practice can help ensure that professional activities reflect best practices and are consistent with each other† (qtd. in Dimmitt, Carey, & Hatch, 2007, p. 3). The comprehensive school counseling model therefore, by adopting an evidenced-base approach, increases the integrity and validity of the program implemented. Further support for the crucial role of the counselor and the benefits of using empirical data in program design is provided in the literature review conducted by White and Kelly (2010). They focused on how the comprehensive counseling program can address the problem of school dropout. The approach is able to impact both risk-reduction and protective factors of potential dropouts. â€Å"The role that school counselors can play in helping to prevent school dropout is substantial and could ultimately enhance not only student outcomes, but also the trajectory of the profession of school counseling† (White & Kelly, 2010). Evidence has shown that absenteeism and tardiness, unless properly addressed, will lead to increased student difficulty and drop-outs. Counselors are challenged to proactively seek ways to provide early interventions for prevention. Another accountability of the counselor was discussed in the study by Wachter, Villalba and Brunelli (2007). The article highlights the academic and personal-social needs of students with ethnic backgrounds, particularly Latino(a) children in southeastern U. S. The results show that there is â€Å"a wide array of academic and cultural factors impacting student learning and development, in addition to a diverse collection of school-based interventions† (Wachter et al. 2007). The participants were also concerned with the â€Å"understanding gap† that affects the communication and perceptions between the Latino homes and the schools, which among other factors, impedes their academic success. It is the counselor’s responsibility to help close this gap by learning about the students’ culture to better understand their needs and help them achieve their goals. The hi gh incident rate of bullying in schools is a major and grave issue that is consistently facing school counselors. Young, Hardy, Hamilton, Biernesser, and Niebergall (2009) describes how data was used to provide a comprehensive counseling program to address bullying and harassment incidents in school. â€Å"As a result, the school counselors began to routinely and systematically track and use data to transform their counseling services† (Young et al. , 2009). The program allowed them to measure outcomes and if significant differences were attained due to the program implementation. So far, the studies previously discussed emphasized the role of the counselor in improving the psycho-social well-being of students. Accountability, however, is encompassing and includes achievement scores in academic subjects. Luck and Webb (2009) compared the achievement outcomes of the Florida Comprehensive Assessment Test of Grades 4-5 students who participated and did not take part in the counselor-led Student Success Skills Intervention. The results show that â€Å"students who participated in the intervention showed greater mean improvement in reading and math scores that students at the district or state level† (Luck & Webb, 2009). The outcomes led to greater appreciation of collaborative work between counselor and the teaching staff. Within the context of comprehensive programs in school counseling, addressing the issue of sexualization among girls was discussed in an article by Choate and Curry (2009). The authors argue that being a sensitive and ethically-laden issue, the counselors’ professional orientation and skills â€Å"are uniquely suited to play a pivotal role in creating effective change in this area† (Choate & Curry, 2009). There are many factors affecting sexuality of girls and the multiple services achieved through a comprehensive program makes it possible to deal with these factors in isolation and in their interaction. Clearly the comprehensive counseling model finds various applications and provides a holistic intervention for the students. But how prepared are those in the profession to adopt this approach in their practice? A study conducted by Dahir, Burnham and Stone (2009) revealed that â€Å"there are gaps in the school counselor’s ability to embrace and implement the new vision of comprehensive school counseling during the initial stages of implementation. This finding necessitates professional development to better equip school counselors, as well as other members of the school — teaching and support staff, and administrators — for successful collaboration. Program Descriptions and Recommendations Based on the arguments and empirical data presented in the previous sections, it is highly recommended that schools shift from a service-driven model to a data-informed comprehensive school counseling program. The diverse populations co-existing in the school will greatly be nefit from the approach. The programs will be tailored according to the background and needs of the students. The socio-economic backgrounds and family context are creating serious impact on the performance of the students. Existing literature has provided evidence that counselor-led interventions to improve academic success are yielding significant differences in the test scores of the students. â€Å"The foundation is the basis of a comprehensive school counseling program† (Dahir et al. , 2005). The proposed program is aimed at developing the psycho-social and academic skills of students to help them become self-directed learners who are prepared to meet the demands of a changing society. It hopes to mold the students in the three important domains, academic, personal/social and career. Specifically, it hopes to address the learning standards in Mathematics, Science and Technology, Language Arts and Career Development. These foundational schools are important at this initial stage of program implementation and while other standards are equally important, they will be further addressed after the initial phase. It will also allow for proper monitoring and evaluation of the program. The outcomes will be measured quantitatively through standardized tests. Qualitative data will also be gathered through interviews and examination of work outputs of students. The delivery process will entail individual student planning. Career planning is recommended for the program where students will sit through a workshop to identify their personal vision-mission. This will be the first step in building their career portfolio. Responsive services will also be in place for critical cases. While topics for group sessions may be provided based on the counselor’s assessment, individual counseling will also be initiated for students mostly in need such as those with history of bullying or broken families. The school counseling curriculum will be initiated with the coordination of school teachers to improve academic performance. School tools or study skills will be provided by the counselor to encourage students to maximize their potentials and introduce different pathways to success. Feedback, monitoring and evaluation of the counseling program will be achieved through an effective system support. The guidance counselor takes the lead in engaging administrators, parents, the community and other sectors of society in measuring the outcomes of the comprehensive counseling program. On a regular basis, the school counselor convenes different stakeholders to provide information on the programs initiated and the current results. Management is the key for smooth delivery of services. Proper planning will involve scheduling of services offered. School counselors must also provide monthly reports to be able to evaluate the effectiveness of the program. Documentation therefore, is of utmost importance. â€Å"School counselors and administrators are challenged to demonstrate the effectiveness of their school counseling programs in measurable terms† (Dahir et al. 2005). Data will always be the primary source for the changes that are proposed and for further enhancements in the future. School counselors must take accountability for student achievement, in as much as teachers and principals do. Thus, the programs must be aligned with the objectives of the academic curriculum. Data must be analyzed and reflected upon to create the necessary changes in the program to ensure effectiveness. Appropriate measurement instruments will be adopted to be able to quantify the outcomes of the program.

The Importance of Child Bond to His Mother - 1211 Words

The primal importance of a child s bond to his mother has always been recognized as a topic that has fascinated people for hundreds of years. Among psychologists and sociologists, there is much debate about exactly how important this attachment is and why. At the turn of the century, the treatment of new-born babies was regarded as having little significance for later life, because babies were thought to be immune to influence. Such idea was attacked by Sigmund Freud. He believed the relationship a child has with his mother was a prototype on which all future relationships were based. Freud s theory held that the child becomes attached to his mother because she is the source of food; hence she gratifies his most basic needs. Slightly†¦show more content†¦This second phase of attachment is more widely accepted than the first, and has far greater long-term significance (Bee, 1995). However, the main concern is what happens if the child does not form a primary parental attachment. The most obvious case is of children who form no such attachment at all. Harlow (1962) having studied the attachment behavior in rhesus monkeys followed this up with a study of the consequences of having no attachment at all. He raised monkeys in isolation for periods of time, and found that those who had no contact with their mothers, nor any peers during the first year of their lives were severely disturbed by the experience. When brought out of isolation, these monkeys did not participate in the active play, which is characteristic of normal monkeys, instead they huddled and withdrew. Once they turned into matured monkeys, they also proved to be incapable of mating, and those that were artificially inseminated were incompetent parents. Interestingly, monkeys who had not experienced being loved by a mother showed no love for their children, and even abused them horrifically. To establish whether or not a similar phenomenon occurs in human development, Goldfarb (1955) studied children who were brought up in orphanages with little or no human contact for the first 3 years of their lives, and he compared them to childrenShow MoreRelated Comparing the Family of Kingsolver’s Bean Trees with the Ideal Family of Socrates1035 Words   |  5 Pagesand family structure. The conclusion reached by Socrates is that no parent will know his own offspring or any child his parents (457 d). It was Socrates belief that the best atmosphere would be created in a communal upbringing of the citys children. In the same sense, he believed that they should take every precaution to insure that no mother knows her own child (460 c). Not even the mother, the traditional child-rearer, would be permitted to know or have a say in the lives of her own children, butRead MoreLove Is Not Based On Conditions And Prejudice1082 Words   |  5 Pagesnot based on conditions and preju dice is between children and parents. The power of such bond is unperceived by many and only taken for granted. However, to maintain that bond, parents and children are obligated to earnestly sacrifice for each other. A prospering relationship is unachievable with unrequited love; both individuals need to demonstrate their value for one another. Sadly, the insight of the importance of my parents occurred to me recently and those previous interactions with my parentsRead MoreSocial And Emotional Development : John Bowlby1402 Words   |  6 PagesHaving a secure bond of attachment to another person is regarded as a foundation for successful social and emotional development. â€Å"It has been observed that children with secure attachments are more socially competent than those with insecure attachment† (Neaum. S. 2010). By the child having formed secured relationships it enables them to engage with the world with a sense of confidence and self-esteem. children who have secure a ttachments are also known to show more co-operative behaviour. JohnRead MoreEssay on Psychological Theories of Attachment1156 Words   |  5 Pagesevolution and publish it in his books Natural Selection (1858) and The Origin of Species (1859). 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(www.goodtherapy.org 2007) At the age of seven BowlbyRead MoreJohn Bowlby1253 Words   |  6 PagesIn the introduction to one of his many books, John Bowlby quotes Graham Greene; ‘Unhappiness in a child accumulates because he sees no end to the dark tunnel. The thirteen weeks of a term may just as well be thirteen years.’ It is quite clear that John’s childhood was not a happy one. He experienced many years of separation from family and it can be connected as to why he developed the theory of attachment. Edward John Mostyn Bowlby, known as John Bowlby, was born in 1907 in London asRead More1. Outline Mary Ainsworth’s ‘Strange Situation’ Study and Discuss How This Has Influenced Our Understanding of the Importance of a Child’s Attachment to the Primary Caregiver.1523 Words   |  7 PagesAinsworth’s ‘strange situation’ study and discuss how this has influenced our understanding of the importance of a child’s attachment to the primary caregiver. In 1970 Mary Ainsworth expanded greatly upon Bowblys original work and devised an experiment called the Strange situation. The study focused on the behaviour ,in relation to attachment, of infants who were 12-18 months of age when their mother left the purpose built lab play room. The infants were watched through video cameras in the laboratoryRead MoreThe Support Influence On Development Of Insufficient Parental Care1733 Words   |  7 Pagesin pro social behaviors† (Tuner, 2011, p.30). Practitioners have found that the importance of forming a bond with a child from birth has the possibility to shape the life of a person. â€Å"Attachment Theory has emerged as a leading tool for describing profound close relationships† (Nichols, 2013, p.62) For example, attachment can be seen as a child being hugged by it’s mother and the mother hugging the child back. 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He believed strongly in the idea of monotropy. This is the sense that all infants need one special attachment relationship, and t his gives the child the ability to experience deep feelings. Bowlby claimed that a `warm, intimate, continuous relationship with the mother or mother substitute is essential. Now, one has to