Globalization and World Trade Organization Essay Example for Free

Globalization and World Trade Organization Essay Often perceived as the strongest instrument of globalization and supporter of economic liberalism, the other facet of the World Trade Organization brings its existence as an adamant global regime. For the concerned reason, Debi Barker and Jerry Mander have called WTO as a form of ‘Invisible Government’ in one of their publications for the International Forum on Globalization (IFG). China and Globalization: Behind China’s ready reaction to globalization with full potential of leading the global economy, thinkers consider an aspiration to supplant the existing super power of the world. But for China, globalization is a double edged sword since it brings forth both the threats and favours for world’s fastest growing economy. According to Peter Drysdale, it is because of China’s access to the global market that it has reached the first rank among the developing countries of Asia. Exposure to foreign market free of trade barriers has provided with a number of opportunities to enhance the business circle of Chinese companies. In a matter of two decades starting from 1978 to 1997, China doubled its status in terms of its capital gains by elevating to the tenth position from the twentieth rank in the world’s economy. This fact suggests that China’s excel in the international trade does not completely depend on its entrance in the WTO. In fact the country had embarked its way towards economic pre-eminence long before joining WTO. This means that China’s success though boomed by WTO had its very beginning with the economic globalization. Attitudes of Chinese towards Globalization: Just like any other existing phenomenon in the scene of human existence, globalization cannot be confined in a single frame of thought and any rigid point of view merely makes it a matter of perception rather than rationality. With both the negative and positive impacts of globalization for China standing clear, there are three types of attitudes existing among people regarding the relentless process of globalization. According to Charles Andrews, there people advocate and favour one of the three stands namely, Pro-globalization, Anti-globalization and Reformist Approach. 1: Pro-Globalization: The first group of people hold a positive view of globalization for China by measuring the country’s success in terms of strengthening economic position in the global market and increasing cognizance of the world about China. Lin Yifu, a professor of economics at the University of Beijing, is among such people who vision no challenge of globalization to China. Pro-globalists involve a group of liberal minded people who condones the risks of globalization in favour the opportunities it has provided. 2: Anti-Globalization: Contrary to pro-globalization, Anti-globalization rejects every bright angle of increasing globalization. It is because integration is a two way process. When China permeates foreign countries, these countries are equally permitted to invade China’s domestic market. As many fruits and cereals are cheaper in the global market as compared to that of China’s, when the exporters of these goods invade China they leave the country men (whose livelihood depends on the agriculture) at the edge of starvation Apart from such risks, the anti-globalists also take an account of translational terrorism by cross-border criminal activities and the proliferation of weapons. Certain events of recent past also favour such allegations against globalization. It s because of the cross border criminal activities and stalking that events like 9/11 trampled one of the most lucrative economic centres of the world. Anti-globalists belong to various walks of life with their opposition to globalization in terms of their field. For instance, many linguists across the globe talk about linguistic genocide and the overwhelming role of English as a lingua franca which is causing the death of many regional languages. In short, for the group of people who are propelled to anti-globalization, ‘globalization is nothing but a trap. Jumping into this trap would crush the whole domestic industry, agriculture, and service sectors. ’ 3: Reformist Approach: The reformists hold a balanced point of view towards globalization. With an over all positive attitude towards globalization, they believe that while the advantages of globalization are long term, the short term threats of globalization for China cannot be ignored. For them, at one hand globalization means increased financial gains, growth of domestic industry by competition with foreign companies and aggrandizing compatibility of China with the global community. At the other hand, they also bring under consideration the issues like growing unemployment as a result of declining industries facing foreign competitions and by widening the gap between classes by further lowering down the farmers and other such people to a still lower status. The threat to the farmer’s livelihood is clear in China that has over-emphasized the manufacture of non-agricultural products in the wake of the last few years. Consequently, innumerable farmers of China were left with their decline resulting from unemployment. China and World Trade Organization: â€Å"The progressive integration of China into the world trading system- spurred by its membership of WTO in 2001- has provided China with secure, open and predictable export markets. † According to the economists, behind the rapid rise of China in the global economy lies one key factor: the entrance of China in the World Trade Organization. The economic and financial analysts of global market base this opinion on the foundation that the major boom of China occurred after 2001 (the time when China joined WTO). In the words of David Dollar, the World Bank country director for China, â€Å"Since China joined the WTO, its exports have grown at an average rate of 29 percent per year. † It was in December 2001 that China (the sixth largest economy with a population of 1. 3 billion at that time) joined the World Trade Organization. Previously China had remained one of the twenty three contracting countries of the General Agreement on Tariffs and Trade (GATT). Impacts of WTO membership on China’s Economy: After its membership of WTO, China’s trade rate increased rapidly from 44% to 72% in 2006. It was after a foresight into the future that China compromised on a number of WTO policies in order to enter into the WTO. These were the conditions that apparently conflicted with China’s economy. According to Gregory C. Chow of Princeton University, three most salient conditions for China included: 1. Declining the tariff rates on the import of goods from foreign countries. 2. Being conducive in the practice of free trade by letting the foreign companies sell their products directly in the domestic market of China. 3. Establishment of improved telecommunication and finance industry for the sake of increased competition. Contrary to the analysts’ expectations, both China’s macro economy and micro economy did not suffer a set back after its entrance into the WTO since the net results proved to be favourable thereby compensating the scanty amount of losses. With a rapid growth of China’s exports, its increasing imports do not appear to be a threat for the country’s economy. Impacts of WTO membership on China: China’s acceptance to become the member of the World Trade Organization was not merely a matter of flourishing its economy but a reason for a series of the country’s aims. According to Wayne M. Morrison, China saw a potential of playing a major role in trade laws of WTO and indirectly practice an economic hegemony. In the contemporary world with flourishing business and finance, the economic stability is often seen as a measuring stick to mark the countries’ over all power. So, China’s increasing economic strength does not only suggest its financial stability but its potential to become the super power in future. Morrison also believes that another major goal of China behind the membership is to maintain the status of Most Favored Nation and permanent normal trade relations. Even if the World Trade Organization holds a stringent policy for equal treatment of all nations, the bigger nations with their dominating presence somehow benefit as compared to the under developed countries. Previously, these privileges were dominantly celebrated by the U. S. Impact of WTO membership on China Banking Industry: It is the overwhelming effect of WTO membership that it has left not a single institution of the country untouched. With almost seven years of WTO membership and business people facing free trade, China’s financial sector is now open to foreign banks. This has exposed the customers to a number of innovative and improved management mechanisms and services. In the words of Wang Zhaoxing of the China Banking Regulatory Commission, â€Å"The introduction of competition and strategic investors will be conducive to improving innovation, management and profitability of domestic banks. With considerable involvement of foreign banks into China, China’s leading banks including the Bank of China, China Construction Bank and the Industrial and Commercial Bank of China have emerged as trusted names in the international banking. Although appearing as a threat for smaller banks, such a scenario is highly favourable for a Chinese customer because in either way, they would get better services.

The History Of The Bourdieus Sociology Sociology Essay

The History Of The Bourdieus Sociology Sociology Essay Pierre Bourdieu was born in France in 1930 and died in 2002. He is well known for his works in the field of Sociology, Anthropology and Philosophy. He is best known for his theory of class distinction, which he theorised in his book Distinction: A Social Critique of the Judgement of Taste. Another theory he worked on was the theory of power and practice, where he dealt with subjects such as Symbolic power and habitus.  [1]   In Bourdieus view, agency and structure constantly sustain power, which is created within a culture and can become symbolic. This happens due to what he refers to as habitus. Habitus represents the norms and rules of society which are used to control peoples behaviour and way of thinking. Habitus is the way society becomes deposited in persons in the form of lasting dispositions, or trained capacities and structured propensities to think, feel and act in determinant ways, which then guide them (Navarro, 2006). Society is the one that creates habitus. The patterns developed can be transferred from a context to another and they change given different circumstances or a different period of time. Habitus is not fixed or permanent, and can be changed under unexpected situations or over a long historical period (Navarro, 2006). Free will and structures interact and give rise to habitus. There is no need for conscious thought or deliberate pursuit of coherence. In addition to habitus, Bourdieu talked about the concept of fields. These refer to several social or institutional networks where people can interact with others, thus showing their different kinds of capital and expressing their dispositions. Networks can be represented by relationships formed among people, relationships based on similarities such as: religion, education, culture. Power is not experienced in the same way in all environments; this means that the context a person is in has a big influence on habitus. Different contexts have an influence on the way people react to power. While a person could not be affected by power in one field, the same person could see it as a challenge in a different one. Bourdieu also talked about a concept he called capital. He elaborated on three types of capital, which go beyond material assets: cultural capital, symbolic capital and social capital. These concepts were presented in Bourdieus book Distinction where he argued that society maintains its order by following the rules of language, values, education, thinking or activities. These norms that people follow lead them to accept without thinking the differences present in society, the hierarchies made and the social inequality surrounding them. The three elements: habitus, capital and field play a central role in Bourdieus theory of Practice. These interact with each other forming the actions of people. A persons dispositions, or habitus, her capital and the fields in which she operates form her action repertoire. Social capital is one of the forms of capital mentioned by Bourdieu in his theories. It can refer to the networks of friends a person has, to the networks of the family or acquaintances or even of contacts. Social capital brings befits to a person by exerting preferential treatment towards in group members. Bourdieus economic capital refers to the material possessions of a person, for instance money and property. Having a low economic capital implies not having as many possessions or chances to afford high priced affairs. A high economic capital means a person owns more material possessions and is able to afford luxurious things. However, having a high economic capital does not mean a person is considered from a higher class. What Bourdieu suggests is that economic capital only combined with cultural capital forms the hierarchy of classes. Cultural capital plays an important role in the hierarchy of society. It is used by higher classes as a way to distinguish themselves from lower classes. It is a form of domination that is not based on economic domination. Instead, taste is the primary weapon of differentiation. Focusing on taste preferences instead of material assets became a method to hide inequality while still maintaining a well-defined line between lower and higher classes. Cultural capital is formed by the cultural knowledge and goods a person possesses. This form of capital includes artistic preferences and taste, educational background, aesthetic taste in fashion or furniture, as well as many others. Bourdieus theory of distinction states that cultural capital is represented by: cultivated disposition, which can be verbal facility, the way in which a person expresses herself in a conversation, but it can also be body posture, manners and general behaviour. Other representatives of cultural capital can be material objects that require specialised knowledge to appreciate, such as sculptures or old pieces of art which are not well-known by the general population. In addition to these, he argues that cultural capital is institutionalised, which refers to the educational background of a person. Attending a high ranked University is usually evidence of a higher level of cultural knowledge. Symbolic capital is closely related to cultural capital and symbolic forms and it refers to recognised legitimation by the society. The place a person occupies in society and the way society responds to that becomes symbolic capital. Being recognised as an influential or knowledgeable person offers one a high symbolic capital. It becomes a source of power which can be used by its holder. When this power is utilised by someone, that person exercised symbolic violence. Symbolic violence represents the imposition of a certain way of thinking upon another person. It imposes social order because it is embedded in peoples unconscious, making them follow the dominant or superior persons way of thinking. Bourdieu argues that social origin and cultural capital are the most important. He claims that although social and economic capital are indeed acquired as time passes, both of them depend on the social origins and cultural knowledge of a person. Another topic Bourdieu elaborated on was Social Illusion. He saw reality as being constituted from a number of roles people follow. Everyone engages and follows their own path in life, similar to how a character from a book follows the storyline. The rules and norms society follows add a sense of reality and help the formation of the social illusion. Like a fictional character, a human being has a beginning- his birth, and an end-his death. The beginning is associated with someones cause, reason to be there while the end reminds of his purpose, the role he managed to play. Bourdieu called this sequence of events biographical illusion. There are some attributes that contour the created illusion. The symbolic power of the sate supports these attributes by giving people dates of birth, citizen numbers, grouping them based on nationalities and sex. People often compare life to a story that is being written as time passes. They see it as a journey in which decisions guide the outcome of t he narration. Bourdieu constructed his theories based on real life circumstances that intrigued him. This means the theories can be tested by others as well, by applying them to a personal context. An example of social networks I am part of would constitute my participation in the Rotaract club. This allowed me to interact with other peers, have conversations in which we exchanged knowledge but which also allowed people to show their cultural capital. Being part of the club requires one to pass through a process of admission, which means that it is necessary for one to possess a certain amount of capital to enter. Once in, how you express your dispositions becomes one of the things other members notice first about you. The norms, or habitus, of the group can soon be observed as being different from the patterns developed in other circumstances. These patterns are assimilated by new members in an unconscious way and create a new way of thinking for that person. The objective experiences one has bec ome subjective, interpreted in different ways by everyone. This social network, or field, constitutes one part of my social capital. In addition to this network, being part of a class in high-school, maintaining a group of friends or even being part of my family is considered a part of my social capital. Similar to my capital, is the social capital of one of my friends. However, attending a different school, being part of a different family and having a different group of friends influences the amount of benefits he could gain from being part of a network. Our systems of dispositions might indeed be similar at a superficial level, given that we both come from the same class, in the same society. However, our acquired schemes of thought and perception differ at a deeper level. Institutional education as well as family education influences the most profound cognitive interactions. I received an education focused on science, which gave me a different way to view the world compared to him, whose education was based on art and music. Little differences come from our economic capital. Comparing all of our possessions would lead to the conclusion that the only difference is him owning some musical instruments. However, the value of these instruments, an acoustic and an electrical guitar, does not put him in a different societal class. The differences in hierarchy, as Bourdieu argued, come from the quality and amount of knowledge one possesses, which form our cultural capital. Taste in food, art, music and literature are good indicators of class. Appreciating exotic food is something in common for both me and my friend. The differences would surface when comparing artistic and musical knowledge. I, for instance, cannot read music; neither can I play any instruments. But, playing the guitar is not an indicator of higher glass. Uncommon, more difficult ones, like piano or violin, are the ones that make the true hierarchy distinctions. Yet, one cannot say that cultural and economic capital are not interconnected. For example, if cultural capital is institutionalized, meaning a high ranked university plays a role in defining the hierarchies, a high economic capital is also needed to be able to afford attending the said institution. Moreover, symbolic capital could also surface from this interaction. The majority of society views high ranking universities as something out of their touch, thus, they offer respect and power to people who got in. Having prestige and power usually means being part of more groups, having more interactions with people. This implies that ones social capital is higher. In conclusion, Bourdieus theories covered most of the components of society. These components interact and form subsystems which, glued together, give rise to the unified society. Social illusion gives people reason and a story to continue. With the use of all different forms of capital, people draw boundaries between them, differentiate themselves from the crowd. But still, society maintains the control through habitus, the norms everyone follows unconsciously. And given that humans are social creatures, they need to interact; Bourdieu presented the fields, which represents the subsystem that allows people to express themselves, to show their dispositions and continue playing their role.

Effects Of Warm Up In Learning Second Language

Effects Of Warm Up In Learning Second Language The Effects of Warm up in Learning Second Language Abstract One of the ways to learn the language better is having a good warm up activity. This paper aims to investigate the effects of warm up as a class room activity in learning second language. It is going to have a critical study, and over view of some books and essays about this activity. This paper attends to provide the definition of warm up as an activity before the lesson. Then, it is going to discover that how could warm up affect the learning process? It is probably going to find that having a good warm up activity helps students to set for the new lesson. Key words: Warm up activity, second language, learning process Introduction Warm up is one of the good methods for ESL students to learn the second language better. This paper introduces the concept of warm up as an activity which attracts students attention and helps them to focus on the topic. Literary review An interesting way of starting a lesson could be using activities called warm-up activities or ice-breakers (Robertson Acklam, 2000). Teacher could start warm up activity by using some games, asking questions and having discussions which all should be related to the topic or lesson. A warm up activity could help a teacher to recognize the different types of students learning style. According to CÃ ¡rdenas (2001), Students learn best when they can address knowledge in ways that they trust. They will learn best through doing rather than reflecting. Therefore, teacher could use different styles like play, demonstration, discussion, and totally we could say by action. A warm up activity helps students to put aside any distractions which are in their mind and focus on topic, and it helps ESL students to think in target language. According to Peterson (2010), Beginning your lesson plans with a five minute warm up can serve to focus your students on the topic, open up creative thinking and help to apply the learning in new ways. Purpose of the study This paper assesses the impact of warm up on ESL students and aims to examine the effects of this activity on the learning process. It is going to examine these questions: 1) what are the effects of warm up activity? , and 2) how could warm up affect the learning process? Which offers two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. Therefore, this paper is going to explore the answers of these two questions and then it will discover which hypotheses are right. Method In advance this paper mentions two questions which are going to explain in this section. This paper by using critical review about warm up provides the following answers to these questions; 1) What are the effects of warm up activity? This paper propounds five important effects for warm up which are explained below. 1) Create a friendly environment. A brief warm up activity can build a relationship between the students and the learning materials (Hasan Akhand, 2013).Warm up works as an ice breaker; it helps students to be comfortable with the environment and their classmates. 2) Attract students attention. Walqui (2006) states, by focusing students attention on the main ideas, teacher first prepares the students for engaging them in interactive tasks to practice (p.169). A five or ten minute warm up attracts the students attention toward the lesson and besides being physically in the class it helps them being mentally in the classroom, too. 3) Activate the students background knowledge. Rumelhart (1980) states, we comprehend something only when we can relate it to something we already know-only when we can relate the new experience to an existing knowledge structure (as cited in Carrell, 1983, p.82). Students might forget the things which they have learned from the last class or session. Hence, a warm up activity could activate their background knowledge; things they already know or learned. 4) Think in English and focus on the topic. Kay (1995) claims that warm ups are different types of activities which help the students begin to think in English, review previously introduced materials and become interested in the lesson (as cited in Velandia, 2008, p. 11). A warm up activity could help ESL students to start thinking in second language and forget any distractions and focus on the new topic or lesson. 5) Increase students participation. Warm-up activities like joke, game, and puzzle establish a positive learning environment and make the students comfortable to participate in the classroom (Joshi, 2006). When a teacher uses warm up, because of its enjoyable and interesting feature, students attends to participate or take place in that activity. Students like to be involved in such an amazing warm up activity; it builds a sense of community inside them. Now this paper answers the second question which is: 2) How could warm up affect the learning process? Learning process is facilitated through building a positive relationship with the students. A fun or interesting class largely depends on the teachers as their personality and teaching method motivate the students to raise a positive attitude towards learning (Krishnan Hoon, 2002). Because of all those effects that warm up activity has on ESL students, it is obvious that warm up task could affect the learning process, too. Following is a diagram which displays the effects of warm up task briefly. Diagram: effects of warm up activity Discussion/conclusion This paper, in the purpose of the study, states two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. The first one is acceptable because it is correct and actual, but the second one is reject able because it could help students to put away any distractions but when we use warm up activity, it is a review of what they learned. Hence, they could not forget whatever they learned. In sum up, this paper gets to the point that warm up activity is the best way for thinking in target language, setting for the new lesson, focusing on the topic, and attracting the attention. Therefore, it should be short, interesting, related to the topic, and be at the students level or slightly above (i+1) to have their effect in learning the second language. References Akther, A. (2014). Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from http://dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf?sequence=1 Hasan, M. K., Akhand, M. M. (2013). Strategies for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 (2), 1-14. Retrieved from http://www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf Pakdel Estaikhbijari, Z. Khodareza, M. (2012). The Effects of Warm-up Tasks on the Iranian EFL Students Writing Ability. Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636 Peterson, D. (2010). Warm-Up Exercises. [Online] Available: http:// www.TeachingJobs.com (September 17, 2010) Velandia, R. (2008). The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from http://www.redalyc.org/pdf/1692/169214143002.pdf Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9 (2), 159- 180. Retrieved from http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf Joshi, M. (2006). Diversity in Lecture-Delivery. Journal of NELTA, 11 (1-2), 1-151. Retrieved from http://nelta.org.np/uploads/files/2006.pdf Krishnan, L. A., Hoon, L. H. (2002). Diaries: listening to ‘voices’ from the multicultural classroom. ELT Journal, 56 (3), 227-239. Retrieved from http://eltj.oxfordjournals.org/content/56/3/227.full.pdf+html?sid=c6d03ada-4f81-4786- 819c-78335f7f594a CÃ ¡rdenas, M. L. (2001). Responding to Childrens Learning Styles. How, 8, 17-22. Robertson, C., Acklam, R. (2000). Action Plan for Teachers a guide to teaching English. London, UK: BBC World Service. Kay, C. (1995). Scott Foresman English series. Baltimore, Maryland: Scott Foresman. Carrell, P. L. (1983). Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign language, 1 (2), 81-92. Retrieved from http://nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

A comparison between Roald Dahls Lamb to the slaughter and Sir Arthur Conan Doyles The Speckled Band :: English Literature

A comparison between Roald Dahl's Lamb to the slaughter and Sir Arthur Conan Doyle's The Speckled Band Murder Mystery Coursework - A comparison between Roald Dahl's "Lamb to the slaughter" and Sir Arthur Conan Doyle's "The Speckled Band For my Murder Mystery Coursework I am going to be comparing two Murder Mystery stories, "The Speckled Band," and "Lamb to the Slaughter" "Lamb to the Slaughter" was written by Roald Dahl. Roald Dahl is best known for writing children's books, such as "Charlie and the Chocolate Factory," "The Twits," and "James and the Giant Peach." Roald Dahl was born in Llandaff, Wales in 1916 and lived until 1990. Dahl was also an author of series short stories for adults, which were later made into a TV series. His stories were so popular because they were unusual. They were called "Tales From The Unexpected." One of Dahl's more popular short fiction stories for adults is "Lamb to the Slaughter." I am going to be using this story in my comparison against another Murder Mystery called "Speckled Band" by Sir Arthur Conan Doyle. Sir Arthur Conan Doyle is best known for his Sherlock Holmes stories. Although he did many more, these proved to be the most popular to this very day. Sir Arthur Conan Doyle was born in Edinburgh in 1859 and lived until 1930. The time in which Sir Conan Doyle lived, had a great influence on his work. Doyle served in the South African Wars as a doctor. This influenced him because when he returned to England he wrote "The Boer War," and "The War in South Africa: Its Causes and Conduct" which justified England's participation. For these works he was knighted in 1902. During World War I he wrote the "History of British Campaign in France," and "Flanders" as a tribute to British bravery. One of Doyle's famous Sherlock Holmes story is "The Speckled Band." This is the murder Mystery I am using to compare to Roald Dahl's "Lamb to the Slaughter" Murder Mysteries are stories that are written to intrigue you, make you wonder who has done it. They certainly live up to the title "Murder Mystery" because there is a murder and you have to find out who has done it. Typically a murderer is male, looks shifty, and has a motive that you don't find out until the end. You usually are told the story through the eyes of an inspector. They survey the evidence, but you do not always see what they do.

1991: An Amazing Year! :: The Year 1991

History is replete with examples of the rise and fall of once great empires. December 1991 saw the end of a two super power world with the fall of the Soviet Union. In December, â€Å"as the world watched in amazement, the Soviet Union disintegrated into fifteen separate countries† (Cold War Museum). The United States was overjoyed as its enemy was, â€Å"brought to its knees, thereby ending the Cold War which had hovered over these two superpowers since the end of World War II† (Cold War Museum). The split of the Soviet Union made extremely large transformations in the world’s political and economic situation, which resulted in a reduction of global nuclear weapons, world economic cooperation, and the commercialization of once classified military technology. In Moscow on July 31, 1991, President Bush and Gorbashev, the leader of the Soviet Union, signed the START treaty to reduce nuclear weapons on both sides to 6,000—which was a 30-percent reduction of the previous amount being used. This was the first large-scale reduction of nuclear weapons in the history of the Cold War. As a result of this treaty, â€Å"The dangerous category of missiles with multiple independently targeted warheads (MIRVs) was reduced by half† (End of the Cold War). On December 25, 1991, Gorbachev resigned from presidency and the Soviet Union was officially broken up. All the former, â€Å"dependent republics within the old USSR proclaimed their independence, secured international recognition, and were admitted to the United Nations† (End of the Cold War). As a result of the strong working relationship between President Bush and Michael Gorbashev, as well as the relationship between Baker, the Secretary of State, and Foreign Minister Shevardna dze, the Soviet Union began to drastically reduce its military spending. This cooperation between Gorbashev and the West led to a backlash by the Soviet military and resulted in a failed coup attempt, which ended Gorbashev’s rule and resulted in the final collapse of the Soviet Union. Russia, no longer the Soviet Union, was now under a new leadership. Boris Yeltsin became the head of Russian republic and continued to integrate with the Western world. Russia took over the permanent seat on the United Nations Security Council and was invited to join the G-7 gathering of the world’s largest economic powers, therefore making it the G-8. This created a level of cooperation and communication between the two countries that did not exist during the Cold War.

Out of Kansas :: Personal Narrative Papers

Out of Kansas I find it on the high bookshelf—Maus: A Survivor’s Tale. I’ve heard about it. It’s about the Holocaust. Mice play the Jews, and cats play the German Nazis. I understand it already. Cats are predators to mice. That’s easy enough. I start reading. The Polish people are pigs. Wait a minute, I don’t get it. Why are they pigs? I’m getting confused. I want to give up. Instead, I pick it up and start again. We begin as moody troubleshooters: we see a puzzle piece that doesn’t fit—we either chop off a corner or throw the thing away. What is a stereotype besides a way of grouping things in order to understand them in a complete and perfectly organized way? To say that something didn’t fit would be an admission that we are unsure of the world we are living in—a frightening thought. Further, we are often conditioned through art to recognize these stereotypes without thought and to react identically as a community—a means of creating and controlling an ideal society. Theater theorist and playwright Bertolt Brecht says of European theater, â€Å"It is well known that contact between audience and stage is normally made on the basis of empathy† (136). The goal is often to make audiences identify with the characters and the stories so that they will reach a natural state of controlled catharsis at the end. Many audiences have thus learned to expect and enjoy such a style. Audiences seek art that will pick them up and pull them along for the entire ride. Underground comic, illustrator, and magazine editor Art Spiegelman meets that desire in his novel-sized comic Maus. Spiegelman describes his work: â€Å"The goal was to get people moving forward, to get my eye and thought organized enough so that one could relatively, seamlessly, be able to become absorbed in the narrative† (Jun 10). A story that absorbs the audience into its own unslowing whirlwind sounds a lot like Brecht’s description of the cathartic theater of control. However, Spiegelman’s works haven’t always had the same goal. In his early career, the question that motivated his art was, â€Å"How many obstacles could you put in somebody’s path before the reader just caved in and couldn’t handle it anymore?† (Juno, 8). The goal was to stilt catharsis—to kill it in its tracks in order to provoke active thought. I read his 1972 comic strip à ¢â‚¬Å"Skinless Perkins.

Essay About Me, Planning and Career Essay

Born and name Nur Shahiera Binti Nor Adnan , I am the only daughter of Nor Adnan bin Mohd Nor and Azar binti Kamaluddin. I was born on 2nd May 1995 in Pahang. I am the eldest sister and also the only girl among six siblings. I stayed with family in Kuantan, is the state capital of Pahang. My father a business man and my mother a clerk in the department of works at Kuantan. I am from a humble. I was receiving early education at Tabika Kemas Kampung Cherok Paloh when at the age of 3 years up to 5 years old. After that, my parents transferred at Pra Sekolah Kebangsaan Cherok Paloh which does away with my home. I started my primary education at Sekolah Kebangsaan Cherok Paloh, is the school is located far from the city from 7 years old until 12 years old. During the year 2007, I took the UPSR examination and I passed with flying colours to score 3A 2B’s. I furthered my lower secondary education at SMK Sungai Soi, Kuantan and in the year 2008. This school made me independent and adaptable when I was given the responsibilities to become school prefect. When I was form one, I’ve been listed as one of the best student after I got 8A’s in first exam. The excellent results did not last to form 3 when my PMR results is so bad and I’ve 1A 6B with 1C. When I was in Form 4 and I was so active in co-curricular activities. I have represented the school in netball competition up to the district town. Besides, I also represent the school in competitions Quran recitation ceremony and won third place. I was also able to beat the students of Al Ihsan School of Religion. I’m so excited and happy with some successful. when I was being increased 5 I moved to SMK Ubai because the instruction out due to the results of the examination at the end of Form 4 so badly. I took my SPM examination in the year 2012 and as the result, I got 2A1B3C2E1G. I tried to mantain in some subjects but I failed. I failed checkers additional mathematics and simply pass in chemistry and physics. I highly regret this decision and make my parents disappointed. I as eldest daughter should show good results for my brothers. After school I was asked to participate in the group’s first Pusat Latihan Khidmat Negara at Kem Cahaya Gemilang Cherating, Kuantan. in PLKN I can learn to be a responsible citizen of the country. There also I was able to learn and recognize yourself in more detail. Besides that I also get to know the attitudes of students can excel in further education and to train yourself to be able to work in management. I  received offers from many colleges, but I’m only interested in a field which is at Poly-Tech Mara College of accounts field but my parents do not agree in their field so I suggest that in the field of human resource management. I finally received and have been filling out forms. I love my subjects of Geography Form 1 yet, so I’m trying to find a fi eld that is quite similar to the subjects. I’m interested to know the human population and the environment. So I chose Human Resource Management at Kolej Poly-Tech Mara in Kuantan. The Diploma in Human Capital Management focuses on core competencies, which integrates organization development and human resource content with an emphasis on strategic human capital and development. The programme offers combination of theory and practice which enables students to evaluate the ideas and relate them to the activities that take place in organizations. The programme also will equip students with the necessary skills to enter the market in the area of commerce, banking and manufacturing. I hope I can be a minister of human resources later like Dato Dr. S. Subramaniam. I plan to develop a workforce that is productive, informative, disciplined, caring and responsive to changing labor environment towards enhancing economic growth and increasing employment opportunities. in addition to developing a skilled workforce, knowledgeable and competitive in a harmonious industrial relations environment and social justice. Based on my recommendation, I must study more diligently in this area so that I can achieve my ambitions as an officer of the ministry of human resources. Managing international relations in the field of labor administration, technical cooperation in matters of labor and human resource development is one of the tasks and responsibilities of the ministry of human resources. I hope none of this corruption in the management. I wish and set a high hope that one day I will be able to be a minister of human resources. This is all about me, my education and career planning if I took human resource management as my primary choice to further my study. Despite of deep interest in this field, human resource management also serve a lot of golden opportunity in Malaysia, especially in the future. This job is not only about making money, but also mainly about how to improve my race level in this modernity lives. As this field is less monopolized by the Malay bumiputras, I think I’ve had the responsibility to help my own people. I will surely do anything to achieve my goals. Moreover, dentistry will be one  of rewarding career and surely people will start to look for a chance to get to know more about it.