Bend It Like Beckham Review

The title of the movie that was instructed to me to write a movie review is bind It Like Beckman,'I a genial ethnic sports comedy directed by Grinder Chad. â€Å"Bend It Like Beckman† is a British film co-funded with Germany. It was released in the UK in 2002 and in the United States in March 2003. It turned out to be one of the surprise hits of 2002, making over Ell million at the UK box office, while also proving popular with American and European audiences. Beckman is David Beckman, star of the Manchester United soccer am (and the husband of one of the Spice Girls).The observation â€Å"nobody bends it like Beckman,† from which the title derives, apparently refers to his ability to curve the ball past the opposing goalkeeper. The story centers around eighteen-year-old Jess, a hardworking Indian girl who loves British soccer star David Beckman and Jules, an English girl who befriends Jess after she observes her running circles around a group of strapping young men pla ying soccer in the park. Jess comes from a very strict Indian family where gender roles are clearly defined. Women are expected to learn to cook and are for their husbands, who are, of course, expected to be the sole breadwinners.This might be fine for Jess' older sister Pinky, however Jess has a dramatically different vision of her own future, and it doesn't entail settling down and cooking the perfect chapatti. More than anything, she wants to join her idol on the football pitch, but her parents will never accept a football player for a daughter. Jess sees herself as a female version of her hero, David Beckman, competing in soccer rather than cooking for an acceptable Indian man as tradition dictates. So Jess is forced to hide her passion from her loved nest, even her sister Pinky, who is about to be married to her long-term boyfriend Teeth.Jess is then secretly joins Jules' competitive women's soccer team which is the Winslow Harriers and is forced to lead a double life in order to not disappoint her parents and still play the sport for which she lives and breathes. Sneaking out to practice and traveling with the team to tournaments puts a strain on her home life. She has to lie to justify her absence from home. To complicate matters, she finds herself falling for her soccer coach. Jess is the main character in the film. She tries to be a good girl for her other and father but can't help sneaking Off to play football.While Jess has to lie and sneak around a lot, her rebellious streak is not aimed to hurt her parents. Jess' dream is to play football professionally, at the beginning of the movie it was just a dream, but when she was invited on a proper team and started to see herself as a proper player, her dream started to become her goal. Jess has always been very strong and determined in the movie, except over time she becomes more determined, and even stronger. We see Jess talking to Beckman at the beginning of the movie, and as she grows and tauter, she finds out she can have trust in other people.She finds Jules and Joe who she feels she can confide in and talk freely to. Jess also gains more confidence as she progresses through the movie, at fritterers would never dream of confronting her parents like she did at the end of the firm. Joe, Jules, Tony and her whole football team support her in her goals and she gathers up more and more courage and self-esteem. A great example of her self- esteem gain is when Jess at first does not want to show her scar to the world, she hides it away and will not go onto the field in her shorts because everyone will see it.Joe talks to Jess and they bond over their injuries, this makes Jess feel more comfortable with herself and realize that she may not be the only one and when she is on the field, no one will care. By the end of the movie, Jess is able to stand up for herself, share her Opinion and feel confident about herself. Bend it like Beckman is and overall a good firm and an excellent movie for everyone to watch although it is lacking in plot and dialogue. It has a warm feel good message of girl power and breaking traditional barriers but it is predictable in its storyline.One thing that was a great asset to the film was the colorful Punjabi culture and ceremonies. Some may say ‘it's just a movie' but I know from personal experience that millions of youth face difficulties in choosing cultures when living amongst two different ones. From this movie, the moral values that I've learn is firstly, respect. Jess was never disrespectful to her parents. On the other hand, it was her parents who were being disrespectful to her. They didn't look at her for who she was, instead they only saw who they wanted her to be. The second moral value that learned from this movie is caring.Jesses parents made mistake in their attempts to parent their children, but they also had real strength. The strength was their basic and strong love for Jess. The problem was that they didn't loo k at who Jess had become. They saw her as they wanted her to be. This caused Jess to deceive them but didn't do her any real damage because, before it was too late, they saw what was important to their daughter and changed their position. Had they not done this, Jess would have had to choose between her relationship with her parents and her dream to be a football player. That would have really damage their relationship.

Christian Education Essay

I. The Definition of Education 1. We affirm that in its most basic meaning, education is the triune God teaching His truth to mankind. (Genesis 1:27-31; Psalms 19:1-9; 94:8,9; John 1:1-9). We deny that education is solely mental or physical activity associated with learning the thoughts and experiences of other human beings. (Psalm 119:99). 2. We affirm that education is the action or process by which a person comes to know and use God’s truth, and the education is learning to think God’s thoughts after Him and to see things as He sees them. (Isaiah 55:8,9; John 5:19,20). We deny that education is merely the action or process by which a person acquires knowledge or skills. 3. We affirm that education is lifelong and that it incorporates every thought, experience, and activity of man. (Deuteronomy 6:7-12; 11:18-20; Isaiah 29:24; Matthew 9:13; 24:32; Mark 13:28; 1 Corinthians 4:6; 14:31). We deny that education is confined to formal schooling in traditional classroom settings or to tutorial relationshi ps. (Matthew 5:1-48; 6:1-34; 7:1-29; 11:29) II. The Purpose of Education 4. We affirm that the purpose of education is both to reveal God and to bring students into conformity with His revealed will. (Luke 24:27; John 7:17; 14:21, 23,24). We deny that the sole purpose of education is to accomplish human perfection and understanding of the material world. 5. We affirm that the ultimate goal of education should be to orient human beings Biblically toward the knowledge of God, humanity, and the rest of God’s creation, in order to prepare them to take their places in family, Church, and society to the glory of God and in the service of Christ’s Kingdom and their fellowman. (2 Kings 22:8-23:26; Malachi 4:4-6; Matthew 20:26-28; Acts 16:30-34). We deny that the ultimate purpose of education should be human self-development and self-fulfillment. (Acts 2:37-47). III. The Nature and Role of God in Education 6. We affirm that God is the Creator and Sustainer of all things and is the Source of all truth. (Genesis 1:1-27; Psalm 55:22; 119:151; 121:1-8). We deny that human beings, society, or the external world are sources of truth in and of themselves. (Psalm 14:1). 7. We affirm that God created, sustains, and will consummate all things through His Son, the Lord Jesus Christ. Therefore, education must focus on the Person of Jesus Christ. (Hebrews 1:3; Colossians 1:15-17). We deny that â€Å"education† that omits reference to Jesus’ role in this world is education at all. (John 14:6). 8. We affirm that the Holy Spirit of God teaches and enlightens every believer in Jesus Christ and leads that person into all truth. (John 14:26; 15:26; 16:13).We deny that human beings can find or understand all truth through human effort alone. (Romans 3:11,12) 9. We affirm that the existing personal God has communicated truth to all mankind through personal revelation of Himself in Jesus Christ and through propositional, verbalized revelation of Himself in the Old and New Testaments of the Bible. (Genesis 15:1; 17:1; Exodus 3:2-15; Isaiah 6:1-8; Mark 9:7; Luke 3:22; 24:27; John 1:1,2; 12:28; Acts 9:4,5; Hebrews 1:2,3). We deny that the individual person is capable of learning all truth from within himself or from human teachers and secular learning materials. (John 7:15,16; 1 Timothy 6:3-5) IV. The Nature of Truth and Reality in Education 10. We affirm that truth is what is known to God about Himself and all of His creation, and that it is absolute, eternal, and objective. (Deuteronomy 32:4; Psalms 25:10; 57:3; 119:142,151). We deny that truth is solely what is known to one or more individuals or to mankind collectively, and that is relative, temporal, or subjective. (Romans 1:25; 3:3,4; 2 Thessalonians 2:9-12) 11. We affirm that the existing, personal-infinite God has chosen to reveal truth to us both through special revelation, which is communicated to us by means of the Bible and God’s Son, Jesus Christ, and through general revelation, which is communicated to us by means of His rational and nonrational creation; and that education should entail the pursuit of learning, which is derived from all of these sources of revelation. (Genesis 1:28; 2:19,20; Daniel 4:37; John 1:14,17; 14:6; 2 Timothy 3:16,17; Hebrews 1:1,2). We deny that truth is found only in human beings, in nature, or in a combination of the two, and that a person’s sole purpose in education should be to attain learning apart from God’s revelation. (I Kings 17:24; 1 John 2:27). 12. We affirm that in God’s design all of the particular elements of the universe are united into a meaningful whole; that it is one purpose of education to help learners to find relationships among these elements and, thus, to find their meaning; and that Biblical revelation is the ultimate criterion for this meaning. (Genesis 1:1-31; Psalm 19:1). We deny that the particular elements of the universe exist without rationality, order, and meaningful relationships derived from the Supreme God. (Genesis 3:1-24) 13. We affirm that true reality originates with God and is spiritual and eternal, as well as material and temporal, and that the content of education is complete when it includes all true reality. We deny that true reality originates with mankind; that it is limited to what is material and temporal; and that the content of education is complete when it is limited to the study of material reality. (I John 2:27). V. The Content of Education 14. We affirm that freedom of inquiry is central to man’s innate desire for truth, and that all truth is God’s truth. Therefore, we encourage inquiry into all fields of knowledge not forbidden in the Bible. (John 8:31,32; 2 Corinthians 3:17). We deny that public and private schools ought to restrict freedom of investigation into religion by teachers and students so long as that investigation does not interfere with the legitimate duties of teaching and learning. 15. We affirm that freedom of inquiry and academic freedom have a legitimate place in the pursuit of truth and in the framework of the learning and teaching process. (John 8:32,36). We deny that academic freedom implies the right to disobey or contradict the Scriptures as the embodiment of God’s truth in this world, or to violate a contractural agreement with an employer. (James 3:14; 5:19) 16. We affirm that all curriculum content must be integrated with and interpreted by God’s truth as revealed in the Bible. (John1:9; Romans 1:20; 2 Timothy 3:15-17). We deny that there is any real separation between secular and sacred truth, and that secular learning should be treated in isolation from God’s revealed truth. (Philippians 4:8,9). 17. We affirm that scientific investigation is a valid and necessary means of studying the universe and of discovering its orderly operation. (Genesis 1:14; Psalms 19:1,2,4,6,7,8; 104:19; Daniel 2:21; Matthew 16:2,3; Luke 21:25,26). We deny that scientific investigation is incompatible with any truth revealed in the Bible, and that science education may rightly reject or ignore all non-empirical sources of truth. (Romans 1:19,20) 18. We affirm that God is the Author of all true ethics; that true ethics is based on absolute truth and unchanging principles of right and wrong, as revealed in the Bible; that there are ethical absolutes that apply equally to all people everywhere; and that one purpose of education should be to help students to discover these unchanging Biblical standards of right and wrong and to reflect on the logical consequences of departing from these standards. (Exodus 20:1-17; Deuteronomy 7:7-11; Matthew 5:17,18; Romans 1:19,20). We deny that students should be taught that neutrality with regard to ethics is either possible or desirable in any sphere of human activity; that people can choose what is right behavior for themselves without regard to the absolute standards of moral behavior revealed in the Bible; that ethics is situational; and that ethics can properly be based on the assumption that truth and morality are relative and changing. (Deuteronomy 28:14,15; 30:8-10; Matthew 5:19,20; Romans 1:25-32; 2 Thessalonians 2:4, 10-12; 2 Timothy 3:2,70 4:3,4). VI. The Nature and Role of the Learner 19. We affirm that a human being has worth because he has been created in the image of God. (Genesis 1:27; Romans 8:29,30). We deny that a person has worth merely because he exists or because he says it is so. (Psalm 33:16; 53:1-3; Proverbs 12:15; 14:9). 20. We affirm that every human being is created in the image of God and is, therefore, in need of development in the spiritual areas of existence as well as in the intellectual and physical areas, and that true education of the whole person must include attention to all three aspects of human life. (Genesis 1:26). We deny that human beings are merely higher animals without soul or spirit, and that any education that addresses only the intellect and body, while ignoring the spiritual aspect of human beings, is appropriate to their nature. 21. We affirm that, though we are created in the image of God, because of the fall of Adam we are born sinful and need to experience salvation through the redeeming work of Jesus Christ in order to r each our full potential. (Romans 5:8,10). We deny that we are born perfect and uncorrupted, and that we are inherently good by nature and in need of education alone to achieve our highest potential and to attain a state of fulfillment. (Romans 3:10-12,23). 22. We affirm that education must include the consideration of sin as a fact of human behavior. (Acts 2:38; Romans 1:28-32; 3:23-25; 6:23). We deny that textbooks and curricula should ignore the fact of sin or rebellion against God in human behavior. (Luke 3:7,8; Romans 6:12) 23. We affirm that people who are restored to a proper relationship with God must receive instruction from the Word of God—the Bible—concerning the rights and responsibilities of this privileged position, and that providing such instruction is one of the most important responsibilities of education. (Proverbs 9:9). We deny that people can learn the rights and responsibilities of the Christian life without studying the revelation of God’s truth in the Bible. (2 Timothy 3:14,15) 24. We affirm that students have the responsibility to attend to and to apply effort to a learning task. (Proverbs 23:12; Colossians 3:23; 2 Timothy 2:15). We deny that students are absolved from cooperating with a teacher and from exercising personal effort to learn. (Proverbs 5:12,13; 6:4-11; 13:4; 20:4) VII. What Education Should Produce in Learners 25. We affirm that education ought to cultivate in students the four basic skills of cognition, communication, imagination, and valuation. (2 Corinthians 10:5; Ephesians 4:29; Philippians 4:8,9). We deny that complete education can occur without attention to these four skills. (2 Timothy 2:15,16; 3:13; 4:3,4). 26. We affirm that education ought to promote development of the learner in at least three areas, viz., spiritual and moral growth, academic growth, and personal and social development. Examples of specific results in each area follow: 26.1 In spiritual and moral growth, learners should: (Psalm 143:10; Romans 10:9; 1 Corinthians 2:16; Colossians 3:23; 1 Thessalonians 4:7; 2 Timothy 3:16) 26.1.1. consider the Bible God’s inspired Word and develop attitudes of love and respect toward it. 26.1.2. know the basic doctrines of the Bible. 26.1.3. have a desire to know and obey the will of God as revealed in the Scriptures. 26.1.4. make a decision to receive Jesus Christ as Savior and Lord. 26.1.5. develop an understanding of a Christian’s role in the Church. 26.1.6. develop the mind of Christ toward right and wrong conduct. 26.1.7. develop self-discipline and responsibility bases on submission to God and all other authority. 26.1.8. develop a Christian world view. 26.2 In academic growth, learners should: (Philippians 4:8,9; Colossians 2:23; 3:16; 2 Timothy 2:15, 3:16,17) .26.2.1. reach their full academic potential. 26.2.2. gain a thorough command of the fundamental processes used in communicating with others, such as reading, writing, speaking, and listening. 26.2.3. develop a thorough comprehension and command of science and mathematics. 26.2.4. develop an appreciation for and understanding of the humanities. 26.2.5. develop the use of good study habits. 26.2.6. pursue independent study and perform independent research. 26.2.7. be able to reason logically. 26.2.8. use critical thinking and Biblical criteria for evaluation. 26.2.9. develop good citizenship through understanding and appreciating the Christian basis of freedom, human dignity, and acceptance of authority. 26.2.10. develop understanding of and appreciation for God’s world and man’s responsibility to use and preserve it properly. 26.2.11. develop an appreciation of the fine arts through study and personal expression. 26.2.12. develop physical skill and coordination through participation in physical education and athletic activities 26.3. In personal and social development, learners should: (Isaiah 54:13,14; Matthew 6:19-21; 19:4-6; John 13:34, 35; Romans 8:14-17,31,32; 1 Corinthians 6:13,15,19,20; 7:10-16; 9:27; Ephesians 1:3-6; 5:15,16,22-33; 6:1-4; Colossians 2:10; 1 Thessalonians 4:8-12; 2 Thessalonians 3:10-13; 1 Timothy 6:10,17; Hebrews 13:5) 26.3.1. develop a healthy personality based on properly understanding and accepting themselves as unique individuals created in the image of God. 26.3.2. learn to respect others because they are also made in God’s image. 26.3.3. become contributing members of society, realizing the interdependence of one person on another. 26.3.4. appreciate time as a God-given commodity and the individual’s responsibility for using it effectively. 26.3.5. develop a Biblical view of work and the prerequisite attitudes and skills for success in employment. 26.3.6. develop Biblical attitudes toward marriage and the family. 26.3.7. develop physical fitness, good health habi ts, and wise use of the body as the temple of God.26.3.8. develop a Biblical attitude toward material things. VII. The Nature and Role of the Teacher 27. We affirm that a teacher is a presenter of God’s truth and a guide to its discovery by students through the ministry of God’s Holy Spirit. (Isaiah 30:20,21; Jeremiah 3:15; 1 Corinthians 12:4-11,28-31; Colossians 1:28,29). We deny that any teacher can, without the cooperation of the Holy Spirit, guide others adequately to an understanding of God’s truth. 28. We affirm that a teacher who is a good example in the spiritual realm must consciously and deliberately have accepted Jesus Christ as personal Savior and Lord. (1 Timothy 4:11,12). We deny that a teacher who denies Jesus Christ as personal Savior and Lord can be a suitable example in spiritual matters. (2 Timothy 3:5-7). 29. We affirm that a teacher is one who models the learning process by being a seeker of God’s truth as revealed in the Bible and by applying that truth to his own life. (Ezra 7:10; Jeremiah 29:13; Luke 6:40). We deny that a teacher should avoid seeking God’s truth or should seek the truth solely in ways others than through the Bible and a personal relationship with Jesus Christ and God the Father. 30. We affirm that teachers must know the content or subject matter to be taught. (Luke 4:4,8,12,16-22; 1 Timothy 6:2-5). We deny that it is possible to teach adequately without a thorough knowledge of the subject matter to be learned by students. (1 Timothy 1:7; 2 Timothy 2:1,2). 31. We affirm that teachers must create conditions that result in learners’ desire to learn. (Luke 2:46,47,49,52). We deny that it is possible to produce adequate learning in students who are not motivated to learn. (Proverbs 5:12,13,22,23) 32. We affirm that verbal communication used by teachers must be understood by and have the same meaning for both teachers and learners. (Ephesians 4:29; 2 Timothy 1:13). We deny that it is possible for teachers to produce adequate learning in students when they use language or ideas outside students’ daily life and language. (Ephesians 4:29) 33. We affirm that teachers must teach what is unknown through what is already known by learners. (Mark 11:12-14,20-24). We deny that it is possible for learners to learn adequately that which is not based on previous learning or experien ce. (Matthew 6:26-31). 34. We affirm that teachers should give students the opportunity to produce in their own minds the ideas or truths, and to become skillful at performing for themselves the acts or skills, to be learned. (Luke 9:1,2,6; 10:1,9,17). We deny that teachers should require students to acquire knowledge or skills without encouraging original thinking and applications of what they learn to other situations. 35. We affirm that teachers should confirm and test learning by review, repetition, and practical application, where necessary. (Luke 24:44; John 21:15-17). We deny that learning is adequately established generally by having students go once through a learning experience and then be tested for a mark or grade. (Matthew 14:15-21; 15:32-34). IX. Methodology of Education 36. We affirm that there is a variety of teaching and learning methods that may be appropriate for specific curriculum content with a particular learner or group of learners. A limited list of examples follows: 36.1. Demonstration (Matthew 6:9-15: Mark 6:41) 36.2. Involvement of students in learning (Mark 6:7-12) 36.3. Discipline and correction (Mark 11:15-17; 2 Timothy 3:15) 36.4. Discovery (Mark 14:66-72)36.5. Familiar Illustrations (Luke 6:4) 36.6. Individualized instruction (John 3:2-21; 4:5-26; Luke 19:1-8) 36.7. Lecture, formal teaching (Luke 6:20-49; 1 Timothy 4:13) 36.8. Memorization (2 Timothy 3:15) 36.9. Practice (Matthew 10; Luke chs. 9,10; 1 Timothy 5:4) 36.10. Questions and answers (Matthew 16:13-18; Luke 6:39) 36.11. Repetition (Matthew 16:21; 17:22,23; 20:18,19; 26:1) 36.12. Review (Luke 24:44) 36.13. Small group activity (Matthew 17:1-9; Mark 6:7-12; Luke 10:1-11) 36:14. Visual aids (Matthew 22:19-21; Luke 13:19) We deny that there is one teaching method that should be used consistently to the exclusion of others. 37. We affirm that learning is most effective for all learners when more than one instructional modality is used, such as visual, auditory, and kinesthetic modalities. (Matthew 14:27-33). We deny that learning is effective for all learners when one instructional modality is used exclusively. X. Responsibility for Education ROLE OF PARENTS 38. We affirm that God entrusts children to their parents for their nurture and education; that parents have both a right and a duty to raise their children in a manner consistent with Biblical standards of responsible moral conduct; and that parents have the right, therefore, to educate their own children at home or to delegate the task to schools. (Deuteronomy 4:9; 6,7; 11:19; Proverbs 6:20,21; Ephesians 6:4) We deny that civil government or any other entity has legitimate authority to supersede parents in the nurture and education of their children, and that governing agencies have legitimate authority to compel students to attend public schools. (1 Timothy 5:4)39. We affirm that parents have both a right an a duty to teach their children about biological reproduction and sexual health and morality. (Genesis 35:22; 49:4; Leviticus 20:10-21; Deuteronomy 6:6,7; 22:22-30; 23:17; Proverbs 6:20-29) We deny that civil government on any level has legitimate authority to usurp parents’ responsibility to teach children about sexuality and reproduction or to establish mandatory sex education classes for children. ROLE OF SCHOOLS 40. We affirm that it is a schools’ responsibility to assist and to cooperate closely with parents in every aspect of a student’s education. (Mark 9:17-27). We deny that schools have no responsibility to assist and to cooperate with parents in the education of their children. 41. We affirm that it is the responsibility of the schools to be sensitive to the wishes and values of parents with respect to the content and methodology of their childrens’ education. (Philippians 3:5,6). We deny that it is the right of schools to decide arbitrarily and unilaterally what values system shall be the basis for the content and methodology of their students’ education. 42. We affirm that a school is an extension of the home, existing to supplement parent’s primary responsibility to educate their children. (Ephesians 6:1-4; 1 Timothy 3:4,5). We deny that schools have the right to supplant parents’ primary responsibility to educate their children.

It’s a Wonderful Life

Frank Capra’s 1946 film It’s a Wonderful Life is considered one of the sentimental favorites of our time and a staple of the Christmas television season. The movie was considered something of a failure at the time, since it failed to earn a profit when stacked up against the expenses of filming. However, it is now recognized as one of the most important films made to date. Part of the appeal may lie in the timing – the film’s initial release came on the heels of World War II. After years of bloodshed in Europe and Asia, the sentimentality of a hopeful Christmas story might have been what resonated with the American public. (A man, suicidal and depressed on Christmas Eve, is approached by an angel for a walk through the moments of his life – the classic â€Å"darkest before dawn† theme that has always struck a chord with audiences may have been especially poignant after the end finally came in the long war. Though the movie might have been considered a flop at the time, the small moments of beauty have helped it become an enduring classic, such as the little things that changed while George, the main character, was not living but busy walking down memory lane with Clarence the angel – the difference in the wind is appreciated not only by George, but by those in the audience. I would recommend this movie to friends or classmates; it is an important part of iconic cinematography and serves as both a forerunner and a counterpoint to some subsequent â€Å"modern classics†, such as American Beauty, a much more sinister film that nevertheless impresses upon its audience the importance of appreciating all the small blessings one has been given in life, no matter how dour the outlook might be at a particularly dark time. Because of its place in the collective consciousness, It’s a Wonderful Life definitely deserves a mention in the Top 25.

Internet law Essay Example | Topics and Well Written Essays - 3500 words

Internet law - Essay Example Jurisdiction remains largely an issue with regards to internet transaction because of the intrinsic characteristics of the internet and those who uses it5. The European Union recognizing the borderless nature of internet commerce that may affect its member nations have created a body of law through the European Economic Area. Ratified and agreed on in May 1997 the European Union directive6 has provided a framework for trade in order for member states to enact similar laws that would complement the laws enacted by other European Union members that would address in part e-commerce or transactions consummated over the internet. The caveat however is that this body of laws remain enforced and effective within the European Economic Area only. For its part the United Kingdom has enacted the Consumer Protection (Distance Selling) Regulations 20007 in response to the European Union directive that covers mail order, telephone sales and other distance selling business strategy. The regulation mandates that the seller provide its potential customers with detailed information that would include the main characteristics of the goods; the price, including any taxes and delivery costs; payment arrangements; guarantees and where to address complaints about the goods. In retrospect the provisions of the law supplements the weakness of distance selling as against actual face to face commerce8. In actual face to face commerce, the buyer has the luxury of inspecting the product up close and personal. The buyer in these instances also has the benefit of taking possession of the item after he has paid all that is required to gain ownership of the item. In internet transaction or e-commerce the actual possession of the item being bought except for some items will take days if not months after the buyer has paid what is due the seller9. The following are the protected rights of e-consumers under the distance selling regulation for sellers and buyers that are both within the jurisdicti on of the European Economic Area. Unless otherwise agreed the sale and delivery of goods should be completed within thirty days. If in case the goods ordered are not available, e-consumers have the right to a refund provided that it is done within thirty days. E-consumers are also entitled to return goods within seven days from receipt and refund less the cost of carriage for items within limits10. It should be noted however that there are exceptions to this rule normally perishable goods, custom-made-goods and dated goods such as journals and publications are exempt for refund. Buyers also have the right to cancel payments for goods that have been ordered through fraud. The logic of this provision is to protect the interest of both seller and buyer in cases where losses are likely to occur because items are either unique that no other buyer will get it or items have become useless due to spoilage11. Due to the increased efficiency and convenience experienced in using the internet t o transact business more and more people gravitates towards this mode of commerce because of the ease and comfort it provides its users. The drawback however of internet transaction is the increased risk for fraud and the difficulty of recovering the money used in the transaction not to mention the prosecution of the culprits responsible12. Thus, the government fully supported an accreditation scheme for internet traders named â€Å"

Information Based Decision Making Essay Example | Topics and Well Written Essays - 2500 words

Information Based Decision Making - Essay Example In general a decision is made depending on the situation and the issue. The decision made cannot be favorable for everyone in all circumstances. It may lead to improvement or adverse effects on the situation. The information from the concerned department is the important part of decision making process. A decision is made only after collecting the relevant information. Thus information plays a major role in any decision. As a strategic manager I should design a strategy that helps in the process of decision making. This strategy must incorporate the plans that improve the existing situation. The strategy should consist of step by step procedure. The data and information must be selected when using the information based decision making. The nature of the data is an important aspect of information based decision making. (Johnson, 2008).The decision can be made only based on the nature of data. To get the data the data source must be selected well in advance. Once the data source is selected the corresponding data can be retrieved from the specified source. The identification and selection of data involves ascertaining the nature of data, data selection criteria and analyzing the legal requirements of data collection and storage. These are outlined in the following steps. Data is generally given as an input to the corresponding information system. The raw data is processed in the system after which it is given as an output. This output is referred as the information. Data can be in the form of a text file, image, video or an audio. Hence the data can be in any format that is understandable by the respective information system. This data is processed to form complete information. Data is an abstract type of information. The data can be either quantitative or qualitative. The nature of data has gone through various phases of improvement. Due to the latest technologies and the advancements, data's nature is completely different when compared to the initial stages. The nature of the data and the information must be assessed so that the decision is made according to the nature and type of data. The type of data may also differ from one system to another. The decision will differ based on the type of data. The processed information is then analyzed after which the next step begins. Criteria for Data Selection Data selection is an important aspect of information based decision making. Data selection is done based on various criteria. The data must satisfy the criteria to enter in to the system. The data selection criter

George At Asda Brand Image and Positioning Essay

George At Asda Brand Image and Positioning - Essay Example To begin with, Asda is a chain of supermarkets in the United Kingdom that began as a subsidiary to Wal Mart 1999. In recent times, it has come to occupy the position of the second largest chain in UK after TESCO. Asda is owned by Wal Mart and it consists of 37 supermarkets, 5 Asda Living stores, 10 George Clothing Stores, and 24 depots. To this effect, it makes use of 150,000 employees in all of its 340 units. (www.wikipedia.com) With the Asda Public Campaings becoming huge successes, the chain retains a 16.8% market share as of February 2007. This is second only to TESCO which has a 31.4% share. Its closest competitor is Sainsbury which follows at 16.5%. (www.wikipedia.com) Besides promoting itself as the lowest price supermarket by remaining loyal to the Advertising Standards Agency, Asda has paid special attention to its clothing line that goes by name of George. The marketing and branding features that have been related with this brand in the last two years are as follows: The aim of this paper is to study the changes made by George clothing as far as branding and brand image are concerned, in the past two years, with a focus on measuring the success of the same. This will be studied from various aspects like conception of brand image, and others, so as to measure the same on various counts. The methodology used in this case is that of the Elaboration Likelihood... In order to become a more global brand, it has marketed its clothes in Mexico, UK, Canada, Argentina, Japan, and the US. It has launched various new categories of clothing in the past two years including lingerie, kids wear, baby wear and many others. It has retained an image of being easy to maintain besides being affordable due to its association with Asda, yet it has created a niche market of its own. It has raced ahead of Marks and Spencer's in the last two years as far as market share is concerned. (Official Website: George; http://www.george.com/company/) Methodology and Purpose Statement The aim of this paper is to study the changes made by George clothing as far as branding and brand image are concerned, in the past two years, with a focus on measuring the success of the same. This will be studied from various aspects like conception of brand image, and others, so as to measure the same on various counts. The methodology used in this case is that of the Elaboration Likelihood Model. The choice of the Elaboration likelihood Model was one that came directly from the consumer oriented characteristics of brand equity and brand knowledge. Elaboration Likelihood Model (Petty & Cacioppo 1983), for instance, identified message relevance as one of these factors. According to this model, when message relevance is high, individuals will actively process and evaluate the information in the advertisement when forming or changing attitudes. When message relevance is low, individuals will not actively process the information in the advertisement, but will instead rely on peripheral message cues to form or change attitudes. This dissertation will therefore draw on the elements of the Elaboration Likelihood Model in order to study the elements that define the nuances of

Film coursework Essay Example | Topics and Well Written Essays - 2500 words

Film coursework - Essay Example The most interesting aspect of Braudy and Cohen’s Film Theory and Criticism (6th edition), is the discussion of the female characters and their context in the Horror films (Braudy & Cohen, 2004 p36). The argument presented here is that; despite the presentation of women under a problematic image, â€Å"the audience reaction may either subvert it or undercut it† (Braudy & Cohen, 2004 p27). The idea is interesting in the sense that, the argument indicates that despite showing women as bad in the Horror film, people are not likely to buy the idea, or even if they would want to do it, they will still undermine the bad image as portrayed by the film, or at least weaken the seriousness of the bad image presented about women, in their interpretation (Storrs & Tyrrell, 2008 19). There are several reasons that can underline this argument. First, women are believed to be members of the weaker gender, according to gender stereotypes. Therefore, their image in the minds of the peop le, mostly the audience, is that of weak individuals, who are not directly confrontational and harmful, meaning that they are always subject to being dominated over by their male counterparts (Merrell, 1985 p23). This being the case, it therefore becomes very hard to convince the minds and the perception of the people that women are capable of being extremely dangerous and harmful, as could be painted by the bad image about them in the Horror movie. While it is observed and generally agreed that women are capable of many things, including being evil and capable of causing harm to others, it is still not convincing that they are extremely harmful, to the extent of fitting into the bad image portrayed in the Horror movies (Eberwein, 1979 p44). Therefore, people will tend to either undermine the bad image that is portrayed of them, or at least weaken its seriousness. Secondly, the feminine notion has always painted women as the victims, rather than the culprits or the oppressors (Barsa m, 1976 p12). This makes it extremely difficult to persuade the minds of the audience that women are capable of causing the extreme harm associated with horror films, since such is expected to have them as the victims. Therefore, any portrayal to the contrary cannot easily persuade the mind of the audience (Andrew, 1989 p37). Despite the Braudy and Cohen’s argument being crafted back in the year 2004, it has its true applicability well beyond the foreseeable future. To conclude, a question arises; what can the future Horror film makers learn from the Braudy and Cohen’s theory, regarding women’s role in the horror film? The future convincing power of the Horror film is locked in the portrayal of women as the victims, and not the contrary. Piece of Work Two: The scene Analysis In this analysis, through applying the semiotic theory, I shall analyze the post wedding scene in the Me, Myself & Irene (2000) film, where Charlie (Jim Carrey), has just wedded Layla (Trayl or Howard), in a wedding ceremony attended by his colleagues, who are state police officers of Rhodes Island (Jacobs, Farrelly, Cerrone, Farrelly & Carrey, 2000 p68). After their marriage, Charlie and Layla are ferried in a limousine by a dwarf black American driver, Shonte (Tony Cox), who is offended by Charlie’

US Economy with Mexican Immigrants Essay Example | Topics and Well Written Essays - 1500 words

US Economy with Mexican Immigrants - Essay Example It is estimated that the country’s nominal GDP was nearly $14.7 trillion in 2010 and this figure constitutes almost a quarter of global nominal GDP. A high level of output per capita is another prominent feature of the US economy. The US economy normally maintains a stable GDP growth rate and a low unemployment rate. Approximately 30% of the world’s millionaire population resides in the United States. Over the last decade, Mexican immigration to the United States has increased considerably. In contrast, as compared to non-Mexicans, Mexican immigrants get citizenship and employment in the United States at a slower rate. Many hold the view that Mexican migration to the United States has adversely affected the working conditions of lower-skilled workers who had already resided in the country. Immigration history Borjas reflects that the number of legal immigrants permitted in the United States increased notably from 2.5 million in 1950s to 9.1 million in the 1990s during the past few decades; and at the same time, there was also a considerable increase in the volume of illegal immigrant population in the United States (2). The Immigration Reform and Control Act (IRCA) 1986 was a milestone in the US immigration history as it granted amnesty to roughly three million illegal immigrants present i n the nation. According to Borjas, the size of illegal immigrant population in the United States rose to 5 million by 1996 and eventually to 10.3 million by 2004 despite higher levels of border enforcement (2). The marked increase in the size of immigrant population over the past few decades can be directly attributed to the US immigration policy changes. Mexican population also played a crucial role in raising the size of the immigrant population in the United States. Studies show that there was an average of 30,000 legal Mexican immigrants migrated to US each year during 1950s and this figure represented 12 percent of the immigration flow. In the beginning of 1990s, the average number of legal Mexicans immigrants to the United States increased to 225,000; this population size constituted 25 percent of US immigration flow. The illegal Mexican immigrants in the United States also largely increased during this period. In 2004, the population of Mexican-born persons illegally residing in the United States constituted 57 percent of the total illegal population in US that time. In addition, data indicated that around 400,000 Mexican immigrants (both legal and illegal) entered the United States each year during the 1990s (Borjas, 2007,). Policy changes According to Borjas, Mexican immigrant workers dominated agriculture and many nonagricultural sectors in the United States. Approximately, immigrant workers from Mexico constituted 3.5 percent of US labor force. A study conducted by the National Agricultural Worker Survey (NAWS) reflects that 77 percent of the US farmworkers were Mexican-born during the period 1997-1998 (Borjas, 269). This situation affected the United States since the increased immigration from Mexico threatened the livelihood of US native workers. Hence, in order to prevent the increased immigration flow from Mexico, the US government brought certain immigration policy changes. Mainly, US government passed the Immigration Reform and Control Act of 1986 (IRCA) in order to regulate the growing size of illegal immigrants to the country especially from Mexico. As per the provisions of the Act, the government would legalize the illegal immigration before 1st January 1982 and offer

African Americans as the Vulnerable Population Term Paper

African Americans as the Vulnerable Population - Term Paper Example Within the United States, racial segregation often implied the physical separation together with provision of separate services or facilities (mostly during the era of Jim Crow), although it could also refer to other distinct racial discrimination manifestations. For at least two hundred years before the beginning of the civil war, slavery is said to have existed within America. However, after this war, things moved from bad to worse for the black community. The southern part of America, especially, felt that they actually needed to move with speed and come up with legislation that would restrict the movement and association of blacks with other majority races. The former confederates, southern legislatures opted to pass laws popularly regarded as black codes, which immensely limited the blacks’ rights and subsequently segregated them from the white community. There had been no need for separating blacks and whites since approximately 95% of the blacks had been salves. However, they were still separated at taverns, theatres, schools and other social places. The blacks, therefore, witnessed a series of segregation tendencies from their white counterparts and with time, they got to adopt the situation. It is with this regard that congress swiftly moved to respond to this legislation in 1866 and managed to seize the responsibility of remaking the south. The Republican group demanded that the remaking of the south be marked by the viability of freed blacks in the society (John, 1997). By 1868, most of the laws, which happened to discriminate against the blacks, were effectively repealed.

AN INVESTIGATION INTO THE EFFECTS OF HEAVY METAL IONS (LEAD ION AND Coursework

AN INVESTIGATION INTO THE EFFECTS OF HEAVY METAL IONS (LEAD ION AND MERCURY ION) ON THE ACTION OT TRYPSIN ENZYME - Coursework Example The above observation will get into the discussion in association with the dissociation of Mercury Nitrate and the lead Nitrate. The above observations might also be explained in terms some complex reactions which do involving the enzyme trypsin and metal ions. RESEARCH AND RATIONAL Enzymes are biological catalyst made up of proteins, they speed up the rate of chemical reactions by lowering the activation energy hence providing an alternative pathway (fig.1). Enzymes remain unchanged at the end of a reaction. They are classified as globular proteins, they are made up of polypeptide chains which coil and or fold up to give a 3D structure which determines the shape of the enzyme and hence, the shape of the active site. http://tfscientist.hubpages.com/hub/what-are-enzymes-where-do-they-work Figure 1http://www.biologyguide.net/unit1/2_enzymes.htm All enzymes have an active site, in 1814 Emil Fischer proposed the lock and key model. According to this theory, the substrate fits perfe ctly into the enzymes active site hence forming an enzyme substrate complex, causing the bonds in the substrate to change. This will eventually lead to the formation of products. The products are released from the enzyme active site leaving the enzyme free to accept another substrate. http://www.elmhurst.edu/~chm/vchembook/571lockkey.html The diagram below illustrates this theory. Figure 2: http://en.wikipedia.org/wiki/File:Competitive_inhibition.svg However X-ray crystallography and computer assisted modelling, research has shown that the lock and key model is not accurate. This has led to the introduction of the ‘induced-fit theory’. It assumes that the substrate influences the final shape of the enzyme active site and that the active site is malleable. Only specific substrates will be able to alter the active site slightly in order for a reaction to take place [1].The diagram below illustrates the induced fit theory. Figure 3: http://www.biologyguide.net/unit1/2_ enzymes.htm There are various factors that influence the activity of enzymes, these include; pH, temperature and Inhibitors. Inhibitors are substances that affect the activity of enzyme, if the site which active of the enzyme gets occupied by a substance which is not a substrate, the activity of the enzyme will decrease because the substrate cannot bind to the active site. This means that both the substrate and the molecule are competing for space on the active site. This is known as a competitive inhibition and can be reversed by the addition of more substrate.  Non-competitive inhibition is another form of inhibition where a molecule binds to the allosteric site on an enzyme hence changing the shape of the active site. This prevents the substrate from binding to the active point. Usually this type is reversible but cannot be overcome by increasing substrate concentration. Trypsin is a serine protease found in the human digestive system, it is essential for the hydrolysis of pro tean such as casein found in milk http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Trypsin.html. Without trypsin, it would be difficult for the human body to absorbed protein; Pb (NO3 )2 and Hg (NO3 )2 contain Pb2+ and Hg2+ ions respectively. These meal ions acts as non-competitive inhibitors and this means that there will be fewer successful

Telecommunication systems Essay Example | Topics and Well Written Essays - 1000 words

Telecommunication systems - Essay Example If telephone lines are used then serial access program are used to enable the communication of the computer with telephone line. Because the firm employees require voice transmission voIP system is necessary, this system helps set up and separate calls into audio codec’s. The speech is encoded to allow transmission over the IP network as an audio stream (Haykin, 2001). They help in data transfer, i.e. data reception and transmission between the terminus equipment. They enable in conversion of data from analogue to digital and vice versa, modems, microwave links, wireless link, repeaters hubs are all used in computer networking to enable data transfer. In the case of the medium sized firm modems and hubs can be used. This refers to the path/ medium used for data transmission. Most common data communication channels are copper wires, fiber optic cables, coaxial cable and microwave links. The most common types of communication channels are the simplex communication and duplex communication. This is the control software present in all computers and helps in controlling network functions and activities. In the case of the medium sized firm this will include application software to be used is run on the application server such as java application server, Microsoft platforms, Zend platforms etc. for the firm to implement WAN, application web server which accept HTTP program request from the user has to be used. web severs perform authentication, handling of file static and dynamic content, HTTP support through encrypted connections, data compression for transmission, virtual hosting bandwidth throttling among other functions. Exchange server such as the Microsoft exchange server aids in electronic mail exchange, support for web and mobile programs. The help in interconnecting computers within a small area. E.g. in this case the company with 20 – 50 employees, if all the employees have computers, these computers can be interlinked

Different examples of power Essay Example for Free

Different examples of power Essay What is power? What are different examples of power? How can people gain and maintain power? Power is being able to make something happen or prevent something from happening. You know if someone has power if they are leaders or if they are respected. If you’re a good influence you can also gain power because people begin to follow in your footsteps. Examples of power are political, economic, and social. Political power is an authority held by a group within society that allows for the administration of public resources and implement policies for society. The President has political power and the governor has political power. Social power is the degree of influence that an individual or organization has among their peers and within their society as a whole. Martin Luther King had social power and Malcolm X also had social power. Economic power is organization of the money, industry, and trade of a country, region, or society. Jay Z has economic power because he has money. My essay is going to be about stop and frisk and how often it is being used by police officers and how it affects the people in neighborhoods it is constantly happening in and the statistics on the frisking. In New York City police officers have a program called stop and frisk which is when a person is stopped by a cop and patted down to examine if the person is carrying a weapon or if the person is engaging in illegal activity. This type of limited search occurs when police confront a suspicious person in an effort to prevent a crime from taking place. A stop is different from an arrest. An arrest is a lengthy process in which the suspect is taken to the police station or booked and a frisk is only a temporary search. If the officer uncovers further evidence during the frisk, the stop may lead to an actual arrest, but if no further evidence is found, the person is let go. Unlike a full search, a frisk is only limited to a patting down of the outer clothing. If the officer feels something like a weapon, the officer may then reach inside the persons clothing. If no weapon is felt, the search may not go any further than the outer clothing. In 2011, New Yorkers were stopped by police 685,724 times by police officers and 88 percent of them were totally innocent. 34 percent were African Americans 34 percent where Latinos. 51 percent were though age 14 to 24, only 9 percent were Caucasian.. In the first nine months of 2012, New Yorkers were stopped by police 443,422 times. 89 percent were completely innocent. 55 percent were  black and 32 percent were Latinos, 10 percent were white. Stop and frisk causes people to be afraid of the police because when they are around they have to worry about being frisked by them. â€Å"Stop-and-Frisk abuses corrode trust between the police and communities, which makes everyone less safe. I know people that get very scared when the police come around because he had been frisked a lot of times. Police officers also sometimes use physical force when frisking people. For example, if you are getting frisked and you try to resist, the police will sometimes use physical force on you because they may feel like you’re disobeying them. Stop and frisk is a violation of the Fourth Amendment. The Fourth Amendment says â€Å"people have the right to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.† Mayor Bloomberg and police say stop and frisk has helped New York reach a low crime rate. New York has the lowest crime rate among the nation’s biggest cities, said by the FBI. People call the stop and frisk practice racial discrimination. Aggressive stop-and-frisk practices are having a profound effect on individuals, groups and communities across the city. Residents of some New York City neighborhoods describe a police presence so pervasive and hostile that they feel like they are living in a state of siege. w deeply this practice impacts individuals and they document widespread civil and human rights abuses, including illegal profiling, improper arrests, inappropriate touching, sexual harassment, humiliation and violence at the hands of police officers.

The War Measures Act History Essay

The War Measures Act History Essay The October Crisis of 1970 and the invocation of the War Measures Act was one of the most significant events in the history of Canada. On the fifth of October, James Cross, the British Trade Commissioner, was kidnapped from his Montreal home by a group of young French Canadian terrorists, the Front de Libà ©ration du Quà ©bec or FLQ. The FLQ was a radical political group within the province of Quebec, intent on separating Quebec from Canada. Five days later, the Minister of Labour and the second in command of Quebecs provincial government, Pierre Laporte, was kidnapped from his front lawn by a different FLQ cell. The intent of the kidnappings was to exchange Cross and Laporte for the twenty-three FLQ political prisoners responsible for the bombings, hold-ups and deaths of six innocent people, as well other drastic forms of protest. There was tremendous support for the FLQ in Quebec, mainly by students and working class demonstrators. Many politicians, some members of the press, labour union leaders and other prominent members of society supported the FLQ, either openly or indirectly by agreeing with the views and demands of this organization. The Quebec government, lead by Premier Robert Bourassa, along with Pierre Elliot Trudeaus Federal Government, refused negotiations with this terrorist organization. Quebec requested federal aid. On the 15th of October 1970 the Federal Army was sent into the province. The following day, both governments brought forth the implementation of the War Measures Act; an act designed for war. On the succeeding day, the body of Pierre Laporte was found strangled, bringing the crisis to its apex. The unprecedented use of this act in a time of peace sparked enormous criticism and controversy. Both the Federal and Provincial governments argued for the justification of the act, while the opposition parties, scholars, historians, reporters and other political figures strongly criticized and argued against it. Whether the use of this act was just, or not, is a highly debatable subject. To fully assess its use, the events leading up to its employment and the effects it had on the Canadian public, as well as the opinions from both sides of the issue need to be taken into consideration. In the fall of 1970, there were numerous converging contributors, both national and international, to the tensions and turmoil experienced in the province of Quebec. The turmoil of the health care in Quebec elevated tensions. In 1966 the Medical Care Act was passed, which allowed each province to develop and implement its own form of Federally funded health care. The government in Quebec worked on the development of the Medical Insurance Act, which would implement this healthcare. However, revisions of this act were time consuming. Each month that the act went unenforced, the province of Quebec lost out on vast amounts of federal funds. Doctors and specialists concerned with the new system went on strike at the same time as the FLQ Crisis. The two events were not directly related but this event put more pressure on the Quebec government and heightened apprehensions within the province. 2 Another contributor to the setting of the crisis was the Parti Quà ©bà ©cois. This partys principle political stance was the separation of Quebec from Canada. The Parti Quà ©bà ©cois and the FLQ are often mistakenly regarded as connected organizations because of their paralleled ideologies. In actuality, the two groups were entirely distinct from one another. The FLQ perceived violence as the only conduit of achieving their demands, whereas the Parti Quà ©bà ©cois wanted to achieve its goal through peaceful means. They objected to federal intervention in matters pertaining to Quebec. The founder and leader Renà © Là ©vesque created this political party but was not an elected member of the National Assembly. Dr. Camille Laurin led the party, along with its seven members, in the National Assembly. French Canadians felt inadequately represented on a national platform. This new, inexperienced and highly unorganized Parti Quà ©bà ©cois led to far more chaos than benefit. Although non-violent, they were wary to object to the FLQ because they did not want to lose popularity among the student population of active protestors.3 On the 12th of October, the party added to the unrest by making the uniformed, public declaration in favor for the exchange of the political prisoners. The Parti Quà ©bà ©cois objected to Ontario Premier John Robarts declaration of opposition to FLQs separation through terrorism. This party turned the crisis into Quebec versus Ottawa, which is what exactly what the FLQ wanted.4 The Parti Quà ©bà ©cois had a staggering influence on the attitude of the Quebec public. The press and media were another major contributing factor to public attitudes at the time of crisis. Instead of promoting calm and order, the press raised tensions and aggression through the spreading of rumors, and through slanted reporting in favor of the Parti Quà ©bà ©cois. The press failed to consider at the time, that the Parti Quà ©bà ©cois declaration on the crisis may have inadvertently aided the FLQ, or that the Parti Quà ©bà ©cois might have acted opportunistically.5 At the point of the crisis in October in 1970, the FLQ had existed for 7 years. There had been 200 bombings in Quebec and numerous other acts of violence. The government knew they were capable of violence. The press hysterically covered the events, and newspapers screamed for drastic action. The provincial government of Quebec was under enormous pressure to act.6 Public attitude reflected that many citizens of Quebec felt that the federal government of Canada was in favor of its English speaking population. This attitude added frustration among the public, and the setting of turmoil and chaos was set for the crisis that occurred in October 1970. The separatist group Front de Libà ©ration du Quà ©bec was politically active from 1963 to 1973. Pierre Vallià ¨res and Charles Gagnon were key leads of the FLQ in October 1970. This was not one cohesive group, but rather a set of minor groups or cells, sharing a common view of the issues in Quebec. Many cells had their own agenda and goals separate from the whole of the body. The organization, like its philosophy, depended on the views of the members at any given time. The FLQs cells were constantly breaking up and reforming because of police raids, arrests, and convictions in court, and also because of differences among members.7 Prior to the 1970s, the FLQ manifesto primarily called for separation. In 1970, at the beginning of the crisis, the demand for a workers state was added to their manifesto. Part of the manifesto was written in colloquial French or in French English slang, intentionally to distance the FLQ from the intellectuals or bourgeoisie and align themselves with t he working class.8 College and university students actively participated and demonstrated for the cause. Many sympathetically aligned with the FLQ and did not object to the acts being committed. Many helped to shelter wanted FLQ members, and many stayed silent, refraining from objection to the FLQ and its cause. There was no official list of members. This group of like-minded individuals held varying levels of dedication. To become a member one must commit a crime for the cause. They thought their actions were giving Quebec its freedom. 1968 a long term strategy document entitled Revolutionary Strategy and the Role of the Avant-Garde outlined plans of the robberies and violence, bombings and kidnappings thought to be necessary to bring about the revolution that they sought after.9 It also outlined plans for kidnappings and assassinations. This accumulated group of revolutionary terrorists felt that violence was the only means to achieve their goals. On the 5th of October 1970, two members of the FLQ Liberation cell kidnapped British trade commissioner James Cross, from his home, leaving a ransom note of demands. The demands included the publishing of the Front de Libà ©ration du Quà ©bec manifesto, the release of the twenty three convicted and imprisoned members of the FLQ, $500,000 in gold, the rehiring of Les Gars de Lapalme, as well as other demands. The members of the FLQ cell that kidnapped Cross were prepared and determined to achieve their demands. Members of the cell stated, when we decided to kidnap the diplomat Cross, we weighed all the possibilities, including the sacrifice of our own lives for a cause we believed to be just. If the repressive police forces should discover us and attempt to intervene before the release of the British diplomat Cross, be sure that we will sell our lives dearly and that Mr. Cross would immediately be liquidated. We have enough dynamite in our possession to feel perfectly secure.10 The context of the manifesto and crisis need to be taken into consideration. Turmoil, unrest and revolution were actively occurring in other parts of the world. The students of France had only a few years earlier, revolted in their own country. France had encouraged Quebecs wish for separation. The FLQ manifesto went through three transitions since 1963. This first manifesto called for social justice, focusing on separatism. The second version was shorter, omitting talk of violence. The third was published the day after Cross was kidnapped. This manifesto called workers to take back what was theirs: we are the workers of Quà ©bec and we will struggle on to the bitter end. Together with all the people, we want to replace this slave society with a free society, functioning by itself and for itself; a society open to the world.11 It was written with a shock esthetic to encourage public sympathy. The publication of the manifesto was one of the demands of the Liberation cell. Radio Canada agreed to a televised reading. The government did not condone, nor did it object to the reading. To object would heighten interest, curiosity and criticism towards the government. To exchange convicted terrorists for hostages is an extremely difficult choice for any government. There is no correct decision. Each situation suffers both pros and cons: to save the lives of two people by releasing convicted criminals or risk the lives of the two hostages. The FLQ directly addressed their demands to the Bourassa government who had to ultimately make the decision. The first option meant permitting terrorist activity to replace the courts and legislature of a democratic society, where social and political reform can come about by drastic means.12 The release of the jailed FLQ would surely invite further kidnappings. The Quebec minister of Justice, Jà ©rà ´me Choquette stated that No society can consent to have the decisions of its judicial and governmental institutional challenged or set aside by the blackmail of a minority, for that signifies the end of all social order.13 While Choquette announced the governments refusal to release the prisoners, a separate cell, called the Chà ©nier cell, immediately acted by kidnapping Pierre Laporte. The timing of this kidnapping made the FLQ appear to be a highly organized, incredibly swift moving group.14 They were already on their way to kidnap Laporte before the English translation of Choquettes statement was aired.15 To the government, this swiftness frightened them and caused them to question the strength of the Front de Libà ©ration du Quà ©bec. After the kidnapping of Laporte, Bourassas government met to discuss the decision. After a three-day period and much debate, the unanimous decision of non-negotiation was made. The justification behind the decision was that the FLQ demanded the release of political prisoners, but that was not what they were; they were convicted criminals. To accept the demands to release them would diminish the value of the Canadian justice system. A democratic society cannot accept blackmail as a legitimate argument in government proceedings, otherwise anarchy will replace rule of law. If the government had given in to the demands of the FLQ, this would only demonstrate the weapon that the terrorists possess, encouraging others to achieve their goals through the same means. This crisis occurred in a democratic country and the FLQ directly challenged Canadian democracy. A democratically elected government is a trustee charged with the task of preserving the rights and freedoms of the society that cho se to elect it and, accordingly, it has no mandate to cede its authority and responsibilities to terrorists.16 The government did, however, continue with attempts to negotiate with the FLQ in hopes that their stalling would allow time for authorities to find Cross and Laporte. The FLQ was stunned by the governments decision. The Parti Quà ©bà ©cois publically expressed opposition to the ruling and viewed the convicted criminals as political prisoners. On October fourteenth, Là ©vesque and sixteen other government officials and intellectuals signed a petition calling for the exchange. They did so to show opposition to the government; they sympathized with the FLQ. The Parti Quà ©bà ©cois failed to realize that the decision to release them would disparage the Canadian justice system. The next aspect of the October Crisis that must be discussed is the distinction between the calling in of the Canadian Army, and the implementation of the War Measures Act. Many fail to realize that the active army presence in Quebec did not depend on the implementation of the War Measures Act. On the 15th of October 1970, under the National Defense Act, the Quebec government requested federal assistance by calling the army into the province to aid their civil powers. Opposition parties agreed with this decision. Dr. Camille Laurin initially agreed with the decision, and then reversed his opinion hours later. When asked about the insertion of the army in Quebec, Prime Minister Pierre Elliot Trudeau stated that, we have used certain elements of the army as peace officers so that the police forces would be free to accomplish their real duties and would not be obliged to spend their time protecting your friends from another kidnapping. I believe that it is more important to rid ourselve s of those who seek to impose their will on the government through a parallel power which resorts to kidnapping and extortion. 17 The army was successful, allowing the police to focus on their normal duties. Most of the population welcomed the army presence and the reassurance it brought, although, there were many who opposed. It must be stressed that the army could be called in without the use of the War Measures Act. The two are separate from one another. The War Measures Act was developed for war. It had been invoked during World War I and II, whereby the Federal government can use all powers it deems necessary to achieve its goal. Under this act, civil liberties and judicial rights are suspended. Censorship becomes active and suspicion and distrust are at extremes. The government is easily able to arrest and detain individuals perceived as a threat, without authorization or the right to a court hearing. The War Measures Act is based on unbridled authority, fear and the threat of violence.18 On the 16th of October, at four a.m. the Act was invoked declaring the FLQ an illegal organization and that membership would be considered a crime. Other issues happening around the world influenced the Canadian government and Cabinet Minsters. They believed individuals and groups of the FLQ were being financed and inspired by foreign political powers that do not share our notion of mans fundamental liberties.19 The fear of the unknown caused the two governments to act in such a drastic way. Trudeau may have proclaimed the War Measures Act, not because of the actual events, but rather, that he knew if the Federal government did not act decisively, their vision of Federalism would not persevere.20 The reason given for the proclamation was an apprehended insurrection, the evidence for which Canadians were to take on faith, and that Quebec had asked for the imposition of the act.21 Violence had progressively built since the formation of the FLQ and after the two kidnappings; government officials feared what would happen next. The assassination of John F. Kennedy had occurred only a few years prior. They were aware that the FLQ had a plan devised that included assassination, and they feared that it would be the next step. Although the FLQs strength and resources were unknown to the police or to the governments, there was considerable evidence of a build-up, that, it was thought, could lead to even greater violence that had already occurred.22 William Tetley, a minister of Bourassas cabinet believed there was sufficient reason for the government to invoke the act. Many in the cabinet quietly went along with the act, either unsure or too intimidated to speak out. Only Tommy Douglas of the New Democratic Party stood in the House each day, debating the government on its justifications for suspending civil liberties.23 Overnight twelve thousand five hundred armed troops flooded into Montreal in search of the FLQ kidnappers. Two hundred and forty two people were arrested, some in the middle of the night, and some violently. Among the arrested in Quebec, many were labour leaders, community activists and organizers and separatists of all types. These people were stripped of their rights, they could not inform their families, friends, or employers of their detainment or whereabouts. 24 Many viewed this as humiliating, and some citizens were verbally and physically abused by police.25 Homes were searched without warrants, virtually all civil rights were removed as an extreme effort to swiftly put an end to the crisis. The day after the war measures act was implemented; the strangled body of Pierre Laporte was discovered. The reason given for the proclamation was an apprehended insurrection, the evidence for which Canadians were to take on faith.26 Paul and Jacques Rose, Bernard Lortie and Francis Simmard were the four accused of the murder of Pierre Laporte. After serving his sentence, Simmard wrote a memoire discussing his views and the views of his cell on the crisis. He proceeded to explain the reasoning for his actions and why they chose to murder Laporte. The FLQ had never planned to kidnap Cross; they did not intend to make the issue an Anglo -French issue but rather wanted to gain political separation.27 His reasoning for partaking in the FLQ was that the issues represented by the group fully represented his situation. We werent looking for an outlet for our need to revolt, it wasnt some kind of personal assertion thing. We were trying to get a hold of our lives, our situation as worker, our poverty. For us, the words in the manifesto werent abstract theory. We were the manifesto.28 The poverty of the working class was the daily lives of its members. Simmard and the Roses had left the country to make some money. Upon their return, they learned that an FLQ cell had acted on its own to kidnap Cross.29 They felt that the provincial and federal governments were not taking the situation seriously.30 His cell decided to kidnap a person directly responsible for the situation and Laporte was an easy target. They considered the abduction of an American diplomat, but decided to go with Laporte because he was close to their location and they knew he was at his home. They actually called his house before going to kidnap him, to see if he was home.31 Simmards cell waited for the governments answer regarding the demands set after the kidnapping of Cross. When Choquette rejected their demands they immediately acted.32 To them the ruling class at the conference was smug and arrogant and annoyed that the FLQ was playing their game33 He felt they needed to take a more drastic stance against the government to show the seriousness that the FLQ represented. Our choices werent spontaneous, they werent individualistic. Our choices were part of the struggle for Quebec independence and social, economic and political power for the workers.34 The decision to partake in the FLQ was a means to take control of their situation and lives. In regards to the murder of Laporte, Simmard states that, we never intended to kill Pierre Laporte. If we had, we wouldnt have kidnapped him, we would have killed him. The immediate goal of the kidnapping was the release of Quebec political prisoners, the rehiring of the Lapalme workers who had been laid off and the will to get rid of a political authority that was not and would never be ours. We were sincere.35 After the government made the decision to combat the FLQ with the War Measures Act, Simmard and his cell felt they had no choice but to kill Laporte. We choseto kill him, it was no accident. 36 After the death of Laporte, government support grew tremendously. Even Quebec overwhelmingly supported the War Measures Act after Laportes death.37The anger from the murder caused many to lose support for the FLQ. Also, most were scared after to be aligned with the FLQ under the use of the Act. Members of the FLQ were not the only ones to criticize the governments decision to implement the War Measures Act. Many questioned whether or not Trudeau had ulterior motives for its implementation. The act was used Canada wide and was exploited in parts of the country. It was intended that anyone who supported the FLQ, Canada wide would be detained. However, there were reported cases in Vancouver, Ottawa, and Regina, of police using the Act as an excuse to rid the city of any undesirables (i.e. hippies, student activists, etc.). This exploitation of the act resulted in enormous criticism towards the government. 38 Prior to the decision of the implementation of the act, it was rumored that RCMP members informed cabinet ministers that the FLQ had weapons that were threatening to the safety of the public. The government later blamed RCMP for bad information when in reality it was a lack of proper political evaluation. It was a lack of coordination between intelligence groups and the governments.39 There were major errors in the implementation of the War Measures Act. The choice of those to be arrested under the Act should have been more carefully planned and decided. They should have been allowed the right to an attorney and the public should have been more informed. However, it was difficultà ¢Ã¢â€š ¬Ã‚ ¦for the government to inform the public without letting the FLQ know their strategy.40 There was also much criticism towards Trudeau directly for implementing the Measure as a means to discourage or set back the separatist movement. The October Crisis resulted from the combined effect of the two kidnappings and the federal governments anger at seeing the independence movement constantly gain momentum.41 Conversely most English Canadians supported the WMA.42 In the summer of 1970, there were bombings in Montreal, FLQ calls for revolutionary action, rumors of weapon and dynamite theft, and strikes. The Bourassa government was showed that they were inadequate to lead the province in dealing with its issues. When Cross was kidnapped, Trudeau was shocked. He reacted strongly and vowed that the government would not give in to terrorists. Trudeau said if we had agreed, as the FLQ demandedà ¢Ã¢â€š ¬Ã‚ ¦they would have no reason to hesitate to murder, rob and bomb againà ¢Ã¢â€š ¬Ã‚ ¦all their pals would have to do is kidnap someone else to have them released from prison- and on and on indefinitely.43 Then Laporte was kidnapped and the stakes grew. The government in Ottawa began to fear the FLQ was more organized than initially thought. Feared that if not stopped it could lead to untold violence. 44 Bourassa and Justice Minister Jerome Choquette appeared confused as at times they seemed wil ling to compromise with the FLQ, then turned around and towed the harder federal line. The audacity and timing of the second kidnapping caught everyone by surprise.45 Everyone was scared and unsure of what was next to come. They believed assassinations to be next and wanted to swiftly bring an end to the crisis. Trudeau stated in regards to the mobilizations of the army into Quebec, Well there are a lot of bleeding hearts around who dont like to see people with helmets and gunsà ¢Ã¢â€š ¬Ã‚ ¦All I can say is, go on and bleed, but it is more important to keep law and order in society.46 When asked how far will you go? Trudeau famously replied, Just watch me47 The police needed help. Instead of creating special legislation that would require a time consuming parliamentary debate and would alert terrorists of their plans, the Trudeau government decided to implement the War Measures Act despite knowing that enormous criticism that would accompany it. They thought the FLQ was a large organized group, the WMA would be justified and was the right option. If not it would only be a temporary measure. The War Measures Act was a rough but effective way to cool the situation by taking possible agitators and FLQ sympathizers out of circulation and by assuring the populace that the governments had full control.48 The passing of the Medical Insurance Act ended the specialist doctors strike on the 16th of October. The FLQ had planned demonstrations in support of the strike for that day, but with passing of both the War Measures Act and the Medical Insurance Act, the demonstrations never occurred. The night before the War Measures Act was proclaimed, Quebec was in turmoil. The day after it was calm.49 Twenty-four years after the October Crisis, Mitchell Sharp, who was the Deputy Prime Minister of Canada in 1970, voiced a strong opinion supporting Trudeau. I think that Trudeaus firm leadership, putting the preservation of Law and order above any other consideration was probably the most important single contribution he made to the preservation of peace and democracy in Canada during his time as Prime Ministerà ¢Ã¢â€š ¬Ã‚ ¦The first duty of the government is to govern which means never giving in to chaos or terror.50 By the end of the War Measures Act, four hundred and sixty-five people had been arrested; four hundred and three were released. Of the sixty-two not released, only thirty-two were actually charged with only eighteen convicted of minor offences. James Cross released on the 3rd of December, by agreement with authorities, his captors were flown to Cuba. Laportes murderers were captured on 28th of December. The FLQ gained support as a result of various factors. Its members seemed fully entrenched in their cause, but when Cross kidnappers were discovered, they did not demand for the goals of the FLQ but rather asked for exile. They were not as dedicated to the cause as they thought.51 Laportes kidnappers chose to be tried under the Canadian justice system, convicted, and carried out jail sentences. In Francis Simmards memoire he is more intent on justifying his actions rather than revealing any real remorse. In hindsight it is easy to criticize the government s for their use of the War Measures Act. They knew it was an excessive measure at the time, however, time was of the essence and they needed a means of reining control back into the hands of the government in a swift and impactful way. They did not want to allow the FLQ time to gain knowledge of governmental plans of opposition. Tensions and distrust were at an extreme, and all sought a quick end to the crisis. The War Measures Act did what it set out to do, the kidnappings ended, the crisis ended and the temporary act was then removed. Two terrorist cells initiated a political hostage crisis. The RCMP saw the crisis as requiring good, patient, careful police work to solve. The Quebec Ministers in Ottawa deliberately chose to escalate the political magnitude of the crisis to justify emergency powers as a means of intimidating nationalists and separatists.52 Robert Stanfield stated, The arbitrary abrogation of individual rights weake ns rather than strengthens social order.53 Or did Canadians come together in unity by agreeing to forego individual rights and freedoms to retain the democracy of their country? Endnotes Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 161 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 7 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 9 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 9 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 12 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 68 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 21 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 20 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 21 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 22 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 34 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 39 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 40 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 68 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 29 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 4 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 63 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 15 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 51 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 62 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 73 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 70 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 74 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 94 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 94 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 73 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 13 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 20 Simard, Francis, and David Homel. Talking It Out: The October Crisi

Effect of Globalization on Market Processes

Effect of Globalization on Market Processes This is the concept is well established in the current market process, Globalization is the international process and activities. Generally globalization means countries interrelated and integrated each and other. But academics and professionals provide different definition to globalization as follows, (Suny Levin institute) Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven byinternational tradeandinvestmentand aided byinformation technology. This process has effects on theenvironment, onculture, on political systems, oneconomic developmentand prosperity, and onhuman physical well-beingin societies around the world Ambassador Gà ©rard Stoudmann Globalization is a process that encompasses the causes, course, and consequences of transnational and Trans cultural integration of human and non-human activities.† Anthony McGrew’s Globalization [is] a process which generates flows and connections, not simply across nation-states and national territorial boundaries, but between global regions, continents and civilizations. This invites a definition of globalization as: ‘an historical process which engenders a significant shift in the spatial reach of networks and systems of social relations to transcontinental or interregional patterns of human organization, activity and the exercise of power. Sociologist Cesare Poppi â€Å"The literature stemming from the debate on globalization has grown in the last decade beyond any individual’s capability of extracting a workable definition of the concept. In a sense, the meaning of the concept is self-evident, in another, it is vague and obscure as its reaches are wide and constantly shifting. Perhaps, more than any other concept, globalization is the debate about it Generally, globalization has affected many nations in various ways; economically, politically, and socially. It is a term that refers to the fast integration and interdependence of various nations, which shapes the world affairs on a global level. Globalization has affected the products people consume, the environment, culture, security, and idea exchange between different countries. There are many factors that lead to the speedy globalization trends. Factors drive the globalization Globalization is the current strength of business and organization globalization is occurred for the following drivers otherwise globalization cannot achieve the better position in the market. Specially globalization emphasis drivers or factors illustrate under three category that are Market drivers Cost drivers Competition drivers Environmental drivers Market drivers Customer needs and wants is the main concern in the globalization, today market moves to updated service and process, but the organization consider the customer wants and need and they move to purchase the product and service from different area, then geographically every country they haven’t an entire resources, then the organization need a international support to achieve the market position. Global customers are other important factors who determine the international business and globalization, earlier the customers are requires the local product, and their requirement was limited to local but today international organization and multinational organization makes the customer limit into global, then the organization makes the international business and covers global customers as well International channeling and communication is another factor that drive the globalization today, telecommunication services are developed in many factors that makes the globalization into more effective and efficient, basically telecommunication development makes the globalization into effective and efficient. Technology There are many powerful factors of demand changes but the preference factor is technology. Today world is technology world. Technology affects and makes the changes in entire sectors. When the technology will change or update then the less period the organization can evaluate the sign of demand changes. Day to day technology development makes the organization survival into more difficult, but the organization also includes the innovation and create new concept into the business Strengths of market drivers Today a market driver makes the globalization into more effective and efficiency, there are many global areas, and business sector makes the process and business into standard. Specially banking industries, Soft drink industries, automobile industries, computer, aircraft industries are makes the market strength, and many industries uses the globalization to achieve the better position in the market as well. Traditionally and Separate different national markets are merging into one huge global marketplace where the preferences tastes and purchasing behavior of consumers in different nations are starting to converge to some global model. Cost drivers Second major important sector that determine the globalization is cost drivers, basically organization provide more importance for two activities, which are income level and cost, organization used the globalization to increase the income level and reduces the cost. Global scale economics, production different, changing technology, production development cost are the major factors that affect the globalization. Competitive advantages, absolute advantages are mostly consider under the cost drivers. Organization cost and scale of cost determines the globalization, firstly every organization consider the cost, and compare the cost, then the organization moves to less cost product and service, then the organization can increase the profit and income. Cost drivers are makes the activities and process into more better. Being lowers its overall costs by sourcing, manufacturing, and selling aircraft worldwide. Government and environmental factors Government and environmental factors that directly drive the globalization, trade policy is the main concern in the government sectors, every country that have a special government policies, and procedures, then the organization cannot freely provide the service to the market, then the organization must adopt to the government. government policies, and there economy policy decide the globalization activities as well. Government is another factors influence in the demand. Mostly government makes some changes and update in the country ongoing g process. Sometime country government directly influence in demand. Introduce new tariff, Tax holidays, newly product imports, increase or decrease Tax Government awareness programs, provide market ideas to citizen, political inflexible, Government budget deficit and etc. The above government intervention makes the changes in the demand and Government can make every changes so this is the more risky and powerful factors in demand changes Government system and procedures changes are another impact of the globalization. System and procedures changes inform that culture of the organization is different from the others. When government every small changes will makes the system also to be change. Simply government system and procedures are depending in country policy and economy scale., changes in government procedures, include new system, reporting power change, authority structure change, new people arrivals and economy interest rate, inflation rate are the major changes occurs after influence government drivers of globalization. Competitive drivers Every sector face the problem of competition, many academic people argued that the competition is the best sign for the healthy marketing. Today business is customer based business and the customers are king. Organization avoid the customer needs mean that is the major risk to the company. Globalization strategy is the better strategy to faced the competition challenges, Organization faced many problems in the internal and external factors, every organization provide the close competition to the product and service, then the organization need to up-date the product and service, makes the innovation services are more important to the organization, then the organization expand its service and range by day to day and that makes the globalization into more effective and essentials. Advantages and disadvantages of globalization Many years and decades that the above concept under the debates, because the organization and country were received the mixed results on globalization. Many development countries received the positive result from globalizations and developing countries failed to receive the positive result. There are many impacts that occurred from the globalization as follows, Globalization has positive side and negative side to both country and business as well. Specially economy that describes that income level increase, GDP and GNP level increase, market expansion, technology development, innovation and creativity activities, market trend increase, global standard products, quality of the product and service, and etc. But other side of the globalization that describes that country loss their own nature, and cultural impact, increase the poverty, market and resources are highly consumed, environmental impacts, social and individual attitude changes, and etc Advantages of globalization International Trade Today international trade and achieve the better market position are the main concern of international trade. International trade has become wider its possibility with the help of business process outsourcing, purchase and sale of product and service are not the only two transactions involved in international trade. International trade reduce the border of nation to nation and that makes the economy into more strength, specially international business process as well import and export are became huge growth, that impact to income per person and process. GDP and GNP increase is the another milestone advantage to the country and net profit increase, gross profit and profit margin increases are another favourable aspects in the globalization, when international market reduce the tariff, release the tax and other government intervention, then many investors interest to increase the investment in the market. Higher Sales Once product, service or company gets on the radar screen of scenario, it increases chances that consumers will make a purchase. As knowledge becomes a truth, it is also the point where new customers start to extend the word, telling friends and family about this remarkable new product they exposed. Sales will steadily increase as spreads. Without employing marketing strategies, these sales may not have ever happened Healthy Competition Marketing also foster an environment in the marketplace for strong completion. Marketing hard work get the word out on pricing of products and services, this not only reaches the future consumers, but also reaches other companies competing for the consumers’ business. As opposed to companies that have a control on products and services that can blame almost any price, marketing helps keep pricing competitive for a business to try to win over consumers before its competition does. Without competition, well known companies would continue to sell while lesser known companies or new companies would situate little possibility of ever becoming successful. Marketing facilitates the healthy competition that allows small businesses and new businesses to be successful enter and grow in the marketplace Innovation and Intellectual Property The strength of enterprise is able to be seen across the victory stories that characterize many of businesses. The will to be successful even with the chances is what drive to grow businesses from position up, globalization makes the business into more effective and makes the human resource into more effective, that makes the creativity thoughts and innovation. Other favourable advantages of globalization as follows, Channel Execution system and implementation of recognized social media channels (Face book, Twitter, YouTube, Google+, Foursquare, YouTube, LinkedIn, Interest and more). Strategy Implementation put into practice and personalizes your social marketing tactic including designing, building and executing social media tactics. Campaign activities generate designs and a satisfied marketing strategy that correspond with a specific campaign or promotional materials. Online Reputation Management make the most of proactive discussion monitoring to assist brands to listen, understand and connect in conversations in social media. Blogger Relations Conduct blogger outreach campaigns to influence the influencers and boost the reach of your messaging. Event Integration integrate social media into events, shows, and conference to increase alertness, word of mouth marketing and contribution Communication Communication and telecommunication development makes the organization process into effective. Today globalization makes the process and procedures into effective. Information technology has played a vital role in bringing the countries closer in terms of communication every single information is easily accessible from almost every corner of the world. The Internet has significantly affected the global economy, thereby providing direct access to information and products. Disadvantages of globalization Loss of Culture Every nation they have separate culture, and that recognize the country, After the globalization not impact on economy but also impact on culture, then that makes negative impact, and another economy cultures that directly influence on local country culture, and economy.. With large number of people migrate into and out of a country. They tend to follow the foreign culture more, forgetting their own roots. This can give rise to cultural conflicts. Monopoly Monopoly is a situation where in only one seller has a say in a particular product or products. It is possible that when a product is the leader in its field, the company may begin to exploit the consumers; the leader takes full advantage of the sale of its product, which may later lead to illegal and unethical practices being followed. Monopoly is disastrous as it widens the gap between the developed and developing countries. Environmental issues Every organization that entered to another economy and operate the business in different countries, then the globalization moves the capital into one place to another place then the organization starts the large investment, then the country or organization mislead the resources, that makes the process into defective. Monopoly Monopoly is a situation where in only one seller has a say in a particular product or products. It is possible that when a product is the leader in its field, the company may begin to exploit the consumers. As there exists no close competitors, the leader takes full advantage of the sale of its product, which may later lead to illegal and unethical practices being followed. Monopoly is disastrous as it widens the gap between the developed and developing countries. Developed countries can suppress development of undeveloped and under-developed countries, then the development countries uses the developing countries for only resource requirement, then the organization or developing countries are not interest in the globalization Economic depression in one country can trigger adverse reaction across the globe. It can increase spread of communicable diseases. Companies face much greater competition. This can put smaller companies, at a disadvantage as they do not have resources to compete at global scale.