English and Spanish New World Colonies Essay

Most of the powerful Western European Nations became involved in exploration of the Americas. Spain started the trend with the exploration of Columbus. Observers realized that Columbus had not discovered Spice Islands south of China, but a whole new world to the Europeans. Expeditions of exploration in search of wealth were the first action of the explorers of the new land. Immediate metal wealth was not found in the Caribbean Islands, but it was found later on the Americas mainland. England was then enticed to claim land for itself, and claimed the lands of North America and benefited from early trading posts. Spain and England both participated in the exploration and colonization of the Americas, but their ambitions were different based upon the surrounding environment. Spain focused its exploration on the lands surrounding the Gulf of Mexico, and the Pacific link on the Western coast of South America. Like the English, the indigenous people of the acted friendly towards the Spanish explorers, then resisted after unjust massacres occurred. This common reaction comes with the part of human nature that accepts others, and rejects them after they have participated in undesirable actions. Similar to the English, the Spanish also colonized the lands of the new world and developed large cities, which served as political and economic centers. The geography of Central and South America contributed greatly to the amount of metals and valuable resources that were extracted from the ground and from the artifacts of the natives. Unlike the English, the Spanish employed Viceroys, or officials to rule the new world to keep order. These Viceroys reported directly to the king, and could be removed from office by a court of lawyers. These rulers were essential to the vast, spread out landmass that the Spanish conquered. Encompassing many different cultures such as the Aztec and the Inca, it was essential for the Spanish to have powerful political figures to run the government in the place of a king. The English however, relied on direct ties to the royalty of England to run their colonies. The English explored the colder, less metal rich region of North America. Although North America lacked in valuable metals, it was the source of furs that would revolutionize the European economy. The English were similar in  their economic views of establishing permanent colonies after the wealth of the trapping of beavers was extracted. Located within North America were greatly diffused native populations of different tribes. This did not lend well to missionary work, or laborers. Unlike the Spanish, the English did not breed with the indigenous people, and they received slaves from Africa to satisfy their labor needs. But similarly to the Spanish, the English contributed a large amount of their revenue created in the Americas to add wealth to their kings, and to expand the size and power of their armies. Overall, the Spanish and English shared many economic goals in expansion and exploration. However, their political structure and social organization differed from the environmental conditions and the personal cultural views. The establishment in political, social, and economic centers of power was a parallel evolution between these two country’s colonies, as is the enrichment of their country’s treasury and power.

Miguel Street Essay

Discuss the representation of man and manhood in the 2 short stories of Miguel Street. On Miguel Street, the representation of man and manhood can be seen negatively in these two short stories† â€Å"Bogart† and â€Å"A thing without a name†. Where as a man’s manhood is considered strong if certain characteristics such as aggression, evading the law and their present living circumstances. The story about Bogart illustrates where his manhood being threaten where as Bogart is unable to father a child by his Tunapuna wife so he finds a means to escape this difficulty. He goes elsewhere, run a â€Å"high-class† brothel, meets another woman and successfully impregnates. Once he has achieved his goal of proving his virility, he may return to Miguel Street although he returns as a bigamist as Hat would say â€Å"To be a man, among we man†. He would now be seen as a high standing man of the community, playing with the surrounding children and giving them parties, which is a vastly different from the life he once had by pretending to be a tailor but now is seen The main character in â€Å"A thing without a name â€Å" Popo is a carpenter by profession but he is not considered a man among his peers as his wife was the main breadwinner of the family which did not bothered him as he would continue to make â€Å"a thing without a name†. This however changed when Popo wife left him for another man, it is then that he was accepted as â€Å"one of the gang â€Å"within Miguel Street, as they could related to his pain and heart ache. His man hood was however bruised by the separation of his wife , so he would then retaliate by fighting the other man and going to prison, which eventually made him an hero on Miguel street.

Visits to Career Centers Essay Example | Topics and Well Written Essays - 750 words

Visits to Career Centers - Essay Example The authors have undertaken a few different techniques of research for this paper. A total of 277 postal questionnaires were sent out to the post participants of the health career workshops. In the questionnaires, 15 out of the 68 questions related to the impact of the workshop on the career decision and the decision made by the respondents. These questionnaires were sent out in 2002. Following this, another set of similar questionnaires were sent out in 2005, to a total of 208 participants. Of the 2002 questionnaires, a total of 94 people responded and they were then invited to participate in a telephonic interview, to enable the authors gain as much information as possible about the career, course and the choice. The telephonic survey questionnaire was developed and designed to seek as much information about the course and the career decisions made by the participants. It also aimed at gaining the opinions of the participants about the effects of the attendance at the health career workshops. The researches were all conducted by the same person between November 2004 and December 2004. The findings of the research highlighted that almost 63 of the 70 people who attended the workshops were impacted to a great extent by the workshop. Their decision making was based on the workshop and helped them choose the right path for their career. A few of the respondents replied, The research also brought out different answers where the workshop had acted as a means for people to correct their career pathway and move into something which interested the respondents most. One of the responses reads: ‘I realised that health was not a career pathway for me. It made me realise that my interest lay in animal and not human health’. Another one of the responses read, ‘ Even though I have not chosen a health career, the workshop made me aware of a career in general and discussed many options about tertiary education, which

Principles of marketing management (case study) Essay

Principles of marketing management (case study) - Essay Example s is more focused upon the internal factors i.e., strengths and weakness and the external factors i.e., opportunities and threats which is observed from the analysis of the organizational situation. It helps to satisfy what our target market wants. SWOT analysis helps the company to do better in fields where it lacks and also gives information as to where there strength lies (Ferrell and Hartline, 2005). Another analytical technique used by marketing professional is known as PEST which stands for Political, Economic, Sociological and technological factors and how these might affect the organization. This analysis helps to identify the external issues that the product and the organization might face and which might ultimately hinder the growth of the product (Williams and Green, 1997) Technology is an important key factor that helps to achieve quality products in a cost effective manner. The utilization of better technology in New product development department of company is helping to achieve new quality products. Essential market planning serves as an important base for the market planning. The analysis depends upon the statistical analysis of everything that makes up the market such as the households, business and even the number of workers in a market. The market analysis is further divided into market segmentation and focus on the target market (Berry, 2008). The STP model stands for market segmentation, market targeting and product positioning. This model is particularly helpful in prioritization of the important factors within a market and the delivery that concept to the relevant audiences (Hanlon, 2013). Market segmentation is one of the ways to specifically focus on the target market. With the help of market segmentation, the target market is divided into groups of people with similar needs and wants. This helps in the analysis of the markets to achieve an upper hand in the market (Weinstein, 2004). Market Segmentation: Two groups includes those who

Computer Incident Response Teams Essay Example | Topics and Well Written Essays - 1000 words

Computer Incident Response Teams - Essay Example Not only these companies would suffer from information damage, but also their clientele and reputation will nosedive in the industry. Computer Incident Response Teams (short-form 'CIRT') are special teams formed for the purpose of minimizing and controlling the impact of a security breach or other computer related emergency in the company (Brussin, Cobb, & Miora, 2003). CIRT is a also known as CERT (Computer Emergency Response Teams) and CSIRT (Computer Security Incident Response Teams) in some companies, however, they all attempt to provide security to the computer systems. It depends on the company policy as well as the riskiness of information leakage or damage. In companies who don't heavily rely on computer systems, a CIRT would not be of much use. However, now with most organizations keeping important information on computer systems, the need for having a CIRT is increasingly getting popular. With the increasing number of viruses, spywares, backdoors in the systems being detected, a CIRT is a necessity for an organization keeping competitive information on the computers. Like in all business strategies before implementing them a plan needs to be created that would guide the formation of a CIRT. This plan includes all the details about the CIRT and all the information that the security team would need to know. Furthermore, this plan should be feasible in all ways and must provide a competitive business advantage. The details of the plan are given below. (RHE, 2004) 4.1 Make a Policy First of all, a policy regarding the CIRT should be created. This would have standards, rules ad regulations and instructions as to what is to be done when the security is breached. This policy document should be given to all members of the company and must be followed exactly as mentioned in the policy. (Lucas & Moeller, 2003) 4.2 Form the Team Forming the Computer Incident Response Team is the most important part in this plan. Usually the team is formed on a voluntary basis. However there are certain characteristics that need to be there in a CIRT. First of all the members of the team must be extremely responsible. Since action is required to contain the emergency, the team members should also be quick to react. Another quality that the team should have is that its members must be loyal to the company and should be heroes in their own sense as their job is to save the company from a disaster. Only trustworthy people should be made a part of this team. (RHE, 2004) After these characteristics, the team should have technical expertise to understand and resolve the situation. The team usually comprises of system and network administrators as well as information security experts. The system administrators oversee the correct response to the threat and supply the required knowledge about system resources. The network administrators are responsible for routing the network traffic though other points while closing all activity in those routes where the security has been breached. Information security officers diagnose and analyze the problem and detect the point of intrusion to try to solve it. (RHE, 2004) The team should be kept in close coordination with each of its members at all times so that in case of an emergency all members would get notified immediately. It is ideal to keep

The relationship between Cooperative Learning and Social Emotional Case Study

The relationship between Cooperative Learning and Social Emotional Learning in a Elementary mixed ability learning environment - Case Study Example materials and ask them to learn the topic on their own at an individual level, without discussing, and then administer a test at the end of the learning. Secondly, the teacher can apply the teaching methodology of teaching the whole topic to the students, while the students take notes, after which a test is administered at the end of the topic to establish their understanding. Thirdly, the teacher can teach the students the topic differently, by teaching the whole topic to each student alone, and then turning on the other student until he is through with all of them. Fourth, the students can ask the students to pick each sub-topic of their interests to learn on their own, and then come teach the sub-topic to the rest of students in a classroom forum moderated by the teacher. Which option is suitable for teaching the living cell topic to the students? In a science class, the teacher has a group of six students of mixed learning abilities. Some of the students have low learning abilities, understanding the content of the teaching very slowly and at times lagging behind in performing the required tasks for the lessons. On the other hand, there is another group that has a high learning ability, being able to learn the content of the science lesson easily, and thus managing to undertake the learning activities and practical tasks very easily. The teacher is highly concerned about the inability of the students with low learning ability to move with the pace he has set, and is therefore worried that such students may inconvenience the students with the high learning abilities, by making the learning process slow, and thus affect the time that the scheduled science lessons should be completed. Thus, the teacher is contemplating various measures to address this problem. First, the teacher is contemplating teaching at the pace that the high ability students are able to adapt, while ignoring the needs of the group with low-learning abilities. Secondly, the teacher is

Evaluate Porter's concept of the 'diamond' as a tool for analysing the Essay

Evaluate Porter's concept of the 'diamond' as a tool for analysing the competitive advantage of nations, assessing its the - Essay Example Nations have competed for resources or to establish their supremacy over others. Historical evidence for this can be traced to the age old rivalry of England and Scotland to the present day rivalry between USA and the Soviet Union in the cold war. However in the present context nations are fighting over the aspect of economic power which is the backbone for success to a nation. An economic might implies a strong nation with enough resources to sustain its population or to maintain a strong military power. The case of United States of America is a classic example in this regard. The nation has the unique status of being the sole economic and military superpower of the world. There have been numerous theories to suggest as to what may be the possible reasons for such supremacy. It has been widely stated that the prosperity of a nation is built and generated over a period of time rather than being acquired. Michel Porter (1990) also stated that the prosperity and success of a nation is not created by virtue of its physical resources which are a far critique from the laws of economics. Alternatively it has been argued that the competitive advantage and prosperity of a nation in the modern world depends on the ability of the nation to constantly develop and create new ideas which are distinct from the others (Porter, 1990, p.73). The case of Japan is a classic example in this regard, as it has emerged as one of the world’s mort prosperous and successful nations without having access to key resources. A deeper analysis into the success story of Japan reveals the innovativeness of its business organizations to deliver more value to the products. This value results in creating economic value and goodwill. Numerous examples of innovation can be traced to the nation including success story of organizations like Honda, Toyota and Sony which have created a competitive advantage and have carved a niche for themselves as well as the nation of their origin. Innovativen ess of the nation is also reflected from the fact that successful management techniques like Kaizen which have become the standards for present day business organizations (Ankli, n.d., p.233). The present study would analyse the competitive advantage of China in its pursuit of being and economic and military superpower. The choice of the nation assumes significance considering the fact that it is the fastest growing economy of the world. The growth of this nation has largely been attributed to the skill set of its large labour force which offers a supply of cheap labour. The nation has emerged as a hub for manufacturing with almost every major organization having its manufacturing facility in the nation. Another important aspect apart from the labour force is that of government policies. The liberalisation policy of the nation along with the unique application of the aspect of Special Economic Zones has transformed the nation into the fastest growing economy of the world having an a nnual GDP growth of approximately 8.7 percent as of 2009 which is being valued at approximately 4.814 trillion US dollars as of 2009 (US Department of State, 2010). The following sections would try to analyse the competitiveness of the nation on the basis of the Diamond model proposed by Porter as well as a comparative analysis with other

Entrepreneurship Essay Example | Topics and Well Written Essays - 2000 words - 12

Entrepreneurship - Essay Example Start ups succeed when entrepreneurs are able to correctly anticipate the needs of a niche market and then work steadily to capitalize on the unique points of their service. Cater2me was successful in part because it was self financed and did not opt to achieve quick profit growth as is often required by venture capital funding. The owners can now further expand the business through Format franchising, which will allow Cater2me to reach across the Atlantic into the bustling London market through licensing their brand, operations value and culture to aspiring business owners. The format lets the franchisor keep control of their original idea while including and incorporating local insights from the franchisees and minimizes the risk for both the groups. It is a symbiotic relationship where Cater2me will provide the necessary support (training, managerial and operational processes, brand value etc) to their franchised outlets in overseas centers and the business owners themselves will take on the routine work and risk associated with running the branches. Partners Zach Yungst and Alex Lorton had the idea for their startup Cater2me, while walking across downtown San Francisco, admiring the variety of food options available at street side vendors. They were also aware of how these vendors were limited to a restricted customer base and did not have the options for scalability that were available to restaurants or better financially backed establishments. They saw a market opportunity for bridging the gap between the vendors and the corporate customers who would be eager to sample the vast variety of food items if only it was conveniently packaged and delivered. Cater2me began in 2010 as a service providing quality food options to the various corporate offices and other tech startups operating in San Francisco who are not big enough to afford

Mission San Diego de Alcala Essay Example | Topics and Well Written Essays - 500 words

Mission San Diego de Alcala - Essay Example The relocation of the Mission from Presidio Hill to the new site took place in the year 1774. Mission San Diego de Alcala is listed as a designated National Historic Landmark and not only that but also on the state level is recognized as a Landmark by the Californian regime. The heritage resource is something that can be easily tied in with the Mission San Diego de Alcala. It has a lot of viewers annually due to its significance in terms of the historic site as well as the enigmatic structure which is based solely on the religious angles. It is after all a place of worship and surely looks like one. The open spaces within the Mission clearly suggest that there is indeed a large space for the worshippers and the sense of ease and calm is something that can be written home about as far as its architecture is concerned. The building rooms within the whole structure are not that tall but they provide space for a number of worshippers to be had within it. The roof at the lower level is covered in a very ancient looking manner which suggests that the traditional thinking was taken care of when it was being constructed. The official artistry of Mission San Diego de Alcala is in line with the religious places like a church or a mosque so to speak. The shades at the front end are supported by a number of pillars which form the support structure for the entrance at the anterior end. The reredos typifies the architecture of the Mission. The wooden structure has different small openings which hold the statues within it. Apart from this, the reredos gives support to the various mirrors which have their front ends with the large arch present towards the bottom sides as well as a smaller one being positioned on the faux and top columns side by side. The reredos is thus a structure that holds the complete statues positioning. Its location is somewhat of an interesting story since it is situated on the Friar’s Road, Murphy Canyon Road where there is a small lane

Way of preserving your wine Essay Example for Free

Way of preserving your wine Essay As a wine importer, educator and wine writer, I get asked time and again- â€Å"how long can I keep undrunk bottle of wine once it is opened? † and â€Å"what is best method for preserving half drunk wine? † Each and every time I have answered the questions to questionnaires, today I felt like writing about the ways of preserving half drunk wine that can remain fresh and drinkable for several days after opening the bottle. We often completely drink a bottle of wine once it is opened since we socialize a glass or two with family and friends and it gets completely drink. Once wine is completely finished drinking, there is no concern about preserving remaining wine that was purchased for expensive price. Usually, that is the case in Nepalese market. However, in some occasions, we have some undrunk wine and we want to keep it for future consumption but we know that it gets undrinkable in couple of days later and don’t know how to preserve it. I have seen people looking for ways of preserving undrunk wine as fresh as possible for several days’ later consumption but they have reported that wasn’t the case more than often. It is regrettable and disappointing to see such a good bottle of wine go wasted. Don’t worry, we have several solutions to our problem and apply whichever we find easy, cost effective and appropriate. Below are tried tested several ways preserving our wine as fresh as possible for at least next five days: 1) Argon gas preservation method: This method of preserving half drunk wine is very simple and easy; however, unavailability of argon gas in Nepal; we couldn’t apply this method at the time of writing this article. Hope demand for this gas increases in future and we could import or create in Nepal. Usually Argon gas comes in bottle with pressurised one way valve system. Simply release pressurised argon gas inside the half drunk wine bottle for three to four second and close your wine bottle with cork or other type of stopper. Keep your wine bottle inside the fridge or outside in room temperature; wine remains fresh for next 3-4 days. Longer it can keep if wine has good quality wine which needs oxidization after opening the bottle. 2) Transfer Method: There is cost effective, quick and easy way of preserving our undrunk wine is transferring remaining wine in smaller bottle. Transferring wine in smaller bottle prevents wine coming to contact with oxygen; therefore, we can remain fresh for several days. The main enemy of wine spoilage is oxygen coming in contact with wine and being terms called ‘oxidized’. Once wine bottle is opened and few glass of wine is drunk, oxygen sits in empty space of the bottle. In later time, oxygen comes in contact with wine and wine gets ‘oxidized’ and becomes undrinkable. For preventing wine from oxidization, transferring remaining wine from bigger bottle in smaller bottle prevent the wine to be as fresh as the day it was opened. This method is most practical and cost effective for regular wine drinkers at home or in the restaurants. 3) Using Coravin method: Coravin method is the technique of taking required amount of wine out of bottle without taking cork out. With this method, an innovative device is used for injecting wine by inserting syringe type of device which penetrates through cork and helps to take required amount of wine out of bottle. As we take wine out of the bottle, argon gas gets injected in the bottle for filling empty space. Caravin method is applied for very expensive wines which can be drunk little by little for longer period of time. Usually, wine is expensive and we don’t want the wine to go off in any cost. This device in not available in Nepal and it is very expensive purchase. 4) Using Shielder: Wine Shielder is type of innovative round think object that is dropped inside the bottle which sits on top of surface of wine, separating wine from empty space in the bottle. Wine Shielder basically prevents oxygen coming in contact with remaining wine inside the bottle so that wine doesn’t get oxidized. The shield is assorted with nitrogen which floats on top of wine inside the bottle preventing oxygen coming in contact with wine. Wine Shielders are very hard to find in wine accessory stores but can be often purchased online. The Shielder is costly and it can’t be reused. 5) Using vacuum method: This method is very simple, cost effective and easy to use too. A vacuum method is the practice of taking oxygen out of half empty wine bottle using vacuum pump that are available for purchase in wine stores. After drinking whatever amount of wine, simply place the one way valve stopper and using vacuum pump to take air out. Also there are types of vacuum pumps available which do take air out from bottle as well as work as cork or stoppers. They serve two purposes. Vacuum pumps are available in Nepalese market and the devices are reasonably well priced. Let’s hope from now on, we don’t need to worry about spoilage of our unfinished beloved wine. We believe, despite of many constraints, we have illustrated few simple solutions that can be applied at home with very little cost. Those who are passionate of trying to drink different type of wine every day and need for preserving remaining wine as fresh as first glass drunk, it is best to use high tech method such as Coravin method. Finally, buy screw capped bottle wine so you could put cap back after drinking your desired amount. It is cost effective and easy way for preserving the wine for few days. Note: All Mark Davidson wine available in Nepal are screw capped and can stay fresh for next five days after opening the bottle. Look for the same bottle and give us a feedback. Drink for good health.

ICT Innovation in Accounting Education

ICT Innovation in Accounting Education The study of ICT Innovation in Accounting Education INTRODUCTION We live in the age of information and also needs to it for decision making. There are several fields that provide information such as Information and Communication Technology (ICT), Accounting. In this paper, we investigate ICT Innovation in Accounting Education that helps to prepare and present useful financial information to users. Information and Communication Technology (ICT) and Accounting Education ICT has created significant benefits for accounting. ICT networks and computer systems have shortened the lead time needed by accountants to prepare and present financial information to management and stakeholders. Not only ICT has shortened the lead time required to present financial information, but it also has improved the overall efficiency, accuracy of the information and training accounting for students.[1] ICT has created better opportunities to training accounting that help students in understand and also have shortened the lead time required to training. There are researchers that indicate profound impact ICT on training accounting such as: Bennett and Bennett (2003) that investigated the impacts of perceived characteristics of ICT on faculty members’ willingness to integrate it in their teaching. They found out that the most important factor which impedes the use of technology in higher education is not the lack of technological facilities or financial funds, but faculty members’ reluctance and their disbelief in the use of technology.[2] Medlin (2001) investigated different variables which are likely to affect teachers’ decisions on making use of electronic technologies throughout the teaching process. He indicated that the personal motivation is an important factor which forces faculty members to improve their teaching methods and contribute to the learning of students by technological means.[3] Ma, Andersson, and Streith (2005) studied the impact of ICT on training accounting and they found out that:[4] The student teachers’ perceived usefulness of computer technology had a direct significant effect on their intention to use it. The student teachers perceived ease of use had only an indirect significant effect on intention to use; however. The student teachers’ subjective norm that is the possible influence of external expectations did not have any direct or indirect significant effect on their intention to use computer technology. Li (2004) studied the relation between ICT and Education at China Agricultural University (CAU), in which he concluded that CAU faculty tended to agree with the existence of the five attributes of WBDE (relative advantage, compatibility, complexity, trainability, and observability).[5] The researchers show independent variables that have impotent role in ICT such as relative advantage, compatibility, ease of use, result and demonstrability. Relative advantage Relative advantage is degree which an innovation is perceived as being better than the idea it supersedes. It is often expressed in terms of economic profitability, productivity, convenience, satisfaction and so on. Some researches have referred relative advantage of an innovation as its perceived usefulness, that is the degree to which the users subjective probability that using a specific system will enhance his or her productivity.[6] Compatibility Compatibility is degree to which an innovation is perceived as consistent with the existing values, past experiences and needs of potential adopters. Some researchers have stated that an innovation can be compatible or incompatible with cultural values, believably values, previously introduced ideas and client needs for the innovation.[7] Ease of use Ease of User is degree to which an innovation is perceived as relatively easy to understand and use. Researchers have observed that technology users perceive a technology as user-friendly if it is easy to learn, become skillful, flexible and is controllable.[8] The Web as an Innovation in Accounting Education In generally, innovation refers to the creation of better or more effective products, processes, technologies, ideas that affect companies, markets, goverments, indevuals and students. Innovation generally signifies a substantial change compared to entirely new or incremental changes. Innovation can use in varius contexts such as IT and Education.[9] The various researches have been provided that indicate profound impact ICT on student learning and also have showed role of innovation in ICT and Accounting Education. Some of these researches are: Khaled Dwhawy and †¦ (2005) investigated the use of IT in Teaching Accounting in Egypt. They have indicated that their acceptance of the new tools in training such as CD is highly dependent on the perceived ease of use and perceived usefulness of the tool. They suggested that there is a need for more to be done to enhance understanding of teaching accounting in developing nations in general, especially through the use of information technology.[10] Pugalee and Robinson (1998) suggested that technology applications have been found to improve student’s motivation to learn and to expand their self-confidence. With specific reference to the Web, they suggested that the Internet can provide students with a learning environment that is compatible with the way they prefer to learn.[11] Lebeile.S and Abeysekera (2010) investigated The Spread of ICT Innovation in Accounting Education and they have tested various dimensions ICT Innovation in major university of Sydney with independent variables. Their results proved to be significant in relation to all four independent variables: relative advantage, compatibility, ease of use, result and demonstrability.[12] Objective of study An understanding of accounting concepts for students has depended to method of training. Usage IT in Accounting Education can help to it. Therefore, Objective of this study helps to Accounting Education on the base of ICT Innovation. Hypotheses of study The main hypothesis is that â€Å"The Innovation attributes of relative advantage, compatibility and ease of use will be associated with accounting student’s intention for future use of WEBLEARN for learning purpose.† This hypothesis divided to three Sub-hypotheses that investigate various dimensions ICT Innovation. Those are: Relative advantage (of ICT) is positively correlated with ICT adoption in WEBLEARN. Compatibility (of ICT) is positively correlated with ICT  Adoption in WEBLEARN. Ease of use (of ICT) is positively correlated with ICT  adoption in WEBLEARN. Methodology of the study Data of study gathered from an anonymous questionnaire administered to 30 students in an accounting unit at a major college in pune university, India at 2010. Then, we classify data on the base of relative advantage, compatibility, and ease of and after that we tested it in SAS software by using mean, standard division, T-test, Adjusted R2 and P-value. Analysis of resulting The result of research indicate that ICT Innovation have significant impact on training accounting to students. The use ICT can help students that learn concepts, assumption and standards of accounting to ease way and quickly. The WEBLEARN used by students is to be effectiveness as a learning tool for topic cost of goods soled for students. This paper indicates that students who used WEBLEARN have suitable comprehension about cost of goods soled than traditional tools. The qualitative data indicate mixed feelings regarding the Relative advantage, Compatibility and Ease of use as components of WEBLEARN for cost of goods soled. Many student comments relating to the Relative advantage, Compatibility and Ease of use were effectiveness in learning. The majority of students’ responses were highly positive. Table show that P-value less than a=.05 and also T-test more than 1.96. Hence statistical tests confirm result of study. Descriptive Statistics N=50 Conclusion and Suggestion of the study This study test impact of ICT Innovation on Accounting Education and find out that IT can play important role in training accounting and help students and lecturers until achieve to their objectives. Innovation in IT causes that trainings tools have profound impact on students. Future research could also investigate other applications of technology in educational. References   Bennett, J., Bennett, L, 2003, A review of factors that influence the diffusion of innovation when structuring a faculty training program. Internet and Higher Education. eHow.com/impact of ICT on accounting Lebeile.S and Abeysekera, 2010, The Spread of ICT Innovation in Accounting Education, International Journal of Teaching and Learning in Higher Education, Volume.22, Number.2. Li, Y, 2004, Faculty Perceptions About Attributes and Barriers Impacting Diffusion of Web-Based Distance Education (WBDE) at the China Agricultural University, doctoral dissertation, Texas AM University, USA. Khaled Dwhawy, E. Tooma and S.Kamel, 2005, The use of IT in Teaching Accounting in Egypt, The American University in Cairo, Communications of the IIMA, Volume.5, Issue.3. Kotler, P, 1991, marketing management: analysis, planning implementation, and control. NJ: Prentice-Hall. Ma, W. W., Andersson, R., Streith, K-O, 2005, examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21. Medlin, B. D, 2001, The Factors that May Influence a Faculty Members Decision to Adopt Electronic Technologies in Instruction, doctoral dissertation, Virginia Polytechnic Institute and State University. Pugalee D.K and Robinson. R, 1998, the study of the impact of teacher training in using internet resource for mathematics and science instruction, Journal of Research on Computing in Education, Issue.31. Rogers, E.M, 2003, the diffusion of innovations (5th Ed), NY: Free Press. Sentamu, F.X, 2001, Information technology, organizational culture and the performance of National Water and Sewerage Corporation, Makerere University, Kampala, Uganda. Wikipedia, the free encyclopedia.mht [1] eHow.com/impact of ICT on accounting   [2] Bennett, J., Bennett, L. (2003). A review of factors that influence the diffusion of innovation when structuring a faculty training program. Internet and Higher Education, 6, 53–63.   [3] Medlin, B. D. (2001). The Factors that May Influence a Faculty Members Decision to Adopt Electronic Technologies in Instruction, doctoral dissertation, Virginia Polytechnic Institute and State University.   [4] Ma, W. W., Andersson, R., Streith, K-O. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21, 387–395.   [5] Li, Y. (2004). Faculty Perceptions About Attributes and Barriers Impacting Diffusion of Web-Based Distance Education (WBDE) at the China Agricultural University, doctoral dissertation, Texas AM University, USA.   [6] Kotler, P. (1991). Marketing management :analysis, planning implementation, and control. NJ: Prentice-Hall.   [7] Sentamu, F.X. (2001). Information technology, organizational culture and the performance of National Water and Sewerage Corporation. Unpublished master (of Business Adm.) dissertation, Makerere University, Kampala, Uganda.   [8] Rogers, E.M. (2003). The diffusion of innovations (5th ed.). NY: Free Press.   [9] Wikipedia, the free encyclopedia.mht   [10] Khaled Dwhawy, E. Tooma and S.Kamel, 2005, The use of IT in Teaching Accounting in Egypt, The American University in Cairo, Communications of the IIMA, Volume.5, Issue.3.   [11] Pugalee D.K and Robinson.R, 1998, Astudy of the impact of teacher training in using internet resource for mathematics and science instruction, Journal of Research on Computing in Education, Issue.31, Page.78-88.   [12] Lebeile. S and Abeysekera, 2010, The Spread of ICT Innovation in Accounting Education, International Journal of Teaching and Learning in Higher Education, Volume.22, Number.2, Page. 158-168.

Selection Interview Essay -- Work Careers Jobs Essays

Selection Interview "Selection is increasingly important as more attention is paid to the costs of poor selection, and as reduced job mobility means that selection errors are likely to stay with the organization for longer." (Torrington and Hall, 1998, p221) The selection decision has always been important as the way for a company to obtain the human resource that is appropriate for the job and company. There are many methods for selection such as: testing, advertising, completing application form, screening, corresponding with the prospective employee. Among these, the two principal selection methods, which most are used, are application forms, and interviews. In fact, it is not just one selection method used in practice. Generally, two or more methods are often used in combination. Comparison Of Strengths Selection is two-way process. The interview is a necessarily medium of two-way communication. It supplements the information in the pre-procedures such as application form and reference. It also provides the further particulars respectively to help both ends take decisions. On one side, the interviewer usually has some basic information from the application form or test, and these may require further face-to-face communication to clarify. For the selector, the interview can provide some further evidence and clues concerning the applicant's personal data, circumstances, career pattern and attainments, powers of self-expression, range and depth of interests, intelligence and special aptitudes, behavioural patterns and preferences which selectors are interest in. On the other side, because interview has a broad range of topics, the employer has the opportunity to introduce the company and explain job details in dep... ...take the initiative to either take advantage of classes or to take courses at a local college or attend workshops. It certainly is the employee's responsibility to keep abreast with developments. In almost all professions, those who stay up-to-date are leaders, while those who prefer to rest on previously gained laurels are left behind. REFERANCES: http://www.managementfirst.com/career_management/art_interview.htm A brief history of the selection interview: may the next 100 years be more fruitful http://www.dbm.com/hr/what/new12.html Ten Steps to establishing a "Learning Organization" The Truth About Training When You Need It and How to Get It by Kathy Simmons, IMDiversity Career Center http://careerplanning.about.com/careers/careerplanning/library/weekly/aa052498.htm The Virtual Job Club: Your Guide to Succeeding On the Job Search Job Interviewing

A Marxist Reading of Shakespeares Coriolanus Essay -- Coriolanus Essa

A Marxist Reading of Coriolanus      Ã‚  Ã‚   One popular dissecting instrument of any Shakespearean character is the modern tool of psychoanalysis. Many of Shakespeare's great tragic heroes-Macbeth, Hamlet, King Lear, and Othello, to name a few-have all been understood by this method of plying back and interpreting the layers of motivation and desire that constitute every individual. Add to this list Shakespeare's Roman warrior Coriolanus. His strong maternal ties coupled with his aggressive and intractable nature have been ideal fodder for modern psychoanalytic interpretation. This interpretation, however, falls within a larger, political context. For despite the fact that Coriolanus is a tragedy largely because of the foibles of its title character, its first and most lasting impression is that it is a political play. Indeed, the opening scene presents the audience with a rebellious throng of plebeians hungry for grain that is being hoarded by the patricians. When Menenius, a patrician mouthpiece, enters the scen e a dialectic is immediately established, and the members of the audience inexorably find themselves on one side or the other of this dialectic, depending, most likely, on their particular station in life.    The English nobility that viewed this play in Shakespeare's time undoubtedly found Menenius' fable of the belly compelling, in which the belly-representing the patricians-is said to be a distribution centre that may initially receive all the flour (nourishment), but parcels it out evenly to the various limbs, and organs-representing all other classes of the republic-leaving itself only the bran. I doubt the audience in the pit found this body trope very persuasive, especially since this play was initially per... ...bject of our misery, is as an / inventory to particularize their abundance; our / sufferance is a gain to them" (I.i.16-18). By rioting for grain and then banishing Coriolanus, the citizens are taking what limited steps are available to people of their class to effect change and receive recognition of their voices. Their insurrection will indeed throw forth greater themes, one of which will be emancipation.    Works Cited Appignanesi, Richard. (1976). Marx for Beginners. London, England: Writers and Readers Publishing Co-operative (Society Limited). Cavell, Stanley. (1985). Who does the wolf love? Coriolanus and the interpretation of politics. In Parker, P. & Hartman, G. (ed.), Shakespeare and the question of theory. New York: Methuen. Jagendorf, Zvi. (1990). Coriolanus: body politic and private parts. Shakespeare Quarterly, 41(4), pp. 455-469.

Erickson’s development stages

Different psychologists have put forward stage theories of development which discuss that people go through many stages in definite orders, with challenges associated to diverse capacities arising from each stage and age. Erik Erikson proposed a theory of psychosocial development that happens in eight different stages over a person’s life span.He proposed that people face fresh challenges during each stage: generativity vs. self-absorption autonomy vs. shame and doubt: trust vs. mistrust initiative vs. guilt, identity vs. role industry vs. inferiority, confusion, intimacy vs. isolation, and integrity vs. despair. As Erik Erikson stated, the identity search marks an imperative step in adolescence. Adolescents may pass through an identity crisis, in which they struggle to comprehend themselves and make decisions on their future. Identity foreclosure occurs when a person hastily obligates to roles or values that others recommend.Foreclosure status is whereby a person has makes a commitment minus attempting identity examination. The sense of commitment and the quality of this commitment plus the manner in which it’s derived varies. Foreclosure status has so many characteristics. The adolescents in this status tend to assume commitments handed to them by others like their parents.They are able to put across a commitment but unable to explain how they got to that decision. Here they also tend to take for granted the recipe knowledge. They are obedient to people in authority and respect strong leadership. They also conform to the significant expectations of the other. They need strong social approval in making decisions. Moreover they are affectionate and loving when at home.They are unlikely to offer direction or leadership that is creative because of fewer analytic knowledge and rigidity in their commitment. The following is an example of a girl in a foreclosure status: Mary’s mother is a lecturer in women and gender studies and is totally involved in feminist issues. Mary admires her mum so much.She is a woman who is strong and as a single parent, has struggled to fend for her daughter while establishing her personal career. Mary believes that she, too, will be an independent and strong woman. She likes avoiding people especially men who don’t recognize her that perspective or just by attempting to bring let out her feminine personality.She undoubtedly maneuvers clear of her maternal grandmamma who is very artsy and unpleasantly very disorganized. Mary’s performance at the university is promising and the selection of her courses shows her unwaver ing interest in politics, psychology and more importantly feminine/women studies. Foreclosure comes from some sort of adversity or roadblock when a person delays commitment to an identity then an identity moratorium occurs. He or she may experiment with different roles and values. When a person is concerned in exploring varied identities and does not make any commitments, then it is in order that the person is in the moratorium state. The adolescents in this stage are the most anxious. They have well developed moral development.They are able to describe their feelings deeply. They like to exercise a socially mature influence, good debaters, socially in-depth and effective, they are good critical thinkers about everything they say and do. An example of a moratorium status is as follows. Tom has switched his college major many times that it will take him 6 years to graduate.Because his parents have incidentally refused to cater for his tuition ,room and board expenses, tom has tried so many of jobs, ranging from cleaner to shoe salesman. He likes jobs that allow him think and be alone; his friends are very much the like him .He performs well but his record has many incompletes. He has had one satisfying intimate relationship and is looking anxiously for another.  When a person lacks a clear sense of identity but still hasn’t explored issues related to identity development then identity diffusion happens. Here they engage intense immediate experiences that heighten their sense and provide an immediate pleasure.They tend to avoid making decisions with less developed moral reasoning. They always belong to the negative identity. In terms of sexual orientation, they are more experimental. Here is an example of a boy who is identity diffusion state. Dan is a freshman in the nearby university close to his former high school.He travels home almost every weekend but does not enjoy himself whenever he's there. He avoids talking to his high schoolmates friends or parents, prefers to surfing the web in his room. Occasionally he engages in impulsive shopping sprees and there after discusses elatedly over h is new electronic appliance he has purchased..He gets annoyed if his parent asks about it. Dan is registered for courses that   he has been informed that are simple, and he doesn’t have strong interest in his studies or his grades. Dan apparently has few goals and doesn’t care much about finding it  Identity achievement happens when a person considers other possibilities and commits to a certain direction in life and identity. In this case an individual has explored varied identities and made a commitment to one.The adolescents in this category are the ones that are natured by their parents well and have democratic family. They tend to be involved in occupation, political and religious belief exploration. They can think critically and have reasonable mind in that they make informed decisions. However they can be convinced to change their mind.They are the most highly adaptive and complex adolescents. They are more of future oriented and can identify things coming i n their future. Moreover they have self esteem and high level of reflective ability. They develop good relationships with their colleagues. Here is an example of identity achievement status girl. Melissa has parents who are both doctors. At the university she was a Spanish Major, spending a semester in Spain studying culture and art.During her graduation she surprised her parent that she had enrolled for medical school. She arrived at that decision after having an intimate relationship with a hospice nurse and working as a hospital volunteer during summer.Conclusion In our fast changing world, it is believed that identity crises are very many currently as compared to the Erikson's days. Exploring diverse areas of your life within your family, romantic relations and your role at work can help improve your individual identity.ReferencesErickson, H.E (1970). Reflections on the dissident of contemporary youth, international journal on psychoanalysis Marcia, E. J (1980). Identity in adol escents. In Adelson J.(Ed.), Handbook of Adolescence Psychology. Wiley: New York

Women As ‘Real Men’

Throughout the selected stories in Giovanni Boccaccio’s The Decameron many themes are brought to a readers attention. These themes help relate and compare the tales to one another in more ways than one. In the tale, Day two Story nine it raises a certain question on how a man may look as his wife, and the standards his wife may have to uphold. In comparison Day Five Story Ten, the question raised is a question of loyalty of a wife to her husband, which in turn, compare with the standards a wife may have to uphold for the husband. In both of these stories women are seen in the end as tough characters that take these actions from their husbands without any question; they are the real men in the tales. The tale Day Two Story Nine is about a man Bernabo whom is married to Zinevra, a very trustworthy wife. Bernabo and his friend Ambrugiolo while away get into a conversation about how easy it is to cheat on their wives while they are away, because in the end Ambrugiolo’s thought is that they do the same thing. Bernabo disagrees he looks at his wife as very trustworthily and Zinevra would never do such a thing. Because of a bet the two men end up making, Amrugiolo undeservingly wins the bet, or so Bernabo is led to believe. Bernabo orders a servant to murder Zinevra because of this misleading sin she been framed of committing. She pleads to the servant for her life and runs away to begin a new life as a man. Zinevra made a new life for herself after she was framed and moved on. But one day in the market she ran into her husband, Bernabo after much talking they realized who each other were. In the end, Zinevra gets revenge on Ambrugiolo and he is killed. Zinevra was in control of her decision to either go back to her husband Bernabo after he did not trust her word and ordered her to be killed, or not. She ends up goes back to her husband and in a way is a hero. Bernabo did not trust the loyalty of their marriage and was quick to judge Zinevra, but in the end the two lived happily ever after. Day Five Story 10 is another story with the loyalty of a husband and a wife. The story is about a man Guaitieri marrying a beautiful peasant, Griselda. Quick to marry, Guaitieri does not know if Griselda is truly a loyal companion and tests her through dramatic and horrific tricks. Including lying to Griselda about killing both their daughter and son, and Griselda does not question it and agrees with his actions. Guaitieri does not know what will break his wife because he believes this woman could not be so loyal. Therefore he pretends to divorce the peasant, and tells Griselda that he is getting remarried. He wants her to not only attend the wedding, but also clean and decorate the house for the event. Griselda agrees yet again, and in the end Guaitieri is convinced that she is just as loyal as she acts and tells her the whole truth of the matter. Their children were never killed, and the woman he was about to marry was their daughter. The loyal Griselda takes back Guaitieri and they live happily ever after. While reading these stories, which were written in a time not like today, a reader may be taken back. With the Bernabo and Zinevra story, a reader may question why Bernabo was so quick to judge what he thought was a trustworthy and loyal wife. But as we see in the selected tales women are viewed almost as a prize or object not as a companion or a real person. We see that in Guaitieri and Griselda’s story as well Guaitieri tests Griselda over and over and would not believe that she really was a loyal as she was coming off to be. Readers would take this story and see Griselda as almost an abused women, husbands do not treat their wives this way this time in age. In contradiction back in the day Griselda was seen as such a loyal women and wife because of her reactions to Guaitieri’s terrible lies. In both tales, the women over come their challenges and are viewed as harder and tougher people then the men.

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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting.Experiential learning thus involves a, ‘direct encounter w ith the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.The second type of experiential learning is ‘education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences'.He continues, â €˜unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four ‘villages': Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦.Village Four is concerned about personal growth and self-awareness. These ‘villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literatu re, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion.Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management.He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also kno wn for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A.Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral.However, it is suggested that the learning process often begins with a person car rying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in d ifferent situations.They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement.In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development.He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities.Few us can approach the ‘ideal' in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to pl ace people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescriptionConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than peopleAccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into' one style can put a learner at a serious disadvantage).However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb's scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged', they comment , ‘it does not help†¦ to uncover the elements of reflection itself' (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997).As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn't necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988).The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environ ments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western' assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking.There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the deg ree of integration of learning styles' (Tennant 1997: 92).The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn't really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn't really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory.This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it' (Kolb 1984 : 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb's vision of experiential learning.However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on'. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb's model with a number of different adult groups and asked them to explore it based on their own experience of learning.He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace ou t the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9).This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it.Reflective pr actice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis' model falls into trap of stage thinking. As with Kolb's work there is a limited experimental base to support it.We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards'. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collec tion of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into' – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power.Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb's model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc.However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others.Chapters on group dynamics; experiential learning; group goals and social independence; communications w ithin groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman's contrasting of information assimilation with experiential learning. Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb's ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; li felong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner & McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experiential learning tend to be rather atheoretical (and often precious). This text doesn't totally escape this – but has a number of useful contributions. ReferencesAnderson, J. A. (1988) ‘Cognitive styles and multicultural populations', Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (19 33) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning', ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences'. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I.Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavi or Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://ww w. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning', the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. 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The Phenomenon of Human Trafficking

Table of contents 1. Introduction2 2. Definition of Key terms;2 2. 1. Human trafficking2 2. 2. Victim2 3. Victims of human trafficking3 4. Trends in human trafficking3 5. Causes of human trafficking4 5. 1. Poverty and desire for better life of exploited victims4 5. 2. Corruption and the abuse of influence4 5. 3. High profits and Low risk. 5 6. Recruitment strategies for human trafficking victims6 6. 1. Being born in to slavery6 6. 2. Use of force6 6. 3. Fraud6 6. 4. Coercion7 7. SEVERE FORMS OF TRAFFICKING IN PERSONS8 7. 1. Sex Trafficking8 8. Prevention of trafficking in humans8 . 1. Economic alternatives to prevent and deter trafficking8 8. 2. Public awareness and information9 8. 3. Protection and assistance for victims of trafficking9 9. Case study10 9 held for human trafficking – News 2410 10. Conclusion11 11. References12 Introduction The phenomenon of human trafficking or modern-day slavery has received increased media coverage globally; this is because millions of peopl e around the world suffer in silence under slave-like conditions of forced labour and commercial sexual exploitation from which they cannot free themselves. Human trafficking not only continues but appears to be on the rise worldwide primarily because most countries are involved in human trafficking to some extent, either as a place of recruitment, transit or the destination for trafficked individuals. This essay addresses the phenomenon of human trafficking as a form of victimisation and will define key concepts, identify and discuss victims of human trafficking and its trends. The discussion will further look in to the causes of vulnerability to trafficking, reasons for trafficking, strategies for recruiting trafficked people and the responses or courses of action to reduce human trafficking. A case study of recent trafficking issue will also be provided to show the reality of the problem and lastly the conclusion will sum up the discussion in a nutshell. Definition of Key terms; 1 Human trafficking Hodge and Lietz (2007; 163) explain that human trafficking involves the recruitment, transportation, transfer, harbouring or receipt of people, by the use of force, threat or other forms of coercion, abduction, fraud, and deception. It also includes the abuse of power and position by giving or receiving payments to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation as explained by Hodge and Lietz (2007; 163) include forced prostitution and other forms of sexual exploitation, forced labour and services, servitude and the involuntary removal of organs. The United Nations Office on Drugs and Crime explain human trafficking as an act of recruiting, transporting, transferring, harbouring or receiving a person through a use of force, coercion or other means, for the purpose of exploiting them (UNODC, 2010). 2 Victim According to Howley and Dorris (2007; 229) victims are persons who have suffered harm, including physical or mental injury, emotional suffering including grief, economic loss and/or substantial impairment of rights accorded them by the state law through acts or omissions that are in violation of the criminal law operating in the territory. Victims of human trafficking Winterdyk and Reichel (2010; 5) states that human traffickers tend to victimize the most vulnerable of the global community consisting mostly young women and children and to a certain extent men. According to Winterdyk and Reichel (2010; 5) victims live in desperate, brutal circumstances behind a wall of secrecy and deception and the victims are often sick due to physical and psychological trauma they experience especially when they try to escape. Bales (2004; 56) further elaborates that traffickers instil trauma through a sense of terror and helplessness and by destroying the victims sense of self. Perpetrators also threaten death and serious harm against victims and their families, they also isolate their victims from sources of information and emotional support where they can get help (Bales, 2004; 56). An explanation by Fichtelberg (2008; 151) clearly states that victims of human trafficking are forced into sex trade industry which includes prostitution, pornography, sex tourism, strip dancing, live-sex shows, servile marriages or illegal labour markets such as sweatshops, farm work, domestic work , industrial work, begging, child soldiers, participating in crime or other activities they did not agree to engage in. Fichtelberg (2008; 152) further elaborates that victims are often â€Å"invisible† as they are often isolated from their family members and other members of their ethnic and religious community and therefore unable to speak the local language and unfamiliar with the culture. Victims may not self-identify themselves as victims of human trafficking due to lack of knowledge about the criminal justice system of the host country, fear of retribution against themselves and their families by traffickers, fear of accusation within their families, post traumatic stress disorder and stigma (Fichtelberg, 2008; 152). Trends in human trafficking According to Hodge & Lietz (2007; 163) determining the number of individuals who are trafficked is difficult due to high levels of secrecy and corruption within the human trafficking industry. Furthermore, victims are often hesitant to share their experiences due to fear of reprisals and as a result estimates of the prevalence of trafficking have varied considerably. Hodge & Lietz (2007;163) further states that approximately 600,000 to 800,000 people are trafficked across international borders annually, of which 70- 80% are female and approximately 50% are children. Among all females, approximately 70% are trafficked for prostitution and other forms of sexual exploitation, while the remaining are males trafficked for forced labour and performing criminal activities for their traffickers (Hodge & Lietz, 2007;163). Causes of human trafficking 1 Poverty and desire for better life of exploited victims According to Logan, Walker and Hunt (2009; 10) poverty is one most important factor in becoming a target of human trafficking because the poverty that the trafficked immigrants experience in their countries of origin is too extreme that it threatens even basic survival, thus making them vulnerable to any promises of better livelihood. Logan, Walker and Hunt (2009; 10) further elaborates that vulnerability to trafficking is on the rise due to a mix of poverty and high levels of population density, infant mortality rate, children younger than 14, civil unrest and violence, cultural acceptance of trafficking and lower levels of food security in those poverty stricken nations. In addition, Logan, Walker and Hunt (2009; 10) explain that impoverished people often want to go to stable and wealthy countries like America for a better life then criminals use their dreams against them and put them into trafficking as they are desperate and willing to accept any opportunity to better their livelihood and help their family members who are also struggling. Corruption and the abuse of influence Surtees (2008;49) explains that corruption of government authorities including politicians, state functionaries, law enforcement officers and immigration officials play a critical role in the operation of human trafficking networks and allows trafficking to continue from, through, and within their countries. Surtees (2008;49) further elaborates that these corrupt officials supports trafficking in many ways; through document falsification, illegal border crossings, overlooking prostitution venues in identifying victims, compromising criminal investigations, lack of investigation and judges dismissing cases or imposing minimal sanctions against international human trafficking networks. Lehti and Aromaa (2007; 125) also states that some individuals within international organized crime syndicates are current or former officials and use their position and/or experience to support criminal ventures. Former members of security agencies, for example, are able to combine their security experience (which includes intimidation and torture) with high-level connections to political, professional and law enforcement agencies, allowing them to function with impunity by hiring legal and business experts as intermediaries or brokers through which they recruit people for trafficking (Lehti and Aromaa, 2007; 125). 3 High profits and Low risk. According to the U. S Department of State (2004) human trafficking is the third most profitable form of international organised crime after narcotics and arms sales. According to this report the sale of trafficked people is generating massive profits for traffickers because unlike narcotics and arms, which are sold once, people who are sold into prostitution and involuntary servitude earn profits continually, year after year, for their exploiters while victims get minimal wages or basically nothing due to debt bondage imposed to them by traffickers (U. S Department of State, 2004). In addition to high profits, Hodge & Lietz (2007; 166) explains that the risks associated with trafficking are quite minimal because prostitution is legal in many places like Germany and Netherlands therefore complicating efforts to incarcerate traffickers. Hodge & Lietz (2007; 166) further elaborates that even in countries where prostitution is clearly illegal, traffickers often go unpunished for their crimes because cases regularly fall apart due to lack of protection for witnesses, family involvement in the trafficking activity and fear of deportation. Furthermore, enforcement efforts usually focus on the women instead of the exploiters, consequently people often attempt to remain unnoticed for fear of being charged, particularly if they are trafficked internationally (Hodge & Lietz, 2007; 166). Recruitment strategies for human trafficking victims A study by Skinner (2008; 131) states that people are trafficked in three main ways which include being born into slavery, use of force i. e. eing kidnapped, sold, or physically forced and by fraud or being tricked. 1 Being born in to slavery According to Skinner (2008; 131) in some countries families may be permanent servants because they were born into it. This is mainly because their families may have been slaves or in debt bondage literally for generations and when they bear children they are automatically under the same circumstances and may be sold to whoever is involved in the human trafficking business. 2 Use of force Skinner (2008; 131) contends that in some countries children are literally sold into slavery out of their will by parents or other caregivers mainly because of the economic situations of the families. Skinner (2008; 131) further states that victims are then raped, beaten, intimidated, tortured and confined so as to control them after they have being sold. Forceful violence as explained by Skinner (2008; 131) is used especially during the early stages of victimisation, known as the ‘seasoning process’, which is used to break the victim’s resistance so as to make them easier to control. In some cases, Skinner (2008; 131) states that people who are often approached to work in the sex industry often refuse and traffickers may kidnap or abduct such individuals and smuggle them to the country of destination to work as slaves or sold to other traffickers. 3 Fraud Hyland (2001; 31) states that traffickers use seemingly legitimate organizations to recruit young women and children in to trafficking situations. This often involves the use of false advertisements promising desperate people a better life in another, usually richer, nation that offers jobs to work as waitresses, maids, landscapers and dancers. In other cases, Hyland (2001; 31) explain that women who work in nightclubs may be approached and promised much higher earnings for doing similar work in wealthier nations only to find that they will be forced in to prostitution and sex related exploitations. According to Hyland (2001; 31) some victims may be made to sign false contracts to make the whole experience seem even more legitimate, and sometimes psychologically binding them even more to the trafficker to erase any suspicions from the victim. Hyland (2001; 32) further states that in some instances, victims are approached by individuals known to their families in their home countries who invite them to come along with them for a job offer but only misleading them into trafficking situations where are often subjected to debt-bondage, usually in the context of paying off transportation fees into the destination countries. 4 Coercion According to the Trafficking Victims Protection Act (2000), traffickers often make representations to their victims that physical harm may occur to them or others should the victim escape or attempt to escape. Such representations can have coercive effects on victims as direct threats to inflict such harm may cause victims to live in fear and become hopeless and hence easy to control. Coercion as explained by the Trafficking Victims Protection Act (2000) means threats of serious harm to or physical restraint of any person, it also includes any scheme, plan, or pattern intended to make a person to believe that failure to perform an act would result in serious harm to or physical restraint against any person; or the abuse or threatened abuse of the legal process SEVERE FORMS OF TRAFFICKING IN PERSONS According to the Trafficking Victims Protection Act (2000), severe forms of trafficking in persons’’ involves sex trafficking in which a commercial sex work is imposed on someone by the use of force, fraud, or coercion. It also includes recruitment, harbouring, transportation, provision, or obtaining of a person for labour or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery. Sex Trafficking According to Hodge & Lietz (2007; 165) sex trafficking means the recruitment, harbouring, transportation, provision, or obtaining of a person for the purpose of a commercial sex. Hodge & Lietz (2007; 165) further states that sex trafficking is no longer primarily localized in one geographic region but has increasingly become a transnational and a global problem. For example, a young girl may be recruited in Botswana, sold and â€Å"trained† in Italy, with the United States being the ultimate destination. Moreover, Hodge & Lietz (2007; 165) states that traffickers primarily target young women and girls, who are disproportionately affected by poverty, the lack of access to education, chronic unemployment, discrimination, and the lack of economic opportunities in countries of origin. According to Hodge & Lietz (2007; 165) most trafficking victims originate in Asia, Africa, Eastern Europe and to a lesser extent, Latin America while destination countries tend to be wealthy nations like America in which large sex industries like pornography exist or where prostitution is legalized or broadly tolerated as in the case of Germany and Netherlands. Prevention of trafficking in humans 1 Economic alternatives to prevent and deter trafficking According to Beyrer (2001; 547) states that initiatives to enhance economic opportunities for potential victims of trafficking can be used as a method to deter trafficking since the traffickers often target people who live in poverty in the promise for better livelihood. Such initiatives may include microcredit lending programs, training in business development, skills training, and job counselling. Other alternatives as stated by Beyrer (2001; 547) are the provision of grants to nongovernmental organizations that can help to accelerate and advance the political, economic, social, and educational roles and capacities of women in their countries. Furthermore, countries should initiate programs that promote women’s participation in economic decision which can help to empower women economically as they appear to be the primary target and most vulnerable to human trafficking (Beyrer, 2001; 547). 2 Public awareness and information Beyrer (2001; 548) states that countries should establish and carry out programs to increase public awareness on human trafficking particularly among potential victims about the dangers of trafficking and the protections that are available for them. Beyrer (2001; 548) further elaborates that governments should initiate programs to keep children, especially girls, in schools to reduce vulnerability at an early age and to educate persons who have been victims of trafficking. Moreover the development of educational curricula covering issues of human trafficking can also help to create awareness at an early stage Beyrer (2001; 548). Protection and assistance for victims of trafficking According to Beyrer (2001; 549) victim protection begins when a victim is rescued and reunited with their family and continues when they are assisted to rebuild their lives. It may include keeping victims safe from threat, violence and abuse, counselling, help with income generation, education and vocationa l training. Beyrer (2001; 549) further states that prosecution of traffickers ensures the victim receives full justice, including meaningful prosecution of the perpetrator. It requires vigorous law enforcement, fighting corruption, identifying and monitoring trafficking routes, and cross-border coordination. Moreover, Beyrer (2001; 549) further states that protection and assistance of victims can be achieved through policies or framework including government and NGO guiding principles, plans and strategies, which support all of the anti-trafficking initiatives that assist victims. Case study 9 held for human trafficking – News 24 Ermelo – Nine Nigerian men arrested for alleged human trafficking have appeared in the Ermelo Magistrate's Court, Mpumalanga police said on Tuesday. Captain Leonard Hlathi said the men appeared in court on Friday, and their case was postponed to April 16 for a bail application. He said it was alleged that the men forcefully took a number of women from around the country to Ermelo, where they were forced into prostitution. They were given R30 a day for food, and from time to time they were forced to take drugs to ensure they remained addicts. The 12 women, between the ages of 18 and 30, told the police the men took all their earnings and they were not paid for the jobs that they were doing. Home affairs officials confirmed that the suspects applied for asylum in South Africa, and according to the information in their application forms, they do not qualify for asylum. † He said they were being charged under the Sexual Offences Act and for kidnapping. â€Å"These men can consider themselves a bit lucky as human trafficking laws are in the process of being legislated. These acts of the suspects were exactly equivalent to human trafficking. † Source; news24. com The above case study reflects on the reality of the problem of human trafficking in South Africa as it the case in all countries around the world. According to the case study it is evident that traffickers target mostly young women who are more vulnerable and defenceless. As already discussed trafficking is a sustained by huge profits due to exploitation of the victims, the case study further support that statement as it states that the victims were given only a little amount enough to buy food and the profit they make from forced prostitution goes to the perpetrators. Conclusion In conclusion, women, children and people in general are not property to be bought and sold, used and discarded. Rather, they are human beings with certain fundamental human rights that prevent them from being sold into slavery. People should therefore know their rights and exercise them and countries should unite and cooperate in the war against human trafficking because it is a very complicated problem that cannot be solved by one country as it is a multinational crime involving highly organised crime syndicates. Citizens should also assist in the war against human trafficking by avoiding flashy job opportunities which often offer unrealistic rewards. At last people should also report suspicious cases of trafficking as this victims often work in public places including restaurants, hotels and massage parlours. References Bales, K. , (2004). Disposable people: New slavery in the global economy. Berkeley, CA: University of California Press Beyrer, C. (2001). Shan women and girls and the sex industry in Southeast Asia: Political causes and human rights implications. Journal of Social Science and Medicine. Vol. 53. (6). Pp. 543–550. Fichtelberg, A. (2008). Crime without borders: An introduction to international criminal justice. Upper Saddle River, NJ: Pearson Hodge . R. & Lietz . C. A (2007). The International Sexual Trafficking of Women and Children . Journal of Women and Social Work. Vol. 22 (2). Pp. 163-174. Howley, S. , & Dorris, C. (2007). Legal rights for crime victims in the criminal justice system. (3rd ed. , Thousand Oaks, CA: Sage. Hyland, K. (2001). Protecting human victims of trafficking: An American framework. Berkeley Women’s Law Journal. Vol. 16 (3). Pp. 29-71. Lehti, M. , & Aromaa, K. (2007). Trafficking in humans for sexual exploitation in Europe. International Journal of Comparative and Applied Criminal Justice. vol. 31 (7). Pp. 123–45. Logan. T. K. , Walker . R. & Hunt . G. (2009). Understanding Human Trafficking in the United States. Trauma Violence Abuse. vol. 10. (1). Pp. 3-30 Skinner, E. B. (2008). A crime so monstrous: Face-to-face with modern-day slavery. New York: Free Press Trafficking Victims Protection Act (2000), Human trafficking. (URL accessed 21 march 2010); http://www. state. gov/g/tip/rls/tiprpt/2007/86205. html United Nations Office on Drugs and Crime (2010). Human trafficking. URL (accessed 20 March 2010): http://www. unodc. org/unodc/en/human-trafficking/what-is-human-trafficking. html