Gender Inequality Essay Example | Topics and Well Written Essays - 1500 words

Gender Inequality - Essay Example According to my analysis, Women are more affected by the Gender Inequality in work places, Families, Politics, National and International affairs. While in some Institutions religion and tradition are the main factors leading to discrimination against Women to a lower status. My analysis has shows that in some society's women begin to experience discrimination right from Homes, sometimes from childhood up to the maturity stage. However, history has noted that Gender Inequality has its roots dated back to over one thousand year within Arabian Peninsula. During that period, the Arab's were in the habit of burying their female children alive, soon after they were born. They had a tradition that portrayed females as unwanted creatures. But with the advent of Islam the dirty tradition was wiped away. What I also learnt explains how in some societies women are not allowed to attain any position like men. Unfortunately, women are denied the right for Education because of Gender Inequality. Though they are allowed to attend schools, their chances of attaining the highest level usually restricted by the norms of religion and tradition. In such societies, only men get the privilege of reaching the highest level of education. I observed that Gender Inequality is on the increase in many parts of the world, especially in the African Continent. In northern part of Nigeria for example, Gender Inequality is on the highest rates, reaching to about 55%. Females are denied the right for education, especially in the rural areas. They have a traditional belief which says: "Females are born to grow and produce children's, cook foods for their husbands, and children's. According to another analysis that I made, I found that in some Institutions if a certain family allows women to attend the highest level of education, such family will be discriminated from others with a negative perception. They will be regarded as the "devils that betrays the tradition of their forefathers. In some societies, despite awareness and education, Gender Inequality is practicing by discriminating against women in work places. Some employers do not offer jobs to female, preparing to offer the vacancies to their counterpart. Even in places where the employers agreed to employ females, they offer them lower salaries, because in such places women are regarded as unproductive element. In chapter 10, from a book Introduction of Sociology written by three authors, under a subject "Gender Inequality" I came across an analysis made, on hoe women hold occupation of the lower rank. The authors have this to say: "The increase of women in the work places in the twentieth Century has influenced many aspects of social life. Though high proportions of women are in labor force around the world, they are concentrated in low paying routine occupation" In another paragraph, they also have this to say: "Despite more women moving into higher ranking position, pay between the sexes remains unequal". (Introduction to Sociology)". I have learnt that the Gender Inequality does not exist only in African continent, but it is a Global problem that affected the entire races. It is a natural phenomenon that causes greatest challenges

Microeconomics Essay Example | Topics and Well Written Essays - 750 words - 1

Microeconomics - Essay Example Another major barrier blocking a firm’s entry into a new market is the raising of sufficient capital to buy necessary products or technology. While this barrier is clearly industry specific, it can surface in terms of financing to buy the business itself, or in start-up costs that are necessary to purchase machines, technology, or patents that will permit full organizational operation. Another barrier is the nature of predatory pricing. This functions when the established firm is able to sell products for prices wherein they take a loss for a period of time as a means of putting the competing firm out of business. Another major barrier for entry in a market is the nature of exclusive relationships with suppliers. In these instance, the established firm is able to sign deals wherein the supplier is only able to sell products to the established firm; in-effect making it impossible for new firms to enter the market 2. The demand curve for a purely monopolistic firm differs from t he demand curve for competitive firm in significant ways (Krugman 2005). One of the important concepts to recognize in these regards is the nature of market power. Market power is understood as the ability of a business or firm to raise prices above the marginal cost level and still retain customers. In firms experiencing a purely competitive market environment, the market power is non-existent. In these situations, then, the demand curve for purely competitive firms is a horizontal line. This reflects the nature of market prices as static due to market conditions of pure competition that ensure the market prices don’t rise about the level of marginal costs. Conversely, the demand curve for a firm in a market experiencing pure monopoly is entirely different. In a purely monopolistic market the firm experiences no competition from outside firms. In these regards, the nature of the market is not based on supply and demand, but is constituted by the monopoly itself. In these sit uations, the firm has close to complete power; yet, the firm is still bounded by the price consumers are willing to pay for the product. In pure monopolistic situations, the demand curve is the exact equivalent of the price the firm establishes. This is because consumer demand will decrease with the increased price, yet it is entirely determined by this element, as there are no outside competitive factors. 3. When considering the nature of productive efficiencies and allocative efficiencies, it’s clear that there are a number of notable differences (‘Productive vs Allocative Efficiency’). In firms or markets that promote productive efficiency measures, the major goal is to produce goods or services for the lowest cost that is possible. In achieving optimal productive efficiency the firm is implementing all of its inputs and workforce to ultimate efficiency measures as a means of driving down product prices to the lowest possible level. Productive efficiency is di fferentiated from allocative efficiency. Allocative efficiency is concerned with the allocation of resources throughout society. Allocative efficiency recognizes that not all goods that are produced can be utilized by society, so that in overproducing goods can negatively affect efficiency levels. The primary difference between these types of efficiency then is the nature of the end goal; with

The Treaty of Versailles Made World War II Inevitable Essay

The Treaty of Versailles Made World War II Inevitable - Essay Example The German people were told and believed its army was only defending its borders and taking back some lands previously held by the country. Germans deeply resented abiding by the financial, territorial and military concessions outlined in the treaty, resentments which were further exacerbated by the hardships resulting from the agreement. In addition, the exceedingly nationalistic sentiments of the German people were at its height at that time. Feelings of German pride were greatly damaged following the humiliation of losing a war they perceived to be a draw. Germans were well aware that the rest of the world looked upon them with contempt and as the losers. These perceptions emanated from the terms of the Treaty of Versailles, a document that initiated deep-rooted and intense sentiments which Hitler and the Nazi Party ultimately exploited for their own objective of world domination. The Treaty of Versailles was, to say the least, a controversial pact. The French wanted to dissolve t he country of Germany while the U.S., specifically President Woodrow Wilson, favored more of a ‘forgive and forget’ approach. ... ion to France and consented to a military occupation by the allies (American, British, French and Belgian) in the majority of western Germany including the Rhineland and many cities. Belgium, Poland, Czechoslovakia and Denmark gained sections of former German territories. The German military machine that terrorized Western and Eastern Europe was all but dismantled. Additionally, the German Navy was reduced significantly to only a handful of small vessels. Financial reparations outlined in the treaty were substantial and ambiguous. Germany was forced to effectively sign over a blank check to the countries of Western Europe, an enormous amount that was to be paid-out for several decades (â€Å"The Treaty of Versailles† 2007). The German citizens and leaders were shocked when the terms of the Versailles Treaty were learned. The worst case scenario imagined by the Germans was far exceeded by a treaty that was, in their perspective, exceedingly and undeservedly harsh. The treaty me t immediate and nearly unanimous opposition by the German people well before its reluctant signing by a German envoy that had little option but to acquiesce. The two men of the German government who were initially selected to sign the treaty resigned rather than attach their name to the document and therefore accept responsibility for what they considered a travesty of justice. What incensed the Germans most was the signed admission they had initiated military actions and were therefore financially liable for the destruction that resulted from the war. Further, that the amount of the reparations was open-ended and non-specific was extremely troublesome. Many rightfully feared that the economic burden levied by the treaty would mean the collapse of the country itself, that the allies were intent on

An Overview of the Auditing Process, The Risk-Based Audit Approach Essay

An Overview of the Auditing Process, The Risk-Based Audit Approach with in an AIS (Accounting Information System) - Essay Example This paper not only outlines the basis for risk based approach to auditing but also its implications for carrying out audit work in the context of accounting information systems is discussed here below. Businesses typically identify the risks which are facing their operations and auditors can base their evidence collection and validation of information process on the assessment of risks by businesses. Internal audit function of a business needs to ascertain the overall audit risk which refers to the likelihood of financial statements being misstated. The audit risk is a combination of three types of risks which are namely inherent risk, control risk and detection risk. Inherent risk implies the threat of material error or omission pertaining to an account or a class of transactions. Control risk covers the inability of the internal controls to detect and prevent material errors. Detection risk is the failure of audit procedures to unveil any material error, misstatement or even fraud in reporting. Both inherent and control risks determine the extent of detection risk. It is suggested that the higher the control risk is the lower is detection risk set by the auditors which may requi re greater substantive testing by them (Romney & Steinbart, 2005). The risk based approach allows assessing the weaknesses in the accounting information systems and controls over such systems for determining the nature, extent, scope and timing of audit procedures. This allows auditors to assess the threats and opportunities in order to deliver better opinion on the information processed by their clients. The audit procedures not only restrict to the information manually prepared by different businesses but also extend to the accounting informational systems which are maintained by companies for data recording and reporting (Romney & Steinbart, 2005). The

Response Essay Example | Topics and Well Written Essays - 500 words - 30

Response - Essay Example 137–143). During the process of socialization, people learn the language of the culture they are born into as well as the role played in life. Socialization is an important component of personality formation. In as much as much of the human personality is dependent on the human genes, socialization process plays an integral role in modeling a person towards a particular direction by encouraging specific attitudes, beliefs as well as provision of selective process. Successful socialization results in uniformity in the society. When all children receive the same standards of socialization, there is a high likelihood that they will share the same expectations and beliefs. It is crucial for children to learn socialization skills at home or in schools; children are naturally egocentric, implying that they think of themselves as the center of the world at birth. The process of socialization is an important aspect of a child’s life as it enables the child to think of others as well as themselves to be significant and appreciate different roles played by different people in the world. The tendency of egocentrism among newborn children is not negative and is inborn in all human beings; however, for successful operation of children into the society, they must learn to interact with other members in a positive, healthy and productive manner. Preparation of children to become successful adults thus calls upon adults and childhood educators to impart socialization skills, not only in schools but also at homes (Praxis, pp. 1–7). Poor socialization skills among children would most likely result in an unhealthy intimate relationship in adulthood. This can result in unfortunate incidences like peer rejection and involvement in delinquent childhood behaviors. Socialization is thus important since social skills learned in the society helps to keep a child safe as well as enables the maintenance of a healthy

Knowledge Is Virtue Essay Example for Free

Knowledge Is Virtue Essay We define knowledge as the state or fact of knowing, familiarity, awareness or understanding, gained through experience or study and virtue as the moral excellence and righteousness. All of us have knowledge but not all the knowledge we have is the same, same with virtue. All of us have virtue but not all is practicing it. All of us have knowledge because it is a gift from God that we can keep and share to others. Through knowledge, one is also given the knowledge of understanding one’s self and what surrounds him. One can be taught about life through knowledge. Having knowledge is also having the ability to know what is right and what is wrong. With knowledge we can also do change or improvements. For instance, the knowledge of sickness, the more we know about our sickness, the more we know that it can be cured and by that, life our life is improved. We can make improvements through knowledge physically and mentally. We can identify problems and find solutions because of knowledge, but these problems is not caused by knowledge itself but from the individuals’ use of knowledge. By having simple knowledge about these problems, it already creates vision of solutions. Knowledge is a virtue that we should know what is good for us. Virtue is something that is good or something that is right. If we have done something that is not right, for example, if the knowledge of power is used improperly, it is not because of the mere knowledge already. It is because of the emotions that caused him to do that. If that’s the case, he doesn’t possess virtue. Knowledge is like the other virtues that we should keep and be reminded of always. We should use it not to seek advantage over others but to share it and make them a better individual. Through knowledge, we know how to understand and we know how to act right. We just have to use knowledge justly so we will know about virtue. Thus, knowledge is the creation of virtue. Knowledge is virtue.

Examining Models of Reflection on Leadership and Management

Examining Models of Reflection on Leadership and Management The final test of a leader is that he (sic) leaves behind him in other men the conviction and the will to carry on. [Lippmann , 1945] The quote from Walter Lippmann above highlights a major part of what a leadership entails. The ability to inspire others to carry on with work once we have moved on or are not there to lead ourselves is a skill that many of us have to work hard to acquire. Being a leader is not as easy as it sounds. Sometimes a leader has to make unpopular decisions for the good of all. How this is achieved is also a skill that good leaders display. The leadership styles in management also vary on the type of people that the leader works with. Some need the iron fist, others need the velvet glove. Leadership styles in management hinge on two things, the leader himself and the people around him. The leadership style which the leader chooses ought to ideally be the one which will help him extract the best out of the people around him. So having said that, here are the dominant leadership styles in management.. Good leaders are made not born. If the one have the desire and willpower, he can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience (Jago, 1982). While leadership is learned, the skills and knowledge processed by the leader can be influenced by his or hers attributes or traits, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process leadership, while the other attributes give the leader certain char acteristics that make him or her unique. Leadership and management are essential skill for all qualified healthcare professionals. when leadership comes to nursing, it is recognised that nurses   who have leadership capabilities can improve motivational levels of others in the work environment, this helps nurses to have a positive attitudes about their work, and to run their daily tasks and responsibilities more effectively. Treat the patients and other staff members with respect, and be able to reach personal goals and objectives. It involves an individuals efforts to influence the behaviour of others in providing direct individualised one in that the primary responsibilities of the nurse and health care personnels in the delivery of nursing care. The process of leadership and management are based on a scientific approach called problem solving method. The function of these scientific method is to increase the probability of success for a nurse managers action, given the particulars of a unique environment. In a typical nursing environment, there are staff members, clients, managers, situational variables such as polices and norms, and material resources, there are unique science it would be impossible to find this exact environment in another place or time. The goal of nurses manager is to identify the environments resources and put them to work as a whole system in accomplishing goals and facilitating growth. Reflection involves describing, analysing and evaluating our thoughts, assumptions, beliefs, theories and action [Fade 2005] The educationalist and philosopher John Dewey developed his ideas on thinking and learning and focused on the concept of thinking reflectively, defining it as; Active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends [Dewey 1933.p 9] He says reflective thinking as a thinking with a purpose and focused strongly on the need to test out and challenge true beliefs by applying the scientific method through deductive reasoning and experimentation. He implied the emotions and feelings are part of reflective thinking but , interestingly, this is not something on which he expanded. He made some important assumptions about people emphasising our tendencies towards quick solutions, tradition and mental ruts and the pervading influence of culture and the environment upon our thinking. He also emphasised the need the need for thinking to be directly linked with action, demonstrating the pragmatic nature of his philosophy, and suggested that any thinking can be intellectual. Thus emphasising the importance of practical as well as the theoretical. Reflection starts with the individual or group and their own experiences and can result, if applied to practice, in improvement of the clinical skills performed by the individual through new knowledge gained on reflection. Clamp (1980) noted that nurses attitudes largely govern how care is administered to their client and the commonest causes of poor care are ignorance and inappropriate attitudes. This process of reflection, if then related into practice, can assist the individual in gaining the required knowledge, leading to a potential improvement in the quality of the care received from that individual. The outcome of reflection as identified by Mezirow (1981) is learning. Louden (1991) describes in ordinary language reflection as serious and sober thought at some distance from action and has connotations similar to meditation and introspection . It is a mental process which takes place out of the stream of action, looking forward or (usually) back to actions that have taken place . Reflective Practice Reflective practice is associated with learning from experience, and is viewed as an important strategy for health professionals who embrace life long learning. The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals. Engaging in reflective practice is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the gap between theory and practice. Models of reflection In the models of reflection, I would like to discuss about Gibbs Frame work for Reflection and  Johns Model of Structured Reflection à ¢-  1.Gibbs Framework for Reflection (Linked with the core skills of reflection) In that Stage 1: Description of the event Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result.   Stage 2: Feelings and Thoughts (Self awareness) At this stage, try to recall and explore those things that were going on inside your head. Include:How you were feeling when the event started?What you were thinking about at the time?,How did it make you feel?,How did other people make you feel? ,How did you feel about the outcome of the event? ,What do you think about it now? Stage 3: Evaluation   Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or what did or didnt go so well Stage 4: Analysis Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include:   What went well?,What did you do well?,What did others do well?,What went wrong or did not turn out how it should have done? .In what way did you or others contribute to this?   Stage 5: Conclusion (Synthesis)   This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other peoples behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.   Stage 6: Action Plan   During this stage you should think yourself forward into encountering the event again and to plan what you would do would you act differently or would you be likely to do the same? Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle à ¢-  2 Johns model of structured Reflection . Chris Johns (1994; 1995) model arose from his work in the Burford Nursing Development Unit in the early 1990s. He envisaged this model as being used within a process of guided reflection. His focus was about uncovering and making explicit the knowledge that we use in our practice. He adopted some earlier work by Carper (1978) who looked at ways of knowing in nursing. According to his model of reflection the ways of knowing are Aesthetics the art of what we do, our own experiences à ¢Ã¢â€š ¬Ã‚ ¢ What was I trying to achieve? à ¢Ã¢â€š ¬Ã‚ ¢ Why did I respond as I did? à ¢Ã¢â€š ¬Ã‚ ¢ What were the consequences of that for the patient? Others? Myself? à ¢Ã¢â€š ¬Ã‚ ¢ How was this person (people) feeling?  Ã‚   à ¢Ã¢â€š ¬Ã‚ ¢ How did I Know this? Personal self awareness à ¢Ã¢â€š ¬Ã‚ ¢ How did I feel in this situation? à ¢Ã¢â€š ¬Ã‚ ¢ What internal factors were influencing me? Ethics moral knowledge à ¢Ã¢â€š ¬Ã‚ ¢ How did my actions match my beliefs? à ¢Ã¢â€š ¬Ã‚ ¢ What factors made me act in an in-congruent way? Empirics- scientific à ¢Ã¢â€š ¬Ã‚ ¢ What knowledge did or should have informed me? à ¢Ã¢â€š ¬Ã‚ ¢ à ¢Ã¢â€š ¬Ã‚ ¢ References à ¢Ã¢â€š ¬Ã‚ ¢ C Rodgers (2002) Teachers collage records: the voice of scholarship in education à ¢Ã¢â€š ¬Ã‚ ¢ Elaine Lymne La Monica (1986) Nursing leadership and management: an experiential approach à ¢Ã¢â€š ¬Ã‚ ¢ Chris Bulman Sue Schutz (2004) Reflective practice in nursing à ¢Ã¢â€š ¬Ã‚ ¢ Gibbs G (1988) Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit, Oxford.  Ã‚   à ¢Ã¢â€š ¬Ã‚ ¢ Johns C (1995) Framing learning through reflection within Carpers fundamental ways of knowing in nursing. Journal of Advanced Nursing 22 226-234 à ¢Ã¢â€š ¬Ã‚ ¢