Globalization and World Trade Organization Essay Example for Free

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

The Theme of Time in Slaughterhouse-Five Essay -- Slaughterhouse-Five

The Theme of Time in Slaughterhouse-Five Many writers in history have written science fiction novels and had great success with them, but only a few have been as enduring over time as Kurt Vonnegut's Slaughterhouse-Five. Slaughterhouse-Five is a personal novel which draws upon Vonnegut's experience's as a scout in World War Two, his capture and becoming a prisoner of war, and his witnessing of the fire bombing of Dresden in February of 1945 (the greatest man-caused massacre in history). The novel is about the life and times of a World War Two veteran named Billy Pilgrim. In Slaughterhouse-Five, Kurt Vonnegut uses structure and point of view to portray the theme that time is relative. The way Kurt Vonnegut structures Slaughterhouse-Five aids in the portrayal of the theme that time is relative. The novel is broke down into two parts: Vonnegut's story about the novel and the life story of Billy Pilgrim. The life story of Billy Pilgrim which is "presented as a series of episodes with no chronological order" . This mirrors the structure of the novel which has a beginning, middle, and end but not in there respective places. (Dawley 1) Billy states numerous times in the novel that he has become "unstuck in time" and that the time travel periods "aren't necessarily fun". (Vonnegut 23) While the reader never leaves the main plot line of the fire-bombing of Dresden for very long, Billy still travels alot. Billy "has seen his birth and death many times" and "all the events in between". (Vonnegut 23) The reader learns that "the things Billy Pilgrim" cannot change are "the past, the present, and the future". (Vonnegut 60) Many of the time warps are to his later-life as an opt ometrist. During his life as an optometrist he marries one o... ...y the good moments and bad as well that life brings to us. (Dunstan 1) Slaughterhouse-Five gives the reader insight on the meaning of life, time, and war. The thought of humans being able to view their lives moments concurrently and not linearly is erroneous to the reader, yet Kurt Vonnegut brings into the reader's head the idea of time being relative and only existing in human's imaginations. Works Cited ClassicNote. Insanity of war in Slaughterhouse-Five. 29 Jan 2001. http://www.gradesaver.com/ClassicNotes/Titles/slaughterhousefive/essays/insanitywar.html Dawley, Jason. The use of Fragmentation in Slaughterhouse-Five. 29 Jan 2001. http://www.geocities.com/hollywood/4953/kv_fragmentation.html>. Dunston, Brittany. Destruction of Dresden, destruction of Vonnegut's dream. 29 Jan 2001. Vonnegut, Kurt. Slaughterhouse-Five. New York:Dell, 1991. The Theme of Time in Slaughterhouse-Five Essay -- Slaughterhouse-Five The Theme of Time in Slaughterhouse-Five Many writers in history have written science fiction novels and had great success with them, but only a few have been as enduring over time as Kurt Vonnegut's Slaughterhouse-Five. Slaughterhouse-Five is a personal novel which draws upon Vonnegut's experience's as a scout in World War Two, his capture and becoming a prisoner of war, and his witnessing of the fire bombing of Dresden in February of 1945 (the greatest man-caused massacre in history). The novel is about the life and times of a World War Two veteran named Billy Pilgrim. In Slaughterhouse-Five, Kurt Vonnegut uses structure and point of view to portray the theme that time is relative. The way Kurt Vonnegut structures Slaughterhouse-Five aids in the portrayal of the theme that time is relative. The novel is broke down into two parts: Vonnegut's story about the novel and the life story of Billy Pilgrim. The life story of Billy Pilgrim which is "presented as a series of episodes with no chronological order" . This mirrors the structure of the novel which has a beginning, middle, and end but not in there respective places. (Dawley 1) Billy states numerous times in the novel that he has become "unstuck in time" and that the time travel periods "aren't necessarily fun". (Vonnegut 23) While the reader never leaves the main plot line of the fire-bombing of Dresden for very long, Billy still travels alot. Billy "has seen his birth and death many times" and "all the events in between". (Vonnegut 23) The reader learns that "the things Billy Pilgrim" cannot change are "the past, the present, and the future". (Vonnegut 60) Many of the time warps are to his later-life as an opt ometrist. During his life as an optometrist he marries one o... ...y the good moments and bad as well that life brings to us. (Dunstan 1) Slaughterhouse-Five gives the reader insight on the meaning of life, time, and war. The thought of humans being able to view their lives moments concurrently and not linearly is erroneous to the reader, yet Kurt Vonnegut brings into the reader's head the idea of time being relative and only existing in human's imaginations. Works Cited ClassicNote. Insanity of war in Slaughterhouse-Five. 29 Jan 2001. http://www.gradesaver.com/ClassicNotes/Titles/slaughterhousefive/essays/insanitywar.html Dawley, Jason. The use of Fragmentation in Slaughterhouse-Five. 29 Jan 2001. http://www.geocities.com/hollywood/4953/kv_fragmentation.html>. Dunston, Brittany. Destruction of Dresden, destruction of Vonnegut's dream. 29 Jan 2001. Vonnegut, Kurt. Slaughterhouse-Five. New York:Dell, 1991.

Educational Development Theories

Understanding human development is considered the key towards maximizing the potentials of every student in the classroom. Developments in various fields, such anthropology, psychology, and biology have contributed largely to reinventing education in the last century. Research is given a central role in shaping â€Å"children’s education and experiences in schools† (McDevitt & Ormrod, 2010, p. 4). The advances in related fields and the increasing support from research have prompted educators to be reflective and evaluative about pedagogy and curriculum in an effort to ensure that the best learning environment is provided. In short, teachers now have comprehensive tools to guarantee that no child is left behind. Any child that sets foot into the classroom carries with him/her a myriad of experiences and background; thus, making it essential to perceive the child in relation to the systems and dynamics that surround him/her. â€Å"All areas of development depend on the context of children’s lives—children’s experiences in families, schools, neighborhoods, community organizations, cultural and ethnic groups, and society at large† (McDevitt & Ormrod, 2010, p. 5). Learning does not happen in isolation and it is how these various contexts that play out during developmental years that significantly affect his/her experiences in school. To illustrate the impact of context to development a case study is presented in this paper of an eight year old child, Tonya, attending first grade. After a discussion of the student’s classroom behavior, the developmental milestones for her age will be presented. These stages of development will be contextualized with the socio-cultural background of the student. Having created a picture of the circumstances of the student, I will then propose an analysis of the situation of the student drawing from educational development theories. Ethical considerations for the case study will then be discussed, followed by recommendations to improve the schooling and learning outcomes of the student. Tonya literally stood out in her class, not only because she was big for her age, but also because she was older than the rest of the class having been retained in kindergarten. At eight years old, she was attending a first grade class. Tonya was observed to display disruptive behaviors such as bossing and bullying other children, stealing items from others, or talking them into trading their things (McDevitt & Ormrod, 2010). The teacher received complaints from both students and parents that she was also stealing food from her classmate’s lunchboxes. Tonya’s behavior can be described as atypical for other children of her age, and required serious attention. The period from six to ten years old is often referred to as middle childhood. There is continued differentiation of fine motor skills, although the growth in height and weight slows down and only picks up later on during the adolescent stage. Development of fine motor skills is reflected in illustrations that are â€Å"organized and detailed and include some depth cues† (Berk, 2009, p. 7). Moreover, such developments allowed for wider range of activities in play, sports and household chores. Often, parents start to build responsibility among their children by assigning them chores at home such as cooking, cleaning, and looking after their siblings. Middle childhood is also a period of active neural developments that manifest in increasing integration of cognitive processes. They are learning to read and write, as well as perform basic mathematical computations (i. e. addition and subtraction). In addition, they are beginning to express themselves creatively. There is also a marked improvement in verbal expressions, and are becoming more aware of the concept of rules with peers and parents. Thus, they are learning to grasp the concepts of cause and effect better. The socio-emotional development of children from six to ten years old is marked by development of emotional states in relation to the people around them. This accompanied by an increasing social network of peers and friends. At this stage, children become more aware of pride and guilt, and are more likely to conform to good behavior. Pro-social behaviors are observed when dealing with peers, especially as they learn to build friendships based on trust and assistance. It can be deduced that at this stage, children start to develop their moral compass and respond to others with sensitivity and better judgment. In the case of Tonya discussed above, it is apparent that the socio-emotional milestone expected for her age group was not been met. Instead of displaying pro-social behavior, she is disruptive in class, and clearly is not developing friendships that are based on mutual trust and assistance. She is actually behaving exactly the opposite. In addition, having been retained in Kindergarten may be a good indicator of some cognitive delays as well. However, physically, she has developed as expected, and has the capacities and skills to perform manual tasks for her age. In fact, the report from the teacher emphasized the point that Tonya had to take care of her three-year old brother before going to school. Knowing Tonya’s family background was the key to helping her curb the problematic behavior in school. Her physical development coupled with the responsibilities she had at home required healthy food and supplement, which was not available for her because her mother had lupus, and her step-father was permanently disabled. Children’s experiences within their families are especially important to their health† (McDevitt & Ormrod, 2010, p. 149). Tonya was not provided with essential dietary supplement which triggered her decision to steal food from her classmates. Moreover, although she was entitled to free lunches, she was not aware of this, and there was no adult who facilitated the process of availing this service. Tonya’s behavior severely disrupted the possibility of developing friendships. Her reputation made it difficult to gain the trust and respect of her peers. However, the teacher’s intervention helped Tonya discern what was right and wrong. Tonya responded to the intervention positively, and changed tremendously. Because of the situation at home, Tonya lacked a role model and the constant guidance of the parents to help her maximize her potentials, both cognitively and socio-emotionally. The change in Tonya’s behavior and understanding of the consequences of her actions are good indicators of sound judgment and comprehension skills. It is highly plausible that retention in Kindergarten may have been caused by socio-emotional problems, rather than cognitive difficulties. Drawing ideas from prominent educational theorists, Piaget, Vgotsky and Erickson, can be helpful to facilitate learning for Tonya, and hopefully accelerate her so she achieves the proper grade level for her age. Jean Piaget coined the term â€Å"concrete operational stage† for children ages seven to eleven years old. At this stage, children have developed the concept of â€Å"conservation. † â€Å"The child can think logically about very concrete objects, categories and principles† (Coon & Mitterer, 2010, p. 99). Thus, it is essential for the teacher to pay special attention to Tonya’s development of mathematical skills, and its relation to other subjects, such as science. Once she gains mastery, she will gain confidence as well in performing tasks, and this is essential for her to work towards reaching her expected levels. Providing Tonya with hands-on experiences will further facilitate her learning. Judging from the circumstances that surround Tonya, it is highly challenging for her to successfully develop according to the developmental milestones. As explained by Vygotsky’s (1978) zone of proximal development (ZPD), â€Å"human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them† (as cited in Slee, 2002, p. 209). One of the contemporary proponents of ZPD, Wood (1988) further outlines the instructional options for mothers of children between four and five years old: â€Å"(i) general verbal encouragement; (ii) specific verbal instruction; (iii) assistance in choosing materials for a task; (iv) preparing materials for assembly in a task; (v) demonstration† (Ibid). With Tonya’s family background, maternal interaction has been limited, and from her early years, she has missed out on the developmental opportunities. Vygotsky’s (1978) ZPD highlights the role of the adult in facilitating the learning of children. Compared to Piaget however, he approaches the development in a more qualitative, rather than quantitative perspective and is more liberal on the expected abilities of the children. It highlights the role of the adult, and in the case study, Tonya’s teacher to provide the guidance that she is not able to acquire in the home. Furthermore, it will require effort in integrating Tonya in the class considering her past behavior towards her classmates. Vygotsky’s (1978) theory emphasizes the role of adults and peers in the learning of the individual. I consider it meaningful to highlight Erickson’s psychosocial theory because Tonya’s case is hinged on her socio-emotional experiences which have serious implications on her psychological state. At her age, the basic conflict as identified by Erickson is â€Å"industry versus inferiority† (Learning Theories Knowledgebase, 2010, October). School becomes more formalized, and children have to adjust to the new environment while meeting the demands in academics. Competence is achieved through successful attempts, while failure breeds feelings of inferiority. An eight year old joining a first grade class sets the stage for inferiority, and the teacher must be proactive in creating measures to make Tonya feel competent. Encouraging words and positive reinforcement can help her gain confidence and advance academically. At this point, it is highly important to focus on building her confidence first, so she is able to take risks and work further towards building her competencies. The role of the teacher in assisting students like Tonya always stands out. The teacher becomes the architect who shapes the conditions that will benefit the students more. Going back to the teacher’s narration in this case study, it may be observed that the intervention highly suggested by the principal violates the ethical standards set by the National Education Association. The principal’s suggestion of punishment which consisted of a month without recess not only puts the child in danger, but also becomes an additional cause for further disruptive behavior. The teacher though, may have violated the code as well by disclosing the decision of the principal in published material which has the possibility of causing harm to the principal’s profession. However, the teacher made a wise decision about visiting the family, and examining the conditions before taking any action. Doing so allowed her to find better solutions without compromising the health of the student. It is hoped that the teacher did not give her real name so as not to compromise the school and the principal. Although the problem was resolved, there were still administrative matters that she hopefully handled properly, and exercising due confidentiality.Reference http://www.nea.org/home/30442.htm

The Legion Of Cyber Crime - 2410 Words

Davit Temurian English 115 M-W Dawahare 15 November 2014 Legion of Cyber Crime Black hat, grey hay, white hat, all terms to identify different classes or cyber criminals, all tied together under the label of hacker. Whether it is for the greater good or for pure evil, cyber security seems to be breached every day as the media puts out headlines of major retailers, governments, and social media sites being broken into for personal information, mockery, or even to instigate real physical war. The recent surge of technological advances has brought attention to a deadly force once overlooked by all, the hackers. These individuals commit cyber-crimes because they can retain anonymity, it is easier and less dangerous than a physical crime, and it makes it easy to draw attention on whatever it is they are attacking, which is why we as a society need to be educated on their motives and means of attack to protect us from their criminal actions. Criminals seem to be evolving at a quicker rate than technology, learning lessons from past criminals being caught and/or kille d and adapting to the changing â€Å"smart† society. Millennials always hear from their parents to be wary of what they post online because it stays there forever, but the hackers of today laugh at that and are virtually invisible in any crimes they choose to commit. They are able to keep their anonymity through data encryption, computer zombification, and deep web browsers. Data encryption is one basic tool used byShow MoreRelatedThe Growing Harm Of Not Teaching Malware873 Words   |  4 Pages and private individuals have been exposed to a number of cyber threats and cyber-attacks. Cyber war, cyber terror, cyber-attacks, or anything cyber has become a buzzword for any crime that occurs via the World Wide Web. Even United States of America (U.S.), the most powerful nation on earth, has not been able to stave off these virtual threats. 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