Theories of Just War Essay Example | Topics and Well Written Essays - 2000 words

Theories of Just War - Essay Example Keeping this in mind, people of this century need to look at the theories that have been recorded in history that regulate the forms of war that states are allowed to wage against any other state or community. The importance of this lies in the fact that it may be able to reduce or eliminate the casualties that occur in today’s world as a result of the wars that have become a regular feature of the political landscape of every continent on the world. It is ironic that even Antarctica is not exempt from being a site of war. The theories of war that exist in contemporary times have to be juxtaposed with those that were proposed by religious thinkers like Thomas Aquinas and St. Augustine. Any theory of war that needs to stand the test of time needs to fulfil the basic purpose of its establishment- the meting out of justice. In this context, it would be useful to look at the theories of justice that have been a part of human historical records. Prominent among these are the ones o f Plato and Aristotle. These two thinkers have had a profound effect upon the theories of justice that have come after them. ... The criteria that the state must follow to decide which person upon which it can confer citizenship and which one it cannot is one that may seem unjust to some at present. These were based on laws that were created during the times of Ancient Greece and they were done when Greece was one of the greatest powers in the earth. To restrict foreigners from entering the land and establishing their rights was one of the main concerns of the state. Aristotle’s arguments need to be seen in this light. When viewed in the light of the democratic societies that present observers are used to, Aristotle’s arguments that have a profound impact on the development of present conceptions of the sovereignty of a state may appear to be unjust to certain sections of the society. Seemingly unjust powers are granted to the state that would enable it to treat its citizens in an arbitrary manner. The state is also shown to be the ultimate reason for the existence of the citizen. This can be see n from the fact that Aristotle considers it to be of more importance for a person t be a good citizen than a good person. The goodness of a person is determined by the utility of his self to the state (Clayton). These theories of citizenship and justice can be extended to understand the powers that Aristotle may have envisaged for the state in relation to other states. The sovereignty of other states too, thus is not important, in the same way that the sovereignty of an individual is unimportant. In this context, all the actions of the state, including an unjust war may be justified and the arbitrary nature of the decisions of the state would ensure that dissent is not a part of the solutions that the citizens of a particular state may

An experiential Assignment Example | Topics and Well Written Essays - 250 words

An experiential - Assignment Example Apparently, I perceive my community as an important ‘sum’ to look at or respond to and in return, it also collects to itself from our individual ideas that share similar attributes and become responsible for the identity of our common sphere and necessary law which everyone is drawn to follow in the course of nature despite diversity in lifestyles we possess. In this regard, I can thus envision a future role in contributing to enhance the aspect of communication for the community in order that one’s insights and feelings are conveyed properly in the light of truth from which to recognize the real value of a member according to stable measures. For me, communication is amply indispensable that it makes me consider being designated in a teaching profession whereby I attain to the capacity of educating the youth with knowledge that is not only rich in colorful literature and good vocabulary, but even with values and application of the literary lessons yielded in the process to create inspiration for the rest of humanity to act righteously and joyfully at the same time. I believe that, in this manner, every motivation and learning spread via effective communication of wisdom taught would, with much certainty, improve the status of our community in the hope of advancing to a higher level of economic and social

Effects of the Gardasil Vaccination

Effects of the Gardasil Vaccination Obispo, Stacey L. Vaccinations Despite the Centers for Disease Control and Prevention (CDC) acknowledging vaccinations as one of top 10 impressive public health accomplishments of the twentieth century (Malone Hinman), vaccines have still been cause for debate over the years. Fears over the years have resonated over vaccination risks and side effects. Sadly, parental unacceptance of general childhood vaccinations may have been persuaded from accepting incorrect beliefs (Gamble, Klosky, Parra, Randolph, 2010). For example, the early childhood vaccination measles-mumps-rubella (MMR) was of recent controversy because many believed it caused autism (Gamble, et al., 2010). Gamble, et al. (2010) found that this controversy along with some vaccines inability to be fully successful with some recipients has contradicted vaccine effectiveness. As a result some parents within the public question whether all vaccinations which have risks will outweigh the benefits. Today I implore all parents to listen to the research and s cientifically proven information I am going to share about vaccines so that your questions about its effectiveness can be put to rest. In addition, I will share with you pertinent facts that you should know about the vaccine Gardasil so that you can make an informed choice as to whether you should get your child vaccinated. Balancing one’s individual rights with the rights of society to prevent their own illness versus the need for public health officials to prevent large scale epidemics should be thoughtfully considered. Today we can easily say that societal interest has conflicted with some parents’ interest. This occurs because in our society vaccinations are taken in efforts to not just aid the child from disease and illness rather, it is done to protect and prevent diseases and illnesses from the whole community. The way to balance individual rights with the rights of society regarding preventing individual illness and large scale epidemics is by modeling the practices of the US government regarding vaccinations. The CDC states that some individuals argue that every adult with an s sound mental capacity should have the right to choose what should be done to their body (Malone Hinman). The CDC’s response to such an argument was directed to the Supreme Court ruling on Jacobson vs. Massachusetts which upheld the rights of states to mandate vaccinations (Malone Hinman). The rationale behind the court ruling was this: As long state wide vaccinations exist because of the need to prevent outbreaks of disease individual rights should not be held .The idea that one should have a choice in regard to their own being cannot be upheld because each being affect others .In other words, as long as humans remain social creatures , personal privacy and choice in regards to required vaccinations cannot exist. Each individual makes up a whole community. The ruling concluded that if all individuals had the choice to choose whether or not they should be vaccinated public health and public safety can becom e endangered when epidemics arise (Malone Hinman). The ruling on Jacobson vs. Massachusetts is enacted to ensure that through vaccinations disease prevention is granted to everyone. The ruling allowed states to have police power regarding vaccinations (Malone Hinman). With police power, states are then empowered by the Constitution to make sure those rationale guidelines that were recognized by legislative depiction as will safeguard public health and safety ruing empowered states (Malone Hinman). Another way states make sure that its constituents are getting vaccinated is through mandating school laws and prohibiting school enrollment to children who have not been vaccinated(Malone Hinman). States have the authority to assert authority of the welfare of a child (Malone Hinman). This is called parens patriae. Under this doctrine the Supreme Court states that there are no rights of religion or parenthood that are beyond limitation (Malone Hinman). Furthermore, the Justices state that one’s right to practice religion freely does not give one the liberty to expose the child or community to communicable disease, ill health, or even death (Malone Hinman). Despite these safe guards that our government has enacted, there is exemptions that are offered for individuals who elect not to get vaccinated. Currently 48 states have exemption laws which ensure that religious and in some cases philosophic beliefs are protected and allow such individuals to be excluded from vaccinations (Malone Hinman). Although these individuals have no constitutional rights under religious or philosophic beliefs, states allow these individuals to practice their freedoms (Malone Hinman). This delicate balance appears to be working well since their has been an growth in numbers of vaccines being presented with a majority of the public taking them and a commonly low level of observable risk from disease (Malone Hinman). The vaccine Gardasil protects against precancerous lesions, such as CIN1/2/3,VIN2/3, cervical cancer triggered by the Human Papillomavirus (HPV) 16 and 18, and it also is a defense against infection and disease produced by HPV6 and11 as well as genital warts (Dominiak-Felden, et al., 2013). The age of Advisory Committee on Immunization Practices state that the HPV vaccination is targeted for females aged 11 and 12 years through the series of 3 injections given over 6 months (Gamble, et al., 2010).Boys ages 9-26 can be given the vaccination to prevent genital warts caused by the HPV (Merk- Sharp and Dohme Corp., 2014). The vaccine is approved to be given to girls, boys, women and men that are within the ages of 9-26 years (Merk- Sharp and Dohme Corp., 2014) . The vaccine Gardasil is intended for administration before sexual onset (Merk- Sharp and Dohme Corp., 2014). The HPV virus can be transmitted through: oral and digital infection by digital –genital contact or genital digit al contact, vaginal and anal intercourse (Gamble, et al., 2010). The Gardasil vaccine prevents spread of HPV. Around 70% of sexually active people will contract the Human Papillomavirus within their lifetime (Dominiak-Felden, et al., 2013). The HPV genotypes 16 and 18 have been accountable for approximately 73% of cervical cancers as well as the bulk of HPV-related vulval and vaginal cancers (Dominiak-Felden, et al., 2013). In addition 90% of genital warts affecting men and women are HPV 6 and 11(Dominiak-Felden, et al., 2013). The vaccine Gardasil prevents the transmission of HPV 16 and 18, HPV 6 and 11, and cervical cancers(Dominiak-Felden, et al., 2013). On the individual level the impact of contracting HPV can be devastating because in some cases genital warts develop or even cancers (Dominiak-Felden, et al., 2013). This can effect not just the quality of one’s sexual life but their life expectancy because in some cervical cancer remains undiagnosed until it’s too late for treatment. The decline of HPV can only be accomplished by targeting the cariogenic types of HPV, making sure the protection is resilient, targeting the appropriate at risk population, and by ensuring that the medical community and public adhere to the recommended screening guidelines(Gamble, et al., 2010).In fact the American Cancer society estimates that 70% of cervical cancers can be prevented if HPV vaccinations are given over several decades(Gamble, et al., 2010). The most common side effects associated with HPV vaccine Gardasil include: fainting, vomiting, dizziness, nausea, headache ,fever, and at the injection site; pain, swelling ,itching, bruising, and redness (Merk- Sharp and Dohme Corp., 2014). Like all vaccinations there can be an allergic reaction. Signs of an allergic reaction include: difficulty breathing, rash hives, and wheezing (Merk- Sharp and Dohme Corp., 2014). Inform your child’s doctor if after vaccination they have: chills, skin infection, bleeding or bruising more than normal, swollen glands, joint pain, unusual tiredness, overall feeling of being unwell, pain in the leg, shortness of breath, chest pain, aching muscles, or seizure. (Merk- Sharp and Dohme Corp., 2014). Remember the vaccine Gardasil has been evaluated and approved for use by the FDA and safety is continually evaluated by the CDC for safety on an ongoing basis (Merk- Sharp and Dohme Corp., 2014). Psycho-social impacts of whether the Gardasil vaccination will be utilized is associated with doctors recommendations, parental views and adolescences attitudes (Gamble, et al., 2010). Health care attitudes and recommendations by doctors impact families because their views influence whether an individual will get vaccinated with Gardasil. For instance, if the pediatricians attitude and intention is to promote the HPV vaccine research has shown that they will have a successful delivery(Gamble, et al., 2010). The choice as to whether a parent will immunize their child can be influenced by their cultural beliefs and also by a parents view or personal factors regarding one’s susceptibility to HPV(Gamble, et al., 2010). Research documented by Gamble, et al., (2010) states that parents who make the decision to vaccinate against sexually transmitted infections are inclined to do so based on their personal beliefs and their adolescent’s attitudes about contraception use. Parents who have open communication regarding sex with their child have the tendency to vaccinate against HPV(Gamble, et al., 2010).Adolescent attitudes regarding HPV vaccination have been found to be similar to parental views(Gamble, et al., 2010). A concern that may arise from some parents who may consider giving their adolescent the vaccination is; will the vaccination give my child permission to become sexually active because they have been vaccinated against HPV? According to the American Academy of Pediatrics (2013) research studies demonstrate that children who receive the HPV vaccine do not engage in sex any sooner than those who have been given other teen vaccines. Essentially the findings indicate that children do not see the HPV vaccine as a license to engage in sexual activity (American Academy of Pediatrics, 2013). In conclusion, parents vaccinating your children with Gardasil will not make them prematurely sexually active. The benefits of taking Gardasil can lessen their risks at cancers and genital warts. This preventive vaccine has the potentially to reduce cervical cancers by 73% and vulvular cancers by 50%. The side effects associated with taking Gardasil are no different than other vaccines your children have already been given. Being uncomfortable about having a conversation about HPV and sex should not deter anyone from getting their child vaccinated. The benefits of being vaccinated are far too great to the individual and society as a whole to let a moment of being uncomfortable potentially dictate an individual’s life expectancy. Facts about Gardasil and HPV The vaccine Gardasil protects against precancerous lesions, such as CIN1/2/3,VIN2/3, cervical cancer triggered by the Human Papillomavirus (HPV)16 and 18, and it also is a defense against infection and disease produced by HPV6 and11 as well as genital warts (Dominiak-Felden, et al., 2013). The HPV vaccination is targeted for females aged 11 and 12 years through the series of 3 injections given over 6 months (Gamble, et al., 2010). Boys ages 9-26 can be given the vaccination to prevent genital warts caused by the HPV(Merk- Sharp and Dohme Corp., 2014). The vaccine is approved to be given to girls, boys, women and men that are within the ages of 9-26 years (Merk- Sharp and Dohme Corp., 2014) . The vaccine Gardasil is intended for administration before sexual onset (Merk- Sharp and Dohme Corp., 2014). The HPV virus can be transmitted through: oral and digital infection by digital –genital contact or genital digital contact, vaginal and anal intercourse (Gamble, et al., 2010). American Academy of Pediatrics (2013) state that children who receive the HPV vaccine do not engage in sex any sooner than those who have been given other teen vaccines. Most common side effects associated with HPV vaccine Gardasil include: fainting, vomiting, dizziness, nausea, headache ,fever, and at the injection site; pain, swelling ,itching, bruising, and redness (Merk- Sharp and Dohme Corp., 2014). References American Academy of Pediatrics. (2013, August 7). Vaccinating your preteen: Addressing common concerns. Retrieved from http://www.healthychildren.org/English/safety-prevention/immunizations/Pages/Vaccinating-Your-Preteen-Addressing-Common-Concerns.aspx Dominiak-Felden, G., Cohet, C., Atrux-Tallau, S., Gilet, H., Tristram, A., Fiander, A. (2013). Impact of human papillomavirus-related genital diseases on quality of life and psychosocial wellbeing: results of an observational, health-related quality of life study in the UK. BMC Public Health, 131065. doi:10.1186/1471-2458-13-1065 Gamble, H. L., Klosky, J. L., Parra, G. R., Randolph, M. E. (2010). Factors Influencing Familial Decision-Making Regarding Human Papillomavirus Vaccination. Journal Of Pediatric Psychology, 35(7), 704-715. doi::10.1093/jpepsy/jsp108 Malone, K. M., Hinman, A. R. (n.d.). Vaccination mandates: The public health imperative and individual rights. Retrieved from http://www.cdc.gov. Merk-Sharp and Dohme-Corp. (2014). Side effects of Gardasil. Retrieved from http://www.gardasil.com/about-gardasil/side-effects-of-gardasil/

Cleopatra Essay example -- essays research papers fc

Cleopatra   Ã‚  Ã‚  Ã‚  Ã‚  Many countries have had important rulers who were well-known throughout the world. One country whose leaders particularly stand out is Egypt. The leaders of ancient Egypt were extremely essential in history. Cleopatra was a key example of these significant rulers of Egypt. The Egyptian queen Cleopatra VII was an extraordinary woman who used her knowledge and ambition to fulfill Egypt’s political goals.   Ã‚  Ã‚  Ã‚  Ã‚  Cleopatra VII, more commonly known as Cleopatra, was born to Ptolemy XII and his sister Cleopatra Tryphaina in 69 B.C. (Nardo 9). Although she lacked beauty, Cleopatra was regarded as a fascinating woman who was known for her intelligence and charm. Egyptian coins picture her with â€Å"a countenance alive rather than beautiful, with a sensitive mouth, firm chin liquid eyes, broad forehead, and prominent nose† (â€Å"Cleopatra VII† 377). After her father’s death in 51 B.C., Cleopatra became queen. She ruled Egypt with her eldest brother and husband Ptolemy XIII. Marriage between siblings was a â€Å"common practice† in ancient Egyptian royal families (Sinnigen 662). She was the last ruler of the dynasty established by Ptolemy I. Cleopatra was of Macedonian descent but took it upon herself to learn the Egyptian language and referred to herself as the daughter of the sun god (â€Å"Cleopatra VII† 377). Her capital was Alexandria, d iscovered by Alexander the Great, and was an excellent center of Hellenistic Greek culture and c...

Narrative Reporting

Narrative reporting and introduction of OFR is an important development in corporate responsibility. The introduction of mandatory OFR made several companies race to meet with the requirements of the law. Subsequently, the OFR was made non mandatory again but awareness has been created. Every investor knows that he should look at the OFR of a company he seeks to invest in. If the OFR is missing it raises doubts about the credibility and the intentions of the company .In future even though the mandatory clause has been withdrawn, companies are likely to produce more comprehensive and informative OFR than ever before.Narrative reporting concentrates on presenting events and actions in certain order so that complications and problems are understood. Narrative reporting concentrates on the descriptions, events and facts that pertain to events, identifying the personnel who are involved and the manner in which the sequence of events took place. The OFR (Operating and financial review) is a report included in a company’s annual report and accounts that is published to meet the requirement of corporate governance that enumerates the operating activities and financial affairs of the company.In the UK the Operating and Financial Review was introduced with the purpose of increasing corporate responsibility. The purpose of this requirement was that social and environmental issues would be described in the OTR and this would provide a wider level of information to the shareholder. In addition, it was expected that the OTR would in a way compel companies to carry out external audit of these issues. Specifically it was intended that the OFR would provide better information to the investors on the likely performance of the companies during the financial year.The contents of the OFR should have an overview of the capital structure of the company and the financial characteristics of the company. In addition, the OFR was required to provide the main risks and uncertaintie s that faced the company. Further, the OFR was required to have descriptions of the brand strength, market strengths, company reputation and R&D, that is the resources that the company enjoyed in the market. Most importantly, the OFR required the companies to disclose the objectives and strategies of the company (Financial Reporting Council 2007).The OFR also required the companies to disclose its relationships with suppliers, customer and employees. In other words the company was required to disclose its relationship with the stakeholders of the company. The company was also required to comment on the reputation of the company, especially in relation to the society and the environment. Moreover, the company was required to comment on the impact the reputation would have on the future performance of the company (Yeldar. R. 2007).In the UK the OFR disclosures have been left to an extent to the directors of the company. Their views on the different points are critical in making the di sclosure useful to the company. Moreover, the government has focused on the OFR to fill the lacunae in reporting that traditional financial statements left in the annual reports (Morris. G, McKay. S & Oates. A, 2006). If the board is so inclined, then the OFR can simply be relegated to a public relations activity of the company.The point is that if companies choose not to include corporate responsibility issues in their OFR then there may be a need for a mandatory inclusion of corporate responsibility indicators in the OFR. Even though OFR is driving the companies to disclose corporate responsibility issues, the final decision to disclose remains with the companies (Gee. P, 2006). The OFRs are required to honestly disclose the performance, development and the position of the company to help the investor make better decisions. In addition, the OFRs are required to provide the salient factors and the important trend that affect the present financial performance and the future status o f the company. It is believed that not too many boards of directors will be eager to make an honest disclosure of these trends.To assess the current state of narrative reporting in the UK let us take a look at the review of narrative reporting published by the ASB on January 15, 2007. The report gives some areas of improvement that is the key performance indicators are missing in narrative reporting, the companies are not careful in their description of the principal risks and uncertainties and do not mention their approaches in mitigating these risks and uncertainties. What is most important is that forward looking information is not disclosed in the narrative reports.The review lauds the companies for reporting an increasing number of environmental, employee and social issues, the companies are giving good description of current developments and present performance and that the companies are providing more or less good descriptions of their current business, markets, strategic pla ns and objectives (Ploix. H, & Charkham. J 2005). The auditors are currently required to comment on whether the OFR is consistent with their knowledge of the Annual Report and accounts. However, it is often seen that currently the companies in their OFR often give spin over substance.The companies over emphasize their favorable performance and avoid mentioning their areas of weaknesses. It is expected that now the companies will be required to product a broader annual report and specify their non financial performance and plans for future. For example, Shell is the biggest emitter of greenhouse gases in the UK and has a share of 23% of all emissions from FTSE 100 companies but this is not mentioned in the OFR of the company. There are no specific plans either to reduce emissions. Similarly, BP and Scottish Power are responsible for 17% of the emissions but this is not clearly mentioned in their annual reports.The lacuna in the law is that the auditor is required to compare the OFR s tatements with the financial reports and accounts and check if the statements in the OFR are in agreement with financial reports and accounts. This does not require the auditor to mention the omissions that have been made from the OFR nor does the audit of the narrative statement require the board of directors to make statements that disclose the weaknesses of the company. It is clear that in case of Shell, BP and Scottish Power if their emission levels of greenhouse gases are mentioned and the weaknesses in their future plans of reducing these emissions are clearly delineated in their annual reports, then several ethical investors may decide to stay away from these companies (Cowan. N, 2006, p 137).The recent history of the OFR is that the OFR was first introduced in 1993 by the ASB. At that time it was not mandatory. The Companies Act 1985(Operating and Financial Review and Directors’ Report etc.) Regulations 2005 required quoted companies to prepare a compulsory OFR and ot her companies to include in their Directors’ Reports a business review. Small companies were exempt from the requirements of this regulation.The Accounting Standards Board issued an accompanying Reporting Standard that those companies that complied with the Reporting Standard 1 would be presumed to have met the OFR Regulations. In November, 2005 the Chancellor announced that the government wanted to do away with the need for quoted companies to prepare an OFR. In January 2006 the Repeal Regulation of 2005 came into force that did away with the need for quoted companies to make an OFR.The Reporting Standard 1 was converted into a Reporting Statement. This remains just as a guiding statement for companies that decided to produce an OFR (Vilers. C, 2006). In the next month that is February 2006 the government requested suggestions and comments on improving the narrative reporting requirements. In May 2006 the government publicized amendments to the Business Review legislation. F inally, in November 2006, The Companies Act was given the final assent. and the Business Review requirements are now given legal sanction.Gordon Brown’s decision to abandon the mandatory nature of the OFR has been supported by two arguments. First, the government claims it wants to reduce bureaucracy. Second, government feels that the new requirements for business review meet the EU requirements for narrative reporting. This is the official line of the government.. However, there are other reasons that are being given as the reason for the abolition of the compulsory clause. It is claimed that the abolition of the mandatory requirement is offered as an incentive to business to remain in the UK and to attract new businesses to the UK. It is a part of the race to make UK attractive to business investors.Several environmental organizations like Friends of Earth and NGOs have decided to file a law suit against the government to force it to see reason. They see the withdrawal of t he mandatory clause as signal to the business sector to continue with their environmentally baneful expansion plans. These organizations had been earlier clamoring for mandatory social and environmental reporting for businesses. From this perspective it seems that Gordon Brown’s decision is not a good one.There are other reasons given to support Gordon Brown’s decision. The claim is that more than 80% of the listed companies will voluntarily comply with the requirements of Reporting Statement and generate OFR statements. Those that do not will face investor reaction and comply with the Reporting Statement requirements. Those that persist in not producing an OFR voluntarily will be perceived as not transparent by the investing public. In addition, the proponents of the abolition of mandatory OFR aver that the size and the complexity of the annual reports daunting to most investors. In 2005 the average length of the annual reports was 71 pages. Adding to this only confus es the shareholders.Finally, the materiality get out clause has made the compulsory OFR ineffective. This has also allowed companies to get out of the need to report their weaknesses. However, we should not write off the OFR as dead. Every business knows that it should have an OFR to inform its shareholder. The need for qualitative, non-financial information has been created in the investors. If a company does not produce an OFR the investor may suspect it several faults. The end result will be that the shareholders will find it prudent to stay away from companies that do not produce a comprehensive OFR. There will be reputed persons who will stay away from the boards of companies that do not produce an OFR that meets the standard prescribed by the ASB.The OFR lives in the business review. The government is not compelling the companies to produce an OFR but the shareholders, investors and other stakeholders will compel the companies to produce and OFR. Environmental organizations an d NGOs will take up the matter with companies that do not report on social and environmental issues. Companies that refuse to make OFRs may be shunned by ethical investors, high profile employees and environmentally conscious business partners. The awareness has been created, guidelines have been drafted and the importance of corporate responsibility has been emblazoned. The OFR has taken on a life of its own and even without compulsion it will feature in the annual reports of most UK companies.As the consciousness of investors increases, as the top employees become choosier and as corporations become more environmentally sensitive, OFR will continue to thrive. There is no need to revive the mandatory clause. Enough consciousness has been created to make the corporate sector aware and alive to its reporting responsibilities, the Business Review is adequate for this purpose. Those companies that do not behave in a responsible manner will suffer because they will not be able to sustai n the interests of stakeholders that matter.To sum, there are a number of reasons given in support of the abolition of the mandatory clause and a number of reasons are being given for the reintroduction of mandatory requirements for OFR However, the importance of the OFA has been driven home to the companies, the investors and other stakeholders. Financial reporting alone does not give enough information to make a decision and he knows that an OFA is important. The OFA continues to live in the UK corporate world even after the mandatory clause has been abolished.References:Cowan. N, 2006 Risk Analysis and Evaluation, Lessons Professional Publishing..Financial Reporting Council 2007 ‘ASB Publishes Review of Narrative Reporting’. Retrieved on January 30, 2007 from http://www.frc.org.uk-Gee. P, 2006 UK GAAP for Business and Practice, ElsevierMorris. G, McKay. S & Oates. A, 2006 Finance Director’s Handbook, Elsevier.Ploix. H, & Charkham. J 2005 Keeping Better Company : Corporate Governance Ten Years on, Oxford University Press.Vilers. C, 2006, Corporate Reporting and Company Law, Cambridge University Press. 205 -209Yeldar. R. 2007 Accounting Standards Board Publishes Review of Narrative Reporting, Retrieved on January 30, 2007 from: http://ry.com/news/news/?id=3345

Paulo Freire and Education Essay

Paulo Freire said that education can be construed as an exercise of domination if it manipulates the naivete and innocence of the students. This kind of pedagogy tends to use authority heavily so that the students would learn to accept such authority without challenging it. They become subservient to the interests of the authorities who have the power over the educational system. Freire’s (49) idea is that education can be used, and has been used by oppressors to enforce their rule over their subjects. Freire develops his ideas by looking at the history of colonization, particularly the relationship of the colonizers and the colonies and how the educational system was established in the colonies. Understanding the context of Brazil as a former colony is crucial in understanding the development of Freire’s ideas. Freire described the banking approach to education, treating students as empty bank accounts that will have to be filled with the ideas fed to it by the teachers. see more:role of teacher in social change Freire considers this approach as dehumanizing to both the teachers and the learners. Instead of the banking approach, the author advocated for a world-mediated and mutual approach to learning. This means that individuals can be educated through their interactions with each other and with the world. In this process, people are considered incomplete and they can strive to completeness through education (Freire 80). For Freire, education is a tool for shaping more than just the person but the whole society as well. This process is called conscientization. Freire’s approach to education echoes much of the ideas of critical theorists who believe, together with Marx that theory and education have to be used to change society for the better . Freire’s Approach to Education and Teaching Freire’s approach to education is not didactic. Instead of focusing only on rote learning and taking what the teachers say at face value, he puts a primer on interaction and on the experiences of the learners. For a teacher to become effective, he or she has to be integrated into the worldview of the students and not disconnected from it. Freire effectively highlighted the importance of the role of the teacher and how the teacher should present help the student go through the learning process. Freire’s approach helps teachers vary their teaching methods from being simply dispensers and givers of information to that of a facilitator and mediator in the learning process of the student. This type of pedagogy works best for teaching people who already have knowledge about the world and how who have an understanding about their role in it. For younger learners, however, such approach may not be very effective because of their lack of experiences. Furthermore, the worldview of younger students is still being formed. This means therefore that younger learners would still need to depend on the authorities in their lives for their early learning and education. Although at first, it would seem that the banking approach would be at work in this process. Yet, the educational approach should not be divorced from the overall cultural context and social realities of the society where the learners belong to. This not mean, however that education should degenerate to rote learning, memorization and mimicking of the ideas of the educators (Ladson-Billings 163). The Purpose of Education, Society and Political Power Freire recognized the power of education in creating change in the society. For him, education is not only about learning but also a power that can be used for social change. Therefore it is not only a tool of oppression; it can also work for the empowerment of disenfranchised members of the society. Education can be used effectively for helping people learn about their situation from their own point of view so they can become more aware of what their rights are and how they can improve their lives, their rights and how they can use their own resources for their empowerment (Giroux 65). Freire wrote Pedagogy of the Oppressed with colonialism and political and cultural freedom in mind. Yet, his ideas have been taken by educators all over the world in order to educate people concerning the importance of interaction and the application of education in their own contexts. His ideas have now been extended and applied in a number of learning contexts and environment. As the process of education continues to be scrutinized all over the world, the validity of Freire’s ideas will be seen as applicable in a number of ways. This time, such application will not be in the realm of colonialism and political freedom, but rather it can be applied in the overall process of educating individuals so they can be trained as knowledgeable and responsible members of their respective societies. Education is an important power that not only developing countries would find useful but developed countries as well in developing their own citizenry.