Executive summary of the Ethical Tabao company Essay

Executive summary of the Ethical Tabao company - Essay Example However, Taobao urges the public to behave responsibly to maximize the wealth of the shareholders. Taobao plans to raise its guarantee and technical charge with an objective of majoring in the B2C model to improve its quality and counterfeit control. The planned raise in fees would decrease the number of sellers operating on Taobao and consequently improve the company’s regulation. The small and medium entrepreneurs launched protests at the Taobao headquarters are opposing the planned policy since it forces them to pay same operation costs as the big sellers. Although the policy might be beneficial to the company, the protests have largely dented the image of Taobao. The small and medium entrepreneurs will face difficulties in continuing with the business and possibly fallout. The decrease in small and medium entrepreneurs would promote improvements in product quality and guarantee customer satisfaction in comfort and reliability. However, this adjustment might decrease customer satisfaction on price and product categories. Because of the mixed interests, the government has come up with regulations governing the online shopping agencies like Taobao. There are self-regulations by a business that allow companies to adopt policies befitting their competitive advantage. In relation to these regulations, the sellers should obey Taobao regulations. Additionally, there exist consumers’ regulations that protect consumers in Taobao. These regulations protect the consumers against counterfeit goods, poor quality goods, and untimely delivery of Taobao

Natural, Herbal, and Vitamin Supplements Research Paper

Natural, Herbal, and Vitamin Supplements - Research Paper Example Each day, online sites are flooded with people looking for every kind of health-related information. Their searches range from information pertaining to remedies for health problems to preventive health care. In order to market their supplements, companies through the media place a wide range of advertisements that are enticing to consumers (Vaskovarzic 1). Each site gives the impression that their product is the ultimate solution to health problems. Given that consumers are desperate for solutions, they are usually easily convinced to purchase these supplements. Sometimes, reviews from people who give testimonies on how some of the supplements are effective to increase people’s urge to purchase. Media has also contributed a lot towards creating an image that is at times deceiving to people (123HelpMe 1). Online photos show pictures of flawless people especially celebrities. In some circumstances, media will highlight specific supplements that these celebrities use to acquire the perfect look. The fact that everyone wants to look good becomes a triggering factor for online shopping for supplements based on judgment from online images. Media has created awareness about the existence of various supplements. If it were not for the media, people would be less knowledgeable. In addition to this, issues such as availability and price have been made possible through the media. From anywhere in the world, people can compare and eventually purchase every kind of supplement they want. The process of placing an order is easy (Teichner and Lesko 1). This convenience encourages online shopping (Teichner and Lesko 1). Moreover, through television talks and interviews, media plays a role in publicizing supplements.  Media is so powerful that it can either help or harm people. In everyday life, people are in connection with media through television, radio and the internet hence accessibility to information. Through the influence of magazine pictorials and television commercials, people are negatively affected. When media is abused, it influences people unconsciously to attempt things that are harmful to their health. Media ofte n presents the picture of a perfect body with the aim of getting attention and in the long run marketing certain products. When people fail to acquire the perfect body after consuming particular supplements, they go for alternative supplements. This process increases dependency on particular products hence creating emotional conflicts in most cases.

Compare and Contrast Alan Paton's Cry, the Beloved Country and Chinua Essay

Compare and Contrast Alan Paton's Cry, the Beloved Country and Chinua Achebe's Thing's Fall Apart - Essay Example Achebe’s narrative signals the first indicator of tribal decline in Africa, exploited by the white colonisers to exert power in their expanding empire. The death toll of tribal life in Africa in Things Fall Apart symbolises the human predisposition towards conflict as the ethnic tensions are replaced with the tensions between the whites and blacks. In contrast, Cry, the Beloved Country takes the reader forward, highlighting the predicament of native blacks under white rule, where the funeral for tribal life prophesised in Things Fall Apart is now a reality, symbolised by the theme of human loss. The industrialisation of Africa and separation of families brought about by white rule is highlighted through the Kumalo’s journey as central protagonist in Cry. Pastor Kumalo loses a brother to the city and his brother in law to the mines. Furthermore, Kumalo’s sister disappears when she goes to the city. Through contrasting perspectives both novels utilise the conflicts between the white rulers and black natives to portray a deeper themes of the complex cycle of human conflict; its resultant impact on the family nucleus and the human need for connection and family relationships particularly driven by loss and fear. Analysed in conjunction, the contrasting spectrums at which both Paton and Achebe begin their narrative effectively takes the reader through the beginning of colonial policies in Things Fall Apart, to the practical impact of white rule in Cry, the Beloved Country. The focus of this analysis is to evaluate through a comparative analysis the authors’ depictions of the conflicts between the white colonisers and the native blacks and consider which, if any depicts the predicament most sympathetically. It is submitted at the outset that both whilst both works are undoubtedly important in highlighting the

Aggressive Parents, Aggressive Children Essay Example for Free

Aggressive Parents, Aggressive Children Essay Growing up, kids have a lot of influences in their life; from television to peers children will always absorb something. With this being said the biggest influence on a child would have to be the people there with the most- their family. Because this is unarguably true, it would then be fair to then assume that parental/ sibling aggression could have a big impact on future relationships caused by development. What is aggression one may ask? Aggression is a hostile, injurious, destructive behaviour or outlook especially when caused by frustration. Human development would be everything that happened from the moment a child thinks for the first time, then. Sigmund Freud was one psychologist who theorizes that those who have experienced trauma from aggression in the home will often use defense mechanisms to disregard unwanted emotions. This leaves a negative effect on the unconscious mind and makes a person act irrationally. By comparing cultures and examining how nature vs. urture, the theme of pies and how the ecological theory all come into play when dealing with the way children treat relationships, it is hoped that one will see that aggression in the home will indeed lead to negative relationships for the child’s near future. One key question many would ask and not for only this topic (but many on the mind in general), would be are these actions and thoughts merely influenced by parents, or are they born with the â€Å"defect† and therefore forced to live with it. The argument of nature vs. nurture is a questi on that has baffled even the most renowned of psychologists. Both sides have strong supporting arguments therefore coming up with an end answer would be impossible for one to do. In Daena’s article, entitled â€Å"Is Aggressive Behaviour Biologically or Environmentally Based? † Daena proposes that aggression is learned. Supporting herself by linking aggression with Skinner’s rat, continuing by saying aggression is caused by positive reinforcement (reward). By calming a kid down with a toy, the child would have received the â€Å"reward†, now the child understands if he does this, then another â€Å"reward† should come. One way this could be seen in a household could be when a father cusses after he hurts himself. The child could subconsciously perceive that the pain and expression on the father going away shortly after was his reward, therefore the child takes on the habit. This does put some weight on the nurture side because the reward is what causes any outcome. But, Professor Richard Tremblay of the University of Montreal says that â€Å"We do not need to learn to aggress, but to not aggress. In this indirect argument with the other article mentioned Tremblay suggests that children are aggressive by nature and learn how to control their aggression at around 4 years old. When linking nature or nurture to aggression one must understand that they really can’t choose an option and be satisfied with their decision. â€Å"PIES† stands for the four kinds of development; physical, intellectual, emotional, social. When children witness aggression at home almost every kind of development a re interrupted. Physical development includes growth of bone muscles, motor skills and senses. Intellectual development includes the maturation of mental process, such as learning, imagination, memory and perception. When a child is used to seeing aggression exhibited by their parents, they will associate that violence will many things they see on a daily basis. For example the first time the child sees adults mating on television, etc. Their first instinct would usually be to believe that the couple is actually fighting. This shows that what they sense would be different from what’s actually happening therefore proving a negative outcome. Emotional development includes the maturation and evolution of emotions, social skills, identity, and morals. If a child grows up witnessing spousal abuse from an early age, and isn’t explained that it’s bad, then would that child not believe that this action is perfectly fine? Seeing the father only do this when he’s angry, the child could perceive that beating somebody is an output of anger for them as well. Social development includes the evolution of knowledge of how people interact, play, share, take turns, or talk socially. From an early stage if the child sees fighting, it is then safe to assume that their ‘evolution of knowledge based on how people interact’ will be evolving off of the witnessed negative action seen in the first place (spousal abuse, swearing parents, etc. ). A child’s development could be positive or negative based solely on the overall environment the child is living in. One may be lead to believe that aggression is taught by others, and then mirrored by the children whom the aggression will eventually attach itself too. Urie Bronfenbrenners Ecological Theory argues that development is influenced by five environmental systems. The theory identifies five environmental systems. The five environmental systems are: Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem. The microsystem is the child’s immediate surroundings i. e. family, neighborhood and friends. This theory suggests that if the child lives in a damaged microsystem, the child’s development could also be damaged. The mesosystem is the connection seen between immediate environments i. e. parents to peers. This directly relates to the topic showing that if a child witness’s abuse, there’s a good chance they will mirror it with their peers. Children need people in order to become human. It is primarily through observing, playing, and working with others both older and younger than he that a child discovers both what he can do and who he can become. †-Urie Bronfenbrenner (quotes. dictionary. com). This quote can be fitted to the topic of aggression in children because she basically explains that without o ther humans, we would have no route for our personality/identity to take. The Macrosystem describes the culture of the child, anywhere from physical geographic, to wealth in the child’s area. Urie suggests that those that are living in lower class are more likely to commit crime. It must also be understood that children influenced by their environment is not conclusive. As children in some African regions see violence every day but learned to adapt with it as opposed to keeping it bottled up in their head. The final system is the Chronosystem. This monitors patterns of environmental events over time. Non-normative events may have a negative psychological effect, e. g. a recent divorce or death in the family. The change is too drastic for the child to cope with. With witnessed aggression, as it starts to become the normal in the child’s life, the child may seek to emulate it later on when the ‘normal’ aggression is missing. Urie Bronfenbenners theory does weigh in favor of the child learning the aggression because it all seems to tie into the child feeling a sense of normal. Based on the theory, children will emulate what they see, because if they didn’t emulate anything, they would have no guidance in their life. Their identity would be 100% their own. Therefore if aggression is their guide, aggression will be what children emulate.

Multi Agency Benefits For Children And Families

Multi Agency Benefits For Children And Families †¦ there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families The local authority and government agencies have been working together for a long time and not entirely new practice. Jones and Leverett quote However, the drive towards integrated working which includes the entire childrens workforce (that is, every individual who works, on an employed or voluntary basis, with children and their families across sectors such as health, education, early years and childcare, play work, social care, police, youth support and leisure services) under the interagency umbrella is a more recent and ambitious innovation (Jones and Leverett, 2008 pg 123) Multi-agency working can be analysed using three primary policy contexts. First, the context of influence, where policy discourses are constructed and key policy concepts for example, partnership or multi-agency working are established. Second, the context of policy text production, or the documents that represent policy (Jones and Leverett, 2008 pg 125). These are usually expressed in language which claims to be reasonable and for the general public good (Bowe et al., 1992). They include texts such as the SEN Code of Practice (DfES, 2001) or the new Working Together to Safeguard Children guidelines (HM Government, 2010). Such texts are then responded to within the context of practice, or what actually happens on the ground for example, schools, childcare or health settings as a result of a particular policy. (Jones and Leverett, 2008 pg 125) Jones (2000) added a sixth context, the context of hidden values. This means positive effect outcomes on policy; such as, legislation that promotes interagency cooperation in childrens services. They aim to protect childrens welfare and improve wellbeing. However, Jones suggests that there may be a range of hidden meanings and outcomes. At a central level, policy can be cleverly constructed to disguise a particular set of intentions, values and beliefs. Intentionally or otherwise, policy may be a wolf in sheeps clothing (Jones, 2000) There is also evidence that practitioners construct their own meanings related to policy, whether these are intended or not. Commenting on the tendency of policy makers to centrally design forms, e-templates and assessment tools. (Jones and Leverett, 2008 pg 126) Both, Garrett (2006) and Axford et al. (2006) note how these are sometimes resisted by practitioners because they are perceived as exerting central control over hitherto fairly autonomous areas and suspected of being a cost-cutting device (Axford et al., 2006, p. 172). Consequently, policy could actually sustain or create circumstances that maintain or exacerbate problems. Rather than being a solution to the perceived problem, the interaction between policy and practice may cause a new set of problems. (Jones and Leverett, 2008 pg 126) The key point is that policy is at three levels local, front line and central. At central level the ideas are made concrete and then articulated nationally and locally. At the time the policy enters the workforce such as schools, practitioners perceptions can consequently be affected. The question is: to what extent is the vision enshrined in central policy on multi-agency working likely to change as it travels on its journey from central government to individual practitioner? (Jones and Leverett, 2008 pg 126) Governments have a tendency to construct their vision for policy as a statement of aims or intended outcomes. Sometimes the vision is embedded within a wider framework; for example, governments in Scotland, Wales and Northern Ireland (Jones and Leverett, 2008 pg 126) In England, childrens wellbeing was defined as the five mutually reinforcing outcomes originally presented in the Every Child Matters Green Paper (DfES, 2003, p. 6): SHEEP is an acronym that stands for: S Stay safe H Healthy E Enjoy and achieve E Economic wellbeing P Positive contribution The next steps is to translate these visions into learning which can be implemented into practice by people working in such sectors. The five outcomes were integrated into the development of the common core skills and knowledge for the childrens workforce (DfES, 2005) consisting of: Effective communication and engagement with children, young people and families Child and young person development Safeguarding and promoting the welfare of the child Supporting transitions Multi-agency working Sharing information. (DfES, 2005) Despite variations, the UK government agreed that all children will benefit from closer working between practitioners and agencies. The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a childs needs and strengths, taking account of the role of parents, carers and environmental factors on their development (ECM, 2008). The CAF form is designed to record and, where appropriate, share with others, assessments, plans and recommendations for support. Section 11 of the Children Act 2004 places a statutory duty on key people and bodies to make arrangements to safeguard and promote the welfare of children. (HM Government, 2004) The ECM states all agencies are required to have: Senior management commitment to the importance of safeguarding and promoting childrens welfare A clear statement of the agencys responsibilities towards children, available for al staff Safe recruitment procedures in place Effective inter-agency working to safeguard and promote the welfare of children Effective information sharing (ECM, 2008) The rationale for the CAF is to help practitioners develop a shared understanding of children, which avoids families repeating themselves to all other agencies. The CAF helps to develop a common understandings of what needs to be done and how. Do not reassess when the information is already there (Parents in consultation about assessment, in Scottish Executive, 2005b, p. 23) The argument is simple and on the surface persuasive, the impetus based on helping individual children. But the relationship between assessment procedures, their purpose and their outcomes is rarely straightforward (Jones, 2004). Assessment is a lifelong process with social consequences and may be influenced by contextual factors and professional value positions. It is literally a point at which certain children are judged to be different (Tomlinson, 1982, p. 82). Some parents and childrens views of their services have highlighted their wanting a coordinated service that is delivered through a single point of contact, a key worker, named person or link worker (Sloper, 2004, p. 572). Within the CAF, a similar role was produced, the lead professional (LP) who takes responsibility for coordinating the action identified as a result of the CAF process and will support the child and their family as necessary. One of the daunting aspects of the CAF is the number of professionals that practitioners will engage with, such as health, education, social services and voluntary agencies. It can be also quite daunting in finding out who the support services are and their contact details. However, with the CAF process it can be away of overcoming tension previously encountered around multi agency working and sharing information. Just as children and their families have a contribution to make to shape the services they receive through the various forms of partnership discussed in previous chapters, so they can contribute to the development of practice and practitioners. This can happen at many levels through evaluation, feedback, consultation and research, as well as direct involvement in training. Practitioners and the organisations they work for need to recognise that children and their families have specific knowledge that cannot be learnt from anywhere else. (Rixon, 2008) Children are party to the subculture of childhood which gives them a unique insider perspective that is critical to our understanding of childrens worlds. (Kellett, 2005, p. 4) Like many who regularly consult children and young people, we find that their views are always serious, concise, thoughtful and highly relevant and cut through the pre-existing agendas and diplomatic avoidances that beset many consultations with professional adults. We find that even very young children are more than able to analyse and give clear views on many issues within their experience. (Morgan, 2005, pp. 181-182) How is the success of more integrated ways of working to be judged? One element of evaluation might be to consider to what extent integrated teams or new initiatives or structures have overcome obstacles and enabled more positive ways of working. (Stone and Rixon, 2008) As we have discussed, government policy and the literature on childrens services all emphasise the importance of agencies working together and the value of partnership structures, yet: Despite such exhortations, there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families. (Townsley et al., 2004, p. 6) However, Michelle Warren quotes According to Consultancy 4Children (Policy into practice, 4Children, 2009) consistent evidence indicates that parents and children are best served if the support on offer is joined up and well coordinated. It would be appropriate to recognise that although services may be provided in one setting, there is still a risk of services not being joined up, because of different agencies (and competing interests/perspectives) involved. (Warren, 2010) However, Howell states Previously we actually made it incredibly difficult by making children and parents and carers make their own way through the services all being assessed quite separately and getting very mixed messages. So multi-agency working is essential where a child needs it. We mustnt get confused and think multi-agency working has got to be the only way of working. In some cases its actually the school that will make the difference and thats the agency where the vast majority of children will achieve the best outcomes. (Howell, 2008) However, Townsley highlights the actual benefits for families and children. Howell states There are tensions between agencies, some of them driven by the different starting point that different agencies have. So the nature of the targets that agencies are measured by are actually quite different. The health targets that health services are measured by are significantly different from the kind of targets that schools work to and particularly are quite distant from the outcomes of Every Child Matters. (Howell, 2008) As with any Multi agency working, it is crucial to assess whether any new projects or initiatives have been set targets against criteria that can be measured. This is particularly a reflection for evidence based interventions which have been associated with issues, such as value for money. In relation to this, many have targets which have been set and inevitably raise questions whether it is the correct one to be assigned with a particular target. Practitioners recognise that targets can enable clarity and equity, and focus attention on important areas of practice (Banks, 2004). However, Townsley et al. (2004) states review a number of studies that reveal little evidence of improved outcomes of multi-agency working across a range of services and settings. Their review also makes clear that the task of evaluation itself is a complex one. Inherent problems include: difficulties in generalising from individual case studies; diverse views of different stakeholders as to what counts as success; the length of time needed to evaluate change; and causality and attribution. (Glendinning, 2002, cited in Townsley, 2004, p. 6) Consequently, Howell states Childrens participation and engagement is fundamental to the redesign of services particularly with a multi-agency perspective. Its part of the learning about what makes a difference the whole issue around personalisation puts the client, the person receiving the services, as the co-designer of their solutions. (Howell, 2008) To conclude, A formative approach to evaluation that encourages dialogue and ongoing improvements to both policy and practice would appear to offer a positive way forward. However, this is not without its challenges and there are still issues to be addressed, not least training and clarification of roles and responsibilities. It is up to individual practitioners to promote an inclusive approach to professional difference and to develop a range of different models enabling collaboration, respect, reciprocity, realism and risk-taking. (Leverett and Jones, 2008)

Brutus Character Analysis in Shakespeares Tragedy of Julius Caesar Ess

Character Analysis: Brutus William Shakespeare's play, The Tragedy of Julius Caesar, was mainly based on the assassination of Julius Caesar. The character who was the mastermind behind the assassination was, ironically, Marcus Brutus, a senator and close friend to Julius Caesar. But what would cause a person to kill a close friend? After I examined Brutus' relationship towards Caesar, his involvement in the conspiracy and his importance to the plot it all became clear. Brutus had one particular reason for killing Caesar and that was for the good of the people and the republic. Brutus had no personal reason for killing Caesar. Some of his most admirable traits were his morality and leadership skills. Brutus had a strong relationship with Caesar but a stronger relationship with Rome and its people. I think during Roman times, the only way for someone to get close to a person of high rank is if he/she is a close friend or relative to him/her. Brutus loved Caesar but feared his power and ambition. In the early acts of the play, Brutus says to Cassius, "If it aught toward the general good, set honor in one eye and death in the other, and I will look on both indifferently†¦,,"(act 1, scene 2, ll.85-89), as he is speaking to Cassius. "He then unto the ladder turns his back..."(act 2, scene 1, line 25). As the quote says, Brutus would not allow Caesar to rise to power and then turn his back on the people of Rome. This is the only reason Brutus would conspire against Caesar. Brutus says to himself, "I know no personal cause to spurn at him...How that might change his nature..."(act 2, scene 1, and ll.11-13) Caesar's connection and relationship with Brutus was also very strong. Allowing Brutus to speak to Caesar shows his respect fo... ...thing else. The threat that Caesar poses was that he would begin moving away from the idea of a Roman republic and towards an Empire ruled directly by him. Brutus is complex because he does not kill Caesar for greed, envy, or to preserve his social position like so many of the other conspirators against Caesar, he does it for the good of the people. Once Brutus has made up his mind he sticks to it, and he is rarely questioned. Brutus is very accustomed to having his way without argument, which explains why he rarely listens to anyone else. Brutus is like a piece of elastic. He is easily stretched out, but he's also easily put back to how it used to be. But a piece of elastic will also get worn out and has to be thrown out. Brutus is very quickly persuaded and manipulated. Like elastic, it is stretched and used, then immediately thrown out like it was nothing.

History Of Columbia Broadcasting Company (CBS) :: essays research papers

The Columbia Broadcasting Company or â€Å"CBS† in layman’s terms was founded in 1927 as a radio network under the â€Å"United Independent Broadcasters† name, which was a radio-broadcasting network. The name was changed to CBS in 1928, which was the same year that William S. Paley, the son of a cigar making tycoon, took over control of CBS with his fathers financial support. Paley took over CBS for $400,000 and inherited a network that consisted of 22 affiliates and 16 employees. Although he had little technical knowledge of radio, Paley believed he could only attract advertisers if he delivered large audiences. To fulfill this goal, he decided to give CBS programming to local radio stations for free, as long as they agreed to surrender any part of their schedule to advertiser sponsored CBS network shows. In less than a decade, CBS had blossomed to 114 stations from 22 when Paley took over. Another one of Paley’s gifts was his ability to recognize talent , he quickly signed mega stars such as Bing Crosby, Kate Smith and Morton Downey. But such was the case in those days, those stars were quickly lured away by highly popular rival NBC for more money.   Ã‚  Ã‚  Ã‚  Ã‚  However, all was not lost for the young Paley. What he lost in stars he got back in news coverage. Don’t forget I’m still talking radio here. Paley hired Edward Klauber, a former New York Times editor and Paul White who was a former United Press reporter, they began to build a solid news division at CBS. â€Å"CBS News† really didn’t come together until Klauber hired some guy you probably never heard of by the name of Edward Murrow. Klauber assigned Murrow to London as director of the European talks. In March of 1937, before the start of the Great War, Murrow teamed with William Shirer to report on â€Å"Anschluss†. These reports formed the foundation for what would become â€Å"The CBS World News Roundup† which, during World War II Murrow assembled a great team of reporters commonly referred to as â€Å"Murrow’s Boys† who consisted of Eric Sevareid, Charles Collingwood, Howard Smith, Winston Burdett, Richard Hottelet and Larry LeSueur. Murrow would end up reporting on and airing one of the greatest accounts of his experiences and descriptions of touring the Nazi concentration camps, which we heard in class.   Ã‚  Ã‚  Ã‚  Ã‚  Meanwhile back in the states, by the time that the war had ended, television was starting to get important as the networks looked toward the future and they were eager to get all the stars and ratings they could get their hands on.