Mun Policy Statement Example Essay Example

Mun Policy Statement Example Essay LANDMINE CLEARANCE policy statetment Landmines have existed since the 19th century; many people from all around the world have been victims to bombs. Landmines continue to kill nearly 20,000 people every year, even decades after the ending of the conflicts for which they were placed. Land mines were designed for two main uses: to create defensive tactical barriers and slowing an invasion forces progress to allow reinforcements to arrive. But today it’s claiming more lives every week. Land mines are weapons of mass destruction in slow motion. Currently, The International Campaign to Ban Landmines, ICBL, is urging all governments to protest against Syria’s use of Landmines on its borders with Turkey and Lebanon. The Syrian army has been seen planting landmines along routes used to reach Turkey. It is reported that thousands of Syrians used these paths to flee to safety over the border, which is why locals have begun to restore access by removing the mines at great personal risk. Already reports have been received that a family of five was injured recently when trying to cross the minefields. Germany signed the Ottawa Treaty on the 3rd of December 1997. It has been helping the NSAWG (NON-STATE ACTORS WORKING GROUP) which was a movement inside ICBL that consists of campaigns to stop anti-personal landmines. This matter should be taken seriously and considered cautiously. The delegate would like to suggest that the UN create a demining battalion that would help the countries that need to get rid of their unwanted and dangerous mines. This way the UN would support restoring these fields to a good environment and it wouldn’t cost any more innocent civilian lives. Clauses: rges that the UN creates a organization that trains and handle minesweepers that has been hired by this organization. This Organization will supply the best equipmentand PPE ( Proctective Personal Equipment) for the minesweepers to be sure that they come back alive from the clearance on the minefield and the job is done. Minesweepers is the humanitarian way of clearing mines. This way the surrounding environment and the minefield itself would be preserved. This organization will give help to countries that needs help with their mine field clearing. Our target is to clear and preserve, this clause says it all. We will write a custom essay sample on Mun Policy Statement Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mun Policy Statement Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mun Policy Statement Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer LAKE VICTORIA 2nd policy statement Honorable chairs and esteemed delegates, Water is on of the basic needs of a human being. Water is important to all beings. Clean water comes from a clean source but lake victoria is no longer a clean source of water. It’s water now contains raw sewage and rubbish. It is no longer available for human use. Fisherman also depend on this lake for their daily catches and their business. The excesive pollution has led extinction to most of the flora and fauna living around or in the lake. Also, diseases are spreading villages and towns near the lake. Over 30 million people living in poverty, depend on this lake, but it’s state is getting worse and worse by the minute. Lake victoria promoting water as a shared resource in Lake Victoria and the surrounding areas can be possible with the help of you delegates. To solve ths problem, the delegate believes that we should stop the factories and any cause of pollution from coming into the lake itself. This way the lake could be cleaned without having any other problems bothering it. Also, the lake would once again be available to animals to live and breed in.

Critical Analysis of Immigration and Migrant Workers The WritePass Journal

Critical Analysis of Immigration and Migrant Workers Introduction Critical Analysis of Immigration and Migrant Workers IntroductionREFERENCESRelated Introduction For many years, migration, perpetrated by the quest for career advancement by skilled labour, asylum seeking by refugees and interest in greener pastures has been going on internationally. Some countries have faced challenges and setbacks due to international migration of skilled labour/personnel and some have gained significantly by being recipients of such personnel. This essay will seek to address the issue of teacher migration/exodus in Zimbabwe. Human Capital Theory in conjunction with the theoretical perspective of Globalisation will be used to analyse this issue in the aforesaid country. Zimbabwe is a landlocked country located in the Southern part of the African continent. Its neighbouring boarder countries are South Africa, Botswana, Zambia and Mozambique and it is a former British colony. For the past decade it has been going through a challenging political climate characterised by violence, poor economy, introduction and an ongoing land reform programme which was poorly implemented and resulted in the country going downhill as agriculture was one of their main foreign currency earners and attracted the imposition of economic sanctions.HIV and AIDS is also prevalent in Zimbabwe. According to the preliminary results of the 2002 census, Zimbabwe has a population of 11.6 million against a projected figure of 14.7 million. This would mean that the estimated number of Zimbabweans in the Diaspora is 3.1 million which was worked at the assumptions that, mortality had remained at the 1990 level, fertility had declined and there had been a negligible international emigrati on. Zimbabwe uses the neighbouring South Africa’s Rand and the US dollar as its main currency. Its education system consists of 8 years of primary education and 6 years of high school before a student can be admitted to university. The wealthier population normally send their children to private schools which follow the Cambridge exams curriculum and the others send theirs to government run schools which use the national curriculum. In 1980, education was declared free and for all, but since 1988 the government introduced and gradually increased charges attached to school enrolment. Zimbabwe has eleven universities that are internationally accredited that serve the whole nation and 8 teacher’s colleges. Each year Zimbabwe loses thousands of skilled professionals crucial to the development needs of the country. They migrate mainly to South Africa, Botswana, UK, Australia, and USA. Crush et al (2005) assert that Zimbabwe is experiencing a crippling flight of professionals and skilled people that has escalated to levels that have serious implications for growth and development. Included in this list of professionals are teachers, who play a pivotal role in the continuity of the learning and education process. Chetsanga (2003) argues that, it is difficult to properly determine the accurate statistics of the Zimbabweans that have migrated as the plight of teachers in particular dates far back to year 1998, with teachers going on strike because of low pay. Teachers were also one of the main targets of political attacks then, as the ruling party accused them of supporting the opposition party. Between 2000 and 2002 the Ministry of Education recorded a high influx of teacher resignations and absconding, with teachers migrating to other countries, mainly United Kingdom and South Africa to claim asylum, fleeing from political violence, and some moving to other departments.The study he did established only 479348 Zimbabweans in the Diaspora (including teachers) and is aware that a large number is not accounted for in that figure. He says, of that figure, most hold Bachelor’s degrees, followed by polytechnic graduates, 20% hold Masters Degrees, while 5% hold PhDs. He says the health and tea ching personnel account for more than 75% of that figure. Chanda,cited in Chetsanga (2003) explains Zimbabwe’s teacher exodus from another dimension, where she describes it as, the concept of ‘survival migration’ which focuses on the situation of people who are outside their country of origin because of an existential threat to which they have no access to a domestic remedy but who fall outside of the dominant interpretation of a ‘refugee’ under international law. He says, it focuses on people who cross borders fleeing some combination of, environmental disaster, livelihoods failure, and state fragility. Chetsanga (2003) conquers that the reasons why teachers are leaving Zimbabwe appear to be diverse ranging from professional, political to economical. Crush et al (2005) also say, the teachers unhappiness goes deeper than economic circumstances, to include, housing, medical services, education and a viable future for their children. The number of people living below the poverty datum line has surged in the past three years because of economic crisis and spiralling of inflation. Over 75% of Zimbabweans are now classified as poor, while 50% are living in abject poverty. As of December 2002 the unemployment rate was between 75% and 80% and has even got worse. All civil servant salaries are uniform in Zimbabwe at present regardless of experience, education background, geographical location, or genders and they are pegged at US190 ( £126) a month against a high cost of living that needs at least US510 ( £340) a month to meet the poverty datum line. Around one in ten of the population live with HIV, Zimbabwe is experiencing one of the harshest AIDS epidemics in the world. In a country with such a tense political and social climate, it has been difficult to respond to the crisis. President Robert Mugabe and his government have been widely criticised by the international community, and Zimbabwe has become increasingly isolated, both politically and economically. The country has had to confront a number of severe crises in the past few years, including an unprecedented rise in inflation which reached 100,000%   in January 2008, a severe cholera epidemic, high rates of unemployment, political violence, and a near-total collapse of the health system. The situation in Zimbabwe got so bad that between 2002 and 2006, the population decreased and Infant mortality has doubled since 1990.Average life expectancy for women, who are particularly affected by Zimbabwes AIDS epidemic, is 47 and 40 for men. Zimbabwe has a higher number of orpha ns, in proportion to its population, than any other country in the world, according to UNICEF. In fact, as many as 1 in 4 children in Zimbabwe are orphaned as a result of parents dying from AIDS. Teachers are relied on to counsel their students about Aids, but statistics indicate they are no more knowledgeable about avoiding infection than other Zimbabwean adults. Teachers are at high risk of getting infected with HIV and Aids, and already one-third of them are likely to be infected with the virus. According to a report presented by a state-appointed education assessment team, the rate among teachers mirrors Health Ministry statistics showing that an estimated 27% of Zimbabweans aged 18-49 are infected with HIV, with at least 3 000 deaths a week. The teacher migration adds to the depletion from the AIDS affected population, worsening the already depleted labour force. Through migration, Zimbabwe is losing the value of its investment in education because a large number of highly trained Zimbabweans who include teachers have left the country. Efforts in trying to reach out to Zimbabwe with specific skills through improved educational opportunities may go to a waste unless measures are taken to offset the pull factors attracting the highly educated Zimbabweans to other countries. If the Zimbabwean government does not do anything by making staying at home attractive it will continue to lose its highly skilled personnel to other countries and the brain drain unabated because the brain drain in Zimbabwe is based on the global phenomenon associated with man’s quest for better opportunities in life. De Villers (2004) says, the trend and high magnitude of the brain drain cripples the country’s capacity to engage in sustainable development and it is a well established fact that knowledge is the most important instrument in the creation and acc umulation of wealth and the primary factor in international competitiveness. Therefore Zimbabwe’s migration of the skilled and knowledgeable personnel has had and is continuing to have a clear negative impact on the country’s development system as evidenced by its inflation rate, HIV and AIDS statistics, exclusion from major international dealings, and poor education and health systems. The aforesaid teacher migration/exodus challenge faced by Zimbabwe can be analysed using the Human Capital Theory (HCT) in ascertaining Zimbabwe’s position in the global world, marrying it with the theoretical perspective of Globalisation. The Human Capital Theory (HCT) is a model that is widely used in the economic analysis of education worldwide. It is used as a background assumption in many areas of economics like in the theory of economic growth. HCT is commonly linked with education and thus theorists in human capital tend to marry the two and view education as investment in human capital. The concept of HCT boarders around that the economic growth, prosperity and function of a nation mainly depends on its physical and human capital stock. The investment people make on their individual selves education wise enhances the productivity of the economy and that is what human capital theorists endeavour to point out. The human capital theorists emphasise on the rate of returns to education. They argue that, educate yourself and the returns to education will be higher, hence uplifting you as an individual and you uplifting your nation, the returns are both economic,(for example-the more you invest in years of schooling, the better pay you are likely to earn),and non economic (eg-acquired knowledge through education may help you to understand and deal with issues better, like HIV and AIDS).Kingdon and Theopold (2008) emphasise that, similar to this, returns to education may be private (accruing to the educated individual) or maybe social (benefiting the individual and their community).She however does not dispute that, the returns might be influenced by the level of education that one has acquired, type of education, education institution attended, field of study and other things, hence even some universities tend to charge more for other courses compared to others, simply because of their estimate d rate of return. Psacharopoulos and Woodhall (1997) infer that, investment in people education wise is as or more important to economic growth as investing in machinery as education enhances a workers productivity. The screening hypothesis challenges that interpretation of education and argues that, education is only used by employers to screen employees. The screening hypothesis is true to an extent, because for example in the Zimbabwean situation, where the Ministry of Education has reported an influx of teachers in areas like, language teachers compared to maths and science. Only teachers with qualified teacher status specialised in languages are employed, when areas like maths and science recruit even personnel without qualified teacher status to fill in vacant posts. If that requirement was not put in place in the languages department, it would be difficult for recruiters to recruit and this is one of the reasons why some personnel that are capable of teaching in the languages department have migrated. Robert (1991) asserts that education and the creation of human capital creates the differences in labour productivity and the differences in overall levels of technology that we observe in the world. This meaning that education plays a critical input for innovations, research and development activities, thus being seen as an intentional effort to increase the resources needed for creating new things like technology. In this generation we are living in, a technological nation tends to be better successful as it is advanced and quicker. Psacharopoulos and Woodhall (1997) confirm that, by saying that in East Asia, education has given them their success in economic growth and development. Hong Kong, Singapore, and Taiwan have achieved high rates of economic growth due to their investments in education. In the Zimbabwean context, due to the migration of teachers, areas like technology advancement are so crippled, because the skilled personnel to impact this knowledge to learners is limite d.While the problem is not mainly limited to this, skilled personnel migrate as well due to their worry on how their skills might remain stagnant and not match the global need which calls for technological knowledge nowadays. Skilled labour migrates to go and advance their skills in other countries and in a quest to make sure their children and families acquire the best education and skills too. Muchemwa (2009) argues that on this same score, a country like Zimbabwe will be left with insufficient personnel to run its own education systems and shortages in the education sector will impair transfer of skills to the next generation of citizens. According to Fagerlind and Saha (1997) HCT in both developing and developed countries, just provides a basic justification for large public expenditure on education because if its notion which is derived on the presumed economic return of investment in education both at the macro and micro levels. Individuals then tend to think such investment is worthwhile as it was seen to provide returns in the form of individual economic success and achievement. At a bigger level, efforts put to promote investment in human capital would result in economic growth, that is, ‘educate part of the community and the whole of it benefits’ (Schultz 1971).Morgan et al (2005) argues that in contexts like the Zimbabwean, teacher training is often highly subsidised, which due to migration it technically means that the governments are funding the training of teachers who serve other in other countries, usually developed countries where they can earn a much higher salary, thereby leaving Zimbabwe with little labour to run their affairs. While it may be argued that the Zimbabwean government takes measures like bonding to curb this, to make sure that for example a teacher stays and serve in the country for at least two years before migrating. From personal experience, the measures are not so strictly implemented and the money is affordable to pay back as long as you have migrated to a country that has a valuable currency. I completed my teacher training in Zimbabwe in year 2000 and moved to England a year after that.When I had left the Ministry, my parents who I had assigned as my guarantors during my teacher training, received letters that I was supposed to pay back the government money. I managed to send three hours worth of wages from my cleaning job in England, and it covered the whole debt. While in general terms human capital theorists argue that an educated population is a productive population, Ayara (2002) reports that it is not the case with countries like Nigeria, Zimbabwe and other African countries who have engaged in too much corruption and have not had the expected positive growth impact on economic growth .He says educational capital has gone into privately remunerate but socially unproductive activities, like fraud, prostitution and many more. In countries like Zimbabwe, the education system is failing due to economic and political instability that has led to the prevalence of corruption. Gaidzanwa (1999) assumes that, the core of a country’s problems and success lies in its government, that is, the choice of its leaders and how they run the affairs of the country. If the migrated emigrants, like teachers and other professionals would be allowed to vote, from their countries of board, their informed and education influenced choices of leaders would co ntribute to the turnover of the poor economy and its sustainability. At the individual level, it has become an issue, to what extent education as a form of human investment can be directly related to improvement and income. For example,   in the Zimbabwean situation, a non qualified teacher, a post graduate teacher and a qualified teacher with 20years teaching experience are all bracketed under the ‘civil servant pay scale’ and all receive the same salary of US$190 currently. Low pay rates and poor living and working conditions have been the major causes for teacher exodus. This goes on to explain how the HCT’s philosophies are not always the case especially in countries and individuals that are facing challenges. Robert (1991) also conquers that education; from a HCT perspective can create inequalities and social class stratification. Education can in this instance be used as a tool to measure poverty against wealth. The HCT reinforces that, the educated one has a likelihood of a better job, leading to better income, better life and better class. It can therefore be concluded that while individuals, societies, countries and the world look up to education as a means of a better life and investment in agreement with the HCT. It is not always the case that investing in education can bring the expected returns. There are some external factors that can hinder those expectations like the politics and economy of a given country. On individual basis, things like ill health, discrimination in education systems and poverty which is the case in Zimbabwe, where HIV/AIDS is having a highly negative impact to its human stock together with skilled labour migration.HCT always assumes well functioning economies and employs a, one size fits all approach, paying a blind eye on countries and individuals that are struggling for different reasons. The framework does not take account of segregated labour markets where people are allocated jobs on the grounds of race, gender or assumptions about class or cost. It should address beyond investment education wise as there are other uneducated personnel with no qualifications, who contribute to the welfare of the nation’s economy and do well as individuals, things like health as well should be incorporated and any form of knowledge deemed appropriate for enhancing economic growth should be incorporated in HCT. While the government of Zimbabwe has invested a lot in training and educating their teachers who have migrated to other countries, hence leaving the country with a shortage of labour in that field (especially maths and sciences) and a possible, crippling effect on the transfer of skills to the next generation. The theoretical perspective of ‘Globalisation’ will also be used to critique this issue of teacher migration in Zimbabwe, comparing and contrasting it with HCT. The businessdictionary.com, defines globalisation as, the worldwide movement towards economic, financial, trade, and communications integration. It implies the opening of local and nationalistic perspectives to a broader outlook of an interconnected and interdependent world with free transfer of capital, goods, and services across national frontiers. However, it does not include unhindered movement of labour and, as suggested by some economists, may hurt smaller or fragile economies if applied indiscriminately. Park (2003) asserts that, globalisation, has just been turned into a buzz word in recent times, which has been used even by people who have no understanding of the economic term, which mainly reasons on why commodity flows and divisions occur. He says, globalisation is about creating a set of competencies that enable companies to utilise resources on an optimal basis to meet differentiated customer demand profitably and cost-competitively without regard for geography, which si mply means, getting an organisation into a position of doing business in any market it chooses. However Kingdon and Theopold (2008) conclude that there is no single agreed definition of globalisation and there are many ways to summarise the vast literature on this subject. She says that, the forces of globalisation affect the lives of most people all over the world, be it business people or villagers, well paid workers or labourers as well as desperate migrants in transit in the hope of better lives, with the migrating Zimbabwean teachers as an example. She says, globalisation is an often discussed and seldom understood phenomenon, which entails an increase in human activities that cross national boundaries. These may be economic, social, political, technological or biological. The theory of globalisation together with HCT and teacher migration in this essay will lean a lot on Millennium Development Goal (MDG) number 8,which addresses, the development of global partnership for development, which encourages the further development of an open, rule based, predictable, non discriminatory trading and financial systems. Kingdon and Theopold (2008) have grouped approaches to globalisation into four clusters, that is, world- systems, global culture, global polity and society and global capitalism. She assumes that the approaches to globalisation endeavour to create what is famously called the ‘global village’, where the basic idea is that, the spread of the mass media, especially television and the internet, means everyone can be exposed to the same images at the same time and the ever increasing integration of people in societies around the world has influenced human evolution. While this perspective is acknowledgeable to an extent in the migration o f teachers in Zimbabwe, where the use of the internet and media and information passed on by others who have migrated already to those that are still in the country on how to migrate and improve lives has been used, however Khadria (2005) argues that when goals and targets were set for global goals for education, they were more politically than technically determined. The migration of teachers has been one of the human activities that have been crossing national boundaries for a long time. Appleton (2006)says that, though there has been international movement of educators since the ancient Greeks first tutored the Romans, the advent of globalisation in the 1990’s has seen such migration return to prominence. Like Zimbabwe, some countries have seen net losses of educators and have expressed concerns leading to, for example, things like, introduction of visas, adoption of a protocol of teacher recruitment by the commonwealth in September 2004 to try and put this migration under control. He argues that by 2000,for example in some parts of England, some schools were already relying on the recruitment of overseas teachers to fill in the gaps, with some, teacher supply agencies moving into the market to supply teachers, this however denotes the difference between HCT which emphasises on the nation gaining from their human stock, to the human stoc k crossing the national boundary to a wider world(global).It can however be concluded that, unlike HCT that emphasises on individual and national gains, Globalisation, embraces both individual, national to the whole global village. It does not limit human capital stock and returns to national level, it reflects that things move away and come back some how.HCT uses, rate of returns to individuals and the nation while globalisation is often interpreted in terms of economic actors and economic institutions. Khadria (2005) and Grace (2003) agree that, If countries like Zimbabwe would manage its affairs well, the beneficial effects of teacher migration would impact and reflect positively on its economy and even have a multiplier effect on the economy as a whole. They explain that, migrated personnel send part of their earnings home in form of remittances hence providing the home country with a source of valuable foreign currency which is pivotal in trade dealings.(See appendix 1.0). It is estimated that an overseas worker on average can remit home over US$500 per month. Studies have shown that the propensity to save is usually higher among emigrants than local people, in preparation for their possible returns to the home country. Therefore if 35% for example, is sent to Zimbabwe monthly, more than $25billion dollars will be availed to the Zimbabwe economy and through various expenditure mechanisms, government can be able to raise substantial amount of revenue for public coffers. According to the Zimbabwe Revenue Authority (ZIMRA), 70% of the cars in the Zimbabwean roads have been shipped from the Diaspora. The taxes paid on the clearance of those cars, if managed properly without corruption can as well provide Zimbabwe with a lot of revenue significant to the country’s economic growth and global trades. Skeldon (2005) argues that, the emigration of skilled workers is not new but has taken on greater urgency in the context of globalising economy and ageing society. He says the developed world is viewed as poaching the best and brightest from the developing world, thus prejudicing home countries of their chance of development, but he strongly believes that any movement of labour is as much internal within any country as it is among countries and that skilled labour migration should not be seen differently from other types of migration and movement of other goods. Statistics show that not all teachers that moved from the teaching field in Zimbabwe, migrated, some moved to other departments like NGO’s due to attractive salaries, and whilst Zimbabwe, employs some of its personnel like technology engineers from countries like Botswana, or send some of its personnel abroad on government scholarships for training. Zimbabwe should acknowledge that, it as well benefits from other educa tional global dealings too. It can therefore be argued or speculated that, teacher migration should be viewed as a global necessity, to assist those in need and curb unemployment in countries with excess personnel than poaching skills. The theory of globalisation, does not hinder the fact that, for example, if Zimbabwe gets back on its feet and does well economically, maybe tomorrow or in a decade, if it can attract skilled labour as well, it can attract teachers from other countries too, as was the case in the 80’s where use of expatriate teachers from, Germany, Sweden etc was common. HCT emphasises on the number of years invested in schooling, yielding better returns. An average qualified secondary teacher in Zimbabwe currently invested 7 years to primary schooling,6 years in high school and 2 years training at a teacher’s college, which equates to 14 years and Zimbabwe considers him/her as their highly skilled labour. When that teacher migrates, for example, to England, he/she cannot qualify for a qualified teacher status, she has to do another 3 years for a PGCE, to meet the local standard, and hence most of these migrated people have had to further their education or do other menial jobs. Skeldon (2005) says the question of who are skilled labours at global level has been raised. What an individual country might view as their skilled labour might not be what the host country perceives. Using the example mentioned above, of teachers who might opt to do the PGCE in England. One can question that, has there been a truly brain drain as the brains have been retrained again in the destination country. This highly denotes an advantage brought about by migration and globalisation. In HCT, highly successful entrepreneurs and businessmen/women are excluded on the basis that some of them do not even have any tertiary education even though they posses skills essential for economic growth, but globalisation accommodates them. Both HCT and globalisation, though in different ways, agree that education has become a multimillion dollar migrant industry, particularly at global level. Teacher migration has had an effect on quality of teaching in Zimbabwe. Most parents wish that their children could access the quality of education that would make them employable worldwide, with some affording parents sending their children to expensive private colleges(teachers earn higher) that examine children, through the, Cambridge Schools Examination Certificate than the Zimbabwe National Schools Examination Certificate(ZIMSEC) which is not recognised worldwide and used in Government and Council schools(teachers earn very little),so as to prepare them for life in the globalising economy. Some individuals even enrol for expensive online courses with foreign universities. So one can hypothesise that, people opt for certain types of education or training for individual returns or to specifically increase their chances of migra tion. Though there is no guarantee that these individuals will definitely migrate, this contributes to better educated and trained people for the domestic market as well. Statistics show that most people who have managed to migrate from Zimbabwe are the skilled and educated, with teachers and health professionals on large numbers, because chances of them making a living in another world are high and they are employable. Skilled personnel are likely to have the knowledge (how to apply for visas, what the host country requires and contacts of already migrated colleagues or relatives) and means (money to apply for Visas, purchase travel tickets, etc).This even goes far beyond individual or small society level but rather to a wider world, where countries have been labelled as underdeveloped, developing and developed because of their economic power and growth. Even when it comes to manpower planning needs, parents strongly feel that in an area of scarce skilled manpower, the better educated their children, the better chances of getting well paid jobs. The poor ones even look up to the education of their children as a means of alleviating their poverty. Babalola (2003) is of the notion that, the main problem associated with the belief that education is good for economic growth and development lies in how to maintain an equilibrium position in terms of ascertaining the evidence of either too little or too many educated people in a society. He says that a shortage of educated people will limit growth whilst too much of them will create unemployment hence limiting economic growth and development. The Ministry of Education in Zimbabwe confirms, that there are other teaching fields like languages and social sciences in Zimbabwe, which tend to have excess trained personnel compared to maths and sciences. Therefore migration of these teachers might be necessary than a hindrance and this is evidently a challenge to HCT but a bonus to Globalisation. While teacher migration has been a burning issue in the Ministry of Education and Zimbabwe as a whole. It is difficult to argue out why the teachers should have stayed in the country of origin given the economic, political and social climate and considering that it is not the only department that has registered a high movement of personnel. The problems associated with teacher migration need to be addressed at government level. Although the destination countries benefit from this migration, it is difficult to conclude that their economic successes depend on these migrants and that countries of origin’s development is prejudiced by this. However the issue of brain drain seems like it will be debatable for long. REFERENCES Appleton, S., Morgan, W. J. Sives, A (2006) THE IMPACT OF INTERNATIONAL MOBILITY OF TEACHERS-CONCLUSIONS FROM A FOUR COUNTRY STUDY , paper presented at the Development Studies Association Conference. Open University, Milton Keynes Ayara, N .N (2002) THE PARADOX OF EDUCATION AND ECONOMIC GROWTH IN NIGERIA: AN EMPIRICAL EVIDENCE.Ibadan, Polygraphic Ventures Ltd. Babalola, J.B (2003) BUDGET PREPERATION AND EXPENDITURE CONTROL IN EDUCATION.Ibadan,Ibadan Awemark Industrial Printers. Chetsanga, C (2003) AN ANALYSIS OF THE CAUSE AND EFFECT OF BRAIN DRAIN IN ZIMBABWE, Harare, Scientific and IndustrialResearch and Development Centre Crush, J. W, Tevera, D and Pendelton, W, (2005) DEGREES OF UNCERTAINITY:STUDENTS AND THE BRAIN DRAIN IN SOUTHERN AFRICA, SAMP Migration Policy Series No. 35, 2005. De Villiers J.J.R (2004) SOUTH AFRICAN TEACHERS IN THE UNITED KINGDOM SCHOOLS: EXPECTATIONS AND EXPERIENCES. Journal of Educational Studies, 3(1), 49-66. Gaidzanwa, R, (1999) VOTING WITH THEIR FEET: MIGRANT ZIMBABWEAN NURSES AND DOCTORS IN THE ERA OF STRUCTURAL ADJUSTMENT, Research Report No. 111, Nordiska Afrikainstitutet, Uppsala Grace, J (2003) MY FAMILY SEND ME MONEY TO GET BY. The Guardian. [Online]. Available url: http://education.guardian.co.uk/egweekly/story/0,5500,883206,00.html. Accessed 5 March 2011 Fagerlind, A and Saha, L.J (1997) EDUCATION AND NATIONAL DEVELOPMENTS. New Delhi. Reed Educational and Professional Publishing Ltd Khadria, B (2005) MIGRATION IN SOUTH AND SOUTH-WEST ASIA:A PAPER PREPARED FOR THE POLICY ANALYSIS AND RESEARCH PROGRAMME OF THE GLOBAL COMMISSION ON INTERNATIONAL MIGRATION.Jawaharlal.Nehru University. Kingdon, G and Theopold, N (2008) ‘DO RETURNS TO EDUCATION MATTER TO SCHOOLING PARTICIPATION? Education economics 16, No 4.329-350                                                                                                                                                                                                                                                                                                                                                                                                                                                                 Morgan, W. J., Sives, A. and Appleton, S. (2005) MANAGING THE INTERNATIONAL RECRUITMENT OF HEALTH WORKERS AND TEA CHERS: DO THE COMMONWEALTH AGREEMENTS PROVIDE AN ANSWER?, The Roundtable, 94(379), 225–238 Muchemwa, F (2009) FREE EDUCATION FOR ALL IN ZIMBABWE:MUGABE’S PRIMARY SCHOOL EXPANSION POLICY WAS A DISASTER.http://modern-african-history.suite101.com/article.cfm/free_aducation_for_all_in_zimbabwe(Accessed 19/03/11) Park, D (2003) WHAT IS GLOBALISATION?:A WHITE PAPER BY DANIEL PARK,ASSOCIATE CONSULTANT,B2B. Psacharopoulos, G and Woodhall, M (1997) EDUCATION FOR DEVELOPMENT: AN ANALYSIS OF INVESTMENT CHOICE. New York. Oxford University Press. Robert, B (1991) ECONOMIC GROWTH IN A CROSS SECTION OF COUNTRIES. Quarterly Journal of Economics 106(2) pp 407-414 Schultz, T.W (1971) INVESTMENT IN HUMAN CAPITAL. New York. The Free Press. Skeldon, R (2005) GLOBALISATION, SKILLED MIGRATION AND POVERTY ALLEVIATION: BRAIN DRAINS IN CONTEXT: WORKING PAPER T15.Sussex.Sussex Development Research Centre on Migration, Globalisation and Poverty. businessdictionary.com/definition/globalization.html (ONLINE) Accessed 12/04/11

How will a Post Professional program affect or influence your current Essay

How will a Post Professional program affect or influence your current practice - Essay Example It is for this purpose that I wish to join a Post Professional program so that my knowledge with regard to the field of medicine increases and at the same time I can apply my knowledge for the assistance of patients in my current practice. I am currently working as a physician assistant in a hospital in Brooklyn, New York. I am affiliated with the field of urology surgery and our department mainly deals with the cancers associated with the kidney and the bladder. Our hospital mainly caters to the patients belonging to the middle and poor class communities. We try to provide the best and the most quality services to these patients which they may be deprived of owing to their financial conditions. I am currently working in the hospital under the guidance of many seniors; I assist in many important surgeries of our department. Knowledge and experience makes a person perfect and I have analyzed that to excel and achieve better results in my career, a Post Professional Program will serve to be the best platform for me. The Post Professional Program will serve to enhance my current skills and assist me in catering to the patients in a better and a more efficient manner.

International Logistics Essay Example | Topics and Well Written Essays - 500 words

International Logistics - Essay Example Availability is mandatory. Thus, huge containers are now cut to size to accommodate faster and efficient services. In order to attain such professionalism, global corporate houses have become centres of corporate structures, centred on the principles of co-operation and partnership; outsourcing of logistics functions. Globalization and outsourcing has opened new vistas for shipping lines, forwarders, terminal operators, road haulers, rail operators and barge operators. Together they provide new value-added services as an integrated package. Danzas (since 1999 part of Deutsche Post), Schenker/BTL (the merger between Schenker Logistics and Scansped) and Ku hne und Nagel have evolved from basic forwarders to full logistics service providers. This has led to increased costs on operations. Improvements in terminal and landside operations are required to lower the cost on door-to-door servicing and savings at sea, one reason why shipping companies are expanding their scope to include terminal operations and hinterland transportation. For this, they seek faster port clearances, and better loading/unloading facilities. Participate in the planning and/or implementation of new (intermodal) transport services.

Reflection paper Essay Example | Topics and Well Written Essays - 1000 words - 12

Reflection paper - Essay Example The first week as an LPN was a little hazy having missed some of the induction programs due to some unavoidable engagements. However, on the reporting day I met the friendly and professional staff who took me to the units. The environment was challenging dealing with the middle-aged, the elderly and the dementia patients. A typical day while in shift, I was attending to an elderly man who had diabetes. We were just two nurses on the night shift. As I went round monitoring the patients and collecting data on the patients’ conditions, I noticed that a number of patients needed great attention but the elderly man was in a severe state. I became terrified and confused wondering where to start. I attended to the diabetic man and arrested the condition and decided to attend to the other patients. I didn’t even think of asking for help to save time but decided to try my best. Some of the patients could look at me with pleading eyes. I remember one patient who said that she had lost hope and felt neglected when she saw me pass her and attend to someone else. However, she admitted that I was not assuming her but had to attend to a serious case. Some of the patients also were not co-operating, and some could keep quiet completely when I question them so as to understand their health progress. Among the tasks, I was entitled to include personal hygiene duties such as brushing the teeth of the residents, bathing them, changing clothes, combing hair and shaving them. Toiletry duties such as assisting those who needed help going to the bathroom, changing bedpans and emptying catheters. In addition, I could do the monitoring of the respiration, blood pressure, temperature, oxygen levels and heart rates of the patients. Also inserting catheters, treating bedsores, giving injections, administering injections and changing bandages and developing care plans for the

Nestlé Corporate Governance Business Principles

Nestlà © Corporate Governance Business Principles Nestle is a flat organisation with few levels of management and span of control was founded in 1866 by Henri Nestlà © at VeVey (Switzerland). Currently Nestle` is one of the worlds largest Nutrition, health and wellness company and committed to provide the best Nutritional food products around the world, moreover, in order to ensure company long term sustainable growth, Company constantly reviews its product portfolio and focuses on its efforts. Also better understand the need of customer, nestle monitor consumer panels by conducting research. Consequencely, success of Nestle is a reflection of clear define responsibilities, reflection of professionalism, responsible attitude of management, well defined objective as well as significant global leadership position Company Brands: The Nestlà © brand portfolio such as milk and dairy products, nutritions, weight management, performance and healthcare, breakfast cereals, ice cream, coffee and culinary products (prepared dishes, cooking aids, sauces) pet care, bottled water etc. practically cover all food and beverage categories. Many of them have leadership both locally and globally market and existed for several years, for instance S.Pellegrino the mineral water from Italy and Nestlà © Moà §a in Brazil, are l over 100 years old.The best-known global brands include Nescafà ©, Nestea, Maggi, Buitoni, Purina and Nestlà © itself other brands also sell in many countries for instance Milo, Nespresso, Nesquik, Kit Kat, Smarties, Polo, Friskies, Perrier and Vittel. It is considered that total number of brands including local and international reaches into several thousands Nestlà © Corporate Governance Management Management professional skills, Curiosity and open-mindedness as well as a high level of interest in other cultures, also commitment to continuous learning, improving, and sharing knowledge, also ability to motivate staff in order to contribute wider group performance and willing to take risks and maintain composure under pressure and involvement of each employee at all levels are concerned with continuously adding value to company. Business Principles Company business principles are based on fairness, honesty and sound human values also to follow local legislation, religious practices and culture, Therefore, company respect and follow all applicable local laws around the world. Company objective is to market and manufacture the products such a way to create long term value for business partner, shareholders, consumers, and employees, to ensure the highest standard of organisation Nestle believes legislation is the effective safeguard of responsible conduct Code of Business Conduct The Nestlà © Code of Business Conduct helps the continued implementation of the Corporate  Business Principles and the nature of this Code are designed to provide a frame of reference against all possible situations that may occur. Moreover the purpose of this code is to Employees should seek guidance when they are in doubt situation, act legally and honestly and avoid all those conduct which may damage Nestle reputation also give preference to Companys interests instead of personal or other interests. Compliance with laws, rules and regulations Conflicts of Interest Outside directorships and other outside activities Families and Relatives Corporate opportunities Insider trading Antitrust and fair dealing Confidential information Fraud, protection of company assets, accounting Bribery and corruption Gifts, meals, entertainment Discrimination and harassment Failure to comply Reporting illegal or non-compliant conduct Articles of Association Company amends new Articles of association in General meeting of 23 April 2009.Article of association consist of five main categories, which is as under  General  Article 1 Article 2 Corporate name; registered offices; Duration and Purpose. This category is consisting of two sub category or bias in which they explain company name, company registration and company purpose Share Capital. Article 3 Share capital Article 3bis Conditional share capital. On this section it has been explained the share capital of Nestle which is 100 000 000 registered shares and the value of each is CHF0.10 is worth CHF 10 000 000 (ten million Swiss francs). Also explain the shareholder rights to subscribe the new share and also point out the board of director power to may limit or withdraw the shareholder right to subscribe for new shares. Article 4 Share certificates; Dematerialised shares This article section has discussed the issue regarding registered shares or certificate. Moreover, it shows that valid certificate must be signed by two boards of directors, in case of cease shareholder have right to demand back the certificate at no cost. Article 5 Share register: This section of article has explained Recoganisation request of shareholder for voting right is based on company Recoganisation furthermore, registered shareholder with voting rights must have account owner and the minimum limit for voting right is more than 5 % of the share also Board of Directors shall announce regulations relating to the registration of nominees to ensure compliance with these Articles of Association. III. Organisation of Nestlà © Article 6 Powers of the General Meeting The firs article of this category has explained the power of General Meeting for instance: The General Meeting of shareholder will discuss the article of association also elect and remove the member of the board and approve the consolidated annual financial report also take all decisions which is by law and or under the articles of Association. Article 7 Annual General Meeting The Annual General Meeting held each year twice after the close of the financial year of Nestlà ©. Article 8 Extraordinary General Meeting 1 Extraordinary General Meetings convened by the Board of Directors on the request of shareholder whose holdings at least one tenth of the share capital. Article 9 Notice of General Meetings; Agenda 1 Extraordinary General Meetings convened by notice in the Swiss Official Gazette of Commerce with in twenty days before the date fixed also Shareholders may be informed by ordinary mail and allow one or more share holder whose combined represent at least 0.15 % of share capital allow request about the agenda of general meeting and made proposal . Article 10 Presiding officer; Minutes: The secretary of the board kept the minutes of General Meeting also Chairman or any member of the Board of Directors shall pre ­side and carry all procedural powers about General Meeting. Article 11 Voting rights; Proxies This article will explain that each recorded share with voting rights confers one Vote also in General meeting with respect to own shares or represented in excess of 5% shall be counted as one share holder. Article 12 Quorum and decisions This article will discuss about the voting and decision making process for instance duly constituted General Meetings irrespective of the number of shareholders or by the Articles of Association or law, also shareholders elections and resolutions will be decide by the majority of the shares represented. B. Board of Directors Article 14 15 Number of Directors and Term of office The Board of Directors shall consist of at least seven members also board shall be elected for a three years by the General Meeting. Furthermore each year board renewed by rotation also board will establish new order of rotation in the case of increase or decrease of board of director. Article 16 Organisation of the Board; Remuneration This article explains about board of director responsibility for instance the selection of chairman and voice chairmen also define board regulation and assignment of responsibilities. Article 17 Powers of the Board in general This article define the general power of board director can conduct business to the extent that is not within the board regulation or general meeting. Article 18 Specific powers of the Board the section of article define the board of director power for instance the board regulation, accounting and financial control, the appointment of new staff, the ultimate supervision, the preparation of business report , preparation of General meeting also the opening and closing of new and old branch office. Auditors Article 20 21 Number of Auditors; Term of office and Rights and duties of Auditors The auditor shall appoint for a term of one year in General Meeting and will verify the annual financial statement of company and submits this report in the General Meeting. Nestle- Nespresso AAA sustainable quality program Nestle has organised multi-stakeholder Programme in the coffee sector to introduce environmental, social and economical consideration in the supply chain for instance management of raw material from supplier to manufacturer or service provider to customer with improvement of environmental and social impact. Nestle Recent News. Nestlà © to sell remaining Alcon shares to Novartis 04 Jan 2010 Nestlà © S.A. has transfer the Alcon remaining 156,076,263 shares representing around 52% of the companys issued and outstanding share to Novartis, accordance with the contract agreed on 6 April 2008.Moreover, the reason for transfer the control are gradually based on three issues for instance, the divestment of Alcon the initial IPO of 23.25% in 2002, the sale of 24.8% in 2008 and the exercise of the call option by Novartis. Alcon was acquired by Nestlà © in 1977 for USD 280 million. Nestlà © opens global RD Centre to develop new generation of biscuits On 05-Jan-2010 Nestlà © has open a Global RD Center in Santiago de Chile. The New RD Center will help to reduce the sugar and fat level in biscuits also it will include bioactive ingredients and more lighter without compromising the biscuit quality to improve health quality Nestlà © to acquire Kraft Foods frozen pizza business Nestle has showed the agree ness to acquired Kraft food frozen business in the US and Canada on 05-January, 2010 for USD 3.7 billion in cash, the reason for this acquisition is that US is the largest pizza market in the world about 37 billion USD and business includes brands California Pizza, DiGiorno, Tombstone, Jacks and Delissio, therefore this acquisition will provide a strong strategic pillar in the US and Canada where the company already established a leadership in dishes and hand held products such as Lean Cuisine, Buitoni, Lean Pockets, Stouffers and Hot Pockets Consequently on 01 March 2010 after completion of closing conditions Nestlà © has concluded the acquisition of Kraft Foods frozen pizza According to Paul Bulcke, CEO of Nestlà © This acquisition bringing together a selection of great US and Canadian brands and also enhances Nestlà ©s frozen food activities in North America where Nestlà © only had a minor presence until no Brands Nestlà © markets its products in 130 countries across the world Nestlà © manufactures around 10,000 different productsand employs some  250,000 people Nestlà © sells over  a billion products every day Around 3,500 people from  over 50 countries work in  Nestlà ©s worldwide network  of 17 research, development  and product testing centres. The Nestlà © Research Center  in Switzerland is our major  think-tank. Its a constant  source of new ideas and  scientific knowledge that  feeds the pipeline for all  Nestlà © products. It covers over 100 different  professional areas   including nutritional  science, the life sciences,  raw materials, ingredients  and production processes. Appendix No 1: Article of Associations General Article 1 Article 2 Corporate name; registered offices; Duration and Purpose. This category is consisting of two sub category or bias in which they explain company name, company registration and company purpose Share Capital. Article 3 Share capital Article 3bis Conditional share capital. On this section it has been explained the share capital of Nestle which is 100 000 000 registered shares and the value of each is CHF0.10 is worth CHF 10 000 000 (ten million Swiss francs). Also explain the shareholder rights to subscribe the new share and also point out the board of director power to may limit or withdraw the shareholder right to subscribe for new shares. Article 4 Share certificates; Dematerialised shares This article section has discussed the issue regarding registered shares or certificate. Moreover, it shows that valid certificate must be signed by two boards of directors, in case of cease shareholder have right to demand back the certificate at no cost. Article 5 Share register: This section of article has explained Recoganisation request of shareholder for voting right is based on company Recoganisation furthermore, registered shareholder with voting rights must have account owner and the minimum limit for voting right is more than 5 % of the share also Board of Directors shall announce regulations relating to the registration of nominees to ensure compliance with these Articles of Association. III. Organisation of Nestlà © Article 6 Powers of the General Meeting The firs article of this category has explained the power of General Meeting for instance: The General Meeting of shareholder will discuss the article of association also elect and remove the member of the board and approve the consolidated annual financial report also take all decisions which is by law and or under the articles of Association. Article 7 Annual General Meeting The Annual General Meeting held each year twice after the close of the financial year of Nestlà ©. Article 8 Extraordinary General Meeting 1 Extraordinary General Meetings convened by the Board of Directors on the request of shareholder whose holdings at least one tenth of the share capital. Article 9 Notice of General Meetings; Agenda 1 Extraordinary General Meetings convened by notice in the Swiss Official Gazette of Commerce with in twenty days before the date fixed also Shareholders may be informed by ordinary mail and allow one or more share holder whose combined represent at least 0.15 % of share capital allow request about the agenda of general meeting and made proposal . Article 10 Presiding officer; Minutes: The secretary of the board kept the minutes of General Meeting also Chairman or any member of the Board of Directors shall pre ­side and carry all procedural powers about General Meeting. Article 11 Voting rights; Proxies This article will explain that each recorded share with voting rights confers one Vote also in General meeting with respect to own shares or represented in excess of 5% shall be counted as one share holder. Article 12 Quorum and decisions This article will discuss about the voting and decision making process for instance duly constituted General Meetings irrespective of the number of shareholders or by the Articles of Association or law, also shareholders elections and resolutions will be decide by the majority of the shares represented. Board of Directors Article 14 15 Number of Directors and Term of office The Board of Directors shall consist of at least seven members also board shall be elected for a three years by the General Meeting. Furthermore each year board renewed by rotation also board will establish new order of rotation in the case of increase or decrease of board of director. Article 16 Organisation of the Board; Remuneration This article explains about board of director responsibility for instance the selection of chairman and voice chairmen also define board regulation and assignment of responsibilities. Article 17 Powers of the Board in general This article define the general power of board director can conduct business to the extent that is not within the board regulation or general meeting. Article 18 Specific powers of the Board the section of article define the board of director power for instance the board regulation, accounting and financial control, the appointment of new staff, the ultimate supervision, the preparation of business report , preparation of General meeting also the opening and closing of new and old branch office. Auditors Article 20 21 Number of Auditors; Term of office and Rights and duties of Auditors The auditor shall appoint for a term of one year in General Meeting and will verify the annual financial statement of company and submits this report in the General Meeting. Nestle- Nespresso AAA sustainable quality program Nestle has organised multi-stakeholder Programme in the coffee sector to introduce environmental, social and economical consideration in the supply chain for instance management of raw material from supplier to manufacturer or service provider to customer with improvement of environmental and social impact. Title: Nestle Nespresso AAA sustainable quality program: an investigation into the governance dynamics in a multi-stakeholder supply chain network Author(s): Gabriela Alvarez, Colin Pilbeam, Richard Wilding Journal: Supply Chain Management: An International Journal Year: 2010 Volume: 15   Issue:2   Page: 165 182 DOI: 10.1108/13598541011028769 Publisher: Emerald Group Publishing Limited NOTABLE FACTS Nestle is the top four water bottling companies in the world Moreover Nestle control one third bottled water market in America and sell water under 70 different brands name. Nestle Claims that Bottled water sales contributes to the plastic waste problem on the contrary. Nestlà © has been criticized for its marketing of infant formula in countries where potable water is scare also leading to reduction in breast feeding and increased risk of infants and also repeatedly sued for false advertising of its products and the impacts of its bottled water operations in different communities. according to a 2006 global survey of online consumers by the Reputation Institute, Nestlà © has a reputation score of 70.4 on a scale of 1-100. THE MODE OF INTERNATIONAL OPERATION (Source Nestlà © Fact book, Nestlà ©, 2007) MERGERS ACQUISITIONS Key Dates 1866 Company Founded 1905 Merger between Nestlà © and Anglo-Swiss Condensed Milk Company 1929 Merger with Peter, Cailler, Kohler Chocolats Suisses S.A. 1947 Merger with Alimentana S.A. (Maggi) 1969 Vittel (equity interest) 1971 Merger with Ursina-Franck1974LOrà ©al (equity interest) 1977 Acquisition of Alcon (2002: partial IPO) 1985 Acquisition of Carnation 1988 Acquisition of Buitoni-Perugina 1988 Acquisition of Rowntree 1992 Acquisition of Perrier 1998 Acquisitions of San Pellegrino and Spillers Petfoods 2000 Acquisition of PowerBar 2001 Acquisition of Ralston Purina 2002 Acquisition of Schà ¶ller and Chef America 2003 Acquisition of Mà ¶venpick, Powwow and Dreyers 2004 Acquisition of Valio (ice cream activities) 2005 Acquisition of Wagner, Protà ©ika, Musashi JOINT VENTURES Key Dates 1974 LOrà ©al 1981 Galderma (joint venture with LOrà ©al) 1990 Cereal Partners Worldwide (joint venture with General Mills) 1991 Beverage Partners Worldwide (formerly CCNR) (joint venture with Coca Cola) 2002 Dairy Partners Americas (joint venture with Fonterra) Laboratories innà ©ov (joint venture with LOrà ©al) STRATEGIES ADOPTED TO REDUCE POLITICAL, OPERATIONAL AND ADMINISTRATIVE VULNERABILITIES Corporate Business Principles (International)(Source: Nestlà © Corporate Business Principles Document, Third Edition, September 2004, Nestlà © S.A., Public Affairs. Nestlà © is committed to the following Business Principles in all countries, taking into account local legislation, cultural and religious practices: Nestlà ©s business objective, and that of management and employees at all levels, is to manufacture and market the Companys products in such a way as to create value that can be sustained over the long term for shareholders, employees, consumers, business partners and the large number of national economies in which Nestlà © operates; Nestlà © does not favor short-term profit at the expense of successful long-term business development, but recognizes the need to generate a healthy profit each year in order to maintain the support of our shareholders and the financial markets, and to finance investments; Nestlà © recognizes that its consumers have a sincere and legitimate interest in the behavior, beliefs and actions of the Company behind brands in which they place their trust, and that without its consumers the Company would not exist; Nestlà © believes that, as a general rule, legislation is the most effective safeguard of responsible conduct, although in certain areas, additional guidance to staff in the form of voluntary business principles is beneficial in order to ensure that the highest standards are met throughout the organization; Nestlà © is conscious of the fact that the success of a corporation is a reflection of the professionalism, conduct and the responsible attitude of its management and employees. Therefore recruitment of the right people and ongoing training and development are crucial; Nestlà © operates in many countries and in many cultures throughout the world. This rich diversity is an invaluable source for our leadership. No single document can capture every legal obligation that may be required in each of these countries. Indeed, there may be conflicting legal requirements. Nestlà © continues to maintain its commitment to follow and respect all applicable local laws in each of its markets. If an interpretation of anything contained in Nestlà ©s Corporate Business Principles is construed as contrary to local laws, such interpretation should not be followed in that country. 1. Customer Meeting Consumers Needs: Nestlà © aims to create value that can be sustained over the long term by meeting consumer needs for nutrition, enjoyment, and quality they can trust. Nestlà ©s Communication with consumers is based on the following Basic Principles: Nestlà © consumer communication should reflect moderation in food consumption, and not encourage over-eating. This is especially important regarding children. Wherever possible, we should show children in healthy energetic pursuits and avoid the portrayal of an inactive lifestyle combined with unhealthy dietary patterns. 3. Nestlà © consumer communication must be congruent with healthy, balanced diets. Our advertising must not imply the replacement of meals with indulgence or snack foods, nor encourage heavy snacking. 4. Nestlà © is committed to advertising to children in a way that does not undermine the authority, responsibility, or judgment of parents or care providers. It must not encourage pester power. 5. Nestlà © advertising to children must not portray children in unsafe situations nor encourage them to accept invitations from people they do not know. 6. Nestlà © consumer communication about health benefits of products must have a sound nutritional basis. 7. Nestlà © consumer communication should not exploit violence, bad manners, or profanity. Its content must reflect good taste in a given country and culture. It should not depict attitudes that are discriminatory or offensive to religious, ethnic, political, cultural, or social groups. 8. Nestlà © communications must not show or encourage the consumption of our products in a way that could be considered dangerous. 2. Infant Health and Nutrition When Henri Nestlà © developed his milk food for babies over 130 years ago, it saved the life of a baby who could not be breast-fed. Nestlà ©s invention responded to the need for a nutritionally safe alternative to breast milk. Today, Nestlà © research and development creates high quality infant formula products for use when an alternative to breast milk is needed that is specifically nutritionally adapted. Nestlà © also offers superior complementary (weaning) foods.Henri Nestlà © also insisted that every mother able to breast-feed should do so. This principle is still the cornerstone of Nestlà © policy today, and is in line with the aim of the International  (WHO) Code of Marketing of Breast-milk Substitutes, which was adopted by the  World Health Assembly  in 1981. The International Code recognizes a legitimate market for breast-milk substitutes and provides recommendations to governments on how its marketing should be regulated. Therefore Nestlà ©:- encourages and supports breastfeeding as the best start in life;  carries out research and development aimed at the constant improvement of infant formula products for use when a safe alternative to breast milk is needed;- ensures that its infant food marketing practices conform strictly to national legislation, regulations, or other measures taken by governments to give effect to the aim and principles of the International Code.In addition, in all developing countries, whether or not their governments have taken action to fully implement the International Code, Nestlà ©:- gives detailed instructions to its staff on how to implement the International Code; provides a summary of its policy for the information of employees and the public in the form of the Nestlà © Instructions, which is transl ated into many languages; regularly conducts training of employees to ensure complete understanding of the Companys responsibilities under the International Code; Company on potential non-compliance with the International Code in a confidential way, outside line management structures. In each country the designated ombudsman investigates and reports alleged violations of the International Code directly to a member of the Nestlà © S.A. Executive Committee at the Companys global headquarters; Nestlà © is a founding member of the  International Association of Infant Food Manufacturers (IFM), which was formed to facilitate industry dialogue with  WHO  and governments, and to encourage responsible marketing standards for the infant food industry Human Rights Nestlà © fully supports the  United Nations Global Compacts  two guiding principles on human rights. Nestlà © therefore: Supports and respects the protection of international human rights within its sphere of influence (Principle 1) and Ensures that its own companies are not complicit in human rights abuses (Principle 2)Nestlà © aims to provide an example of good human rights practices throughout its business activities and has an interest in encouraging the improvement of social conditions, which are an important factor for sustainable development. Nestlà © also recognizes that governments are ultimately responsible for the establishment of a legal framework for protecting human rights within their markets. Nestlà © expects each market to respect and follow the local laws and regulations concerning human rights practices Nestlà © fully supports the  United Nations Global Compacts  four guiding principles on labor. Nestlà © therefore upholds:Freedom of association and the effective recognition of the right to collective bargaining (Principle 3) The elimination of all forms of forced and compulsory labor (Principle 4)The effective abolition of child labor (Principle 5)The elimination of discrimination in respect of employment occupation (Principle 6) Nestlà © also respects the local laws and regulations applicable to human resources in each of its markets. Human Resource Policy is also set by the local markets, which must follow local legal requirements. Nestlà © regards its personnel as its most valuable asset. Involvement at all levels starts with open communication, whether on specific aspects of the business, or about the activities of the Company in general. Suggestions for changes and proposals for improvements of Nestlà ©s practices are encouraged.

Stalking :: essays research papers fc

Based on a study done by Schwartz-Watts and Morgan at the American Academy of Psychology Law, they found that stalking was far more prevalent than anyone had imagined: 8% of American women and 2% of American men will be stalked in their lifetimes. That’s 1.4 million American stalking victims every year. The majority of stalkers have been in relationships with their victims, but significant percentages either never met their victims, or were just acquaintances - neighbors, friends or co-workers. I have broken down types of stalkers into three broad categories: Intimate partner stalkers, delusional stalkers and vengeful stalkers. Obviously, there is overlap. Intimate partner stalkers are typically known as the guy who "just can’t let go." These are most often men who refuse to believe that a relationship has really ended. Often, other people - even the victims - feel sorry for them. But they shouldn’t. Studies show that the vast majority of these stalkers are not sympathetic, lonely people who are still hopelessly in love, but were in fact emotionally abusive and controlling during the relationship. Many have criminal histories unrelated to stalking. Well over half of stalkers fall into this "former intimate partner" category. Delusional stalkers frequently have had little, if any, contact with their victims. They may have major mental illnesses like schizophrenia, manic-depression or erotomania. What they all have in common is some false belief that keeps them tied to their victims. In erotomania, the stalker’s delusional belief is that the victim loves him. This type of stalker actually believes that he is having a relationship with his victim, even though they might never have met. The woman stalking David Letterman, the stalker who killed actress Rebecca Schaeffer and the man who stalked Madonna are all examples of erotomanic stalkers. The final category of stalker is not lovelorn. He is the vengeful stalker. These stalkers become angry with their victims over some slight, real or imagined. Politicians, for example, get many of these types of stalkers who become angry over some piece of legislation or program the official sponsors. But, disgruntled ex-employees can also stalk, whether targeting their former bosses, co-workers or the entire company. Some of these angry stalkers are psychopaths, i.e. people without conscience or remorse. Some are delusional, (most often paranoid), and believe that they, in fact, are the victims. They all stalk to "get even." In general, for any type of stalker, the less of a relationship that actually existed prior to the stalking, the more mentally disturbed the stalker.

Dance and Movement Teaspoon of Light Project

â€Å"Keep your eye on the arrow not on the target† (Faculty of Education, University of Auckland, 2011b) Dance is expressive movement with intent, purpose, and form. It exists in many forms and styles and is practised in all cultures, taking place in a range of contexts for various purposes. Drama is the expression of ideas, feelings and human experience through movement, sound, visual image and the realisation of role. Both Drama and Dance is essential in children’s education and has many benefits however also portrays challenges for teachers.In this essay I have explored three learning out comes linked to Drama and Dance that were evident in the ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch, New Zealand which was aimed to use drama and dance education to support children and teachers during the aftermath of the 2011 major earthquake. I have discussed benefits and challenges that may occur by incorporating the followi ng learning outcomes into the primary school curriculum; Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices.The first learning outcome is Imagining and Creative New Works. It is a dimension of drama and dance that focuses on exploring and experimenting with movement to express ideas and feelings (Tasmanian Curriculum, 2007). It includes discovering and creating movement solutions that emerge from a range of starting points and stimuli. There are benefits and challenges the occur from Imagining and Creating New Works. A benefit to this learning outcome is that through stimuli for guidance, students can interpret their own ideas and this work encourages social sensitivity and group cooperation during collaborative work.The Tasmanian Curriculum (2007), states that the ultimate expression of movement is recognised in performance. During ‘A Teaspoon of Light’, O’Connor told the students of a stimulus; the first line o f a story: â€Å"There was a girl who, when she got out of bed, tripped, and tore her cloth of dreams. † (Faculty of Education, University of Auckland, 2011a). A discussion then emerged about the story. The seven- and eight- year-olds told O’Conner that if you tear a dream cloth, your dreams disappear.The students then solemnly said that it is the saddest thing that can happen to anyone. O’Conner asks the students to show him what the girl from the story might look like when she tore her cloth of dreams. Cornett (2011) states the dance is beneficial to the primary school curriculum as it develops creative problem solving. It is stated that power is put to use to solve problems in every subject matter, including the subject of life (Parrish, 2007 cited in Cornett, 2011).Through the learning outcome of Imagining and Creative New Works the student’s demonstrated key components such as representing ideas and making choices, reinforcing the benefit-stimulus en courages students to explore and experiment with movement to express their personal ideas and feelings. A challenge that Imagining and Creative New Works portrays is the planning component from Drama. This component suggests that the creators of a lesson need to be very immediate- working in the here and now (Tasmanian Curriculum, 2007). The challenge is for teachers to be flexible in their sessions.Teachers need to know how and when to change direction in a lesson when a new lead appears that is worth proceeding. During ‘A Teaspoon of Light’ the students involved were continuously participating in whole class imaginary worlds, i. e. dream makers, re-creating Sarah’s cloth of dreams, using magic rubbers and shaking the dreams with magic spells (Faculty of Education, University of Auckland, 2011a). O’Conner (2011) believes that the imaginary world that was created during the sessions was â€Å"the joy of the work† (Faculty of Education, University of Auckland, b).He states that as teachers, the session ended up in different ‘places’ because they were prepared to let it. O’Conner mentions a quote from Dorothy Heathcote related to working on classrooms â€Å"keep your eye on the arrow not the target† (Faculty of Education, University of Auckland, 2011b). Wright (2003) describes this challenge in that teachers must be able to communicate expectations, needs and difficulties in a direct and sensitive manner and be able to accept the same level of directness from the children. The teacher needs to watch, listen and fell what the children need and want to express (Wright, 2003).O’Conner (2011) reflects on his session in ‘A Teaspoon of Light’ as constantly changing. He believed that deciding in the moment was an important challenge for the teachers and directors. The second learning outcome is Using Skills, Techniques and Processes in drama and dance. It is movement based as students mani pulate a medium by reorganising, reinterpreting and assimilating movement and design element in new contexts or for a new purpose. The process involves working collaboratively to experiment with dramatic techniques in constructing, rehearsing and refining the performance (Tasmanian Curriculum, 2007).There are benefits and challenges for the teachers and students when exploring this outcome. The Tasmanian Curriculum (2007) states that a benefit for Using Skills, Techniques and Processes is the developing of awareness, relationships and appropriate behaviours in dance and drama, leads to an increase in self-esteem and confidence. During ‘A Teaspoon of Light’ it was shown that the students gained confidence throughout the sessions. Ginny Thorner, a Christchurch artist showed the students a role-play, demonstrating practical dance skills and drama elements.The students observed Thorner’s demonstration first before shortly having the opportunity to create their own re sponse to create a whole class experience of ‘moving dreams’ (Faculty of Education, University of Auckland, 2011b). O’Conner stated that very few of the students had danced before, but through the use of teacher modelling it enabled them to develop their own short dance phrases, and therefore gaining huge amounts of confidence enhancing their opportunity to learn key concepts such as kinaesthetic awareness, performance skills, interaction and planning.It was evident in the clip that as the development of these skills increased, the students’ self-esteem and confidence increased also, hence being a benefit in the primary school curriculum A challenge that Using Skills, Techniques and Processes may reveal is the call for teacher’s awareness of and sensitivity to other people’s ideas, physical boundaries, background and experience. The Tasmanian Curriculum (2007), states in order to manipulate the medium successfully in the classroom context, th ere are a set of behaviours that should be expected and encouraged during the session, such as respect and empathy.In addition, Cornett (2011) writes that students value the surprising ways peers express ideas through movement; no one body shape or locomotor movement is right or wrong. In ‘A Teaspoon of Light’ activities were used where students created their own dance sequence based on what they felt were expressive movements. The students were also given the task to mirror a partners movement (Faculty of Education, University of Auckland, 2011a). There is evidence of the students working in their personal space, and developing awareness of what their body can do.The clip shows students dancing uniquely to how they felt dreams may be brought to life. Students come to delight in the artistry of fellow classmates as they witness the inventiveness of peers (Cornett, 2011). This is a time where teachers and students must be sensitive to other people’s designs. Oâ₠¬â„¢Conner believed this was a time during the sessions that delivered â€Å"rich, good theatre† (Faculty of Education, University of Auckland, 2011b). While exploring this learning outcome, teacher’s awareness of and sensitivity to other student’s perceptions is critical.The third learning outcome is Making Aesthetic Choices. A sense of aesthetics is deeply personal and students use their knowledge of aesthetic choice to make meaning and to critically appraise the works of others. In drama and dance, aesthetic choices are used to bring out the intention of the performance (Tasmanian Curriculum, 2007). There are both benefits and challenges that array from this learning outcome. A benefit to Making Aesthetic Choices in drama and dance is to deepen sensory awareness and learn to express themselves through the artistic use of pantomime, dialogue and improvisation (Cornett, 2011).Maslow places aesthetic understandings at the top of his motivation pyramid (Cited in Cornett, 2011). Aesthetic Choices are demonstrated in ‘A Tea Spoon of Light’ when the students wrote a recipe of the things they would use in order to repair the torn cloth of dreams (Faculty of Education, University of Auckland, 2011a). Initially the list consisted of their own wants, needs and likes; bed, to be asleep, pyjamas and lights off. The second list mentioned after some Aesthetic Choices were made, demonstrated a deeper understanding of the purpose.The second list consisted of 1 tsp of light in the darkest tunnel, 10 cups of love, 2 tsp of belief, 1/2 cup of adventure, 3/4 cup of hope. The list created by the students produced the rich Stendhal effect, the â€Å"ah† experience of being touched or moved (Lushington 2003, cited in Cornett, 2011). A challenge for successfully in cooperating Making Aesthetic Choices into the primary school curriculum is to be conscientious planning teachers who are knowledgeable about drama strategies and willing to adapt them for specific student needs (Cornett, 2011).In ‘The Teaspoon of Light’ one occasion demonstrating Aesthetic Choices was the ‘cloud bowl’ activity. The students decided that they needed an imaginary ‘cloud bowl’ to mix all the ingredients together to create the new ‘cloth of dreams’. The students were able to explore and experiment with different types of movement spontaneously and in response to O’Conner’s requests (Faculty of Education, University of Auckland, 2011a). The students chose what, how, who, when and even what colour when they were putting their ingredients into the cloud bowl. O’Conner asked questions to deepen their aesthetic understanding. Is 2 tsp. of belief light or heavy? What colour might it be? † And with each description, the element went into the bowl (Faculty of Education, University of Auckland, 2011a). The lesson was successful, but due to the fact that O’Conner was kno wledgeable enough to create a safety net while guiding the students through the activity. He used strategies that enhance students’ ability to look, discuss, view, review, select, reflect and refine (Tasmanian Curriculum, 2007). Cornett (2011), states that the dance literacy level needed by teachers is contingent upon what their students are expected to know and do.Reason can answer questions but imagination has to ask them (Albert Einstein, cited in Cornett, 2011). Learning through drama and dance develops the ability to appreciate and value on dramatic works. Drama develops the courage and persistence to ‘have a go’. The ‘Teaspoon of Light’ project coordinated by Dr Peter O’Conner in Christchurch demonstrates the learning outcomes of Imagining and Creating New Works, Using Skills, Techniques and Processes and Making Aesthetic Choices which in turn, have both benefits and challenges whilst being in cooperated into the primary school curriculu m.References Cornett, C. (2011). Integrating dance and creative movement. In Creating Meaning Through Literature and the Arts (4th ed. ), pp. 255-281. Allyn & Bacon, Boston, USA Faculty of Education, University of Auckland [foedauck]. (2011a, April 14). Earthquake: a teaspoon of light. . Retrieved from http://www. youtube. com/watch? v=jznOhFrSvJY Faculty of Education, University of Auckland [foedauck]. (2011b, September 4). Earthquake: a teaspoon of light (2). .Retrieved from http://www. youtube. com/watch? v=ZoMpzIzJrFM The Tasmanian Curriculum. (2007). Dance. Retrieved from https://www. education. tas. gov. au/documentcentre/Documents/Tas-Curriculum-K-10-Arts-Syllabus-and-Support. pdf Wright, S. (2003). Dance. In The Arts, Young Children and Learning. (1st ed. ) pp. -230-255. Boston, USA: Allyn & Bacon. Wright, S. (2012). Dance-moving beyond steps to ideas. In Children meaning-Making in the Arts (2nd ed. ), pp. 85-114. Sydney Australia, Peason Education Australia.

Essay on True Life Adventures

Essay on True Life Adventures Essay on True Life Adventures Essay on True Life AdventuresDisney’s True Life Adventures opening scene shows the toad. Starting from the 15 sec to 27 sec the scene shows the toad hunting. The camera changes angles three times showing the process of hunting from different points. The toad is catching bugs and eating them with rapid and accurate moves of its tongue. At the same time, the scene apparently intends to show movements of the toad and the process of hunting since there are several bugs right next to the toad, which the latter catches with its tongue. The depiction of the same process of catching the bugs is very detailed that allows understanding every slightest move of the bug. In such a way, the scene is the complete description of the toad hunting down the bugs.At the same time, the scene opens the film that brings in additional meaning to the scene of hunting as if the director attempted to show the essence of the natural life and the truth of life adventures, which the director attempted to d epict judging by the title of the film. The opening scene reveals the cruelty of the natural life but, at the same time, this scene is absolutely true and natural. In such a way, the opening scene shows the naked truth about the wild life.Thus, the scene of the toad hunting prepares the audience to perceive the wild life as it is. Therefore, the scene implies that the film is going to uncover the truth about the life of animals in their natural environment and in the course of their regular life.

Jose Rizal, National Hero of the Philippines

Jose Rizal, National Hero of the Philippines Josà ©Ã‚  Rizal (June 19,  1861–December 30,  1896) was a man of incredible intellectual power and amazing artistic talent. He excelled at anything that he put his mind to- medicine, poetry, sketching, architecture, sociology, and more. Rizals martyrdom by the Spanish colonial authorities, while he was still quite young, was a huge loss to ​the Philippines and to the world at large. Today, the people of the Philippines honor him as their national hero. Fast Facts: Josà © Rizal Known For: National hero of the Philippines for his key role inspiring and leading the Philippine Revolution against colonial SpainBorn: June 19, 1861 at Calamba, LagunaParents: Francisco Rizal Mercado and Teodora Alonzo y QuintosDied: December 30, 1896 in Barcelona, SpainEducation: Ateneo Municipal de Manila, studied medicine at the University of Santo Tomas and medicine and philosophy at the  Universidad Central de Madrid (1884); ophthalmology at the University of Paris and the University of HeidelbergPublished Works: Noli Me Tangere, El FilibusterismoSpouse(s): Josephine Bracken (married two hours before his death)Children: None Early Life Josà ©Ã‚  Rizal was born on June 19, 1861, at Calamba, Laguna, the seventh child of Francisco Rizal Mercado and Teodora Alonzo y Quintos. They named the boy Jose Protasio Rizal Mercado y Alonso Realonda. The Mercado family were wealthy farmers who rented land from the Dominican religious order. Descendants of a Chinese immigrant named Domingo Lam-co, they changed their name to Mercado (market) under the pressure of anti-Chinese feeling among the Spanish colonizers. From an early age, Jose Rizal Mercado showed a precocious intellect. He learned the alphabet from his mother at the age of 3 and could read and write at age 5. Education Josà ©Ã‚  Rizal Mercado attended the Ateneo Municipal de Manila, graduating at the age of 16 with the highest honors. He took a post-graduate course there in land surveying. Rizal Mercado completed his surveyors training in 1877 and passed the licensing exam in May 1878, but he could not receive a license to practice because he was only 17 years old. (He was eventually granted a license in 1881 when he reached the age of majority.) In 1878, the young man also enrolled in the University of Santo Tomas as a medical student. He later quit the school, alleging discrimination against Filipino students by the Dominican professors. In Madrid In May 1882, Josà ©Ã‚  Rizal got on a ship to Spain without informing his parents of his intentions. He enrolled at the Universidad Central de Madrid after arriving. In June 1884, he received his medical degree at the age of 23; the following year, he also graduated from the Philosophy and Letters department. Inspired by his mothers advancing blindness, Rizal next went to the University of Paris and then to the University of Heidelberg to complete further study in the field of ophthalmology. At Heidelberg, he studied under the famed professor Otto Becker. Rizal finished his second doctorate at Heidelberg in 1887. Rizals Life in Europe Jose Rizal lived in Europe for 10 years. During that time, he picked up a number of languages- he could converse in more than 10 different tongues. While in Europe, the young Filipino impressed everyone who met him with his charm, intelligence, and his mastery of an incredible range of different fields of study. Rizal excelled at martial arts, fencing, sculpture, painting, teaching, anthropology, and journalism, among other things. During his European sojourn, he also began to write novels. Rizal finished his first book, Noli Me Tangere, while living in Wilhemsfeld with the Reverend Karl Ullmer. Novels and Other Works Rizal wrote Noli Me Tangere in Spanish; it was published in 1887 in Berlin. The novel is a scathing indictment of the Catholic Church and Spanish colonial rule in the Philippines, and its publication cemented Jose Rizals position on the Spanish colonial governments list of troublemakers. When Rizal returned home for a visit, he received a summons from the Governor General and had to defend himself from charges of disseminating subversive ideas. Although the Spanish governor accepted Rizals explanations, the Catholic Church was less willing to forgive. In 1891, Rizal published a sequel, titled El Filibusterismo. Program of Reforms In both his novels and newspaper editorials, Jose Rizal called for a number of reforms of the Spanish colonial system in the Philippines. He advocated for freedom of speech and assembly, equal rights before the law for Filipinos, and Filipino priests in place of the often-corrupt Spanish churchmen. In addition, Rizal called for the Philippines to become a province of Spain, with representation in the Spanish legislature (the Cortes Generales). Rizal never called for independence for the Philippines. Nonetheless, the colonial government considered him a dangerous radical and declared him an enemy of the state. Exile and Courtship In 1892, Rizal returned to the Philippines. He was almost immediately accused of being involved in the brewing rebellion  and was exiled to Dapitan City, on the island of Mindanao. Rizal would stay there for four years, teaching school and encouraging agricultural reforms. During that same period, the people of the Philippines grew more eager to revolt against the Spanish colonial presence. Inspired in part by Rizals organization La Liga, rebel leaders like Andres Bonifacio began to press for military action against the Spanish regime. In Dapitan, Rizal met and fell in love with Josephine Bracken, who brought her stepfather to him for a cataract operation. The couple applied for a marriage license but were denied by the Church (which had excommunicated Rizal). Trial and Execution The Philippine Revolution broke out in 1896. Rizal denounced the violence  and received permission to travel to Cuba in order to tend victims of yellow fever in exchange for his freedom. Bonifacio and two associates sneaked aboard the ship to Cuba before it left the Philippines and tried to convince Rizal to escape with them, but Rizal refused. He was arrested by the Spanish on the way, taken to Barcelona, and then extradited to Manila for trial. Josà ©Ã‚  Rizal was tried by court-martial and charged with conspiracy, sedition, and rebellion. Despite a lack of any evidence of his complicity in the Revolution, Rizal was convicted on all counts and given a death sentence. He was allowed to marry Josephine two hours before his execution by firing squad on December 30, 1896. Jose Rizal was just 35 years old. Legacy Mariano Sayno / Getty Images Josà ©Ã‚  Rizal is remembered today throughout the Philippines for his brilliance, courage, peaceful resistance to tyranny, and his compassion. Filipino schoolchildren study his final literary work, a poem called Mi Ultimo Adios (My Last Goodbye), and his two famous novels. Spurred on by Rizals martyrdom, the Philippine Revolution continued until 1898. With assistance from the United States, the Philippine archipelago was able to defeat the Spanish army. The Philippines declared its independence from Spain on June 12, 1898. It was the first democratic republic in Asia. Sources de Ocampo, Estaban A. Dr. Jose Rizal, Father of Filipino Nationalism. Journal of Southeast Asian History 3.1 (1962): 44-55.Rizal, Josà ©. One Hundred Letters of Josà ©Ã‚  Rizal. Manila: Philippine National Historical Society, 1959.Valenzuela, Maria Theresa. Constructing National Heroes: Postcolonial Philippine and Cuban Biographies of Josà © Rizal and Josà © Martà ­. Biography 37.3 (2014): 745-61.

The Quality of Construction Sector in the Middle East Essay

The Quality of Construction Sector in the Middle East - Essay Example Currently the Gulf alone has at least two trillion worth of active building projects. Leisure oriented construction is taking place as most of the Middle East countries develop a strategy of becoming major holiday destinations for the developed economies. The Middle East construction industry spending is projected to reach five trillion dollars in the next ten years, which translates to an eighty percent growth rate. The huge budgetary allocations and investments done by the United Arab Emirates government in the construction industry is commendable and this results to a huge number of construction jobs in the country. Due to the huge investments in the construction industry, construction companies in the Middle East are adequately preparing to deal with the skills shortage in the industry and thus fill in the positions of structural specialists, environmental consultants, quantity surveyors, cost-engineering supervisors, planning engineers and concrete framework designer among other s (Gorgenlander, 2011). In 2010, the Saudi Arabia government allocated one hundred and forty- seven billion dollars for to the construction sector. Due to such huge budgetary allocations, Saudi Arabia is the largest construction market in the Middle East. Being the largest non-oil economic sector, the construction sector in Saudi Arabia is driven by, new mortgage laws that favor investment, high population growth, an increased demand by the foreign investors, high liquidity and low-interest financing (Iqbal, 2001). The government regulations in Saudi Arabia that ease the process of residential mortgages has ensured progressive development within the Middle East region. The potential for construction projects has been strengthened by the development of finance support to the consumer market. Qatar has committed more than one hundred billion US dollars to be used in the construction industry (Sayed, 1997). Construction professionals around the world have caught the attention of the ic onic structures in the Middle East such as the Burj Arab and the Burj Khalifa in Dubai. The growing population in the Middle East is seeking high quality, cost-effective living and amenities in the region. This rapid growth in the construction sector in the Middle East is echoed by the seventy-three huge construction projects such as Burj Khalifa, Al Reem Island, Dubai Metro, Dubai Mall and Meydan Race Course that Malaysia is undertaking across Middle East (Kazi, 2005). Several countries in the Middle East such as Iran have developed large-scale construction industry. This is attributed to the war that resulted to the destruction of many of the country’s structures and social amenities hence the need for restructuring and rebuilding. The success in the construction sector in the Middle East has been attributed to the privatization of the sector. The construction industry in the Middle East is strengthened by oil rich countries in the region especially in the United Arab Emira tes, the rise in oil income, the growth of non-oil sector, the tax-free environment and attractive salaries especially to the imported work force. However, the restart of Iran’s nuclear weapon program, the continued conflicts in the Gulf Cooperation Council region hence the worsening of security and the worsening of the international financial risks have greatly influenced negatively on the construction industry in the Middle East (Chiang, Raftery, & Anson, 2005). Poor construction