Has Devolution worked Free Essays

string(39) " the priorities of another government\." Abstract The purpose of this essay will be to consider whether the process of devolution in the United Kingdom since 1999 has been successful and consider some of the points of convergence and divergence, which have occurred in terms of policy development in the region, as well the impact which the austerity measures introduced by the Coalition government have had on Scotland, Wales and Northern Ireland. Introduction The process of devolution is one that can be considered as a response to widespread processes of restructuring in the forms of governance in the Western world and also a part of a global phenomenon (Rodriguez-Pose and Gill, 2005; Williams and Mooney, 2008; Keating et al. 2009). We will write a custom essay sample on Has Devolution worked? or any similar topic only for you Order Now In the context of the UK, the process of devolution should be understood as the process of granting semi-autonomous legislative powers to the Scottish Parliament, the National Assembly of Wales and the Northern Ireland Assembly on behalf of the UK parliament (Gov.uk, 2013). Devolution in the UK specifically should be considered as a phenomenon of the political climate which existed in the second half of the 1990s. The process of devolution itself can be considered as an alternative to the policy adopted by successive Conservative governments in both Scotland and Wales (Trench, 2007). In addition, it was aimed to challenge the agenda set by more nationalist parties in the UK, whose political ideas and manifestos gained popularity at the time (ibid.). Even though the newly established governing institutions had their predecessors in the past, which exercised similar legislative functions, the fact that they were now recognised as autonomous and sovereign was a major historical precedent (Rose, 1982). As a result of referendums taking place in September 1997 in Scotland and Wales, the Scottish Parliament and the Welsh National Assembly were established. In Northern Ireland, as a result of the signing of the Good Friday Agreement and following a national re ferendum in May 1998, the Northern Ireland Assembly was established (Birrell, 2009). In line with these developments in UK governance, the following essay will examine the impact which the process of devolution has had in terms of successful policy implementation. The impact of Devolution In the UK specifically, there are four different models of devolution, all reflecting the asymmetrical nature of the process and the different politics which characterise the different regions (Hazell, 2000). The Scottish parliament, for example, has a responsibility of developing policy in tackling the majority of domestic affairs without interference on behalf of the UK parliament. The Northern Ireland Assembly, on the other hand, has the capacity of passing legislation related to a wide range of issues; and the Welsh National Assembly has an elected assembly, which has been granted legislative powers following a referendum in 2011 (Gov.uk, 2013). In the rest of England outside London, where an elected mayor and assembly were established, the changes in administration were quite marginal and were reflected in the creation of Regional Development Agencies and unelected Regional Assemblies which have subsequently been abolished by the Conservative–Liberal Democratic Coalition Government. As this indicates, UK devolution is a process rather than an event (Shaw and MacKinnon, 2011). As a result of the implementation of UK devolution acts, the legislative competence over devolved matters and democratic representation and authority was transferred to the newly established devolved parliaments. Basing devolution on the functions previously exercised by the territorial departments served to reduce conflict over the distribution of powers and resources in the short-term, but at the expense of any long-term resolution of territorial imbalances and tensions (Jeffery, 2007). While Scotland, Wales and Northern Ireland have their own devolved institutions, England is governed centrally by the UK parliament, meaning that UK and English political institutions have effectively become fused. One of the unique features of UK devolution is reflected in the limited autonomy of the regions to raise their own taxes and be responsible for their re-investment (Gov.uk, 2013). This contrasts with many other devolved or federal states in which the national and sub-national tiers share responsibility for both the raising and distribution of revenue (MacKinnon, 2013). Arguably, this could have a negative impact on the overall performance of the devolved regions, as it puts them in a subordinate position to the UK parliament in terms of financing and self-sufficiency, a policy problem which in the occurrence of the global recession has affected all three of the devolved regions. Devolution has important repercussions for public policy (Greer, 2007; Greer, 2009; Jeffery 2007; Keating, 2002; Keating 2009). In effect, the process of devolution has allowed the newly established governments to design and implement policies which take into consideration the specific economic and social conditions of the regions, thereby presenting localised solution to localised problems (Jeffery 2002). Despite the differences which exist among the regions, some commonalities in policy development can also be observed, namely in the provision of health care and tackling public health problems. The common economic challenges, combined with a tight fiscal policy means that the convergence of healthcare politics in all the devolved regions are likely to the preserved for some time (Smith and Hellowell, 2012). With the ongoing debates of more financial independence of the regions, however, it appears more likely than not that in the near future a more pronounced divergence in healthca re policy could happen in the nearby future (ibid.). To summarise this section, the process of devolution can be considered a success, as it has enabled the devolved regions to take the initiative of developing and implementing tailored policy decisions which take into consideration the specific conditions and challenges which exist in every one of the regions, despite the austerity measures and the impact of the economic recession. Devolution has also brought with itself a political reconsideration and reprioritization equality and human-rights in compulsory-phase education and how these are promoted, following the government’s commitment to mainstreaming (Chaney, 2011). With the different dimensions which devolution has in the UK, it appears plausible that the priorities of one government will not necessarily coincide with the priorities of another government. You read "Has Devolution worked?" in category "Essay examples" Moreover, within the different contextual settings, it is more than likely that different definitions of equality will be used (ibid.). Although there is still a long way to go in terms of promoting equality and human rights, devolution in the long-term could be the ground upon which more equal societies could be built. However, this is a fragile and slow process, and which, despite the progress achieved in the previous phase, largely associated with the policy of the New Labour, has c ome under threat by the politics of the Coalition Government, as the next few paragraphs will show. The process of devolution can be characterised by two distinct phases (MacKinnon, 2013). The first phase of UK devolution between 1999 and 2007 was characterised by common Labour Party government at the devolved and UK levels, stable inter-government relations and substantial increases in public expenditure (ibid). Over the period, the budgets of the devolved governments rose substantially between 2001/2002 and 2009/2010, (61.5% in Scotland, 60% in Wales and 62.6% in Northern Ireland) as a result of spending decisions taken by the Labour Government in London (HM Treasury 2007; 2011, as cited in MacKinnon, 2013). A new phase of devolution and constitutional politics has become apparent since 2007, defined by three distinguishing features (Danson et al., 2012). First, nationalist parties entered into government in Edinburgh, Cardiff and Belfast in 2007 as either minority governments or coalition partners. Second, there is the changed context of UK politics following the defeat of Labour in 2010 and the formation of a Coalition Government between the Conservatives and Liberal Democrats. Third, the economic context has changed radically following the financial crisis of 2007–2008 and the ensuing economic recession. In response, the Coalition Government adopted a programme for reducing public expenditure by ?81 billion by 2015–16, thereby eliminating the UK’s structural deficit (Lowndes and Pratchett, 2012: 23). This has meant that the introduction of austerity measures designed to address the UK’s budget deficit by the Coalition Government since 2010 has also had sign ificant implications for the devolved governments, reducing their budgets and requiring them to administer cuts locally, although they have been vocal in their opposition to austerity and support of alternative policy approaches such as increased capital expenditure (McEwen, 2013). In this climate, the devolved governments have reaffirmed their commitment to social justice and solidarity (Scott and Mooney, 2009), with the Scottish Government, for instance, arguing that the UK Coalition Government’s welfare reform agenda threatens the social democratic values of ‘civic Scotland’ (McEwen, 2013). In summary, despite the fact that the process of devolution has been successful in several aspects, all associated with granting a certain level of autonomy to Scotland, Wales and Northern Ireland, this could all prove in vain unless more revenue-raising responsibilities are given to the regions. Conclusion The aim of this essay was to review the impact which the process of devolution has had in the UK. As it was noted, the nature of UK devolution should be considered as a long-term evolving process, rather than a single even. Economic and political conditions have changed markedly since the establishment of the institutions in 1999, particularly in terms of changes of government at devolved and Westminster levels, the onset of recession from 2008 and the introduction of a new politics of austerity. The underlying asymmetries of UK devolution have become more pronounced with the tendency towards greater autonomy for Scotland and Wales contrasting with greater centralisation and the abolition of regional institutions in England. These contradictions raise some fundamental questions about the territorial integrity of the state and the possible dissolution of Britain (Nairn, 2003) in the context of the Scottish independence referendum which is to be held in September 2014. As this essay ha s demonstrated, the process of devolution has achieved some notable successes in terms of public health, education policy and promoting equality, though it is impossible to predict what the future might hold in terms of further developments. Bibliography Birrell, D. (2009). The impact of devolution on social policy. The Policy Press. Chaney, P. (2011). Education, equality and human rights: Exploring the impact of devolution in the UK. Critical Social Policy, 31(3), 431-453. Danson, M., MacLeod, G., Mooney, G. (2012). Devolution and the shifting political economic geographies of the United Kingdom. Environment and Planning C: Government and Policy, 30(1), 1-9. Greer, S. (2007) ‘The fragile divergence machine: citizenship, policy divergence, and intergovernmental relations’ (pp. 136-159), in Trench, A. (ed.), Devolution and power in the United Kingdom. Manchester University Press. Greer, S. (ed.) (2009). Devolution and Social Citizenship in the UK. The Policy Press. Gov.uk (2013) Devolution of powers to Scotland, Wales and Northern Ireland. Available at: https://www.gov.uk/devolution-of-powers-to-scotland-wales-and-northern-ireland Hazell, R. (Ed.). (2000). The state and the nations: the first year of devolution in the United Kingdom. Imprint Academic. HM Treasury (2007) Public expenditure statistical analyses 2007, Cm 7091. London: The Stationery Office. HM Treasury (2011) Public expenditure statistical analyses 2007, Cm 8104. London: The Stationery Office. Jeffery, C. (2002). Devolution: Challenging local government. Joseph Rowntree. Jeffery, C. (2007). The Unfinished Business of Devolution Seven Open Questions. Public policy and administration, 22(1), 92-108. Keating, M. (2002) ‘Devolution and public policy in the United Kingdom: Divergence or convergence’ (pp.3-21), in Adams, J., Robinson, P. (eds.), Devolution in practice: public policy differences within the UK. Institute for Public Policy Research. Keating, M. (2009) The independence of Scotland: Self-government and the shifting politics of union. Oxford University Press. Keating, M., Cairney, P., Hepburn, E. (2009) Territorial policy communities and devolution in the UK. Cambridge Journal of Regions, Economy and Society, 2(1), 51-66. Lowndes, V., Pratchett, L. (2012). Local governance under the Coalition government: austerity, localism and the ‘Big Society’. Local government studies, 38(1), 21-40. MacKinnon, D. (2013). Devolution, state restructuring and policy divergence in the UK. The Geographical Journal. doi: 10.1111/geoj.12057 McEwen, N. (2013) Independence and the territorial politics of welfare The David Hume Institute Research Paper No. 4/2013. Edinburgh: The David Hume Institute. Available at: http://www.scotlandfutureforum.org/assets/library/files/application/Research_Paper_4-McEwen.pdf Nairn, T. (2003). The break-up of Britain: crisis and neo-nationalism. Common Ground. Rodriguez?Pose, A., Gill, N. (2005). On the ‘economic dividend’of devolution. Regional Studies, 39(4), 405-420. Rose, R. (1982). The Territorial Dimension in Government: Understanding the United Kingdom. Chatham House. Scott, G., Mooney, G. (2009). Poverty and social justice in the devolved Scotland: neoliberalism meets social democracy. Social Policy and Society, 3(4), 379-389. Shaw, J., MacKinnon, D. (2011). Moving on with ‘filling in’Some thoughts on state restructuring after devolution. Area, 43(1), 23-30. Smith, K., Hellowell, M. (2012). Beyond Rhetorical Differences: A Cohesive Account of Post?devolution Developments in UK Health Policy. Social Policy Administration, 46(2), 178-198. Trench, A. (ed.). (2007). Devolution and power in the United Kingdom. Manchester University Press. Williams, C., Mooney, G. (2008) Decentring social policyDevolution and the discipline of social policy: A commentary. Journal of social policy, 37(3), 489. How to cite Has Devolution worked?, Essay examples

Lord of the Flies Chapter 9

Lord of the Flies: Chapter 9-12 Notes Essay 1. After Simon is killed, the next paragraph begins, The clouds open and let the rain down like a waterfall When the boys kill Simon they not only kill him and spirituality, but what they perceive to be the beast. Because the beast was created by them and embodied all of their evils, one of its interpretations can be as mankinds sin. Simon is very similar to Jesus in this book. The Romans ruled the world during Jesus life, and now a similar bloodthirsty society rules the island during Simons life. Both are killed by such a society, and both sacrifice themselves so that mankinds sin can be forgiven. When Simon dies, the rain washes away not only spirituality, but also the beast and all of the sins that accompany it. Golding writes that the water bounded from the mountaintop. Because the mountain top represented the peak of society, this could be interpreted to state that all of society carries sin, even the glorious moments of it, and that Simons sacrifice was extended to the boys ent ire stay on the island and the sin that was committed during that period of time. This is also similar to Jesus sacrifice that was for all of mankinds sins, not just the sins of the Roman society that killed him. After Simon has been killed, the figures stagger away. By referring to the boys as figures, they are no longer individuals, but the nameless men who are the vehicle that society uses to carry out its evil deeds. It is no longer of relevance who did what because it was the entire society that killed Simon. This can be related to other societies, such as Nazi Germany. Today Hitler is credited with most of the responsibility for World War II. We do not like to blame German society for it because that would mean that we are also capable of this if we had to endure the circumstances of 1940s Germany. We cannot blame the German race for these problems, as they are a characteristic of humanity. We fought World War II against the forces of racism, but we ourselves treated the Japan ese very poorly while all of this was going on. Although we too went through the depression, we did not have the conditions of the Treaty of Versailles against us. When any society has such horrible circumstances, they tend to look for a scapegoat, such as a race of people. If Hitler did not enjoy such great public support he would not have come to power. It is also very difficult for a nation to declare war without public support. It is therefore significant that figures staggered away because it was the whole society, and not just Jack who killed Simon. It is also interesting to note that during the course of this book the boys civilization falls from glory. They then create a beast as a scapegoat, claiming that they can no longer climb the mountain, and therefore return to the glory of their civilization because of it. When Simon dies Golding refers to him as the beast. This not only can be interpreted by the Jesus theory as stated above, but by a new theory that establishes Simo n as societys scapegoat. It can also be interpreted to state that the beast is all of mankinds gifts such as spirituality, when they are suppressed and murdered by society, crippling its ability to function. When Simon is killed he lays still only a few yards from sea. It is important to know that all life originates from the sea, where it arose in primitive form. This is significant for two reasons; it tells us that spirituality is an ancient and instinctive trait of man, and that the boys society, that came away from the mountain (peak of society) and towards the ocean to kill Simon, had returned from civilization to a more primitive and savage form in doing so. Because the beast (Simon) is small, societys problem is not the beast itself, but the way it is dealt with. When Simons blood stains the sand, his death and the savage society that killed him forever taint the island. No matter what might happen in the future, Simon will always be dead and because of the blood in the sand this cannot be forgotten. The sand and ultimately the island being stained with blood also have meaning. Because the society as inhabits the island, the island can be used to represent society as a whole, which is has been stained by its own atrocities. During the storm the parachute is filled with rain and swept off the island. The parachute is a symbol of Ralph, Simon, and Piggys attempt to prevent the old ways of society and civility from dying. Piggy and Ralph were part of the savage murder; therefore this society has assimilated them and destroyed their efforts to maintain a civilized society. Simon has now been killed and therefore their efforts and civility can no longer be maintained. The parachute then, tells us that civility has not only been destroyed, but all attempts to salvage what old society values remain, have ceased and that the entire society has become completely savage. Shakespeare and the Movies Essay4. Fable- A brief tale embodying a moral and using persons, animals, or inanimate things as characters. Parable- A short narrative making a moral or religious point by comparison with natural or homely things. Myth- A traditional story, usually focusing on the deeds of gods and heroes, often in explanation of some natural phenomenon, as the origin of the sun, etc. It purports to be historical, but is useful to historians principally for what it reveals of the culture of the peoples it describes or among whom it is current. Allegory- A story or narrative, as a fable, in which a moral principle or abstract truth is represented by means of fictional characters, events, etc. When categorizing this story as a fable, parable, myth, or allegory, one could make a good case for either of these. Golding prefers myth. I believe that it could be categorized as a myth because a myth creates characters and deifies them. These characters represent all aspects of humanity and how they interact with each other. Because the characters of this story represent these aspects of humanity and how they interact with each other, they are not so much individuals, but the ideologies that a myth incorporates into its gods. As a myth this story can also be useful by revealing the peoples it describes. However, I believe that this story is best categorized as an allegory. It carries an abstract truth represented by fictional characters and events. Without scratching the surface, the story is about a group of boys lost on an island. When you dig deeper for abstract truth, you find that the story is about the behavior society and the fictional characters that represent this are act ually personified human characteristics. The events that represent the abstract truth of this society are less significant as events than as symbols. I believe that categorizing this story as an allegory is more appropriate than doing so as a myth because a myth is defined as explaining natural phenomenon. It could be argued that the behavior of society is governed by nature and that its bizarre results are a natural phenomenon. I would probably have to agree with this, but the no section in the definition of an allegory can be questioned for being less than an integral part of Goldings writing strategy. 5. The three boys that die over the course of the story are; the boy with the birthmark, Simon and Piggy. Simon was killed by the group of boys when he returned to tell them about the beast. Simon was killed at night, and perhaps he was not recognizable. The boys thought that he was the beast, but they surely must have known that it was not a beast when they heard human screams. The entire society had therefore murdered Simon. Piggy was murdered by Jacks militaristic state. It was Roger that dropped the rock on Piggys head, so he is technically responsible, but this does not matter. What does matter is that Jacks new society fostered an atmosphere that made it acceptable to kill without cause. This new society was founded by Jack, but also by public support. It was this society that killed Piggy. The boy with the birthmark was killed by the forest fire. The was a result of society neglecting the its responsibility for its technology and the power it has over nature. The boy then, is not murdered, but killed by neglect. We also know very little about this boy. Society did not care that it set the forest on fire. This tells us that when society neglects and abuses technology, it often kills something mysterious and unknown without caring for what potential it might have.

Personal space in children an Example of the Topic Psychology Essays by

Personal space in children by Expert Writer_Jennie | 02 Dec 2016 The term "personal space" is an important social rule. To define it in simple terms, each of us has a virtual circle around us where we feel safe, and if someone crosses into it we become uncomfortable and feel inconvenient. Most children implicitly sense when they enter someone else's personal space and when theirs is crossed. The child might forcefully invade its peer's space, oblivious to how it makes them feel. And this could cause the child to be rejected by peers and have difficulty making friends. Or the child's inability to recognize when its own personal space has been invaded could potentially make him vulnerable to inappropriate conduct. Need essay sample on "Personal space in children" topic? We will write a custom essay sample specifically for you Proceed On recognizing their own personal space children also acquire a sense of property. Within their personal space, children recognize certain objects as theirs, and they defend them from others. This sense of property is natural and only through training do they learn that they cannot have all the things they want even though they belong to someone else, and that many things must be shared. Learning to respect other peoples property means, for children, growing up to be social animals, who accept certain rules in order to be able to live in a group, whether it is the family, the street, school, or the village. Data from approximately 500 children in grades 3-10 on a personal space task were integrated into 4 sex-age groups and separately analyzed depending on certain factors. Findings were that girls have similar personal space schemata across grade level but that patterns were more highly schematized for older girls. These spatial patterns were obviously more determined by the emotional tone of the interaction than the sex of the stimulus figures. Boys evidenced development of spatial schemata across age. Older boys had more clear-cut personal space patterns, whereas younger boys apparently responded to situation-specific cues. Males were more likely to have schemata based on the stimulus figure's sex. Findings were consonant with knowledge of social development and appropriate sex-role identification. Works Cited Bass, M.H. Personal Space in Children a Developmental Study(microfilm). Ottawa: National Library of Canada, 1971. Print. "Personal Space: A Social Skill Children Need and Adults Can Teach." MSU Extension. N.p., n.d. Web. 02 Dec. 2016. Vranic, Andrea. "Personal Space in Physically Abused Children." Environment & Behavior 35.4 (2003): 550-65. Web.

Free Essays on Bergamot Station Arts Center

The Bergamot Station Arts Center at Santa Monica constantly displays art works to those who wishes to be exposed to art. This makes Bergamot Station a perfect place for art students to gain a slice of the contemporary art scene. The collective works by the artist Laura Lasworth titled, â€Å"The Gray†, was on display in the Hunsaker/Schlesinger Fine Art Gallery on March 25th. The gallery is located at one of the corners of the plaza and seems rather distant and alienated to the rest of the displays. Interestingly, this alienation and perhaps loneliness was echoed by Lasworth’s works inside the gallery. The Hunsaker/Schlesinger gallery itself, even compared to other galleries in the plaza, is rather small, and the display area conveys a sense of closeness. The size of the displaying area made the personal touch in the works even more pronounced. The gallery was quiet, with few audiences, perhaps a result of being distant to the main cluster. The gallerists worked quietly in the back room leaving the viewing area undisturbed. The main entrance to the gallery remained closed after each guest entered, thus separates the gallery from the rest of the world. Perhaps this is intentional as to create an overall artistic experience. In the gallery, the viewers emerge themselves to the surreal world that Lasworth created. The works exhibited by Lasworth were mostly paintings consist of very dull and desaturated colors. Black, white and gray, were used heavily, and worked fittingly to the winter sceneries found in many of the paintings. Some of the works were almost grayscale. The painterly bush strokes and the use of few, but soft colors reflected a feminine impression on all of the works. The subject matters were presented through a surrealistic manner and mostly consist of large areas of emptiness. With the exception of a few, most of the works are small, easel-sized paintings, bordered in simple, black framings. The dimens... Free Essays on Bergamot Station Arts Center Free Essays on Bergamot Station Arts Center The Bergamot Station Arts Center at Santa Monica constantly displays art works to those who wishes to be exposed to art. This makes Bergamot Station a perfect place for art students to gain a slice of the contemporary art scene. The collective works by the artist Laura Lasworth titled, â€Å"The Gray†, was on display in the Hunsaker/Schlesinger Fine Art Gallery on March 25th. The gallery is located at one of the corners of the plaza and seems rather distant and alienated to the rest of the displays. Interestingly, this alienation and perhaps loneliness was echoed by Lasworth’s works inside the gallery. The Hunsaker/Schlesinger gallery itself, even compared to other galleries in the plaza, is rather small, and the display area conveys a sense of closeness. The size of the displaying area made the personal touch in the works even more pronounced. The gallery was quiet, with few audiences, perhaps a result of being distant to the main cluster. The gallerists worked quietly in the back room leaving the viewing area undisturbed. The main entrance to the gallery remained closed after each guest entered, thus separates the gallery from the rest of the world. Perhaps this is intentional as to create an overall artistic experience. In the gallery, the viewers emerge themselves to the surreal world that Lasworth created. The works exhibited by Lasworth were mostly paintings consist of very dull and desaturated colors. Black, white and gray, were used heavily, and worked fittingly to the winter sceneries found in many of the paintings. Some of the works were almost grayscale. The painterly bush strokes and the use of few, but soft colors reflected a feminine impression on all of the works. The subject matters were presented through a surrealistic manner and mostly consist of large areas of emptiness. With the exception of a few, most of the works are small, easel-sized paintings, bordered in simple, black framings. The dimens...

Langue - Definition and Discussion

Langue - Definition and Discussion In linguistics, language as an abstract system of signs (the underlying structure of a language), in contrast to parole, the individual expressions of language (speech acts that are the products of langue). This distinction between langue and parole was first made by Swiss linguist Ferdinand de Saussure in his Course in General Linguistics (1916). See more observations below. Also see: Linguistic CompetenceParoleSemioticsSignWhat Is Language?What Is Linguistics? Etymology:  From the French, language Pronunciation:  lahng Observations on Langue Saussure distinguished between; langue, the rules of sign system (which might be grammar) and- parole, the articulation of signs (for example, speech or writing), the sum of which is language:language langue parole While langue could be the rules of, say, English grammar, it does not mean parole always has to conform to the rules of standard English (what some people erroneously call proper English). Langue is less rigid than the phrase set of rules implies, it is more a guideline and is inferred from the parole. Language is often likened to an iceberg: the parole is visible, but the rules, the supporting structure, are hidden.(Nick Lacey, Image and Representation: Key Concepts in Media Studies. Palgrave, 1998) The language system [langue] is not a function of the speaking subject, it is the product which the individual registers passively; it never presupposes premeditation, and reflection only comes into it for the activity of classification which will be discussed later.(Ferdinand de Saussure, Course in General Linguistics, 1916; translated by Wade Baskin, 1959) Langue and Parole Langue/ParoleThe reference here is to the distinction made by the Swiss linguist Saussure. Where parole is the realm of the individual moments of language use, of particular utterances or messages, whether spoken or written, langue is the system or code (le code de la langue) which allows the realization of the individual messages. As the language-system, object of linguistics, langue is thus totally to be differentiated from language, the heterogeneous totality with which the linguist is initially faced and which may be studied from a variety of points of view, partaking as it does of the physical, the physiological, the mental, the individual and the social. It is precisely by delimiting its specific object (that is, of the langue, the system of the language) that Saussure founds linguistics as a science.(Stephen Heath, Translators Note in Image-Music-Text by Roland Barthes. Macmillan, 1988) Interdependency of Langue and Parole​Saussures Cours does not overlook the importance of reciprocal conditioning between langue and parole. If it is true that langue is implied by parole, parole, on the other hand, takes priority on two levels, namely that of learning and that of development: it is in hearing others that we learn our mother tongue; it manages to settle in our brain only after countless experiences. Finally, it is parole that makes langue develop: it is the impressions received by hearing others that alter our linguistic habits. Thus langue and parole are interdependent; the former is both the instrument and the product of the latter (1952, 27).(Claude Hagà ¨ge, On the Death and Life of Languages. Yale Univ. Press, 2009)

Critical Analysis of Two Ways a Woman Can Get Hurt by Jean Kilbourne Article

Critical Analysis of Two Ways a Woman Can Get Hurt by Jean Kilbourne - Article Example Portraying women as seductive and helpless reaffirms the notion that men are superior to women in an already male-dominated culture. This does not help the cause of women fighting for equal rights, opportunities, wages and representation in the real world. Jean Kilbourne’s main hypothesis is that using women as objects of sex appeal in advertisements to promote consumer products objectifies them, shows them as commodities that are easily available, makes their position vulnerable and exposes them to aggression. She has used several examples of advertisements that expose women to near pornographic depiction and shows women as having little resistance towards male attraction. She claims that using woman’s body as an object to enhance sales of commodities like perfumes, some companies use women in erotic, fantasy settings which in reality have no bearing with the product they are endorsing. However, the advertisements leave images of nude women in the minds of customers who start to associate perfumes with these models and in a bid to be like them, buy more perfume. So what is meant to be a delicate olfactory experience is converted into a visual stimulant quite disassociated from the product. For an advertisement meant to promote a tender and light perfume, the use of nude women is quite unnecessary. According to Kilbourne, images of this kind use women’s bodies as objects of desire rather than the product. It is not surprising then, that women are used as symbols of sex which leads to crimes and harassment against women. These pictures are suggestive and when put up for public display may be taken literally, demeaning the image of women and create confusion in people’s minds about women’s right to say no to unwanted attention.  Ã‚  

Describe the cycle view of supply chain processes and explain why Essay

Describe the cycle view of supply chain processes and explain why organizations need to integrate their processes - Essay Example Supply chain activities make up processes, which may be described as cycles because it involves constant flow of information, goods, services, and funds between different stages. The processes in a supply chain involve service providers and manufactures, who produce goods and services for customers. The customers transfer funds to the manufacturers, who then convey point of sales data as well as replenishment orders via trucks back to the stores (Sinha, 2009). The manufacturer transfers funds to the distributor after the products are replenished. The distributors provide pricing information and offer delivery schedules to the manufacturers. All these processes show that the supply chain activities are cycles that are interlinked and work hand in hand. The supply chain stages consist of various players who include; customers, retailers, distributors, manufacturers and the components, which are the raw materials suppliers. Each stage sometime may not be represented in the supply chain because the chain would depend on the customer’s needs and the roles of the stages involved (Sinha 2009). Schniederjans and LeGrand (2012) stated that the customer order cycle occurs at the customer and retailer level and this is where all processes are directly involved in receiving and filling the customer’s order. The customer starts the cycle at the retailers’ shop by ordering what goods they need and the retailer works on fulfilling the customer’s demand. This interaction between the retailer and customer ends when the customer receives the order. The replenishment cycle occurs at the retailer and distributor level and includes all the processes involved in replenishing the retailer’s inventory/ stock. The retailer is the customer in this case, and places an order to replenish inventories to meet his and her customers’ needs or to make sure he or she has enough stock of the good quality of products available in the market (Fredendall,