Globalization Essay Example | Topics and Well Written Essays - 750 words - 20

Globalization - Essay Example Modern infrastructure development has helped bring the dream of globalization closer home. Today, Countries no longer make decisions on their own but guided by international policy. The collaboration between nation states of the world means that we are all responsible for the future of this world together. Globalization has economic grounds. Without the financial gain, there is no globalization. However, economies did not create globalization but globalization largely depends on them. Because of technological advancement, globalization is achievable today. International business can be done all thanks to technological progress easily. Technology infrastructure has improved the way we do business and has positive effects on globalization. (Castells, 2006) Business outside the global perspective kills the business driving home the point each company aims at achieving international standards. The nation state is central to regulating the approach to globalization. The world of today is marred by lots of problem. Most of these problems are an identity-related crisis. Religion is as a platform for the war in the Middle East. Religion is but one of the avenues for globalization and cannot be used to advance national let alone international agendas. It is impossible for a nation to read from a confined script on matters nation and at the same time embrace globalization. The Middle East continued conflict is as a result of shutting off globalization and embracing religious backdrops in everything they do. Such restrictions and backgrounds breed resistance not towards religion alone but fundamentalism Europe and America appreciate the fact that slavery helped built the societies we see today in Europe. Slaves from West Africa worked on sugar plantations in the Caribbean Islands. While the slaves provide the labor, the French provided capital and the English machinery and industry. The three worked hand in hand and eventually saw the industrial revolution.

Politics of and Without Difference Essay -- Politics Political Multicu

Politics of and Without Difference The sociological concepts of "Politics of Difference" and "Politics Without Difference" are more similar than their names suggest, but they are at the same time extremely different. Both political ideals come from progressive civil rights principles beginning during the Enlightenment in Europe and evolving throughout The Civil Rights Movement in the United States in the 60's. The fundamental basis of the two concepts is that all people are created equal, and that all people should have equal political and civil rights. The disagreement between proponents of these two concepts begins with the question "Is it possible that the ideal of equal treatment of all persons under the law and the attempt to eliminate group differences under the law in fact perpetuates oppression of certain groups?" (Harris, 1995). Supporters of the ideal of "Politics of Difference" argue that the answer to this question is yes. Without minimizing the value of the concept of assimilation central to the "Politics Without Difference" ideal, the supporters of "Politics of Difference" feel that it has at times prevented full equality for some oppressed groups. By definition, the ideal of "Politics Without Difference" is a concept of total assimilation of every group so that no readily identifiable majority is evident. Supporters promote the equal treatment of all groups as the primary way to achieve justice. This concept asserts the equal moral worth of all persons (regardless of their group characteristics) and the right of all to participate in the institutions of society (Harris). Supporters of "Politics of Difference", while conceding the value of the ideal, contend that it has not truly liberated some oppressed g... ...ferences will always be a major factor in Texas school policy development. South Texas must lead the way for the rest of the state in truly including every group and overcoming cultural differences. Stakes are higher here than in any other region in Texas. The futures of generations of children in Texas are our legacy whether we win or lose in our efforts to meet everyone's needs. References Astuto, T. A., Clark, D. L., Read, A. McGree, K., Fernandez, L. P., (1994). Roots of reform: Challenging the assumptions that control change in education. P. 26. Phi Delta Kappa Educational Foundation. Bloomington, Indiana. Kerchis, C., Z., and Young, I., M., (1995). Social movements and the politics of difference. In D. A. Harris (Ed.), Multiculturalism from the margins: Non-dominant voices on difference and diversity (pp. 1-28). Westport, Conn., Bergin and Garvey.

HIV sexual risk behaviors and perception of risk among college students: implications for planning interventions Essay

Final Project Proposal Introduction                   Since its discovery in 1983, scientists have worked tirelessly on determining the origins and biological mechanisms of the HIV virus. The gravity of the HIV virus cannot be understated as approximately 25 million people have contracted HIV and developed AIDS since the discovery of the virus. During the progression of knowledge surrounding the virus, statistical analysis of HIV related data displays regional, socioeconomic, and racial inconsistencies regarding HIV infection. From a global perspective, the discrepancies in HIV prevalence between wealthy and low income countries are unsettling to say the least. For instance, Sub-Saharan Africa accounts for approximately 2/3 of 34 million individuals currently living with the HIV virus. Superficial analysis of such statistics might invite one to presume that African sexuality must account for this large discrepancy, however, to develop a complete and nuanced understanding of the epidemic, it is important to delve into the specifics of resource allocation, gender inequalities, and access to adequate medical care. Similarly, a superficial analysis of HIV statistics might cause one to believe HIV epidemic largely affects only middle and low income countries and need not be extensively discussed within developed nations. Such lines of thinking fail to address the fact that international connectivity through economics and travel make the HIV virus capable of permeating national borders.                   Due to the international risk posed by the virus, it is crucial that scientist and policy makers from high, medium, and low income countries make a collective attempt to understand the root causes of HIV infection discrepancies. By understanding inconsistencies in HIV infection, one is then able to appropriately address the issues he or she has identified. What is important to note is that approaches to specific issues exacerbating HIV infection discrepancies may have to be altered for respective communities. In the same way ,one must understand factors accounting for HIV infection inconsistencies, one must similarly note that the nuances of a given community will significantly impact the efficacy of a prevention mechanism. Although the nuances of a given community may differ, we propose that the majority of root causes associated with increased risk of HIV infection are maintained irrespective of national borders. For the purposes of our research, we ho pe to analog the potential factors leading to increased risk of infection within African communities as well as marginalized subpopulations within the United States, specifically on the Williams College Campus. For all intents and purposes, the research we conduct at Williams College cannot wholly reflect all college campus environments, however, we anticipate that our research will provide an analytical and informative way of understanding increased risk of marginalized subpopulations.                   To ensure an indebt analysis, we will be discussing the role of gender dynamics in increasing an individual’s risk to HIV infection. Specifically, we aim to observe whether there is a correlation to gendered sexuality and increased risk behaviors. Utilizing the piece written by Patrica McFadden, we have come to understand the correlation between sexuality and power, and how the lacking focus on female sexuality has consequently limited their power. Given the previous statement, one can then presume that the inflation of male sexuality has drastically altered the power dynamic between the two sexes. Our research at Williams College will highlight possible restrictions on female students may disallow them from protecting themselves. For instance, a female student may not feel comfortable insisting upon contraceptive, and this inability to insist upon contraceptive significantly increases her likeliness of infection. Within a setting such as Williams College, one might inquire how an individual would not insist upon protection given the literature surrounding the HIV virus. To answer this question, one has to acknowledge that stigma and cultural surveillance are powerful deterrents to women taking the sexual initiative. The cultural reinforcement of passive female sexuality, thus the de facto male sexuality is dominant. Since only the male sexuality is acknowledged as dominant, the male will be considered the actor who ultimately initiates and determines the details of the sexual encounter. A potentially interesting point of inquiry would be to get an understanding of to what extents females and males on the Williams campus relate to typified gender sexualities. Results                   The survey was generally short and involved three questions. The first question that we asked was in regards to how many students that people think are infected with HIV/AIDS on campus. The choices available to the respondents were â€Å"there is no HIV/AIDS on campus†, â€Å"1 to 3 students†, â€Å"4 to 10 students†, â€Å"10 to 30 students† and â€Å"30+†. According to the results of the survey , Black Men answered that there were more than 4 cases of HIV/AIDS on this campus. Among all the groups involved in the survey ¸ Black Women were the only group to answer that they believed that over 30 students were infected by HIV/AIDS. On their part, white women were of the idea that there were less than 10 HIV/AIDS cases on campus. Neither White Men nor White Women answered that there were over 10 cases of HIV/AIDS, and comparatively no Black Women or Black Men answered that there was no presence of HIV/AIDS on campus.                   The second question that we asked was, â€Å"whose responsibility it was to bring the condom to a sexual encounter;† the choices were â€Å"both have an equal responsibility,† â€Å"you,† â€Å"your partner† or â€Å"neither has a responsibility†. According to the results of the survey, White Men was the only group that responded that it was their responsibility to bring the condom to the sexual encounter. On their part, black women responded that it was the duty of their partner.all the respondents were more likely to answer the choices where they have some sort of control . Black Men and Black Women believed that it was the man’s responsibility to bring the condom, whereas both White Men and White Women answered that it was their own responsibility to bring the condoms.                   The third question that the respondents were asked during the survey was ,â€Å"whose responsibility is it to insist on condom use† and the answer choices were the same as the second questions’. The most popular response among both black and whites was,â€Å"both have responsibilities,†.However the genders did align but they were different from each other. Black Women and White Women answered only with the choices where they had control of insisting on condom use. Black Women were 23% more likely than Black Men to answer that it was their responsibility to insist on condom use and White Women were 9% more likely than White Men to answer that it was their responsibility. Black Men was the only group to answer that it was their partner’s responsibility to insist on condom use.                   The fourth question that was asked during the survey was, â€Å"if you and a partner you just met are engaging in sexual activity and they do not want to use a condom, what do you do?† The answer choices were â€Å"insist on condom use while still engaging in non-penetrative sexual activities†, â€Å"Start off insisting on condom use but eventually give in to having unprotected sex†, â€Å"Outright refusal to engage in any further sexual activity unless they agree to use a condom† or â€Å"Have sex without a condom, no protest†. Black Women was the only group to refuse sex outright if their partner did not agree to use a condom and in general. Although White Women were most likely to insist on condom use, a large proportion of them also answered that they would refuse outright. Black Women were 40.25% more likely to refuse outright than Black Men and White Women were only 11.5% more likely than White Men to refuse outri ght.                   The fifth question was similar to the fourth question, but unlike in the fourth question, all groups answered that they would engage in unprotected sex. However, the majority of Black Men and Women and White Women still insisted on condom use – 56%, 64% and 63% respectively. White Men were the only group whose majority chose to have unprotected sex at 63%. Black Women and White Women had very similar percentages for insisting on having protected sex. However, Black Women was more likely than White Women to engage in unprotected sex, with no protest ,while White Women was more likely to start off insisting on condom use and eventually give in.                   The sixth question asked about how strongly the respondent felt that they had control and could voice their opinion in a sexual encounter, and a Likert Scale was used (1= Strongly Disagree to 5= Strongly Agree) to gauge the responses. All races felt very strongly that they had control and could voice their opinion in a sexual encounter, but Black Men and Black Women were the only groups to answer with 3, which indicates a neutral feeling. A significantly larger proportion of Black Women than White Women, 11.6% more, answered with the highest choice of 5, which indicates strongly agree. References 1. Jozkowsk, Kristen  N., and Sonya  A. Satinsky. â€Å"A Gender Discrepancy Analysis of Heterosexual Sexual Behaviors in Two University Samples.†Ã‚  (2013): Web. This source provided us with a experimental study exploring the sexual activities on a college campus. We may use this source to model out own experiment on a smaller scale, and this experiment similarly allows us to analyze sexual behaviors on other college campuses which may mirror Williams college. 2. Adefuye AS, Abiona TC, Balogun JA, Lukobo Durrell M: †Ã‚  HIV sexual risk behaviors and perception of risk among college students: implications for planning interventions. BMC Public Health  2009,  9:281. This source allows us to again follow a experimental model tracing high risk behaviors on college campuses around the nation. In an ideal world, we will see possible trends that we can use to draw analytic conclusions about gender dynamics. Before we can address race and gender, however, it is important that we understand the types of behaviors we need to watch for within our own studies. Another positive aspect of the source is that it delves into racial dynamics of the HIV infection. 3. Mathes, Eugene W. â€Å"Why is there a Strong Positive Correlation between Perpetration and being a Victim of Sexual Coercion? an Exploratory Study.†Ã‚  Journal of Family Violence  28.8 (2013): 783-96.  ProQuest.  Web. 10 Nov. 2013. When we discuss gender dynamics, it will be important to outline sexual coercion which may expose students to high risk behaviors. 4. Ahmed, Aziza. â€Å"Feminism, Power, and Sex Work in the Context of HIV/AIDS: Consequences for Women’s Health.† Harvard Journal of Law and Gender. 34:1 (2011) This article provides background surrounding the stifled sexuality of women around the globe and how this stifling of sexuality robs women of their presence within the sexual landscape. Without sexual freedom, women are unable to excise their power, thus, they may not have the voice to protect themselves sexually. We aim to observe whether this restriction can be observed on the Williams campus. Source document

Rhetorical Analysis of Ellen DeGeneress Commencement...

Ellen’s Commencement Speech Rhetorical Analysis Graduation caps fly into the air, cheers erupt, and diplomas are received. This is a typical graduation day. Not only did these ceremonial events take place for Tulane Universitys class of 2009, but Ellen DeGeneres was there to congratulate them as well! This class was dubbed the Katrina Class for being survivors of the devastating Hurricane Katrina in 2005. Katrina was named one of the deadliest Hurricanes, causing more than 1,836 deaths. Tulane University is located in New Orleans, Louisiana, where the most significant amount of deaths took place and 80 percent of the city was destroyed. These graduates have survived a lot , and Ellen wants to congratulate them on their†¦show more content†¦Most graduates have a lot of stress and worry about their futures, the uncertainty of where they are going or what they will become. Ellen is relatable when she tells the graduates how she didn’t know who shes was, considerin g that, she was still dating men. Another use of a rhetorical question â€Å"But why am I here today?† to introduce an anecdote about her growing up in New Orleans. This question takes the audience’s attention back to her, because, consequently, they know that Ellen will explain why she is there; giving them a reason to listen to her words. Once again, Ellen asks â€Å"What else can happen to you?† in order to commend the graduates of having success after the tragedy of Hurricane Katrina. She uses the hyperbole and rhetorical question, â€Å"So what I’m saying is, when you’re older, a lot of you will be gay. Anyone writing this stuff down? Parents?† this keeps everybody’s attention and loops the parents into relating the commencement speech to them as well. Rhetorical questions help Ellen by giving the crowd small moments to reflect and invites them into her speech, connecting to them and allowing them to smile during serious conten t. Furthermore, the use of hyperbole and metaphors are effective in this commencement speech. Ellen uses a hyperbole when she rationalizes her anxiety about the success of her sitcom after the public realize that she is gay. Ellen worried about this because in recent times, the