The Causes of Bribery and Corruption Essays - Business Ethics

The Causes of Bribery and Corruption Essays - Business Ethics Corruption refers to the abuse or misuse of entrusted power by individuals for personal gain (Pickett although up to date, they have attracted increasing attention. It is unclear whether the attention of corruption and bribery reflect a growing awareness or a growing scope of the vice. Nonetheless, according to Cheng and Ma (2009) corruption and bribery has increased within the recent decades. The factors or causes, which encourage corruption, are those, which influence the demand for corrupt acts, as well as those, which influence the supply of acts or deeds of corruption. Factors influencing the demand include authorizations and regulations, some spending decisions, as well as provision of services and goods at prices that are below-market. Factors influencing the supply of deeds or acts of corruption include bureaucratic tradition, penalty systems, institutional controls, level or degree of public sector incomes, transparency of laws, processes, and rules, and examples of the leadership (Bowen, Edwards & Cattell 2012). The Causes of Bribery and Corruption One of the factors or causes always mentioned particularly for corruption is the inadequate remuneration of employees or civil servants. One can hold against a view that within states where corruption is unchecked or rampant, unemployment is always high and civil servants are advantaged to the point that they have secured a job and remuneration. Nonetheless, according to perverse reasoning, the view is always made that remuneration or salaries of the state employees can be kept low as they have privilege to supplement with bribes (Nestor 2009). Moreover, salaries are always not paid regularly and it is normal for civil servants to go without salary. Even in situations when salaries are paid, unwritten rules can force civil servants to support their extended family with favors and cash. The instability or insecurity of the political structures of many nations or societies is a major source of corruption. Politicians purchase votes to secure electoral positions, and once in, indulge into corruption to secure financial independence because they do not expect pension once out of office. Within many nations, the common argument is cynically conveyed that individuals who never exploit such opportunity are stupid and naive rather than honest (Masciandaro 2010). State capture happens when interest groups like business sectors and corporations are capable of influencing the process of law making. Within various transition economies, bribery and corruption have advanced exponentially due to state capture by some oligarchs willing to purchase off politicians, judges and bureaucrats to serve personal interests (Mills 2009). Peer pressure can too lead to public officials involving into corruption and bribery since the latter or corruption is quasi institutionalized within branches of civil service or system of government. It is challenging for newcomers to question a system in which boss is part. The Means and Ways of Corruption Corruption is executed in many shapes and forms and the thoughts of the corrupt appears to have no boundary as to the paths and methods pursued to attain their goal. No matter the cause of bribery and corruption, it often includes the misuse of discretionary power and/or of total control over a service or a resource as a lever. With this respect, every requirement for a formal authorization, every point of control as well as every regulation is possible toll stations. Therefore, it is not surprising that societies or nations where corruption and bribery is rampant show an especially dense regulatory environment (Ragatz & Duska 2010). Threats or risks of an unfavorable or poor decision: it is regrettably a frequent event within some societies or nations for the police officers to stop drivers then accuse them of an alleged or real violation of traffic with certain hint that it may be settled or cleared via direct payment. Immigration or customs officers can ACCEPT PAYMENT via cash to clear individuals or goods via immigration even if certain documents are

Contrasting Views of Childhood Essay Example | Topics and Well Written Essays - 2250 words

Contrasting Views of Childhood - Essay Example Contrasting Views of Childhood The year 1800 appeared with Britain and the rest of Europe already poised for new adventures. Industrialization had set in and French revolution was lulled into an uneasy calm only a few months ago, with the adventurer Napoleon now at the helm of French affairs. It is foolish to presume that the revolution did not have far reaching affect over the rest of the world politics and ways of thinking. Started with stunningly creative thoughts it was a great struggle for coherent voice of mankind; but unfortunately went out of control by destroying the very best crop of intellectuals of the day and the bloodbath that accompanied it horrified the rest of Europe and the World. Monarchies were at the edge; political changes were sweeping across the continent, social adjustments were urgently called for and with the industrialization and improvements, discoveries in science and technology, economy of Europe was entirely at an unpredictable path. In Britain, Romantic Literature and Arts were loo ming large, admired for its tranquillity and serenity far removed from the disquieting turbulence of the political, economic and social scene. Thinkers declared that being a child in those violent years was a terrifying experience. For the first time in its history, Europeans were venturing into far off colonies, in search of adventure and wealth as sailors, soldiers and administrators. Mobility had become the keyword and noble class was realising that titles without achievements are after all, insufficient for personal glory and wealth. This brought out a dedicated and noble yield of leaders belonging to the educated class, coming mainly from the nobility. This also means that the priority of children's education and upbringing was altered immensely. Priorities of the coming generations have changed and people in Europe were hoping their children to adorn better positions than they themselves did. Lower class aspired their children to work in industries connected with new discoveries, innovations and technological developments, whereas the middleclass mainly wanted their children to join the all important navy, ruling the waves across the world, and the noble and affluent class wanted their children to be educated and fill up administrative posts at home and in the exciting lands of colonies, that were being accumulated in vengeful competition by the European powers. Simultaneously the middle and upper classes hoped their children to be brilliant artists, glorious soldiers, scientists, engineers, adventurists, discoverers, diplomats, leaders in many new spheres, economists, writers, generals, decision makers and to put it succinctly, a ttain places of importance, glory and

Engineering and construction Essay Example | Topics and Well Written Essays - 3000 words

Engineering and construction - Essay Example ............................................ 30 Task 1 Laminar flow Laminar flow is a type of flow where fluids generally move at low velocity. The layers of the fluid slide by one another. There is no lateral mixing of the fluid and no formation of eddies, cross current or any swirls. Particles of the fluid move in straight line in orderly manner parallel to the boundary walls which can be seen in straight sections of pipes. It generally occurs at a Reynolds number below critical value of 2040. Turbulent flow Turbulent flow is a type of flow that occurs in large velocities characterized with the formation of eddies, swirls and other disturbances in the flow pattern. There is irregularity of flow pattern, fluctuating nature of flow, and diffusivity of particles due to rapid lateral mixing. There is a rapid change in pressure and velocity happening with respect to the space and time. The drag due to boundary layer skin friction is increasing and the overall drag often reduces due to t he changing of structure and location of boundary layers. It generally occurs at a Reynolds number greater than 2040. Uniform Flow Uniform flow occurs when the terminal velocity of the flow is reached. This phenomenon arises when the loss of potential energy in flow is equal to the work done against the channel surface friction. If flow properties are the same at every location along the channel, the flow is uniform. dy/dx = 0. The energy line, water surface and channel bottom becomes all parallel thereby creating uniform flow. So= Sf . In a uniform flow, the velocity can be expressed only as a function of time. According to Eulerian, it is described as   Non-Uniform Flow Non-uniform flow is a type of flow for fluids where the velocity and other hydrodynamic parameters at a particular instant of time is not the same at all points. Change in parameter occur both in points where flow is in the same direction and perpendicular to the direction. The perpendicular non-uniformity is enc ountered near solid boundaries where the fluid passes through. This can be explained by the no-slip condition which occurs when the viscosity tries to reduce the relative velocity of fluid to zero. Steady Flow A steady flow is a type of flow where the hydrodynamic properties of fluid do not change at particular location and time. However, this flow is restricted with space but not with time. There is a required frame of reference. For example, in a laminar flow within a sphere, the flow is kept stationary and steady with respect to the shape of the object. Using the Eulerian approach, a steady flow is described as, and Unsteady Flow An unsteady flow is a type of flow where the hydrodynamic parameters and fluid properties at a particular point changes with respect to time. Turbulent flow is generally unsteady in nature. Reynolds Number Reynolds number denoted by Re is a dimensionless number. It represents a critical quantity to determine the type of flow of fluids, whether it is lami nar or turbulent. It is a ratio of the inertial forces to the viscous forces of fluid. Laminar flow occurs at low Reynolds number while turbulent flow occurs at high Reynolds number. [4] where: = The mean velocity of the object relative to the fluid. The unit is m/s L = Characteristic linear dimension. The unit is m ? = Dynamic viscosity of the fluid. The unit is kg/(m ·s) ? = Kinematic viscosity. The unit is (m?/s) = The density of the fluid. The unit is kg/m? Bernoulli's Theorem Bernoulli's theorem states than in a flow which has no viscosity or inviscid flow, there

My Favourite Communication Essay Example for Free

My Favourite Communication Essay Introduction to communication, I not only have more knowledge, and skills but also having real experiences. Nonverbal Communication and establishing relationship level meaning which are the most important things I had been learned. Nonverbal communication is crucial in relationships because it is essentially the leading factor for communication. There are three different ways that nonverbal communication is shown in relationships: responsiveness, liking, and power. Responsiveness is when we use our eye contact, posture, and body gestures to convey our emotions and thoughts to the other person. For instance, if someone were to slouch in their chair and have a bored look on their face, they are probably conveying that they dont care about the class or that they are not interested in anything that is being said. Liking is a way to show positive communication towards others. Examples of this would be smiles, hugs, kisses, high fives, etc. Learning about nonverbal communication and how it establishes relationship level meaning is crucial in my everyday life. Nonverbal communication is essential in any relationship so learning about responsiveness, liking, and power, will give me a better understanding on the quality and level of my relationships. For instance, when I am working with a group at university, I will be able to better understand and have better awareness of the people who want to work and those who do not. It not only helps to better understand nonverbal communication but also to be aware of it in every situation. In my future career, nonverbal communication will play a fundamental role. If I am to pursue a profession in sign language interpreting, I will have to be able to tune my senses to everything nonverbal. Sign language is all about facial expression and body language, so learning about postures and gestures in nonverbal communication will really give me a tool to be aware of the nonverbal behaviors.

My Personal Philosophy of Education :: Education Teachers Reflective Writing Essays

Philosophy of Education A classroom is a community for learning, friendship, and growth. The most important aspect of any community, educational or otherwise, is communication. When communicating with my students, I will not talk down to them; instead, I will treat them like the equal human beings that they are. Respect will be given to and earned from all students. I will be honest, humorous, and easy natured, but I will not be afraid to discipline or assert my authority as the situation may dictate. Students will feel comfortable providing feedback on my lessons and classroom policies; they will know that although I may not use all of their suggestions, I have given them due consideration. I will attempt to know each of the students on an individual basis, knowing more than just their names and performances in class. Even if I am led outside math, I will try to inspire each student to achieve his or her best and to follow his or her dreams. I realize that not everyone loves math as I do, and I will not hold that against my students as long as they put forth their best effort. Students will feel welcome and safe in the classroom. They will not be afraid of giving a wrong answer and will take risks to answer questions and participate in class. I will encourage my students to visit me outside of class for anything, whether it is to get class-related help, to ask advice on courses or careers, or to vent about a really bad day. In my classroom, I will teach mathematics at a level in which the students will be able to comprehend the material, but will also be challenged by it. Math should not frustrate, nor bore, nor monotonously repeat mundane problems. To remedy these common problems, I will share my love and enthusiasm of the discipline by creatively introducing new topics and explaining solutions to problems using more than one method, if available. Students will be able to explore multiple solutions and find the method of solution with which they feel most comfortable rather than having to conform to my preferred methods. The array of labs or trips that will be employed to explore mathematics will make class an exciting atmosphere. My Personal Philosophy of Education :: Education Teachers Reflective Writing Essays Philosophy of Education A classroom is a community for learning, friendship, and growth. The most important aspect of any community, educational or otherwise, is communication. When communicating with my students, I will not talk down to them; instead, I will treat them like the equal human beings that they are. Respect will be given to and earned from all students. I will be honest, humorous, and easy natured, but I will not be afraid to discipline or assert my authority as the situation may dictate. Students will feel comfortable providing feedback on my lessons and classroom policies; they will know that although I may not use all of their suggestions, I have given them due consideration. I will attempt to know each of the students on an individual basis, knowing more than just their names and performances in class. Even if I am led outside math, I will try to inspire each student to achieve his or her best and to follow his or her dreams. I realize that not everyone loves math as I do, and I will not hold that against my students as long as they put forth their best effort. Students will feel welcome and safe in the classroom. They will not be afraid of giving a wrong answer and will take risks to answer questions and participate in class. I will encourage my students to visit me outside of class for anything, whether it is to get class-related help, to ask advice on courses or careers, or to vent about a really bad day. In my classroom, I will teach mathematics at a level in which the students will be able to comprehend the material, but will also be challenged by it. Math should not frustrate, nor bore, nor monotonously repeat mundane problems. To remedy these common problems, I will share my love and enthusiasm of the discipline by creatively introducing new topics and explaining solutions to problems using more than one method, if available. Students will be able to explore multiple solutions and find the method of solution with which they feel most comfortable rather than having to conform to my preferred methods. The array of labs or trips that will be employed to explore mathematics will make class an exciting atmosphere.

NAFTA: Gainers and Losers

Economic cooperation has been a trend in neighboring countries to promote a free-trade zone for the benefit of its constituent countries. The largest of such, the North American Free Trade Agreement, was found in 1994 by the three North American countries. The members of NAFTA are the US, Canada and Mexico which includes a total of 416 million people and a GDP totaling to $12 trillion (Pohlmann, 2006). NAFTA aimed to totally remove trade barriers between the members for 15 years, which is scheduled to be in 2009. It also reduces the non-tariff trade barriers like sanitary regulations significantly. Although NAFTA major advantages, many are against it. Most of them are in the non-economic areas, and following are examples: US labor unions, environmentalists and Mexican farmers. They believe that NAFTA has unfavorable effects on them. Not all Mexicans are against it, in fact some of them had high hopes that the implementation of this contract would help boost their economy (Pohlmann, 2006). The NAFTA issue is debated in the Congress, with three major subjects: employment, environment and immigration from Mexico to the US. Tariffs had been an important factor in NAFTA for tariffs are taxes on imports and it usually makes imported products more expensive in order top benefit local products. NAFTA participants agreed to cut down the tariffs by 50% and they also agreed to reduce tariffs to 0 in the succeeding fifteen years. Economists clearly saw the benefits NAFTA could have with all its participants. They based their reasoning with the principle of comparative advantage wherein their country would be more organized in creating their goods. Thus each country would produce the goods wherein they are more efficient in producing and they would trade those goods with the goods of other country (which they are very good in producing in their own). However, there are those who contested the free trade contract believing that it would have certain effect on employment as well as on income. There are those who argue that there would be a great deal of unemployment because of rivalry in Mexico. They argued that since wages are much lower in Mexico as compared to United States, then businessmen would start moving their businesses in Mexico. However, there are those who argue that the reason behind higher wages in US lies on the fact that worker efficiency is greater in US as compared to Mexico. NAFTA proved to have great consequence in terms of employment in US. According to a study conducted by the US International Trade Commission (ITI), the US government could gain moderately from a free trade agreement with Mexico. A historical study also showed that NAFTA could produce about 134, 000 jobs in the US. However, a simple method of study conducted by Baldwin and Kahane showed the effects NAFTA could have in terms of employment. The particular study had been conducted in order to see which division would have employment gains and which would undergo job losses. A tabular data had been used in order to create two variables, that of â€Å"gainers† and that of â€Å"losers†. Among the gainers are electrical and non-electrical machinery alike as well as rubber chemicals. However, on the side of the losers we have textiles, glass, leather products and the like. It is important to distinguish gainers from losers and thus an explanation is provided in the quotation be low. The term GAINERS is associated to the number of employees in areas that were projected to have job gains, while the term LOSERS is related to job losses (Kahane, 1996). Thus, the effect of NAFTA allowed a rise in trade in both Canada and Mexico. There is also no clear evidence that US indeed lose jobs because of Mexico. And all in all it showed that there are industries which gained because of the NAFTA agreement while there are also those industries that had had their share of losses as had been mentioned in this paper. Reference: Kahane, L. (1996). Congressional voting patterns on NAFTA: an empirical analysis – North American Free Trade Agreement [Electronic Version]. The American Journal of Economics and Sociology. Retrieved June 4, 2007 from http://findarticles.com/p/articles/mi_m0254/is_n4_v55/ai_18910967. Pohlmann, D. (2006). The Economic Impact of NAFTA on Mexico [Electronic Version]. Scholarly Publishing House. Retrieved June 4, 2007 from http://www.grin.com/en/preview/67522.html. Rosson, P., Runge, F., & Moulton, K. S. Preferential Trading Arrangements: Gainers and Losers from Regional Trading Blocs [Electronic Version]. Retrieved June 4, 2007 from http://www.ces.ncsu.edu/depts/agecon/trade/eight.html.      

The Causes of Japanese Aggression in WWII

In the 1930s and 1940s, Japan seemed intent on colonizing all of Asia.  It seized vast swathes of land and numerous islands; Korea was already under its control, but it added Manchuria, coastal China, the Philippines, Vietnam, Cambodia, Laos, Burma, Singapore, Thailand, New Guinea, Brunei, Taiwan, and Malaya (now Malaysia). Japanese attacks even reached to Australia in the south, the U.S. territory of Hawaii in the east, the Aleutian Islands of Alaska in the north, and as far west as British India in the Kohima campaign. What motivated a formerly reclusive island nation to go on such a rampage?   Three major interrelated factors contributed to Japans aggression during and in the lead-up to World War II. These factors were: Fear of outside aggressionGrowing Japanese nationalismNeed for natural resources Japans fear of outside aggression stemmed in large part from its experience with western imperial powers, beginning with the arrival of Commodore Matthew Perry and an American naval squadron in Tokyo Bay in 1853. Faced with overwhelming force and superior military technology, the Tokugawa shogun had no option but to capitulate and sign an unequal treaty with the U.S. The Japanese government was also painfully aware that China, hitherto the great power in East Asia, had just been humiliated by Britain in the first Opium War. The shogun and his advisers were desperate to escape a similar fate. After the Meiji Restoration To avoid being swallowed up by the imperial powers, Japan reformed its entire political system in the Meiji Restoration, modernized its armed forces and industry, and began to act like the European powers. As a group of scholars wrote in the 1937 government-commissioned pamphlet, Fundamentals of our National Policy: Our present mission is to build a new Japanese culture by adopting and sublimating Western cultures with our national polity as the basis  and to contribute spontaneously to the advancement of world culture.   These changes affected everything from fashion to international relations. Not only did Japanese people adopt western clothing and haircuts, but Japan demanded and received a slice of the Chinese pie when the former eastern superpower was divided into spheres of influence at the end of the nineteenth century. The Japanese Empires triumphs in the First Sino-Japanese War (1894 to 1895) and the Russo-Japanese War (1904 to 1905) marked its debut as a true world power. Like the other world powers of that era, Japan took both wars as opportunities to seize land. Just a few decades after the seismic shock of Commodore Perrys appearance in Tokyo Bay, Japan was on its way to building a true empire of its own. It epitomized the phrase the best defense is a good offense. A sometimes virulent nationalism began to develop in the public discourse as Japan achieved increased economic output, military success against larger powers like China and Russia, and a new importance on the world stage. A belief emerged among some intellectuals and many military leaders that the Japanese people were racially or ethnically superior to other peoples. Many nationalists emphasized that the Japanese were descended from Shinto gods  and that the Japanese emperors were direct descendants of Amaterasu, the Sun Goddess. As historian Kurakichi Shiratori, one of the imperial tutors, put it, Nothing in the world compares to the divine nature of the imperial house and likewise the majesty of our national polity. Here is one great reason for Japans superiority. With such a genealogy, of course, it was only natural that Japan should rule the rest of Asia. The Rise of Nationalism This ultra-nationalism arose in Japan at the same time that similar movements were taking hold in the recently unified European nations of Italy and Germany, where they would develop into Fascism and Nazism. Each of these three countries felt threatened by the established imperial powers of Europe, and each responded with assertions of its own peoples inherent superiority. When World War II broke out, Japan, Germany, and Italy would ally themselves as the Axis Powers. Each would also act ruthlessly against what it considered to be lesser peoples. That is not to say that all Japanese were ultra-nationalist or racist, by any means. However, many politicians, and especially army officers, were ultra-nationalist. They often couched their intentions toward other Asian countries in Confucianist language, stating that Japan had a duty to rule the rest of Asia, as an elder brother should rule over younger brothers. They promised to end European colonialism in Asia or to liberate East Asia from white invasion and oppression, as John Dower phrased it in War Without Mercy.  In the event, the Japanese occupation and the crushing expense of World War II did hasten the end of European colonialism in Asia; however, Japanese rule would prove anything but brotherly. Speaking of war expenses, once Japan staged the Marco Polo Bridge Incident and started its full-scale invasion of China, it began to run short of many vital war materials including oil, rubber, iron, and even sisal for rope-making. As the Second Sino-Japanese War dragged on, Japan was able to conquer coastal China, but both the Nationalist and Communist armies of China put up an unexpectedly effective defense of the vast interior. To make matters worse, Japans aggression against China prompted western countries to embargo key supplies  and the Japanese archipelago is not rich in mineral resources.   Annexation In order to sustain its war effort in China, Japan needed to annex territories that produced oil, iron for steelmaking, rubber, etc. The nearest producers of all of those goods were in Southeast Asia, which—conveniently enough—was colonized at the time by the British, French, and Dutch. Once World War II in Europe erupted in 1940 and Japan allied itself with the Germans, it had justification for seizing enemy colonies. In order to ensure that the U.S. would not interfere with Japans lightning-fast Southern Expansion—in which it simultaneously struck the Philippines, Hong Kong, Singapore, and Malaya—Japan decided to wipe out the U.S. Pacific Fleet at Pearl Harbor. It attacked each of the targets on Dec. 7, 1941 on the American side of the International Date Line, which was Dec. 8 in East Asia. The Imperial Japanese armed forces seized oil fields in Indonesia and Malaya. Those countries, along with Burma, supplied iron ore, and with Thailand supplied rubber. In other conquered territories, the Japanese requisitioned rice and other food supplies, sometimes stripping local farmers of every last grain.   However, this vast expansion left Japan overextended. Military leaders also underestimated how quickly and fiercely the United States would react to the Pearl Harbor attack. In the end, Japans fear of outside aggressors, malignant nationalism, and demand for natural resources to support resulting wars of conquest led to its Aug. 1945 downfall.