Law and Conflicting Perspectives Essay Example for Free

Law and Conflicting Perspectives Essay Composers represent conflicting perspectives through their own unique experiences and values as their political and social contexts. Geoffrey Robertsons self styled memoir The Justice Game written in the late 1900s heavily reflects these conflicting perspectives in the Trials of Oz and The Romans in Britain through the employment of emotive and persuasive language and ridicule in the form of satire to which convey Robertsons view through his eyes. Such conflicts also portrayed in Charles Waterstreets article Its a long fickle road to justice which similar to Robertsons use of persuasive techniques utilizes satire to challenge and question the myopic procedures of the legal system. As society develops, along with it come the changes in values and beliefs this is evident in The Trials of Oz which displays the differing attitudes and conflicting perspectives between generation gaps. The Trials of Ozs Rupert Bear was one of great offence in Robertsons time, whereas today material similar to this is everywhere and is mostly socially acceptable which parallely reflect the beliefs of freedom of speech and individuality growing within society. Robertson himself believed these values which is evident in his view put across in a metaphor for describing the legal system as â€Å" the justice game† revealing the lack of freedom of speech and individuality acknowledgement within it, which is reinforced through the chapter through repetition, arising questions for the responder. In the Trials Of Oz, Robertson uses persuasive language to describe the defendants as â€Å"honest young men† and to characterise Oz as a â€Å"harmless coffee-table magazine for the revolution that would never happen†.

symbolaw Symbols and Symbolism - Birds as a Symbol in The Awakening Es

Birds as the Symbol of Bondage and Freedom in The Awakening Birds that are enclosed in cages indicate solitude and bondage; those that roam in the open air above the seas represent freedom and happiness. The captivity or freedom of these animals is the symbolism that Chopin uses to illustrate the captivity Edna experiences from society and the freedom she desires.   Through this vivid bird imagery in her novel The Awakening, Chopin elucidates the struggle and freedom Edna encounters. From the beginning of the novel, the author supplies bird imagery to represent captivity and solitude. The "green and yellow parrot, which h[angs] in a cage outside the door [of Madame Lebrun's home], ke[eps] repeating over and over: 'Allez vous-en,' [come in]" (43).   The pleas of the parrot parallel with those of Edna, a desire for communication. She longs for a companion to whom she can pour her heart and soul into, without being reminded of the restrictions and cares of Victorian society; a relationship that she did not have with her husband, but with Robert. Though E... symbolaw Symbols and Symbolism - Birds as a Symbol in The Awakening Es Birds as the Symbol of Bondage and Freedom in The Awakening Birds that are enclosed in cages indicate solitude and bondage; those that roam in the open air above the seas represent freedom and happiness. The captivity or freedom of these animals is the symbolism that Chopin uses to illustrate the captivity Edna experiences from society and the freedom she desires.   Through this vivid bird imagery in her novel The Awakening, Chopin elucidates the struggle and freedom Edna encounters. From the beginning of the novel, the author supplies bird imagery to represent captivity and solitude. The "green and yellow parrot, which h[angs] in a cage outside the door [of Madame Lebrun's home], ke[eps] repeating over and over: 'Allez vous-en,' [come in]" (43).   The pleas of the parrot parallel with those of Edna, a desire for communication. She longs for a companion to whom she can pour her heart and soul into, without being reminded of the restrictions and cares of Victorian society; a relationship that she did not have with her husband, but with Robert. Though E...

Awarness and Attitude of Primary Teachers Essay

Child Rights: A Gist The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is m alnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected  badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in  India Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights.[5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.[8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International  Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.[9] Article 10 of the European Social Charter guarantees the ri ght to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given.†[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†.[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.[12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal  capabilities, attitudes, aptitudes and knowledge.†[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young.† [11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.[13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.[13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child  labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.[17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.[citation needed] Historical development In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.[19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states  enacted legislat ion making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.[20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence.† Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.[22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state  enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.[23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.[25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.[27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes  people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable.

Pain Affects - Free Essay Example

Sample details Pages: 1 Words: 375 Downloads: 6 Date added: 2019/06/10 Category Literature Essay Level High school Tags: The Giver Essay Did you like this example? Pain affects more Americans than diabetes, heart disease and cancer combined according to nih.gov. In the book The Giver, people have never experienced pain. In the community, there is no color, past, or pain. But a boy named Jonas can experience all of those things. The community should have pain, because it helps with growth, confidence, and connections with each people. People can have growth by learning from the pain. An example is Jonas is riding on his bicycle. Painfully righted himself and the bike, and reassured Gabe (171). This quote shows how Jonas continued in pain, yet he continued to reassure Gabe. Another example, is when Jonas is remembering a time when his friend was disciplined. He couldnt seem to stop, though for each lapse the discipline wand came again, escalating to a series of painful lashes that left marks on Ashers legs (55) This quote tells us that Asher learned from the pain, and grew as a three. From then on, he learned to keep his mouth quiet. Don’t waste time! Our writers will create an original "Pain Affects" essay for you Create order Pain can also help grow a personrs confidence. The book states Something within him, something that had grown there through the memories, told him to throw the pill away. This quote proves that even through all the memories off pain, color, and past. Jonas grew as a person, through all the memories he had received. Another example is when Jonas is thinking how the people would be able to handle all the past. Their attention would turn to the overwhelming task of bearing the memories themselves. This quote shows how much growth Jonas mustve had to endure the memories, compared to others who would be overwhelmed. Finally, pain can help people connect. In the book Jonas and Gabriel are hiding from the planes, under a bush, waiting anxiously. So always, when he heard the aircraft sound, he reached to Gabriel and transmitted memories of snow, keeping some for himself. Together they became cold; and when the planes were gone, they would shiver, holding each other, until sleep came again. (169.) This quote show how memories can help us connect with other people. Another example that proves my idea, The Giver would help them (161). This quote shows how memories can help people connect and relate to each other.

Grade School Science Experiments Ideas

Ms. Bennett A University Therapeutic Assessment And...

Ms. Bennett is a 29 year-old, single, heterosexual, African American, woman who presented herself at the Argosy University Therapeutic Assessment and Psychotherapy Services (AUTAPS) for her main concern that she takes longer time to comprehend material taught in class. Ms. Bennett is a first year graduate student at University of La Verne who is pursuing a Master of Science degree in Leadership and Management. She reported that she is currently receiving accommodations from the university, as the University was temporarily able to accept the documentation provided for the previous university. She appeared to be of stated age, dressed appropriately for assessment with good personal grooming, and arrived just on time for her appointment. Ms. Bennett appeared to be guarded, as she sometimes appeared to inhibit her speech by saying â€Å"never mind.† Similarly, the range of her demonstrated affect was relatively constricted and the tone of her speech seemed low. Nevertheless, she appeared effortful and respectful toward the examiner throughout the assessment. Ms. Bennett was alert and attentive, and is likely to be a reliable historian, as the stories she told were consistent and thus her memory appeared adequate. Her thought process seems to be clear and linear, and she was oriented to person, place, and time. Ms. Bennett is seeking comprehensive assessment to determine whether she may be eligible for accommodations based on the results of testing.Ms. Bennett reported that she was

Shaklee Investment Global Business Free Essays

string(91) " purchased by Ripplewood Holdings and Activated Holdings and name a new CEO Roger Barnett\." Shaklee Corporation| A New Idea That Has Old Roots | Corporation Analysis| Sean 10/11/2012 | Contents 1. Introduction to Shaklee 2. S. We will write a custom essay sample on Shaklee Investment Global Business or any similar topic only for you Order Now W. O. T Analysis 3. Leveraging Resources a. Motivating small business owners 4. Foreign Investments a. Japan’s Yamanouchi Pharmaceuticals Co. 5. Moral Courage a. Much needed trait b. Current Leader 6. Management Structure a. Corporate b. Local c. Global 7. Future Expansion a. Indonesia b. Cultural differences c. Ethical and moral issues 8. Obstacles in New Country a. Laws and regulations b. Economics d. No currency issues . Conclusion a. Opinion on future The world as we know it is forever changing and now more than ever people on this planet are looking for ways to improve their health and lifestyles. It don’t stop there, at this moment many believe our planet is in trouble and are now looking for green products to protect future generations. There are many different companies that are moving toward this but there is a business that has made it their goal to be green since its inception in 1956 the Shaklee Corporation. The company was founded by Dr. Forrest C. Shaklee a well-known scientist and nutritionist, who started the company on just one product and a sales plan that relied upon people reaching out to help other people. Since then Shaklee has grown to global proportions and now has over 200 products from cleaning solutions to sports nutrition. They have recently had a change in leadership and he is pushing the company to new heights beginning to move business to larger countries. There are many obstacles when it comes to moving a corporation to another country and the company does well with making sure to have a strong management team. Knowing this there are many strengths that Shaklee enjoys but also may be limiting their potential. Many people do not know that this company exists since they do not participate in the same marketing style as mainstream America. Needless to say the company stands by its way of marketing and believes in it for several reasons. A simple way to look at the strengths of a company is S. W. O. T. analysis and this company has many different concepts to take into account: Strengths| Weakness’s| Opportunities| Threats| Market PositionWide array of productsCustomer retentionNo animal testingGrowing businessNo impact on environmentEndorsements from athletesHave kept increasing in revenue through recession| Can’t purchase anywhereNot much advertisementMore mainstream athlete endorsementLong term management has stagnated in their operational effectivenessPricey products for average income| Product development is very strong and with owners who believe in productsNew International MarketsSmall business opportunities are becoming more prevalentChanging in values of world going green they are already establishedNo one wants to look old and they have more and more products centered around health a growing marketAlways finding new customers from independent distributors| Businesses are moving in this direction of greenPeople may not want to buy products from internet they tend to just get the things at the storeHard to take over the everyday wasteful products people have been using for decadesSupplement market is already overwhelming and unregulated| Shaklee is a company that has been driven to new heights ever since new ownership was taking over in 2004. This company is the first to make consumer products completely green and use 100% green power. They continue to grow and are really trying to move toward more countries around the world. They also have to beware of the entire green movement and companies may start moving in the same direction quickly because, saving the planet is becoming more and more prevalent in today’s society. It is also very tough to create a corner in the industry if people largely do not know the company even exists due to its personnel distribution process. Shaklee has always relied upon direct selling and people who truly believe in the product to get the word out. You cannot find their products on a shelf in a store and because of this; they have been able to retain customers for longer periods of time an average of 15 years. This number would actually be higher but they have extended their range of business and have many new consumers now. The people who sell the product truly believe in its benefits and they make sure to keep motivated by having a number of incentives. They offer opportunity to go on trips, win vehicles, and opportunity to move up through the company with dedication. Holding seminars to make sure that employees are properly recognized for their work and making corporate leaders available to speak with any employees is a staple of the company. Also gives employees a flexible schedule so they can enjoy time to themselves and this seems to be one of largest draws of working for them. Also it is simply more powerful to hear about a product from a friend than it is just on a television screen and it gives the product more credibility. But all this would not be possible without having investors from domestic and foreign companies. The company made a leap to a fortune 500 company in 1982, at this point they began sponsoring Olympic athletes and even an accent to Mt. Everest that was the first not to use supplemental oxygen. Instead the climber used only Shaklee powered nutrition. The company was purchased by Yamanouchi Pharmaceuticals Co. in 1989 but failed to expand as quickly as it could have under this new management. Regardless during the period that they were owned by Yamanouchi, Shaklee did manage to be the first company in the entire world to totally offset its carbon emissions, resulting in a net-zero impact on the environment a conquering feet in today’s society of damaging emissions. The company would again be found under new leadership by 2004 and this is when Shaklee begins to grow to its full potential. The company would be purchased by Ripplewood Holdings and Activated Holdings and name a new CEO Roger Barnett. You read "Shaklee Investment Global Business" in category "Papers" This new CEO is very active in the company and has visions of dominating the industry as they are and have been the number one natural nutrition company in the U. S. He is not afraid to embark on new endeavors and has made it possible for the company to expand into new proportions. Roger has set a very high bar for each and everyone involved in the company and displays leadership qualities that are contagious throughout the company. Under his leadership the company has begun to expand into new countries and most recently a beginning in Indonesia. They also have a strong presence in Canada, China, Japan, Malaysia, Mexico, Taiwan, and of course the U. S. Roger possesses a much needed trait in today’s business, which is the courage to bring products to people who may not have the income we enjoy here by making it affordable by that particular countries income, while still sticking to all the companies’ guarantees. The company also believes in helping charities of all types and even helped power an African village. Roger has had the company expand its product lines to new proportions and promises to continue to innovate and become even more diverse year after year. It is an effort of many people to make all of this happen and you must have good leadership around you to be successful. Most strong companies have very strong management team and Shaklee is no different, with many different levels of management that are committed to the company and products it makes. Although you are essentially your own boss when working for the company there are leaders that have responsibility. At the corporate level, Shaklee relies upon basically nine people and the CEO to take care of major policies at the company’s headquarters, which is located in Pleasanton, CA. These include a financial officer, marketing coordinators, chairman for global and medical research etc. The local level is comprised of many different levels and it starts with a branch manager. The company relies on various levels below managers n each individual office so there is always someone to learn from and keep you motivated. All these positions lead the same way in the global structure of the company. Shaklee has been able to keep the same direct selling attributes that it uses in America. When moving into a new country having the right management is crucial, because there are so many differences in culture. Shaklee has set its sights on many places and most recently it is Indonesia. They have just opened business in the country June of 2012. When beginning an endeavor there are many things to take into consideration one includes the cultural differences that they must overcome. Although the country does not live too much differently than Americans do they do eat much differently than us due to economic conditions. Products must have different ingredients in order to be able to use them in other countries such as Indonesia. Also the diversity of this country is prevalent they have several different languages and thousands of islands, which all have their own separate beliefs and backgrounds. People in this country are also softer spoken so they do not accept loud speaking and forceful conversation. Also businesses from America must take into account that the average Indonesian does not live the lavish lifestyle. So Shaklee has been able to develop products that are affordable for the average citizen in Indonesia. With a new company new opportunities arise for a country that has few, having a way to enjoy an income in Indonesia is very hard to come by. As Shaklee begins its opportunity in Indonesia the company must consider that the country is not as advanced as the U. S. Labor is much cheaper but skilled workers are much more difficult to come by. The company has to put a lot more money into training of the workforce and making sure products are made properly. The next issue that concerns the company is the political and economic turmoil of Indonesia. Shaklee must go to extreme heights to protect all their investments. Business in the country must be aware of the high crime rate there are a number of problems with corrupt legal systems. The company’s assets are always at risk of fraud, laundering, and also theft of property. Shaklee must also know that anything that is to be imported and consumed is subject to analysis from the Food and Drug Administration. The company must also undergo the pain staking process of securing materials, buildings, and a strong workforce to have ideal operation. There are many positives when it comes to business in this country. Shaklee is able to operate under 100 percent control as the government does allow this in Indonesia which is not always the case. The country also is the fifth most populous in the world so the market for the product is enormous. Also the currency is freely exchanged in the country so it is very easy for the company to convert from Indonesia’s rupiah to U. S. dollars. With this emerging economy the laws and regulations are constantly changing as they learn how to protect the companies in its respective country. The future of Shaklee is undecided but it has enormous potential to dominate the market. Although Shaklee is the number one natural supplement producer in the world I think the company needs to move toward more of the BRIC countries. They do have a base in China, but now they must move into the other 3 countries. There are currently no plans to go into Britain or Russia, but the company has set its sights on India and plan on beginning business there sometime in the next couple years. I also believe the company would benefit from more mainstream advertising to get people familiar with the company and products. But, Shaklee does need to stick to its direct selling methods and keep making progression into new markets. Shaklee’s mission is to â€Å"provide healthier life for everyone and a better life for anyone. † They are a one of kind natural and completely green company and this instills credibility and longevity with their clientele. I expect the corporation to continue to grow immensely as people become more aware of what they put into their bodies and possibly be a household name in nutrition supplies throughout the world. Works Cited Bower, Amanda. â€Å"Putting the Green into Clean. † Time 19 Nov. 2007: n. pag. Web. Peng, Mike W. Global Business. Mason, OH: South-Western Cengage Learning, 2009. Print. â€Å"Shaklee Corporation: Providing a Healthier Life for Everyone and a Better Life for Anyone. Health, Wellness, Nature, Opportunity. † Shaklee Corporation: Providing a Healthier Life for Everyone and a Better Life for Anyone. Health, Wellness, Nature, Opportunity. N. p. , n. d. Web. 12 Sept. 2012. lt;http://www. shaklee. com/index. shtmlgt;. E-mail interview. 09 Sept. 2012. N. p. , n. d. Web. 08 Oct. 2012. lt;http://www. doingbusiness. org/law-library/indonesiagt;. How to cite Shaklee Investment Global Business, Papers