CRITICAL APPROACHES Essay Example | Topics and Well Written Essays - 250 words

CRITICAL APPROACHES - Essay Example een from the scene that emphasizes on Emily’s status in being involved in teaching china painting which is considered to be done by the middle class and upper class people. With time we see Emily’s financial status deteriorate making her lose her respect with the high and mighty in her class. This led to an illusion by people of her class in the society because of the belief that everyone can make a success of themselves but their social status still remain no matter what happens. This is also seen from the fact that Emily still stayed at her parents’ home to maintain her class and feel as part of the class she was born in even though all was not well even though she was not getting any younger. When we analyze her relationship with Homer she accepted to go out dine and wine with him but refused to commit herself to him because of his low class status. She only became friends with Homer to make herself seem well behaved and not

Eating Habits of College Students Research Paper

Eating Habits of College Students - Research Paper Example Also, it demonstrates how adequate understanding of consequences of poor eating habits can improve the health of the students and the entire nation. 1. Research question(s), rationale and qualifications, This study aims to answer various issues relating to eating habit of the college students. For example, how does food quality of campus cafe affect eating habits of the college student? What factors influence the eating habit of the college students? Is there a relationship between campus life and eating students eating habit? Does poor eating habit among the college students have any effect on their health? What is the link between the level of health dietary awareness and students eating habit? 2. Outcomes and impact The rate of overweight and obesity in the United States has been rising at an alarming rate as well as the prevalence of lifestyle diseases such as cardiovascular, diabetes and so on. Various studies have shown that the most affected population are those between the age of 18 and 29 years, and an unfortunate majority of these are the college, students. Also, about 36% of the college students are either overweight or obese (Farrell, 2010). The menace of overweight or obesity among the college students has been contributed by unhealthy eating habits. The college environment has also made a significant influence on the eating habits of the students because of the availability of large portions of high calorie and fat foods as well as buffet style cafeteria (Deshpande et al., 2009).

PoP Culture Trend and Media Essay Example for Free

PoP Culture Trend and Media Essay When I was a child, all I wanted was to be a doctor. I obeyed my parents, studied hard, and played around every once in a while. I had my simple ambitions and simple outlooks. I lived a simple life. Today, however, you can ask any child about his ambition and he would most likely tell you that he would be a Dennis Rodman someday, or a Britney Spears if it was a she you’ve happened to ask. Another possible scenario could be that the child you’d like to ask wouldn’t even talk to you because he/she is too busy with his/her cellular phone, Gameboy Advance, i-pod nanno, or personal computer. Looking at this everyday situation, my father had always been asking me what is happening to this generation. This picture had also been a popular topic for homeroom or sociology classes, and online debates. Each of these discussions, however, boils down to a common phrase: pop culture. Pop Culture, or Popular Culture, is the set of customs, beliefs, values, arts, and entertainment common to massive sectors of the society.  (http://www.cobb.k12.ga.us/~smitha/PopIndex.htm).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oftentimes, it results from the everyday interactions, needs and desires, and cultural moments of the mainstream. (http://en.wikipedia.org/wiki/Electronic_media). It is important that we examine the prevailing Pop Culture as it can shape peoples beliefs, values system, and attitudes since trendy music, movies, television programs, and fads often mirror the outlooks and behavior of the masses. James E. Combs recognized even in 1984 that Popular Culture is so much a part of our lives that we cannot deny its developmental powers.   Like formal education or family rearing, popular culture is part of our learning environment.   Though our pop culture education is informal-we usually do not attend to pop culture for its educational value. It nevertheless provides us with information and images upon which we develop our opinions and attitudes.   We would not be what we are, nor would our society be quite the same, without the impact of popular culture. (Combs 1984). Nowadays however, an additional factor to the power of popular culture and to the importance of evaluating its effects is technological advancement. Specifically, electronic media has become a tool to further elevate the influence of pop culture, in an ever faster and unstoppable way, to all corners of the world. â€Å"Electronic media are those communications mediums which are based on electronic or electromechanical means of production and most often distinguished from print media. The primary electronic media sources familiar to the general public worldwide include radio, sound recordings, television, video recording, and streaming internet content†. (http://en.wikipedia.org/wiki/Electronic media). Personally, I have been most fond of surfing the internet, watching television programs and movies, listening to contemporary and pop music through radio, cd player, and i-pod, playing computer games, and messaging through cellular phones, either for educational or entertainment purposes. I am now aware that most of my viewpoints have been influenced by the things that I watch, read, and listen to that’s why I have been trying to balance out my views by patronizing different sources of information. My most poignant realization was that pop culture has affected my viewpoint on what is beautiful. Seeing models and actors who are almost perfect and worshipped everyday and everywhere has blinded me into considering beauty as skinny, 36-24-36 for females, and hunky, tall, and handsome for males. Everything else that did not replicate what pop culture has embedded on me seemed merely normal, or worse, ugly. I very much think that this has also been the case for majority of the people in this generation, what with the number of anorexics and bulimics, and steroid users rising up to an alarming level internationally. Social responsibility and morality had also been largely affected by today’s pop culture. The case of pornography that has been very widespread, moreover in the advent of the internet and camera phones, is just an example. The concept of privacy has also been oftentimes mutilated either consciously or unconsciously through electronic means propagated by pop culture. Relationships have also been builded and shattered in the blink of an eye as a result of the prevailing culture and technology. Gossips and defamation had also been most common and aggravated these days, usually spreading worldwide in a split-second. These, however, can either be conscious or unconscious. It can be conscious in the part of the companies who perpetrate these kinds of trend to gain profits in the employment of their technology. It can also be unconscious or subconscious in both sides especially now that these trends have already been inculcated in the society’s culture. It must be noted though that pop culture, aside from its commonly criticized negative influences, also has contributed positive effects to the society. In the negative matters, social responsibility and civility must draw the line. This can only be done by a more conscious meditation and evaluation of the popular culture that is being imposed upon us. As human beings, we were given the capability to analyze the things that are going on around us. And we should. As for the trend in pop culture that had greatly influenced me, I have already mentioned that it is the way that I viewed beauty. Upon analysis, I have come to a conclusion that it had been a result of both my personal desires as a consumer, and the media’s making. Popular culture, in general, does not only result from the corporation’s commercial pursuits. I believe that it is a mixture of the continuous interaction of the consumers and suppliers in every society. References: Combs, James E. Polpop:Politics and Popular Culture In America. University of Wisconsin Pr. 1984 http://www.cobb.k12.ga.us/~smitha/PopIndex.htm http://en.wikipedia.org/wiki/Electronic_media http://en.wikipedia.org/wiki/Electronic media

Issues of Equality in Jamaica

Issues of Equality in Jamaica Introduction The following discussion will look around on the subject of equality in Jamaica using the experiences of an interviewee who is a female 63 year old British citizen that was born in Hanover in Jamaica on the 14th of March 1951 to draw out conclusions. She lived with family guardians as her mum died when she was 5 and her dad lived in the UK, but she had many brothers and sisters. She was loosely home schooled in Jamaica until she was 12 when she finally went to a Jamaican senior school called Mount Hannah. She had very a restricted education as her guardians wanted her to carry out manual work at home rather than pursuing an education. This resulted in here not having a structured education regime as even when she started to go to school she was forced into taking days off to look after her younger siblings or carry out manual tasks at home. Her childhood was in the middle of the creation of the Ministry of Education in 1953 (Ennew Et Al , 1982) and Jamaica’s transition to inde pendence that was pushed by Caribbean nationalists from after the Second World War (Mawby, 2012) to come to pass finally in 1962 (Welsh, 2012) . During this period there was educational reform especially in the early 60s with a big push to increase the number of schools since in the 1950s secondary school education in Jamaica was very limited (Miller 1990). There were 25 children in her school year and their average school day was from 9-3. Her class had only one teacher that taught them all English and mathematics. She finished school when she was 15 years old without any major qualifications and then continued to carry out more rigorous labour work full time. Work ranged from doing house work and babysitting to working on their house farm where she done tasks like carrying the water and the food to their home across long distances. The interviewee was 16 in 1967 she came to live in Coventry in England with her step mum, dad and younger sisters and brothers. During this time she dreamed of becoming a nurse as she enjoyed looking after her younger siblings. She eventually got the opportunity to take a test to become a nurse but she unfortunately failed the test due to a lack of knowledge in the key areas that was essential to know. After this she decided to go straight to work to help her family as a machinist as it was one of the few options that she had with her education. After a year she decided to move out and change job, but again the easier job for her to find with her experiences was as a machinist. In 1970 she had a daughter so took time off work for one and a half years to look after her. Afterwards she then went back to work for the same company but as a cable former but she also started to work as a barmaid at a pub during the weekends. As she enjoyed bar work and with it being more flexible for her to look after her daughter she continued her career as a barmaid by moving to work full time at a bar in 1974. She however had an area of unemployment from 1976-1979 but she then began to work as a barmaid again for 4 years and then later worked in a wide range of bars and bingos and casino’s behind the bar. During the late 80s she done various training courses as they became much more available in computing and shorthand writing with the hopes of becoming a receptionist, but in 1991 she became pregnant again had a baby Boy. For the rest of her life she brought up her son as a single parent and done voluntary work at various charity shops and carried out a few cleaning part time jobs. Since 2013 she has become a pensioner and is no longer pursuing work. Gender Gender was an identify factor that effected the interviewee’s education. The interviewee said that apart from the â€Å"major subjects† they had two extracurricular activities that they could do. It was compulsory for girls to do sewing and for boys to do gardening for the school garden. The interviewee said that when telling the teacher that she â€Å"wanted to go and do the gardening with the boys† he said â€Å"no† and when she refused she â€Å"went into the school and hide† because she â€Å"didn’t want to do sewing†. Because of this a teacher found her and said that if she didn’t do the sewing she would be â€Å"expelled† so she went back in and do the sewing. However as a punishment she was hit by the headmaster as she says â€Å"he gave me the cane on my hand and told me to go and do sewing, he hit me twice, and then said sit down and do the sewing† goes on to say that she â€Å"hated him after that† . This would affect girls and boy’s life chances because it would lower the possibility for boys to get the chance to be interested in sewing and the chance for women to be interested in gardening and thus meaning that their future career aspirations would be influenced away from either career paths. This is also a sexist approach as it implies that women should do the sewing which is more of a house wife job, whereas men should do more hands on jobs such as gardening. This could potentially precondition how children think about themselves and then lead them into believing sexist stereotypes. However if the children had the choice of what activity they wanted to do it would have been fairer and would have gave everyone the same equal opportunities. However when asked if she felt like there was less opportunity for girls than boys in the core subjects she replied â€Å"no we all had the same classes and same subjects† meaning that at least for code subjects there wasn’t the same level of gender discrimination. Social class Social class has been a major factor to the participant’s educational background as she found that coming from a very poor background highly influenced her education into making an impact on some of her life chances. If the interviewee had a different social upbringing then her family could have afforded the money for her to go to school from a young age instead of giving her house jobs to do. This was not a unique case in Jamaica during this period though as high adult unemployment contributed into generating households without male breadwinners thus meaning that children were expected to fend for themselves and to contribute in the household from a young age (Ennew Et Al, 1982). This resulted in many children dropping out of school around the age of 10 or 12 years, to earn money by working (Ennew Et Al, 1982). Because of this it directly affected her life chances as with little education it gave her the minimal opportunities to fully fulfil her potential in school. Education was compulsory in Jamaica back in the 50s but it wasn’t enforced, if parents were punished for children not going to school then this would have meant that the interviewee would have been in education from beginning to end. This is partially due to the policies like the Education Act to define the functions, roles, rights, and powers of the Boards, the Minister, principals, teachers, and students to not being fully developed until 1965 (Ennew Et Al, 1982). One positive however was when the interviewee said â€Å"everyone wore uniform† which showed an effort was made to make everyone feel equal. However as The interviewee’s family was poor she didn’t have shoes to wear to school unlike other children. She did however say that people didn’t look down on others for not having much money and that â€Å"I go to school without any shoes, I didn’t have shoes, and they didn’t bully me. They didn’t laugh at me or anything†. This was a positive aspect of her schooling; as they didn’t judge her for it even though it would have identified that she was from a low class background. When asked if children that were richer at school, had better job opportunities when they left school, The interviewee replied â€Å"yes â€Å" as it directly affected her opportunity to get O levels. She said that when she was fourteen the headmaster asked her to â€Å"write to your dad† and â€Å"make him give you five pounds for books† so she could take her O levels but as â€Å"he didn’t send the money† for the books she couldn’t take her O levels. She goes on to say that â€Å"all the others took their O levels because they had the money to buy books†. Her life chances were affected by this as it could have helped her get a wider range of job and educational opportunities, but children with money would have had a better chance in life. Costs for books, uniforms, lunch, and transport deterred some families from sending their children to school altogether (1987, Meditz S) so for allot of parents any extras costs to school would be looked down upon. She goes on to say that she â€Å"needed† O levels to be able to go into college which could have been a place where she could have strongly expanded on her education and increased her chances in getting a job she desired. After the interviewee left school at fifteen she had a year of carrying out manual jobs for her family ,she said if id stayed in Jamaica maybe I would have ended up been a cleaner or something like that, because I didn’t have the qualifications to get a decent job. This shows that by her not being able to carry out her O Levels that social class and wealth affected what the interviewee was able to do as a job after she left school. Disability The interviewee said that in school â€Å"everybody was the same† when asked if there were any students with disabilities meaning that for our participant didn’t get much visibility of any inequality that people with disabilities faced. This shows that everyone was treated equally but this doesn’t mean that there weren’t any issues out there for people with special needs. Before the 1970s Jamaicas had very limited capabilities in being able to identify and manage learning disabilities in children. Because of this Jamaica’s educational system was unable to deal with the special education needs of physically and mentally exceptional children. It took until 1974 for the government to provide special education services, until then it was provided by voluntary organisations. This would have resulted in students with disability’s not getting the appropriate help and support that they would have needed to get the most out of the educational system. Even though this didn’t necessarily directly affect our participant it was clear that extra support wasn’t available to her if it was needed as In Jamaica the late 1960s only about 50 per cent of Grade 6 students reached the functional literacy standard.(Miller, E, 2011). With more additional help and support for those who needed it this could have been vastly improved and could have helped the likes of our interviewee to get more out of education. This would have had an impact on children’s life chances as by not having an education that is adapted to children’s needs Conclusion These topics all affected the interviewee in their own individual way during her life. Gender effected the interviewee because the extra-curricular activities that she could partake in was solely based on her gender and not her personal preference, this meant that for these circumstances her education was different dependant on her gender and not on her personal choices meaning that she was not getting everything out of education that she would have wanted .Social equality effected our participant as it meant that she didn’t have a good quality of education because of it due to not being able to be in school as much as others and not being able to get a qualification due to her dad not being able to afford books for her to take her exams. This resulted in her not being able to have an adequate degree of knowledge to pass her nursing exam that she could have gained through taking her O levels and going to college. Disability inequality affected her to a lesser extent but specia l support wasn’t there for her even though she didn’t go to school until she was 12 year old, and this would have strongly impacted on the potential achievements she could have obtained. These issues relate to each-other because they have all limited the scope of what was possible for the interviewee to achieve. Due to a substandard education with different elements of inequality she was not able to live up to her full potential. She instead for most of her life she carried out minimum wage jobs as she didn’t have many options with potential jobs that she could do with her skillset or even opportunities for her to go into education part time while earning a living. Sadly by being limited to only doing these kinds of jobs it made her not able to gain a diverse enough experience at work to be able to expand skills that could help her in other roles. This created cycles that lead her into carrying out minimum wage jobs for the rest of her life. Bibliography Ennew.J. (1982). Family structures, unemployment, and child labour in Jamaica. Ennew.J. (1989) Milne, Brian, The next generation: lives of their world children. Mawby S (2012) Ordering Independence: The End of Empire in the Anglophone Caribbean, 1947-69.PP 33 Miller, E (1990) Jamaican society and high schooling. Kingston, Jamaica: Institute of Social and economic research Miller, E. (July 7, 2011). The State of Jamaican Education and its Greatest Challenge. Available: http://www.jta.org.jm/article/state-jamaican-education-and-its-greatest-challenge. Last accessed 6th Dec 2014. Sandra W. Meditz and Dennis M. Hanratty, editors.Caribbean Islands: A Country Study. Washington: GPO for the Library of Congress, 1987. State University. (2006). Jamaica Preprimary Primary Education. Available: http://education.stateuniversity.com/pages/728/Jamaica-PREPRIMARY-PRIMARY-EDUCATION.html. Last accessed 5th Dec 2014. Welsh. R (2012). Overcoming Smallness through Education Development: A Comparative Analysis of Jamaica and Singapore Current Issues in Comparative Education 15(1):114-131. Appendix Transcription Did you enjoy senior school? Yeah I did What kind of classes did you do? Classes? When I was at school I went till I was 14, and then I was in a mixed class with boys and girls. And I just do maths and English. Did you do science? Dint do science, just two subjects. Where about did you grow up in Jamaica, Mantana. Did you go to school here afterwards. No just in Jamaica. Did you feel like your schooling was limited because you only did maths and English? Yeah very. Would you say there was rich and poor people at your schoolà ¢Ã¢â€š ¬Ã¢â‚¬ ¹? was rich and poor, I was one of the poor ones Did people wear different uniform, if they were rich would they wear better clothes? No we all wear uniform. Did you feel like anyone was horrible to the poorer people? No no everybody got on, just there to learn, everybody was interested in learning, no time for any bullying or anything like that. I go to school without any shoes, I didn’t have shoes, and they didn’t bully me. They didn’t laugh at me or anything. Did you feel like race mattered at school? No no no race nobody knew about race until she came to England. Because everybody is black, some was white and some were black, but nobody knew about it, didn’t have things like that. Did anyone at your school have disabilities, extra help? No everybody was the same; all seem to be on same wave length. Did you have more than one teacher? For me was just one, the headmaster, in our class, before we went to the sixth form we had another interviewee teacher. So when I went to school was in normal, then sixth form, and in sixth form he was the teacher, the headmaster So you didn’t feel like anyone looked down on each other where you lived, looked down on people for being poor? No no, Did you feel like children that were richer, they got better jobs when they left school? Yeah because when I was 14 headmaster said to me, write to your dad and let him give you 5 pound for books, so you can take your o levels, and I waited and he didn’t send it you see, so I couldn’t take my O levels, because I didn’t have any books, but all the others took their O levels because they had the money to buy books. What did you do when you left school? I left at 15 for a year helping round house, then came to England at 16. Did you feel like school effected what u did after school? If id stayed there in Jamaica maybe I would have ended up been like a cleaner or something like that, because I didn’t have the qualifications to get a decent job. The people who did the O levels what did they do? They went to a higher school, like a college, you call it college here they went to the higher school, learned short hand typing. If I was there I wouldn’t have been able to go because I wouldn’t have me o levels, needed them to go there. Was lucky to come to England. Did you feel like more men went and got jobs than women did? Well I didn’t know what boys did, but girls went to the higher school. But with boys and girls even though we were in the same class, we didn’t speak for some reason, everybody just quiet only one who spoke to us was headmaster. everyone seemed to ignore each other. was weird really. Did you feel like you had less opportunities than boys did at school did they have extra classes? No all had same class, and same subject. I don’t know if they had extra, if they did I didn’t know about it. When I was in school they had two things to do, girls do sewing and boys do gardening. Cos they had a school garden, so I said to them once a week they used to do that. So the teacher said I should go sewing, but I told him I wanted to go and do the gardening with the boys, and he said no. so I went into the school and hide because I didn’t want to do sewing. And sent someone to come and get me, and they said if I didn’t come and do the sewing I would be expelled. So I had to go back in and do the sewing. So did any one bully people? Well no after school only twice I had name calling because I was flat chested, used to call me pigeon chest. And when I had mumps jaw was really bigmouth called me barrel jaw. But that wasn’t in school that was out of school. When they saw me on the street. Was the same as was in my class at school; it was another school the next town away, another school next town away. So were all the schools quite spaced out really? Yeah. Did you ever get hit by any of the teachers? The head master, that was that day when I didn’t do sewing he give me the cane, and tell me to go and do sewing on my hand, hit me twice with cane in my hand, and said now sit down and do sewing. Horrible man. I hated him after that.

The Exeter Book :: Old English Poetry Literature Essays

The Exeter Book The Exeter Book is the largest existing collection of Old English poetry. The manuscript was given to the library of Exeter Cathedral by its first bishop, Leofric, at the end of the tenth century. The book consists of 131 parchment leaves which measure approximately 12.5 by 8.6 inches. The most famous works contained in the Exeter Book include â€Å"The Wanderer,† â€Å"The Wife’s Lament,† â€Å"The Seafarer,† and â€Å"Wulf and Eadwacer.† In addition to the 31 major poems, 96 riddles are also included in the collection. The manuscript was likely copied by a single scribe in 975, though â€Å"The Wanderer† is though to date back to the Anglo-Saxon tribes’ conversion to Christianity in the sixth century. â€Å"The Wife’s Lament† may have pre-dated â€Å"The Wanderer† because â€Å"it offers none of the typical Christian consolation for her despair and appears to reflect a pre-conversion, pagan attitude tow ards ones’ fate† (The Exeter Book). Both poems are invaluable resources in their depiction of the precepts and roles of men and women in Anglo-Saxon society. â€Å"The Wanderer† is an elegy, or a lament for the dead and the glories of the past. The narrator of the poem has lost his kin in battle and is wandering alone and contemplating the temporal nature of life. It is clear that the narrator respects the comitatus, the bond of loyalty between a lord and his warriors, as is illustrated when he recalls â€Å"embracing and kissing his liege lord and laying his hands and his head on his knee† (Wanderer 101). The stoic attitude of the narrator is reflective of the Anglo-Saxon culture in which men were supposed to be brave and unemotional. Despite this convention, the narrator’s sorrow is strongly conveyed in the Ubi Sunt (‘Where are they?’) passage when he asks, â€Å"Where has the horse gone? Where the young warrior? Where is the giver of the treasure?† (Wanderer 101). The narrator’s lament also displays the permeating cultural belief that everything in life is predetermined by fate. This is seen when the narrator envisions the end of the world in everlasting winter when â€Å"all the earth’s kingdom is wretched [and] the world beneath the skies is changed by the work of the fates† (Wanderer 102). The poem ends with a strong reference to Christianity in the lines, â€Å"It will be well with him who seeks favor, comfort from the Father in heaven, where for us all stability resides† (Wanderer 102).

Virtual Reality :: essays research papers

Virtual Reality Today Virtual reality allows people to study artificial worlds through simulation and computer graphics. Computers have changed the way we perform flight training, scientific research and conduct business. Flight simulators have drastically reduced the time and money required to learn to fly large jets. One of the most interesting capabilities of virtual reality is the ability to practice certain medical practices. Computers are helping many doctors perform complicated operations very simply. Computers have changed the way we look at health problems. They have made incurable health problems very easy to solve in today's society.   Ã‚  Ã‚  Ã‚  Ã‚  We have only begun to realize the extreme wastefulness of burning expensive fuel in aircraft in order to learn something in an hour that could be taught in ten minutes in a simulator. Simulators have come a long way since 1929, when Ed Link first built what was soon to be known as the pilot maker, or more affectionately, the blue box. Students often find themselves sitting at the end of a runway waiting for takeoff clearance on a busy day, with the engine turning and burning expensive gas. This is not a very effective way for students to spend money. Most students do not have access to expensive flight simulators. Most have to travel hundreds of miles to take advantage of these amazing simulators. Flight simulators are much better than an airplane for the simple reason that in a simulator the learning environment is much safer. Students are able to avoid the overriding need to keep the airplane flying and out of harm's way. In a simulator a student is constantly busy, practicing what he is supposed to be learning, and once he's flown a given maneuver, he is able to go back and do it over again, without wasting time or fuel.   Ã‚  Ã‚  Ã‚  Ã‚  Years ago doctors used X-rays to see the insides of humans. X-ray's were most helpful in finding broken bones. These machines were an incredible break through years ago. Today X-ray machines are hardly ever used. Today we use computer-aided volumetric images of internal organs, often referred to as cross-sectional images of the body's interior.   Ã‚  Ã‚  Ã‚  Ã‚  In the past scars were often left behind after major surgeries. We have avoided leaving these nasty scars through fiber optics. If a patient needs surgery on an injured nee, the doctor would cut two small holes in the side of the patient's knee and glide the tiny light, camera, and operating tools inside. The doctor would be able to monitor what he was doing from a colored monitor screen.   Ã‚  Ã‚  Ã‚  Ã‚  Virtual reality also allows leeway for doctor's mistakes. With virtual reality a student is able to try several different operations more than once.

Nike Position Paper

Nike Position Paper In our prevalent society today, there is an intricate debate between boycotting and supporting many different transnational corporations such as Nike, Inc. It has been inferred that Nike breaches multiple human rights acts and workplace violations. Dissidently, Nike’s total net income is 273. 4 billion dollars and their annual revenue adds up to approximately 19 billion dollars. This concludes that global citizens are more than voluntary to purchase their merchandise and endorse their business. Nike is involved in several environmental projects such as building athletic courts out of recycled shoes and their â€Å"air pockets† in numerous models of sport sneakers use nitrogen instead of SF6, which is a greenhouse gas. Nike also has â€Å"green† events associated with The Green Project of Long Island in New York State. Nike manufactures in over 30 countries and sells in over 160, with about 36,000 employees’ total. They also have rights to Hurley International and Nike invests in professional athletes to promote their goods. Nike has dynamic and monumental marketing skills that influence our generation conspicuously. In correlation, multinational business’ pay acceptable wages to workers because they have an innumerable amount of expenses unseen by most people. Corporations have significant distribution and tariff expenses bringing their products to market. Furthermore, transnationals’ pay acceptable wages given that profit margins are not as great as people may assume. Competition between producers is so fierce that profits for 214 companies in 1999 were limited to an average of 8. 3%. A wage premium is also applied where wages are 40% to 100% greater than the average rate in many developing countries. It has been fathomed that Nike violates labor laws. But, anti-globalization people often distort the truth on this topic, as in the case of the fake German documentary film against Ikea. It has also been acquiesced that corporations exploit their workers. It is valid that employees’ work long hours, but a New York Times article indicated that the workers do this willingly because this allows them to make more money than they might be able to earn otherwise. Mass business’ such as Nike, constitute investment and the increased export income improves a country’s equilibrium of payment, introduces otherwise unavailable goods and services that are essential for diversifying production, and stimulates local entrepreneurship by subcontracting to local industries and enhancing competition. â€Å"You don’t win silver, you lose gold,† is a famous Nike quote that has much controversy behind it, as do many business affairs pertaining to this iconic corporation. While workers in Indonesia are being paid around 21,000 dollars a year for a myriad amount of hours of hard labor in one day, one of Nike’s promotional athletes, NBA player Kobe Bryant, is being paid over 500,000 dollars a week to bounce a ball around. Workers are told to sign a contract which removes all their rights, they are typically fired by the age of 35, and Safety & Health Administration has found more than 1000 plus violations. Irrevocably, there are two definitive positions of transnational corporations. They have an agglomeration of flaws, but none that can be condemned irremediable. You hear a different opinion from each worker, each newspaper and each monopoly spokesperson. To ostracize such a beneficial asset to our economy would be asinine. People are kept off the streets, with paying jobs, and are making a contribution to society one shoe at a time.