Trichy free essay sample

To contribute to the growth of India’s international business by disseminating knowledge about international business and trade by: †¢ Imparting requisite knowledge to prospective managers of international business. †¢ Assisting business organizations involved in exports / imports / foreign trade through specific studies and consultancy reports. †¢ Adopting best practices in imparting education in international business through its own as well as through partner institutions and organizations across the globe. Objectives †¢ To mould students and learners into globally competent managers in international business, with the requisite knowledge, skills and exposure to match the requirements of the industry. †¢ To impart education in theory and practice of international business, so as to develop the capabilities of students in decision-making in today’s complex international business environment. To organise and conduct research and thereby expand the knowledge domain. †¢ To impart knowledge to exporters, importers and regulators through training and research. †¢ To assist the government and regulators in policy formulation and modification. We will write a custom essay sample on Trichy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Our Founder Late Sri Raja Bankatlal Gopikishan Badruka (1905-1966) BIFT Placement Brochure (08-10) FINAL. indd 2 2 pages 3 11/9/2009 12:17:59 PM Over the last 60 years, the Badruka Educational Society has grown from strength to strength, setting up various educational institutions covering a wide spectrum of learning at graduate and postgraduate levels: †¢ Badruka College of Commerce †¢ Badruka College Post-Graduate Centre †¢ Bankatlal Badruka College for Information Technology †¢ Badruka Institute of Foreign Trade †¢ Badruka Institute of Foreign Education †¢ Badruka Institute of Professional Studies †¢ Badruka Junior College for Girls †¢ Bansilal Badruka School of Music and Dance †¢ Ramdayal Ghasiram Badruka Technical Institute †¢ Laxmi Nivas Badruka Vidyarthi Gruh. Over 70,000 students have had the privilege of passing out of the portals of the Society’s institutions, enriching the Indian nation in academics, fine arts, management, IT, commerce, politics and business. On the foreign education front, the Badruka Institute of Foreign Education (BIFE) had earlier been conducting the MBA program of Edinburgh Business School, Heriott Watt University, UK. Hony Secretary Sri Hari Prasad G Badruka keeps exploring new programs of value to students in various domains. BIFT has already tied up with Nanyang Technological University, Singapore and efforts are on to tie up with the Hague University, Netherlands for a faculty and student exchange program. Similar tie-ups with other renowned foreign universities / institutions in UK, Europe USA are also being considered. Study visits to a few foreign countries are already being organized by Badruka Institute of Foreign Trade (BIFT), which owes its genesis to Sri Badruka’s vision of India empowered by managers who are competent to handle large, globally spread businesses in an environment where national boundaries have indeed vanished. Serving the society through value-based education Sri Hari Prasad G Badruka, the Chairman Honorary Secretary of the Society, is a dedicated educationist, visionary and philanthropist with a commitment to excellence. He has played a major role in the development of the Society through his dedication and involvement in the administration of the Society for nearly four decades. Sri Badruka has always believed that students must undergo education which not only helps them to further their careers but also fosters strong value systems in them. BIFT Placement Brochure (08-10) FINAL. indd 3 1/9/2009 12:18:05 PM Aimed at preparing qualified professionals in the challenging field of international business, BIFT was established in 2001, under an MoU with Indian Institute of Foreign Trade, which is internationally renowned and is ranked amongst the top 10 B-schools in India. IIFT has been extending academic and faculty support to BIFT. BIFT is situated in Hyderabad, which has recorded phenomen al growth with large enterprises being established in the IT / Pharmaceutical / Biotech / FMCG / Retail / Financial Services sectors. The five-storeyed BIFT building has a built-up area of over 60,000 sq. t. The students enjoy well-equipped, air-conditioned lecture halls, PCs with broadband internet connectivity, Wi-Fi enabled campus, LCD projectors, audio systems, e-journals under EBSCO, electronic databases of industries / companies through CMIE’s Prowess India Trades, Kompass Trade Directory, Trade Wizard Software, etc. The cutting-edge curriculum of MPIB comprises all subjects of the MBA program of a standard B-school and in addition, 15 more subjects that equip students in International Finance, International Marketing Trade, Global Logistics, International HRM, etc. BIFT has tied up with Nanyang Technological University of Singapore, where BIFT students undertake shortterm specialization courses in International Finance, International Marketing or Port Management. BIFT is also exploring tie-ups for short-term value-added courses to be taken up in some reputed B-schools in the UK, Europe and USA. To offer new vocational opportunities, BIFT has introduced two-year Masters Programs in Healthcare Management, Infrastructure Management and Pharma-Biotech Management, under an MoU with Jawaharlal Nehru Technological University. It is in the process of introducing a 4-6 months internship in ‘Shipping and Port Management’ in association with Westport, Malaysia. Other new introductions include an Entrepreneurship and Family Business Program, as well as industry-focused weekend lectures (with APITCO). The growing number of students enrolled from all parts of India in the recent batches is indicative of the rapidly increasing popularity of MPIB. At BIFT, a unique trilogy of students, faculty and learning resources produces some of the best minds in the country. Consequently, our students today hold key and enviable managerial positions across several reputed organizations in India and abroad. The teaching method and learning pedagogy at BIFT include lectures, case studies, seminars, group discussions, business games, role plays, simulation exercises, structured and unstructured group work, as well as industry visits and port visits to foreign countries like Singapore, Malaysia, etc. Commencing this academic year, BIFT has switched over to the semester system of instruction (from the earlier trimester system), to enable students to get more time for industry interaction. Masters Program in International Business Cutting-edge curriculum for global business BIFT Placement Brochure (08-10) FINAL. indd 4 4 pages 5 11/9/2009 12:18:13 PM From the Director Changing Trends in Management Education†¦ Pioneering Sectoral Vocations. Established in 2001, BIFT has carved out a niche for itself over the last eight years in the International Business education arena, with overwhelming acceptance in the Trade and Industry. That over 600 BIFTians are occupying coveted positions in business organizations both in India and abroad, is a standing testimony of the Industry’s acceptance of our pedagogy and content. It is heartening to note that the ill effects of the global economic slowdown, resulting out of speculative greed in the financial markets, are slowly tapering off. As per both IMF and World Bank, the Indian and Chinese economics are on the up-swing and it is expected that in the next 6-10 months, the global markets would emerge stronger. This is a welcome sign for all business management students. The corporates are looking for innovative, unpretentious young minds with focus on learning and handson experience to steer the engines of growth in the emerging areas. To be successful in the global markets, the students need to acquire powers of critical thinking and moral reasoning coupled with knowledge on contemporary business issues and multi-cultural focus. The corporates prefer sectoral enthusiasts who have a flair for niche business areas and are ready to hone their skills in diversified segments with an open mind focused on ‘learning’ rather than ‘earning’. In the above context, BIFT would be providing increased exposure in areas like International Product / Brand Management; Acquisitions Mergers and Business Valuations; Port Operations Management; Banking, Finance, Insurance, etc. BIFT has also introduced Masters courses in emerging areas like Infrastructure Management, PharmaBiotech Management and Health Care Management, under MOU with JNTU-Hyderabad, for better sectoral vocations. Nurturing entrepreneurs who would transform into ‘job providers’ rather than ‘job seekers’ is also the need of the hour. As the real India lives in rural areas, the students need to be social entrepreneurs with focus on areas like Microfinance, NGO Management, etc. Lastly but not the least, based on experiences gained from the global mortgage derivatives debacle, which the Indian financial system has withstood, we need to evolve our own ‘Indian Approach to Corporate Management’ with strong foundations in Ethics and Values, merging the best of both East and West. We invite our respected corporates to partner with us in this ‘Yagna’ of Corporate Social Responsibility ‘Innovation – Intuition – Inspiration’ is the Mantra for Success. From the Director’s Desk Prof GS Rao BIFT Placement Brochure (08-10) FINAL. indd 5 11/9/2009 12:18:18 PM From the Academic Coordinator The Badruka Educational Society was established with the objective of inculcating academic excellence and lasting ethical values in the students. BIFT values learning as a way of life and promotes the habit of critical thinking and intellectual curiosity. We offer students access to cutting-edge learning experience, facilities and materials, to a faculty that vigorously pursues research and scholarship and to an academic guidance that is sensitive to their interest, needs and abilities. This is more than an academic exercise, for which we are employing good management practices. Our curriculum focuses on skills a manager would require to operate in an environment marked by diversity. Business at global level gets more competitive, considering that policies differ from country to country, turbulent currency values and varying consumer behavior. So a manager who works in this set-up requires a special set of skills, which our International Business curriculum aims at imparting. Further, our institute lays a great deal of emphasis on regularly exposing our students to the corporate world, which in turn helps us to chalk out an innovative academic strategy and keep abreast of trends abroad. As a result of this, our students become more articulate, confident and ready for the industry when the time comes. We welcome all the prospective employers of our MPIB students to look at these international leaders in the making, recruit them in good positions, groom them in the organization and in turn benefit from their youthful energy and specialized knowledge. The Placement Process The students of BIFT have come from various educational backgrounds. They have been groomed with soft skill training and classroom trainings to face the final placement process. But, education of the future leaders will be incomplete without the exposure to working in an organization. The placement process covers Pre-Placement Talk and Final Placement. Pre-Placement Talk The Pre-Placement Talk offers the corporate and students an opportunity to interact and get to know the organization better. Organizations make important presentations to the students about the organizations and career growths in which student concerns like job responsibilities, remuneration package, ladder of growth, cross-functional exposure are answered. Final Placement The industry participates in final placement process to utilize intellectual capital of BIFT. The real proof of the quality and effectiveness of any institution lies in the acceptance of its graduates in the industry. The placement of the 2007-09 graduating batch proves the rigorous two-year MPIB program at BIFT. The Institute has an impressive and consistent placement record. With best wishes, Rakesh Chander Sharma The BIFT Placement Team L to R: Mr Ravi Kumar, Mr PR Venkat Sai, Ms Preeti, Ms Jhansi BIFT Placement Brochure (08-10) FINAL. indd 6 6 pages 7 11/9/2009 12:18:23 PM From Head Institutional Development Today, people perceive and measure excellence in higher education pertaining to the development and achievement of an institution as the number of students placed and their overall pay packages. There seems to be a need for thorough introspection here†¦ Education, in its broadest sense, is an act that has an effect on the mind, character, or physical ability of an individual. In its technical sense education is a process by which society transmits its accumulated knowledge, skills and values from one generation to another through educational institutions. The true values of education are to develop people of quality and character and to create an awareness of social responsibilities. An educational institution has to shoulder multiple aspects to ensure its progress by creating a competitive yet nurturing service attitude in individuals. At Badruka Educational Society, we aim not only to equip our students with the necessary skills needed but also focus on providing this service at an affordable cost, without any discrimination or gender preference. The overall development of our students is of utmost importance to all of us working here. We help them develop various skill sets including understanding the employer’s need. A centralized Placements and Grooming Division has been set up for this purpose. To bridge the gap built over the years, we have developed a grooming program based on valuable inputs from our faculty, recruiters, alumni and past experience. Also, activity-based training is imparted for personality development. Blood donation camps and service at orphanages is a part of understanding various aspects of life. Our students conduct and participate in management festivals, conferences and seminars. Industrial visits and guest lectures by eminent personalities are a regular feature here. We ensure that the students undergo various levels of learning and unlearning so that their Intelligence, Emotional and Spiritual Quotient is equally developed to be successful and satisfied in life. We strive constantly to ensure that every Badrukan is an ‘inner’ as well as an ‘outer’ winner. Poonam R Saraf From Manager Placements Welcome to the gallery of portraits of some of the best potential managers available. Over the years Badruka Institute of Foreign Trade (BIFT) has become a prime choice of the recruiters across the country. BIFT was rated by a Business India survey in the ‘A+ category’ in 2007 and in the ‘A category’ in 2008. BIFT students receive the best of inputs from academicians, professional soft skill trainers like TIME Institute, Badruka’s in-house Grooming Division, as well as from practicing managers. Their training stint in Nanyang Technological University at Singapore, port visits to Malaysia and faculty / students exchange program with Hague University (Netherlands) enrich the students with international exposure. In addition to the standard MBA curriculum, 14 additional subjects are taught with dual specialization in International Marketing, Finance and HR, with Trade being common to all the students. Our endeavour is not only to create smart analytical ‘left-brained’ students but also those with soft-skills, inclined towards the ‘right-brain’ and who readily work across global cultures. We can proudly say that the earlier recruiters have been quite satisfied with the quality of the BIFTians picked up by them, as is being reflected in their feedback, and also the fact that they have been visiting our campus again and again. We promise to provide you quality students to suit your requirements aptly. We look forward to your continued support, and invite you to visit our campus and see for yourself the great potential that is waiting to be tapped in each of our bright students. PR Venkat Sai BIFT Placement Brochure (08-10) FINAL. indd 7 11/9/2009 12:18:28 PM Core Mentors BIFT faculty members take the students beyond the typical classroom atmosphere, and provide continuous individual guidance to the students to mould them into competent professionals who can confidently take on the challenges of the highly competitive corporates which have acquired global dimensions with their business spanning several countries in the world. Dr Aswani Kumar M. Sc. , MBA, Ph. D. Prof J R Kumar B. Com, FICWA Mr Rakesh Chander Sharma BE (Chem), PGDEE, Advanced Diploma in French, Diploma in Scientific and Technical Translation (French) Professor Expertise in: General Management and Marketing Expertise in: General Management Strategic and Unit Level Indirect Taxation Cost Accounting Academic Coordinator Expertise in: Consultancy related to chemical industries, environmental / energy-related issues. Mr M Durga Prasad M. Com. , M. Phil. (Finance) (Ph. D. ) Ms Mehnaaz Siddiqui BA, MBA (HR Marketing) (Ph. D. ) Mr KC Mohanty M. Sc, MBA (Marketing), ITM (FIEO) (Ph. D. ) Assistant Professor Expertise in: Management Accounting, Financial Management, Management of Financial Services. Authored two books and presented articles at national seminars. Assistant Professor Expertise in: HRM, Marketing, International Business Assistant Professor Expertise in: International Marketing, International Trade Operations, WTO, Agri Business, Commodity Trading, Export Import Management Mr Deepak M. Sc. (Statistics) Prof G Surender Reddy M. Tech. (Ind. Mgt) IIT-Madras, LLB, PGDIPR, PGDPEM (OU), CAIIB Lt Col (Retd) AV Anand MIE (Mech), MBA, PGHRM, PG Equipment Management, (Ph. D. ) Assistant Professor Expertise in: Statistics and Operations Research, Research Methodology Expertise in: Development Banking, Corporate Consulting, Management Teaching, Entrepreneurship Development and Mentoring Coordinator Evaluation Expertise in: HR, Administration and Leadership Mr Prayaga Ramakrishna Head, Center for Indian Management Studies (CIMS) Mr Unnikrishnan Kurup M. A. (Economics), M. A. (Sociology), M. Phil, (Ph. D. ) Mr Syed Muzammiluddin B. Com (Computers), BCJ, MBA, (Ph. D. ) Associate Professor Expertise in: Educational Consultant and Professor in Economics, Principal under Kerala University in Kerala. Assistant Professor Expertise in: Marketing, Soft Skills BIFT Placement Brochure (08-10) FINAL. ndd 8 8 pages 9 11/9/2009 12:18:32 PM Tie-ups with Foreign Institutions BIFT has tied up with the Nanyang Technological University for BIFT students to undergo a short-term course in Marketing / Finance / IT etc, commencing from the batch of 2008-10 students. Also, we are in dialogue with a few other international institutions in UK, Netherlands and Spain, and fo r enabling desirous students to pursue short-term study modules in Marketing, Finance, Trading, Information Technology and other domains which will provide them ample value addition and also help them secure international placements. BIFT is now study center of the Chartered Institute of Management Accountants (CIMA), UK for certificate and diploma courses. BIFT’s integrated approach towards management education combines the regular set of all MBA-level management subjects with the international business-related curriculum is drawn from IIFT’s rigorous and knowledge-packed syllabus, as well as BIFT’s own additional inputs based on industry demand. The delivery of inputs by qualified in-house faculty is reinforced with that of eminent faculty from IIMs, IIFT and a few foreign universities. Foreign languages such as French and Spanish are being taught. In addition, Japanese, Chinese, Mandarin languages are also being offered to BIFT students this year onwards. The students are evaluated on the basis of assignments, presentations, group discussions, quizzes, role-plays and class tests. Considerable stress is laid on discipline, cultural values and personality development. Students make weekly group presentations on top business stories of the week based on their daily browsing of business newspapers and journals in the library. The students’ skills are honed to make them emerge as knowledge-endowed global business managers of tomorrow, whose quest for knowledge will never cease. BIFT believes that knowledge is the willow that winners wield. Towards this belief, BIFT has set as its goal the transformation of its students, which will make their dreams come true. Mr Rael Escobar (an MBA student from Hague University, Netherlands) under student exchange program in dialogue with BIFT Director and faculty members Mr Patrick Sim (Senior Business Development Executive, NTU-Singapore) discussing details of a new module in Port Management with BIFT officials Ms Tam Kam Peng (Head Alliances Learning Partnership) and Ms Aarti Porwal (Chief Representative CIMA, UK) with BIFT Director Prof GS Rao and Prof JR Kumar Mr Jeff Carter (Dean, Canadian College, Vancouver) in conversation with BIFT Director and faculty members for Student Exchange Program BIFT Placement Brochure (08-10) FINAL. indd 9 11/9/2009 12:18:39 PM Conducive Learning Ambience Library and e-Journals The BIFT library has a collection of over 10,000 books and subscribes to 40 national / international journals and magazines. As many as 1100 e-journals through EBSCO and databases like CMIE’s India Trades and Prowess, and Trade Wizard Software have been provided to the students. Valuable data is also available in the form of trade directories, country / product research reports, project reports, trade publications, video-library, CDs and software packages of various kinds, etc. Library Session in Progress Computer Lab The Institute has a state-of-the-art Computer Centre with a Local Area Network comprising a Server, 80 Pentium Nodes and Internet access through a dedicated broadband link, electronic databases, etc. WiFi Connectivity in Campus WiFi connectivity is provided for facilitating students, faculty and visiting guest faculty in BIFT premises. Computer Laboratory Laptops for Students Students are provided with laptops to enable them to not only access and browse databases but also store study material, data, and carry out analyses of data, presentations through slide shows, etc. Seminar Hall and Classrooms Air-conditioned classrooms. and a seminar hall-cum-auditorium equipped with contemporary teaching equipment such as an LCD projector, overhead projector, TV and VCR, broadband internet connection, audio system, etc. re available. Students in Classroom Cafeteria Serving hygienic and tasty snacks, the cozy cafeteria on the college campus also provides a useful platform for informal exchange of ideas / information between students of various batches and disciplines, as well as with the faculty. Students enjoying snacks in Cafeteria BIFT Placement Brochure (08-10) FINAL. indd 10 10 pages 1 1 11/9/2009 12:18:54 PM Visiting / Guest Faculty A number of guest / visiting faculty from reputed institutions in India and abroad are invited to conduct lectures on curriculum topics. Study visits constitute an important aspect of the course curriculum, providing the students practical exposure to the dynamics of the industry / corporate business. Interactive sessions with corporate managers are arranged during the visits. Students are sent every year on study visits to Port of Singapore Authority (PSA), the world’s busiest port, Jurong Port (Singapore), as well as to Northport and Westport, Port Klang, Malaysia. During these visits they meet senior executives of various multinational companies and obtain valuable insights into the dynamics of global trade / international business, global logistics, international marketing and international finance, etc.

Freedom from Poverty as a Human Right

Freedom from Poverty as a Human Right Introduction A human right according to the UN Organization (2010) refers to alienable rights if every human being which is inherent to them and upholds their dignity. Recognition of human rights is the foundation of peace, justice and freedom in the world. The declaration of human rights highlights the rights that every human being is entitled too despite the fact that in many instances people are not aware of these rights. Even in situations when people are aware of their rights, these rights can still be abused.Advertising We will write a custom term paper sample on Freedom from Poverty as a Human Right specifically for you for only $16.05 $11/page Learn More Freedom from poverty is embodied in many of the rights stipulated by the UN declaration of human rights (UN Organization, 2010). Several articles pertain to poverty directly while others address situations that affect poverty. This paper will examine various thoughts on poverty as a right especially basing its argument on the international declaration of human rights. This is the basis upon which freedom from poverty can be understood and supported. The arguments will show that freedom from poverty is a fundamental right. Enabling people to have means to live dignify lives and is therefore a human right since poverty prevents them from reaching this end. Freedom from poverty is a human right in as far as many who are poor have had so many of their rights taken away. As a consequence, they cannot rise above poverty. When freedom from poverty is addressed and treated as a human rights, other rights are respected as well. Poverty in the world is largely as a consequence of denial of human rights in various ways. In the words of Louise Arbour a UN high commissioner â€Å" freedom from want is a right, not merely a matter of compassion† (UN News center, 2006). According to the (UNDP (2005) a right to development entitles people to the right freedom from poverty. This is one o f the most efficient support for freedom from poverty as a right. The UNDP states that people have rights to the realization of â€Å" cultural, social and economic goals .working†¦ and life allowing the person to health and well being† (UNDP, 1998) Type of right While positive rights obligate action negative rights require holding back or curbing actions. The right of freedom from poverty can be compared to other negative rights like freedom from violent crime, freedom from abuse and torture among others. Although negative rights require inaction towards something they do not necessarily mean lack of action. They advocate and require action that will ensure that the undesired factor is avoided. In the case of freedom from poverty, it requires action that can guarantee people overcome poverty. These actions may be direct like setting up systems to increase development, or indirect by ensuring that activities that promote poverty are neutralized.Advertising Lookin g for term paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments for Freedom from Poverty as a Right In 2006, Kofi Annan attributed failure to achieve human rights to deprivation (UN News Center, 2006). Those who are poorest in the world are the most likely to have their rights violated. Their right especially to decent living standards, essential health care and food remain undefended. Mr. Annan stated that unless the world recognizes that most of the population survives on less than a dollar per day there wouldn’t be any considerable progress made in ensuring human rights in the world. Louise Arbour stated that poverty is a product and cause of human rights violation. Freedom from poverty should therefore be treated as a right as only when eradication of poverty is attained can millions of families achieve other rights. Louise affirmed that the fight to end poverty is a duty for governments and other b odies in the same way that it is a duty to ensure other rights like those of speech and life among others (UN News Center, 2006). Fighting poverty should therefore not be viewed as a altruism or charity. Targeting poverty as a human rights violation is additionally a strategic and moral obligation. According to President Sheikha, the General Assembly president, when poverty is fought in order to uphold peoples dignity much more is gained in attaining other rights (UN News Center, 2006). As a result this should be greatly considered as one of the foundation of human rights. Poor people are not in a position to enjoy other rights. As a result they are easily discriminated against. In addition poverty creates a cycle of more poverty and more opportunities for the violations of human rights. Speth an administrator with UNDP stated that freedom from poverty has to be treated as a right since for the billions who are in poverty, it leads to deprivation in fundamental ways (Speth, 1997). S peth advocated for for eradication of poverty through a rights-based approach. The benefit of which includes avoidance of many other violation of rights and social ills. In this way eradication of poverty is also fundamentally functional (Speth, 1997). Poverty has been linked to many social and political problems. Speth states than only when poverty is taken as a right and properly addressed can many of the problems in poverty-stricken states. One of the implications of taking poverty as a right can allow legislature that address stumbling blocks to economic progress (Speth, 1998). One example that Speth gives is that states would be more open to empowerment of woman and end discrimination based on gender (Speth, 1997). Speth (1998) points out that it is through this approach that multiple rights aims can be attained using the same plans and principles. Poverty is often associated with pre-existing denial of rights. Lack of education for example interferes with other rights in the l ater part of peoples lives. It is therefore imperative to attend to other rights before poverty can be adequately handled. This reveals the nature of the interrelatedness of the whole boy of human rights and the need to address human rights in that context (Speth, 1997).Advertising We will write a custom term paper sample on Freedom from Poverty as a Human Right specifically for you for only $16.05 $11/page Learn More To argue for the right not to suffer from poverty, Caney (2007) states that human rights should be informed by human interest. Since it is a human interest to not suffer deprivation poverty should be taken as a violation of human rights. Further more poverty restricts people from following their interests and what they judge to be good (Caney, 2007). This can often be seen by the failure of the poor to attain good education, secure good jobs or even afford provisions for their families. These are things of interest to people of all races and c lasses. Poverty for example restricts the rights of children to education when their parents or governments cannot afford it. As a result poverty violates a basic human right. International bodies that are responsible for promoting human rights and social progress need to impress it upon the international community that poverty is at the heart of violation of most human rights (Speth, 1997). The international community therefore has the obligation to make international polices that take this into account and bring about the desired effects. It is the developed countries that are in a position to ensure fair decisions are made on international matters. They have more economic and political powers than the developing countries ridden with poverty that are not able to effectively advocate for their case (Speth, 1997). Implications of Freedom from Poverty as a Right One of the implications of treating freedom from poverty as a right is that people are entitled to resources and means tha t will get them out of poverty. This means that governments and other stakeholders have a responsibility to actively fight poverty, engage in poverty eradication measures and make sure they are implemented. For instance governments will be obligated to reduce unemployment. Unemployment is one of the leading causes of poverty in the developing world. Mismanagement of public funds, corruption and poor governance can be addressed in new light and offenders held to accountability. Through the international bodies of justice those who commit crimes against humanity are pursued and tried. In the same way those who are involved in practices that lead to poverty would be held accountable which would lead to lower rates of these cases in the developing world where poverty is prime.Advertising Looking for term paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More When deliberate and serious practices that increase poverty are treated as crimes there can be hope that societies will be more careful. Crimes against humanity especially in the modern world are greatly reduced due to the work of the International Criminal Court (ICC). By extension abuse of human rights through such practices like mismanagement of public funds and corruption can be reduced at the threat of international and local prosecutions. According to Pogge (2005), poverty is the common denominator in most cases of violations of human right. Poverty has in most cases been confounded by government officials in developing countries liaising with leaders in the developed country to the detriment of the developing countries. According to Pogge (2005), poverty in developing countries lead to illiterate and stunted masses. These people are too involved in survival to give election of good government leaders time. They therefore get leaders who do not advocate for their interest. Pog ge (2005) advocates for the kind of measures that go beyond the interest of a country within its borders. This is because the systems in the world that have been set in motion have been unfavorable to poorer nations. Eradicating poverty is not a matter of charity but one of justice in which richer countries owe it to the world to try and regain a balance in power as well as decent life for all. Within the framework of socio economic human rights this end can be achieved (Pogge, 2005). According to (UNDP (2005), rights equate to obligation while violations of rights require remedial solutions. UNDP (2005) reports that in its Vienna meeting, there was obligation collectively given to the international community especially the developed countries with key emphasis on alleviation of foreign debt burden which the UNDP cited as imperative (UNDP, 2005). This obligation is additionally to be expressed in the form of support for development in the developing countries as well as economic rel ations that are equitable between different countries. The meeting also stressed need for creation of reasonable economic environments so that countries can have fair chances at global level. Another implication is that there would be distributive justice. Most of the wealth in many countries is concentrated on few number of people. Fighting poverty would entail ensuring that resources and goods are fairly and equitably distributed. Unjust ways in which wealth is accumulated by the cream of society would have to be eradicated. Unfair economies would be reevaluated and solutions found for systems that will ensure each society balances its wealth. In addition richer countries would be required to be more committed to fighting poverty in the developing countries. The fight is often left to charity and so far that has not been successful in making headways in eradicating poverty. An issue that is raised as an implication is the effect of transnational economies in increasing poverty. Ac cording to Meckled-Garcia (2009) transnational economies have been associated with poverty in developing countries raising the question as to whether they violate human rights. Meckled-Garcia (2009) states that although these transnational businesses do not set out to cause harm, they non the less operate in ways that might be deemed unfair, exploitive and manipulative. They often lead to unfair competition against which the economies of developing countries cannot compete (Meckled-Garcia, 2009). These economies are formulated in ways that offer the domestic sector advantages. To counter these arguments, economic policies aim to ensure that trade is promoted and that the basics of trade are followed. Naturally, business entities need to make profits, look for new markets and capitalize on cheaper labor and resources. In addition many parties are involved in making decisions and most of the outcomes are unintended by the participants to the trade agreements. However, Meckled-Garcia ( 2009) argues that although there is argument that the choices are not forced, in most cases struggling economies find it hard to refuse what is offered. Developing countries do not have the authority or power to bargain for better deals and often take deals that might not favor them in the long run. Making fair agreements and choices therefore becomes an issue not only of morality but also of justice (Meckled-Garcia, 2009). Only when freedom from poverty is treated as a right can there be systems put in place in economic circles to protect the poor. This is because trade agreements can be regulated by international bodies to ensure fairer agreements and transactions (Meckled-Garcia, 2009). In this way ethical choices ca be made since it is clear that decisions by subjects in one jurisdiction can have dire consequences on the jurisdiction of another country (Meckled-Garcia, 2009). According to Singer (1972), developed countries do now make nearly as much pledge or implementation towa rds ending poverty in the developing world. When reporting on the refugee situation in east Bengal India in 1971, he noted that countries which were in a position to contribute towards the country failed to do so. Instead they engaged in other developments (Singer, 1972). He reported that in total out of the country funds given amounted to 65,000,000 million pounds. At the same time Britain committed more than 275,000,000 million pounds to a transport project while Australia gave amounts about 8% of what it spent on an opera house. According to Singer (1972), this kind of response passes as long as countries take their aids as charity. However if it was part of their responsibility there would be more effort to increase foreign aid and eradicate poverty. However, this is one area in which there has been and still remains arguments against forcing developed countries to bear the financial burden of developing countries. The developed countries cite their own burdens. In addition have already contributed developing countries through aid, loans and grants for development projects. Handing out money does not strike them as the solution. Singer however uses arguments in his report to make a case for more responsibility. He argues that developed countries have a moral obligation to aid fight poverty in countries while doing so will not lead to a sacrifice of other things of moral importance (Singer, 1972). It is this international outlook and approach that will lead to enhancement of human rights. Caney (2007) states that according to the UNDP reports in 2000 more than a billion people have less than a dollar to live on daily. In addition over a billion lack clean drinking waters while about two and a half billion have no sanitation (Caney, 2007). These conditions exacerbate their health problems. Caney (2007) argues that if poverty makes it impossible for people to enjoy other rights like access to food, water and essential health care then poverty becomes a violat or of human rights and should be addressed by all stakeholders as such. Carey (2007) cites the burden that is tossed around in provision of negative rights. Avoiding poverty is a negative right and often times, there is much argument as to who should provide it (Caney, 2007). According to Caney (2007) there have been suggestions to place the responsibility on the national government, institutional schemes and lastly on any persons who are in a position to help. However all the three parties have a role to play in the eradication of poverty and owe the poor all the help that can be justly given. Carey states that the extreme poverty that is witnessed in the world is as a result of neglect of negative duties by those in a position to effect change. Negative duties in human rights are as binding as positive duties since they contribute to the overall aims of human rights (Caney, 2007). White and Perelman (2010) like Carey advocate for changes in the approaches used in addressing povert y eradication. They point out to the cultural transformation required in order to make concrete head ways in poverty eradication (White and Perelman, 2010). Unless cultural issues are addressed systems that embed poverty in society will continue to thrive. Additionally, there has to be a move for a reform in institutions and practical approach to social and economic rights advocacy (White and Perelman, 2010). These according to White and Perelman are some of the ways in which a rights approach would change social, political and economic grounds in poor nations. The people who are in most influential position are developed countries. Developed countries on the other hand have expressed resistance to shouldering the whole responsibility. Poor nations have a responsibility to sort out their economic, political and social problems. In many ways the developed countries have tried to give aid in various ways. However governments in the developing countries compromise their efforts. Oborne (2010) in an article states that there has been numerous questions about the real role that foreign aid plays in improving development. This has been further fueled by arguments that the effects of foreign are often unmeasurable (Oborne, 2010). How foreign aid is intended for use and how it is actually used are often different things. The experiences of developed countries with foreign aid has been negatively affected. In some cases foreign aid has even been associated with human rights abuse. This is because in many cases those who are in power use the funds to oppress their countrymen Oborne, 2010). Funds may often not create the intended effect since there are many factors that the international community cannot help. One instance of this is funding for education in poorer nations. While schools may be set up and resources given unless efforts are made to create jobs, the economic prospects of those who receive the education are not substantially improved. Drawing from the exper iences of British government aid in Ethiopia Oborne (2010) states that the much of the 300 million pounds sent from Britain towards developmental aid was used to sustain the government in power. The Human rights bodies often find abuse of foreign aid in countries as a result of improper management. Additionally, funds meant for foreign countries sometimes find their way into the pockets of people in the country of origin (Oborne, 2010). People who have no intentions of making developmental contributions to the developing countries can still set up NGOs. These organizations often have no solid regulations leaving then open to abuse and abuse of taxpayers money. It is for these reasons that developed countries are resistant to pressure to give aid towards developmental programs. Instead they advocate for deeper collaboration with developing countries. When the developing countries are involved and contribute to the solutions, there is more opportunity for success. This has been part o f the practice in addressing environmental issues. There have been arguments for developed countries to help developing countries reduce environmental pollution. According to White and Perelman (2010) this is one of the issues in tackling poverty in developing countries. Land has been a key issue in fighting poverty in Africa for example. There is need to maximize the use of land so as to maximize food production (White and Perelman, 2010). Conclusion Poverty is clearly a big issue that determines if other rights will be achieved. Poverty can be linked to violation of human rights as people and societies try to attain economic development. One of the most effective ways of eradicating poverty is by addressing it from a rights approach because in essence it is a right. This approach has the opportunity to not only secure favorable assistance from developed countries but will also make developing countries more responsible in eradicating poverty. Only in the context of fundamental nee d to deal with poverty can real changes be made to human rights as a whole. References Caney, S. (2007). Global poverty and human rights In Thomas Pogge (ed.), Freedom  from poverty as a human right. New York: Oxford University Press. Meckled-Garcia, S. (2009). Do transitional economics violate human right? Ethics and  Global Politic., Vol. 2, No. 3, 259–276. Oborne, P. (2010) Overseas aid is funding human rights abuse. Retrieved from: http://blogs.telegraph.co.uk/news/peteroborne/100061337/overseas-aid-is-funding-human-rights-abuses/ Pogge, T. (2005). Severe poverty as a violation of negative duties. Ethics and  International Affairs. Vol 19, Issue 1, 55-84. Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs. Vol 1, Issue3, 229-243. Speth, J. G. (1997). Advocating and promoting governance and UNDP. Retrieved from: https://docs.google.com/viewer?a=vq=cache:G6JsC8OLL04J:www.pogar.org/publications/other/undp/governance/directline14.pdf+James +Gustave+Speth+1997hl=enpid=blsrcid=ADGEESgl5XF5pqFvKG-Y4pK8Tdzt_s19JzuBRwBGhlJNKw2JQmZYYVPeGF07KxezNxJAKUsG-qVdjgnDg_UyaiWuUMJ17bcqz8P_x8qkanp2OTqgJZrIU2hmRRtuDsHxm5oLT1wSVwbBsig=AHIEtbRWxdmnEzNnQo9litku8FKTaKvp9Q Speth J. G. (1998). Freedom from poverty: a fundamental human right. Focus. Vol 12, Issue 3, 14-17. UNDP. (2005). Human rights in UNDP. Retrieved from: https://docs.google.com/viewer?a=vq=cache:J6LEJoMvi_EJ:www.undp.org/governance/docs/HRPN_English.pdf+UNDP+speech+in+1998+on+human+rights+and+povertyhl=enpid=blsrcid=ADGEEShscmIVZ8WaHzQHMxKfs2kGTDhTd2UqeHu7npEXgY2Nb0_k9qoc58w4stAjmtHqIVrKQ0IiavSWB2qCDdTDclqEdhFAPiAQYP9njz9vTjHih9bqY0mT8ML35SG7k5toPXb7YZKTsig=AHIEtbTuh-OQi0pEORmVS51B_SfkU7rVag UN News Center. (2006). Freedom from poverty is a human right and not a matter of  compassion, say UN leaders. Retrieved from: un.org/apps/news/story.asp?newsid=20913cr=human UN Organization. (2010). The universal declaration of human rights. Retrieved from: un.org/en/documents/udhr/ index.shtml White, L. and Perelman, J. (2010). Stones of Hope: how African activists reclaim  human rights to challenge global poverty. Stanford, CA: Stanford University Press.

Homework Essay Example | Topics and Well Written Essays - 500 words - 13

Homework - Essay Example She feared about how she would go about her life if Marty got married. This is also emphasized by the words of her sister who is a widow when she sought Marty’s mother’s companionship. She asked what her sister would do if her son, Marty got married. Therefore, in addition, Marty’s mother also represents the old-aged loners, not only to the singles but separated, divorced or widowed wives as well who would know and understand the difficulties people with similar circumstances undergo. In response to this character, Marty’s mother became like his son in the story who bore the burden of having a family living with him/her. The woman also portrays the fears of those approaching their old age as they think about their children having their own families. They worry about who would take care of them when they would be sick or helpless. Perhaps for one reason, Marty’s mother agreed to the request of her sister because she made sense in saying that in case Marty were to marry, they would be there for each other. It is also possible that she considered her because she wants to do to others as she would want them to do, knowing that she is in a similar dire situation as her sister. It is ridiculous to consider how prejudiced people have been during the 1950s. I always thought that racism was the worst during those times but knowing about how people looked at unmarried men, it just strikes me as senseless. The portrayal of the relationship between Marty and Angie is an effect of the prejudice that happened during that time. Being single at an age when they were supposed to be raising children, perhaps Angie considered himself made for his male friends who had the same dilemma that is why he acted strangely towards Marty. It could also be possible that he felt jealous of Marty or threatened that soon, his friend will be leaving him when his relationship with Clara