Prospectus on Upsc Essay Example for Free

Prospectus on Upsc Essay ABOUT CIVIL SERVICES The Civil Services Exam popularly known as IAS Exam is conducted by UPSC (Union Public Service Commission) every year. It is a combined exam to recruit officers into Indian Administrative Service (IAS), Indian Foreign Service (IFS), Indian Police Service (IPS), Indian Revenue Service (IRS), Indian Audit and Accounts Services, Indian Railway Traffic Service (IRTS) and several other GROUPAGROUP B Central services. All India Services officers i.e., IAS and IPS officers are given state cadres after the selection. The cadre controlling authority of IAS is Ministry of Personnel and Public Grievances, Government of India. The IPS cadre is controlled by Ministry of Home Affairs, Government of India. Overall, the IAS officers as District Collectors play a major role in the administration of the country. LIST OF CIVIL SERVICES FOR WHICH COMBINED EXAMINATION IS HELD 1 2 3 4 5 6 7 8 9 Indian Administrative Service. Indian Foreign Service. Indian Police Service. Indian P T Accounts Finance Service, Group ‘A’. Indian Audit and Accounts Service, Group ‘A’. Indian Revenue Service (Customs and Central Excise) Group A Indian Defiance Accounts Service, Group ‘A’. Indian Revenue Service, Group ‘A’. Indian Ordnance Factories Service, Group A (Assistant Works Manager, Administration) Indian Postal Service, Group ‘A’. 13 14 15 16 17 18 19 20 21 Indian Railway Accounts Service, Group ‘A’. Indian Railway Personnel Service, Group ‘A’. Post of Assistant Security Officer, Group A in Railway Protection Force. Indian Defence Estates Service, Group ‘A’. Indian Information Service (Junior Grade), Group ‘A’. Indian Trade Service, Group A (GR.III) Indian Corporate Law Service, Group A Armed Forces Headquarters Civil Service, Group ‘B’ (Section Officer’s Grade) Delhi, Andaman Nicobar Islands, Lakshadweep, Daman Diu and Dadra Nagar Haveli Civil Service, Group ‘B’ Delhi, Andaman Nicobar Islands, Lakshadweep, Daman Diu and Dadra Nagar Haveli Police Service, Group ‘B’ Pondicherry Civil Services Pondicherry Police Service, Group B Indian Civil Accounts Service, Group ‘A’. Indian Railway Traffic Service, Group ‘A’. REQUIREMENTS 1. Minimum Educational Qualifications : Graduation in any discipline from a UGC recognized University. Students in final year of graduation are also eligible forthe exam. The eligibility of being graduate is required atthe time of filling Mains form. 2. Age limit: GENERAL : 21 to 30 YEARS O.B.C. : 21 to 33 YEARS (Non-creamy Layer) SC/ST : 21 to 35 YEARS Note: Age is calculated as on 1st August of the year of the examination. 3. Number of attempts allowed: GENERAL : 4 attempts O.B.C. : 7 attempts (Non-creamy Layer) SC/ST : Up to 35 years of age EXAMINATION PATTERN Stages of Examination: (1) Prelims (1) Prelims : †¢ This examination is meant to serve as a screening test only; the marks obtained in the Preliminary Examination by the candidates who are declared qualified for admission to the Main Examination will not be counted for determining their final order of merit. †¢ From the year 2013 onwards the Civil Services (Prelim) Exams shall serve as the Screening Test for both the Civil Services as well as the Indian Forest Service Examinations. †¢ Candidates will be asked to exercise their option to either choose Civil Services or Indian Forest Service or both, as per their eligibility conditions. †¢ Combined Prelim Exams for Civil Services Indian Forest Service, 2014 shall be held on 24th August, 2014.(NOTE:- The dates of Notification, commencement and duration of Examinations are liable to alteration by UPSC. (2) Mains (Written): †¢ †¢ Only those candidates who are declared by the Commission to have qualified in t he Preliminary Examination in the year will be eligible for admission to the Main Examination of that year provided they are otherwise eligible for admission to the Main Examination. Marks thus obtained by the candidates in the Main Examination (written part as well as interview) would determine their final ranking. Candidates will be allotted to the various Services keeping in view their ranks in the examination and the preferences expressed by them for the various Services and Posts. Civil Services Mains (Written Examination), 2014 shall commence from 14th December, 2014. Indian Forest Service Mains (Written Examination), 2014 shall commence from 22nd November, 2014.(NOTE:- The dates of Notification, commencement and duration of Examinations are liable to alteration by UPSC. (2) Mains (Written) (3) Mains (Interview) (3) Mains (Interview): †¢ †¢ Candidates, who obtain such minimum qualifying marks in the written part of the Main Examination as may be fixed by the Commission at their discretion, shall be summoned by them for interview for a Personality Test. Candidates who are selected in the Mains Written Examination will be eligible to appear before the Interview Board at New Delhi. It is usually held by the UPSC in March April. Syllabi for the Examination: I. Prelims: Paper I(General Studies) (200 marks) Duration: Two Hours †¢ Current events of national and international importance. †¢ History of India and Indian national movement. †¢ Indian and World Geography- physical, social, economic geography of India and the world. †¢ Indian Polity and governance – constitution, political system, panchayati raj, public policy, Rights issues, etc. †¢ Economic and social development – sustainable development, poverty, inclusion, demographics, social sector initiatives etc. †¢ General issues on environmental ecology, bio-diversity and climate change-that do not require subject specialization. †¢ General science. Paper II(CSAT) (200 marks) – Duration: Two Hours †¢ Comprehension. †¢ Interpersonal skills including communication skills. †¢ Logical reasoning and analytical ability. †¢ Decision making and problem solving. †¢ General mental abili ty †¢ Basic numeracy (numbers and their relations, orders of magnitude etc. (Class X level), Data interpretation (charts, graphs, tables, data sufficiency etc. –Class X level). †¢ English language comprehension skills (Class X level). Note 1: Note 2: The questions will be of the objective type (multiple choice questions) with four alternatives for the answers to every question. For each question for which a wrong answer has been given by the candidate, one-third (0.33%) of the marks assigned to that question will be deducted as penalty except some of the questions where the negative marking will be inbuilt in the form of different marks being awarded to the most appropriate and not so appropriate answer for such questions. The Commission will draw a list of candidates to be qualified for Civil Service (Main) Examination based on the total qualifying marks as may be determined by the Commission, of the two papers put together. Questions relating to English Language Comprehension skills of Class X level (last item in the Syllabusof Paper II) will be tested through passages from English language only without providing Hindi translation thereof in the question paper. Note 3: Note 4: II. Mains Written Examination: †¢ †¢ †¢ The Mains Examination is held for those candidates who qualify the Prelims. The main Examination is intended to assess the overall intellectual traits and depth of understanding of candidates rather than merely the range of their information and memory. The nature and standard of questions in the General Studies papers (Paper II to Paper V) will be such that a well-educated person will be able to answer them without any specialized study. The questions will be such as to test a candidate’s general awareness of a variety of subjects, which will have relevance for a career in Civil Services. The questions are likely to test the candidate’s basic understanding of all relevantissues, and ability to analyze, and take a view on conflicting socio- economic goals, objectives and demands. The candidates must give relevant, meaningful and succinct answers. The scope of the syllabus for optional subject papers (Paper VI and Paper VII) for the examination is broadly of the honors degree level i.e. a level higher than the bachelors’ degree and lower than the masters’degree. In the case of Engineering, Medical Science and law, the level corresponds to the bachelors’degree. Mains Exam pattern, as per the latest Notification, is as under; (Papers not to be counted for merit) Indian Language (One of the Indian Language to be selected By the candidate from the Languages included in the Eighth Schedule to the Constitution) (Matriculation or equivalent standard) English (Matriculation or equivalent standard) (Papers to be counted for merit) 250 Marks 250Marks 300 Marks Qualifying Paper; Paper- A Paper- B 300 Marks Compulsory Papers; Paper-I Paper-II Essay General Studies–I (Indian Heritage and Culture,History and Geography of the Worldand Society) General Studies –II (Governance, Constitution, Polity, Social Justice and International relations) General Studies –III (Technology, Economic Development, Bio-diversity, Environment, Security and Disaster Management) General Studies –IV (Ethics, Integrity and Aptitude) Optional Subject – Paper 1 Optional Subject – Paper 2 Paper-III 250 Marks Paper-IV 250 Marks Paper-V 250 Marks Paper-VI Paper-VII 250 Marks 250 Marks ____________ Sub Total (Written test) 1750 Marks (Each paper of 3 hours duration) Candidates may choose any one of the optional subjects from amongstthe list given below; Agriculture Animal Husbandry Veterinary Science Anthropology Botany Chemistry Civil Engineering Commerce and Accountancy Economics Electrical Engineering Geography Geology History Law Management Mathematics Mechanical Engineering Medical Science Philosophy Physics Political Science and International Relations Psychology Public Administration Sociology Statistics Zoology Literature of any one of the following languages : Assamese, Bengali, Bodo, Dogri, Gujarati, Hindi, Kannada, Kashmiri, Konkani, Maithili, Malayalam, Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Santali, Sindhi, Tamil, Telugu, Urdu and English Note 1: The question papers will be of conventional (essay) type. Note 2: Evaluation of the papers, namely, ‘Essay’, ‘General Studies’ and Optional Subject of all the candidates would be done simultaneously along with evaluation of their qualifying papers on ‘Indian Languages’ and ‘English’ but the papers on ‘Essay’, General Studies and Optional Subject of only such candidates will be taken cognizance of who attain such minimum standard as may be fixed by Commission at their discretion for the qualifying papers on ‘Indian Language’ and ‘English. Note 3: If a candidate’s handwriting is not easily legible, a deduction will be made on this account from the total marks otherwise accruing to him. Note 4: Marks will not be allotted for mere superficial knowledge. Note 5: Credit will be given for orderly, effective, and exact expression combined with due economy of words in all subjects of the examination. III. Mains Interview (Personality Test): Interview weightage is 275 Marks. The score secured at Interview is added to candidate’s Mains written examination score for ranking. (Ranking is based on score out of 2025 Marks) Note 1: The candidate will be interviewed by a Board who will have before them a record of his career. He willbeasked questions on matters of general interest. Note 2: The object of the interview is to assess the personal suitability of the candidate for a career in public service by a Board of competent and unbiased observers. The test is intended to judge the mental calibre of a candidate. In broad terms this is really an assessment of not only his intellectual qualities but also social traits and his interest in current affairs. Note 3: Some of the qualities to be judged are mental alertness, critical powers of assimilation, clear and logical exposition, balance of judgement, variety and depth of interest, ability for social cohesion and leadership, intellectual and moral integrity. Note 4: The te chnique of the interview is not that of a strict cross†examination but of a natural, though directed and purposive conversation which is intended to reveal the mental qualities of the candidate. Note 5: The interview test is not intended to be a test either of the specialized or general knowledge of the candidates which has been already tested through their written papers. Candidates are expected to have taken an intelligent interest not only in their special subjects of academic study but also in the events which are happening around them both within and outside their own State or Country as well as in modern currents of thought and in new discoveries which should rouse the curiosity of well educated youth. COURSE SCHEDULE GENERAL STUDIES PRELIM-CUM-MAINS-CUM-INTERVIEW 2014 COURSE Duration: Course Coverage: Till November, 2014 Prelims Exam: Paper I General Studies Paper II CSAT Mains Written Exam: Paper – I Essay Paper-II General Studies- I Paper-III General Studies- II Paper-IV General Studies- III Paper-V General Studies- IV Mains Interview: Personality Test (200 Marks) (200 Marks) (250 Marks) (250 Marks) (250 Marks) (250 Marks) (250 Marks) (275 Marks) (Lectures with Study materials and test series) Timing: WEEK DAY BATCHES Monday to Friday WEEK DAY BATCHES Monday to Friday WEEK DAY BATCHES Monday to Friday WEEK DAY BATCHES Monday to Friday FORT 07.00 am to 09.00 am DADAR 06.30 pm to 08.30 pm THANE 07.00 am to 09.00 am NERUL 07.30 am to 09.30 am WEEK END BATCHES POWAI Saturday Sunday 03.00pm to 07.00pm (Note: Schedule subject to change without prior intimation) Test Series: Regular Subject-wise and Full Syllabus Test Series Prelims Paper I II Mains Paper I to V `.55, 000/- (12.36% Service Tax extra) Fees: GENERAL STUDIES MAINS-CUM-INTERVIEW 2013 COURSE Duration: Course Coverage: 4 months Mains Written Exam: Paper – I Essay Paper-II General Studies- I Paper-III General Studies- II Paper-IV General Studies- III Paper-V General Studies- IV (250 Marks) (250 Marks) (250 Marks) (250 Marks) (250 Marks) Mains Interview: Personality Test (275 Marks) (Lectures with Study materials and test series) Timing: DADAR Saturdays Sundays (Note: Schedule subject to change without prior intimation) Test Series: Regular subject-wise Full syllabus test series (Paper I to V). Fees: `.35, 000/- (12.36% Service Tax extra) 09.00 am to 07.00 pm OPTIONAL SUBJECT – 2013 COURSE Duration: Timing: HISTORY Saturday (4 hours) Sunday (4 hours) PUBLIC ADMINISTRATION Saturday (4 hours) Sunday (4 hours) POLITICAL SCIENCE Saturday (4 hours) Sunday (4 hours) GEOGRAPHYNERUL Saturday (4 hours) Sunday (4 hours) SOCIOLOGY Saturday (4 hours) Sunday(4 hours) (Note:Schedule subject to change without prior intimation) FORT 09.00 am to 01.30 pm DADAR 09.00 am to 01.30 pm THANE 09.00 am to 01.30 pm Till October 2013 09.00 am to 01.30 pm POWAI 09.00 am to 01.30 pm Test Series: Fees: Regular topic-wise full syllabus Test Series (Paper VI VII) `.20, 000/- (12.36% Service Tax extra) INTERVIEW (PERSONALITY TEST) Duration: Course Content: 3 Months Mock interviews. 1 year Current Affairs sessions Debates on topics of national, international and social relevance Seminars and Presentations `.10, 000/-(12.36% Service Tax extra) â€Å"A. A. Shah’s Book House†IAS exclusive Bookshop All relevant Books, Magazines, Materials, Photocopies, Previous Years Question Papers (Solved – unsolved) For General Studies all Optional Subjects in UPSC available at all branches; Fort Dadar Thane Nerul Fees: COURSE FOR UNDER-GRADUATES PRE-IAS FOUNDATION COURSE A. A. SHAHs Foundation Course is formulated in such a manner that the students get used to the basic content of the Civil Services Examination syllabus at an early stage. The objective of foundation course is to sensitize the aspirants with the essential knowledge and skills which will lay a sound foundation for his\her pursuit in Civil Services Examination. Considering the maturity level of the aspirants, a phased approach is recommended. Accordingly the foundation course will be introduced as the first stage in the course of preparation before CSAT and Mains preparation stages commence. They will have a clear edge over fresher’s in their year of attempting Civil Services Examination. Eligibility for Foundation Course: Course Duration: Students of XI, XII, 1st year Degree course and 2nd year Degree course 2 Years coaching including 6 months Test Series, interactive lectures and discussions on weekly and monthly basis. Based on syllabus of General Studies papers of Civil Servi ces Prelims Exams of UPSC. Current Affairs, General Knowledge,Indian Polity, History, Geography, Science,Economics, CSAT: Comprehension, Interpersonal Skills, Logical Reasoning, Decision Making Problem Solving, General Mental Ability, Basic Numeracy, Data Interpretation, English Language Comprehension Skills. Course content: Students will be trained in the technique of reading newspapers, magazines and making notes to help them in their preparation for Civil Services Exams conducted by UPSC. Field visit will also be scheduled to understand governance and development issues in India. (Charges Extra) Batch Timing : Tue Thu Sat Course Fee: WEEK DAY BATCHES Mon Wed Fri (FORT NERUL) (DADAR THANE) 04.00 pm to 06.00 pm 04.00 pm to 06.00 pm (Note: Schedule subject to change without prior intimation) `.35, 000/(12.36% Service Tax extra) (Note: Students enrolled for Pre-IASFoundation Course are eligible for 30% fee concession in General Studies Prelim-cum-Mains-cum-Interview Course) AA Shah’s Young IAS for student s of Std. I to XI Abacus Young IAS Elementary Course Vedic Math Group Tuition Young IAS Intermediate Course ABOUT US â€Å"A. A. Shah’s IAS Institute, Mumbai†, as the name suggests, is an institute dedicated to IAS aspirants in Mumbai. We have branches located at Fort, Dadar, Powai, Thane and Nerul.Branches at Fort, Dadar, ThaneNerulare at walking distance from respective Railway Stations. The branch at Powai is near IIT Main Gate. We provide coaching for General Studies and other optional subjects, as per new pattern. We have recently added Reading Room and Libraryfacility at selected branches. We have free counseling sessions to help all IAS aspirants at each stage of preparation to overcome difficulties, nervousness and to resolve queries. We also help in arranging lodging facilities near the institute for dedicated and out-station students. â€Å"A. A. Shah’s IAS Institute, Mumbai† has been set up to groom the winner in you. Coaching at A. A. Shah’s does not end at the end of a lecture. We shall be equal stakeholders in your preparation, which requires complete dedication and full commitment to ensure success. Civil services Exam preparation is not an easy job. In the present competitive scenario, you have to ensure that you stay ahead in the race. The institute shall be a continuous source of motivation for all its students. We are thetrend-setter. We do not intend to replicate any institute in Mumbai or in Delhi. In the short span we have taken the lead position in the field of IAS coaching. We have been innovating at every step to bring forward the best techniques for your success. You shall be guided with all the RELEVANT (it is the key) materi al, the perfect strategy, all the necessary notes, study material, book list, previous years’ question papers and solutions. It shall be ensured that you have an all-round coverage of the syllabus. We expect complete discipline, seriousness and dedication from your side to bring out the winner in you. ‘AA Shah’s Book House’, an exhaustive exclusive Book Store, where your search for books, magazines, notes ends. We are also providing coaching for MPSC, Staff Selection and Banking apart from UPSC exams on public demand. Looking forward to be stakeholders in your preparation and success! CONTACT US : 9004078746 Fort Guru Kripa, Bahubali,Cawasji Patel Street, Behind People’s Book House, Between Hutatma Chowk Horniman Circle, Fort, Mumbai† 400 001. Tel: 022- 2204 4777 Mob: 9029098746 Dadar 221, Gohartaj Bldg., Dr. B. A. Road, Hindmata, Dadar (East), Mumbai † 400 014 Tel: 022- 2415 4777 Mob: 7738388746 Powai 1st Tel: 022- 25709911 Mob: 9029098748 139, Floor, Powai Plaza, Hiranandani Business Park, Near IIT Main Gate, Powai, Mumbai – 400 076. Thane Paranjpe Udhyog Bhavan, 3rd Floor, Opp. Shiv Sagar Restaurant, Ambedkar Chowk, Station Road, Thane (West) † 400 601 Tel: 022- 2540 4777 Mob: 8652744447 Nerul B†112, Floor, Nerul Railway Station Complex, Nerul (East), Navi Mumbai † 400 706. 1st Tel: 022- 2771 4477 Mob: 9773388746

Understanding Haemophilia :: Health Medicine

Understanding Haemophilia In the human body, each cell contains 23 pairs of chromosomes, one of each pair inherited through the egg from the mother, and the other inherited through the sperm of the father. Of these chromosomes, those that determine sex are X and Y. Females have XX and males have XY. In addition to the information on sex, 'the X chromosomes carry determinants for a number of other features of the body including the levels of factor VIII and factor IX.'1 If the genetic information determining the factor VIII and IX level is defective, haemophilia results. When this happens, the protein factors needed for normal blood clotting are effected. In males, the single X chromosome that is effected cannot compensate for the lack, and hence will show the defect. In females, however, only one of the two chromosomes will be abnormal. (unless she is unlucky enough to inherit haemophilia from both sides of the family, which is rare.)2 The other chromosome is likely to be normal and she can therefore compensate for this defect. There are two types of haemophilia, haemophilia A and B. Haemophilia A is a hereditary disorder in which bleeding is due to deficiency of the coagulation factor VIII (VIII:C)3. In most of the cases, this coagulant protein is reduced but in a rare amount of cases, this protein is present by immunoassay but defective.4 Haemophilia A is the most common severe bleeding disorder and approximately 1 in 10,000 males is effected. The most common types of bleeding are into the joints and muscles. Haemophilia is severe if the factor VIII:C levels are less that 1 %, they are moderate if the levels are 1-5% and they are mild if they levels become 5+%.5 Those with mild haemophilia bleed only in response to major trauma or surgery. As for the patients with severe haemophilia, they can bleed in response to relatively mild trauma and will bleed spontaneously. In haemophiliacs, the levels of the factor VIII:C are reduced. If the plasma from a haemophiliac person mixes with that of a normal person, the Partial thromboplastin time (PTT) should become normal. Failure of the PTT to become normal is automatically diagnostic of the presence of a factor VIII inhibitor. The standard treatment of the haemophiliacs is primarily the infusion of factor VIII concentrates, now heat-treated to reduce the chances of transmission of AIDS.6 In the case of minor bleeding, the factor VIII:C levels should only be raised to 25% with one infusion.

Kant Theory and Justice

Immanuel Kant concerns himself with deontology, and as a deontologist, he believes that the rightness of an action depends in part on things other than the goodness of its consequences, and so, actions should be judged based on an intrinsic moral law that says whether the action is right or wrong – period. Kant introduced the Categorical Imperative which is the central philosophy of his theory of morality, and an understandable approach to this moral law. It is divided into three formulations. The first formulation of Kant’s Categorical Imperative states that one should â€Å"always act in such a way that the maxim of your action can be willed as a universal law of humanity†; an act is either right or wrong based on its ability to be universalized. This belief is part of the â€Å"universal law theory† and states that to determine if an action is essentially â€Å"good† or â€Å"bad,† one must essentially imagine a world in which everyone performed that same action constantly, and imagine if this would be a desirable world to live in. If not, then it is not okay to perform the action. He believes that this â€Å"universal law† lives within us; it is not something that is imposed on us from the outside. For example if one kills oneself out of self-love, it is logically contradictory because self-love refers to respect for one’s self as a rational being and rationality is based on objective (undistorted by emotion or personal bias). So, one can never justify suicide. The maxim of killing oneself cannot possibly exist as a universal law. The second formulation states that one must â€Å"treat humanity whether in thine own person or in that of any other, in every case as an end withal, never as means only. For example, if I were to lie to a girl so that she would choose to go out with me then I, in effect, use her. Kant would say that I treated her as a means to achieve my end, and he specifically prohibits manipulating or deceiving a person for the purposes of achieving a personal end. According to Kant, only people are valuable as ends. Any action tha t disregards this is in clear violation of Kantian morality, and purports to reduce an individual’s autonomy; this consequently undermines a person’s rational capability and reduces him/her to a thing. This implies that if someone robs you and takes your wallet, he is treating you as a thing and not as a person. The third and last formulation requires that one sees oneself as the source of all moral law. This simply emphasizes the fact that the moral agent is the one who chooses to act morally. This third formulation tells us to imagine ourselves as the sole lawmaker in a society, and to choose the best possible set of laws that the society of rational beings would live by. Kant believes that we all have reason within us, but some choose to respond and act upon it while others do not. We can reason the way things ought to be, and based on that is how we should act, which explains Kant’s view that a moral action must be chosen through moral reason. For example, one does not cheat on a test because one’s reason tells him or her that it is wrong, not the consequences that follow if one gets caught. Another example is that we do not need the law to tell us not to steal because it is immoral; we simply have to access our ability to reason to rationalize this. In a world where each individual recognizes his/her moral dignity and freely chooses to adopt the same universalizable moral law, all actions become good. In opposition to the Categorical Imperative is Kant’s Hypothetical Imperative, which states that a particular action is necessary as a means to some purpose. Kant believes that these actions are not always moral because they are not performed out of â€Å"pure good will† (pure duty), which is the only thing in the world that is unambiguously good. In the case of the ethical credibility of the principles of affirmative action, Kant’s Categorical Imperative provides for the basis of approval. It is primarily out of a sense of duty that a society would seek to assist its struggling members who are in need of help. The action so far seems good, but we must test its universality. Can we imagine ourselves living in a world in which all societies seek to aid the underprivileged and the disadvantaged at the slight expense of others? Absolutely yes. It is important for one to bear in mind, however, that it is the very action of helping that is being judged as inherently good or bad, and not the action’s admirable or overbearing surrounding consequences. Secondly, we must test that the action is regarding everyone involved as ends and not as means to any particular purpose. Since the aim of affirmative action is to help the current predicaments of those people who were victimized in the past, focus is placed on respecting every individual’s autonomy. In this way, we can see that affirmative action is not a devious plan that seeks to manipulate, but one that seeks to compensate by adjusting the means (circumstances) and not the ends (individuals). Lastly, we must see if the action is establishing a universal law governing others in similar situations; one should behave as if one is the absolute moral authority of the universe. Is completing this action consistent with the application of moral law? If so, the affirmative action passes these three tests and the action is good. In his â€Å"Objections to Affirmative Action†, James Sterba talks about why he believes that Affirmative Action is morally wrong. He argues that a person’s race shouldn’t control his or her point of interest. Sterba argues that Affirmative Action leads to injustice and it is unfair to the white nonminority males because â€Å"it deprives them of equal opportunity by selecting or appointing women or minority candidates over more qualified nonminority male candidates. He believes that the job of the government is to eliminate all kinds of discriminatory policies. He thinks that â€Å"alternative programs are preferable. † Thus, the government should instead promote equal opportunities through programs within agencies and departments instead of through Affirmative Action which he believes is a fancy word for discrimination. He argues that it is not fair to those who are more qualified for certain opportunities and cannot receive them either because they are not women or because they are not part of the minority. In his First Objection, he argues that Affirmative Action â€Å"is not required to compensate for unjust institutions in the distant past. † He talks about Morris’ argument that what occurred in the past is not the primary issue that puts all present-day African Americans at an unfair disadvantage; it is more about the issues of more recent origin. He makes a point that discrimination today could very well be the source of the disadvantaged disposition of African Americans and other minority groups, and it is certainly something that society could do without. The question remains that in attempting to â€Å"level the playing field† and eliminate present-day discrimination in America, is Affirmative Action a practical approach and should such a program be endorsed? The Fourth Objection goes on to say that Affirmative Action â€Å"hurts those who receive it† because in many ways the people benefitting from it would not see the need to work as hard, and it places â€Å"women and minorities in positions for which they are not qualified. Sterba proposes that one of the solutions to this problem could be the installation education enhancement programs to compensate for any lack of skills. He believes that this will in a short time ensure that minorities are appropriately qualified for a position. In response to Sterba’s First Objection, Kant would agree that the rightness of Affirmative Action should be based upon the circumstances of the present situation and not what had occurred in the past; this is evident mainly through his a priori form of philosophical deductive reasoning that judges an action before the experience, or â€Å"in the moment. However, Kant would disagree with Sterba’s Fourth Objection because in my opinion, Kant’s deontological theory correlates with the correctness of the affirmative action in its very aim toward helping â€Å"the right† people. Affirmative action has not significantly diminished gender, racial, and all other forms of discrimination, but the action has promoted equality and diversity to a large extent. In a world where everyone performs the â€Å"good will,† there is justice; and the installation of this program only serves to come closer to this justice. Discrimination is wrong because it violates a person’s basic and intrinsic moral rights. Thus, in itself the adoption of this program is an action that is good because without Affirmative Action it is true in many ways that minorities would remain at a disadvantaged position in the educational system and not be allowed the opportunity to exercise their true potential. Kant would argue that it is a duty out of â€Å"good will† to treat people equally. The concepts of equality and autonomy are emphasized in the nature of this program because it strives to treat everyone as a free person equal to everyone else. According to Kant, one should be treated as ends not as mere means. It can be argued that African Americans at a disadvantaged position were being treated as means by the dominant culture to achieve its own ends in the system. Discrimination cannot exist as a system of nature because those who discriminate would not want to be similarly discriminated against if things were reversed, and so Affirmative Action is justified because it aims to open the door of opportunities to those who have been oppressed for years. That being said, Kant would examine the action itself and not the consequences of the action. When making decisions, one has to put oneself into other people’s shoes and see if one wants to be treated the same way others have been treated; it is a duty to treat others as we ourselves want to be treated. Affirmative Action not necessarily needed in this society to reduce the inherent inequalities that are still existent, but it can certainly be used to assist in leveling the playing field. Affirmative Action has been successful on a short term basis, that is, in ncreasing the representation of minorities (including women) in areas of employment, education, and business from which they have been historically excluded. However, on the long term basis it can be argued that the program only serves to perpetuate a cycle of need. Kant advocates the idea of equality through his deontological theory by saying that all people deserve equal treatment as rational ends in themselves and th at this should never be compromised by the flaws in any social system.

Ethical Issues That Affect The Field Of Organizational...

Ethics refers to the principles that influence how a person or a group of people behaves. It is what dictates what is right or wrong but in some cases what may be right to a person may be wrong to another person. The idea of what is right or wrong is influenced by factors of religion, the society, past experience and individual perceptions about different issues (Carroll Buchholtz, 2014). Ethics dictates what values are and the social responsibility that an individual or a group of people play towards the society. The purpose of this article is to discuss the ethical issues that affect the field of organizational behavior. Organizational behavior refers to the study of how people interact with each other in organizational settings and this forms the culture of the organization (McShane Von, 2015). Naturally people are different; the values they uphold and what they consider to be right or wrong differs. Their interests also differ and getting them to unite on a similar background can be very hectic. For this reason, ethical issues have to be considered in an organization so that people treat each other fairly and are able to interact with each other. Among the major ethical issues that affect organizational behavior include health and safety of employees, legal and government compliance, transparency, fair working conditions and technology. The ethical issues that affect the organizational behavior of one company may differ from another but there are those issues thatShow MoreRelatedThe Ethics And Organizational Communications1448 Words   |  6 Pages The study of Ethics and organizational communications has been an ongoing subject. It has been introduced as a way to be a more effective communicator, especially pertaining to an organization. It is a practical way to improve morale between an employer to his employee as well as a client to an organization. Resolution of ethical behaviors and practices are essential to any organization. The following study of Ethics and organizational communications has been studied and explored by other scholarsRead MoreOrganizational Behavior Trends1619 Words   |  7 PagesOrganizational Behavior Trends Outline: 1. Definition of OB and related terminologies. 2. Role of decision making in OB environments. 3. Conflicts involved in decision making processes in organizations. 4. Rifts between managerial level staff and operations level workforce. 5. Stakeholders in decision making in a corporate hierarchy. 6. Self-inflicted ethical dilemmas and differences, causes for it. 7. Values and goals affecting causing ethical dilemmas in OB 8. Globalization and its strategic alliancesRead More Organizational Behavior Trends Essay1565 Words   |  7 PagesOrganizational Behavior Trends Outline: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Definition of OB and related terminologies. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Role of decision making in OB environments. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Conflicts involved in decision making processes in organizations. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Rifts between managerial level staff and operations level workforce. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Stakeholders in decision making in a corporate hierarchy. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Self-inflicted ethical dilemmas and differences, causes for it. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Values and goals affecting causing ethical dilemmas in OB Read MoreThe Impact Of Ethical Dimension On Job Satisfaction Of Employees1232 Words   |  5 PagesIMPACT OF ETHICAL DIMENSION ON JOB SATISFACTION OF EMPLOYEES Chapter No. 1 Introduction 1.0 Background The need of organizational ethics is becoming more significant for job satisfaction in all businesses. These businesses have to face many ethical issues like social responsibilities, social expectations, fair competition, legal protections and rights. The consistency and maintenance of an organization’s culture enforces the management to take into account the culture and various factors like performanceRead MoreOrganizational Behavior Trends1159 Words   |  5 PagesIntroduction Organizational Behavior is the study of what people think, feel, and do in and around organizations. Organizational Culture is the basic pattern of common assumptions, values, and beliefs leading the way employees within an organization think about and act on problems and opportunities. Organizational Trends are patterns of change over time in some variable of interest. In this paper we will evaluate two trends in organizational behavior. The influence of ethics on decision-makingRead MoreCase Study: Ethical Issues Confronting Jacob966 Words   |  4 Pagesnumber of ethical concerns contained within the case study. Due to the large number of ethical issues confronting Jacob, he may wish to make a decision as to whether he truly desires to work in such an unethical culture. The environment of a business can certainly influence the individual employee, either for good and positive aspects, or in a bad or negative manner. Organizational ethics are definitely in play in this particular case study. A 2010 study found that an organizational culture reflectsRead MoreEthical Issues Within The Field Of Human Resources1657 Words   |  7 Pagesfacing problems with ethical issues in the field of human resources. Among the biggest ethical concerns businesses faced are the quality of work life, diversity at the workplace, worth of an individual, impartiality of human resources managers, and fair remuneration of employees. These issues present challenges mainly due to attaining a balance between the interest of the organization and requirements of employees. Ranking them based on effect on productivity and organizational performance revealsRead MoreThe Dynamics of People and Organizations1655 Words   |  7 PagesChapter 1 The Dynamics of People and Organizations Organizational Behavior Organizational Behavior is the study and application of knowledge about how people – as individuals and as groups – act within organizations. Organizational Behavior is a scientific discipline in which a large number of research studies and conceptual developments are constantly adding to its knowledge base. Goals of Organizational Behavior (Most Sciences share four goals) * Describe (How people behave under a varietyRead MoreOrganizational Communication : An Organization1591 Words   |  7 PagesIntroduction The way in which individuals in an organization communicate with each other is what organizational communication is referred as in the simplest of terms. However, a little more precisely in terms of organizational communication as a field, it is defined as the consideration, study, and the censure of communication. Therefore, it would be safe to say organizational communication is not merely the transfer of a message from one party to another but it is also an element which shapes upRead MoreHow Do Global Regulations Influence Businesses Operating Internationally? What Are The Major Obstacles?1328 Words   |  6 Pagesof fair competitive environments are important to a robust economy. Having regulations in place and practiced by businesses keep them in check which allows more choice for the consumer, pricing remains more competitive, and they level the playing field. Societal principles, norms, and values through which laws are introduced and adopted are the foundation of responsibi lity to stakeholders. Social benefits such as having safe work environments, the promotion of equality, and preserving the environment

Lorraine Hansberrys A Raisin In The Sun Essay - 3889 Words

Lorraine Hansberrys A Raisin In The Sun A dream deferred is a dream put off to another time, much like this essay. But unlike dreams sometimes, this essay will get fulfilled and done with. Each character from A Raisin in the Sun had a deferred dream, even little Travis although his dream was not directly stated. Their dreams become dried up like a raisin in the sun. Not just dreams are dried up though; Walter Lee and Ruth’s marriage became dried up also. Their marriage was no longer of much importance, like a dream it was post-poned and it became dry. Their struggle for happiness dried up because they had to concentrate all of their energies on surviving. Their needs seem no longer to be satisfied by each other. But they†¦show more content†¦The money disappeared and so did the dream. Walter Lee’s investment dream also stunk â€Å"like rotten meat.† Like meat, the dream was very appetizing. In Walter Lee’s eyes, nothing could go wrong, it was a smart investment that would definitely be profitable. Not once did the thought that Willy Harris might run away with the money ever cross his mind. â€Å"Walter: Yeah. You see, this little liquor store we got in mind cost seventy-five thousand and we figured the initial investment on the place be bout thirty thousand, see. That be ten thousand each. Course, theres a couple of hundred you got to pay sos you dont spend your life just waiting for them clowns to let your license get approved...† But the dream began to rot, and lose composure. He wasted all the money and his dream became impossible. The dream that Mama and Ruth shared was to move into a bigger and better house. Mama had shared that dream with her husband who was never able to live it out. â€Å"Mama: Rat trap -- yes, thats all it is. I remember just as well the day me and Big Walter moved in here. Hadnt been married but two weeks and wasnt planning on living here no more than a year. We was going to set away, little by little, dont you know, and buy a little place out in Morgan Park. We had even picked out the house. Looks right dumpy today. But Lord, child, you should know all the dreams I had bout buying that house and fixing it up and making me a littleShow MoreRelatedLorraine Hansberrys A Raisin in the Sun1260 Words   |  6 Pagesoblivious to this fact, and to those who are aware and accept this knowledge. The people who are oblivious represent those who are ignorant of the fact that their dream will be deferred. This denial is the core of the concept used in A Raisin in the Sun by Lorraine Hansberry . The perception of the American Dream is one that is highly subjective, but every individual dream ends in its own deferment. During the 1960s, the African-American people were in racial situations due to their â€Å"lowered status†Read MoreLorraine Hansberrys A Raisin In The Sun1850 Words   |  8 PagesIn Lorraine Hansberry’s â€Å"A Raisin in the Sun† (1959), she reveals the life of the Youngers family. In doing so, there surfaces a detrimental ideology that destroys the family financially and in their overall happiness. In Act II Scene I, Walter, the father figure of the family, says, â€Å"Why? You want to know why? Cause we all tied up in a race of people that don t know how to do nothing but moan, pray and have babies!† (Hansberry 532). By way of explanation, the family and much of the African-AmericanRead MorePride in Lorraine Hansberry’s A Raisin in the Sun611 Words   |  2 Pages Pride Numerous meanings thrive throughout Lorraine Hansberry’s A Raisin in the Sun. One of the most prominent essential values shared is pride. The Younger family having little financial worth to their name holds pride as a means of dignity. Pride is depicted in almost every aspect of the novel, particularly represented through intricate self-respected morals, dreams, and struggle. Every character relays pride in their unique way. Mama and Walter are the most diverse to analyze in terms of layeredRead MoreAnalysis Of Lorraine Hansberrys A Raisin In The Sun1092 Words   |  5 PagesLorraine Hansberry was an African-American female playwright born in Chicago in 1930. Hansberry’s play, A Raisin in the Sun, has won awards such as the New York Drama Critics’ Circle Award for Best Play and is loosely based on events involving her own family. This play portrays a poor African-American family of five known as the Younger Family, living on the South side of Chicago in a run-down one-bedroom apartment, Its furnishings are typical and undistinguished and their primary feature now isRead More Lorraine Hansberrys A Raisin In The Sun Essay552 Words   |  3 Pages But not everyone will achieve their dreams and some, because of sad circumstances lose their grip on their dream and fall into a state of disappointment. Langston Hughes poem relates to the dreams of Mama, Ruth, and Walter in Lorraine Hansberry’s play A Raisin in the Sun. nbsp;nbsp;nbsp;nbsp;nbsp;Ruth has to listen to Walter’s extravagant dreams of being rich and powerful all the time and know that these dreams will never happen. They are very poor and Travis must sleep on the couch becauseRead MoreLorraine Hansberrys A Raisin in the Sun735 Words   |  3 PagesThe play â€Å" A Raisin in the Sun† by Lorraine Hansberry shows three generation of women under the same roof and the struggle each women face, the dreams that they had and how they overcome the obstacle in their life to move on to something better. The women in the family has had to sacrifice a lot to make the family either happy or progress further in life. Lena Younger became the head of the household upon the death of her husband. She moved from the south to the north to better herself and her lifeRead MoreEssay on Lorraine Hansberrys A Raisin In The Sun1190 Words   |  5 Pages Lorraine Hansberry’s novel, A Raisin in the Sun, revolves around a middle-class African-American family, struggling during World War II. By reading about the Younger’s true to life experiences, one learns many important life lessons. One of the aforementioned would be that a person should always put family’s needs before their own. There are many examples of this throughout the novel. Just a few of these would be the example of Ruth and her unborn baby, Walter regaining the respect of his familyRead MoreLorraine Hansberrys Raisin In The Sun1883 Words   |  8 PagesOver 5 decades ago Lorraine Hansberry wrote a play, Raisin in the Sun, about a family living in Chicago  during the Civil Rights Era.   The play illustrates a realisti c portrait of African-American life during the late 50’s early 60’s.   The family comes into some money as a result of the Patriarch of the family passing away.   This insurance check presents an opportunity for each member of the family to realize their dreams in order to escape the ghetto.   However, each family member/character dealsRead MoreEssay Lorraine Hansberrys A Raisin In The Sun2551 Words   |  11 PagesRaisin in the Sun In the story â€Å"Raisin in the Sun† there is basically a group of characters all in one family living in a small apartment with everyday their love dying a little more. The family is black and through the whole play it shows how segregation was played in the 1950s. Ruth Younger is a wife of Walter Younger and a Mother of Travis Younger who is living in a small living assortment and just wants to get away and move on to something bigger and something more independent. Now with herRead MoreThe American Nightmare: Lorraine Hansberry’s A Raisin in the Sun1011 Words   |  5 PagesIn Lorraine Hansberry’s â€Å"A Raisin in the Sun†, she uses the African American Younger family as a representation of the entire race’s struggle for the American Dream. America has always had slogans such as â€Å"the land of the free† and â€Å"liberty and justice for all†. The Younger family is finding out, like generations before them, the American Dream i sn’t at all what it seems if you’re black. The family eagerly awaits the insurance check from the death of their father, while living a life of constant

The Things They Carried By Tim O Brien - 903 Words

For many years war has been a huge part of history. Thousands of people go to war for their country and come back physically fine. But what people usually do not notice is the emotional distress and burden that the veterans come back with on their back. That is what drives the purpose of the book in â€Å"The things they carried†. Tim O’Brien wrote this book in way that shows how war can be part of the soldier for the rest of their life. Coming home veterans have to deal with individual sufferings, but the emotional baggage the soldiers bring also effect the people around them. The characters in the book the â€Å"The things they carried† portray this very well. Once soldiers are home, they deal with a lot of mental distress. That is so because when they are at war soldiers must undergo extreme stress on the battlefield. â€Å"Among the consequences of war, the impact on the mental health of the civilian population is one of the most significant† (Murphy and Lakshminarayana). Soldiers have to witness killings and sometimes witness their partner being killed as well. In â€Å"The things they carried† Jensen is a character that tumbles into the mental problem, PTSD. Jensen breaks Strunk’s nose just because he is missing a jackknife (O’Brien 63). That is because the chaos of the war is bottled up inside of Jenson and is making him break. That is causing him to react at stupid situations. In a study conducted by R. Srinivasa Murphy and Rashmi Lakshminarayana, forty-two percent of the individualsShow MoreRelatedThe Things They Carried By Tim O Brien892 Words   |  4 PagesThe Vietnam War was a long, exhausting, and traumatic experience for all of the soldiers and those who came with them. The Things They Carried, by Tim O Brien illustrates the different affects the war had on a variety of people: Jacqueline Navarra Rhoads, a former nurse during the Vietnam war, demonstrates these effects within her own memoir in the book, The Forgotten Veterans. Both sources exemplify many tribulations, while sharing a common thread of suffering from mental unpredictability. DesensitizationRead MoreThe Things They Carried By Tim O Brien1377 Words   |  6 Pageslove to have it as good as we do. Tim O’Brien’s The Things They Carried discusses many veterans who experience the burden of shame and guilt daily due to their heroic actions taken during the Vietnam War. The book shows you how such a war can change a man before, during, and after it’s over.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I reflect on the many conflicts America has been a part of, none can compare to the tragedies that occurred in The Vietnam war. As told in The Things They Carried (O’Brien), characters such as NormanRead MoreThe Things They Carried By Tim O Brien1457 Words   |  6 Pagesthe theme pertains to everyone regardless of their background. It conveys the same ideas to people from all across our society. Lastly, a classic is timeless, which means it has transcended the time in which it was written. In Tim O’Brien’s novel, The Things They Carried, he offers a new, intriguing way to view war or just life in general and also meets all of the crucial requirements mentioned above to qualify it as a book of literary canon. Though this book is technically a war novel, many peopleRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) Tim O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead MoreThe Things They Carried By Tim O Brien1004 Words   |  5 Pages Tim O’Brien is a veteran from of the Vietnam War, and after coming home from his duty he decided to be a writer. His work â€Å"The Things They Carried† is about a group of soldiers that are fighting in the Vietnam War. The first pa rt of the story talks mostly about physical items that each soldier carries, and also mentions the weight of the items as well. Though, there is one exception to the list of physical things. Lieutenant Cross is a character of the story, and Tim O’ Brien quickly states theRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesbut are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stories about what had happened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They Carried by Tim O Brien was precise with its portrayal of settingRead MoreThe Things They Carried By Tim O Brien896 Words   |  4 PagesTrouble without a doubt is what First Lieutenant Jimmy Cross c arried around his shoulders because he was out in war, where mistakes happen. Lost and unknown of his surroundings he had to lead his men into safety, while destroying anything they found. First Lieutenant Jimmy Cross only holds onto one thing for hope and that is Martha, the woman who he hopes is a virgin to come back to. Tim O’ Brien introduces symbolism by adding a character that has a meaning of purity and a pebble, which symbolizesRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1369 Words   |  6 PagesMany authors use storytelling as a vehicle to convey the immortality of past selves and those who have passed to not only in their piece of literature but in their life as an author. In Tim O’Brien’s work of fiction The Things They Carried, through his final chapter â€Å"The Lives of the Dead,† O Brien conveys that writing is a matter of survival since, the powers of s torytelling can ensure the immortality of all those who were significant in his life. Through their immortality, O’Brien has the abilityRead MoreThe Things They Carried By Tim O Brien1407 Words   |  6 Pages       Our introduction stated that in â€Å"The Things They Carried,† author Tim O’Brien tells us not directly of the soldiers of Vietnam, or the situations they find themselves in, but about the things they carry on their shoulders and in their pockets. These â€Å"things† identify the characters and bring them to life.   I find that to be true as the author unfolds the stories about war and the uncommon things one carries in to war both inadvertently and on purpose.  Ã‚  Ã‚  As it was noted: Stories about war –

History of Economics and Globalisation International Trade

Question: Describe aHistory of Economics and Globalisation for International Trade. Answer: Introduction Globalisation is a rapid growth of interaction between different countries of the world. Currently, the concept of globalisation has changed the business scenario in the global market. It is important to note that globalisation has long historical roots that began with regional inter-trade rather than global inter-connection. Globalisation is the key factor that leads to the formation of the world economy by interlinking different nations together to join hand and support expansion of trade (Cassis, 2006). Hence, the history of economics and globalisation refers to various stages that lead to the current phase of globalisation in the world market. Few authors described the term globalisation as archaic globalisation or proto-globalisation to present the earlier phases of globalisation. This paper has used the term convergence to present the integration processes that lead to contemporary globalisation and unity of trade among different parts of the world. The paper primarily argues t hat the forces of convergence that brought people together were much weaker than the forces of divergence that isolated people from one another. Globalisation began with the overtaking power of the convergent forces that brought the various nations of the world together to work for a common benefit of expansion of trade. It is important to note that the contemporary globalisation and historical antecedents have evident different forms of convergence. Hence, to understand the historical events of globalisation, it is important to consider various economic factors that changed with the inter-connection of nations across the world. The free flow of goods and currencies among different economies were the major factor supporting globalisation and growth of world economy in the earlier phases. Furthermore, several other factors helped the growth of globalisation and global economy (Choueiri, 2005). The first primary factor was the political renaissance in the Western Countries that promoted trade to new lands from the Far East. The development of legal systems, regulatory bodies and institutions served the growth of globalisation and international trade by settling disputes among various nations have a long history. The second factor is the non-economic globalisation that started with a mixture of cultural beliefs and practices in various parts of the world (Knox, Agnew and McCarthy, 2003). Notably, this was the beginning of the global civil society that has a long historical root in the contemporary globalisation era. Another factor is the named as the biological factor that involves the movement of people from one nation to another in search of a better living. Hence, it can be seen that all these four factors namely the economic, socio-cultural, political and biological factors have led to the development of contemporary globalisation and formation of a world economy. The study discusses the beginning of globalisation and major incidents such as industrial revolution and the rise of the west. Along with that, the paper presents the four phases of formation of the world economy and various turning points in the history of globalisation (Michie and Grieve Smith, 2009). The turning points in the history of globalisation present the supporting factors and impacts of early globalisation on the world economy. Arguments and discussions The beginning of globalisation The actual beginning of globalisation has been a debatable issue among the modern historians and academic economists. Social scientists and practitioners have suggested different starting points for globalisation though no explicit consensus has existed on this regard. Through the identification of different economic factors associated with globalisation, academic disciplines are voted for shorter timeframes. On the other hand, the historians have argued that globalisation is a longer process to be identified (Ghosh, 2016). In order to determine the correct starting point of globalisation, numerous debates have been raised among the economists and proclivities in particular. Ideologically, Marxism and Eurocentrism have been recognised as significant starting points of the history of globalisation. However, many scholars have connected the discussion of globalisation to underdevelopment, the rise of the western culture and terms of internationalisation. Evidently, three of the most si gnificant historical events have been suggested as the starting points of globalisation as mentioned bellow. The Industrial Revolution in 1800 AD Western Maritime Expansion in 1500 AD The amalgamation of Asia in 1000 AD or before. Furthermore, some recent arguments must have been taken into consideration to understand the relevant starting point of globalisation. Legendary Thomas Friedman has vowed that in the early 1990s, the dawn of globalisation was triggered. In the larger context, the 21st century has been popular as the beginning of modern globalisation (Friedman, 2015). Moreover, significant concept, arguments and debates have been featured on this topic to understand the original opening points of globalisation. The economists, historians and scholars have divided into many parts in identifying the time of globalisation. Industrial Revolution By identifying the trends of the economy during the discussion of a previous couple of century, Friedman has got the significant company to show how the development of the Western world and culture has contributed to economys growth (Sommer, 2015). To show the valid events and economic prosperity in the past couple of centuries, Historical Statistics of the World Economy and other significant works of Angus Maddison have been taken into consideration. By the statistics, the GDP of Europe has been seemed to be increased by 563% whereas in the past three centuries the increase of growth was registered around 363% (Aldcroft and Maddison, 2011). Also, only in the nineteenth century, the GDP of the United States of America has been increased by over 4000%. Moreover, the contemporary global convergence in the last century or so has shown that both the British Industrial Revolution and American Industrial Revolution have been considered as the turning point of the world economy (Badinger, 2 013). Both the historical events have been pointed out that the nineteenth century has been the game changer for a massive transformation of global economic status. Rise of the West The economists and historians have always shown an enormous respect towards the Industrial Revolution in accelerating the global economy. At the same time, some of the scholars and social scientists have provided significant evidence to prove that the global convergence was initiated way before the Industrial Revolution (Hargreaves Heap, 2016). By pointing out different metrics of events related to global convergence, the scholars have identified critical shift of globalisation around 1500 during the period of Western Maritime Revolution. The Iberian-led revolution connected the social, cultural and business mindset of Europe, Asia and some of the African countries with the American counterparts (Maddison, 2016). As a result of the consequences, a massive cultural change had been taken place to shift the circle of globalisation breaking geographical barriers. As of now, many of social scientists and modern scholars have identified the era of 1500 to be the turning point in globalisat ion. Such thoughtful transformation of knowledge and resources has given birth to modern globalisation process that has been continued since the era of 1500 (Cooper and Maddison, 2011). Through the identification of distinct evidence, international relationship build-ups can be seen during 1500 to 1800. Thus, the rise of the Western community can be marked as one of the turning points of modern globalisation and economic sustainability. Making a World Economy (Four Stages) Phase I: Mercantilist Restriction (1492 to 1820) The discovery voyages generated the transfer of animals, technology, plants and diseases on a high scale that was never evident earlier. The period of 1492 to 1820 was the mere beginning of globalisation that joined few countries together to promote trade and exchange of wealth. But, the period of da Gama and Columbus that promoted international trade is considered as a different concept than that of globalisation. This period was not considered as a globalisation era because it did not impact any of the economic factors but merely discovered new routes of international trade (Tomory, 2016). There was no evidence of price union or change in national GDP in both the nations. It was merely a monopoly trading mark-ups with no decline in trade barriers or global integration. The period ended up with increase in the income of European nations through invasion in the Eastern countries. It can be seen that the period of 1492 to 1820 brought forward various channels of trade that opened a path for globalisation. Though this period is not considered as a globalisation phase because of no changes in the economic factors, the discovery of new trade channels lead to a beginning of internationalisation in the first global century (Marshall, 2010). The phase started with high restriction on mercantilist movement and ended up with a mercantilist revolution in the western countries. Hence, this stage can be considered as a light over the path of globalisation and world economy. It is considered as a beginning of world economy that changed the concept of people to trade outside the geographical boundaries. Phase II: The First Global Century (1820 to 1913) The period of 1820 to 1913 resulted in a transportation revolution in the global economy that was named as watershed in the global evolution. The period evident a price convergence in the international commodity that named it as a watershed (Szostak, 2012). An epochal and powerful move towards liberal policy has been noticed in the period that manifested during the decade. Along with that, the period of 1820 to 1913 saw an agricultural depression in England and a peacetime revival from the Napoleon wars. Hence, this phase is considered as the beginning of the modern globalisation in the world economy. The fall in the transportation costs has been evident in this century prior to the First World War. The globalisation forces were quite powerful in the Atlantic Region, but were partially balanced due to the rising tide of protection. It can be seen that the fall in the price of transportation accounted to two-third in the commodity market between 1820 and 1870. Further downturn has been evident in the four decades after the 1870. Some parts of Asia, North Africa, Eastern Mediterranean and Latin America become colonies of free traders because of powerful gunboats and political influence (Howson, 2013). The joining of the Third World had shaken the price in the global economy that fired the process of globalisation in search of competitive policies. Hence, it can be seen that the world wide transport revolution and liberal take apart of mercantilism joined together to produce a global market. Along with that, this period also evident the mass migration of people from one part of the w orld to another in search of better living or due to enforcement of the government (Solomon, 2009). Along with that, the European investors found new prospects over the seas that brought up the concept of global capital market in demand. Phase III: Beating an Autarkic Retreat (1912 to 1950) The world economy fell apart since 1913 due to the interwar decades. The globalised world was dismantled through policies. This era did not evaporate the benefits of communication and transportation. It leads to increased policy barriers that created several problems for global trade (Holvino, 2014). Along with that, the new policy barriers restricted flee of poor population to another place in search of better living. Hence, it can be seen that the USA population for migrants feel from 14.6 percent to 6.9 percent after 1913. Along with that, the higher tariffs and barriers throttle off the benefits of global trade. Hence, different new policy barriers were the major diverging factors during the period of 1912 to 1950. This period divided the world into different groups due to the World Wars that highly impacted the global trade. Hence, a slow upward movement in the globalisation process can be evident from this period (Rockoff, 2011). Along with that, the new disincentives have resulted in reduced investment on new technologies across the globe. A fall in the foreign capital flow can be evident from 3.3 percent to 1.2 percent during this period. Hence, the interwar among the countries led to anti-global policies that led to financial downturn in the world economy. Phase IV: The Second Global Century (1950 to 2001) The fourth phase is known as the second global century that made the world economy evident an extreme globalisation in trade and economic policies. The concept of actual globalisation began after the Second World War and the development of technology with innovative ideas brought the world together to trade as a joined market (McLure, 2014). The migration factor was less impressive during this phase and globalisation process was enforced through different trade policies of international governing bodies. During this period, the European countries faced a downfall in their global power and the United States of America emerged to be a sole global power with its innovative ideas and globalisation policies. Hence, a turn in the globalisation process can be evident during this stage. Previously, the capital export percentage of GDP of the USA was smaller as compared to Britain before this stage. The US had a capital export percentage of 1.2 percent whereas Britain had a percentage of 4.6 percent to be precise (Hirsch, 2011). The scenario changed with the growing globalisation and by the end of 2001, the USA emerged to be the global power. Furthermore, a decline in trade barriers can be evident due to new channels and medium of trade. The cost of international trade gradually decreased during the phase, promoting international business and exposure to market leader. Turning points Global trading and internationalisation have opened up conventional business liberalisation to utilise the global platform as a business market. Understandably, the turnaround of globalisation has been initiated so much early though in the twenty-first century has seen the best of it. The process of globalisation has been influenced by significant elements and factors to change the tradition terms of trade (Warburg, 2006). The identified turning points in the event of globalisation and international trade have been presented as follows. The rise of contemporary United States of America as the worlds leading economy: the wage widening procedure of America has provided the urgent, energetic resources to go beyond the borders to increase the sources of globalisation. The trade-liberalising policies and the US outsourcing strategies have increased the demand of skilled labours within the industry. As a result of the consequences, globalisation of workforce can be seen. Also, the modern technological advancement in the Western and European countries has increased the demand of globalisation to strengthen the economic condition. The shift of technology in the US has created a massive boost in the industrial development. Such boldest attempts have generated historical globalisation procedure in an unexplained way (Efaw, 2013). Moreover, changes in globalisation patterns have been seemed to be increased as the US economy has become the largest economy at the economic centre stage at the global world by the nineteenth centur y. Massive Migration across the globe: Many of the social scientists and scholars have identified massive migration from the third world as one of the most sustainable turning points for globalisation. Since the beginning of global capitalism system, due to massive migration, cultural changes have been noticed among different economies around the globe. Hence, the superiority of the Western culture has been confirmed (Taylor, 2015). The links of globalisation have remained intact by focusing on learning from different cultures and borrow from other societies around the world. Primarily, the industrial revolution and trade demonstration have prompted massive migration from east to west resulting in globalisation. Inequality among the modern economies: The wage-inequity has prompted globalisation of workforce from different parts of the world. Since the dawn of globalisation, skilled labours have seemed to be shifted from different parts of the world to the industrial place. Along with that, the Industrial Revolution has opened up new channels and target markets for different economies in the Europe and the USA to be utilised at the global business front. Due to inequality in the economies, globalisation has become a part of modern development perspective. Conclusion The identification of economic history and globalisation has been a debatable concept since the last couple of centuries. The scale economies and industrial linkage effects have demonstrated significant propositions in support of globalisation. Modern economies of the countries such as the United States of America, Great Britain, China and other developed countries have come a long way to promote globalisation. The convergence of economies has resulted in the convergence of level of income. Understandably, agglomeration resources of distinct economies have delivered standard frameworks to support international trade and globalisation. In connection with the past, significant historical events such as the amalgamation of Asia, the Industrial Revolution and Iberian-led revolution in the West have led the foundation of modern globalisation. Due to development in infrastructure and technology, some of the business locations have established themselves as the hub of global industry. The traditional neo-classical business framework of modern global economies has prompted many other countries to go beyond geographical borders securing international trade. 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