Fair Trade Movement

Fair Trade Movement The Aims and the Effects of the Fair-Trade Movement â€Å"What aims and purposes motivate the fair-trade movement? To what extent do you think that the methods adopted by fair-trade organizations achieve those aims?† Introduction In 2006, Fair trade certified sales amounted to approximately $2.3 billion worldwide, a 41% year-to-year increase. And fair-trade products generally account for 0.5-5% of all sales in their product categories in Europe and North America. In October 2006, over 1.5 million disadvantaged and marginalised producers worldwide were directly benefiting from fair-trade while an additional 5 million benefited from fair-trade funded infrastructure and community development projects. It seems fair-trade becomes more and more important in the social life. So it is better to understand what is fair-trade. 2. Definition of fair-trade In 2001, a common definition of fair-trade was developed by FINE, an informal association of four international fair-trade networks (Fairtrade Labelling Organizations International, International Fair Trade Association, Network of European Worldshops and European Fair Trade Association): Fair trade is a trading partnership, based on dialogue, transparency and respect, which seeks greater equity in international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of, marginalized producers and workers especially in the South. Fair trade organizations (backed by consumers) are engaged actively in supporting producers, awareness raising and in campaigning for changes in the rules and practice of conventional international trade. The fair-trade movement advocates the payment of a fair price as well as social and environmental standards in areas related to the production of a wide variety of goods. It focuses in particular on export goods from developing countries to developed countries, most notably handicrafts, coffee, cocoa, tea, and some other products in agriculture. 3. Motivation of the fair-trade movement In this section, we will try to answer the first question: What aims and purposes motivate the fair-trade movement? We can find the answer to this question on the website of FLOI (Fairtrade Labelling Organizations International), the aims and purposes of the fair-trade movement, or called fair-trades strategic intent is: â€Å"deliberately to work with marginalised producers and workers in order to help them move from a position of vulnerability to security and economic self-sufficiency. to empower producers and workers as stakeholders in their own organizations. to actively play a wider role in the global arena to achieve greater equity in international trade.† The first aim is about marginalised producers and workers. They are the object and reason of the movement. Normally, they are easily hurt economically and treated by unequal conditions. And the fair-trade movement deliberately tries to protect those producers and workers. The second aim pays attention on the role of producers and workers in their own organizations. Normally, those marginalised producers and workers do not have enough power in their own organizations to protect themselves. But the Fair Trade movement aims to strive for more power for them in their own organizations. The third aim focus on the equity in international trade environment. It is important to create the opportunities and equity conditions for those marginalised producers and workers in domestic environment. But at the same time, we also need to take account into the international situation. And the fair-trade movement tries to reduce the gaps in different industries in different countries. IFAT (International Fair Trade Association) prescribes 10 standards that fair-trade organizations must follow in their day-to-day work and carries out continuous monitoring to ensure these standards are following: Creating opportunities for economically disadvantaged producers Transparency and accountability Capacity building Promoting Fair Trade Payment of a fair price Gender Equity Working conditions Child Labour The environment Trade Relations I think these can be seen as a very good addition and explanation to the three main purposes of the fair-trade organizations. Those standards tell us how we can identify the aims of the fair-trade movement in practice. One can visit the website of IFAT for details. 4. Effects of the fair-trade movement Now, we should consider the second question in this section: To what extent do you think that the methods adopted by fair-trade organizations achieve those aims? 4.1 The methods To answer the question, we need to know which methods are adopted by fair-trade organizations. In nowadays, the main method adopted by fair-trade organizations is Fairtrade labelling. Although Solidarity trade occurs in 1960s, but the sales of fair trade products only really took off with the arrival of the first Fairtrade labelling initiatives. In 1988, the first Fairtrade labelling initiative, Max Havelaar, was created in the Netherlands The independent certification allowed the goods to be sold in the mainstream stores, reaching a larger consumer segment and boosting fair trade sales significantly. The labeling initiative also allowed customers and distributors alike to track the origin of the goods to confirm that the products were really benefiting the producers at the end of the supply chain. In 1997, Fairtrade Labelling Organizations (FLO) International was created, an umbrella organization whose mission is to set the Fairtrade Standards, support, inspect and certify disadvantaged producers and harmonize the fair-trade message across the movement. At present, over 20 Labelling Initiatives  are members of FLO International. Before my own comments of the question, I would like to introduce some popular argument of the fair-trade movement. It will be good if we can learn others opinion firstly. 4.2 The debate Fair-trades increasing popularity has drawn criticism from both the leftist who flavor fair-trade very much, and the rightist who against fair-trade. These arguments can be divided into three different categories: The price distortion argument, advocated by the Adam Smith Institute, and The Economist magazine calling fair-trade a misguided attempt to make up for market failures encouraging market inefficiencies and overproduction. They believe that this kind of artificial intervention of market price is easy to mislead and cause market failure. This is the opinion of rightist who oppose fair-trade. The creation of insider/outsider markets argument is defended by the Booth and Whetstone. They do not explicitly criticize the ideals behind Fair Trade, but rather current certification, production and pricing systems. They just try to improve the effects of the movement by adjusting current method mildly. The mainstreaming argument is defended by French author Christian Jacquiau, which criticizes segments of the fair-trade movement for working within the current system, rather than establishing a new fairer, fully autonomous trading system. It is a very extreme suggestion from the leftists. One can read their articles for detailed discussion. But we can see lots of different points of view, by considering the different aspects of the Fair Trade movement and its main method, Fairtrade labelling. Now the question is, does Fairtrade labelling help the movement to achieve the aims? I think the answer is yes. 4.3 The effect By using Fairtrade labelling system, those marginalised producers and workers can gain more power in their own organizations and achieve greater equity in international trade, so to help them move from a position of vulnerability to security and economic self-sufficiency. They really benefit from this movement, no matter more or less. As the mild people said, we can redesign the current certification, production and pricing systems to make it more efficient to help the marginalised producers and workers. Or as the leftist suggest, we can adopt a complete new trading system. Maybe this extreme suggestion is best for those producers and workers in developing countries. So we can say that the Fairtrade labelling system help fair-trade organizations achieve their aims. And we still have some methods to make the whole system more efficient. But, on the other hand, we should notice that current Fairtrade labelling system, or the advices of system changing and creation, are harmful to the market. On the point view of economics, the more often fair-trade organizations disrupt the goods market, the more possible market failures occurs. So market failure may be the price of Fair Trade movement, and we know that is bad for the whole society. Other people in economy may be worse off because of this fair-trade movement, which is also unfair to them. 5. Conclusion As a conclusion, I should say that the three main aims of the fair-trade movement are found. And Fairtrade labelling system, as the main method adopted by fair-trade organizations, is helpful to achieve those aims. But we should be careful about those misleading effects on market and other people in economy. References

Karl Marx’s Communist Manifesto

Karl Marx In Karl Marx Communist Manifesto, he discusses his belief that with all of the Industrial Revolutions, and the stray away from traditional social order and agriculture, that the governments that supporting these revolutions is surely setting themselves up for, economic, social, and political failure. He makes his point very clear that the new machines and technological advancements during this time will negatively affect the working class. As the skilled laborers quit their trades and move to Inner cities to get Jobs in factories, there will surely be no one to teach or learn hat trade therefore that trade becoming extinct.He also shows the bourgeois as the mall reason for these new revolutions, and also how they are headed down a path toward communism. The workers will fall entrapped Into their work, and after some time will feel they cannot leave nor complain of harsh conditions or low wages, due the need to provide for their family. Marx shows that this will short term b enefit the bourgeois due to the Increase demand for the goods and the low wages they are having to pay the workers, however long term this will bring them down.The reason he believes they will fall is due to workers only working to supply food and rent, therefore they wont be able to purchase any of the goods being made. He states that the machines doing all of the labor work will, in time, replace workers and the bourgeois will be making products for people that have no money to buy them. Marx states that if there is any hope for society that there must be a change back to the old ways of farming, cattle, and stopping external trade.It is the belief of Marx that if Hess changes aren't made that we will also because a nation of one people and there will no longer be many different ideas, religions, and politics, which will lead to human extinction. Karl Mar's Communist Manifesto By clamshells to inner cities to get Jobs in factories, there will surely be no one to teach or learn mai n reason for these new revolutions, and also how they are headed down a path toward communism. The workers will fall entrapped into their work, and after some bourgeois due to the increase demand for the goods and the low wages they are

Creating A Constructivist Classroom Education Essay

Abstractions:Constructionism claims that scholars are able to build cognition most of course and wholly while they are building some artefacts. This paper explains that cognition acquisition is a procedure of design that is facilitated when scholars are actively engaged in planing cognition instead than simply construing or encoding it i.e. Learners benefit the most from the larning procedure when they are the interior decorators of the instructional experiences. Constructivist instructors encourage pupils to measure how the activity is assisting them derive understanding. By oppugning themselves and their schemes, pupils become adept scholars as they learn how to larn. The pupils so have the tools necessary to go life-long scholars. Educational Technology can help pedagogues in making a constructivist larning environment. It offers a enormous sum of information, tools for creativeness and development, and assorted environments and forums for communicating. Through engineering, pupil s can show themselves and their creative activities and they can reply inquiries that they are presenting for themselves. Hence, this paper tries to set forward the fact that Constructivist pattern is made easier with engineering because it promotes collaborative, synergistic and student-centered acquisition. Cardinal words: Constructionism, instructional experiences, life-long scholars, collaborative, student-centered acquisition.Introduction:Education is at the meeting of powerful and quickly switching educational, technological and political forces that will determine the construction of educational systems across the Earth for the balance of this century. The handiness of engineering may take instructors to integrate constructivist patterns in their schoolroom. Rakes, et.al. ( 1999 ) found that the sum of engineering available, the degree of engineering accomplishments of the instructors, and the usage of engineering were straight related to utilize of constructivist methods in the schoolroom. They province, â€Å" engineering can supply the vehicle for carry throughing constructivist instruction patterns † . Technology complements constructivism by supplying on-going information and tools for pupil creativeness and development, which contributes significantly to an addition in pupil larning results. It serves as a powerful tool for constructivism ‘s cardinal rule that pupils learn by making. Constructivist pattern is made easier with engineering because it promotes collaborative, synergistic and student-centered acquisition. The usage of engineering in the schoolroom besides has a positive consequence on pupil attitudes because they feel more successful, are motivated to larn and hold better assurance ( Dwyer, et Al, 1991 ) . In today ‘s digital economic system, the ability to entree, adapt, and make cognition utilizing engineering is critical to a pupil ‘s success.Significance OF CONSTRUCTIVIST VIEWS OF LEARNING:Merely late has it become executable to see constructivism rules within the context of technology-mediated higher instruction ( Gunawardena, Lowe & A ; Anderson, 1997 ; Blanchette & A ; Kanuka, 1999 ) . This is due chiefly to progresss in communicating engineerings ensuing in an effectual agencies to implement constructivism ru les, which would be hard to carry through with other media ( Driscoll, 1994 ) . Specifically, communicating engineerings have the capacity to supply an synergistic environment that can back up instructional methods required to ease constructivist rules. For these grounds, constructivism has become a popular epistemic place for many pedagogues who are utilizing technology-mediated acquisition. Unfortunately, pedagogues who take on the challenge of seeking to do sense of the literature on constructivism frequently find it to be an overpowering escapade. There are a assortment of epistemic places that coexist in the literature on how we construct knowledge – many utilizing the same constructivist label. Conversely, there are many different labels used to depict the same cardinal thoughts built-in in many constructivist places. Adding to the labeling confusion is another job: some of the instruction literature describes constructivism as a set of instructional schemes, some descr ibe constructivism as a acquisition theory, and others describe constructivism philosophically – or as a manner we come to understand ourselves and our environment. The undermentioned literature reappraisal identifies the Hagiographas on constructivism that are notable. Hagiographas were identified as notable when they made of import theoretical points about the usage of constructivism for technology-mediated acquisition. Constructivism positions larning as a personal, brooding, and transformative procedure where thoughts, experiences, and points of position are processed into something new. In this doctrine, instructors are the facilitators for the pupils ‘ acquisition ( Sandholtz et al. , 1997 ) instead than the provokers. In the knowledge-constructed schoolroom, the pupils work together, sharing the procedure of larning non merely with their equals but with parents and others ( Sandholtz et al. , 1997 ) . The literature is rich with illustrations and grounds back uping the claim that cognition is constructed and non transferred. This attack to acquisition has become known as constructivism ( Jonassen, 1999 ; Riel & A ; Fulton ; Schank, Berman, & A ; Macpherson, 1999 ) . Learning takes topographic point in every schoolroom. The job is that it is frequently non what we expected would be learned ( Smith, 1998 ) . The constructivist larning environment contains a job that is cardinal to the sphere of survey, theoretical accounts of the acquisition procedure by an expert, and is scaffolded by a manager or more adept scholar that extends the ability of the scholar ( Jonassen, 1999 ) . Balakrishnan ( 2001 ) investigated the usage of constructivism and engineering in project-based acquisition in simple schoolrooms and found that instructors ‘ planning and pattern of project-based acquisition activities are focused more on multiple instructional activities and less on integrating of constructivism and engineering. Julius ( 2001 ) investigated how constructivism was evidenced in the beliefs, perceptual experiences, and patterns of in-between degree instructors who were considered to be effectual instructors. The consequences revealed that constructivists held consciousness of the function of both pupil and instructor in impacting the cognitive development in pupils. Classrooms using a constructivist attack to pedagogy would be pupil centered ( Bransford, 2003 ) .PRIORITIES OF EDUCATIONAL TECNOLOGY IN CONSTRUCTIVIST PRACTICE:The four precedences are:Thatch for Intellectual Development1. Critical and originative thought accomplishments development 2. Demonstrated competences in nucleus course of study 3. Effective usage of engineering in the schoolroom in support of larning 4. Application of larning accomplishments to relevant, real-life state of affairssMake Learning Meaningful1. Appreciation of diverseness of larning manners and personalities 2. Appreciation and application of appropriate instruction manners 3. Giving pupils the chance to have their acquisition experiences 4. Developing a passion for life-long acquisitionUse Authentic Assessment1. Set high criterions for ego and pupils 2. Developing a dynamic attack to a changing universe 3. Demonstrate competences through public presentation 4. Promote active engagement in our democratic societyFocus on Students Becoming Manufacturers and Subscribers1. Lend to others in category in and community 2. Foster value as an person and as a conducive member of society 3. Use larning accomplishments in real-life state of affairss and for existent wagess 4. Interact/team with other instructors and community members.ROLE PLAYED BY EDUCATIONAL TECNOLOGY IN CONSTRUCTIVIST CLASSROOM:a-? Paradigm displacement in position of the learning procedure:Paradigm displacement in position of the acquisition procedure coupled with applications of the new information engineerings, may play an of import function in conveying educational systems into alignment with the knowledge-based, information-rich society. The general impression sing the usage of computing machines in instruction is that it may best be used as a tool for drill and pattern plans supplementing the instructional procedure. In such instructional procedures, the scholar receives information already programmed inside the computing machine following an algorithm. Although some sum of interactivity is ensured, the general feeling is that in such instructional procedures, computing machines control the acquisition construction giving the scholar really small room for creativeness, doing h im a inactive receiver of information. There is a demand to research the potencies of this device beyond these traditional impressions i.e. the meaningful designing of computing machine based instructional procedures with increased pupil engagement. Besides, it is non the drawn-out use on the device that would guarantee the coveted acquisition instead the nature of these larning undertakings, which would transform and enrich the instructional procedures. Computer application plans can be used to plan larning experiences to develop originative and critical thought and be used as ‘mind tools ‘ that can be used by pupils to stand for what they know and to prosecute in critical thought about the content.a-? Use of ICT in altering the function of the instructor from ‘prescriptor ‘ to that of ‘orchestor ‘ of acquisition:In schoolrooms today, the function of the instructor needs to alter from the traditional function of prescriptor to that of orchestrato r of larning – which necessitates the designing of ICT integrated schoolrooms advancing higher order cognitive accomplishments. The focal point ought to be more on enquiry-based attacks frequently traveling beyond the prescribed course of study to dig and seek replies to the job under concern but now from different positions. This methodological analysis is disputing both for the instructor every bit good as for the scholar but finally the procedure of self-learning ensures a more strict attack and deeper apprehension of facts. The focal point is more on the procedure of information acquisition, the critical and analytical thought involved in geting information from multiple beginnings, analysing any information and so planing the acquisition results in aesthetic presentations. Such a theoretical account of larning focal points more on the procedure over the merchandise, geting information from multiple beginnings, analytical and critical thought and eventually a comprehensiv e rating measuring different countries of pupil academic growing.a-? Development of educational portfolio through the usage of ICT:An educational portfolio is one such typical invention that can advance constructivist acquisition in the otherwise traditional schoolroom. It is a combination of a figure of larning undertakings and a digest of the results achieved as a consequence of the procedures undergone therein. A critical constituent is the accent on ‘process ‘ over ‘product ‘ and the changeless contemplation of the scholar as he moves from one phase to another in the realisation of the aims. The other important characteristic is the acquisition of information from multiple beginnings and the necessary constituent of changeless informations analysis before continuing to the undermentioned phases in the development of the educational portfolio. Appraisal of larning results besides is a comprehensive one taking into history different countries of scholar aca demic growing as a consequence of the procedures being carried out from designation of ends to acquisition of relevant information and eventually its processing and airing.a-? Promoting portfolio appraisal through ICT:Portfolio appraisal is a comprehensive mode of pupil rating integrating a assortment of larning undertakings with appropriate and timely proviso of the necessary guidelines to finish the same within accorded standards and allotted clip bounds. Portfolio Assessment, with a focal point on growing and development over clip, implemented through choice, contemplation and review of category work, along with end puting and self-evaluation. These are public presentation enablers that define the acceptable criterions expected from the scholar and therefore specify the way that he needs to follow to accomplish excellence. What differentiates the educational portfolio from the traditional signifiers of appraisal is the designing of the portfolio around a set of criterions and lar ning ends which are non the direct results of the schoolroom instructional procedures, instead an enterprise to guarantee pupil higher order acquisition as a consequence of these instructional procedures. Function Direction Construction Classroom Activity Teacher-centered ; didactic Learner-centered ; synergistic Teacher Role Fact Teller ; expert Confederate ; scholar Student Role Listener ; ever the scholar Confederate ; sometimes the expert Instructional Emphasis Facts ; memorisation Relationships ; enquiry and innovation Concept of Knowledge Accretion of facts Transformation of facts Presentation of Success Measure Quality of understanding Appraisal Norm-referenced ; multiple-choice points Criterion-referenced ; portfolios and public presentations Technology Use Drill and pattern Communication, collabor- ation, information entree and retrieval, looka-? Educational engineering advancing multiple positions of acquisition:With the aid of educational engineering the accent is on cognition building, non reproduction ; the composing of information instead than the infliction of cognition ; multiple outlooks instead than multiple workbooks. The instructor must fix with inventive foresight, and imperative penetration in order to excite and imitate effectual brushs that resemble existent life instruction. Wyld, S. and Eklund, J. ( 1997 ) .A province that: â€Å" facing scholars with jobs from multiple positions can advance the pertinence of their cognition across changing state of affairss. Learners have to work with the same construct in different environments at different and with different ends. So they are expected to develop cognitive flexibleness and to bring forth multiple positions of their cognition. † a-? Educational engineering making constructivist schoolroom through active acquisition: Learners can non build cognition merely by passively having, geting, or accepting it ; A nor by inertly listening nor heeding.A Knowledge is non formed during the transmittal of it.A Therefore the accent for direction must be on the creative activity of significance and understanding while meeting new information or new contexts.A Active scholars need to be involved bypartaking, take parting, building and cooperating.A Jonassen ( 1996 ) states that scholars must be given chances to be active in ways that will advance autonomy, creativeness and critical analysis of jobs necessitating a solution.A Wilson ( 1997 ) , created a list of chances for the scholars to develop more active buildings of meaning.A They included simulations, scheme and role-playing games, toolkits and phenomenaria, multimedia larning environments, knowing acquisition environments, storytelling constructions, instance surveies, Socratic duologues, training and scaffolding, larning by design, acquisition by learning, group cooperation, collaborative acquisition and holistic psychotechnologies.a-? Educational engineering advancing collaborative acquisition chances:Collaborative work allows for schoolrooms to be more concerted than competitive.A Students begin to see one another as resources instead than beginnings of ridicule.A The societal context within which a scholar resides is important to their accomplishment. Strommen & A ; Lincoln ( 1992 ) A found that: â€Å" Constructivism has led to the extra find that powerful additions are made when kids work together†¦ ..children are able to reflect on and luxuriant notA merely their ain thoughts but those of their equals as good. Children come to see their equals non as rivals but as resources. † To understand a construct to the point of being able to explicate it to others, is when existent acquisition has occurred and personal cognition has been acquired.A Lunenberg ( 1998 ) believes the value of collaborative acquisition is in the chance for scholars to lucubrate on their ain thoughts every bit good as those of their peers.A Worldwide coaction is besides actuating for both pupils and instructors as it provides an appealing manner for pupils to derive internet accomplishments while go toing to regular schoolroom activities. The worldview of the pupil can be expanded because of the nothing cost of pass oning with other people around the Earth.Decision:Educational Technology provide an array of powerful tools that may assist in transforming the present stray, teacher-centered and text-bound schoolrooms into rich, student-focused, synergistic cognition environments. To run into these challenges, schools must encompass the new engineerings and allow the new ICT tools for larning. They must besides travel towards the end of transforming the traditional paradigm of larning. To carry through this end requires both a alteration in the traditional position of the acquisition procedure and an apprehension of how the new digital engineerings can make new larning environments in which pupils are engaged scholars, able to take greater duty for their ain acquisition and building their ain cognition. Constructivism modifies the function of the instructor so that instructors help pupils to build cognition instead than reproduce a series of facts. The constructivist instructor provides tools such as problem-solving and inquiry-based acquisition activities so that pupils can explicate and prove their thoughts, draw decisions and illations, and convey their cognition in a collaborative acquisition environment.

Essay on Software Ethics - 845 Words

In a situation where a software engineer is asked to design a system with inherent security vulnerabilities, many ethical issues involving several stakeholders are encountered. Diane Jones is the owner of a software development company that has been contracted to engineer a database management system for the personnel office of a medium-sized toy manufacturing company. Management members of the toy manufacturer involved with Diane in the design of the system include the CEO, the director of computing, and the director of personnel. The database system will contain sensitive information pertaining to the employees of the toy manufacturer. Weak security for personal data concerning employees of the toy manufacturing company creates an†¦show more content†¦The personnel office of the toy manufacturer that requested the system could ultimately suffer a greater financial loss from the theft of sensitive employee data and subsequent lawsuits than if they spent an additional amount on the initial design of the software. Employees of the toy manufacturer have the right to have their sensitive personal information stored in a safe and secure manner. The employees of the toy manufacturer are in jeopardy of identity theft, potential medical issues, and tension amongst coworkers if information pertaining to performance evaluations, insurance claims, and salaries is not properly secured. Alternatives available to Ms. Jones and her company would be to persuade the personnel office of the toy manufacturer to invest in a safer and more secure system, consequently alleviating the obstruction created by an insecure software system. If the toy manufacturing company is unable or unwilling to purchase a more secure system, the software development company could decline the project and let another development team create the software. In accordance with Principle 1: Public, Principle 2: Client and Employer, and Principle 3: Product of the Eight Principles of the Software Engineering Code of Ethics and Professional Practice as recommended by ACM and IEEE, it is the responsibility of the software development team to develop a software system that maintains the bestShow MoreRelatedCareer Of Software Engineering And Computer Ethics1341 Words   |  6 PagesProfessional Issues - Ethics Abuah Chukwuedo Kingsleyâˆâ€" October 29, 2014 âˆâ€" A report submitted in fulfilment of the requirements for COMP10120, School of Computer Science, University of Manchester. 1 Contents 1 Summary 3 2 Introduction 3 2.1 What is Ethics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3 The Software Engineering Code of Ethics and Professional Prac- tice 3 4 Analysis 3 5 Comparison 5 6 Bibliography 5 2 1 Summary †The Case of the Killer Robot is a detailed scenario thatRead More Security, Software, and Ethics Essay4391 Words   |  18 PagesSecurity, Software, and Ethics Introduction Every day, we use computer software to perform everyday tasks. 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