Similarities Of Two Famous Tales Of Love Essay -- essays research pape

Similarities of Two Famous Tales of Love In one of the most famous love stories of this century, many elements from anotherfamous tale of love were borrowed. In many instances, Westside Story mirrored Shakespeare'sRomeo And Juliet. Many similarities were noted from the characterization to the plot structure.However, they differed as well. In Westside Story, some characters shared personalities with those of Romeo And Juliet.The families of the Capulets and Montagues were well represented by two gangs, the Sharks andthe Jets. Both being ineffective rulers, officer Krumpke and the Prince struggle to keep peace if their cities both to no avail and warned," If you disturb our streets again, your lives shall pay theforfeit of peace."( ) . Due to their differing backgrounds, Tony being affiliated with the Jets and Maria with the Sharks, Tony and Maria partook in forbidden love much like Romeo and Juliet. Much like Tybalt, Bernado disapproved of their love and was quick to fight with anymember of the Jets or Tony. However, Anita, Bernardo's girlfriend, approved of their love because she just wanted to see Maria happy like the Nurse. Overwhelmed by all the fighting, Baby John was much like Tybalt's peace keeping foil character, Mercutio. Lastly, Doc tried to help Tony and stop all the insanity around him like Friar Laurence. In both stories, comic relief occurred to keep the audienc...

Willa Cathers O Pioneers! and Charlotte Perkins Gilmans Mr. Peebles

Willa Cather's O Pioneers! and Charlotte Perkins Gilman's Mr. Peebles' Heart In both Willa Cather’s novel O Pioneers! and Charlotte Perkins Gilman’s short story "Mr. Peebles’ Heart" present the reader with strong, successful female characters. Alexandra Bergson, the heroine of O Pioneers!, becomes the manager and proprietor of a prosperous farm on the Nebraska frontier while Joan R. Bascom of "Mr. Peebles’ Heart" is a successful doctor. Cather and Gilman create competent, independent female characters that do not conform to the perceived societal standards for women in the late-nineteenth and early-twentieth century. Both women must struggle against society’s perception of what they should be and how they should behave, however, Alexandra’s struggle leaves her emotionally distant while Joan’s struggle does not hinder her emotional attachments. Throughout the nineteenth century, gender roles were increasingly characterized by a division of activity into separate spheres for men and women. Men moved freely between home and the outside world, however, women were largely restricted to the home and remained financially dependent upon a man. While this situation offered women more power within the home, that power was very limited in scope. As the twentieth century neared, more and more women began to challenge the societal expectations placed upon them. Many Americans began to fear that the family was disintegrating due to "a declining birth rate, a rising divorce rate, and efforts of a growing number of women to break out of their separate sphere of domesticity by obtaining a higher education, joining women’s organizations, and taking jobs outside the home" (Kellogg and Mintz 1937). As this progressive movement gained momentu... ...ifestyle as the manager of a profitable farm. But while Joan has thrived in her professional and her social life, Alexandra is emotionally stunted as a result of her struggle against societal norms. Works Cited Cather, Willa. O Pioneers! New York: Dover Publications, Inc., 1993. Gilman, Charlotte Perkins. "Mr. Peebles’ Heart." "The Yellow Wallpaper" and Other Stories. Ed. Paul Negri. New York: Dover Publications, Inc., 1997. 63-70. Kellogg, Susan and Steven Mintz. "Family Structures." Encyclopedia of American Social History. Ed. by Mary Kupiec Cayton, Elliott J. Gorn and Peter W. Williams). New York: Charles Scribner’s Sons, 1993. 1925-1945. Pleck, Elizabeth H. "Gender Roles and Relation." Encyclopedia of American Social History. Ed. by Mary Kupiec Cayton, Elliott J. Gorn and Peter W. Williams). New York: Charles Scribner’s Sons, 1993. 1945-1961.

Domestic Violence Against Women in Canada Essay -- Violence Against Wom

Introduction Intimate partner violence has been a significant issue for centuries in all countries. "Since 1974, nearly 2,600 spousal homicides have been recorded in Canada" (Bunge, 2002). Of these homicides, more than three-quarters have been against women. Although through feminism and the women's liberation movement, there has been a slight improvement in the incidences of violence against women, there has also been a drastic change in the perception of the issue by society. After reviewing the most recent literature on violence against women and victimization through intimate partners, it has become prevalent that there are now two crucial stances that are taken. The first position is that of the women being victimized as the main issue, including prevention, causes and incidences. The second position is that of women becoming more 'aggressive' and the issue of violence against both men and women. "Wife battering- the original problem constituted by the 1970s feminists- has morphed in to 'domestic violence' and then into 'husband abuse'" (Minaker, 2006). This literature review will examine the background information on intimate partner violence including different arguments and perspectives, theories, and methodologies as well as discuss the major findings and future directions of research. Background Discoveries and Key Concepts The most notable discovery or key concept behind intimate partner violence with women as victims, would be that the overall rates have seen a general decrease. As found in the National Trends in Intimate Partner Homicide report, "Spousal homicide rates for both women and men have declined between 1974 and 2000" (Bunge, 2002). Many of the authors discussed present different perspecti... ...nd incidence of such violence, there still seems to be gaps amongst the research that creates links to other aspects of IPV. By providing a further analysis of how women go from being the victim to the offender, it may create a more realistic understanding of why the recent intimate partner homicide/violence rates for women offenders has increased. Perhaps society needs to not see females as become more serious 'aggressors' and 'bad girls' but rather as women who are finally fighting back. By relating the social learning theory, the self defense theory as well as the male proprietariness theory to intimate partner violence it creates a more thorough understanding of the causes and affects of this form of violence. Conceivably, future directions of research on intimate partner violence should investigate the reasoning behind this new 'husband abuse' phenomenon.

Animal Abuse

Many people have taken animals for granted since a long time. Thomas Edison once said, â€Å"Non-violence leads to the highest ethics, which is the goal of all evolution. Until we stop harming all other living beings, we are still savages. † Animal cruelty is an ongoing problem that many people disregard in today’s society. It is mainly caused by the use, neglect, and intentional mistreatment of animals, all of which can still be prevented by stricter laws, awareness, and education. It’s said that an animal dies in a laboratory every three seconds. An estimated 25 to 35 million animals are helplessly used in the United States each year for three main purposes; biomedical and behavioral research, education, and drug and product testing (Fox, 58). Animals range from mostly rodents to rabbits, cats, dogs, and monkeys. The conditions in which laboratory animals are kept in are not good at all. Cages are too small and the animals are deprived of social interaction (59). Three examples of the use of scientific research on animals are the Draize test, LD/50 test, and toy tests. The Draize test is the most common procedure to test for irritation. Animals used in this test are rabbits, mainly due to their extremely sensitive eyes. Because rabbits have no tear ducts, it makes it easier for scientists to observe because the rabbits cannot wash test materials out of their eyes. In performing this test, a rabbit’s head is placed in stock to prevent the animal from scratching or pawing at the eye in which a substance has been placed. The lower lid of one eye is pulled down and away from the eye. Then, the test substance such as nail polish remover, shampoo, or mascara is dropped into or smeared on the eye. The other eye acts as a control. Testers look for redness in the affected eye, swelling, and other signs of irritation. Corneal ulcers and blindness are often the result. After the test, the rabbits are either killed or used in another test (McCoy 47). The LD/50 test was developed in England in 1927, by a mathematician. This test is often criticized as unreliable and cruel. The objective of this test is to measure how much of a chemical is required to cause death. The majority of animals used in this test are dogs, rats, hamsters and guinea pigs. In just one single test, up to 200 animals may be used. Laboratory animals are force-fed toxic substances by a stomach tube. Then the animals are observed for two weeks or until death. The animals that survive are usually killed later, as if it’s nothing. Other procedures include the inhalation of a chemical or substance. Animals are forced to breathe the vapor or powder of a chemical or substance. Sometimes, these chemicals are applied to the skin of an animal. In all these tests, observers look for signs of poisoning, bleeding from the eyes, nose, or mouth, difficulty in breathing, tremors, paralysis, and coma (McCoy 106). Toys are often needlessly tested on animals to determine their safety. To test toy guns, manufacturers point the guns in animals’ faces and see if the plastic pieces discharged hurt the animal. Substances like modeling clay are force-fed to animals to test its toxicity. Other tests involve dropping toys on animals to see if any parts hurt them. Not only are these tests cruel, they are unnecessary. Most toy companies have new high-tech methods of testing their toys for safety without harming animals (Various Authors, 61). Animals weren’t created to entertain. Examples of this are the zoos, circuses, and rodeos. At zoos, large captive animals pace back and forth in small pens and other animals just lie around in their cages bored. Many healthy animals are snatched out of their natural habitats and brutally transferred to a cage, where they are prevented from following their most basic instincts, such as gathering food. When capturing chimpanzees, poachers usually shoot the mother and kidnap the child. After all this, statistics show that only one in ten baby chimps survive the journey to the zoo. Zoo animals also suffer from mistreatment. They lack privacy and cannot live according to their natural needs. Aquatic animals have very little water, animals that once lived in herds are alone, and animals of all types are prevented from natural mating, flying, running, climbing, and other instinctive behaviors. Animals bred in zoos are often sold to laboratories for experiments or to circuses. Some zoo animals end up in â€Å"wild game† parks or hunting preserves; where people pay thousands of dollars to shoot a lion or tiger at point-blank range (Various Authors, 64). Both the Draize test and LD/50 test should be banned. They are not only inaccurate, but the Humane Society of the United States stated that its results are of little value in diagnosis and treatment (McCoy, 49). The toy tests should just be completely banned because it is just plain mean and pointless. Many people don’t realize this but circuses are one of the greatest examples of people’s cruelty to animals. Not only are circus animals taken out of their natural habitats, they are confined in cramped cages. Sometimes they have inadequate food and drinking water. When it comes to training, they endure tight collars/muzzles and are whipped, prodded to perform senseless tricks for the sake of entertainment. Some circus animals are drugged to make them more obedient, and others have their teeth and claws removed. When circus animals have outlived their usefulness, they are usually sold to zoos, private collectors, game farms, or research laboratories. They don’t get a moment of peace, even after they are done performing (Various Authors, 65). Rodeos are basically defined as a demonstration of a person’s domination over an innocent animal, rather than their skill in riding. Rodeo animals suffer a lifetime of stress by being transported from one rodeo to another. These animals are captive performers, housed in tiny trailers and pens, then whipped into frenzy for the sake of a show. Electric prods, sticks, painful ointments, and other devices are used to enrage animals and keep them in line. Many suffer severe bruising, neck and back injuries, internal hemorrhaging, and broken bones. Several rodeos don’t even offer veterinary care to animals, which often undergo open wounds, skin infections, cracked hooves, and other maladies (Various Authors, 66). There are various and simple preventions to help stop animal cruelty. One being PETA; one of the many organizations for animal rights. PETA is responsible for ending the use of the Draize test. Their tactics consists of organizing boycotts, promoting shareholder resolutions and alerting the general public (McCoy, 47). Although the federal Animal Welfare Act was created, the animals being researched in laboratories receive little protection under this act because the United States Department of Agriculture does an inadequate job of inspecting animal research facilities, and an even worse job enforcing the law when violations are found. If this act is taken seriously, there would be fewer problems. There are countless alternatives to scientific research including non-animal laboratory tests, clinical tests on human beings, cell and tissue cultures in vitro; microorganisms and other species believed to have limited or no feeling for pain or suffering. There is also a large data base of ingredients and products that have been previously tested, as well as computer models that can provide answers in research procedures or techniques. This alternative would involve fewer animals per experiment/study and that leads to less pain and discomfort (McCoy, 52). Another easy prevention is education. Respect for animals is learned, not inborn. In reality, children have complex feeling about animals, including fear, and the potential to be cruel. Children need adults’ guidance and supervision when it comes to animals. It’s hard for children to understand because children are exposed at a young age, the stereotype of how animals are. Dogs, cats, rabbits are often portrayed as the good ones, while snakes, bears, and cheetahs are seen as the dangerous, bad guys. Despite these stereotypes, all animals are equal and should have the chance to be treated fairly. Other ways to teach children to be kind to animals are writing letters to companies that test on animals, and reading books about friendly animals (Harnack, 89). All these preventions are straightforward and simple to follow. Animal cruelty is an ongoing problem that many people disregard in today’s society. It is mainly caused by the use, neglect, and intentional mistreatment of animals, all of which can still be prevented by stricter laws, awareness, and education. Clearly, empathy is no longer understood or experienced. It is not too late to help animals who suffer every moment of their lives in unethical experiments and abuse inflicted on by humans.

Pestel Philips Essay

POLITICAL FACTORS Because Philips is an international company, it has to deal with many political factors such as: tax policy, employment laws, environmental regulations, trade restrictions and political stability inside each country they are in. Philips is a manufacturer, a sales company and needs to maintain service organization too, so it must deal with many varieties of laws and policies that are changing, depending the country and the time. For example in many countries of European union now taking place dynamic changes in employment law. (Federation of European employees, 2007) ECONOMIC FACTORS Depending on the country and the economic growth of it, the purchasing power of the population is not the same everywhere. In fact, as Philips is present in many countries, it has to adapt its products and sales processes to the buying habits and the standard of living. For Philips high economic growth means the increasing purchasing power of the population that is desirable for the company. SOCIO-CULTURAL FACTORS The social and cultural influences on business vary from country to country, region to region. It is very important that such factors are considered. Then, it is necessary for Philips to understand the consumer needs and habits in order to meet its expectations. Moreover, in developed countries nowadays, customers are paying more and more attention to ethics, respect and culture of the company. TECHNOLOGICAL FACTORS Because of the international presence of Philips, each country doesn’t have the infrastructure to welcome properly Philips’ technologies, including online processes. So Philips needs to adapt its products to the country where they are. Moreover, Philips Company is very dependant on technology. New innovations can significantly improve operations of the company. Also, it’s important not to neglect the Research and Development department even if it’s the most expensive one. ECOLOGICAL FACTOR: Many countries are now environment concerned and try to reduce pollution. Philips as a large manufacturer can face some problems because of that, even more as it is a lightening company. With the important development of the LED, Philips has a real challenge even if the LED market is not as profitable as the lamp market. LEGAL FACTOR Each country has its own legislation even countries which are parts of the same organization, for example, in Europe, there is the European legislation and the country’s legislation, so Philips needs to be aware of every aspects of this system and adapt quickly.

Planarian Behavior Essay

Planaria belong to the class Turbella of the phylum Platyhelminthes. This paper depicts the behavioral reaction of Planarians to a variety of settings and compounds to better understand this particular Platyhelminthes. With a plastic syringe, it is possible to extract a sample of planaria, place into a Petri dish with enough freshwater and observe under a laboratory provided microscope. While on the microscope platform, expose your sample to light and darkness to notice the patterns of locomotion and movement throughout the conditioning tray. Probe the individuals with an object to spot any type of distinct change in response, negative or positive. Tap the side and surroundings of the dish to notice if there is any different adjustment in movement. Add sound to surrounding, noting any alter. Obtain a second sample, labeled separately, and use one dish to apply Hydrochloric Acid and the other to salt (NaCl) water. Note: Only using minimal amount or as needed. Using the tools provided, cut an individual in half to discover if the subject dies or survives. In conclusion, the Planarian makes it choice by moving towards the darkened areas, favorably. When applied to light, the individuals fled towards the edge. Any sudden object, sound, or altering didn’t affect the objects intentions. After five drops of 6 mol HCl (aq), the sample died of very quickly; however, five drops of 6 mol NaCl (aq) did not kill off near as quick. It was applied directly to the conditioning trays. Introduction Members of the phylum Platyhelminthes have a worm-like shape. The Platyhelminth has a bilateral symmetry and meets any provided situation in an â€Å"aggressive, head-on approach. Cephalization, a specialism of the anterior end of the animal, can be depicted in the gathering of sensory arrangement and cluster of nerves, also known as the ganglia or its brain, in the head region. Many of the behaviors you will see are associated to increases in mobility, higher activity, and general increase in responsiveness† (Collins, Harker 1999). Most planarians are free-living and common in freshwater environments, also found in marine and terrestrial places. Two ventral nerve cords run the length of the body. Located in the anterior end are two eyespots which possess photoreceptors to detect any form of light. Normally, a planarian contains a gastrovascular cavity that provides space for digestion tracts and the circulation of nutrient throughout the body. The mouth is located on the ventral end, which is the site for both food digestion and/or the release of bodily wastes. â€Å"Planarians are able to regenerate from essentially any type of injury and present a novel system for the study of wound responses in regeneration initiation. Planarian regeneration requires adult stem cells called neoblasts and amputation triggers two peaks in neoblast mitoses early in regeneration† (Wenemoser, Reddien 2010). Planarians are highly recognizable due to their ability to regenerate from the smallest body part. Typically vary in color from grey, brown or black. They seemingly move about on the bottom of rocks or submerged vegetation. Many are negatively phototactic, which simply means they shy away from any form of light fixture. Each worm has both male and female reproducing organs; however, they are monoecious in that they are not self-fertilizing. The most common form is asexual. They appear for function mainly as osmoregulation, the control of the levels of water and mineral salts in the blood. Planarians must constantly eliminate excess water and are carnivores that feed primarily on protozoans and other small animals. What is a Planarians reaction to a light fixture or exposed directly? Does it affect them in any way? What is the difference in responses from light and darkness? By inserting objects to the planarians path, does it alter their behavior? What about exposing them to sound or movement? Does making the water more acidic or basic affect the health and/or behavioral responses? Which is more likely to kill or harm the sample individuals? What are some distinct or unique characteristics definite in the planarian body structure that can be easily observed from a laboratory microscope? Do the individual samples favor any tests performed over the opposite stimulus? What could cause the planarians to move the way they are observed? I feel that given the ecological surroundings the planarian can be discovered, I imagine that the exposure of light will overwhelm the samples tolerance since they become adapt to living underneath rocks, plants, and other submerged vegetation in marine and freshwater environments. Inserting objects would just be like adding an obstacle course, so I’m predicting they would maneuver and meander around the objects. Acid always seems to be, in most cases, more harmful than any bases or salt compounds, for this test I will be assuming the 6 mol HCl will dramatically harm, if not kill, any planarian currently living about the conditioning tray. After the 6 mol NaCl is added to the Petri dish, I’m sure it will have an effect on them to an extent, seeing that some Planaria are capable of living in marine waters. Due to the fact that every piece of evidence available via text or online source, many testimonies have been provided that planarian individuals favor shaded as opposed to exposed areas of sun light or artificial light sources. Right away it will be easily distinguishable as to which technique will provide the most responsiveness to behavior. I don’t feel that creating any type of sound or movement that could be applied directly to the sample will alter or change the reaction of the planarians provided, since they are encompassed inside containers near such activities no matter what or where they are designated to be. I feel the most advantageous examinations will be the light versus dark and adding chemical compound to the already steady pH water provided. Materials and Methods Materials that were included in this lab include at least nine individual planarians, one metric ruler, two probing tools, one laboratory scanning microscope, three Petri dishes and lids or watch glasses, a vile of 6 mol HCl, a vile of 6 mol NaCl, a plastic pipette, one pen and/or permanent marker, and one lab notebook. Other things that could be used include a thermometer and a magnifying glass. With a dropper, we transferred planarian from the culture dish to a Petri dish and were sure to add enough water so that animal could glide freely over a small area of the dish. Next, we drew and labeled the ventral nerve cords, pharynx, eyespots, ganglia and gastrovascular cavity (see Figure 1 to identify these particular structures). To perform this experiment, we placed a petry glass on the stage of the microscope to view through the scanning lens. First, measurements were taken to note the length of the various planaria. By turning the light fixture on and off, we recorded any and all movement. Then with the three planaria, we used the probing tools to cut the planaria in half and used three of the halves that were left to observe any form of regeneration in the water provided. The other three were placed to regenerate in a separate petry dish to ensure they did not mix together. Of the remaining six planaria, we placed three in separate petry glasses. One of the glasses was used to add five drops of 6 mol HCl and the remaining petry glass was used to add five drops of 6 mol NaCl. After applying the chemicals to the water, one at a time in order for accurate and precise recording, we noted any changes in mobility, reactions, color, and/or functions. Added obstacles to the paths of some of the planarian and slowly tilted the glass back and forth to create water flow and movement. This was to ensure we created or reenacted any type of ecosystem the planaria may exist in to allow for maximum behavioral responses to different scenarios. This allowed for the most of the laboratory experiment and the more tests performed provide more precise results. Results After placing three planarians into a single petry dish, I placed the watch glass onto the stage of the microscope to first indentify body structures, organs, and gain knowledge into the ‘normal’ behavior of a single planaria. Using the metric ruler, I was able to establish the average length of the planaria to be 10 mm in length. As the light fixture remained off, I took notice that all of the planarians in the glass performed and acted in similar ways. They were free-moving, covering all surface provided within the water. After turning the lighting fixture on, each planarian scurried towards the water’s edge only to be trapped within the area provided. It appeared to me as if they were trying to evade the light in search of a more suitable and sustainable environment. Next, I used the probing tool to create an obstacle to see if they reacted any different to a new placement. Unfortunately, that was not the case; they simply went around or avoided it all together. As I came towards the adding chemicals section of the experiment, I used the tool to cut the planarian in half, to prove the theory of regeneration. The anterior end went about as if it was barely affected; however, the posterior end was quite the opposite, yet it still possessed signs of life and locomotion to an extent. Then I went ahead and used the remaining six planarian to test for any type of ability to survival when introduced to hydrochloric acid and salt water. After separating the samples into even numbered dishes, I first applied five drops of six molar HCl to the first sample. This almost simultaneously killed all of the living organisms within the dish. Next, I placed the same amount of six molar NaCl to the last dish; however this reaction was much different. After directly applying the salt water, the planaria seemed to behave abnormal, increasing they movement and livelihood. I was surprised that it didn’t kill them off as the hydrochloric acid did. It was almost as if they began to adapt or tolerate the new conditions. My only thought was that since a small percentage live in marine ecosystems, they are able to live in such conditions to an extent or within a certain limit. To my surprise they managed to live throughout the entire procedure. See Table 1 and 2 Discussions Exposing the planaria to light went as anticipated. Before the lab even began, it was very evident that these organisms were more prone to darkness; hence the reason for finding them on the underside of submerged items. â€Å"Most planarians are also light-sensitive and in some, pigmented light-sensitive cells are clumped in two cups that serve as primitive eyes† ( Kobayashi 2008). The one thing that caught my eye was how quick they were to avoid and almost escape the direct light, was as if they were in grave danger. I was rather intrigued to discover that although these animals are able to regenerate, I still was having a hard time believing they would still live for reasons of doubt; but after separating the body parts into halves, it reminded me much of an earth worm. When you go to capture an earthworm from the ground, and you accidentally break them or rip them into halves, each halve squirms away as almost if unharmed or phased. The placing of obstacles came to no surprise. Just as for any living organism, if it comes across an object in its path, the organism finds other means of getting around or avoiding all together. If it didn’t suit the planarian, it moved on. When adding the hydrochloric acid, I could only think one thing. If acid was applied to our skin or in great quantities in our ecosystem, we are exposed to a very harmful substance and more often times than not cannot tolerate a highly exposure rate. As I began to reach the final drop of acid into the dish, the organisms inside already began to show signs of death or nearing the end of life all together. The sodium chloride, however, was a different story. I didn’t really know what to expect. It could have went one of two ways, either erratically change the behavior and response to such chemicals or merely phase them at all. Much like the HCl, they weren’t used to such components and surely didn’t accept it; but even after adding all of the substance, it seemed as if the planaria were able to still find ways to adapt or tolerate expose to it. Unlike the HCl, they were able to survive. Consluion The results did prove my hypothesis correct. The planarians behavior response to light was vastly affected to the amount of exposure to direct light. There was an increase in mobility, higher activity, and general increase in responsiveness when any form of light was applied to the sample. Adding obstacles didn’t take much affect on the individuals, it simply just made an inconvenience and planned around it. By introducing hydrochloric acid and sodium chloride, it created a whole new means of survival of the fittest. The hydrochloric acid instantly killed off all the planarian exposed to the chemical, much like I predicted. The sodium chloride almost seemed as if it left the sample unharmed. In conclusion, there are several things I would also have included to this experiment for more discoveries. Things such as increase or decrease in water temperature, measuring the temperature at given times to note any changes in response to the change. Also, maybe adding other types of aqueous solutions to the mix, or perhaps compound that would change the performance of the viewed planarian, such as caffeine.

Benifits of Academic Globalization Essay

2. Introduction: Globalization is one of the most discussed issues nowadays. It has several branches which vary from economic, cultural, academic, and industrial and many more. However, the one that is increasing at a very high rate is academic globalization. Since academic globalization includes the act of studying abroad, it can be defined as is the act of traveling of students to study in a country other than the mother one. Nowadays, students are getting many Academic Globalization l 3 opportunities to study abroad, in addition to other reasons, which is why they are studying outside their home countries. â€Å"He [Wiladavsky] stated that 3 million students are now studying outside their home countries, a 57% increase from 2000† (Apurvadesai, 2010, p. 1). These numbers show the tremendous increase in movement of students around the world. Academic globalization has become one of the most debatable issues. People who are against it believe that once the students graduate and see many opportunities to work abroad they would not come back. On the other hand, people who are with it believe that it provides the students with better education and higher experience. In fact, academic globalization can be beneficial in several ways. 3. Literature review: Apurvadesia (2010), comments on the discussion of the World Affairs council which focuses on the rise of academic globalization. According to Wiladavsky, who was among the speakers, there is an increase in the movement of students around the world. Moreover, he discussed the concept of global ranking that motivates students to work and study harder to reach their goals and become part of the top class. In addition to that, Apurvadesia states that the idea of brain drain is actually brain circulation. Wiladavsky (2010), argues that countries should not be afraid from globalization. On the contrary, Wiladavsky tries to shed the light on the benefits of academic globalization. He believes that it helps in expanding knowledge and in trading of minds. Moreover, Wiladavsky tries to shed the light on the opposing point of view and give reasons behind the fear of globalization. Academic Globalization l 4 Wiladavsky (2010), focuses on why colleges should support globalization. Wiladavsky argues by believing that globalization of higher education helps in identifying talents. Moreover, he believes that successful competition is achieved by higher education. Goodman(2013), argues that Americans should study abroad in order to get  international experience. Moreover, he believes that student would appreciate difference and diversity through meeting new people. In addition to that, he considers that by interacting with people from different countries, students would be trained to all sectors of leaders. 4. Better education: One of the main reasons why academic globalization is beneficial is by offering a better education for the students. This is due to the fact that more opportunities and better experience are provided. 4. 1 More opportunities: Students get better education by having a wide variety of majors to choose where they fit. Some countries lack majors which are  available in others and thus, instead of doing a major that they are not interested in, they have the opportunity to study abroad the major they always dreamt of. For example, in Lebanon, petroleum engineering is not available; however, some students are interested in such a major. So instead of looking for another major to study, they can simply apply in another country which includes such majors. Moreover, a master degree is another opportunity provided in some countries and deprived in others. In developed countries such as USA or Europe, the master degree offered provides the students with better credentials. Students  Academic Globalization l 5 would be more knowledgeable and updated to recent discoveries. A student having a BS degree has less opportunity than a student having a master degree when applying a certain job especially, if the master degree was from a country offering a higher education. 4. 2 More experience: Another reason why students are provided with a better education is the high experience they get. The concept of brain circulation applies here, where students get different degrees from different countries. † A student may leave China, go to Singapore for an undergraduate degree, then to US for a Master’s degree, then  Australia to work for a couple of years, then back to China for a job with a multi-national company†(Apurvadesai, 2010,p. 2). In this example, Apurvadesai describes how having the opportunity to study in different countries provides the student with the higher experience and characteristics required for a job in a multi-national company. Moreover, living in a different country, having different culture, language, habits and lifestyle, increase experience. When students travel, they try to accommodate with the changes around them. This process provides them with higher experience when it comes to dealing with other countries. In addition to that, students will be provided with better communication skills. They would learn to speak new languages fluently due to practice and would be familiar with the demand of other countries. In this way, if there was a foreign customer, Academic Globalization l 6 the student will directly provide him/her with the service he/she is more likely to be interested in. 5. Expands global knowledge: Another reason why academic globalization is beneficial is that it helps in expanding knowledge across the world. This is achieved by discovering new talents. Some countries are deprived from a variety of domains. On the contrary,  when students travel to encounter their education, they would be exposed to a wide selection of domains. In this way, students would be able to discover new talents in them and introduce it to their local country. Moreover, academic globalization promotes the sharing of information between countries. When students get their education in a foreign country, they would be introduced to new concepts, studies and researches. People against academic globalization argue that the country offering the higher education takes away from the learning of the native country. However, introducing new concepts is not bad to other countries. In fact, as RAND economist James Hosek told the Cronicle of Higher Education that â€Å"When new knowledge is created, it is a public good and can be used by many†(Wiladavsky, 2010, p. 3). When students return back to their countries, they would share the knowledge they acquired and help in developing their nations. 6. Conclusion: In conclusion, academic globalization is a trend that is increasing at a very high rate. It is a one of the most debatable issues in the society. Some people are with it and think it is beneficial, while others are against it and think it is harmful. However, it can be beneficial in several ways. It provides better education for Academic Globalization l 7 students through having more experiences and opportunities. Moreover, academic globalization promotes global knowledge between different countries leading to the free trade of mind. In fact, people should support academic globalization to develop the whole world. 7. References: Apurvadesai. (May 15, 2010). Academic Globalization- The Emergence of International Universities. In Reading, Writing and Reflecting. Retrieved from http://apurvadesai. com/2010/05/15/academic-globalization-the-emergence -of-international-universities/ Goodman, A. E. , Berdan, S. N. (October 17, 2013). A Year Abroad vs. a Year Wasted. In The New York Times. Retrieved from, http://www. nytimes. com/roomfordebate/2013/10/17/should-more-american s-study-abroad/every-student-should-study-abroad Wildavsky, B. (January 5, 2010). Academic Globalization Should Be Welcomed. Not Feared. In Brookings. Retrieved from, http://brookings. edu/research/articles/2010/01/15- globalization-wildavsky. Wildavsky, B. (April 4, 2010). Why Colleges Shouldn’t Fear Global Competition. In The Chronicle of Higher Education. Retrieved from, http://chronicle. com/article/The-Global-Benefits-of/64932/. Academic Globalization l 8