The International Labour Organization Ilo

The International Labour Organization Ilo The International Labour Organization is a United Nations agency dealing with labour issues, particularly international labour standards and decent for all. There are 185 countries that are member states of International Labour Organization. The ILO aims to ensure that it serves the needs of working women and men by bringing together governments, employers and workers to set labour standards, develop policies and devise programmes. The very structure of the ILO, where workers and employers together have an equal voice with governments in its deliberations, shows social dialogue in action. It ensures that the views of the social partners are closely reflected in ILO labour standards, policies and programmes. They have concern about many issues which are happening in world. In this essay I selected child labour for further discussion. Child labour is a complex problem and numerous factors influence whether children work or not. Poverty emerges as the most compelling reason why children work. Poor households spend the bulk of their income on food and the income provided by working children is often critical to their survival. However, poverty is not the only factor in child labour and cannot justify all types of employment and servitude. Countries may be equally poor and yet have relatively high or relatively low levels of child labour. Child labour is clearly detrimental to individual children, preventing them from enjoying their childhood, hampering their development and sometimes causing lifelong physical or psychological damage; it is also detrimental to families, to communities and to society as a whole. As both a result and a cause of poverty, child labour perpetuates disadvantage and social exclusion. It undermines national development by keeping children out of school, preventing them from gaining the education and skills that would enable them as adults to contribute to economic growth and prosperity. As long as child labour continues, the ILOs goal of decent work can never be achieved. Discussion Millions of children worldwide are engaged in labour that is hindering their education, development and future livelihoods. A lot of of them are involved in the worst forms of child labour that because irreversible physical or psychological damage, or that even threaten their lives. This situation represents an intolerable violation of the rights of individual children, it perpetuates poverty and it compromises economic growth and equitable development. There are plenty of things can be happened to occur child labour. Factors include for Child labour: Barriers to education basic education is not free in all countries and is not always available for all children, especially in remote rural areas. Where schools are available, the quality of education can be poor and the content not relevant. In situations where education is not affordable or parents see no value in education, children are sent to work, rather than to school. Culture and tradition with few opportunities open to children with more education, parents are likely to share a cultural norm in which labour is seen as the most productive use of a childs time. Children are often expected to follow in their parents footsteps and are frequently summoned to help other members of the family, often at a young age. Market demand child labour is not accidental. Employers may prefer to hire children because they are cheaper than their adult counterparts, can be dispensed of easily if labour demands fluctuate and also form a docile, obedient work-force that will not seek to organize itself for protection and support. The effects of income shocks on households households that do not have the means to deal with income shocks, such as natural disasters, economic or agricultural crises Taking into consideration above factors the child labour will occur. This is a massive issue in modern world. Hence there are so many organizations and governments are consider this issue. Hence The ILO has given a priority to wipe out this issue. The International Labour Organization, from its setting up, has made child labour one of its central concerns. ILO work on child labour over the decades has mainly taken its indication from the phrase protection of children in the Preamble to its Constitution. The ILOs prime tool in pursuing the elimination of child labour has always been, and remains to this day, the labour standards that embody the concept of a minimum age to enter into employment. This approach responds to two concerns: to protect children from work that interferes with their full development and to pursue economic efficiency through well-functioning adult labour markets. Some child laborers are highly visible, such as street children working in the urban informal economy. Others, such as child domestic workers, are effectively hidden from public view and are thus particularly vulnerable, including to physical, emotional and sexual abuse. Rather than working in formal sector establishments that produce for export, the majority of child labourers in manufacturing toil in supply chains producing for the domestic market, for example, in the production of fireworks, matches or incense sticks. A reported increase in home-based production of these and other goods, in response to heightened competitive pressures, brings with it an increased potential for exploitation of child labour. Such hidden groups of children present particular challenges for research and effective action. A future without child labour traces the ILOs historical concern with the abolition of child labour. At its very first session, the International Labour Conference adopted the Minimum Age (Industry) Convention, 1919 . Over the years that followed, the concept of minimum age for entry into employment was extended to different economic sectors, culminating with the adoption of the comprehensive Minimum Age Convention, 1973. The inclusion of the effective abolition of child labour in the ILO Declaration on Fundamental Principles and Rights at Work and its Follow-up, adopted in 1988, highlighted the growing consensus across the world that child labour represents a serious threat to sustainable economic and social development everywhere. The unanimous adoption, the following year, of the Worst Forms of Child Labour Convention, 1999 , and its subsequent unprecedented rate of ratification, attest to the strength of the political will among ILO member States to tackle, with employers and wor kers organizations and all partners in civil society, these most extreme forms of child labour as a matter of the greatest urgency. Convention No. 182 has served to consolidate resolve on the need for immediate action to combat the worst forms of child labour, accompanied by measures to eliminate and prevent all child labour in the longer term. Drawing on the provisions of Conventions Nos. 138 and 182, they identify three categories of child labour to be eliminated: Labour performed by a child who is under a minimum age specified in national legislation for that kind of work. Labour that jeopardizes the physical, mental or moral well-being of a child, known as hazardous work The unconditional worst forms of child labour, which are internationally defined as slavery, trafficking, debt bondage and other forms of forced labour, forced recruitment for use in armed conflict, prostitution and pornography, and illicit activities. Furthermore they have taken several objectives to eliminate this child labor issue. Key objectives in the fight against child labour the long tradition of ILO standard setting and supervision in the field of child labour, dating from the very first session of the International Labour Conference in 1919 and leading up to the adoption of the umbrella Minimum Age Convention, 1973 (No. 138); The impetus given by the adoption of the United Nations Convention on the Rights of the Child (CRC) in 1989; The experience gained by national governments working with IPEC; increased activism on child labour by employers and workers organizations and non-governmental organizations (NGOs); The unanimous adoption of the Worst Forms of Child Labour Convention, 1999 (No. 182), and the subsequent campaign for its universal ratification and implementation; Research and action that have provided new insights into the causes, dimensions and means of reducing both poverty and child labour. According to the on top of objective the ILO have planned to eliminate child labor in every country. Although, when they erect new objectives and procedures they will have to concern countries policies. So that is a huge difficulty that they are appearance currently. Conclusion Childrens participation in the labour force at the start of the twenty-first century is continuously varied and infinitely volatile, responding to changing market and social conditions. This circumstance is matched by the flexibility of the large, unprotected, potential child labour force. Poverty and social exclusion, labour mobility, discrimination on the basis of sex and other grounds, and lack of adequate social protection and educational opportunity all come into play in influencing child labour outcomes. The ILO calls on all partners in this undertaking to redouble their efforts, to give all children, everywhere, the childhood and the future that they deserve.universal education and social protection, together with a better understanding of the needs and rights of children, can bring about a significant reduction in child labour. Recommendation Working closely with governments are the social partners employers and workers organizations who are uniquely placed to understand and to change the realities of the workplace so that child labour simply has no part to play. Partnerships operate horizontally at national level and also vertically between national, regional and international players. A worldwide movement, involving the ILOs constituents governments and employers and workers organizations and many other partners working together at international, national and local levels, has altered that irrevocably. Improve education system in every country. .

Why Kellogg

Why have you elected to apply to the Kellogg School Executive MBA Program My ambition is to enhance my knowledge in global strategy, eEntrepreneurship, and marketing, and buildwhile building strong relationships with successful leaders and innovative thinkers worldwide. and I want truly wish to learn from the school that has been consistently ranked No. 1#1 in for Executive MBA programs due to for the quality of its faculty members, students and teaching methods.Kellogg is my first choice because it uncompromisingly addresses real life aspects of business. The way the learning model is organized through (interactive means as study groups, analysis of actual real- life business cases, classes and workshops) provides the ideal learning environment for people those who may havewith an experience to share. At Kellogg, the emphasis is put on the team work.Curriculums, a perfect combination of theory and practice, are is updated with current techniques and technologies, and moreover, can r eceive inputs from studentsinput from students is welcome. I value the fact that Nnearly every single professor in Kellogg’s EMBA program is the author of the famous bookshas authored a book, among and they are all being a true pioneers in their field.The current EMBA curriculum emphasis on gGeneral mManagement and along with an excellent choiceexcellent options for of global electives (such as gGlobal initiatives in mManagement) will enhance my knowledge in global markets. All these things will help me formulateing an effective global sStrategy for the product development at SyncadaXXXXX. My long- term career goals and establishing my own in Ccompany in eE-commerce requires me to sell my ideas effectively to the prospective customers.Marketing, Kellogg’s best-known strength, will put me at aon a fast track to achieve my these goals. Kellogg’s worldwide nNetwork is huge and nearly one third of its alumni reside outside North America and I want exploit it one I w ish to to build upon . I would like to and grow relationships with influential leaders across the world. Finally, the city of Chicago is a serious plus that will put me in the heart of one of the world's business capital. The proximity to the Minneapolis is always plus for me to reduce my travel time to Kellogg.

Computer Evolution Essay

?Explain the evolution of computer describing the technologies used in different generations. The evolution of computers started way back in the late 1930s. Binary arithmetic is at the core of the computers of all times. History of computers dates back to the invention of a mechanical adding machine in 1642. Abacus, an early computing tool, invention of logarithm by John Napier and the invention of slide rules by William Oughtred were significant events in the evolution of computers. Evolution of computer technology can be divided into five generations. First generation computer consisted of vacuum tubes and they were used from 1943-1958. ENIAC (Electronic Numerical Integrator and Calculator) computer is an example of first generation computer. Second generation (1959-1965) computer consisted of transistors i. e. vacuum tubes were replaced by transistors. Thus the size of the computer got reduced considerably. Third generation (1966-1973) computer consisted of integrated circuits (IC) i. e. many transistors in single silicon chip. A single IC has many transistors, registers and capacitors built on a single thin slice of silicon. With the invention of microprocessor (1971), fourth generation of computer evolution started and present day computers are also categorized in the fourth generation. The fifth generation computers are under development. They are going to be based on principles of artificial intelligence and natural language recognition. Developers are aiming at computers capable of organizing themselves. The evolution of computer continues. Generation Duration Memory device First (1943-1958) Vacuum tubes Second (1959-1965) Transistor Third (1966-1973) LSI (Large Scale Integration) IC Fourth (1974-1990) VLSI (Very large Scale Integration) Microprocessor. Fifth (1990 onwards) Biochips (concept of AI) Table: Time period and its device used in evolution of computer.

The Classroom Case Study Ad / Hd Twelfth Grade ...

Classroom Case Study: AD/HD Eleventh-Grade: Language Arts 1. Characteristics For my case study, I intend to research ADD and ADHD in eleventh-grade students in English and language arts classes. Normally eleventh-graders are around 16 and 17 years old. As most cases of AD/HD are diagnosed while children are young, most students in high school would have already known how to work with their disabilities for many years. However, they might still need help from their IEP team, which includes their teachers, family, counselor, and any other people the student wants to include. In both eleventh and twelfth grade, the state standards in reading advance to include more analysis. Attention Deficit Disorder, otherwise known as ADD, usually deals†¦show more content†¦Sometimes they may have a quick temper. Students who are impulsive often act without thinking. They can blurt out answers without being called on. They cannot wait for their turn in line. They often interrupt others. They sometimes intrude into other people’s conversations. There is also a combined disorder that features symptoms similar to both ADD and ADHD. Students can also be inattentive. They usually do not pay attention to detail. They often make careless mistakes. They have trouble staying focused. They appear not to listen when spoken to because their attention is focused elsewhere. They also have problems staying organized. 2. Academic Context According to the Arizona Department of Education, there are several standards that students in eleventh-grade are expected to be able to do. Students in eleventh-grade have to â€Å"cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text† (â€Å"9-12 English Language Arts,† 2013). This is important because it is a skill need in several standardized writing tests. It shows that the student can comprehend texts to their class group. They are also expected to â€Å"determine two or more themes or central ideas of a text and analyze their development over the course of the text† (â€Å"9-12 English Language Arts,† 2013). They also have to â€Å"determine the meaning of words and phrases as they are