Outline and assess New Labours strategies Essay Example for Free

Outline and assess New Labours strategies Essay New Labour strategies and theories on educational policies have contributed significantly on influencing a better change on education since the 1988 Education Act. There were four major changes which had been made to the education system; the changes were introduced in order to manage the diverse problems with had recently emerged. Machin and Vignoles (2006) outlined these four categories as; secondary education standards falling, limited participation in post-16 (sixth form), students having a poor grasp of basic skills and unequal participation in higher education. The classified problems were not only problems identified by New Labour; New Right too had similar concerns about the education system. However New Right have previously been criticised as they were more concerned regarding the problems surrounding the participation in Post 16 and the poor grasp of basic skills rather than all four of them as a whole. Hence, I will outline and evaluate New Labour’s approach concerning the educational policies. The first problem identified was the standards of secondary education declining, because of this New Labour believed that in order to raise the standards they would have to provide greater parental choices. Giving this privilege would enable more competition which was their clear aim as competition would influence a rise in the standards of schools as there would be a gap in the market for more choice and diversity. A model example of how effective parental choice would be take academies, faith schools and specialist schools they are given more freedom to choose, this creates a friendly rivalry amongst parents and children to achieve the possible best. Some critics view that giving parents the right to more choice would result in further inequality rather than equality, take middle-class parents for instance they use their material and cultural wealth to ‘buy’ their children’s education and gain places in much better schools. Sociologist Ball (2008) also criticises this view he states how giving parents the ability to choose produces social segregation which further influences inequality. Another way in which New Labour had believed they would be able to raise the standards of secondary education would be to improve the teaching standards due to the pressure of market forces in state schools this would therefore increase the participation in further education which would influence an equal participation in higher education. However a criticism would be that the rise in exam success may not necessarily be due to the impact of marketisation it could be because of the other factors. The second problem which was identified by New Labour was the limited participation in post-16, they considered two significant ways in which they would be able to increase this participation. The first idea was to develop vocational courses, for example; GNVQ’s, modern apprenticeships and diplomas. Sociologist Ball (2008) identified that 40% of students will take vocational courses. By introducing more vocational courses, they would be able to improve the perceived skills deficiencies of British Workers and give themselves more of an ability to gain work. However a rising concern is regarding the division between vocational and non-vocational students, New Labour recognise this division as a concern with the development of the knowledge economy. Ball identifies that a significant amount of education has been ‘geared to the knowledge economy and education is now being dominated by its subservience to the requirements of the economy’. This however would lead to the creation and reinforcement of inequality within divisions of class and ethnicity. The second idea was to develop on the ideology of personalisation. This is giving students qualities such as; independency and individualisation, students are given mentoring and individual action plans where they are expected to become active learners and reliant upon themselves. However, this method of increasing participation is criticised as if this was to be used within the education system it would only be purposeful to individuals from a middle-class background as they would be able to use their cultural and economic advantage to benefit from this. This method does create a competitive economy as it tied together with the demands of the labour market, it may seem as if the individuals are empowered however when in fact they are tied together with the economic system. Another way in which New Labour has aimed to increase the participation of students within Post-16; they encouraged students to stay on for further education by introducing EMA (Educational Maintenance Allowance) which is basically a financial incentive mainly for those individuals who are from a less privileged background. Machin and Vignoles agree that this scheme does have a positive impact upon disadvantaged students as it assists those who suffer most from material deprivation. However, there is also criticism against the introduction of EMA as it not only helps disadvantaged students it too is available for middle-class students. The third problem recognised by New Labour was the lack of basic skills amongst individuals. This was a significant factor in education; both the New Right and New Labour had aimed to improve the standards of basic skills. In order to improve on this aspect, the New Right introduced the National Curriculum which was a segment of the 1988 Education Reform Act. The New Labour took action by introducing within the National Curriculum, national literacy and numeracy hours in primary schools. However, it was difficult to estimate whether the National Curriculum was effective in improving the basic skills of students as there was little room for comparing work, although it was easy to identify that literacy and numeracy hours did have some influences. Sociologist Machin and McNally (2004) have identified that literacy hours did have a significant influence on improving reading and English attainment as boys who took part in the hour improved their reading skills. This helped to reduce gender inequality in education as both genders are given equal amount of time and opportunity to improve on their basic skills giving them an equal chance in the future. This shows how schools are able to have a significant influence on making a difference to their students’ results if the education institution implements the right strategies.

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S.L., Roy D.,LA SELECTION DES CADRES: PRINCIPES ET PROBLÈMS CONTEMPORAINS. (MANAGERIAL SELECTION: PRINCIPLES AND CONTEMPORARY TRENDS). Monograph Series No. 11. Montreal, The University of Montreal. 1982. 165 pp. Dolan S.L., Schuler R.S., (eds): CANADIAN READINGS IN PERSONNEL AND HUMAN RESOURCE MANAGEMENT. St.-Paul, MN. West Publishing Company 1987, 467 pp. Dolan S.L., Schuler R.S., PERSONNEL AND HUMAN RESOURCE MANAGEMENT IN CANADA. St.-Paul, MN. West Publishing Company. 1987. 620 pp. Dolan S.L., Schuler R.S., Chretien L.,GESTION DES RESSOURCES HUMAINES, Montreal, EDITIONS DU TRECARRE ET EDITIONS REYNALD GOULET INC.,1988, 453 pp. Dolan S.L., Schuler R.S., HUMAN RESOURCE MANAGEMENT: THE CANADIAN DYNAMIC. 2nd edition. Nelson Canada. Scarborough, Ontario 1994, 700 pp. Dolan S.L. Schuler R.S., GESTION DES RESSOURCES HUMAINES: AU SEUIL DE L'AN 2000 . Editions du Renouveau Pà ©dagogique Inc. (ERPI). Montreal, 1995 , 747pp. ARTICLES IN SCIENTIFIC JOURNALS Dolan S.L., Hogue V.P., Harbottle J., "L'evolution des tendances en gestion des ressources humaines au Quà ©bec", in Blouin R. (ed.) 25 YEARS OF INDUSTRIAL RELATIONS IN QUEBEC. Montreal, Yvon Blais Inc. 1990: 777-789. Leonard C., Dolan S.L., Arsenault A., "Stability and Variability of two Common Measures of Absence", Journal of Occupational Psychology, 1990, vol 63: 309-316. Dolan S.L., Tziner A., "The Assessment Center revisited: Critical Evaluation of Philosophy, Theory, Instruments and Practices" in Herd A.M., Ferris W.P., (Eds): Empowerement in the Workplace and Classroom (Proceedings of the Twenty- Eighth Annual Meeting of the Eastern Academy of Management). EAM, Hartford, Conn. 1991: 170-173. Dolan S.L. "Critical Issues in the Management of Human Resources in the 90s", Human Resources (Israel), Vol 4(44), 1991: 8-13 . (in Hebrew) Tziner A., Reid A., Dolan S.L., "Les centres d'evaluation: une revue critique de quelques thà ¨mes fondamentaux", Psychologie canadienne/Canadian Psychology, Vol 34(1), 1993: 110-120 Balkin D., Dolan S.L., "Rewarding Team quality: Contributions in the Canadian Telecommunications Industry: The case of Bell Canada" Proceedings of the Fourth International Conference on Work Values (Research and Managerial Applications), Borg I. & Dolan S.L., (eds.), ISSWOV, Barcelona, 1994: 1-10 Belout A., Dolan S.L., L`à ©valuation des directions des ressources humaines par l`approche Multiple-Constituency : une à ©tude empà ©rique, Actes du Congrà ¨s de L`Institute de l`Audit Social de Paris (IAE), Aix-en-Province, 1994: Dolan S.L., Morin D., "The Effect of Rater-Ratee Relationship on Ratee Perceptions of the Appraisal Process", The International Journal of Management, 1995 , Vol 12(3): 337-351. Dolan S.L., Cannings C., "Professional and Organizational Values in Human Resource Management", International Journal of Management, 1995, Vol 12(4): 520-529. Dolan S.L., Forgues K. and Balkin D., "Selected Aspects of Compensation, TQM and Organizational Success: Defining and

Five Wishes Essay

What would you do if an emergency broke out and you were unable to make health care choices for yourself? Does your family know exactly what you want to happen? Do you really know? Although no one wants to think about such scenarios a crisis can emerge at any given time therefore it is best to be prepared. A known program that has had a lot of success is called `Five Wishes’. Five wishes is the first living will discusses personal, emotional, and spiritual needs as well as your medical wishes. It lets you to choose the person you would like make health care decision in a case where you can’t. Five wishes insures that however you choose to be treated is what will happen exactly. Five wishes is set up to be beneficial for you and your family. It puts the end to the guessing game. This document is a way for the patient to talk to their family and doctors even if they are in a severely ill state. The thought of five wishes initially came from Jim Towey. After 12 years of wo rking closely to Mother Teresa and then living a year in hospice he was inspired to find way for patients and their families to plan ahead and cope with serious illness. The ending result was five wishes. The result of five wishes was a success. It has been featured on CNN and NBC’s Today Show and in pages of Time and Money magazines. Five Wishes is often referred to as the first living will with a heart and soul’. Five wishes is now available in 23 languages and is available in 42 states and also the District of Columbia. The only requirement of being eligible for Five Wishes is to be 18 or older. According to agingwithdignity.org over 13 million Americans have already used this program. And because of its success the document is continuously distributed and suggested by hospitals, hospices, retiree groups, and lawyers. The application is broken down in 5 wishes. Wish 1 addresses who you would like to make the decisions for you. This person is referred to as the patient’s agent. The agent can be anyone that the patient chooses as long as they are at least 18 years or older. Within this portion of the document it gives you key points to think about when choosing an agent to represent you. Also it lets you choose to what extent your agent can represent you. After wish 1 comes Wish 2. Wish 2 states what kind of medical treatment that you want or do not want. This part of the document is one of the most important since it on your treatment wishes. For instance you have to state if you would like life support or not, if you  want comfort medications or not, if you want to be resuscitate in any way. This portion also has you choose your treatment if you are close to death, if you have permanent and severe brain damage without expectations of recovery, If you are in a coma and not expected to awake or recover, and lastly in any another cond ition under which you do not wish to be kept alive. The next wish, wish 3, is on how comfortable you would like to be. They give options such as: no pain at all, medication only if signs of mental, stomach, and/or breathing altercations, cold rags for fevors, lips and mouth kept moist, to be kept clean, to be massaged with oils, music being played until time of dealth, have hair/nails/ teeth kept up, religious readings and poems read close to death, and emotional and spiritual care options for the family. Once that is completed you move on to wish 4 where it discusses how the patient will want to be treated. The options are : to have people around as much as possible, to have hand held and someone talking to them as much as possible, to have people bedside praying, for the faith community that the patient attends to be aware of the scenario, to be cared for with a positive attitude, pictures of loved ones surrounding the bed, to be kept clean at all times, and the option to die at home. The last wish after wish 4 is wish 5. Wish 5 is what the patient wants their loved ones to know. The options for this category are as followed: letting them know that the patient loves them,to be forgiven for the times they hurt them, to let them know that they are forgiven for the times they hurt the patient, to let them know the patient doesn’t fear realty, for the families to make peace before the patients death, for them to remember the healthy patient, for them to respect all the wishes, for them to stay positive, for them to get counseling so the memory of the patient be joy not sorrow, for the patient to be cremated or buried, the location for the body to go, for the person they chose knows their funeral wishes. That completes the 5 wishes of the patient. The very last step is for the patient to signature the document, for there to be two witnesses and their signature and in Missouri, North Carolina, South Carolina, and West Virginia this document must be notarized. In conclusion yes signing and filling out wills are initially difficult but having this document in place before a crisis emerges ensures the actions taken place are what the patient wants. On the Five Wish document it states, ‘ Each patient’s decisions to accept or refuse  medical treatment is respected. This policy is to honor a patient’s advance directive.

Ibsen `The Dolls House` Essay

The theme of Ibsen’s ‘The Doll’s House’ is the rights of an individual to live his life in his own way which is more important than the conventions and codes of society, understanding and love are the essential ingredients for a happy married life. The theme is present in the play through the presentation of the married life of Nora and her husband. The significance of the theme is that if too much importance is given to the norms of society than to individual freedom, his emotions and feeling, it brings disaster as shown in the play. The theme of ‘The Doll’s House’ by Ibsen is depicted mainly through the characters of Nora, and her husband Helmer. Nora breaks the rules of society initially to save his husband’s life and finally leaves her home, her husband and children to educate herself. Helmer on the other hand lives his life by strictly adhering to the rules of society. He is unable to understand his wife’s feelings and emotions and so his wife leaves him forever. Their marriage breaks down because they lacked understand and love which are required for a happy married life. In Ibsen’s ‘The Doll’s House’, Nora is the protagonist who lives the life of a dutiful wife and mother as approved by society. She plays her role beautifully which is restricted to activities like creating a beautiful home, meeting the needs of her husband and children and singing and dancing prettily and seductively for her husband. She is portrayed in the play as a helpless creature; Helmer towards the end of the play calls her his ‘helpless darling’. She is also thought as a housewife protected by her husband from the troubles and burdens of life (said by her friend Mrs. Linde). However, when crisis strikes, she acts as a man. She herself takes the decision. She borrows a large sum of money from a man named Krogstad to save her husband’s life. She spares her dying father from the worry of his son-in-law’s heath. She forges her father’s signature, (the male member of the family who was supposed to act as a guarantor) and procures the money. She follows the advice of the doctor and takes Helmer to the south, to Italy to recover his health. The loan caused a lot of worry for her. She suppressed her desires for finery, saves a little from housekeeping money and worked in the evening till late at night to pay the loan back. She sometimes felt very tired but in spite of all her struggles, she felt great happiness in working and earning money. As she tells her friend: ‘It was like being a man’, (Ibsen’s ‘The Doll’s House’). On the other hand, Torvald Helmer, her husband strictly follows the rules of the society. He considers his wife Nora as a plaything and his possession. He worries about the reaction of the people in the bank, when his wife Nora requests him to allow Krogstad to keep his position in the bank. They are already aware that he will dismiss Krogstad, so if they come to know that the new manager has changed his mind at his wife’s request, he will become a laughing stock in their eyes. Helmer tells Nora that: â€Å"Do you suppose I am going to make myself ridiculous before my whole staff, to let people think that I am a man to be swayed by all sorts of outside influence? †, (Ibsen’s ‘The Doll’s House’). At the end, when Helmer receives the letter from Krogstad revealing Nora’s crime of forgery, he is inconsolable: â€Å"What a horrible awakening! All these eight years–she who was my joy and pride–a hypocrite, a liar–worse, worse–a criminal! †,(Ibsen’s ‘The Doll’s House’). He not only abuses her but also blames her father: â€Å"all your father’s want of principle has come out in you. No religion, no morality, no sense of duty†, (Ibsen’s ‘The Doll’s House’). We find from the play that Helmer is more concerned about the disgrace that he may face in society more than the seriousness of crime that Nora commits. He blames Nora for the mishap: â€Å"He can make the affair known everywhere; and if he does, I may be falsely suspected of having been a party to your criminal action. Very likely people will think I was behind it all–that it was I who prompted you! † (Ibsen’s ‘The Doll’s House’). He decides to appease Krogstad in one way or another and shut up the matter at all cost. He believed that because of this incident, they can no longer share a close relationship as before and also he cannot allow her near his children. But still he wants Nora to continue staying under his roof as his wife for the sake of appearance to the world. As he is afraid that he will be stigmatized by society. However, later when he receives the second letter from Krogstad stating that the man repents for his action and has returned the bond, he calms down. Helmer realizes that he is saved from disgrace and thus he becomes the loving husband as before. He changes his stance, he forgives his wife. However, the damage is done. Disaster strikes the family; he loses his wife and mother of his children. On the other hand, Nora does not live her life according to the dictates of society. She breaks away her traditional role of a devoted wife and loving mother. She leaves Helmel and frees herself from the bondage of marriage. Thus she outrage society and stigmatize herself. In the play, Nora and Helmer look on the outside as a happy married couple. However at the end of the play, the curtain moves away to show a more realistic picture of marriage. As Nora realizes at the end of the play, there is a lack of understanding and love between the couple. Helmer considers Nora as his doll and his treasure. He also wants her to act according to his wishes. He tells Nora after he forgives her: â€Å"There is something so indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his wife–forgiven her freely, and with all his heart. It seems as if that had made her, as it were, doubly his own†, (Ibsen’s ‘The Doll’s House’). As Nora mentions, they could not understand each other even after eight years of marriage. Nora understands that her husband is a man with strong opinions about the role of woman in family and that his male ego would be hurt if he finds out about her secret loan. Also that he is very possessive about her. But she is unaware of the fact that her husband is a narrow-minded and selfish man. Helmer also fails to understand Nora. He does not realize Nora’s motive behind forging her father’s signature. He failed to understand his wife’s deep love for him which compelled her to borrow such a large amount in the first place. In the play, it is evident that Nora loves her husband and Helmer has great affection for Nora. But their love and affection for each other is not strong enough to keep them together in marriage. In the play, ‘The Doll’s House’ by Ibsen, Torvald lives his life by the guidelines that are acceptable and respectable to society. He is concerned more about his wife’s attractive looks and the beautiful appearance of his home than for his wife’s happiness. So his marriage breaks down. Nora realizes that she has imbibed the tastes and opinions of his husband and thus has lived a life according to his terms. She always though she was happy but was never really happy but rather jolly. Nora leaves her husband and her family and goes away to live her life according to her own terms. She wants to educate herself, to understand herself and everything around her. She goes away to fulfill her duties to herself which come before her duties as a wife and mother. She wants to understand who is right, the world or herself. The significance of the theme is beautifully presented in the play. Work Citation: â€Å"A Doll’s House†. Novelguide. com. 18 June 2008. â€Å"A Doll’s House†. Henrik Ibsen. 18 June 2008

How to Conjugate Remettre (to Put Back, Replace)

How to Conjugate Remettre (to Put Back, Replace) The French verb remettre means to put back or to replace. It is an irregular verb. How to Conjugate the Verb Remettre While remettre does not follow the conjugation pattern of a regular verb, it is conjugated the same way as all French verbs ending in -mettre.  The following charts will help you memorize the simple conjugations for remettre. Present Future Imperfect Present participle je remets remettrai remettais remettant tu remets remettras remettais il remet remettra remettait nous remettons remettrons remettions vous remettez remettrez remettiez ils remettent remettront remettaient Subjunctive Conditional Pass simple Imperfect subjunctive je remette remettrais remis remisse tu remettes remettrais remis remisses il remette remettrait remit remt nous remettions remettrions remmes remissions vous remettiez remettriez remtes remissiez ils remettent remettraient remirent remissent Imperative (tu) - remets (nous) - remettons (vous) - remettez How to Use Remettre in the Past Tense The most common way to put something in the past tense in French is to use the passà © composà ©. It is a compound tense requiring an auxiliary verb and a past participle. For remettre, the auxiliary verb is avoir and the past participle is remis. For example: Elle a remis le jus dorange.She replaced the orange juice. Ils ont remis les livres.They put back the books.

Can I Get an Alternate SAT Test Date

Can I Get an Alternate SAT Test Date SAT / ACT Prep Online Guides and Tips Can’t make the test date you signed up for on the SAT? You're in luck! It’s possible to arrange an alternate test date for the following week, although it’s often easier to just switch to the next official test date. In this article you'll learn what constitutes an alternate test date, the criteria for requesting one, and how to submit your request. What Is an Alternate Test Date? Alternate SAT testing takes place during the week following any offical Saturday SAT test date. It's a recourse for students who don't want to switch their registration to the next official test date and have an unexpected conflict during the Saturday test session. In order to have a chance at snagging an alternate date, your request must be submitted at least ten business days in advance of the original test date. You may have to switch your test center location depending on the availability of proctors and how many other students are taking the test on the alternate date. You'll be notified of any changes by the College Board. What Arethe Criteria for Requesting an Alternate Test Date? There are pretty strict guidelines governing the process for requesting an alternate test date. This is necessary to prevent the testing process from turning into a free-for-all because no one wants to get up early on a Saturday morning. Here are the three criteria for submitting a request: 1. You Have an Unexpected and School-Sanctioned Conflict This includes things like finals for academic or athletic competitions. A common situation is that students have advanced through a competition and couldn’t have originally predicted that they would be competing on the date of the test. This doesn’t include conflicts like regularly scheduled school affiliated club meetings, athletic events, or prom.It also doesn’t include anything related to outside of school activities like recreational sports or those private music lessons you take to nurture your secret passion for jazz flute. 2. You Were Registered for the Test Date in Question Before You Knew about the Conflict This one should be a no-brainer.Hopefully, you checked your calendar before you registered and the conflict came up later! 3. You Requested No More than One Alternate Test Date This Year Prior to Your Current Request You only get two alternate test date requests per year. It's pretty unlikely that this issue would arise, but you should be aware just in case. If you really want to have fun with it, bring a snack that includes dates to your alternate test date. How Do I Request an Alternate Test Date? You, the student, cannot directly request an alternate test date. These requests must be made through a school official.Talk to your guidance counselor about your need for an alternate date. If everything checks out based on the criteria above, he or she can submit a request to the College Board.Keep in mind that your alternate date must fall within a week of the original test date, and your request must be submitted at least 10 business days before the original test date.Notify your guidance counselor of the conflict as soon as possible! You can also switch to a different official test date if taking the test later isn’t a problem for you.This doesn’t require going through a school official. Make the switch through your online College Board account or by calling Customer Service. The fee for switching to a different official test date is $28. A Word of Warning If you test on an alternate date, you may have delayed access to the online version of your essay.You also won’t be able to order the Question-and-Answer Service, although you will still be able to order the less in-depth Student Answer Service. The Question-and-Answer Service gives you full access to your test booklet along with a listing of all the question types and difficulty levels. It also gives you a breakdown of your answers and information about the scoring process for each question.This can be a very helpful tool for future studying. If you'd like to order it, stick with official test dates in May, October, or January. Other Alternate Testing Requests Here are some other potential reasons you might request alternate test dates and how the process works for each of them. Note that unlike regular requests for an alternate date, requests for Sunday testing and special location testing must be submitted with your original test registration! Sunday Testing If you can’t test on Saturday for religious reasons, you can put in a request to take the SAT on Sunday instead. This requires an official clergy letter that explains the religious observance that prevents Saturday testing.You must mail the letter on official letterhead from your religious institution along with your SAT registration no later than the registration deadline. For Sunday testing requests, use the code 01000 on your paper registration. Testing in a More Convenient Location You can request to test closer to where you live if the closest available testing center is more than 75 miles away.The College Board will set up a testing center that is more convenient for you and notify you of the new location.Again, you must mail in your registration for this request along with a letter of explanation of your circumstances. For a closer testing location request, use the code 02000 on your paper registration. Is this your house? Submit a closer location testing request, and the College Board will set up a test center near you. Also you should probably move before the ghosts start to get too rowdy. The Bottom Line Most reasons for requesting an alternate date are probably not going to pass the strict criteria outlined by the College Board. Your guidance counselor will help you figure out whether it's worth submitting a request for an alternate date. If it doesn't work out, you always have the option of switching to the next official test date. Make sure that when you sign up for the SAT you think ahead to what’s going on that weekend and mark it on your calendar so you can avoid putting yourself in this situation! What's Next? Looking to sign up for the SAT? This article will help you figure out your ideal SAT testing date! Also check out this article if it's your first time taking the test. If you have more questions about specialized testing requirements, here's some information onaccommodations for the SATand getting a fee waiver for SAT registration. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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On the defense of sweatshops Essay Example | Topics and Well Written Essays - 750 words

On the defense of sweatshops - Essay Example Secondly, sweatshops play an important role in the economic development in the countries they are located in. Most multinational corporations take advantage of the low labor costs in developing countries simply out of good business sense. The profits generated by these companies are, however, used to uplift local communities. For example, it is common to find a company building water purification plants in communities where they are located. An example is given in the article by Stefan Spath who highlights how multinationals in Mexico helped to improve the conditions in the maquiladora towns. Through such initiatives, companies contribute significantly to the growth of the economies of the countries they are located in. Sweatshops allow these companies to earn higher profits that are later used to develop the country. Third, in the article by Spath, the author further notes that the cheap labor provided by those working in sweatshops allows the companies to sell the final products at relatively low prices. This is beneficial to the consumers located in different parts of the world. In the end, this makes economic sense to both the company and the consumer. Finally, the exchange between the worker and the company is mutually beneficial. Whereas it has been rightfully argued that sweatshops pay their workers' low wages, many have failed to look at this based on the economic conditions of these countries. In many of the developing countries, sweatshops provide some of the best wages compared to other jobs.