Special Needs Patients For Dental Treatment - 1895 Words

Sedating Special Needs Patients for Dental Treatment â€Å"Too many times we see special needs patients who have been held down, papoosed and head-boarded while receiving brief treatment at other offices. While we understand that the care of these individuals can be challenging, they shouldn’t be shortchanged by a quick cleaning, no x-rays or an extraction instead of saving a tooth because that office can’t stabilize the individual in a comfortable and humane fashion.† (Dr.Kaminski) Patients with disabilities and special needs deserve the same kind of dental care as a patient who does not. Special needs patients require more care and attention than patients that do not have special needs or disabilities. Patients with medical conditions that†¦show more content†¦Patients with physical or mental disabilities should be sedated in order for them to get the proper dental care that they need because they may not be able to cooperate during the procedure. As stated by Dr.Bain, D.D.S, Patients with medical condit ions such as Down’s syndrome and cerebral palsy may have physical limitations that keep them from sitting comfortably in the patient chair and staying still during dental treatment. Patients with physical disabilities may have a hard time remaining calm. The physical disability of the special needs patient may cause them to fidget and move around a lot. This can make it more difficult for them to keep their head straight or their mouth open for the dentist. In addition, patients that lack good communication skills may also have a hard time cooperating with treatment because they are unable to communicate to the dental staff or their caregiver any discomfort or pain they feel during treatment. This makes it harder for the dentist to complete the treatment correctly because the patient may have a difficult time informing their needs to the dentist or the assistant. As a result, the patient will not be able to cooperate with treatment if they are experiencing pain or discomfort . If the patient can not communicate to the dental staff that something is causing them pain or discomfort the patient is not only going to be very uncomfortable, but they are also going to remember the procedure as a traumatic

Descartes and Hume A Look at Skepticism and Finding...

Renà © Descartes was a skeptic, and thus he believed that in order for something to be considered a true piece of knowledge, that â€Å"knowledge must have a certain stability,† (Cottingham 21). In his work, Meditations on First Philosophy, Descartes concludes that in order to achieve this stability, he must start at the foundations for all of his opinions and find the basis of doubt in each of them. David Hume, however, holds a different position on skepticism in his work An Enquiry concerning Human Understanding, for he criticizes Descartes’ claim because â€Å"‘it is impossible,’† (qtd. in Cottingham 35). Both philosophers show distinct reasoning in what skepticism is and how it is useful in finding stability. Descartes begins the excerpt by†¦show more content†¦This then leads him to question the existence of God, and then whether he himself truly exists as well. Descartes concludes his claim in stating, â€Å"So after considering ever ything very thoroughly, I must finally conclude that this proposition, I am, I exist, is necessarily true whenever it is put forward by me or conceived in my mind,† (25). Therefore, in spite of everything he is skeptical of, Descartes manages to believe that his true existence is not something worthy of doubt. David Hume’s approach to skepticism is very different from Descartes’ ideas, mainly because he believes that it is not good to become skeptical of everything. Hume feels that there are two different types of skepticism: the type the Descartes follows, known as the â€Å"antecedent† skepticism that involves doubting everything, and moderate skepticism, which Hume feels is the more reasonable form (Hume 36). Hume feels that antecedent skepticism is pointless, and that by simply doubting everything, one is not able to find an answer to what they are looking for because they may never be satisfied with any form of validity. However, Hume feels that mode rate skepticism is â€Å"a necessary preparative to the study of philosophy, by preserving a proper impartiality in our judgements, and weaning our mind from all those prejudices, which we may have imbibed from education or rash opinion,† (Hume 36). In other words, Hume is saying that moderate skepticism is necessaryShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages†¢ What Are the Consequences of Trust? 390 Leading for the Future: Mentoring 391 Mentoring 391 Challenges to the Leadership Construct 393 Leadership as an Attribution 393 †¢ Substitutes for and Neutralizers of Leadership 394 †¢ Online Leadership 395 Finding and Creating Effective Leaders 396 Selecting Leaders 396 †¢ Training Leaders 396 CONTENTS xv Summary and Implications for Managers 397 S A S A L L Self-Assessment Library What’s My Leadership Style? 368 Self-Assessment Library What’s

Stanford Prison Experiment free essay sample

Diana Baumrind’s Review on Obedience Experiments from Stanley Milgram In Diana Baumrind’s â€Å"Review on Obedience Experiments from Stanley Milgram, she asserted that his experiments were unethical in its procedure. She also states the main idea that the variables in the experiments could have affected their results of obedience. Baumrind points out that there should have been more and better steps in having safer tests in protecting the test subjects. She introduces her argument by pointing out the subjects of the Milgram’s experiment were in their belief that the â€Å"experimenter†. The meaning of the â€Å"experimenter† is that he or she is in authority of everything and deserves respect and should be reliable. â€Å"Milgram does not appear suited to the objectives of the study because it does not take into account the special quality of the set which the subject has in the experimental situation (p. 228). † This states that in a laboratory is not the right setting for this type of experiment for obedience. We will write a custom essay sample on Stanford Prison Experiment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That’s the main problem. Baumrind suggested that Stanley Milgram’s tests on the experimenters could be harmful; mentally not physically. Also she believes the level of obedience in the experiments is unrelated to regular situations in obedience and authority. The setting of Milgram’s experiment was uncomfortable and the atmosphere was not right, the results were not effective to real-life situations, Baumrind points out. In stricter circumstances and setting the subjects seems to re-act better then lower severe situations. She lacks information about the subjects being uncomfortable and not feeling right in the laboratory, as well the feelings while being tested in the lab. She makes an intelligent remark, when she explains about the Hitler’s Germany and Milgram’s experiment together. â€Å"But the parallel between authority-subordinate relationships in Hitlers Germany and in Milgram’s laboratory is unclear (228). † Milgrams conclusion cannot easily be applied to real life. Hitler’s guards were commanded to kill anyone that Hitler ordered them to. The guards that were ordered to kill, they did not question those orders, may be in their minds they did but, the guards did what guards were supposed to do, kill. The officers were acting according to their beliefs, which were that they thought the Jews were subhuman. That meant they were unaccountable for their doings. Baumrind’s logic is not strong, for there are other reasons why the SS officers did what they did. Hitler’s Germany and Milgram’s experiment tie together pretty well. Baumrind, she puts this information in to show the hideous nature of humans, and their actions of authority. She is not missing Milgram’s main point, she disagree with his main point. She uses good grammar, used the correct in-text citations, uses of transitions well between paragraphs, and does not leap to conclusions right away. She spread, out everything; it was precise, has good back up evidence to prove her thesis statement and points of Milgram’s experiment. Baumrind’s disagreement with Milgram’s process and with his conclusion is a key point. The author gave a well done explanation on everything she just forgot to mention the subject’s viewpoints, and forgot to back up a few things, which weakness the article. Baumrind claimed that this Milgram experiment should not be done, it was a risky test, and different reactions towards the subjects could have been because they were in a laboratory. Lastly, Baumrind points out â€Å"Milgram’s experimental situations are not sufficiently accurate models of real-life experience†, Baumrind would not like to see future experiments that can affect people’s life.

Prehistoric Barrows found in the Stonehenge Landscape

Location of Prehistoric Barrows The spectacular prehistoric barrows found within Stonehenge landscape remain important historical sites with a tangible archeological significance to the present world (Chippindale 1994, p.24). To visit the prehistoric site one has to take a train or a bus to easily get to the Stonehenge prehistoric site as seen in figure 1.Advertising We will write a custom essay sample on Prehistoric Barrows found in the Stonehenge Landscape specifically for you for only $16.05 $11/page Learn More Fig.1 Stonehenge as taken from balloon in 1906 Adopted from English Heritage Photo Library J050113 On arrival, one can see the car park which is the landing point for all visitors. It is a paid parking place during the high season, especially from June till August. The parking fee is waived for visitors with membership cards; otherwise the cash payment is made to car park attendants. There comes the better part of site adventures behind the c ar park Stonehenge as a world heritage site is well endowed with both long and round barrows that are within walking distance from the car park. From a close look, one can see round and long barrows that were excavated in the 19th century by archeologists Cunnington and Sir Richard Colt. Through barrows’ exaction, they reveal the Stonehenge site as an important burial landscape existing for about one thousand years. However, it requires a keen observation to recognize bronze aged round barrows because of ploughing activities.Advertising Looking for essay on archeology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The long barrows The long barrows are the most ancient burial mounds that can be spotted in Stonehenge that were used for the purpose of communal burial. The long barrows are easily distinguished by their rectangular shape with the length of about 99 feet with chalk vertical walls. The excavation reveals bones of buried peo ple looking eastwards but some parts were removed probably for ancestral worship [see figure fig.2]. Fig.2 long barrows standing Round Barrows The round barrows represent circular barrows that were built during the Bronze Age with aim to bury community leaders. The round barrows are categorized into cemeteries and kings barrows that enhanced usage of barrows for many years. Walking through the field, one notices a number of round barrows which can be classified according to their shape (Chippindale 1994, p.47). There are round barrows known as bowls that have a ditch and a mound and ditch. Additionally, there are bell and disc barrows that have a bank, central mound and a circular ditch (Flinders-Petrie 1880, p.58). Most people buried in round barrows had their grave goods that are instrumental distinguishing between a female from male person. The types are well illustrated below in figure 6 and 7. Advertising We will write a custom essay sample on Prehistoric Barrows found in the Stonehenge Landscape specifically for you for only $16.05 $11/page Learn More Fig. 6 types of round Fig.7 bush barrows Kings barrows Kings barrows show cemeteries that are located on the ridge of the eastern Stonehenge that include 14 burial mounds (Stukeley 1740, p.49). The kings barrow can be seen in terms of new and old king barrows. Kings barrows can be clearly seen in figure 3 and 4 below. Fig.3 kings barrows viewed in the snow adopted from English Heritage NMR, DP136315 Advertising Looking for essay on archeology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Fig.4 Fig.3 kings barrows viewed in the snow The Cursus The Cursus lies to the west of Stonehenge making a rectangular earthwork running 1.8 miles towards west-east alignment (Richards 2007, p.19). The Cursus has a width of about 100 metres -130 metres with ditches outward as shown in figure 5. Fig. 5 cursus Therefore, Stonehenge prehistoric site is a world heritage characterized by its monuments that marked the developed technology and creative achievements of people in the ancient times (Heck 2007, p.92). In addition to that, Stonehenge site is still important as illustration and input to monument construction. Reference List Chippindale, C 1994. Stonehenge Complete, Thames and Hudson, London. Chippindale, C 1994. Stonehenge, Thames and Hudson, London. Flinders-Petrie, W M 1880. Stonehenge: plans, description and theories, Stanford, London. Heck, C 2007. â€Å"A new medieval view of Stonehenge†, British Archaeology, Jan/Feb 2007, p. 92. Richards, J 2007. Stonehenge: the St ory so far, English Heritage, London. Keley, W 1740. Stonehenge, a temple restor’d to the British Druids, W. Innys and R. Manby, London. This essay on Prehistoric Barrows found in the Stonehenge Landscape was written and submitted by user Kason W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Miranda Rights Questions and Answers

Miranda Rights Questions and Answers So, were my Miranda rights violated? In many cases, thats a question only the courts can answer. No two crimes or criminal investigations are identical. There are, however some procedures police are required to follow when dealing with the Miranda warnings and the rights of persons taken into custody. Here are some answers to commonly asked questions about Miranda rights and Miranda warnings. It is important to remember that the Miranda Warning is all about being protected from self-incrimination under the Fifth Amendment during questioning, not about being arrested. Miranda Rights QA Q. At what point are police required to inform a suspect of their Miranda rights? A. After a person has officially been taken into custody (detained by police), but before any interrogation takes place, police must inform them of their right to remain silent and to have an attorney present during questioning. A person is considered to be in custody anytime they are placed in an environment in which they do not believe they are free to leave. Example: Police can question witnesses at crime scenes without reading them their Miranda rights, and should a witness implicate themselves in the crime during that questioning, their statements could be used against them later in court. If at any time before or during questioning, the individual being questioned indicates- in any manner- that he or she wishes to remain silent, the questioning must stop. If at any time the person states that they want an attorney, the questioning must stop until an attorney is present. Before the questioning can continue, the person being questioned must be given an opportunity to confer with the attorney. The attorney must then remain present during any further questioning.   Q. Can police question a person without reading them their Miranda rights? A. Yes. The Miranda warnings must be read only before questioning a person who has been taken into custody. Police are required to inform people of their Miranda rights only if they intend to interrogate them. In addition, arrests can be made without the Miranda Warning being given. If the police decide to interrogate suspects after arresting them, the Miranda Warning must be given at that time. In situations under which public safety could be jeopardized, police are allowed to ask questions without reading the Miranda Warning, and any evidence obtained through that questioning may be used against the suspect in court. Q. Can police arrest or detain a person without reading them their Miranda rights? A. Yes, but until the person has been informed of his or her Miranda rights, any statements made by them during interrogation may be ruled inadmissible in court. Q. Does Miranda apply to all incriminating statements made to the police? A. No. Miranda does not apply to statements a person makes before they are arrested. Similarly, Miranda does not apply to statements made spontaneously, or to statements made after the Miranda warnings have been given. Q. If you first say you dont want a lawyer, can you still demand one during questioning? A. Yes. A person being questioned by the police can terminate the interrogation at any time by asking for an attorney and stating that he or she declines to answer further questions until an attorney is present. However, any statements made up until that point during the interrogation may be used in court. Q.  Can the police really help out or reduce the sentences of suspects who confess during questioning? A. No. Once a person has been arrested, the police have no control over how the legal system treats them. Criminal charges and sentencing are totally up to the prosecutors and the judge. (See: Why People Confess: Tricks of Police Interrogation) Q. Are police required to provide interpreters to inform deaf persons of their Miranda rights? A. Yes. Section 504 of the Rehabilitation Act of 1973 requires police departments receiving any form of federal assistance to provide qualified sign interpreters for communication with hearing-impaired persons who rely on sign language. The Department of Justice (DOJ) Regulations pursuant to Section 504, 28 C.F.R. Part 42, specifically mandate this accommodation. However, the ability of qualified sign interpreters to accurately and completely explain the Miranda warnings to deaf persons is often questioned. See: Legal Rights: The Guide for Deaf and Hard of Hearing People from the Gallaudet University Press.​

Hidden Children of the Holocaust - Physical Hiding

Hidden Children of the Holocaust - Physical Hiding Under the persecution and terror of the Third Reich, Jewish children could not afford simple, childlike pleasures. Though the seriousness of their every action may not have been known in absolutes to them, they lived in a realm of cautiousness and distrust. They were forced to wear the yellow badge, forced out of school, taunted and attacked by others their age, and disallowed from parks and other public places. Some Jewish children went into hiding to escape the increasing persecution and, most importantly, the deportations. Although the most famous example of children in hiding is the story of Anne Frank, every child in hiding had a different experience. There were two main forms of hiding. The first was physical hiding, where children physically hid in an annex, attic, cabinet, etc. The second form of hiding was pretending to be Gentile. Physical Hiding Physical hiding represented an attempt to hide ones complete existence from the outside world.   Location: A place to hide had to be found. Through family and friends, information spread through a network of acquaintances. Someone might offer to hide the family for free, others might ask a price. The size, comfort, and security of hiding places varied tremendously. I dont know how the contact was arranged, but there we stayed in what was actually a cabinet, only sixty or seventy centimeters wide. The length of it would have been a couple of meters, because we could all lie on top of each other comfortably. My parents couldnt stand, but I could, and I sort of walked between them. This cabinet was in a cellar, so it was well hidden. Our presence there was so secret, not even the children of the hiding family knew that we were there. That was where we stayed for thirteen months!-Richard Rozen, six years old when went into hiding Children were most often not told about the presence of the hiding place in advance. The location of the hiding place had to remain an absolute secret the ir lives depended on it.Then would come the day to finally move into their hiding place. For some, this day was preplanned; for others, this day was the day they heard word about impending harm or deportation. As nonchalantly as possible, the family would pack a few remaining, important items and leave their home. Daily Life: Each day, these children woke up, knowing that they must be extremely quiet, must move slowly, and that they would not be allowed to leave the confinement of their hiding place. Many of these children would go months, even years, without seeing daylight. In some instances, their parents would make them do a few indoor exercises and stretches to keep their muscles active. In hiding, children had to remain absolutely quiet. Not only was there no running, there was no talking or laughing, no walking, and even no flushing the toilets (or dumping the chamber pots). To keep busy, many children would read (sometimes they read the same couple of books over and over because they didnt have access to any new ones), draw (though the supply of paper was not plentiful), listen to stories, listen to adults talking, play with imaginary friends, etc.  Fear: In bunkers (hiding places within ghettoes) the fear of Nazi capture was very great. Jews hid in their hiding places when they were ordered for deportation. Nazis would go from house to house in search of any Jews that were hiding.   The Nazis looked in each house, looked for fake doors, fake walls, mats covering an opening.   When we got to the loft, we found it crowded and the people very tense. There was one young woman trying to comfort an infant who was crying. It was just a tiny baby, but he wouldnt go to sleep, and she couldnt stop him from crying. Finally, she was given a choice by the other adults: Take your crying baby and leave or kill the infant. She smothered it. I dont remember if the mother cried, but you didnt have the luxury of weeping. Life was so precious and so cheap at the same time. You did what you could to save yourself.-Kim Fendrick, six years old when went into hiding Food and Water: Though the families brought some food and provisions with them, no family was prepared to stay in hiding for several years. They soon ran out of food and water. It was difficult to get additional food since most people were on rations. Some families would send one member out at night in the hopes of catching something. Fetching fresh water was also not easy. Some people couldnt take the stench and the darkness, so they left, but ten of us remained in that sewer - for fourteen months! During that time we never went outside or saw daylight. We lived with webs and moss hanging on the wall. The river not only smelled terrible but also it was full of diseases. We got dysentery, and I remember Pavel and I were sick with unrelenting diarrhea. There was only enough clean water for each of us to have half a cup a day. My parents didnt even drink theirs; they gave it to Pavel and me so that we wouldnt die from dehydration.  -Dr. Kristine Keren, Lack of water became a problem for other reasons too. With no access to a regular supply of water, there was no water to bathe in. Opportunities to wash ones clothes became few and far between. Lice and diseases were rampant. Even though I wasnt eating much, I was being eaten unbelievably. The lice down there were very bold. They would walk out onto my face. Everywhere I put my hand, there was another one. Fortunately, Rosia had a pair of scissors an cut off all my hair. There were body lice too. They would lay eggs in the seams of our clothing. For the whole six or seven months, I was down there in the hole, the only real fun I had was cracking the nits with my thumbnail. It was the only way in which I had even the slightest control over what was going on in my life.-Lola Kaufman, seven years old when went into hiding Sickness and Death: Being completely secluded also had many other problems. If someone got sick, they could not be taken to a doctor, nor could one be brought to them. Children suffered through many maladies that could have been tempered if not controlled by contemporary medicine. But what happened if someone did not survive the illness? If you did not exist, then how could there be a body? One year after Selma Goldstein and her parents went into hiding, her father died. The problem was how to get him out of the house, Goldstein recalled. The people next door and the family across the road were Dutch Nazis. So my father was sewn into a bed and the neighbors were told that the bed had to be cleaned. The bed was carried out of the house with my father in it. Then it was brought to a country estate out of town where a good policeman stood guard while my father was buried. For Goldstein, the normal process of mourning the death of her father was replaced by the horrible dilemma of how to get rid of his body. Arrest and Deportation: Though daily life and the problems they encountered were difficult to deal with, the real fear was being found. Sometimes the owners of the house they were staying in would be arrested. Sometimes there was information passed that their hiding place was known; thus, the need to evacuate immediately. Because of these situations, Jews often moved hiding places relatively frequently. Sometimes, though, as with  Anne Frank and her family,  the Nazis discovered the hiding place - and they were not warned. When discovered, adults and children were deported to the camps. Hidden Identities Just about everyone has heard of Anne Frank. But have you heard of Jankele Kuperblum, Piotr Kuncewicz, Jan Kochanski, Franek Zielinski, or Jack Kuper? Probably not. Actually, they were all the same person. Instead of hiding physically, some children lived within society but took on a different name and identity in an attempt to hide their Jewish ancestry. The example above actually represents only one child who became these separate identities as he transversed the countryside pretending to be Gentile. The children who hid their identity had a variety of experiences and lived in various situations.   Varied Experiences: Some children stayed with their parents or just their mother and lived among Gentiles with their host not knowing their true identity. Some children were left alone in convents or among families. Some children wandered from village to village as a farmhand. But no matter what the circumstances, all these children shared the need to hide their Jewishness.Children Who Could Hide Their Identity: The people that hid these children wanted children that would be the least risk to them. Thus, young children, especially young girls, were the most easily placed. Youth  was favored because the childs past life was short, thus did not greatly guide their identity. Young children were not likely to slip up or leak information about their Jewishness. Also, these children more easily adapted to their new homes. Girls were more easily placed, not because of a better temperament, but because they lacked the tell-tale sign that boys carried - a circumcised penis. No amount of wo rds or documents could cover or excuse this if it were discovered. Because of this risk, some young boys that were forced to hide their identity were dressed up as girls. Not only did they lose their name and background, they also lost their gender. My fictional name was Marysia Ulecki. I was supposed to be a distant cousin of the people who were keeping my mother and me. The physical part was easy. After a couple of years in hiding with no haircuts, my hair was very long. The big problem was language. In Polish when a boy says a certain word, its one way, but when a girl says the same word, you change one or two letters. My mother spent a lot of time teaching me to speak and walk and act like a girl. It was a lot to learn, but the task was simplified slightly by the fact that I was supposed to be a little bit backward. They didnt risk taking me to school, but they took me to church. I remember some kid tried to flirt with me, but the lady we were living with told him not to bother with me because I was retarded. After that, the kids left me alone except to make fun of me. In order to go to the bathroom like a girl, I had to practice. It wasnt easy! Quite often I used to come back with wet shoes. But since I was supposed to be a little backward, wetting my shoes made my act all the more convincing. -Richard Rozen Continually Tested: To hide amongst Gentiles by pretending to be Gentile took courage, strength, and determination. Every day these children came upon situations in which their identity was tested. If their real name was Anne, they had better not turn their head if that name were called. Also, what if someone were to recognize them or question their supposed familial relationship with their host? There were many Jewish adults and children who could never attempt to hide their identity within society because of their outward appearance or their voice sounded stereotypically Jewish. Others whose outward appearance did not bring them into  question  had to be careful of their language and of their movements.Going to Church: To  appear  Gentile, many children had to go to church. Having never been to church, these children had to find ways to cover for their lack of knowledge. Many children tried to fit into this new role my mimicking others. We had to live and behave like Christians. I was expected to go to confession because I was old enough to have already had my first communion. I didnt have the slightest idea what to do, but I found a way to handle it. Id made friends with some Ukrainian children, and I said to one girl, Tell me how to go to confession in Ukrainian and Ill tell you how we do it in Polish. So she told me what to do and what to say. Then she said, Well, how do you do it in Polish? I said, Its exactly the same, but you speak Polish. I got away with that and I went to confession. My problem was that I couldnt bring myself to lie to a priest. I told him it was my first confession. I didnt realize at the time that girls had to wear white dresses and be part of a special ceremony when making their first communion. The priest either didnt pay attention to what I said or else he was a wonderful man, but he didnt give me away.-Rosa Sirota After the War For the children and for many survivors, liberation did not mean the end of their suffering.   Very young children, that were hidden within families, knew nor remembered anything about their real or biological families. Many had been babies when they first entered their new homes. Many of their real families did not come back after the war. But for some  their real families were strangers. Sometimes, the host family was not willing to give up these children after the war. A few organizations were established to kidnap the Jewish children and give them back to their real families. Some host families, though sorry to see the young child go, kept in contact with the children. After the war, many of these children had conflicts adapting to their true identity. Many had been acting Catholic for so long that they had trouble grasping their Jewish ancestry. These children were the survivors and the future - yet they did not identify with being Jewish. How often they must have heard, But you were only a child - how much could it have affected you?How often they must have felt, Though I suffered, how can I be considered a victim or a survivor compared to those who were in the camps?How often they must have cried, When will it be over?

Human Resource Outsourcing Case Study Example | Topics and Well Written Essays - 2000 words

Human Resource Outsourcing - Case Study Example However, outsourcing itself has got associated advantages and disadvantages in many of these firms. This paper will look at the human resource outsourcing in the UK's largest and most successful airline, the British Airways. The airline started in 1919 with Houston's airport as its home. On 25th August 1919 the first flight from Le Bourget to Houslow was launched. Afterwards these were the establishment of the Handley page and unstone airlines with older modified bomber applied in them. To counter stiff competition from the French airlines who offered low fares the airlines merged and created an airline that could fly distant place for example Egypt and India, the airline was called Imperial Airways.2 It was after a committee chaired by President Ronald Edwards in 1967 British airways was born in 1976 British European Airways (BEA) and British Overseas Airways Corporation (BOAC) merged, a thing that left British Airways with big fleets for instance Lockheed Tristar, Boeing 747 among others. These developments saw the British Airways, becoming one of the leading world's cargo airlines. After the September 11th 2001 bomb attack there was an airline crisis and British airways was not an exceptional since it faced severe economic problems which it took some time for it to recover. However, it has now recuperated with increased returns a characteristic of future economic boom. In 24th October 2003 what was the then trademark of the company for the twenty five years, the Concorde made its last flight. To strengthen its global market position the airline is forging alliances with the world's major airlines and has been outsourcing its human resource functions.3 The company's main objectives include; the achievement of greater management effectiveness, application of business - oriented organizational approaches, meeting the organizational goals applications of the critical success factors (CSFs) approach in the management system and overcoming the technological barriers in the company. The company's challenges ahs been its failure to accurately focus on the organizational goals with a feeling that the critical success factors approach might not be appropriate for managers investigations at all levels within the company. Lower level manages has been experiencing problems in the application of the CSF concept.4 British airways human resource outsourced functions include the risk management, temporary staffing, recruitments, employee benefits administrations, pension administration, retirement planning assistance, development programs relating to training and management executive staffing, counselling of the staff members, administration of wage and salary, background checks, incentive plans payroll and training implementation. The main reasons as to why British airways opt to outsource its non -core business operations are as follows: To improve its accuracy. So as it can put more focus on its core business oper

Managing Multinational Operations Assignment Example | Topics and Well Written Essays - 1000 words

Managing Multinational Operations - Assignment Example According to the New Foreign Trade Law amended in April 2004, import goods and technologies are divided into four categories, namely prohibited imports, restricted imports, free imports, and goods under tariff-rate quota management (Hong Kong Trade Development Council). The exports are restricted for resources that are in short supply in China. The foreign currency rules allow enterprises to either sell their foreign exchanges to certain banks or open current foreign currency accounts to keep their foreign exchange. "Foreign-invested enterprises (FIEs) and foreign enterprises have to pay income tax on their income derived from production, business operations and other sources within the territory of China" (Hong Kong Trade Development Council). Income tax on foreign enterprises is levied on an annual basis and paid in advance in quarterly installment (Hong Kong Trade Development Council). The foreign enterprises in preferred sectors are subject to lower income tax rate of 15%. A foreign enterprise can open a foreign exchange settlement account through one of the banks; and can use this fund to make external payments, whenever required. In case additional funds are required, this can be purchased from the bank. A foreign enterprise can also open a foreign exchange capital fund account. Chinese government also allows the foreign enterprises to remit their profits, dividends and bonuses outside the country. ChineseFinancial and accounting system Chinese government requires all companies, including the foreign enterprises to comply with Financial Principles for Enterprises (Hong Kong Trade Development Council). These rules provide guidance to enterprises to develop their financial statements. Intellectual Property Rights China provides various ways to foreign invested enterprises to ensure that their intellectual property is adequately protected. These include various laws and regulations and patent and trademark registration facilities to the foreign investors. Sources of Funds The minimum capital requirement for limited liability company is Rmb30,000 and for joint stock limited companies, it is Rmb5 million. The rules

3 Fators of Doom for Macbeth Essay Example for Free

3 Fators of Doom for Macbeth Essay In Macbeth there were a few factors that contributed to the degeneration of the Macbeth character. There were three factors that destroyed Macbeth. The main force that was predominately responsible for the downfall of Macbeth was his single flaw. Which was his own ambition. Even though his ambition brought him to his height of power, it was also what led him to his downfall. During the play Macbeths ambition brought him to achieve his goals but as the play evolves, it forced him to face his fate. Macbeth had become so obsessed with becoming King, and remaining powerful, that he became a completely different man. See more: Satirical elements in the adventure of Huckleberry Finn essay His ambition led him to become greedy, violent, power hunger, and a murder. An example of his new character occurred when he killed King Duncan. After the first murder, killing seemed to be the only solution to keep his reign over the people of Scotland. It was because of these killings and his overbearing ambition that caused him to be overthrown and kill himself. Another force was the prophecies which were told by the witches. If it had not been for the witches telling Macbeth that he was going to be Thane of Cawdor, Thane of Glanis, and King of Scotland, he would still be is ordinary self. After the witches shared these prophecies with Macbeth he started thinking of ways he could become king. The other influential factor that destroyed Macbeth was his wife Lady Macbeth. In the play Lady Macbeth was going to kill King Duncan, but she just could not do it. Although she then provided a scheme which caused Macbeth to kill King Duncan. After the first murder, Macbeth seemed to come to the solution that killing was the way. Therefore Lady Macbeth was the one who introduced the concept of murder to Macbeth, which was another reason why Macbeth was destroyed.

Evolving Federalism Essay -- essays research papers

Evolving Federalism Pre-Class Assignment   Ã‚  Ã‚  Ã‚  Ã‚  Federalism by definition is the division of power between a central government and its participating members. How that power is divided is the subjective aspect of federalism that was before the framers of the United States. Through compromise and necessity the seeds for a strong central government were planted alongside already strong state governments. Over time the seeds for strong central government grew; wars, economic fluctuations and national growth established a strong central government. As America’s idea of federalism changed the central government grew more powerful, the state’s government gave more power away, and local governments were established. In American Intergovernmental Relations, Laurence O’Toole cites Harry Scheiber five stages of federalism to identify three key terms of federalism in the U.S as â€Å"dual federalism,† â€Å"cooperative federalism,† and â€Å"creative federalism.† According to Schei ber the five stages of federalism, are still a valid history of federalism in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  The first stage, 1789-1861, he calls the â€Å"era of dual federalism† in which national, state, and local governments operated independently of one another. This â€Å"layer-cake† stage was a product of Congress, â€Å"refraining from making innovative policy in many areas formally opened to it by the Court.† It was apparent during this time that Congress was not yet ready to move to a more centralized government that would interfere with state and local governments.   Ã‚  Ã‚  Ã‚  Ã‚  Scheiber identifies the second stage, 1861-1890, as a period of transition to a more centralized government. Change to the Constitution, expansion of federal court powers, business regulation, and Supreme Court activism all worked to increase the power of national government and move towards a more centralized view of federalism. Schreiber’s third stage from 1890 to 1933 continues this move towards centralization with World War I as a catalyst.   Ã‚  Ã‚  Ã‚  Ã‚  Franklin D. Roosevelt’s New Deal â€Å"inaugurated† Scheiber’s fourth stage. â€Å"Cooperative federalism† surfaces in this stage that promoted interaction and funding between the state, local, and national governments in order to facilitate new programs under the New Deal. Although this stage, labeled the marbl... ...very well improve the education system in states such as Arizona, where charter schools are becoming popular but still lack quality.   Ã‚  Ã‚  Ã‚  Ã‚  Education is a strong example of competitive and cooperative federalism. Most schools receive federal grants to ensure certain programs are instituted in public schools. States provide the majority of funding to local school districts and mandate the majority of the curriculum. Local governments allocate the funds from the state to accomplish the curriculum goals as they see fit. Yet all three of these governments compete for control over how their children get educated.   Ã‚  Ã‚  Ã‚  Ã‚  Education is a prime example of shifting power in the U.S. Landmark Supreme Court cases such as Brown v. Board of Education has forced integration upon the states. Recently, the issue of the word â€Å"God† in the pledge of allegiance has surfaced in the education field and may be decided in federal courts. Bush has made it clear that he favors education reform at the federal level. Whatever the outcome, one of the three levels of government will seize more power from the education issue in this era of competitive federalism.

Environmental Protection

Many centuries ago people lived in harmony with nature because industry was not much developed. There was no ecological problem until people built lots of plants and factories which sent wastes into the air, water and land where they didn't disappear but lasted forever in one form or another. Nowadays people live only according to their wants and requirements, they ignore the laws of nature. That's why today the contradictions between man and nature are dramatic. People are slowly destroying the nature environment around them. Today we are anxious about the state of the air we breathe because every year world industry throws out into atmosphere about 1 000 million tons of dust, smoke and other harmful substances and people of many cities suffer from smog. | Another reason why there is such high level of air pollution in large cities is because of car exhaust fumes from very intensive transport. A great number of plants get used to dump poisonous chemical wastes in rivers, lakes and seas that has led to polluting water and killing fish life. At present time pollution from sinking ships and tankers with oil is increasing and there is a strong destruction of sea life. We face the fresh water supply problem today because of the depletion of water resources and the disruption of water cycle. Speaking about atmosphere we should mention ozone holes which are result of air pollution and their increase can lead to the destruction of the whole great chain of life of our planet. The pollution of the air, oceans, seas, rivers and lakes and the destruction of the ozone layer could lead our planet to a global catastrophe. But the most terrible catastrophe of our age is the Chernobyl disaster which has resulted not only in atomic explosion but has brought death to 300 thousands hectares of farm lands and has affected the lives of millions of people. The radiation doses have affected and will continue to affect the health of people living in contaminated areas. The Earth is our home that's why we must take measures to fight land pollution and keep our environment clean; we must plant trees and flowers and take care of animals, we must not throw our wastes into the rivers. In many countries environmental protection organizations such as â€Å"Green Peace†, â€Å"Friend of the Earth†, â€Å"World Wild Life Fund† are set up which try to put pressure upon the governments that don't care for ecology in their countries. The humankind will be able to survive only if we all realize that environmental protection is our universal concern.

Sendsad Your Friends a Free Gifts

Introduction In Malaysia, the foreign workers are come Malaysia to work from another country such as comes from Thailand, Indonesia, and each another. The foreign workers can be employed in the manufacturing, construction, plantation, agricultural, services and domestic help sector. Even in Malaysia, the foreign workers have been increase comes from another country to employ. Today, we are going to present on the causes, effects and ways to prevent about foreign workers comes to Malaysia to work. Body Causes Firstly, the causes of foreign workers comes Malaysia to work is exchange rate are bigger (MYR). They are hardworking to work. * The Malaysia economic is higher than their own country. Effect The first of foreign workers comes Malaysia to work is unemployment rate increase. * The local worker very difficult to find the jobs in Malaysia. * Local workers are do no to work likes manufacturing, construction, plantation, agricultural, services and each another. They want to give forei gn workers to work hard. Advantages Foreign worker come and work in Malaysia will bring some advantages: * Increase Malaysia economy * Low wages or salary that pay to foreign worker Disadvantages Related reading: Disadvantages of Foreign Workers in MalaysiaForeign worker come and work in Malaysia will bring some disadvantages * Unemployment rate for Malaysia citizens will increase * Crime rate will be increase Problem Solving It have some ways to solving the problem of too much foreign worker work in Malaysia * Government lack of control or irresponsible * To reduce reliance on low wages Conclusion In conclusion, although foreign worker come and work in Malaysia will bring some advantages and disadvantages, our government have to think about the Malaysia citizen and increase the chances for Malaysia citizen to get a job.

Labor Unions And Human Resources Example

Labor Unions And Human Resources Example Labor Unions And Human Resources – Coursework Example Labor Unions and Human Resources Labor Unions and Human Resources Introduction Countries have trade unions formed depending on the industrial demands of workers and treatment they receive from their employers. The unions in the world have two most distinguished goals to achieve. The goals include enhancing debates between employees and employers concerning better terms of remuneration. Unions contribute a vital role in ensuring workers receive fair employment conditions related to working hours and workplace conditions. Countries, however, have distinctions in the manner in which they conduct their roles. The differences are evident in the case of Japan, Sweden, and America.How Role of Unions in Other Countries Differ From That of AmericaUnions in Japan and USA engage in roles related to negotiations on wage-related matters. However, Swedish unions also focus to improving general working environment as well as strengthening both economic and industrial democracy. In addition, America n unions are synonymous with strikes as strategies to advocate their members’ demands (Marsden, 2013). On the contrary, Swedish unions are highly democratic and often engage in negotiations rather than strikes to resolve industrial conflicts. Unions in Japan, however, explore industrial federations and management negotiations after effective consultations involving firms across the industry to resolve their industrial conflicts.Workers and industries stakeholders show dissimilar reactions when unions use collective bargaining to settle industrial disputes in Japan, Sweden, and USA. Both in Japan and Sweden, workers and stakeholders embrace industrial peace, consequently disrupting any possibility of conflict and violence. Workers and union members in America, however, are characteristic of violent reactions through strikes in cases of outcomes that they perceived as unsatisfactory.Unlike in America where unions never show concerns about industrial management, Sweden is a Scan dinavian country in which unions have close industrials relations. Japan also shows a clear distinction with the US based unions such that they Japanese unions are enterprise based. Sweden, nonetheless, displays another difference since its unions have three categories as per their roles. The first is Central Organization of Salaried Employees (TCO), which is specifically responsible in bringing together employees from the white-collar jobs (Katz, 2013). Sweden confederation of trade unions advocates the welfare of blue-collar job employees and clerical workers found in both private and public sectors. Swedish unions conduct collective bargaining for their workers at a highly centralized level unlike those of USA that operate at the federation level. However, due to technological changes, unions Swedish unions have ventured into a vigorous process of decentralizing its unions. In conclusion, despite the differences that exist in various countries, the goals they strive to achieve ar e more or less similar.ReferencesKatz, H. C. (2013). Is U. S. Public Sector Labor Relations In The Midst Of A Transformation? Industrial & Labor Relations Review, 66 (5), 1031-1046.Marsden, D. (2013). Individual Voice in Employment Relationships: A Comparison under Different Forms of Workplace Representation. Industrial Relations, 52 (S1), 221-258.

4 Ways to Use the Passive Voice in Italian

4 Ways to Use the Passive Voice in Italian In a sea of grammar to learn, you might be wondering, â€Å"What is the passive voice (la forma passiva), and why do I have to learn it?† Not sure what we  mean by active vs. passive voice? Active Voice: She rented a room in Bologna.Passive Voice: The room in Bologna was rented by her. In the active voice, it’s very clear who is doing the action, while in the passive, the subject is often cut out, leaving you to ask the question â€Å"by whom (was this action completed)? When is the passive voice typically used? Overall, it’s used when the action is more important than who is doing the action. Criticize the way something was done without blaming someone for itGive the facts of a situation or a story, typically in the newsOutline the way that something is done, like with guidelines, rules, or procedures Now that you’re familiar with the types of situations you would use it in, here are the four formulas. FORMULA #1: Si verb (conjugated in 3rd person singular/plural) Non si possono imparare quattro lingue allo stesso tempo. - One cannot learn four languages at the same time.Sà ¬, infatti, qua si vendono i supplà ¬. - Yes, in fact, here supplà ¬ is sold.Come ci si iscrive all’unversit all’estero? - How does one enroll in a foreign university?È pià ¹ importante quello che si fa o quello che si pensa? - What is more relevant, what one thinks or what one does? In this formula, you take the passive particle â€Å"si† (not to be confused with the pronoun â€Å"si†) and follow it with a verb that’s been conjugated in either the 3rd person singular or plural. FORMULA #2: Essere Past participle Tense: Il presente indicativo ACTIVE: Scrivo un articolo su come si usa la forma passiva.PASSIVE: L’ articolo su come si usa la forma passiva à ¨ scritto da me. Tense: Il passato prossimo Active: La mamma ha regalato un libro al bambino.Passive: Il libro à ¨ stato regalato al bambino dalla mamma. Tense: Il futuro Active: Giulio porter la torta.  Passive: La torta sar portata da Giulio. Tense: L’imperfetto ActiveLei preparava la cena.Passive: La cena era preparata da lei. FORMULA #3: Venire Past participle La scuola viene raccomandata da tutti gli studenti. - The school is recommended by all of the students.Questo libro verr utilizzato come prova nel processo. - This book will be used as evidence in the trial.Luca viene accompagnato a scuola tutti i giorni dalla nonna. – Luca is accompanied to school every day by his grandma. Also, you’ll see this particular construction more often in formal situations, like legal proceedings or when discussing politics and finances. FORMULA #4: Dovere/Potere/Volere/Andare Past participle Dovere - To must, to have to   I pomodori devono essere piantati prima che la primavera abbia inizio. - Tomatoes should be planted before spring begins.Le preposizioni devono essere studiate accuratamente. - Prepositions must be studied very carefully.Il pagamento dovr essere effettuato entro il 31 dicembre. - The payment will have to be made before December 31st. Potere:  To be able to Questo obiettivo potr essere raggiunto soltanto attraverso una serie di compiti specifici. - This goal will only be reached through a series of specific tasks.La carne puà ² essere cucinata sul fornello o al forno. - The meat can be cooked on the stove or in the oven. Volere: To want Il bambino à ¨ stato fortemente voluto dai genitori. - The newborn has been strongly desired by the parents.L’osservanza della legge à ¨ voluta dal governo. - Law observance is required by the government. Andare: To go   In questo corso, i compiti vanno completati ogni giorno. - In this course, the homework must be completed each day.Il modulo va firmato. - The form must be signed.

American and Soviet Policies towards Arab-Israeli Conflict and the Essay

American and Soviet Policies towards Arab-Israeli Conflict and the Cold War - Essay Example The Second World War ended in the European theater on May 8, 1945. And the Cold War began on that day. The cold war had many dimensions; one was ideological, another was political, a third one was economic, and to all these we may also add the rivalry between America and Russia as to who would ‘rule’ the world. With an uncanny political insight Alexis de Tocqueville had predicted as early as 1835 that â€Å"There are now two great nations in the world, which starting from different points, seem to be advancing toward the same goal: the Russians and the Anglo-Americans. . . Each seems called by some secret design of Providence one day to hold in its hands the destinies of half the world† . It would appear; therefore, that history has destined these two nations to be at each other until a final and decisive victory is achieved by one over the other. But that time has not yet arrived, even though the cold war was declared to have been ended on December 3, 1989 at the conclusion of the Malta summit between George Bush Sr. and Mikhail Gorbachev. The ‘political Vacuum’ With the withdrawal of the colonial powers, Britain and France, from the Middle East after WW II, there was a virtual political vacuum in the region. By 1948 Soviet Union had consolidated its hegemony over Eastern Europe. The ‘Truman doctrine’ put a rein to its further ‘expansion’ into Greece or Turkey. But along with consolidating its domination over the East European nations, Soviet Union was busy trying to build and expand its influence among the ‘Islamic’ nations to its south.

World Religion---If you are not religious, what are your views on Essay

World Religion---If you are not religious, what are your views on religion - Essay Example Furthermore, as religion has been part of life and sometimes people may be hiding in it while carrying on with heinous activities. At the same time, religion provides a chance or people to reflect on events taking place in their life’s, their meaning and where they are going. It helped bring one’s self or being in a settled place where he or she functions harmoniously with the minimal domination of the runway mind, bodily function and emotions. Therefore, this is one of the major reasons for people engaging in one religion or another so that they can gain direction in their daily lives. Most of the books that have been written in different religions are the writings of the ancient people that have been put together from some of the finest writers of their time. Thus, it serves as a guideline for the human life by guiding on what to do and how to do it. At the same time, the books give accounts of the activities that took place in the past, the kind of lifestyle people had at that time. Therefore, the books cannot be termed as a message from the supernatural powers. At the same time, I believe that there is a rebirth and reincarnation of people in different forms thus there is continued life on earth and not elsewhere. As a non-believer, I really do not believe in any one religion as being superior to another. However, I respect others people beliefs and whatever that they may want to do to satisfy their spiritual needs. Treating others with love, kindness, respect and love makes life more fulfilling at the end of the day. In addition, one always has to find meaning in their lives through various ways, and everybody ought to respect that. Although in my opinion, I believe that religion has denied a number of people an opportunity of discovering a lot in their personal relationship and existence. Religion does not allow people to question most of its teachings and lets people just believe in whatever that had been laid down in each particular religion.

History Essay Example | Topics and Well Written Essays - 500 words - 55

History - Essay Example They were also against the reforms that were legislated by the state because they had a preference for individual freedom by choice. They majorly favored agricultural farms and independence in the rural areas and the right to ownership of slaves. Their agenda at this time was rapid expansion in territories whether by purchase or war. Their main focus was to progress by external growth. On the other hand during the 1840s period was the Whigs. They too had their political interests. Contrary to the democrats, the Whigs were a party of modernization. They looked into the needs of the future. Their main interest was the hope of the people of America. They strategized the use of federal state governments to spear head the growth of the nation especially the transport and banking sector. (Holt, 30) writes that they facilitated reforms in public schools, prisons and temperance. As opposed to the democrats, they favored free labor, industrial and urban growth. They were opposed to war and favored gradual expansion of territories as opposed to the democrats who favored rapid expansion of territories through conquering and purchase. The candidate that was chosen to run for 1844 elections was called James Birney. He only managed to win 2% of the total votes but managed to get most of the votes from the northern part which was majorly Whig dominated. On the other hand of the opposing party, were the non-abolitionists who opposed the expansion territorial conquering. This party won in 1848 with 10% of the popular vote. Martin Van Buren was the party candidate. However in 1852 they lost half percentage of their support because their candidate had rejected the compromise made in 1850. In 1860, the democrats’ party split when they were defeated in a defending platform concerning slavery. The convention was held in Charleston, South Carolina. (Holt, 34) points out

The Influence Of Internet And New Media Media Essay

The Influence Of Internet And New Media Media Essay This study aims to give insight into the meaning young educated people in Syria give to the Internet and new media as a means to gain social, political and religious agency, and the influence this has on existing social structures in a traditional and authoritarian state like Syria. Background The Internet has enabled entirely new forms of social interaction, activities, and organizing. Especially social networking websites such as Facebook, Twitter and Blogger have opened new ways of communication over the last couple of years. As global Internet access is growing, the effects of the Internet have also spread to the Middle East, and its influence on restrictive socio-political entities is often mentioned in the press. One may think of news headlines like Iran Protests: Twitter, the Medium of the Movement (Time Magazine  [1]  ), In Egypt, Pushing Revolution by Internetà ¢Ã¢â€š ¬Ã… ½ (Newsweek  [2]  ) or the frequently mentioned influence of Internet on changing social and religious patterns (e.g. Ambrust 2000). Unfortunately, academic knowledge to back up these claims is very limited. In a country like Syria, Internet was virtually non-existent less than ten years ago. Today however, a fast growing group  [3]  of people has access to the global network and many shops, mosques and political movements have created a space on-line. All these developments seem to have a big impact in a traditional and authoritarian society. But how can Internet and new media influence the agency of people? Why Syria ? Syria is a traditional society with an authoritarian government where gaining agency is highly channeled through religious and social traditions or membership of the ruling Baath party. However, as the countrys age demographic is changing (the majority of the people is under the age of thirty  [4]  ) and globalization has brought new ideas inside its borders, the younger generation seems to search for more direct ways to gain agency. At the same time, Internet usage is on the rise and recent figures  [5]  indicate that social networking sites are attracting an increasing community of (young) Syrians who use these media to interact with friends, exchange ideas and form digital communities. There are also examples of young Syrians using the Internet to gain agency. Syrian Facebook users recently organized a successful campaign to boycott mobile telephone providers in protest against high tariffs (Sharif 2009) and a simple search brings up a plethora of on-line Syrian communities, ranging from religious discussion groups to calls for educational reform. Nevertheless, recent initiatives calling for mass protests against the government were less successful  [6]  . Despite these developments, Reporters Without Borders ranked Syria among the thirteen enemies of the Internet  [7]  , a conclusion based on the persistent monitoring of Internet dissidents by the state and the blocking of websites. However, in the wake of the popular uprisings in Tunisia and Egypt, the Syrian government recently (February 2011) made a remarkable step by opening up the Internet and dismantling blockades on websites like Facebook, Twitter and Youtube  [8]  . With an ever growing Internet community and the legalization of access to social networking websites, it seems likely that the role of the Internet and new media as a means to gain agency will increase over the next couple of years. Research questions (preliminary) The main question I would like to pose in this study is:What meaning do young, educated people in Syria give to the Internet and new media as a means to gain agency and change existing structures? To answer the main research question, it is important to first answer a couple of sub-questions. By tackling these questions, I will increase my insight into the subject as the research progresses. How do young, educated people in Syria use the Internet and new media? How do young, educated people in Syria believe that their use of the Internet and new media influences their social values, societal participation and world view? What is the position of the Internet and new media in current social, political and religious structures in relation to young, educated people in Syria? How are existing structural forces in Syria (e.g. religious, political, traditional entities) acting and adapting to the use of Internet and New Media use? Methodology (preliminary) This study will have a social-anthropological focus. While using statistical data where possible, the research methods that will be used will mainly be qualitative: individual interviews, participant observation and focus group discussions. By investigating the (perception of) influence as experienced by people themselves, it will be possible to draw a picture of the way Internet and new-media influence their agency and the existing structures. I will also conduct research through on-line participant observation on Syrian social-network sites and by following the activities of other new media. Furthermore, I will investigate how (religious, social and governmental) structural forces (re)act towards the use of Internet and new Media by investigating policies, publications and activities. Before the start of my fieldwork period (1 year), I will start with an extensive literature research on the subject. During the fieldwork period, I will gain access to the target group through my personal network of people, which I have built-up over the last couple of years (see also: personal information). Theories and concepts (preliminary) Central to this study are the concepts of structure and agency. Agency refers to the ability of people to act independently, have control over their life and make free choices. Structure, by contrast, refers to the pattern or framework of relationships between social institutions such as political systems, religion, class, customs and moral norms, which influence or limit the choices and opportunities that individuals possess. In applying these concepts, I will follow Anthony Giddens Structuration theory (1986). The Structuration theory holds that all human action happens within the framework of an existing social structure which is controlled by a set of norms and laws. Therefore, human actions are at least partly predetermined based on the contextual rules under which they occur. However, structures are not definite and external, but sustained and modified by human actions. Therefore, in and through their activities (agency), people reproduce and transform the conditions (structures) that make these activities possible. Besides Giddens, this study will also build on publications by some of his contemporaries who have published on the subject, like Bourdieu (1977) , Berger Luckman (1966) and Orilowski (1992, 2000), who have published on the duality of structure to technology. Furthermore, I will also use sources from the realm of (new) media studies for the conceptual and theoretical framework of this study. Manual Castells has been one of the most significant social theorist of new media in the last two decades. In his Information Age trilogy (1996, 1998, 2000), Castells argues that the development of communication network structures and architectures is a core feature of the contemporary social condition. These networks are not controlled by anyone but extend outward from computing and information communication technologies to all forms of social, economic and cultural relations. In Critique of Information (2002) the sociologist and critical theorist Scott Lash, builds forth on Castells and argues that the rise of the global information order is marked by a fundamental blurring of the distinction between culture and technology. This means that in order to influence relations of power, inequality and domination within a technological and informational c ulture, one must become part of the networks and flows of this informational culture. In their work on Internet use in Trinidad, Miller and Slater (2001) come to a rejection of Internet research that focuses on the way in which new media seems to constitute spaces or places apart from the rest of social life (real life or offline life). Internet (and new-media) are rather spaces within social life in which new forms of sociality and new identities are emerging. Internet and new media should thus be seen as extensions of the social space rather than tools within the social space. Poster (2001) summarizes this as follows, the Internet is more like a social space than a thing, so that its effects are more like those of Germany than those of hammers. In conjunction with Miller and Slater, Jenkins (2006) argues that the frame of reference for individuals who are connected, is not the same as for those who are not. Connected people judge their social environment according to different standards, sourcing from norms, values and beliefs that not always match with the social p ractices they are subject to in real life. In relation to the research topic, we can say that instead of being an instrument to gain agency, Internet and new media may function as a place, within social space, that is out of reach for the structures that normally define it. That is, unless these structural forces will also embrace new media and the Internet. This place within social space creates a new social reference frame and a platform for sharing thoughts, beliefs and ideas which may contribute to the increase of an individuals agency in society.

Mesoamerican Empires Essay -- Mayan, Olmec, Aztec

The three main Indian empires in Mesoamerica were the Olmec, Mayan, and Aztec. These intriguing cultures had three very different religions and origins, but there were some similarities. In all three cases, they built their cities mainly as religious centers, and had some similar forms of worship. All of their societies revolved around their separate religions. The Olmecs are the earliest known Mesoamerican civilization. Around 1200 B.C. the Olmecs originated as a primitive people living and farming on the shores of Mexico (Stanton 91). Soon, however, they began to build cities such as San Lorenzo, La Venta, and Monte Alban. These â€Å"cities† were religious centers where people gathered to worship, and were not populated (Stanton 91). The first of these centers, San Lorenzo, was built c. 1150 B.C., on a flat topped, man-made mountain. It was mysteriously abandoned 200 years later (Stanton 92-93). La Venta, built between 1000 and 600 B.C., sat on an island in a swamp (Stanton 93). Later, around 500 B.C., Monte Alban, which was used as a religious center even after the Olmecs faded, was built on an immense mountain (Stanton 93). The cities were made up of temples and plazas, and decorated by monumental stone heads, which weighed up to 50 tons (Stanton 93)! These heads probably represented their early kings and had distinct helmets (K ingfisher 32). It is incredible how the Olmec people transported the stone from the distant mountains to La Venta, near the shore, without the aid of work animals or carts. It appears that the Olmecs did this grueling work for their gods willingly, as there is no evidence of forced labor (Stanton 93). The Olmecs probably worshipped the jaguar, as it appears so often in their artwork. There are also many e... ... (Schweikart 5-6). The Aztecs’ greed for sacrificial hostages turned these Indian neighbors against them (Kingfisher 196-197). The Aztecs were defeated, partially because they had been weakened by smallpox, but also because the Spanish fought together as a single force, while Aztecs fought as individuals (Schweikart 6-7). These three civilizations were focused on their religions, causing some similarities. They all built cities as religious centers. Both the Mayas and the Aztecs worshipped their gods through human sacrifice. The Olmecs were so dedicated to their gods that they transported 50 ton boulders from the mountains to the shore. For the Mayas, even their games were related to their religion. The Aztec society was constantly at war for the sole purpose of making sacrifices to their many gods. Religion dominated the cultures of these Mesoamerican empires.

Face-to-Face Versus Online Education Essay

Education is essential to the future of our society. Many adults, including scholars and teachers, are constantly searching for the best way to educate students today. Face-to-face education, being the genuine form, seems to be the first choice of many students. However, online education is becoming more popular and is being used more often at universities. Online courses are convenient for some who have busy schedules which obstruct them from attending face-to-face courses. Online education may be the most convenient form of education, but is it an effective form? Several valid arguments have been made by scholars and other individuals claiming it meets both of these standards. The main question students and scholars would like to know is whether or not one form is better than the other. There are several differences between online and face-to-face education. Lecture classrooms are common in universities. They are an easy way to teach a large number of students at once, however, many students dislike lectures because it places them in the majority. In a lecture classroom setting, students may not have the chance to communicate with the professor or even their peers. Students may feel shy and intimidated by the amount of people around them. The online discussions, chat rooms, and e-mail features in web-based classes makes it virtually impossible to avoid communication with fellow students or teachers. The social barriers which exist in face-to-face communication often seem to be non-existent in online communication and students feel a lot less pressured to speak up, or should I say â€Å"type up†. Online communication, however, does not allow for nonverbal cues and this tends to limit the quality of certain discussions and lecture notes. Some  students may feel they need to be face-to-face with the person teaching them in order to better understand and comprehend the material being presented. Being able to hear what the professor has to say can draw the attention of some and distract the attention of others, sometimes depending on the excellence of the professor. Students are encouraged to try web classes if they have trouble learning from what they hear and find it easier to comprehend what they read. The convenience of online learning is possibly its most brilliant quality. Students find it practical that they can attend a class while sitting in the comfort of their own home. Soldiers, pregnant women, and others with tight schedules are all able to complete their course work in a timely manner through web-based courses. A man who works full time as an assistant at law firm and wants to continue working, while attending classes so he can become a lawyer himself, may want to take online courses instead of face-to-face in order to accomplish both goals. I think situations like this one makes online learning brilliant since it opens doors of opportunity to certain people. By posting information in discussion forums up to several times a day, professors can keep students working, but the students can respond when they have the chance. Online courses allow convenience for time and patience also. Think about the amount of time you spend driving to school and walking to classes, or the frustration of trying to get to a class on time while searching for a parking space in which you won’t be towed or ticketed. I spend up to twenty minutes of some school days driving in my car, congested with my vulgarity and frustration, searching for a parking space. Even with the beauty of all its aspects, some say convenience should not be an alternative to higher education. â€Å"Even though convenience is a positive attribute about the online classroom, it may not be enough to provide for the social and educational needs of students.† (Barakat) Students have claimed that they like the idea of not having to attend class â€Å"but disliked the process of communicating in a delayed, impersonal manner.†(Barakat) Through my online education experience, I have found that there are benefits  and disadvantages communicating on the web. Since times and meeting places are not specified in online group work, members of the group cannot make excuses on why they cannot attend. The assignments can be worked on by each group member on their own time. The group members can then cooperate with one another through postings or e-mail to equally combine their contributions. We don’t have to worry about the group members who did not participate receiving credit (as commonly happens in in-class group work) because we submit only the names of those who participated in the assignment. Having experienced both online and face-to-face education, I have come to the popular opinion: Online education has its positive aspects in relation to convenience and quantity of communication, however, I believe that face-to-face education produces better quality of communication which, in the end, is more essential to the learning process. Online education is convenient and can grant students opportunity to communicate more often with their professors and peers through postings and mail forums. Face-to-face education allows students to learn in a more personal nature which may make the learning process easier and more enjoyable. Neither form of education has been declared the right, or best form. Different individuals have varied beliefs and opinions on which type of education is the best. In order to form an opinion as to which form of education is best for you develop a hypothesis and then experiment by experiencing both forms. Finally, ask yourself, â€Å"Is online education as effective as traditional face-to-face education?† References Barakat., Dr. Samer A. On-line Education Versus Classroom Face To Face Education. www.sharjah.ac.ae/academic/engineering/e-forum/Abstracts-htm/a2-4.htm#. Kindred, Jeannette. Thinking About the Online Classroom: Evaluating the â€Å"Ideal† Versus the â€Å"Real†. www.acjournal.org/holdings/vol3/Iss3/rogue4/kindred.html. Chamberlin, Sean W. Face-to-Face vs. Cyberspace: Finding the Middle Ground. Syllabus Magazine. Thu., Mar. 4, 2004. J. R. Bourne, A. J. Brodersen, J. O., A Model for On-Line Learning Networks in Engineering Education, Journal of Engineering Education, Vol. 85, No 3

Summary and Analysis of two EEOC laws

The Equal Employment Opportunity Commission (EEOC) is The United States Government enforcement mechanism for Federal legislation regarding discrimination in the workplace. Two recent Acts of Congress under the management of the EEOC have particularly wide-ranging effects and potential effects for the American people. The Americans with Disabilities Act of 1990 is considered a landmark Act and a platform for future legislation of its type. The Genetic Nondiscrimination Act 2008 is part of a continuing line of anti-discrimination legislation.Its full impact probably will not be seen for decades to come but its potential impact in closing a new avenue for discrimination is great. As Federal Acts these laws instantly have more impact than any pre-existing state laws. They set nationwide standards for businesses, labor unions and employment agencies. A business cannot relocate itself in a state where anti-discrimination laws are less strict or where enforcement is lax. Individuals can exp ect the same rights and protections nationwide, except in cases where certain industries have been granted exceptions for safety or national security reasons.Traditionally, the Federal government has been hesitant to regulate private business. In the case of discrimination it has made exceptions when it became clear that discrimination was either unconstitutional, hurting national productivity, or both. The Civil Rights Movement was a catalyst for much of the anti-discrimination legislation we regard as commonplace today. Background The social upheaval of the 1960s triggered substantial changes in American law. Those changes were mirrored in actions of the United States Congress and Judiciary.An increasing emphasis on the securing of individual rights for all Americans led to a series of new laws crafted especially to protect historically discriminated against minorities. Laws designed to even economic and societal playing fields for African-Americans and women were enacted in the 1 960s and 70s. In the 1980s and 90s new laws focused on the rights of the disabled. About the same time individual privacy concerns came to the forefront. In this scientific and technological age, personal information is more readily available than ever. Genetic information could be spread widely in the blink of an eye.This information could then be used in discriminatory ways. Researchers worry that a new spectrum of discrimination has been opened up based on a person's genetic potential to become ill. A perceived genetic black mark could effectively label a person in much the same way as minorities, women and the disabled have been labeled in the past. Three laws: The Civil Rights Act of 1964, The Americans with Disabilities Act of 1990 (ADA) and the Genetic Nondiscrimination Act of 2008 (GINA) are part of a continuum of nondiscrimination laws designed to mitigate the effects of such labeling or prevent it all together.The latter two laws were essentially a product of the first. Th ose two laws will be analyzed here. The Americans with Disabilities Act of 1990 (ADA) This Act came about from a growing cultural realization that people with physical disabilities have every right to full participation in American society. In many cases their contributions are equal or greater than able-bodied citizens. Instead of being seen as an embarrassment or a drag on society, they should be seen as valuable assets that should be cultivated rather than wasted.Historically speaking, the disabled were not accommodated in this purpose. Instead they were excluded from employment and many of the other functions of the American society. This exclusion was often based on erroneous assumptions about the capabilities of disabled people, the reticence of others to accept them, etc. Framed in the legal context, the question was whether American society and government were systematically violating the constitutional rights of the disabled by not guaranteeing an equal playing field.Disabl ed individuals already have much to overcome. Allowing discrimination to make their lives all the more difficult was morally wrong and, eventually, unconstitutional as well. The Americans with Disabilities Act of 1990 piggybacked upon the Civil Rights Act of 1964 and several other laws. It attempted to codify, in clear terms, the rights of the individual disabled citizen as well as the rights and responsibilities of various agencies, governmental organizations and private businesses dealing with the physically disabled. Purposes (ADA)The Congress of The United States has determined that â€Å"Census data, national polls, and other studies have documented that people with disabilities, as a group, occupy an inferior status in our society and are severely disadvantaged socially, vocationally and educationally† (United States Equal Employment Opportunity Commission, 1990). Given those realities the potential impact of anti-discriminatory legislation is enormous. In some cases pr eventing discrimination is as simple as removing physical barriers. In other cases it requires a long-term attitude readjustment in opinions about the disabled and what they can or cannot do.Discrimination has also occurred because businesses have irrational fears about what it will cost them to have employees with disabilities. This Act is designed to clarify what businesses can and cannot do in regard to the disabled. In a clarified landscape businesses can effectively keep costs down. The subtitle of the act describes its purpose this way: â€Å"To establish a clear and comprehensive prohibition of discrimination on the basis of disability† (United States Equal Employment Opportunity Commission, 1990).In its statement of Findings and Purposes the Congress concluded that disabled people have suffered unjust discrimination and needless denial of opportunity. This discrimination has effectively relegated the disabled to â€Å"second class citizen† status in the United States. Modern medicine and recognition of the accomplishments of disabled Americans has led to a shift in perspective. In the past, qualified students were excluded from education by outdated attitudes or because of something as simple as physical barriers. The same was true in employment.When disabled Americans were not plugged into these two critical facets of life, they would often end up excluded from society as a whole. In addition to being the â€Å"right thing to do†; this act is the result of a simple cost-benefit analysis. The cost of making attitude adjustments and simple accommodations pales in comparison to the potential societal benefits of having disabled people fully participating in society (Pickering, 2000). In addition to justifying the act based on evidence of past discrimination, the Congress also notes the financial toll of discrimination on the basis of disability.Individuals suffer the costs of not having an equal chance to make a living. Society then suffers as well because many become dependent on government and other aid when equal opportunity might have made this unnecessary. Thirdly, the nation loses the productivity that many disabled people are capable of. Provisions (ADA) This act regulates what companies may and may not consider in the hiring, firing and promotion of employees with disabilities. Disabled employees cannot be classified as such if it, in any way, unfairly hinders their chances of success at the corporation.The fact that the employee has a physical disability cannot be the deciding factor in whether or not an employee is hired or promoted, except under a very narrow set of criteria. Disabled employees are entitled to equal opportunity and equal pay for equal work. Reasonable accommodations must be made for the disabled employee wherever necessary. â€Å"Reasonable† is a term that is subject to ongoing interpretation. In some cases it can mean something simple as adding a wheelchair ramp or widening a bathroom door.In other cases it can mean an alteration in the job itself. Employers have some leeway in this area. Courts have ruled that when accommodations would cause a â€Å"disparate† hardship on the company it may be granted a waiver from the â€Å"reasonable accommodations† standard. During the application phase, the employer may not ask about disabilities except in the context of the applicant's ability to perform job-related tasks. If there is a pre-employment testing process the employer must make reasonable accommodations for each applicant to take the test.Medical tests can be done on a voluntary basis. The results can only be used for hiring/firing decisions when a clear inability to do the job is apparent. The employee also may not be coerced or retaliated against when requesting accommodations mandated under this act. This prohibition also applies to any employee or other individual who may have helped a disabled person exercise their rights. Notices of this act must be posted by emplo9yers agencies and labor unions in an easily accessible place for employees to read.Enforcement of the Act is handled by the Office of the Attorney General of the United States and The Equal Employment Opportunity Commission (EEOC). Sub agencies like The Occupational Safety and Health Administration and others may become involved if a particular case warrants. The Genetic Information Nondiscrimination Act of 2008 (GINA) By the turn of the twenty-first century a great deal of legislation aimed at securing the rights of minorities, women and the disabled had been enacted and had passed constitutional scrutiny. Meanwhile, a new technological age was emerging.The world was rapidly becoming more interconnected. The science of genetics was also experiencing explosive progress. A new and nearly infallible method of identifying specific people animals and plants was discovered and refined. Genetic testing of individuals has been around for a while. In recent years this testing has become more refined, more widely available and less expensive. This type of testing can identify genes or gene disorders that are associated with a wide array of health conditions. This does not mean that the person will get the condition; it only means that the potential is there.In 2008 Congress acted upon public worries that genetic testing and information could be used for discriminatory purposes. Employers might try to use genetic information for hiring, firing and promotion purposes. Insurers might also use that information for denial of coverage, rate changes or other purposes. In contrast with the ADA (1990), the Genetic Nondiscrimination Act of 2008 is an attempt to target potential discrimination before it becomes widespread. In addition to protecting the rights of individuals this Act is designed to create a friendlier environment for medical and scientific research.According to Hudson, Holohan and Collins, â€Å"Along with the benefits it provide s to individuals, the new law should have positive effects on the fields of clinical research and health care delivery† (2010). Purposes (GINA) The stated purpose of this Act is: â€Å"To prohibit discrimination on the basis of genetic information with respect to health insurance and employment† (United States Equal Employment Opportunity Commission, 2008). This is similar to the purpose stated in the ADA. Because of the nature of genetic science enforcement methods differ. Discrimination in this area can have wise-ranging effects.Hudson et al. Also believe that genetic discrimination has had a chilling effect on potential research subjects. â€Å"Fear of genetic discrimination has also put a damper on patients' willingness to consider genetic tests†¦ or to have the results of such tests included in their medical records† (Hudson, Holohan and Collins, 2010). After fourteen years of Congressional debate GINA was finally passed in 2008. During the time this Ac t was under consideration, a number of states enacted their own laws on genetic testing and the transfer and usage of genetic information.As the genetic science industry grew many of those laws have been repealed however. This triggered a renewed effort by the Congress to pass a set of uniform standards. In theory, genes are neutral indicators of human beings. In practice genetic information can be used for de facto discrimination against individuals. Provisions (GINA) In section 1 of the Act, The Employee Retirement Security Act of 1974 was amended to provide additional protection against genetic-based discrimination. Insurance companies may not set group premium rates based on disease potententiality identified through genetic testing.Insurers can take into consideration diseases that have already manifested themselves in the group population. Heath plans may not require genetic testing as a policy condition. Under a narrow set of circumstances they can request genetic testing if it can assist in clarifying the health situation of a certain individual. It cannot request or mandate testing of the entire group. A genetic test is defined as: â€Å"an analysis of human DNA, RNA, chromosomes, proteins or metabolites that detects genotypes, mutations or chromosomal changes† (United States Equal Employment Opportunity Commission, 2008).Fines for noncompliance begin at $100 daily for each employee. For example, if ten employees were mandated or coerced into genetic testing as a condition of maintaining insurance coverage, the federal government would levy a $1000 fine to the insurer retroactive to the time the coercion began. For violations more serious than de minims, the fines are higher. Genetic information may not be used for eligibility, maintenance of policy or as a pre-existing condition. Employers must comply with many of the same restrictions on genetic testing.Hiring, promotion and firing decisions cannot be based on genetic information. Also the em ployer may not acquire or purchase genetic information about an employee without specific written permission. Even when permission is given all other restrictions still apply. Similar requirements also apply to employment agencies and labor organizations. One notable exception exists for labor organizations. If the purpose is to monitor the effects of toxins in the workplace, the collecting of genetic information may be allowable if certain requirements are met.The employees must be notified and provided with individual results; and the actions must be compliant with OSHA, the provisions of this Act and any other federal laws. Section 206 of this Act addresses confidentiality, an issue of growing concern for many Americans. The Act strengthens confidentiality standards set forth in state and federal legislation, including the Americans with Disabilities Act of 1990 (ADA) and the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Under this Act remedies and enforcem ent vary according to the type of violation and which statute the employee is covered under.Analysis and Conclusion These are two Acts of Congress which may appear different on their face. They were enacted nearly twenty years apart. One targets a legacy of past behavior while the other is preventive in nature. One is based on very human issues while the other is concerned with the cutting-edge of science. Despite their differences, the two laws boil down to one issue of concern to every American – discrimination. These acts are part of a continuum not to create equality but to ensure equal opportunity. These laws are recognition of two of the greatest strengths of America.This nation grew from humble seeds by expanding opportunity, over time, to those would not have received it before. The contributions of those citizens then fueled America's rise to power. Secondly, the Acts are indicative of a nation's willingness to right its past wrongs. This has been done many times in the history of the nation. Making these changes is not always easy, but it is necessary for the continued growth of the country. The impact of The Genetic Nondiscrimination Act of 2008 remains to be seen. It is very likely that as genetic science continues to grow the law will need to evolve.Its ability to do so will be the measure of its ultimate impact. It will be a challenge for the law to keep up. In 1995, there were about 300 genetic tests for diseases and conditions. Most of these tests were done in the context of scientific research and were not readily available to the public. Today over 1500 tests are available. They are much more widely accessible and cover a wide range of conditions from rare to commonplace. The Genetic Nondiscrimination Act puts the scientific community on notice by setting privacy and ethical standards and creating an enforcement apparatus.The safeguards in this Act may ultimately benefit science by making citizens more willing to participate in researc h. More importantly, it potentially closes doors to an entirely new and damaging form of discrimination. There are potential financial benefits as well. According to Hudson, Holohan and Collins â€Å"It will accelerate research†¦ and allow Americans to finally realize the benefits and health care savings offered by gene-based medicine† (2010). This act is an early step for preventing discrimination in a burgeoning field. It is not comprehensive though.The safety and reliably of genetic tests is one potential area for future regulation. Marketing of genetic testing services is another. When Congress considers regulatory acts of this nature there are many factors to take into consideration. It must consider effects and potential effects on a wide array of stakeholders. Preventing discrimination on one group without causing discrimination or undue hardship on another is a narrow line to walk. The ADA and GINA have made progress in preventing unjust and unnecessary discrimin ation.The ADA has brought a large population of people out of society's shadows. The Act will become all the more important as people can now live longer and be productive with disabilities. Our aging population also means that the law will impact an increasingly large group of people. The Genetic Nondiscrimination Act shares philosophical similarities with the ADA and The Civil Rights Act of 1964. Discrimination, whether based on race, disability or genetic makeup is not true to the United States' Constitution. As a result of these laws individuals and society will benefit socially and economically.America itself will benefit by having the contributions of the citizens' affected. The nation benefits when the largest possible majority of its citizens enjoy the individual right to maximize potential. In a dynamic society, Congress will need to revisit and amend these laws in perpetuity in order to fulfill their true promise. References Hudson, Kathy, M. K. Holohan and Frances Collins . (2010). â€Å"Keeping Pace with the Times: The Genetic Nondiscrimination Act of 2008†. NEJM. Retrieved May 29 from: http://content. nejm. org/cgi/content/full/358/25/2661Pickering, Francis. (2000). Americans with Disabilities: exploring implications of the law for individuals and institutions. New York: Routledge. United States Equal Employment Opportunity Commission (EEOC). (2008). â€Å"The Genetic Nondiscrimination Act of 2008†. EEOC. Retrieved May 29, 2010 from: http://www. eeoc. gov/laws/statutes/gina. cfm United States Equal Employment Opportunity Commission (EEOC). (1990). â€Å"Titles I and V of the Americans with Disabilities Act of 1990†. EEOC. Retrieved May 30, 2010 from: http://www. eeoc. gov/laws/statutes/ada. cfm