Introduction of Tourism and Hospitality Management

Question: Talk about theIntroduction of Tourism and Hospitality Management. Answer: Presentation There are numerous variables that impact the travel industry decision of the guests. Those are ordinarily known as push and pull factors. Push factors are those, which drive an individual to get away and visit places; and pull factors are produced by a goal, that is, the elements, which spurs an individual to pick one goal over the others (Mason, 2015). Among the given goals, the most favored three goals are Bali, United Kingdom and Italy, and least favored decisions are Brazil, Russia and Kenya. The regular haul factors behind the choice of the best two goals, Bali and United Kingdom are the history, culture, nature, occasions and celebrations, food, refreshments and culinary practices, and other recreation exercises. Both the nations have incredibly rich history and culture having a place with over thousand years. They have special food propensities, and customary occasions and celebrations. The peaceful white sea shores and blue water of the sea is the significant fascination of Bali, alongside the notable sanctuaries arranged in numerous pieces of the nation. In spite of the fact that it is a tropical island, the climate is truly agreeable for the worldwide sightseers (Utama, 2015). Correspondingly, UKs significant attractions are the authentic houses of worship, structures, for example, Big Ben, road joints like Piccadilly Circus, Trafalgar Square and its coastline. The force factors for the last two goals, Russia and Kenya are not alluring enough contrasted with the best two goals. Both the nations have outrageous climate conditions. Kenya is a tropical nation in the landmass of Africa. The climate is incredibly hot. Kenya is famous just among the untamed life darlings and picture takers. Aside from Masai Mara national save, Kenya doesn't have some other attractions. Russia is the biggest country of the world, and has a rich history and culture. It has some exceptionally mainstream vacation destinations like Trans-Siberian Railway, Lake Baikal, Mount Elbrus, Khizi Island, Valley of fountains, and so forth., yet it is arranged far north of the world, which makes voyaging costlier for a normal vacationer. The climate is generally freezing, which is another disadvantage. Language boundary is another issue for the travel industry in Russia (Whang, Yong Ko, 2016). Aside from the previously mentioned goals, one all the more fascinating spot to visit is Hawaii. The island has a mix of ocean, mountains and volcanoes. It is an excellent island on the Pacific, with loaded with natures blessing. It has a one of a kind culture and food. The Hawaiian Aloha is celebrated around the world. The presence of volcanoes just adjacent to the rushes of the sea is a delight to understanding (Gabdrakhmanov Rubtsov, 2014). The general travel guidance for visiting Italy is to seek after typical wellbeing safety measures. There will be an inconvenience of brief controls in the fringes for extra security because of the G7 Summit in Taormina from tenth to 30th May, 2017. This may cause delays at the air terminals and other fringe intersections. Explorers are encouraged to remain wary about robberies, such as pickpocketing, pack grabbing, and vehicle thefts. They are likewise encouraged to remain cautious about any unexpected regular catastrophes, for example, tremors (Smartraveller.gov.au, 2017). The movement exhortation is a typical prudent counsel. There is no specific danger or crisis circumstance going on in Italy. Consequently, the movement exhortation would not debilitate individuals to visit the nation. The normal footfall may be lower during the G7 Summit, however it would not influence a lot of the mid year swarm in Italy. The vacationer creating district for Italy is the entire world, especially, the nations of Europe, Asia, United States and Australia. The principle visitor goal locales of Italy are Rome, Vatican City, Venice, Pisa, Milan and Florence. All these goal areas are chronicled with a rich culture of renaissance. The travel industry businesses of both the traveler producing and goal districts are created. The movement counsel would not bring on any genuine strains among these locales. The voyagers want to visit Italy during summer and the movement exhortation doesn't cause any notwithstanding condition for visiting the nation (Mason, 2015). The latest experience of the creator as a vacationer is to visit USA for instructive reason. He falls under the classification of International stayovers visitor as indicated by Lawton and Weaver (2014). He went to University of New York for a meeting of five days. In spite of the fact that he went as an understudy, for instructive reason, he used his extra time by venturing to every part of the New York City as much as possible. He likewise investigated the cosmopolitan culture of NYC and encountered the flavor of worldwide foods. In general, it was an advancing encounter for the creator. References: Gabdrakhmanov, N. K., Rubtsov, V. A. (2014). Traveler and Recreational Positioning of Tatarstan Republic: Cluster Analysis.World Applied Sciences Journal,30(MCTT)), 202-205. Lawton, L. J., Weaver, D. (2014).Tourism administration. John Wiley Sons Australia, Ltd.. Bricklayer, P. (2015).Tourism effects, arranging and the board. Routledge. Smartraveller.gov.au-Italy. (2017). Smartraveller.gov.au. Recovered 23 April 2017, from https://smartraveller.gov.au/Countries/europe/southern/Pages/italy.aspx Utama, R. (2015). Goal Image of Bali Indonesia in the Perspective of Senior Foreign Tourists. Academia.edu. Whang, H., Yong, S., Ko, E. (2016). Mainstream society, goal pictures, and visit expectations: Theory and examination on movement inspirations of Chinese and Russian tourists.Journal of Business Research,69(2), 631-641.

Film Analysis A Clockwork Orange Essay Example

Film Analysis A Clockwork Orange Essay A Clockwork Orange (1971) coordinated by Stanley Kubrick, in light of Anthony Burgess’ 1962 novel, is a faction exemplary and mental chiller. The film is situated in future Britain, wrongdoing ridden and gangsters running amuck, and revolves around 17-year-old sociopath, Alex. He is an upset youngster, regularly playing hooky after late night runs with his buddies Pete, Georgie and Dim; the group circumvents attacking vagrants, breaking into homes to assault lady, take and vandalize.After Alex is imprisoned for ambushing, and later discovering, killing a lady in her home, he is imprisoned and picked as a conduct modifier guinea pig and molded to despise â€Å"ultraviolence†. Tossed again into the world, totally changed and vulnerable, Alex becomes casualty to his past wrongdoings. Alex’s life is administered by the id. He lives for moment delight of his needs and needs. Alex needs both and sense of self and a super-inner self. He doesn't have ethics. Alex and his group violently beat a vagrant, and battled another opponent posse, nearly to death. While beating a man, he was blissfully singing and moving to â€Å"Dancing in the Rain† and afterward continued to assault a lady. That very night, he went to the nearby â€Å"milk bar† (milk is bound with drugs) and demonstrated no regret for what he had done. His super-sense of self is non-existent so his conscience has nothing to separate from and is totally constrained by the id. All through the entire film, Alex never shows regret. He says that he’s changed during the conduct adjustment tests, yet it was distinctly to stop the test. We will compose a custom exposition test on Film Analysis A Clockwork Orange explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Film Analysis A Clockwork Orange explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Film Analysis A Clockwork Orange explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Alex has Narcissistic Personality Disorder, he is self-fixated, he is the storyteller of the story, and feels no sympathy for others outside of his very own benefit. He utilizes his appeal and great hopes to charm ladies and make other’s relate him.He is an ace controller and damaging to his companions. He even at one point whips George with a stick and cuts Dim’s hand with a blade only in light of the fact that they su

US vs Chinese Economy

US vs Chinese Economy US vs Chinese Economy Home›Economics Posts›US vs Chinese Economy Economics PostsThere is an increasing debate on China surpassing the US as a world economic power. These claims are based China’s leap from poverty to a world power economy courtesy of successful market reforms that were introduced in 1978. Whether these claims hold water or not, the reality is that China has made significant improvements on her economy but the US stills retains her position as the world’s super power. This paper compares the economy of the US and China laying more emphasis on their micro-economic performance as well as the role that the two governments have played in steering them to the economic heights they have reached.What makes some people think that China is slowly bypassing the US as the world â€" economic power? The job market in China seems to be doing favorably well if data taken during the last two years is anything to go by. The official US unemployment in the last two years is est imated to be at 9 percent while reports from Beijing, the capital of China indicate figures below 4.5 percent. This implies that the labor market in China is two times better than that of the US. This may be attributed to the Chinese wide labor market and low prices of commodities. (U.S. Department of Commerce 32-36)Another comparison of the USA and Chinese that may lead to conclusions that indeed the former are in for a surprise is the Purchasing Power Parities of the two countries. The CIA approximates the Chinese GDP as of 2010 to have stood at $10 trillion a mere $5trillion behind the US a gap that may be filled in the next five years if the US economy growth stagnates (CIA 20). Critics however brush these claims aside alluding to the fact big economies like those of the US and China are not greatly affected by differences in the purchasing power of each country.In terms of labor, the US has an upper hand over China. This can be exemplified by the comparison of GDP to workers. I n the US, it stands at 11: 1 implying that an average American is 11 times more productive. In China, the ratio is a bit lower. This is attributed to China’s one child policy a condition that leads to a large percentage of the population being old and hence less productive. China will, in due course transform from a society of young workers to that of aged labor force with comparison to the America’s. This leads to greater productivity and prosperity among the average Americas than their counterparts in China.In terms of capital, the US and the Peoples Republic of China are poor performers. Their return on both private and public sector is falling because many financial resources are being applied to commercially wasteful projects. The real interest rates are also low with US registering below 2 percent in the year 2010 while that of China was surprisingly on a negative scale. This is attributed to a set of poor economic policies by the Chinese and American government. As a resu lt, the Index of Economic Freedom predicts that whoever of the two countries that will improve in public finance will be at upper hand than the other (Sachs 16).Comparing the export and imports of the two countries, China seems to be doing well in terms of exports. Going by data collected by Global Insight, the Chinese exports in terms of goods and services have been doing well and are bound to bypass that of the US by 2015. For instance in 2009, the Peoples Republic of China got $2,009 billions from her exports representing a 102.9% of that of the US. Comparing this to three years ago when Chinese exports were worthy $ 1055 billions while that of the US was $1464 billions in the same year, this implies that the Chinese economy is slowly catching up with the world’s super power (US-China ESRC 85-87).According to the World Fact Book (2011), the US has the greatest and most technologically powerful economy whose per capita GDP is $47,400. It has a market-oriented micro-economy that is very influential. Most of the decisions are made by private individuals and business firms. China on the other hand has very functional state-owned enterprises. As afore-mentioned, based on Purchasing power Parities, China was the second largest world economy behind the US in 2010 but her GDP per capita standing at an estimate of $7400 was still behind that of the US (Hu Khan 116).The above figures demonstrate China’s commitment to top the list of world economic powers. What factors have then led to the rise of Chinese economy in the recent past? Economists have attributed China’s growth to a number of reasons. For one, her rapid growth is closely linked to a large accumulation of capital and great improvements in productivity. The two factors went side by side with the latter increasing being believed to have generated fund for new investment. China also got an upper hand due to her large collection of domestic savings to anchor her finance investment3 when she began to ref orm her economy. In fact, in 1979, China had a domestic savings pool of 32% comparing to the GDP. This has steadily grown to 51.1% by the year 2006 becoming one among the highest saving rates in the world. In comparison, that of the US stood at 10.2% showing a great margin.Another reason that has led to China growing so tremendously is her growth in Foreign Direct Investment. This has been because of her reforms in trade and investment as well as incentives. From 1990 to 1995, China’s FDI grew from $3.5 billions to $37.5 billions representing more than 10-fold. In the following decade, her annual FDI grew more than double to hit the $72.4 billion mark while her accumulative level of FDI was $633billions.Though the above growth may be small in comparison to her domestic saving, this capital is efficiently used to than the latter that is usually used to develop state-owned enterprises. Much of the Chinese FDI goes into goods that are export oriented like consumer electronics. Theref ore, the high level of Chinese exports can be tied to her dramatic rise in Foreign Invested Enterprises. For instance in 2005, 58.3% of Chinese imports were derived from FIE’s as well as 58.7% of her exports in the same year. This implies that the Chinese economy growth has been characterized by interdepend3ence in sectors that has led to a holistic soaring to great heights.This has not come without various efforts especially from the government. Compared to the US, China makes economic policies easily due to her central, communist structure. Such a framework makes it easy to dictate the country’s direction when an economic crisis strikes without necessarily undergoing a back-and â€"forth debate as witnessed inn the USA. For instance, in the wake of the financial crisis that hit the US in 2008, the action taken was slow.It was characterized by heated debates that brought to the limelight the uncertainty of the government and the financial institutions hence scaring would-be inve stors. Although China may have succeeded in implementing blanket economic policies, critics argue that search moves may result to scenes witnessed in communist and dictatorial governments such as restrictions of press freedom, and religion, and political beliefs among other basic human rights. Indeed such policies make China seem liking she is bending too low to fit in the world economic powers.Despite the above criticism, Chinese government has also ensured implementation of its economic is done cautiously (Ministry of Commerce, Beijing 12-17). This has been ensured through slow and careful steps to avert any looming shocks that are linked to spontaneous changes in the economic system. For instance, an abrupt mass introduction of foreign funds or a relaxation of her economic policies would have meant disaster. This means that China’s climb in the economic ladder is not an overnight affair as many may think.Indeed long before the 1978 reforms, China had already started 5-year plan s characteristic of the Soviet-Style development strategies. Her growth can thus be attributed to the role played by the Communist Party to provide a conducive environment of progress, stability and a smooth change to the new heights she is soaring. Since the 1978 economic reforms, China’s role in the economy system has been limited to the aerospace industry with industrial out put from state owned enterprises declining while those from private sector increasing.On the other hand, the US government policy toward the economy has been described by many economists as ‘leave it alone’ (U.S.-China Economic and Security Review Commission 34). America attributes her economic prowess due to her free enterprise policy. She adopts a policy laid down by legend economists like Adam Smith who postulated that for an economy to do well, the markets should be free and competitive. This trend however, is slowly experiencing some form of regulation from the federal government. For instance, ind ustries facing strong competition from abroad have been known to seek appeal from the government for intervention through trade policies. This has led to a dilemma of whether the government should be fully entrenched in the economy or not.

Implementation of Strategy by Aldi Group Free Essay Example, 3250 words

The paper tells that Aldi Group expanded rapidly in other countries as well in order to set up its business and attract a huge customer base for its products. It has been studied that Aldi s growth has accelerated due to the unique business model that the company follows that is to serve the customers with quality goods at low prices. The company was named as the low price grocery store. It is noted that more than 25 million customers each month take advantage of the company s simple approach to grocery retailing. Further, the company is known for its track record that it has set by being an employer of choice by offering its employees with a lot of compensation as well as the benefits. The company has reached a level of the customer satisfaction that the customers recommend the company to the friends and their family members. Aldi undertakes a strategic drift in order to compete with the rivals. The business model followed by the company undertakes a particular cost leadership stra tegy which is used to reduce the cost of running a grocery store. We will write a custom essay sample on Implementation of Strategy by Aldi Group or any topic specifically for you Only $17.96 $11.86/pageorder now The strategy involves purchasing of the low price land in the outskirts of the city and built cheap warehouses in order to store the products manufactured by the company. The company employs few members in order to cut the cost incurred by the company to train the employees. Another strategy that the company adopts is that of the differentiation strategy. The company undergoes product differentiation that is it manufactures the wide range of products for its customers and they would not face any difficulty in their choice of the products. The market mainly follows the policy of a monopolistically competitive economy where the firms undergo product differentiation and there are possibilities of the entry of the new firms within the market so that they can compete with the other firms. However, the managers of Aldi are involved in the decision-making process of the company regarding the strategies that are to be implemented.

From the Observed to the Unobserved David Hume - 699 Words

From the observed to the unobserved: David Hume The Problem of Induction. According to Hume, this style of reasoning is logically valid. Logically valid inferences state that if the premises are true then the conclusions must be true. Or better yet, if you accept the premises, you must accept the conclusions. There is no way for the premises to be true and the conclusions to be false. However, this is not really the case because using a priori reasoning does not prove inductive inferences is logically valid. It is not the case that the premises can be true and the conclusions false, while maintaining the premises truth validity. This is one style of reasoning used in Hume’s fork with the other being experimental reasoning. The problem with experimental reasoning is that it is not logically valid. It is not logically valid because we have no reason to believe that the conclusions we attempt to make based on the empirical data bring us any closer to bridging the gap between the observed and the unobserved. It was David Hume that brought forth the problem of induction. Due to his profound critique, philosophers have argued the subject of induction for centuries. Considering the fact that our experiences of the world cannot confirm or disprove general or universal claims, but only particular facts. For this reason, empiricism requires a method to change from knowledge of a specific group of objects, to knowledge of global and general connection. Such a procedure is calledShow MoreRelatedProblem of Induction Essay1214 Words   |  5 Pages In the selection, ‘Skeptical doubts concerning the operations of the understanding’, David Hume poses a problem for knowledge about the world. This question is related to the problem of induction. David Hume was one of the first who decided to analyze this problem. He starts the selection by providing his form of dividing the human knowledge, and later discusses reasoning and its dependence on experience. Hume states that people believe t hat the future will resemble the past, but we have no evidenceRead MoreDavid Hume Effect1830 Words   |  8 PagesDavid Hume and the Idea of Cause and Effect David Hume was an influential philosopher in the 1700s and is highly recognized for his view points on rationality as well as skepticism, philosophical imperialism and naturalism. One of his major pieces that he is most recognized for is his Enquiry of Human Understanding. In this enquiry he challenges many concepts such as our belief in cause and effect as well as belief in logical reasoning. In his fourth enquiry, Hume is mainly addressing the idea ofRead More Causality, Hume, and Quantum Mechanics Essay1613 Words   |  7 PagesCausality, Hume, and Quantum Mechanics It is my intention, in the course of this essay, to take the work of David Hume and reapply it to causality using quantum mechanical theory. When I refer to causality, I am referring to the belief that events have a relationship of action A causing action B where A is considered to be the final cause of B. I also refer to the belief that we can know and understand these causal relationships and thusly know how the system works. This isRead MoreInduction As A General Law Or Principle From The Observation Of Particular Instances ( Induction )1707 Words   |  7 Pagesthe process of inferring a general law or principle from the observation of particular instances (Induction). Despite their reasoning’s, philosophers such as Hume and Popper have publicly voiced their disagreement and concerns with induction. Hume’s concern with casual connection and the uncertainty of something when individual has not personally experienced that given experience has lead me to contemplate the arguments brought forward by both Hume and Popper and in the end side with the both of themRead MoreAlfred Jules Ayers Language, Truth and Logic, the Major Thesis on Logical Positivism of its Time982 Words   |  4 Pagesverification Principle is true it has many different implications for ethics. The Principle of Induction is rendered cognitively meaningless by the Verification Principle. The Principle of Induction states that casual relationships that have been observed in the past will continue in the same way always and everywhere (Dr. Reilly). Back in the 1950’s and 1960’s, it was very uncommon to get a divorce. Families stayed together regardless of what hardships they had going on. Now with televisionsRead MoreInductive Vs. Inductive Reasoning1690 Words   |  7 PagesAxPx. Let us briefly explore these two statements. In statement (I), an+1 denotes a different object or form from those denoted by a1 ,†¦., an. During the application of these principles (I) and (II), we are to assume that we do not know any non-P’s, and furthermore that the class of a1 ,..., an are the sole objects for which we know that they are P’s. Now, the Scottish philosopher David Hume has soundly argued that there is no logical justification for the inferences of the form presented in (I)Read More Can Skepticism Be Defended, Perhaps In A Limited Form? Essay examples2139 Words   |  9 Pagesmeans to know something is true and also why it is important to distinguish between what you know and do not or can not know. The sceptic in challenging the possibility of knowing anything challenges the basis on which all epistemology is based. It is from this attack on epistemology that the defence of scepticism is seen. 2. Strong Scepticism Strong scepticism states that it is not possible to know anything. That is we cannot have absolute knowledge of anything. This can however immediately have theRead MoreThe Philosophical Branch Of Personal Identity1884 Words   |  8 Pagesnecessary for personal identity. First, we could think of a person that might have irrational fear of some event in the future which would not happen to her. Suppose I believe that there will be a hideous nuclear atom bomb attack one hundred years from now which I fear. Although I will not be alive anymore, I could happen to believe in reincarnation and there is thus no way I could possibly escape that disastrous future event. My fear can â€Å"reach through† (Williams, p. 191, 1970) to this future eventRead MoreBranches of Philosophy8343 Words   |  34 Pagesgood, law, property, and the rights and obligations of the citizen. †¢ Aesthetics deals with beauty, art, enjoyment, sensory-emotional values, perception, and matters of taste and sentiment. †¢ Logic deals with patterns of thinking that lead from true premises to true conclusions, originally developed in Ancient Greece. Beginning in the late 19th century, mathematicians such as Frege focused on a mathematical treatment of logic, and today the subject of logic has two broad divisions: mathematicalRead MoreDecision Theory: a Brief Introduction28334 Words   |  114 Pagesdecision theory. It is intended for university students with no previous acquaintance with the subject, and was primarily written for the participants of a course on risk analysis at Uppsala University in 1994. Some of the chapters are revised versions from a report written in 1990 for the Swedish National Board for Spent Nuclear Fuel. Uppsala, August 1994 Sven Ove Hansson 4 1. What is decision theory? Decision theory is theory about decisions. The subject is not a very unified one. To the

Renaissance in Italy Free Essays

There were many factors that led to the Renaissance beginning in Italy. The Renaissance was a transition to the Modern Age that began in Italy. It began in Italy for plenty of reasons but the main factors for this happening are the geographical and sociological factors. We will write a custom essay sample on Renaissance in Italy or any similar topic only for you Order Now These were what made Italy the country that started the Renaissance movement that would later move all throughout Europe. Geographically the main reason why Italy started the Renaissance was the reminder they had from ancient Rome. It was the beauty and art that showed that this area had wealth. 94) This was like a reminder to all the people in that country that they can all have wealth and beauty like that. It wasn’t even Just the wealth and beauty in Rome but also the arts and music that was shown, this helped them want to change. (294) Not only was it Rome but there were also other cities like Milan, Florence, Venice, Mantra and Genoa that had the same characteristics. (295) This led to them stepping away from Kingdoms and instead being led by cities. (Lecture 1) The wealthy families also helped start the Renaissance in Italy. One example was he Medici family who were so wealthy that they take over the city of Florence. (Lecture 1) Europe was hit with a plague and the first country to start trading again was Italy, which helped them get a huge increase in wealth over the other countries in Europe. This in itself had a big impact on the creation of the Renaissance in Italy. (lecture 1) All these factors played a big role in the creation of the Renaissance. It was because of Italy’s history, location, and wealth that helped this happen. Without all these things happening in Italy the Renaissance wouldn’t have happened as fast as it did. How to cite Renaissance in Italy, Papers

20,000 Leagues Under The Sea Overview Essay Example For Students

20,000 Leagues Under The Sea: Overview Essay 20,000 Leagues Under the Sea: OverviewJules Verne was born in France in 1828 and always had a love for the sea. He once tried to be a sea captain on a boat but things did not work out. JulesVerne has written many very famous books such as Journey To the Center of theEarth, Five Weeks in a balloon and Around the World in Eighty Days. I havewritten a review on one of his most famous books 20,000 Leagues Under the Sea. This book combines adventure, suspense and mystery throwing in a few pieces ofinformation about life under the sea. The book begins with some great suspense, it begins with a boat chasinga giant monster that has destroyed some huge unsinkable ships. Every time theyget close to this monster a giant stream of water shoots hundreds of feet intothe air, causing the boat to back off. Once in a while the monster willdisappear from sight for hours. While reading this part of the book the readerfeels like he is on the boat chasing the monster also. A lot of times the boatgets close enough to the monster to catch it and thoughts of what you think themonster could be run through your head like crazy. When they finally make anattempt to capture it, it disappears beneath the depths of the ocean. One of the most suspenseful and mysterious parts of the book was whenthe characters were thrown into a big room inside the submarine that seemed tohave no doors. At this point in the book the characters have no idea what wasgoing on, neither does the reader. The only thing that happens during the timein this room is a man comes in and gives them some food, minutes later they allfell asleep. Why where they put to sleep, where is this room that seems to haveno doors? This is just one of the hundreds of questions going through your headduring these couple chapters of the book. When they wake up all the lights inthe room are off and the submarine is shaking. When they finally meet and become comfortable with the captain they getan invitation to go hunting 2 miles under the sea. They put on these hugeunderwater suits that can withstand the pressure two miles under the sea, thenthe cabin fills up with water and a door opens. Two miles under the sea, whatadventures are down there waiting for them? What amazing sites are two milesunder the sea? What dangerous are awaiting people in the depths of the sea?

Organd Donation free essay sample

Organ donation is the taking of healthy tissues and organ from a living or dead person to a living recipient in need of a transplantation. There are processes involved in organ donation from the moment someone decides to be an organ donor to the time the organ is transplanted into another person. A nurse’s role in this process is crucial in many ways and for many people (the medical team, the donor/donor’s family, the recipient). According to the U. S. department of health and human services, 117,376 people are waiting for an organ, 18 people will die each day waiting for an organ, and 1 organ donor can save up to 8 lives. The supply and demand for organs is disproportionate. There are many reasons behind this shortage and they include knowledge and attitudes of health professionals, processes for donor identification, timing of the request for organ donation, refusal of family members to consent to donation, and cultural considerations that influence the willingness to donate. We will write a custom essay sample on Organd Donation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, organ donation is an option in less than 1 percent of deaths because brain death, the irreversible cessation of all brain function, must occur in order for a hospital to allow most organ transplants. When discussing donations, many people think of organs. However, tissue donation also has a major impact on the lives of many recipients. Some examples are: donated corneas can restore vision, veins and arteries can restore circulation and are used in coronary artery bypass graft surgery, defective valves are replaced with healthy heart valves, bone is used for knee and hip replacement; connective tissue is used to repair joints, and even the skin is used for patients with severe burns. Tissue donation provides recipients life enhancing benefits. Living donation is also an option. People who are healthy and without any complications can donate their organs and even choose whom they want to donate their organs to. The organs that can be procured from a living donor are a lobe of the lung, a segment of the liver, the kidney, a part of the pancreas, and even a portion of the intestine. The living donor has to consent to procedures and testing of the organ to make sure the organ is functioning before the surgery. The living donor should also be given all the information regarding the whole process of donation and all the procedures, along with the risk factors. The risks are similar to any surgery, including bleeding and other complications. If their remaining organ fails, they themselves will need an organ replacement. The living donor always has the option to change their mind anytime during the process. Virginia Henderson (1897-1996) is often referred to as the â€Å"first lady of nursing†. Her theory of activities of living gives a broad range of ideas for the theory to be applied in many areas of nursing practice, including the organ donation process. In this article, her model is applied to the role of nurses in the management of organ donors. The following is a description of the model and the role nurses play, especially after a person who is brain dead and suffered neurological injuries. 1. Normal breathing: A Nurse is aware that inadequate oxygen will damage organs, and therefore understands the importance of early airway and oxygenation to maintain organ viability. 2. Eating and drinking: Fluid and Electrolytes, blood transfusion, and medications may be necessary to maintain organ viability. 3. Elimination of body waste: Monitoring organ function (kidneys) through lab testing at regular intervals is essential for organ viability. . Desirable posture/sleep and rest: Frequent position changes to prevent skin breakdown and pulmonary complications are important for the viabilities of the lungs for transplantation. 5. Select suitable clothing: dress and undress: The patient needs to be treated with dignity and respect because their value as a human being is not lost. 6. Avoid dangers in the environment and avoid injuring o thers: Ensure safety of the donated organs as well as protecting the emotional environment of the patient’s family. 7. Maintain body temperature within normal range by adjusting clothing/modifying environment: Extremes of body temperature puts the body in a hypermetabolic state and increases oxygen consumption, therefore, nurses need to monitor the body temperature of the donor. 8. Grooming/protecting the integument: Keeping the patient neatly groomed helps the family feel better. 9. Communication with others: Allow the family members to express their fears, emotions, and needs. Nurses need to provide concise, honest answers and communication is critical in this delicate situation. 10. Worshipping according to one’s faith: Nurses should help facilitate worship or end-of-life rituals for the family at the bedside to express their grief. 11. Play and recreation: recreational activities leading to death are simple accidents and nurses to remind the family that sometimes things go wrong and no one is to blame. 12. Learn and discover: nurses should provide grief support and give guidance to the family and maybe other health care staff. On one end is the nurse caring for the organ donor and on the other end are the nurses working with the transplant team and caring for the organ recipient. In both ends, patients and families are going through a lot of emotions and the quality most people look for in a nurse is that of comfort. Beach, P. R. , Hallett, A. M. , and Zaruca, K. , (2011, May). Organ Donation After Circulatory Death: Vital Partnerships.    American Journal of Nursing. 111(5), pp. 32-38. Tanner, K. W. , (2011, February). Maximizing Organ Donation through Aggressive Donor Management.    American Nurse Today. 6(2). Retrieved: April 10, 2013. http://www. americannursetoday. com/popups/articleprint. aspx? id=8502 Meyer, K. Bjork, I. T. and Eide, H. (2012, June). Intensive Care Nurses Perceptions of Their Professional Competence in the Organ Donor Process: A National Survey.    Journal of Advanced Nursing. 68(1), pp. 104-115. Nicely, B. , amp; DeLario, G. T. (2011). Virginia Henderson’s principles and practice of nursing applied to organ donation after brain death. Progress in Transplantation, 21(1), 72-77. Daly, B. J. , (2006, April). End-of-Life Deci sion Making, Organ Donation, and Critical Care Nurses.    Critical Care Nurse. 26(2), pp. 78-86.

Free Essays on Religion In Schools

, which were purposely made vague. Much like anything we read, we have to interpret the meaning to apply it to a certain situation. So when it comes to allowing religion in the public schools, how do we decide if it is constitutional or not? Again, the constitution says, â€Å"Congress shall pass no law respecting an establishment of religion, or prohibiting the free exercise thereof.† Literally, it says that congress can not â€Å"establish† a religion. To me, this means that congress cannot say that, for instance, everyone must be a United Methodist. However, we interpret that â€Å"establish† means that congress cannot â€Å"accept or recognize† (Merriam-Webster on Establish) one particular religion. So let’s ask a question about religion in schools. â€Å"Can we open class with prayer?† The answer: not according to the Supreme Court’s interpretation of the first clause of the 1st amendment. Why is it then, that every Wednesday a group of us gathered around the flagpole in front of my public high school, Boyle County, to pray? Not only that, but before school there was a bible study in the library and praise music in the cafeteria, in addition to the bi-weekly F.C.A.... Free Essays on Religion In Schools Free Essays on Religion In Schools The Founding Fathers Had the 1st Amendment†¦ and the Last Word On December 15th, 1791, our â€Å"founding fathers† ratified the Bill of Rights, which have been both the basis of our freedoms and the basis of our limitations. In particular, the 1st Amendment, and more specifically, the first two clauses: â€Å" Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.† At the time this was written, the new Americans were trying to do everything they could in order to ensure that our government’s power was as limited as possible. The thought of England’s power was frightening and disturbing. But since the Bill of Rights was written, we have had to face many problems that force us to interpret the words, which were purposely made vague. Much like anything we read, we have to interpret the meaning to apply it to a certain situation. So when it comes to allowing religion in the public schools, how do we decide if it is constitutional or not? Again, the constitution says, â€Å"Congress shall pass no law respecting an establishment of religion, or prohibiting the free exercise thereof.† Literally, it says that congress can not â€Å"establish† a religion. To me, this means that congress cannot say that, for instance, everyone must be a United Methodist. However, we interpret that â€Å"establish† means that congress cannot â€Å"accept or recognize† (Merriam-Webster on Establish) one particular religion. So let’s ask a question about religion in schools. â€Å"Can we open class with prayer?† The answer: not according to the Supreme Court’s interpretation of the first clause of the 1st amendment. Why is it then, that every Wednesday a group of us gathered around the flagpole in front of my public high school, Boyle County, to pray? Not only that, but before school there was a bible study in the library and praise music in the cafeteria, in addition to the bi-weekly F.C.A....

Research Methods Assignment Example | Topics and Well Written Essays - 1500 words

Research Methods - Assignment Example The oil export business has also allowed the countries to participate in the international trade and thus the countries are developing in order to compete with the developed nations (Narayan and Smyth, 2007). Since oil producing sector is the most important sector in the middle-east and the GCC nations this is considered for carrying out a detailed study. The aim of the research is to carry out an overall analysis of the performance of the oil producing companies of middle-east by focusing mainly on the GCC nations and the revenue generated them. Since crude oil is on high demand in the international market hence it would prove to be an interesting topic of discussion for most of the researchers. The Gulf Cooperation Council (GCC) countries have a number of features in common that is their structural economic features as well as there are significant differences. The common features comprise of high dependency of the other nations on the hydrocarbon as well as the oil production of the middle-east and the GCC nations (Arouri and Rault, 2012). The countries are expected to earn a large portion of their revenue from the oil export business. Oil producing companies face challenges due to the fluctuations in the oil prices where some of the oil importing countries reduce their dependency on the oil and hydrocarbon and set up a separate non-oil sector. There is a possibility of economic diversification that takes place in the international market that would in turn reduce the demand for oil. Study says that, the member nations of GCC are adopting the method of economic diversification with UAE and Bahrain, acting as the most advanced in this field of economic diversification. According to the study, the GDP growth in the non-oil sector has exceeded that of oil producing sectors in the international market, but the non-oil sector are controlled by the government expenditure which is further dependent on

The 32nd President Of The United States Essay Example | Topics and Well Written Essays - 500 words

The 32nd President Of The United States - Essay Example Franklin Roosevelt is considered one of the most influential figures of the 20th century, owing to his popular reforms and measures, to counter the Great Depression and to provide relief to the citizens. Franklin Roosevelt was known for his rigorous employment of the Federal forces and reiterated belief in the federal structure of functioning. He strengthened the hold of the Democratic party and was a hard-core Liberalist.During World War II, he started off his policy of re-armament, wherein he felt that the policy of isolating the US and remaining aloof from the war would do no good. He supported the Allied group of countries and the United States Army became one of the main suppliers of armament to the Allies.In spite of a lot of criticism coming in form those who believed in isolationism, Roosevelt stuck to his policies of preparedness and provision to the Allies. He opposed the Axis powers and also signed the historic Atlantic Charter with Churchill. He provided extensive support to Winston Churchill. The United States couldn’t remain out of the war for too long, owing to the Pearl Harbour attack. In spite of the wave of anger and anguish that swept across the United States, at the wake of the war, Roosevelt stuck to his policy of opposing the Nazi Germany first and foremost. All along, Franklin Roosevelt remained committed to the policy of serving his Allied counterparts to the maximum possible extent and promoted his policies of foreign relations and collaborations, peace talks, and treaties.

Human Rights under Indian Law

Human Rights under Indian Law 1.3.4 Other Fundamental Rights (Unremunerated Fundamental Rights) A number of rights are not stated in the Covenant, are not even laid down in part III of the Constitution. In A.D M. Jabalpur V. S. Shukla[1] the Supreme Court by a majority of four to one, held that the Constitution of India did not recognize any natural or common law rights other than that expressly conferred in the Constitution. Though the attitude of the Supreme Court has changed especially after 1978. The courts on many occasions by accepting the rule of judicial construction have held that regard must be paid to International Conventions and norms for constructing domestic law. In Maneka Gandhi v. Union of India,[2] Justice Bhagwati in the Special Bench for the Supreme Court observed that: The expression ‘personal liberty’ in article 21 is of the widest amplitude and it covers a variety of rights, which go to constitute the personal liberty of man and some of them have been raised to the status of distinct fundamental rights and given additional protection under Article 19. No person can be deprived of his right to go abroad unless there is a law made by the State prescribing the procedure for so depriving him; and the deprivation is effected strictly in accordance with such procedure. The following rights are contained in the Covenant on Civil and Political Rights. They are available to the citizens of India through judicial decisions, even if and though they are not specifically mentioned in the Constitution. Right to travel abroad (Article 21): The right to travel abroad is a guaranteed right under Article 12 paragraph (2) of the Covenant on Civil and Political Rights. In Sathwant Singh Sawlmey D, Ramanathan, Assistant Passport Officer,[3] New Delhi, the Court held that the right to go abroad is part of an individual’s personal liberty within the meaning of Article 21, Right to privacy (Articles 21 and 19 (1) (d)): This right is stipulated under Article 17 paragraph (1) of the Covenant on Civil and Political Rights. In Kharak Singh v. State of Uttar Pradesh[4] it was held by the Supreme Court that the ‘domiciliary visits’ is an infringement of the right to privacy and is violative of the citizen’s fundamental rights of personal liberty guaranteed under Article 21. Right against solitary confinement Right to human dignity Right to free legal aid in a criminal trial Right to speedy trial Right against handcuffing Right against delayed execution Right against custodial violence Right against public hanging Right to health care or doctor’s assistance Right to shelter Right to pollution free environment Freedom of the press Right to know Right to compensation Right to release and rehabilitation of bonded labor Right of inmates of protection homes Thus we can notice that how the rights, whether formally enshrined or not, whether available to citizens or non-citizens, form such a palpable ingredient in being able to lead a life. Moving ahead, we can focus upon the rights and bills that are specifically concerned with child rights and encapsulated to guarantee assistance to child development. This study aims to focus on the issue of child trafficking; a concern deeply embedded in the larger canvas of human trafficking which broadly includes other than child. The Article 21 (A) of the constitution of India deals with the Right to Child Education included in the Constitution by the Eighty Sixth Constitution Amendment Act, 2002. In order to make the right to free and compulsory education for a child, the Constitution’s 83rd Amendment Bill 1997 was introduced in Rajya Sabha to insert a new article 21 A in the Constitution. However, the Bill was withdrawn on November 27, 2001. On November 28, 2001 the Constitution 93rd Amendment Bill 2001 was introduced and passed by unanimous vote in the Lok Sabha, and the on May 14, 2002 in Rajya Sabha with formal amendments as 86th Constitutional amendment. Before the Constitutional process started for making the right to education a fundamental right, the Supreme Court in J. P. Unnikrishnan and others v. The State of Andhra Pradesh[5] held that every citizen of this country has the right to free education until he completes the age of fourteen years. Indeed there is not a doubt that such a right if rightly enforced, could be directly or indirectly responsible for mitigation of many problems including trafficking. The detailed discussion of child rights and timely measures adopted to safeguard childhood will not be complete without the discussion of POSCO Bill. The President of India on June 12, 2012 assented the Act. . This Act was introduced to protect children from offences of sexual assault, sexualharassment and pornography and provide for establishment of Special Courts for trials of such offences and for matters connected therewith or incidental thereto. The very same consequences of child trafficking are dealt with in such laws. It can be well noted that Clause (3) of the Article 15 of the Constitution empowers the State to make special provisions for children and in India. The wellbeing of a child are regarded as being of paramount importance at every stage, as the law operates in a manner to ensure a healthy physical, emotional, intellectual and social development of a child. Further to monitor the implementation of the objectives enshrined in the constitution the Central Government has appointed a National Commission for Minorities, a National Commission for Scheduled Castes and Scheduled Tribes and a National Commission for Women. The National Human Rights Commission (NHRC) came into being in 1993 by virtue of the Protection of Human Rights Act. NHRC has become an agency to figure with, and has carved out a place for itself in the assortment of Indian national institutions for implementation of human rights. India is also a party to the United Nations Conventions on the Rights of the child, adopted on December 11, 1992 .The convention has prescribed a certain set of standards in order to ensure and secure the best interests of the child. India being a party to this convention, is obligated to follow all the set of standards in guaranteeing such safeguards to child/children. The State parties to the Convention on the Rights of the Child are required to undertake all appropriate national, bilateral and multilateral measures to prevent- inducement or coercion of a child to engage in any unlawfulsexual activity the exploitative use of children in prostitution or other unlawful activity the exploitative use of children in pornographic performances and materials This Act is enacted by the Parliament to be extended to all the parts of India, excepting Jammu and Kashmir. This brings our notice to laws and Acts that extends to even Jammu and Kashmir. India is also a signatory to the UNCRC which defines the age of a child i.e. below 18 years. Countries all over the world use this definition. A child between the ages of 0-18 years is not allowed to vote, sign a contract or engage a lawyer. The Juvenile Justice Act enacted in India in 1986 (which was enacted in Jammu and Kashmir too by 1997, and the rules adopted in Jammu and Kashmir by 2007) came as beginning of the Juvenile Justice (Care and Protection of Children)Act 2000. The Juvenile Justice (Care and Protection of Children) Act 2000 is the primary legal framework for juvenile justice. The Act provides for a special approach towards the prevention and treatment of juvenile delinquency and provides a framework for the protection, treatment and rehabilitation of children in the purview of the juvenile justice system. This law, brought in compliance of Child Rights Convention 1989, repealed the earlier Juvenile Justice Act of 1986 after India signed and ratified Child Rights Convention 1989 in year 1992. This Act has been further amended in year 2006 and 2010. Technically even though this Act talks about Juvenile only , it is nevertheless essential in our study of child trafficking for this age group which according to India, are also highly targeted and disregarding the technical and formal description of age, this age group (16-18) ends up being a vulnerable target to human trafficking. The Juvenile Justice (Care and Protection of Children) Act is considered to be an extremely progressive legislation and Model Rules 2007 have further added to the effectiveness of this welfare legislation. However the implementation is a very serious concern even in year 2013 and Supreme Court of India is constantly looking into the implementation of this law in Sampurna Behrua Versus Union of India and Bachpan Bachao Andolan Versus Union of India. In addition to Supreme Court, various High Courts in India, specifically Bombay High Court and Allahabad High Courts are also monitoring implementation of JJ Act in judicial proceedings. In order to upgrade the Juvenile Justice Administration System, Government of India launched Integrated Child Protection Scheme (ICPS) in year 2009-10 whereby financial allocations have been increased and various existing schemes have been merged under one scheme. 1.4 Other Measures of Protection of Human Rights under Indian Law The Protection of Civil Rights Act, 1955 Suppression of Immoral Traffic in Women and Girls Act, 1956 Maternity Benefit Act, 1961 Dowry Prohibition Act, 1961 Equal Remuneration Act, 1976 Bonded Labour (Abolition) Act, 1976 Employment of Children Act, 1938 (Amended in 1985) The Child Labour (Prohibition and Regulation) Act, 1986 Juvenile Justice Act, 1986 Indecent Representation of Women (Prohibition) Act, 1986 Sati (Prevention) Act, 1987 The Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act, 1989 The National Commission for Women Act, 1990 The National Commission for Minorities Act, 1992 The National Commission for Safari Karamcharis Act, 1993 The National Commission for Backward Classes Act, 1993 The Mental Health Act, 1993 1.5 Fundamental Duties and Human Rights Part IV(A) of the Constitution vests the Fundamental Duties of every Indian citizen (Article 51-A). This clause was inserted by 42nd Amendment 1976. The duties are to respect the Constitution and its institutions, to live by the noble ideals of the freedom struggle, to protect the sovereignty and integrity of India, to defend the country, to promote communal harmony, to renounce practices derogatory to the dignity of women, to preserve the cultural heritage, to protect and improve the natural environment, to have compassion for living creatures, to develop the scientific temper, to safeguard public property and abjure violence and to strive towards excellence in all spheres of individual and collective activity. In 2002 The Eighty- sixth Constitutional Amendment inserted a new clause (k) in Article 51(A) making it the duty of parent or guardian to provide opportunities for education to his child or as the case may be, ward between the ages of 6 and 14 years. In the subsequent years it appeared that parts III, IV and IV (a) of the Constitution are heavily depended upon the judiciary for their interpretation and application. The various ‘reasonable restrictions’ clauses mentioned in Part III, Article 21, and the rarely used Part IV-A have given the judiciary ample scope for reviewing the administrative and legislative action. Infact, Article 21 has allowed judicial institutions to act as a catalyst in pushing the State to implement the DPSPs with respect to the â€Å"life and personal liberty.† 1.6 Directive Principles of State Policy and Human Rights The non-enforceable rights in Part IV of the Constitution are mainly those of economic and social in nature. However, Article 37 makes it clear that despite being non enforceable it does not weaken the duty of the State to apply them in making laws, due to their fundamental nature. Additionally, the innovative jurisprudence of the Supreme Court has now read into Article 21 (the right to life and personal liberty) many of these principles and made them enforceable.[6] Reading in nutshell we can find that they demarcate the duties of the State, i.e. encompassing securing a social order with justice, social, economic and securing for â€Å"the citizens, men and women equally† the right to an adequate means of livelihood. (Article 38). They directdistribution of ownership and control of community resources to subserve the common good., prevent concentration of wealth and means of production to the common detriment , secure equal pay for equal work for both men and women, prevent abuse of labor, including child labor , ensure child development , ensure equal justice and free legal aid organize village democracies (Article 39). In Article 40, constitution sates the provision of the right to work, education and public assistance in case of unemployment, old age sickness and disability. Article 41 vests provision of humane conditions of work, whereasArticle 42 entails the living wage and a decent standard of life and so on so forth. Hence it can be witnessed that these directives aim to include the indispensable provisions for development of child and education for children amongst the other essential directives i.e. to provide for human rights and decent standard of living. 1.7 Political Rights and Human Rights India being the largest representative democracy in the world is based on universal adult suffrage, providing every Indian of at least eighteen years of age the right to vote. The Constitution of India provides for direct elections to the House of the People of the Central Parliament, i.e. the Lok Sabha and the State [Provincial) Legislative Assemblies, once in every five years.. The right to vote, the; right to contest elections, and the conduct of elections are all governed by the Constitution (Part XV) as well as special laws like the Representation of the People Act, 1951. 1.8 Judiciary and Human Rights The vanguard of human rights, the Judiciary is one of the three organ of Government in India. It performs this function by innovative interpretation of the constitution with regard to the human rights provisions. The Supreme Court in the case Ajay Hasia v. Khalid Mujib[7] declared that it has a special responsibility, â€Å"to enlarge the range and meaning of the fundamental rights and to advance the human rights jurisprudence.† The Supreme Court of India and the State High Courts have unequivocal powers under the Constitution to enforce the fundamental rights and it has liberally interpreted these powers. The major contributions of the judiciary to the human rights jurisprudence have been two-fold: (a) The substantive expansion of the concept of human rights under Article 21 of the Constitution, and (b) The procedural innovation of Public interest Litigation. 1.8.1 Expansion of Article 21 Article 21 remains the core concern in our discussions of human rights and it is essential to read it in much details. Article 21 reads as follows, – â€Å"No person shall be deprived of his life or personal liberty except according to the procedure established by law.† The expansion of Article 21 of the Constitution has taken place in two respects: The expression â€Å"the procedure established by law† was interpreted in the case A.K. Gopalan v. State of Madras[8] in the year 1950, the very first year of the Constitution, the Supreme Court in, reflecting on the intentions of the Constitution-makers, held that â€Å"procedure established by law† only meant that a procedure had to be set by law enacted by a Legislature. This phrase was deliberately used in Article 21 in preference to the American â€Å"Due Process† clause. Three decades later, in Maneka Gandhi v. Union of India case, the Supreme Court noted that â€Å"the Supreme Court rejected its earlier interpretation and holds that the procedure contemplated under Article 21 is a right, just and fair procedure, not an arbitrary or oppressive procedure.†[9] The procedure, which is reasonable and fair, must now be in conformity with the test of article 14 — â€Å"in effect it has become a Due Process.† There is no doubt that the experience of National Emergency (1975-1977) prompted the court to go all out for vindication of human rights. Since Maneka Gandhi’s case, every case of infringement of rights by the Legislature has undergone judicial scrutiny in terms of the new guideline laid down by the Supreme Court of India. Further, this case led to the establishing of the due process norm, which included rights like, right to claim legal aid for the poor and the right to expeditious trial etc.[10] The judiciary interpreted ‘the right to life and personal liberty† to comprehend all basic conditions for a life with dignity and liberty. The judiciary has interpreted the word â€Å"Life† to include the right to possession of each organ of one’s body and a prohibition of torture or inhuman or degrading treatment by Police. In the Francis Coralie Mullin v. The Administrator, Union territory of Delhi[11] case, the Supreme Court held that â€Å"life† couldn’t be restricted to mere animal existence, or physical survival. Hence it can be summed up that the right to life means the right to live with dignity and availing the basic necessities of life such as adequate nutrition, clothing, shelter and facilities for reading, writing and expressing oneself. Many cases in High Courts and the Supreme Court often revealed â€Å"a shocking state of affairs and portray a complete lack of concern for human values.† . Justice Bhagwati held â€Å"if a person is deprived of his liberty under a procedure which is not ‘reasonable’, ‘fair’ or ‘just’, it would fall foul of Article 21. The following cases will through light that how time and again this Fundamental right has come to the rescue during the violation of Fundamental Rights. In Deoraj Khatri v. State of Bihar [12]case the Police brutality was raised in which 80 suspected criminals were brutally blinded during Police investigation (Bhagalpur Blinding case). The Supreme Court condemned it as a â€Å"barbaric act and a crime against mankind.† Where as in Sheela Barse, The State of Maharashtra case, the Court was heard the plight of custodial violence against women and in judgment it laid down certain guidelines against torture and ill treatment of women in Police custody and jails. The Supreme Court has held a right to monetary compensation for deprivations of the right to life and liberty suffered at the hands of the State under Article 21. In, Paramanand Katra v. Union of India, The health problems of workers in the asbestos industry led the Supreme Court to rule that the right to life and liberty under Article 21 also encompasses the right of the workers to health and medical aid.[13] [1] A.I.R. 1976 S.C. 1207 at 1293 [2] A.I.R. 1978 S.C. 597 [3] A.I.R. 1967 S.C. Delhi 1836 [4] A.I.R. 1963 S.C. 1295 [5] A.I.R. 1993 S.C. 645 at 733. [6]Justice Sujatha V. Man3har, Judiciary and Human Rights, Indian Journal of International Law (Vol. 36, Nc1.2, 1996): 39-54. [7] A.1.R .I981 S.C. 487 at 493. [8] A.I.R. 1950 S.C 27 [9] A.I.R. 1978 S.C. 597 [10] [11] A.I.R.98.1. S.C . 746. [12] A.I.R. 1981 S.C. 928 [13] A.I.R. 1989 (4) S.C.C. 286.

Consider Some Key Theories and Concepts of Learning and Assessment Essay

In this assignment I will explore the concept of learning and application of some learning theories within the in the vocational further education sector. I will explore the application of theories to health and social vocational topics and how this assists in developing key attributes for learners on these programmes. I will identify assessment methods and provide a critique of the validity of these in different educational programmes. Definitions of learning vary drastically. This is primarily due to the differing conceptions of what learning actually is. Saljo (1979) identified five categories of learning. It is suggested that the five categories: â€Å"†¦increase in knowledge; memorising information; Acquiring facts, skills, and methods; making sense or abstracting meaning; interpreting and understanding reality in a different way† (Saljo, 1979), conceptualise learning as process. There has been extensive debate regarding the learner’s awareness of events whilst undergoing this process. Rogers (Weilbel, 2011) identified two categories of learning: Acquisition and formalised. Acquisition learning is activity or task based learning linked to a continuous, unconscious learning process that takes place throughout life, in education and personal experiences. As it is thought of as an unconscious process, Rogers approach emphasises the lack of learner awareness during learning. Formalised learning is generally facilitated by an education professional where the learner is actively conscious of learning taking place (Colley et al, 2003). Whilst many professionals agree there are differing types of learning, the more commonly referred to dimensions of learning are often categorised into five dimensions rather than the two categories identified by Rogers. The behaviourist approach argues that behaviour is a result of environmental stimulus and the experience following the behaviour of positive or negative consequence will determine responses to the same environmental stimulus in the future. Reinforcement of positive consequences by positive praise or feedback can accelerate learning by conditioning the learners in the pattern of behaviour response to environmental stimulus (Minton, 2005). Behaviourist view learning as a step by step process and this combined with sequential praise will enable learners to associate a positive experience with learning. These behaviourist concepts have a heavy influence over the whole education system and are embedded into regulatory guidelines however lend themselves well to vocational, competency based qualifications such as the BTEC given the modular nature of the programme. The modular layout enables regular opportunity for the stimuli: behaviour response relationship to be enforced through positive achievement. Although this passive learning approach is utilised within most educational establishments, where learners acquire knowledge, constructivists argue that learners take a more participatory role in their learning and there is scope that each learner will have a differing perception of a learning experience and draw upon their own interpretation of the knowledge presented to them. Unlike the behaviourist approach where the teacher is the knowledge base, the constructivist theory places the learner at the focus of a more meaningful learning experience (Driscoll, 1994). The constructivist approach lends itself to the teaching methods applied in vocational topics. It links learners’ experience of the wider world including their vocational experience with the topics being taught. It creates opportunity for the application of learner knowledge in real life situations which allows them to build their own constructs (Petty, 2004). This approach links heavily with the humanistic approach to teaching and learning in that experiential or applied knowledge concepts foster a positive learning environment. Rodgers identified cognitive and experiential as the two types of learning. According to Rodgers, cognitive learning is meaningless and often consists of learners reciting information given; it does not rely on understanding or the application of the knowledge. Experiential learning however is closely related to vocational education in that it relies on learner’s ability to apply knowledge to situations that they have a personal interest in. In doing this, it creates opportunity for valuable learner involvement and significant learning (Beard and Wilson, 2006) In 1984, Kolb highlighted the benefits of a learning cycle developed as a result of an experience and emphasised how this not only enables knowledge transfer but it also develops skill competencies. This is particularly important in the health and social care sector as application of knowledge and vocational competency are key to the future employability of learners. The social learning theory combines elements of cognitive and behavioural learning theories. Bandura developed an approach where these two theories integrated and formed four categories of learning: observation, retention, reproduction and motivation. This learning theory relies heavily on modelling behaviours and is utilised heavily in the health and social care sector through vocational placements and induction periods where appropriate behaviour is displayed for new employees to imitate. Vocational Health and Social Care course outcomes and preparation for employment in the sector require a particular set of learner attributes and as such, teachers in this sector need to be aware of the skills set to develop appropriate to the needs of the sector and leaner. Not all learning can rely on the conditioning of learners and the cognitive approach based on constructivism argues that learning is the acquisition of not only knowledge but also skill by mental and cognitive processes. Thus learning is an active process and as teachers we need to appreciate the restraints of the assumptions of the cognitive theory of multimedia learning to assist in creating an experience which maximises the potential for learning to take place. This would include considering the auditory and visual channels, the capacity of each channel and the stages of the learning process (Mayer, 2001) Mayer (2001) highlights the importance of transferable learning and the integration of new information with prior knowledge. This is vital in the BTEC courses as the module outcomes are usually sequential and rely on the extension and application of existing knowledge Atherton (2011) however suggested that the way in which students learn is hugely defined by their motivation. The model used identifies two types of learning: deep and surface. This model associates well with the Access to HE Diploma in that most leaners are mature and have re-engaged with education purely as a stepping stone to succeed in a given career pathway. The motivation of Access learners is usually high and as Atherton (2011) suggests, intrinsic motivation of the learners will likely trigger a deep learning strategy. Although plausible, some research suggests that learning is habitual and regardless of the motivation, past experiences and approaches to learning are more likely to inform current engagement with the learning process. Discuss the key principles and concepts of assessment According to Gravell’s (2011), assessment is used to â€Å"†¦ find out if learning has taken place†. Assessment methods should be used at regular intervals throughout a lesson and informs practice, it should be used to advise future lesson planning of the same topic and subsequent lessons within the scheme of work. This is vital as if learners fail to meet the assessment; alterations need to be made to the lesson plan and scheme of work to address this before further topics can be taught. The two main forms of assessment are summative and formative. The methods used for each type of assessment and their respective aims vary. Formative assessment is usually carried out on a regular basis. It allows constructive feedback based on assessment of learner knowledge or work and acknowledges that learner’s abilities can be challenged with motivational feedback which assists in development. Summative feedback is usually a final assessment of a learner which is rigid in structure and final. Within the Health and Social Care sector, vocational education is heavily targeted towards formative assessment and tutors are encouraged by the accreditation body to provide opportunity for leaners to develop their work using formative assessment given verbally and documented on pieces of work. The assessment, accreditation and regulatory procedures placed on educational establishments impose tight restrictions on the content of teaching, expected learning outcomes, and their perception of what learning is. There are quality and validity issues surrounding assessment in every educational establishment which has a direct effect on the achievement of learners. Linked with quality assurance, standardisation and verification procedures, the consistency of tutor assessment of learning and its reliability is placed under intense scrutiny. This ensures that all learners have the same expectations placed upon them and the work produced meets the required standards to achieve the award. The concept of effective feedback in education is one which is controversial and with the best efforts, can still be misinterpreted. It is vital for teachers to be aware and have existing knowledge of appropriate feedback models which suit both learner and the programme which is being delivered (Wiggins, 2012). Feedback can be given in many forms and an awareness of the impact of these on the learner, achievement, the teacher and the college is fundamental. Feedback given to an individual may be given formally, informally, verbally, written, and be formative or summative. Learning and Assessment in Practice According to Petty (2004), there are four stages of teaching: setting aims, planning to meet the aims, delivering the session and then evaluating it. Lesson aims are usually taken from a scheme of work which is formed using the accreditation body specification. The Scheme of Work I devised was for the Research Skills Unit of the Access to HE Diploma using OCN accreditation. The OCN specification gives teachers guidelines on which aspects of the topic are required to meet the learning outcomes and the assessment methods for them. The scheme of work in place for this unit was very informal in placement and so I prepared a new version which was approved for use by my mentor. I will discuss the scheme of work including evaluation of inclusion, differentiation, embedding of key skills and actual content. I will discuss and evaluate two lesson plans from the unit and reflect on whether they produced an inclusive learning environment where there were positive outcomes of assessment of learning. The scheme of work for the research project originally lacked any activity based learning and relied upon traditional didactic approaches of tutor led presentation style lectures. Whilst this is an Access to HE course which strives to prepare leaners for experiences they may encounter in FE, being more creative with the content may provide a more valuable learning experience for learners. James and Pollard, 2006) Throughout the scheme of work there are documented sessions on 1:1 support which are used to differentiate between students The original scheme of work demonstrated poor opportunity for inclusive learning and differentiation. During the first session, I felt that the group were struggling a little with the concept of a research project and the enormity of the task ahead of them. In an attempt to make the content more accessible and less daunting, I revised the scheme of work by planning tutor led approaches, group activities, peer feedback, nominated questions and a variety of resources with links to each subsection of the scheme of work: an example of this was the use of blurb on a book to identify the concept of a summary in research. This type of planning promotes an inclusive learning environment where each learner is involved (Ashmore et al, 2010). I had planned to separate social groups to promote inclusion by encouraging integration across peer groups. This assists in learners gaining the opportunity for peer learning and developing skills around recognising and respecting diversity which is a key attribute in all health and social care sectors. To assess learning and ensure I had planned for differentiation within the group I used nominated and open questions. This allowed me to identify learners who required scaffolding whilst stretching and challenging all learners appropriate to their ability. The first lesson included in this assignment is the first session based on the introduction and overview of the unit. In this session I introduced the Word Wall ( see appendix). This was a useful tool in introducing new academic jargon which was a requirement of the learning outcomes and therefore leaners were required to utilise throughout their project. This utilised the cognitive approach as it assisted learners to guide them to relevant words, and limit individual sensory overload. As the unit has strong links to more formal academia and will almost certainly appear in most learners’ further education, it was imperative that they had a good understanding of the basic knowledge required from the start. The second lesson included in this assignment is the workshop I delivered on conducting a literature review. The original scheme of work planned for the use of a SMART board and class discussion for this lesson however this did not allow me to assess the ability of learners to conduct a literature review relating to their research topic and therefore failed to fully ddress differentiation and inclusion. My lesson plan involved tutor led starter activity where a recap of the literature review would occur and nominated questions to assess learners understanding of the variety of techniques used to narrow down their results and identify research which was of use to them. I had prepared a print out of the power point which I was unable to present due to the room restrictions: the learning resource centre is a quiet zone and so no formal presentation of the information was appropriate. To accompany this, the learners were given a step by step guide of performing a literature review with an example to follow for those who required assistance (appendix). Throughout this lesson I embedded the use of ICT and literacy skills in the form of communication, writing and reading to ensure I was supporting the development of functional skills which are extremely important. Formative assessment, verbally and documented, was used throughout both lessons to support learning and create opportunity for learners to develop their work prior to summative assessment. Methods of assessment relevant to your specialist subject area For this section I will be using examples from practice that I have been involved in: the OCN Access to HE Diploma and Edexcel BTEC Level 3 Diploma. The original scheme of work for this OCN unit was heavily based around the accreditation requirements and in doing so, was primarily focused on summative assessment. Learners were not often given the opportunity of formative assessment however this has been identified by both the learners and I as a potential learning opportunity which is being missed. Formative assessment would allow learners to reflect on and action their feedback which would enable targeted performance improvement. This would assist in the learning process for the learner and possibly also be reflected in improved achievement in summative assessment. When compiling the new scheme of work, this was considered throughout and opportunities for formative assessment and informal feedback were embedded to improve learner’s ability to build on their strengths and learn from continuous feedback rather than rely purely on summative feedback. The Access course design lends itself to summative assessment however learners on this course are often placed under increasing pressure to gain Distinction mark criteria by Higher Education establishments. Given most learners on the course are returning to education after work/life experience, it is unusual that a learner would achieve a Distinction grade especially on the first few modules. Increasing formative assessment in the first term of the course would potentially enable greater differentiation of learning and opportunity for this to be a realistic possibility. The course design of the BTEC differs greatly from the Access to HE in terms of assessment. It is widely accepted that the BTEC learners have multiple opportunity to gain formative assessment and that summative assessment of learning almost merges into formative when required: a final submission of work can be referred back to the learner with feedback which will highlight areas the learner needs to address to meet the criteria. There are possible issues with the reliability and transferability of the award. BTEC in nature is modular with each unit have a set of outcomes achievable by gaining the pass criteria and for those able, the merit and distinction criteria also. Most of the work is coursework related with few incidences of presentations, this combined with multiple attempts at achieving the outcome criteria and some FE institutions teaching purely to assessment criteria rather than teaching to enable application of knowledge/skills in the sector could possibly lead to learners achieving the award without having developed the necessary knowledge and skills as relied upon in the sector. Conclusion I feel this module has provided me with an overview of delivery and learner expectations within the education sector. Not only have I been able to gain valuable experience in delivery of programmes, I have also been introduced into the complexities of the role of an FE teacher within a large organisation. My own attributes as a trainee teacher and desire to improve the learning experiences of those I deliver to have been met with some conflict within an institution environment where values, attitudes toward the learning process and increasing learner involvement are not shared. This has provided me with an opportunity to reflect on my own values and consider my future employment options. The scheme of work, lessons planned and lesson delivery within the placement has extended my knowledge and skills of effective learning within the classroom environment and how implementing theory affects the learning opportunities and achievements of the learners. I hope to continue developing these links throughout the course to inform a more effective delivery of learning and a higher standard of teaching.

Was Bismarck’s Foreign Policy 1871-90 a Success

The Aim of this essay is to study Bismarck's Foreign Policy from 1871-90 and come to a conclusion about whether it was a success. Otto Von Bismarck born on April 1, 1815 at Schonhausen and considered the founder of the German Empire. From 1862 to 1873 Bismarck was prime minister of Prussia and from 1871 to 1890 he was Germany's first Chancellor. Once Germany was unified, Bismarck noticed that Germany was under threat of attack from other countries surrounding it. Bismarck primarily wanted to avoid any challenges against the new European order and to unite the new German state, which faced domestic opposition and great suspicion from the rest of Europe Bismarck wanted to do this, rather than seek further territory or fight more wars, which would put Germany’s unified country under a lot of pressure. Furthermore, France wanted revenge and therefore, Bismarck knew she had to be isolated. Part of Bismarck's foreign policy in which he was successful in achieving was the weakening and isolation of France. The former objective was attained by the peace settlement imposed on France by the Treaty of Frankfurt, which included a large war indemnity. The five main powers in Europe were Great Britain, Russia, France, Austria- Hungary and Germany. Bismarck knew that to isolate France, he would have to form an alliance with at least two of them. Firstly, Bismarck knew that Britain would not present Bismarck with any problems as it was more concerned with its own empire than with the rest of Europe. Also, Britain was more pro-German than pro-French and therefore wouldn’t protest at the isolation. Therefore in fear of a future two-fronted war, Bismarck managed to bring Germany, Austria Hungary and Russia together to form the Dreikaiserbund also known as the league of 3 emperors, in 1872/3. The aim of this alliance was to maintain existing borders in Europe Fight and fight both socialism & republicanism, effectively slowly isolating France. This Alliance was going well between countries and serving its purpose until there was a war scare in 1875. Bismarck had previous convictions about France’s financial situation and he thought it would be an extremely long amount of time before France could pay back the war's indemnity. However, France managed to recover quickly and German troops were forced to leave France, scaring Bismarck and fueling Rumors of a war between Germany and France. Austria-Hungary and Britain greatly disapproved of a war between these 2 countries. This put immense amount of pressure on Bismarck and he was forced to drop his ideas about isolating France until he knew that France would no longer have reasons to attack Germany. Another reason that the Dreikaiserbund was not a success was the Russo – Turkish War in which Russia was victorious in. this caused a treaty in Bulgaria to be enlarged. This did not please Britain and Austria Hungary and soon Russia, Germany, Austria Hungary and Britain were locked in diplomatic arguments. The â€Å"Congress of Berlin† left Russia very disappointed especially at Bismarck’s role (Bulgaria was divided into three small states), Russia withdrew from the Dreikaiserbund. This resulted in the fall of the Dreikaiserbund, because of the impossibility to renew it with Russia not involved and therefore showing that the Dreikaiserbund was a failure which weakened Germany's control over their foreign policies. In 1879, the Dual Alliance between Austria and Germany was formed. This was definitely a success for Bismarck. Austria and Germany agreed that if either one of them was attacked by Russia, the other will provide military support. They also decided that if either was attacked by any other European country, then the other would be neutral throughout any conflicts that resulted. Although the treaty itself was made public, the terms were kept secret. This treaty was renewed every five years until 1914. This alliance was such a success for Bismarck, chiefly because he managed to maintain a permanent ally in case of any war that Germany would be involved in. Soon after the Dual Alliance in 1881, Bismarck understood that he needed to rekindle relations with Russia and therefore created a renewal of the Dreikaiserbund. Bismarck hoped that this agreement would help to reduce tensions between Austria and Russia in the Balkans. It was agreed that the Western Balkans would be dominated by the Austrians and the Eastern half by the Russians. This was a success at the beginning because, again, Bismarck managed to keep on the right side of every country with all the alliances and this one benefitted every county involved. However, events in the Balkans were to disrupt Bismarck’s aims. Between 1885 and 1887 the Bulgarian crisis saw relations between Austria and Russia deteriorate. Moreover, worryingly there was a lot of pro French feeling in Russia. In 1887 the Dreikaiserbund ended as Russia made it clear she would sign no further agreement with Austria. However, in 1882, Bismarck created the triple alliance. This was an alliance of peace and friendship and was an extension of the Austro-German Dual Alliance to include Italy. Under the provisions of this treaty, Germany and Austria-Hungary promised to assist Italy if she were attacked by France, and vice versa: Italy was bound to lend aid to Germany or Austria-Hungary if France declared war against either. Moreover, if one of the countries should find themselves at war the others would provide assistance. However, this alliance did not have the same security and the Dreikaiserbund seeing as Italy is only considered â€Å"half† a European power. Moreover, Italy specified in the treaty that it could not be called upon to go into war with Britain. These were successes in the short term as Bismarck achieved his goals of allying with two other great powers and also kept them happy. Soon after, a re-insurance treaty was introduced due to the Austro-Russian rivalry over Bulgaria leading to the collapse of the Second Three Emperors' League. The reinsurance treaty meant that Russia and Germany would be neutral unless Russia attacked Austria Hungary or Germany attacked France. By creating this treaty, Bismarck had been able to prevent his nightmare – a two front war, from being realized. However, peace did not mean security, and so neither the re-insurance treaty nor the triple alliance can be considered as a long-term success. Throughout the years there was extreme Austro-Russian rivalry over Bulgaria According to the terms of the Second Three Emperors' League, Bulgaria was recognized as a Russian sphere of influence The Bulgarians were experiencing an awakening of national self consciousness and did not want to be dominated by the Russians. In 1885, in defiance of the Treaty of Berlin, the Bulgarians united Bulgaria with Eastern Rumelia. Russia objected to the emergence of a large anti-Russian state but Austria and Britain gave their recognition to the union of Bulgaria with Eastern Rumelia. Russia hated the Austrians for breaking the terms of the Second Three Emperors League and allowed the League to lapse in 1887. A large indication on how successful Bismarck's wereimportnatf ecn dncgreat reat foreign policies were would be the fact that once Bismarck resigned, Germany's foreign relations immediately began to fall apart. Bismarck successfully guarded Germany. In 1890, Bismarck wanted to renew the Re-Insurance Treaty; Russia was also keen on doing so. The Kaiser was against renewing the Re-Insurance Treaty because he believed he could rely on his own personal relations (he had a close relationship with the tsar, owing to them being cousins). Bismarck offered his resignation, due to his frustration and the Kaiser accepted it, but prevented him from publishing his reasons for dismissal. In 1891 there was an informal agreement between the Russians the French and French ministers visited Russia and in 1893 they formed a complete military alliance, an extremely dangerous move against Germany, and one which they would regret. In conclusion, I believe that to a certain extent Bismarck’s Foreign policy from 1871-90 was a success. For example, The Dual alliance between Austria and Germany In 1879, this alliance was such a success for Bismarck, chiefly because he managed to maintain a permanent ally in case of any war that Germany would be involved in. It seemed that Bismarck’s goal in achieving the weakening of France and isolating it was well achieved in his time. Even when it seems that his plans are failing, he finds a way around that; for example the re-insurance treaty. However, to a certain extent Bismarck’s Foreign policy from 1871-90 was not a success shown in the collapse of both Dreikaiserbund. Moreover many could argue that if one was to look at things in the long term, Bismarck was in fact not successful at all in his foreign policies.

Independent learning Free Essay Example, 1250 words

They are normally expected to allocate a certain amount of time to studying (Candy, 1991). Time management is not only a requirement in self directed learning, it is also very important in the modern business world and in the private lives of individuals as well (Trait and Knight, 1996). Time management skills that individuals learn from their independent learning may come in handy in their places of work. In today’s business environment, time is equated to money and any second wasted is like wasting money. Proper time management is therefore vital aspect of any successful business (Quality Improvement Agency, 2008). A person with time management skills has a lot to contribute to an organization than one who has no time consciousness. Independent learning also enables people to develop self independence. When individuals have to learn by themselves, they normally do not have external assistance or someone they can rely on for help (Quality Improvement Agency, 2008). This makes them develop independence as they have to formulate their own learning strategies and determine their own learning outcomes. In other words, people who go through independent study have a level of self reliability which may come in handy in their places of work (Malta, Dimeo and Carey, 2010). We will write a custom essay sample on Independent learning or any topic specifically for you Only $17.96 $11.86/pageorder now The business world needs people who are reliable and to be reliable one has to have some level of self independence. Reliable people can be relied on to execute business operations without having to rely on external assistance. Apart from autonomy, independent learning also emphasizes on confidence and reflection. Through reflection learners are bale to think about the best learning strategies that may work for them (Trait and Knight, 1996). Reflection enables individuals to develop deep thinking capacities which are essential in the modern business environment. Reflection is what enables people to come up with innovative ideas which can be transformed into ground breaking innovations for organizations. Confidence in the workplace is also important as it enables individuals to work fearlessly in their endeavors to make their organizations successful (Beitler and Mitlacher, 2007). Independent learning also creates responsible members of society who are empowered to tackle any challenges that may come their way, at work or even in their private lives. One important aspect of independent or self-directed learning is the fact that it is an instrumental kind of learning (Malta, Dimeo and Carey, 2010).