Loitering in Terms of the Criminal Law Assignment

Loitering in Terms of the Criminal Law - Assignment Example The assignment "Loitering in Terms of the Criminal Law" talks about the first amendment of the constitution that refers to the loitering and protects the due process clause "freedom to loiter for innocent purposes". In enactment of the ordinance proscribing loitering, it was intended that gangs were prevented from possessing dominion, over the public streets. Liability will only set in if an individual disobeys an order by a law enforcement officer, to disperse when asked to. As per the ordinance, the police have a duty of care to the residents, of maintaining peace and dispersing groups of individuals who inhibit it. Individuals must be protected from these gangs, as they induce fear to the extent that they are forced to remain indoors. In addition, they should be protected from threats, by these persons, which remain in one place without an apparent purpose, as they watch the residents’ movements and attack them at an opportune time. The USA Patriot Act was established, to curb and punish acts of terrorism and enhance law enforcement. Initially, the act dealt with international terrorism acts. However, domestic terrorism was added to the definition of terrorism. As provided in section 802 of the act. Any act that endangered human life, was a form of domestic terrorism. Despite criticisms on the provisions of the act, it provided determent against terrorism at the best interest of the citizens, if the terrorists actions, were intended to guide government’s policy, by intimidation or coercion.... tained, so as to help in supporting, conducting or concealing an act of terrorism and more so, if the property is derived from, involved in, or used to commit an act of terrorism. An assertion of a probability, of believing that an individual or an entity has committed terrorism against the country, residents or their property; calls for action and as such, any provision permitting the government to curb and punish such acts is not unconstitutional. If a person negligently fails to perform his duty of care, he/ she will be liable for damages. However, the plaintiff ought to prove beyond reasonable doubt, that he suffered loss as a result of the defendant’s negligence. Secondly, he must prove that he was within the scope of that duty, and lastly, prove that there was breach of duty, and as such, fair and reasonable to impose liability. The state statute will be held void for vagueness if it fails to justify the three conditions (Scheb, 2011). Courts are justified by all means, to impose a requirement that prosecutors prove the defendant’s intent to escape. Escape is the voluntary departure from custody. It is justified as escape, if without permission, the defendant, voluntarily leaves custody with intent to avoid confinement. Prosecution must prove that the defendant had no intent to leave and not to return. As such, intent would be held as proof of the crime of escape. In addition, the prosecution can bring forth evidence of threats and violence, as the cause for the action taken, which the jury considers. In such cases, the conditions necessitating the defendant’s departure must be relatively mild and alternative remedies such as consulting the wardens, put into consideration. The general principle, â€Å"justification by choice of lesser evil† provides that the

Analysis of Literary Criticism about Oranges of Gary Soto Research Paper

Analysis of Literary Criticism about Oranges of Gary Soto - Research Paper Example In his narrative, the poet actually steps in adolescence when he buys something for her girl by taking a chance. He offers an orange and a nickel to the saleslady for the bar of chocolate that the girl chooses. This is a critical point in the life of the boy and the climax in the poem because it creates uncertainty whether the saleslady will accept it or not. Once his offer is accepted, the boy comes out of the superstore triumphantly and enjoys his time with the girl. Although his courage is impressive, the risk was also a safe and intelligent bet: If the saleslady had refused to honor his orange for payment, he would still have the two oranges to share with the girl on their way home. Either way, he proves himself and impresses the girl which was the goal in the first place, and he is rewarded for his bravery by being allowed to hold her hand on the walk home. (White, 123) The poem is divided into two parts- before and after going in the superstore. The tone of the poem and the att itude of the boy have drastically changed. The tension or coldness between them is replaced by warmth and the scenery transforms dramatically. â€Å"Someone might have thought/ I was making a fire in my hands.† (55-56) the poet’s wish has been granted and suddenly the dullness of December as signified by fog and old coats is brightened up with the oranges. The color of orange stands out sharply in contrast to gray December; in fact it even looks like fire. Fire is the antithesis of frost, which was mentioned in the first part of the poem. Frost and crackling ice represent the absence of emotions or passions; but by the end of the poem, the boy earned warmth which is represented by the color of the oranges. In the first part of the poem, when the boy is entering the superstore, he notices a â€Å"used car lot† (18) which represents emptiness and stillness. The emotional state of the boy is empty and still. This condition is transformed in the second part of the p oem where â€Å"A few cars hissing past† (43) denote the movement or transition in the stage of life of the boy. He moves on in life without looking back at it with awkwardness, as he â€Å"finds a new sense of confidence and independence.†(White, 121) The poetic language used in the poem is simple and based on a trivial, everyday experience of a young boy. The language is also kept simple because it is stored in the memory of a person, when he was young- merely 12 years old. His memories are captured in a rather simple manner that makes it easy for the readers to compare or relate their experiences with his. Imagery and symbolism are used extensively by Soto to describe the entire scenery and situation. The boy recalls his vivid memories of walking for the first time with a girl. This shows how important it is for anyone at this age to feel love for the first time. The poet is aware of the external scenes and captures them in his memory- he is aware of all the sights and sounds of the gray December and slowly he starts noticing the various colors that light up his mood and his surroundings. The yellow light in the porch, the color of rouge on the cheeks of the girl, newly planted trees are some of the things that visually describe the scenery. Apart from this, sound imagery also brings to life the entire scene to the readers, as they read the phrases: Frost cracking; a dog barked; the tiny bell; and a few

Calls for Change in High School Mathematics Essay Example for Free

Calls for Change in High School Mathematics Essay Mathematic educators, parents and students are calling for proper changes in approaches to learning mathematics in high schools. The need to improve learning of mathematics in schools is highly recognized and underlined. Thus, the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School Mathematics that offered recommendations for high school mathematics reform. In addition, the Conference Board of the Mathematical Sciences in their official report ‘The Mathematical Sciences Curriculum K–12: What Is Still Fundamental and What Is Not’ stresses the importance of new topics and techniques in the secondary schools. New approaches should develop new learning techniques that would be discrete from statistics, mathematics, and emphasis on algebra and geometry should be properly re-assessed according to different abilities and needs of students who are taking mathematics course in the secondary school and high school respectively. The need for change and innovation is generally driven by emergence of advanced computing technologies that offers excellent opportunities for school educators to replace manipulative traditional techniques with more complex realistic problem-solving techniques. In its turn, the National Science Board Commission issued a report ‘Educating Americans for the 21st Century’ challenging courses in algebra and pre-calculus and stressing the importance of developing integrated mathematical sciences curriculum in the secondary school. Researchers argue that new curriculum will positively affect students’ achievement outcomes in the secondary and high schools. To make changes more effective teachers are required to understand the advantage of curriculum’s full scope and its consequences; students are required to support the expectations of classroom environment. The Core-Plus Mathematic Project is newly developed curriculum for high school mathematics. Of course, the Core-Plus Mathematic Project or CPMP curriculum is a matter of debates and controversies as not everyone admits the need of high school mathematics reforms. Nonetheless, the CPMP curriculum is worked out with assistance of mathematics education researchers, instructional specialists and classroom teachers. Moreover, the curriculum is shaped by empirical evidence gathered from students and teachers who are willing to participate in field testing. In particular, organization of mathematics curriculum should be interpreted in terms of teaching and assessment recommendations and should follow the standards set in the above-mentioned reports. New mathematics curriculum is a three-year mathematics course for high-school students who are allowed to take the fourth year to prepare for college mathematics. Newly designed curriculum differs from more traditional approaches as new curriculum encourages students’ understanding of mathematics – statistics, probability, algebra, geometry, trigonometry and discrete mathematics. Learning mathematics is developed in focused units that combine fundamental ideas with mathematical habits of mind. It means that new curriculum stresses the need to connect function, data analysis and symmetry with recursive and visual thinking. In contrast to traditional approaches to mathematics, new curriculum emphasizes the role of mathematical modeling and problem-solving instead of simple calculus. Researchers say the primary goal of curriculum improvement is to enhance students’ understanding and comprehension of key mathematical processes and concepts, to enhance student’s ability to use mathematical concepts in real-world problem-solving. Graphic calculators should enhance students’ understanding and abilities to solve authentic problems. Improved instructional materials encourage active teaching and learning processes that will primarily focus on problem situations, abstraction and analysis. Oral and written communication, reasoning with ability to represent, and conceptual understanding are highly appreciated and encouraged. All courses centre on mathematical reasoning and thinking with abilities to develop formal proof. Additional fourth year course will allow to keep students, who prepare for college mathematics, despite whether their undergraduate program is based on calculus. Students interested in mathematics are encouraged to be accelerated into the fourth course year. Today, many researches are focus on identifying whether new curriculum meets its specific goals. In particular, they try to reveal whether the learning outcomes based on new patterns of mathematics learning process differ from outcomes based on more traditional curriculum. During the past eight years researchers conducted various studies to examine mathematical achievement in classroom with CPMP curricula. Research studies have revealed that performance of CPMP students is much better than that of students with traditional interpretation of mathematical representation. It means that problem-solving and recursive thinking appear to be more effective in learning mathematics than simple understanding of key concepts of processes. Further, CPMP students are characterized by higher grade results at the end of the years than students with traditional approach to mathematics. Summing up, recent researches have indicated that CPMP students perform better than students with traditional curriculum. CPMP students are characterized by better abilities to interpret mathematical representation and calculation, to measure conceptual understanding and to recognize the importance of problem-solving. CPMP students are better in probability and statistics, algebraic manipulative skills, etc. Nonetheless, researchers argue that student’s success in college mathematics doesn’t fully depend on CPMP curriculum. Other factors, as, for example, student’s attentiveness, readiness to participate in learning process, self-awareness, classroom environment, play their important role in student’s high school mathematics performance. With guidance from educators, researchers and teachers, curriculum developers will be able to build on stronger patters of student outcomes. References Schoen, H. L. , Hirsch, Ch. R. (2003). Responding to Calls for Change in High School Mathematics: Implications for Collegiate Mathematics. The Mathematical Association of America Monthly, February, pp. 109-123. Available on-line from http://www. jstor. org/stable/3647770 .

Socratess Theory of Forms

Socratess Theory of Forms Theory of Forms Introduction Knowledge about the world is developed by basing on the things we see, listen and perceive and the information about these things is dependent on the senses and our perception about them. The knowledge and the perception, about even the most common things in the world are dependent on the general concept that exists about them. The descriptions of the things are defined by their appearance. Impression and the effects they have, but, for all these some standards are defined and these standards are used to categorize the things. Socrates also made this the center of his study and in his theory about the forms, he states that the things are explained on the basis of the concepts and those concepts are abstract in nature. This paper will be about the theory of forms presented by Socrates and the allegories that he used to explain them in detail. The paper will include the summary of the theory of forms followed by the third man objection to the argument, next comes the supposed counter a rgument by Socrates of all things in the world are set of ne large poll of forms, followed by the response to the counter argument all forms being the subject of another large set or being mutually exclusive, succeeded by the fact that inexistence of infinity and finally the conclusion to the whole discussion. Socrates Theory of Forms In the famous theory of forms or idea Socrates explains that the things achieve the properties like beauty or virtue with the help of other properties like having the property of being good and being beautiful and the existence of these properties make things what they are. It is our perception and our mind that decides what is beautiful and not our senses (Pluto Republic pp. 579-582). Similarly there can be several types of the virtues and the states, in which they exist, but, there will be one common attribute to it that is virtue. We are not able to see these things, like beauty, like the way we can see the other objects (Pluto Republic 507b). Since these properties beauty and virtue cannot be seen with the eyes and they can be perceived through different means and exist in separate domain and this can be considered as forms. Since our senses can be falsified and they can have different perception and can perceive wrong things then only philosophy can give the actual solution to this problem. In terms of forms, Socrates explained that there are a varieties of objects and things in the world that are related to the same concept and if those objects are liable to that particular concept then it is the certain feature that that particular concept should be common in these objects. Based on these assumptions, these things should have that particular attribute in common and if they are related to that attribute, and then it is the part of the existence of the things. It is certain that if some objects share same attribute, then a part of that attribute may be common in them, but, it cannot exist completely in a single object. B ased on the facts we can say that if a group of objects have some attribute in common it is because of the fact that they all are liable to it, but, it cannot exist completely in one objects and this comes to the result that the particular attribute that is shared must be the abstract in nature and can’t be accessed by senses. (Baird pp. 279-282) The main feature that exists in these attributes or properties is that that they are intelligible, clear and explainable (Pluto Republic 509d ff). Another feature that these properties or forms have is that they have is that they are unchangeable and exist in the same form (Pluto Republic 484b ff). The form may vary in the objects they exist but it will remain in its original form, in its actual existence (Pluto Republic 484b ff). Forms were further explained in Parmenides and was explained and were that every object has one or the other type of the form and the form has one and only one property that itself and cannot be mixed and also do not have any other property i.e. it is pure in its existence like beauty will have no other feature than beauty in itself. Moreover, every form is unique and has oneness in it i.e. there can be no copies of the form and it is the only one that exists and defines the objects that are associated with it and the forms are self defined and self predicted (Pluto Parmenides 128e- 130a). We cannot qualify or interpret a form on the basis of contrary predicate and the beauties itself can only e defined by being beautiful in its existence and nothing else. Form is self predicted and cannot rely on any other form and nothing can exist within it (Pluto Republic 479a-c, 523). Forms are abstract in nature and on the basis of the property they have, they give that particular feature to th e things in which they exist. A thing may be beautiful at one point, but, with the passage of time, the beauty may be compromised and may not exist in the form in which, it was actually and this may change the shape off object in which form originally existed. But, the existence of form cannot be challenged and it will remain in its original state, without any change or degradation and the actual form will not be influenced and cannot be defined by other forms. Parmenides’ Third Man Objection An objection that was raised against the Socrates’ theory of forms, in particular to his claim that all the objects that are answerable to one form have that form in it and that form also has that attribute in it and is self predicted. Parmenides claimed that if F is the form then if the three objects have same feature in common or have F-ness in them then it is the terms on which we all explain and determine these objects ids the form F. property of largeness was used in this case and Parmenides claimed that if the form F also has F-ness in it then there should be another form or other level of the form say F* that can explain this Form F. in this case F will not be self predictable and will be dependent on other form F*. in the similar manner F* will have F-ness and it cannot be defined by itself and will further depend on F** ( Pluto Parmenides 132 a-b). For example if a Form is large then it should have the property of largeness in it, but, cannot be explained by the form large itself and there should be the other form say large2 that will explain this property and later large2 will be dependent on large 3 and so on and it will lead to infinity. Socrates’ Response When it is said that F has an F-ness in it, it means that the property that makes a form F, F is the F-ness. It cannot be said that it is derived from some another version of the form. If we say that someone is honest, it means that we have actually defined what a hones person actually and when we make a square or show that it has the property of being square it means that we will give the representation of that form in a manner that it will fulfill all the attributes associated with it. When the form honesty is defined, the points are associated with it that determines what actually being honest means. When it is said that form honest has the property of honesty in it, it means that this forms represents what honesty actually means. If we define three groups a, b and z and we tell that the things in group have honesty in them which actually belongs to la large group of forms F. the larger group F will have all types of forms but the distinct ones and these will be the ones that wil l help in identifying the members of group a. it means that group F is a predefined and limited group, that helps in defining other groups. It means that group F is the group of standards and is the ones that decides that which things fall into which category. This means that since forms are abstracts, so, they are also are the standards on the basis of which the things are explained and defined. Objection to Socrates’ Response It means that the set X that is the set of all the forms are the standards that are helping in categorizing and defining other objects. When a standard itself is defined then there will be some other features that will have these features. But, if we defined property F1 and make it a standard then, it means that we associate set of features to it and these features decided what actually will be the standard or form F1should be. If for defining the standard of the form we say that let us have a form F1, F1 is combination of x, y, z and when x, y and z combine together then they can define what actually F1 is. It means that my original objection related to self prediction remains true. The form F1 will lose the property of being unique and distinct in its form. Let us take honesty. Honesty is the property that has truthfulness, reliability and sincerity in it. These collectively define Honesty. This shows that honesty itself is dependent on the other three forms of truthfulness, reliab ility and sincerity. It means that we will have to later define what these three features are and this process will go on and will become infinite. It means that we will have much large set than F, that will be defining the forms that are member of F. it is also possible that the attributes that define a form are also the member of the set F and they are interlinked to each other and are dependent on each other for their existence. Argument against Parmenides’ Objection If a form F1 is dependable on F2, F3 and F4 for its existence, it means that it is not the standard itself. The entire larger concept that define the world are the ones that are self defined and are independent of the other facts and forms. If we say that set F is the subset of a much larger set X and X is itself the subset of another set Y, but this all process will end at one point or the other. When we say that something is unique, it means that it is one in its form. When we say that god is one, it means that he is the only one who can achieve such greatness and no one can be compared to it and will have the property of being the God in him. For a God we define who can be the God and who can be the one that can rule over all humanity. It means that we have defined him as the symbol or standards. But, there are properties of greatness and oneness that are defining him, which means that God’s existence is not infinite, but it order to tell about the extent of his influence p roperties of greatness and oneness are needed, which means that in order to even define the greatest one in the world, we need the properties even smaller and much lesser than it. Therefore, it holds true that all the forms are mutually exclusively and are dependent on other forms; we can say that nothing is infinite, but, it is true that forms themselves need to be defined, with the help of other forms. Conclusion We can conclude from all these discussions that the forms are not purely self predicted, although the form is a symbol for its property and distinct feature, but, it is true that in order to define a standard or form, we also need the help from the other forms, which may be much larger or much lesser in greatness or strength. Although the standards tell us about their specific feature, but, they are the part of the much larger pool and are also dependent on the other forms of its own group. Works Cited Pluto. (2011). Ancient Philosophy: Volume I, 6th edition. In Parmenides, Ancient Philosophy: Volume I, 6th edition (pp. 290-297). pearson/ Prentice Hall. Pluto. (2011). Republic. In F. E. Braid, Ancient Philosophy: Volume I, 6th edition (pp. 274-288). Pearson/Prentice Hall.

Love :: essays research papers

Love is the most important aspect of human life as we know it. The reasons are because it is one of the only things that can not be bought with any amount of money so it makes it a very scarce resource. If love would have a price tag it would be for an infinite amount of dollars, pounds, or even pesos. Some people live their whole life looking for a " true love" some are lucky and find it. Some live their life la vida loca and have never found the time to find a true love. Others get tired of waiting and get married without love. Love has not changed at all over the course of history and this makes it the most important emotion in the human mind, body and soul. Over time the definition of love and what it is has been debated and argued over, but in most cases the answer is very similar. "True love is like two rivers that meet and merge, intertwining completely into one, then flowing on together. True love cannot be buried; but once unselfishly rooted it will grow forever." Quote on quote true love does exist but unfortunately is not found by all. During Plato and Socrates years it was harder to make a clear definition of love due to the fact that most people didn't have a chance to find their perfect match. Due to the politics involved in arranged marriages people didn't have a good chance to meet the person of their dreams and whom they really loved. This gave some sour views of love and the concept of true love. The lower class in the early days was the luckiest class of that time period because they had a chance to seek out the person they wanted to be with because it wasn't important if a merchants' son married a farmers' daughter, but if a prince fell in love with a farmers' daughter the chance of them being able to be together was impossible. 1 Anonymous www.home.talkcity.com/MoshPitWay/wrenwren1/quotes.html 9/25/00 12:22AM. Plato completely understood love and this is why he never got married. He was a great philosopher and communicated and learned from of great philosophers ex. Socrates and Aristotle. Plato believed that love got people hooked and got them to do abnormal things. "Love is a serious mental disease." and then he goes on to say "Love is the joy of the good, the wonder of the wise, the amazement of the gods.

Themes and Symbols in Poes The Masque (Mask) of the Red Death Essay

Themes and Symbols in The Masque of the Red Death  Ã‚     Ã‚   The literature of Edgar Allan Poe can either be viewed as extremely simple or incredibly complicated, and his short story "The Masque of The Red Death" is no exception. This story can either be viewed as a simple story of horror, with no deeper imbedded meanings, or it can be broken down into many symbols with several possible meanings. Perhaps this story tells of the struggle between man and death, perhaps it speaks of an author's struggles and dreams, or perhaps it was merely written as a tale of horror. Arguments can be made to support all of these overall themes, and there are even more points of view offered about the story that can be explored if someone wishes to find a view with which he or she can better understand or identify. One possible theme of the story is that it is nothing more than the imaginings of a dreaming mind. According to Richard Wilbur, this is partially shown through the geometry contained in the story. He states that, "Poe quite explicitly identifies regular angular forms with everyday reason, and the circle, oval, or fluid arabesque with otherworldly imagination" (269). If Poe used unusually shaped rooms to show dreams, and the supernatural, then with his description of the seven chambers being, "so irregularly disposed that the vision embraced but little more than one at a time. There was a sharp turn at every twenty or thirty yards, and at each turn a novel effect" (qtd. In Wilbur 269), it would appear as though either a dream is in progress, or something supernatural is taking place. In this interpretation of the story, Poe is taken quite literally in some ways, such as his terming the lords and ladies at the costume ball as being "dr... ... to a reader personally, and give that person an opportunity to form an individual opinion over it. Works Cited Etienne, Louis. "The American Storytellers-Edgar Allan Poe." Affidavits of Genius. Ed. Jean Alexander. Port Washington, N.Y.: Kennikat Press, 1971.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   134-139. Halliburton, David. Edgar Allan Poe: A Phenomenological View. Princeton, NJ: Princeton University Press, 1973. Poe, Edgar Allan. "The Masque Of The Red Death." Bridges: Literature across Cultures. Eds. Gilbert H. Muller and John A. Williams. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   McGraw-Hill, 1994. 495-498. Wilbur, Richard. "The House of Poe." The Recognition of Edgar Allan Poe. Ed. Eric W. Carlson. Ann Arbor: The University of Michigan Press, 1966.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   269-277. Womack, Martha. "Edgar Allan Poe's 'The Masque of the Red Death.'" The Poe Decoder. Online. Internet. 20 May 1998.      

Fight :: essays papers

Fight At a huge party in Long Beach Island, locals show up at the party. The house is small, but it has a front lawn that is a nice size to throw a party. The house and lawn is surrounded by a fence that is sharp at the top to prevent anyone from climbing over it easily. The house is between several other houses that are owned by families. The party is being thrown by kids that only go there for the summers. There is high tension between the locals and the summer kids. Therefore, when the locals showed up, the summer kids immediately threw them out. They were all talking about the incident and laughing. However, it was not over with. The locals came back with more numbers to start a fight. Act I Scene 1 The scene begins with three car loads of local kids pulling up to the house. Jason Gorski, Jeff Storms, Eddie Frost, Rich Mickens, Rob Philops, and Jake Collins are the tough guys that are at the party. The rest of the party is compiled of sailors and girls. The six see them getting out of there cars and start walking fast over to greet them. Jeff: (As he walks counts how many there are. He finds there are well over twelve of them and only six of them, so he makes a strategy of taking as many as he can out quickly.) Rob: (He clenches his fists as he walks, getting pumped up.) Jake: He waits behind the rest because he is not too sure what is to come. Jason: (He is behind the rest with Jake, but doesn’t want to miss any action, so he speeds up to the front.) Jeff: (He goes directly up to one of the locals and head buts him.) The kids nose busts open and blood is poring everywhere. Jeff must have broken the kids nose. Jeff: (After he head buts the one kid, he takes another kid down to the ground with a head in the chest double leg. He repeatedly punched the kid in the face.) The kid was bleeding harshly from his face. Jason: (He walks up to one of the guys and just starts hitting him in the face.

Whirlpool: Maintaining a Sustainable Competition in the Industry

The U.S. appliance market was completely saturated in 1986. Increased pressure from other companies like GE who implemented a $1 billion restructuring project on its appliance division, and Electrolux, a company that just inherited WCI and hence became a huge presence within the U.S., gave the Whirlpool top management concern on how to stay competitive. Whirlpool knew that the three main markets for home appliance were in the U.S., Europe and Japan. The U.S. market, as previously stated was saturated. Most U.S. appliance purchases were replacement purchases, which did not allow for much add-ons. This made the U.S. a battleground for intense marketing and increased pressures to cut costs dramatically. The unsaturated European market had more potential in 1986. Europe had a large market share in 1986 that analysts suspected would last well into 1993. Europe also had more potential for innovation and add-ons as opposed to simply replacement appliances like those of the United States. One concern over Europe, however, was that it was extremely fragmented and hence not easy to achieve economies of scale. Japan, the last player was also a site for potential growth. It was a smaller market than Europe, however, and there was already a strong presence of Japanese appliance manufacturers there. Whirlpool considered pursuing a joint venture with Phillips, an internationally established company. Phillips has an established appliance department, but Phillips wanted to concentrate its efforts on other projects like welding, energy cable and furniture. Phillips was willing to spin-off its appliance division and to give Whirlpool a certain percentage of the new company. Based on the fact that Whirlpool wants to remain a competitive player in the appliance industry, it should pursue international expansion and clench the first mover advantage over GE while increasing pressure on Electrolux. Whirlpool should go along with the Phillips joint venture due to Phillip†s strong international presence and its strong appliance division. Whirlpool should consider concentrating on expansion in Europe. The countries may be fragmented, but there is evidence that there is increased future collaboration amongst the countries and their purchasing decisions. Furthermore, Whirlpool can cut costs by vertically integrating its components and changing only the exterior of the appliances if need be.

Amelioration and Emancipation Oct. 20, 2009

Amelioration The anti-slavery movement developed in the early 1800s was a formidable force in the quest to end slavery. The West India Committee, in a bid to head off attacks, agreed to proposals to improve the condition of the slaves. These proposals were called amelioration proposals and came into effect in 1823. The proposals said that the British government should write to each of the colonial governors, suggesting that the assemblies pass local laws to improve the condition of slaves. The proposals were as follows: 1. Female slaves should not be whipped, and the overseers and drivers should not carry a whip in the fields. . Records should be kept of all lashes given to male slaves and all punishments should be put off for at least 24 hours. 3. Religious instruction and marriages were to be encouraged. 4. Slaves could testify in court against a free man, provided that a minister supplied him with a character reference. 5. Slaves should have time off on Saturdays to go to market, so they would be free to attend church on Sunday mornings. 6. Slaves should not be sold as payment for debts. 7. There should be the establishment of slave savings banks which would help slaves to save money to buy their freedom.The failure of amelioration These measures were met with fierce resistance from colonies such as Jamaica, Barbados, St Vincent and Dominica. Instead of improved conditions for the slaves, they faced increased brutality from the planters. In the end, most of the assemblies passed only a few of the less-important amelioration proposals. Amelioration failed, but it provided one of the major impetuses for the abolition of slavery. It became evident that the planters were unwilling to improve the lives of the slaves and, as such, the only other option was to put an end to slavery.Emancipation 1. All slaves in the British Empire were to be set free on August 1, 1834. 2. Slave children under six years old were to be freed immediately. 3. All other slaves were to se rve a period of apprenticeship. They were to work for their masters for 401/2 hours per week. They would be paid only for overtime. Praedial (field) slaves were to serve six years apprenticeship and non-praedial (domestic) slaves to serve four years. 4. Planters were to continue providing food, shelter, clothing, medical care and other allowances which they were accustomed to during slavery.Apprentices could not be sold and they could buy their freedom before apprenticeship came to an end. 5. A sum of ? 20 million was granted by the British Parliament to compensate slave owners for the loss of their slaves. 6. Stipendiary magistrates (SMs) were to be sent from England to ensure the proper working of the apprenticeship system and to settle all disputes between masters and apprentices. THE APPRENTICESHIP SYSTEM Aims of Apprenticeship a) To provide a peaceful transition from slavery to freedom. b) To guarantee planters an adequate supply of labour during the period and prepare for full freedom. ) To train apprentices for freedom, especially working for wages. d) To enable the colonial governments to revise the system of justice and establish institutions suitable for a free society. The stipendiary magistrates were retired naval and army officers on half pay, appointed from Britain and were accustomed to rough conditions and enforcing discipline. They were chosen because they were not connected to the planter class and it was felt that they would not be biased. Duties of stipendiary magistrates a) To supervise the apprenticeship system. b) To settle disputes between masters and apprentices. ) To visit estates at regular intervals and hold court. d) To inspect jail and workhouses. e) To assist in fixing the value of slaves who wanted to buy their freedom. These duties were strenuous and led to the death of many SMs who were not accustomed to tropical conditions and could not afford the high cost of medical treatment. Conditions of employment Salary – ? 300 for the first year then increased to ? 450 for travel expenses and housing. There was no pension for dependants if the SM died in service. There was also no sick leave and he had to pay his own fare back home if he were dismissed or out of service.These bad working conditions prevented SMs from performing their duties satisfactorily and many were easily bribed by planters. They were also overburdened by work because they were so few in numbers. Those who tried to do their duties were sometimes persecuted. They were abused physically, verbally and in the press and they were often obstructed in the performance of their duties as planters sometimes refused to allow them on the estates. Success of stipendiary magistrates a) They listened to complaints from both sides and acted as a buffer between masters and apprentices. ) They informed apprentices of their rights; they did not have to listen to gossip or obtain information from newspapers. c) They helped apprentices to organise their l ives better by giving advice. However, they had very little to formulate schemes to improve the social conditions of the apprentices. They were unable to prevent apprentices from being punished harshly. Punishments Apprentices were usually sent to the workhouse. However, SMs had no control over what happened there. The most common form of punishment in the workhouse was the treadmill.There was also the whipping post and apprentices could be put in penal gangs. Females often had their heads shaved. Time lost in the workhouse had to be repaid by the apprentice by working for his master during his free time. Methods to control apprentices on the estates †¢ It was illegal for apprentices to leave the estate without written permission. †¢ Valuations on able-bodied slaves were often inflated. †¢ High fees were charged for the use of the markets and for licences to work off the estates as carpenters, blacksmiths and so on. These licences and tickets to sell in the markets co uld be withdrawn. Refusal of planters to give customary allowances. †¢ Finding fault with apprentices', work which had to be done over in the apprentices' free time. †¢ Locking up apprentices on false charges and dropping the charges before the arrival of the SM. †¢ Cutting down apprentices' fruit trees and forbidding them to own livestock. †¢ Spreading the 40 1/2 hours per week over five days instead of four. †¢ Paying low wages, making unfair deductions from wages, paying wages late. The End of Apprenticeship Apprenticeship ended for ALL apprentices in 1838 because: a) The system was not achieving its aims. ) The anti-slavery society exposed the abuses in the system and began to campaign for full freedom. c) The planters feared violence if domestic apprentices were freed before field apprentices. d) Some planters felt that it was cheaper not to have to provide for apprentices and only to employ the number of labourers they needed. Note: Antigua granted ful l freedom to their slaves. The planters decided against apprenticeship. The apprenticeship system came to an end in 1838 when the colonial governments in each colony voted against its continuation. Nineteenth century immigration (Part 1)Reason for immigration 1. A decrease in the labour force. With the end of the apprenticeship system in 1838, the planters no longer had a labour force they could easily control. Apprentices had now gained their freedom and many were reluctant to work any at all on the plantation. In the smaller territories, where the ability to access land was limited and alternative occupations were limited, ex-slaves had no choice but to continue plantation work. For example, planters in Barbados and St Kitts had very little difficulty in accessing labour in the post-Emancipation period.It was in the large territories, such as Jamaica, British Guiana and Trinidad, that planters faced such difficulty and had to turn to immigration schemes as an alternative labour so urce. The hope was that immigration would provide a permanent source of labour for the plantations. 2. An attempt to suppress wages. There was the hope that immigration would generate competition for the ex-slaves and so help to keep wages down. Ex-slaves demanded adequate remuneration, but the planters found that they could suppress wages if they could introduce cheap foreign labour.This, in essence, would reduce the demand power of the ex-slaves because if they refused what was being offered, an immigrant was quite able to fill the position. Besides, if sugar production was to continue, a cheap, efficient and reliable source of labour had to be found. Immigration schemes THE EUROPEANS Due to a decline in the white population, planters sought European immigrants to increase the size of the white population. It was hoped that Europeans would set an example of industry to ex-slaves and as well eventually develop into a middle class.They would settle on available land in the interior, thus forcing ex-slaves off the land and back to the plantations. Jamaica imported the largest number. Europeans also went to Trinidad, British Guiana and St Kitts. These immigrants were mainly Scots, Irish, French and Germans. They were recruited under a bounty system. Problems with European Immigration Europeans were unsatisfactory as most died shortly after they arrived. They died from tropical diseases, heat stroke and many drank themselves to death. They also refused to work on the plantations with blacks.Many asked to be sent home or migrated to the United States. Planters also failed to supply proper food, shelter and medical facilities. THE PORTUGUESE In Madeira, workers were paid only one third of what they could earn in the islands per day, so they were attracted by the higher wages being offered in the Caribbean, especially British Guiana. Many went to Trinidad and a few to the Windward Islands. They were brought in by government bounty. Most came during periods of famine in Madeira (1846-1847). Their numbers decreased after 1847 until the scheme ended in 1882.Problems with Madeiran immigration The Madeirans died in large numbers. They suffered severely from yellow fever, malaria, overwork and inadequate food. The scheme was very irregular and most of them went into trading as soon as their contracts ended. In addition, the Madeiran Government objected to the scheme, since so many of its citizens were leaving, and implemented measures making it difficult for their recruitment. THE AFRICANS There were two distinct groups of Africans that were used as labourers in the post-emancipation period. These were the free Africans and the liberated Africans.The free Africans were persons who willingly opted to come and work on the plantations in the Caribbean. The liberated Africans were persons freed by British naval personnel from vessels illegally transporting them to the Caribbean as slaves. Free Africans Attempts were made to obtain Africans from the Kru Coast and Sierra Leone. The British Government was reluctant to grant approval of this scheme as it seemed to be a revival of the slave trade. However, in 1840, approval was granted. At first, they were recruited privately, but the British government assumed direct control two years later.Problems 1. Very few Africans were willing to come to the Caribbean. There were no catastrophes in Africa, which would make them leave. 2. Many who came to the Caribbean did not remain on the plantation; rather they followed the ex-slaves and settled on lands and became peasant farmers. Liberated Africans The largest number of Africans who came to the British Caribbean were ‘rescued' by the British Navy from slave ships bound for Cuba and Brazil. These Africans were forcibly indentured for up to five years in the Caribbean primarily in British Guiana, Trinidad and Jamaica. Problems 1.The number of liberated Africans was too small to make a difference to the labour situation. This scheme ended when Cuba and Brazil abolished slavery in 1866 and 1888, respectively. Like the ex-slaves, they abandoned the estates and settled on land. THE CHINESE The first Chinese immigrants arrived in Trinidad in 1806 from Malaya. They were to be indentured for five years, with a promise of small plots of land afterwards. They were extremely unsuitable for estate labourer and most were shipped back. Most Chinese immigrants came during the period 1859-1886 and went to British Guiana, Jamaica and Trinidad.They came mostly from the Portuguese colony of Macao and from Canton. Others came as well because of the Teiping Rebellion (1851-1864). Problems with Chinese Immigration Planters complained that the Chinese did not make good estate workers and few re-indentured themselves. They preferred to return to China or open retail shops. In addition, they were more expensive than the Indians. The Chinese Government also insisted that a full return passage be granted after a five-year indenture contract . The planters were willing to pay this only after two five-year contract.The Chinese Government also opposed immigration because they were ill-treated in Cuba. Most Chinese avoided the West Indies preferring to go to the United States or to find work nearer home in Java or the Philippines. Lastly, race relations between blacks and Chinese were quite poor. THE INDIANS The first Indians arrived in 1838 on Gladstone's Estate in British Guiana. However, the British Government stopped the scheme because of evidence of ill-treatment and the high death rate among the immigrant in Mauritius. However, due to pressure from the planters the British re-opened Indians immigration scheme in 1844.It was not difficult to find willing immigrants. Many craftsmen had lost their jobs due to competition from mechanised factories and mills of England. India was becoming overpopulated and there was not enough land to divide among the younger generation. Wages in India had fallen to 1/2d per day and there was a series of famine during the period 1857-1877 that led to an increase in food prices. Those escaping the police and the caste system were also willing to migrate. The Caribbean seemed attractive with high wages, shelter, medical care and a chance to find new occupations beside agriculture.Indians were easily recruited as India was a British colony. British ships and trading costs were already there and the British Government could easily provide British officials to supervise the scheme. Planters were satisfied with the Indians because they were hardworking, accustomed to tropical agriculture and re-indentured themselves. Economic effect on the sugar industry British West Indian planters had turned to immigration as a means of reviving the sugar industry. The hope was that with the steady supply of labour, planters could focus on increasing their output.Immigration, however, did not have its desired impact, especially in a colony like Jamaica. In territories such as Trinidad a nd British Guiana, we cannot assume that it was immigration that saved their sugar industry. For instance, they introduced mechanisation and placed more lands under sugar cane cultivation. These could be seen as measures that helped to save their sugar industries. Barbados could be used as another example. Up to 1848, there had seen an increase in their output by 250 per cent. However, by the end of the 19th century this had declined.We cannot assume that this was because Barbados was not using immigrant labour that its output declined. During the period, the territory was plagued by problems, including soil exhaustion and inadequate mechanisation. The overall conclusion must be that immigration did not cause increased sugar production in the British West Indies, as many other factors could have been responsible. Other economic effects 1. As a result of Indian immigration, the rice industry was developed in British Guiana and the cocoa industry in Trinidad. 2.They also helped to mak e central factories profitable by cultivating cane on small farms then selling it to the central factory. Social effects 1. Indians were considered inferior and they could only acquire poorly paid jobs. They could not settle in the towns, but had to live in the countryside where they formed an active peasant class. The employment of Indians mainly as field workers led to the employment of blacks in better jobs, for example, the police force. 2. The ex-slaves despised the Indians and refused to work alongside them in the fields. They were described as ‘heathens' because of their speech and clothing.Indians also despised the blacks because of their alleged low moral standards. 3. Immigration led to the expansion of social services, for example, medical facilities and a large police force. Cultural effects 1. Family – Indians brought their firm family structure, in which all relations supported each other. The idea of extended family, which included several generations, wa s very strong. All males over age 16 were members of the family council and made all decisions of the family, for example, marriage, religious ceremonies and expenditure. 2. Religion – Hinduism –Hindus worshipped several gods, of which Brahma was the most important. He was the supreme god or creator. They believed that when people die, their souls are reborn in a new body. The Hindus had very strict divisions in the society; this was known as the caste system. Each person belonged to a special group or caste. The Brahmins or the religious leaders were at the top of the society and the Hindus in the Caribbean continued to follow them as their leaders. Islam – A number of Indians who came were also Muslims. They believed in one God, Allah. They followed the teachings of the Quran. . Festivals – Divali or festival of lights was celebrated by the Hindus. They told stories, shared gifts, decorated their windows and doors with lights and candles. Hosein  œ A Muslim festival for small temples made from paper and bamboo were decorated and carried in a procession through the streets, accompanied by dancing to the beats of drums. 4. Food – roti, rice, curry 5. Dress – turban sari 6. Buildings – Hindu temples Muslim mosques houses built in Indian styles Other cultural effects The Indians normally segregated themselves deliberately in the educational institution.Oftentimes, they were unwilling to send their children to school since they feared they could be converted to Christianity. It was not until the late 1870s when separate schools for Indian children were established, mainly by the Canadian Presbyterian Mission to the Indians, that Indian children went to school and language barriers began to crumble. Indian integration in the Caribbean was not very easy since many of them spoke the Hindi language which served as a language barrier. | |

Limitations of 10th & 11th 5 Year Plan

The Eleventh Five Year Plan, which was approved by the National Development Council on 1 9 De cembe r 2 0 0 7 re a f f i rms thi s commi tment . It pro v i de s a comp r e h e n s i ve s t r a t e g y f o r i n c l u s i v e development, building on the growing strength of the economy, while also addressing weaknesses that have surfaced. Tenth Five-Year Plan (2002–2007) ? Providing gainful and high-quality employment at least to the addition to the labour force; ? All children in India in school by 2003; all children to complete 5 years of schooling by 2007. Reduction in gender gaps in literacy and wage rates by at least 50% by 2007; ? Reduction in the decadal rate of population growth between 2001 and 2011 to 16. 2%;* ? Increase in Literacy Rates to 75 per cent within the Tenth Plan period (2002 – 2007) Eleventh Five-Year Plan (2007–2012) The eleventh plan has the following objectives: Education ? Reduce dropout rates of children from elementary school from 52. 2% in 2003-04 to 20% by 2011-12 ? Develop minimum standards of educational attainment in elementary school, and by regular testing monitor effectiveness of education to ensure quality ? Increase  literacy rate  for persons of age 7 years or above to 85% ? Lower gender gap in literacy to 10 percentage point ? Increase the percentage of each cohort going to higher education from the present 10% to 15% by the end of the plan Thrust Areas in the 10th Five Year Plan GENERAL : To achieve a profound transformation of higher education in order that it becomes an effective promoter of sustainable human development and at the same time, improves its relevance with closer links with the world of work and achieve quality in its teaching, research, business and community extension functions including life long learning. SPECIFIC: To contribute to the transformation through improvement of the conceptions, methodology and practices related to: The relevance of higher education. Quality, evaluation and accreditation. Research and development. Outreach activities in business and community and life long learning. The knowledge and use of the new information and communication technology. Management and financing. Export of higher education, and reorientation of international cooperation. Strengthening of open and distance education system. Strengthening of research institutions. Mobilization of resources. Proposals/Recommendations for 11th Five Year Plan A Working Group on Higher Education was set up by the Planning Commission under the Chairmanship of Secretary (HE), vide order no. M-12015/2/2005-Edn. Subsequently, it was decided to constitute seven Sub-Working Groups on the following sectors of higher education:- 1. Central Universities 2. Deemed to be Universities 3. State Universities 4. Col leges 5. Distance Education 6. Quality of Higher Education 7. Research. Tenth Five Year Plan (2000-2005) The year wise allocation and expenditure for the 10th Five Year Plan period was as follows : The Tenth Five Year Plan was fixed at Rs. 30,162 Lakhs. The flow to TSP, SCCP and PWD projects were follows: 1. TSP – 145 Lakhs 2. SCCP – 225 Lakhs 3. P. W. D. – 200 Lakhs During 10th Five Year Plan period the following development works was undertaken by the Govt. : 1. Normalisation of Plan Posts. 2. Establishment of  The K. K. Handique State Open University 3. Introduction of 5 years L. L. B. Courses in B. R. M. Govt. Law College. 4. Establishment of F. M. Radio Station. 5. Introduction of Private University Bill. . Sanction of Rs. 10 Lakhs to each Provincialised colleges and Rs. 4 Lakhs to all provincialised Sanskrit Tols under the scheme â€Å"Buniyad†. 7. Financial assistance to all affiliated Non-Govt. colleges (133 numbers) and 16 Sanskrit tols under â€Å"State Priority Schemes†. Eleventh Five Year Plan (2005-2010) The draft XIth Five Year Plan has been proposed for Rs. 34,175 lakhs. The flow to S. C. C. P proposed for XIth Five Year Plan is Rs. 300 Lakhs. During the current financial year an amount of Rs. 70 Lakhs has been agreed for S. C. C. P for implementation of the above mentioned schemes. For the next financial year 2008-09, an amount of Rs. 1,831 Lakhs has been proposed and the flow to S. C. C. P. is proposed for Rs. 100 Lakhs. III. Major Initiatives in the Eleventh Five Year Plan Let us examine the provisions made in the Plan for the various sectors in Education. This section will also highlight the changes, if any, in the scheme structure and measures taken for better implementation. C. Secondary Education The Central Government has been managing four types of schools that have been allocated the following: Kendriya Vidyalayas (Rs. 1,326 crore), Navodaya Vidyalayas (Rs. 4,067 crore), Central Tibetan Schools (Rs. 6 crore) and National Institute of Open Schooling (Rs. 88 crore). The Union Government scheme ‘Strengthening of Boarding and Hostel Facilities for Girl Students of Secondary and Higher Secondary Schools (Access & Equity)' is to be restructured and merged with the new umbrella scheme of ‘Universalization of Access and Improvement of Quality of Se condary Education'. Further, the erstwhile schemes of Information, Communication and Technology (ICT) in schools, girl child incentive, Integrated Education for Disabled Children, Vocational Education, etc. will be subsumed under a new umbrella Centrally Sponsored Scheme (CSS) named SUCCESS. The Eleventh Plan apportions Rs. 9,282 crore to SUCCESS. It is worthwhile here to note that under this scheme it is proposed to set up 6,000 block-level Model Schools at the secondary level which would be largely managed and run by the corporate entities, trusts and reputed private providers. This, when seen in the light of growing share of private schools (from 15% in 1993-94 to 30% in 2004-05) and encouraging establishment of good quality schools in deficient areas in Public Private Partnership ( PPP) mode is reflective of the policy direction of the Planning Commission and the Central Government. Focusing on the girl child, A Girl Child Incentive Scheme with a provision of Rs. 1,326 crore is to be launched on a pilot basis in selected Economically Backward Blocks (EBBs). On the basis of quick evaluation, its expansion will be considered in the Eleventh Plan period. It is proposed that the merger of all girl child incentive schemes will be ensured. Herein, a critical aspect related to school education is teacher education and training. The Plan provides Rs. 3,536 crore to Teacher Education. In this regard, severe gaps have been observed in the management of District Institutes of Education and Training (DIETs). Not only have most of the DIETs been headless, there is also a shortage of quality faculty in DIETs, thereby leaving much to be desired in the quality of teacher training. While the Plan document finds this detrimental to promoting quality in teaching, the solution suggested is heavily dependent on outsourcing the DIET faculty or DIETs adopting the PPP mode. D. Vocational Education The Eleventh Plan apportions Rs. 1,768 crore towards Vocational Education. As part of the strategy adopted by the Plan, there is greater emphasis on the services sector. This apart, over 95% of the unskilled and semi-skilled population will be provided continuous informal training. It is also suggested that a National Vocational Qualification (NVQ) system be developed. E. Higher Education Apart from the existing 7 schemes in Higher Education, the Eleventh Plan has provided 9 new schemes along with outlining a Special Plan for Higher Education wherein uncovered regions are provided with Science, Medical and Engineering Universities. The Plan highlights the need for autonomy and accountability in the higher educational institutions and calls for quality improvement. While the Plan observes that there are inherent imbalances due to the private sector focusing on specific disciplines and regions of the country; it is worth noting that the Plan hopes that more than half of the incremental enrolment in higher education is made by private providers, thereby encouraging the role of private unaided higher educational institutions in the country. F. Technical Education In the field of technical education, the Eleventh Plan envisages establishing new institutes of management, technology, industrial research and training, planning and architecture. This apart, upgrading select existing technical institutes is on the anvil. The State technical institutes are also proposed to be strengthened. Another key area that has been highlighted is the lack of adequate polytechnics in the country. With 125 districts not having a single polytechnic, it is suggested that every district be covered, through Central funding as well as with PPP and private funding. Some critical issues with regard to these polytechnics include: static curricula, poor industry interface, lack of flexibility to respond to needs, obsolescence of equipment, lack of trainers and inadequate funding. Limitations in the Eleventh Five Year Plan with Regard to Provisions for Education â€Å"The Eleventh Plan would be a Quality Plan in respect of the education sector. † – Eleventh Five Year Plan While some advances have been made towards ensuring the basic issues of access, retention and quality is met, some problems persist. The Plan seems to adopt a piecemeal approach as there are multiple schemes having multiple goals and a constant friction persists between the Centre and the States with regard to funding norms allowing scant progress in terms of outcomes. The Eleventh Plan is increasingly stressing on privatisation in elementary and secondary, higher and technical education sectors in education. PPP is being seen as the preferred route to financing and implementing schemes. Another distressing trend observed in the Plan document is the encouragement given to private players ranging from setting up educational institutions and suggestions to outsource DIET faculty, establishing private polytechnics, etc. Further, acknowledgment of the need to levy (user charges) fees even in public (government-run) schools is worth noting. This, when seen in the light of the Plan proposing to be a Quality Plan, also proves to be contradictory as illustrated by specific instances. In the elementary sector, the Plan continues to seek the participation of teachers in implementing the MDM scheme thereby denying quality teaching to pupils. Under adult education, low motivation and lack of training of voluntary teachers is hardly seen as encouraging quality concerns. Increasing role of public private participation in secondary schools and continuing to have four types of public-funded schools, instead of having a common system of school, also do not promote uniform quality education. With regard to addressing gender concerns, initiatives focusing on Muslim women need to be enhanced. There is also a fear that having multiple schemes with divergent goals (vocational training ranging from small scale entrepreneurial development to computer literacy, etc. ) might dilute the primary objectives of ensuring education and training of uniform quality for all.

The focus must shift from climate change to poverty reduction in order to make tourism in developing countries more sustainable. Critically evaluate this statement. The WritePass Journal

The focus must shift from climate change to poverty reduction in order to make tourism in developing countries more sustainable. Critically evaluate this statement. Abstract The focus must shift from climate change to poverty reduction in order to make tourism in developing countries more sustainable. Critically evaluate this statement. AbstractIntroductionClimate Change and SustainabilityPoverty Reduction and SustainabilitySustainability in Developing Countries: The IntersectionConclusionReferencesRelated Abstract The creation of a sustainable tourism industry in a developing country will necessarily have an important impact on the economic and social development of that country because of the ability of the sector to attract capital to the country. In economies where there is little diversification, this is an important consequence. Poverty reduction strategies as the focus of creating a sustainable tourism sector will have important consequences for the industry as a whole. Included in these consequences are the realization of certain objectives related to climate control which has been the focus of sustainable tourism efforts in the recent past. It stands to reason therefore that a shift in emphasis towards poverty reduction strategies enforced by important policy developments will have a broader social and economic impact, which includes the achievement of environmental objectives and climate change concerns. The shift in focus therefore towards poverty reduction is more desirable as a str ategy for sustainable tourism in developing countries as it recognizes the spectrum of issues plaguing these countries, rather than focusing on one aspect thereof. Introduction Sustainability as a goal of tourism is a complicated question and as to goal of tourism in developing countries, one needs to understand the broader social, economic and political circumstances relevant to country itself in terms of broader tourism considerations. Mvula (2001; p. 394) suggests that sustainable tourism â€Å"requires that the local host population achieves rising standards of living and that the tourist guests are satisfied with the product and either return to the area or recommend it to others.† Included in this definition of sustainability, Mvula (2001) adds that this requires conservation of wildlife and the local environment. One can observe therefore that sustainability in tourism requires more than simply focusing on either climate change or poverty reduction. It is therefore the assertion of this paper that the focus of tourism in developing countries is one which does not necessarily focus on climate change or poverty reduction to the exclusion of the other, and that these two strategies are mutually reinforcing, rather than exclusive and in order to ensure sustainability in developing countries, both strategies will need to be employed as they in effect rely on one another. It stands to reason however that a shift in poverty reduction as the focus of sustainability in tourism will have the effect of ensuring that climate change objectives are met. The essential element of a shift towards poverty reduction will be the inclusion of policy objectives which implement these strategies. As will be argued, the achievement of climate change objectives may be achieved as a byproduct of implementation of poverty reduction strategies and therefore a shift in focus may have the result of achieving this objective where previous attempts have failed. Climate Change and Sustainability Ashley et al. (2000) note that the increased awareness in eco-tourism and community tourism arose in the 1980’s from an awareness that tourism should not erode the cultural and environmental base on which it relies. This arguably is another way of recognizing that tourism efforts should make sustainable, rather than exhaustible use of a country’s resources. Becken and Hay (2007) describe the climate for the purposes of tourism as both a resource and an essential ingredient in the product offering of a destination. Indeed, the tourism industry of a destination may be inextricably linked to the climate conditions of that area, such as skiing destinations. Climate change therefore may threaten the sustainability of the region by causing extreme and unpredictable variations in the expected weather patterns, causing potentially harmful consequences, such as hurricanes and floods. Not only does this threaten the sustainability of the local tourism industry, but also damages t ourism infrastructure (Becken Hay, 2007). One can observe therefore the link between climate change and sustainability, as climate change will threaten the sustainability of the tourism industry. Understanding the link between climate change and sustainability allows a tourism sector in a developing country to adapt to the challenges presented by the issue. The problem however lies in the fact that the industry is plagued with an ‘immobility problem’ where the tourists will simply move to another destination, as a result of relative inability of a local tourism industry to adapt to these climate changes (Aall Hoyer, 2005). Becken and Hay (2007) note this dilemma by stating that the problems associated with climate control are external to the tourism industry of a place as there is little that a country can do to mitigate changes in the climate. Indeed, the focus of climate change with regards to sustainability is on the socio-economic consequences thereof and the relative inability of developing countries to understand the variables associated with climate change allowing them to adapt tourism operations accordingly (Weaver, 2011). Despite these difficulties, th e focus of sustainable tourism on climate change is arguably essential for what can be described as a broader sustainability dilemma. Simply stated, this recognizes that climate change is a matter of significant international concern which is not going to disappear at any point (Scott, 2011). The inclusion of climate change objectives in sustainable tourism therefore should be recognized as an inclusion for a broader societal purpose which is equally relevant to developing countries. Climate change therefore in tourism reflects the need for conservation efforts protecting the local environment and biodiversity, as well as using sustainable techniques which will reduce climate change factors, such as green house gases (McKercher et al., 2010; Becken Hay, 2007) Poverty Reduction and Sustainability With climate change being the focus of sustainable tourism in the 1980s (Ashley et al., 2000), one could argue that poverty reduction or Pro Poor Tourism (‘PPT’) has become the focus of sustainable tourism in the 2000s (Hall, 2007). PPT is that which generates a net benefit for the poor regardless of sector or product. The benefits of PPT may be economic, social, cultural or environmental, and rather than relating to a specific benefit to a class of persons, it refers to an overall benefit that is the result of the priority given to poverty issues (Ashley Roe, 2002). Poverty reduction through sustainable tourism recognizes the use of tourism as a means for economic development. PPT refers to the relationship between poverty reduction strategies and tourism development in developing countries (Hall, 2007). There are a number of important economic consequences of the implementation of PPT strategies for poverty reduction, chief of which being the capacity of economic development and the ability of the industry to diversify the economy (Goodwin Roe, 2001). This relates in part to the development of employment opportunities and opportunities for small enterprise development in order to support the local tourism industry. In developing countries, singularities in the economy are often seen and therefore the opportunity to create employment outside of this is an important consequence. Ashley and Roe (2002) recognize three categories of PPT strategies, which includes increasing access of economic benefits to the poor through expanding business opportunities, in terms of employment, training and income; addressing the negative social and environmental impacts of tourism; and using policy objectives as a measure of ensuring sustainability of these objectives. One can observe therefore that the shift in focus towards poverty reduction for the purposes of sustainability does not necessarily exclude priority given to climate change objectives. Indeed, environmental objectives which have been set as a priority in terms of international environmental protocols are often observed as a byproduct of PPT objectives (Sheyvens, 2011) These considerations are particularly relevant in the context of developing countries as often there are political and economic difficulties which prevent the effective implementation of poverty reduction strategies that have typically been used in other regions (Sheyvens, 2007). Often the political and economic factors of developing countries include the monopoly over certain economic activities (such as mineral extraction and agriculture) and with the introduction of these strategies through the tourism industry, arguably policy objectives are realizing a realistic possibility for the achievement of poverty reduction. It does so by offering opportunities for sustainable growth (Manyara Jones, 2007), although it is generally acknowledged that this depends on effective marketplace value, quality of the product developed and establishing meaningful partnerships between the public and private sector, and the community (WTO, 2002). The adoption of these strategies however is also large ly dependent on the implementation of effective policy measures which will ensure that this remains a priority in the tourism sector and the broader economy generally (Ashley et al., 2000). This is built from the realization that community based tourism products and sector tourism, such as eco-tourism and nature tourism are ineffective as an overall strategy towards attaining poverty reduction objectives (Sheyvens, 2007). Sustainability in Developing Countries: The Intersection The United Nations World Tourism Organisation (UNWTO) has identified both poverty reduction along with climate change as challenges to the global tourism industry, whereby a commitment is needed to ensure balanced and equitable policies in order to address the identified issues (Ashley Roe, 2002; WTO, 2002). The intersection between the focus on climate change and poverty reduction in creating a sustainable tourism industry in developing countries is arguably two sides of the same coin. Participation in PPT has a number of important consequences for developing countries, such as human and financial capital, social capital and organizational strength, gender participation, a positive effect on livelihood strategies and aspirations, impact on the location itself, land ownership and tenure, planning gain, regulation and access to the tourism market (Ashley et al., 2000). One can argue that the extensive impacts of PPT will have the effect of improving the tourism sector in the developing country as a whole. In theory, this has the potential to create a self-enforcing cycle of development, whereby the improved facilities and characteristics of the location, with the improved support services and products will have the effect of diversifying the tourism industry. This in turn has the potential to attract further tourism capital and investment. This positive association with poverty reduction strategies includes the outcomes of sustainability that are intentioned with reg ards to climate change objectives. The creation of a sustainable tourism sector in a developing country therefore through the implementation of poverty reduction strategies has been noted for the overall improvement which it provides for the country, creating not only sustainability in the tourism industry of the country itself, but also in the overall sustainable development of the country’s economy (Cabezes, 2008). In the context of the Dominican Republic, it was noted that the use of these strategies had a positive effect on the political and financial stability of the country, as well as the inclusion of poor members of society in the markets (ibid). Higgins-Desbiolles (2006) similarly notes the transformative capacity that tourism focused on poverty reduction has on the social and economic standing of a developing country. Conclusion It is clear therefore that the creation of a sustainable tourism industry in a developing country is one which requires consideration of a number of complex social, economic and political factors. It requires an understanding of the relationship between the various stakeholders in the tourism industry in the country itself. It stands to reason that focus on climate change objectives are not precluded by a shift in focus towards poverty reduction, as the literature indicates that a byproduct of this focus is necessarily that the nature and eco-tourism of the country will be positively affected as this invariably forms a part of the tourism resources of that country. Becken and Hay (2007) note the role that the natural environment of a country plays as an essential part of the product offering of the country and as such, the implementation of policies aimed at inclusion of poor members of society may have the impact of improving this resource. Arguably however, this is not necessarily a natural consequence of PPT and the implementation of poverty reduction strategies will necessitate the inclusion of climate change objectives to ensure that the exploitation of these natural resources is managed in a sustainable manner. The end result of the implementation of these strategies is an overall betterment of the poor members of society and to the extent that climate change objectives are not inclusive of an essential partnership in the creation of sustainability, these objectives will fail. The clear advantage that PPT has in creating a sustainable tourism sector lies in the fact that it includes all relevant stakeholders in the tourism industry, as well as speculating for meaningful methods of enforcing these objectives. In so doing, it allows for the creation of sustainability through transforming local economies, creating employment opportunities, bettering the overall standing of members of the local community, exploiting natural resources in a sustainable manner ( therefore achieving climate change objectives) and offering measures of accountability to ensure that these objectives are in the forefront of policy consideration. References Aall, C. Hoyer, K. (2007) Tourism and Climate Change Adaptation. In Hall, C. Higham, J. (eds) Tourism, Recreation and Climate Change. Clevedan: Cromwell Press. Ashley, C and Roe, D (2002) Making Tourism Work for the Poor: Strategies and Challenges in S. Africa. Development Southern Africa 19 (1) 61-82. Ashley, C., Boyd, C. Goodwin, H. (2000) Pro Poor Tourism: Putting Poverty at the heart of the tourism agenda. Natural Resource Perspectives, 51. Department for International Development Becken, S and Hay, J (2007) Tourism and Climate Change. Channel View Cabeza, A (2008) Tropical Blues: Tourism and Social Exclusion in the Dominican Republic. Latin American Perspectives 35 pp.21-36 Cleverdon, R and Kalisch, A (2000) Fair Trade in Tourism.International Journal of Tourism Research 2 pp.171-187 Goodwin, H and Roe, A (2001) Tourism, Livelihoods and Protected Areas.   Int Journal of Tourism Research 3 pp.377-391 Hall, CM and Higham, J (2005) Tourism, Recreation and Climate Change. Channel View Hall, M. (2007) Pro-Poor Tourism: Do ‘Tourism Exchanges Benefit Primarily the Countries of the South’? Current Issues in Tourism, 10(2-3), pp. 111-118 Hall, C. Higham, J. (2007) Tourism, Recreation and Climate Change. Clevedan: Cromwell Press. Higgins-Desbiolles, F (2006) More than an ‘‘industry’’: The forgotten power of tourism as a social force. Tourism Management 27 pp.1192–1208. Manyara, G. Jones, E. (2007) Community-based Tourism Enterprises Development in Kenya: An Exploration of Their Potential as Avenues of Poverty Reduction. Journal of Sustainable Tourism, 15(6), pp. 628 – 644. McKercher, B., Prideaux, B.,   Cheung, C. Law, R. (2010) Achieving voluntary reductions in the carbon footprint of tourism and climate change. Journal of Sustainable Tourism, 18(3), pp. 297-317 Mvula, C. (2001) Fair Trade in Tourism to Protected Areas – A micro case study of wildlife tourism to South Luangwa National Park Zambia. International Journal of Tourism Research, 3, pp. 393 405 Scott, D. (2011) Why sustainable tourism must address climate change. Journal of Sustainable Tourism, 19(1), pp. 17-34 Scheyvens, R (2011) Tourism and Poverty, London: Routledge Scheyvens ,R. (2007) Exploring the Tourism-Poverty Nexus. Current Issues in Tourism, 10(2-3), pp. 231-254 Weaver, D (2010) Can Sustainable Tourism Survive Climate Change? Journal of Sustainable Tourism, 19(1), 5-15 World Tourism Organization (WTO) (2002) Tourism and Poverty Reduction. Madrid:WTO

I Do Not Believe in Ghosts Essays

I Do Not Believe in Ghosts Essays I Do Not Believe in Ghosts Essay I Do Not Believe in Ghosts Essay I do not believe in ghosts When I was little I lived in a house that was haunted. Wait don’t go! I know, I know, this subject is tired. The thing is I don’t even believe in ghosts. At least that is what I tell myself now, but back then I’m telling you that house was haunted. We moved there when I was in first grade and the first time I saw it, I started crying. Something about the house just seemed wrong. It was â€Å"pretty†, but it gave me a really ugly feeling. All sorts of weird, creepy, and inexplicable things would happen there. We had three dogs when we lived there, two of them ran away, and one went crazy and couldn’t live with us anymore. We had rabbits and they all died. We stopped getting pets. The toilet would flush itself. Once, I was talking back to my mom and she told me to stop or God would punish me and I said something along the lines of â€Å"yeah, right† and then the ground shook. I kid you not there was an earthquake, but no one except my mother and I felt it. Apparently, only our house shook. Another time, my brother who was an infant at the time was in his bassinet under a lamp that was hanging from the ceiling. I looked at my mother and told her she shouldn’t put him there because that lamp was going to fall on him. I walked over and moved the bassinet and as soon as I moved him the lamp fell. Crazy! It makes no sense to me that I have such clear memories of this house that was seemingly possessed and yet, I do not believe in ghosts. Do you?

Stanley and Stella Essays

Stanley and Stella Essays Stanley and Stella Paper Stanley and Stella Paper Essay Topic: Left To Tell Tennessee Williams views of relationships between men and women are portrayed throughout the play. Williams himself came from a troubled background where his parents relationship was tense and volatile, all the couples in the play reflect this view in their personalities and behaviour. It has even been suggested that Williams own parents Cornelius and Edwina inspired the basis for Stella and Stanleys marriage and the way they live their lives. The first relationship I am going to examine is that of the Kowalskis, Stella and Stanleys personalities do not compliment each other they are in discord. Stella originates from an upper class background and is reasonably well educated, before opting for a life with Stanley she lived in a big house in the country and never had to worry over the issue of money. It is obvious however that perhaps Stella was never really as infatuated with this existence as her sister Blanche. The surroundings and way in which she lives her life with Stanley may be different but she admits that it thrills her. Stanley has been used to the Elysian Fields way of living throughout his life, he is a common Polack and has originated from a working class background as displayed by his views and personality and his attitudes towards women. His animal instincts surface in the way he sizes women up and treat them as meat or sexual toys. Sex is Stanleys strength and his weapon to conquer his conflicts with his wife Stella and eventually his battle with her sister Blanche. Stanley feels that a man should be King of the relationship with his little woman to attend to his every whim. This is portrayed in Scene 3 at the poker night when he refers to the women as hens and also when he belittles Stella in front of his poker buddies by giving her a hard slap on the thigh. Although this behaviour is carried out in mock playfulness, Stanley is really reminding Stella just who is in charge and she accepts this by not retaliating only complaining when he cannot hear by saying to Blanche I hate when he does that. In the early scenes of the play Stanley and Stella appear to be affectionate towards each other and have a loving relationship, after all Stella gave up everything to elope with Stanley so the audience will obviously want to be reassured of why when taking the surroundings into consideration. Scene three opens up our eyes to the real relationship that Stella shares with her husband and we see Stella drifting further and further into unhappiness as Stanleys obsession with Blanches past reaches its dramatic climax. It is painfully obvious from the actions of the couple that their relationship is based on physical attraction, desire and sex as opposed to mutual love and respect. After Stanley has hit Stella she runs away but is soon reunited with a whimpering, tattered man on his knees. I feel that this part of the play is difficult to interpret but I have come to two different conclusions. The first is that throughout the rest of the play we do not see any more violent action towards Stella from her husband, this only occurs when he is drunk. Stanleys behaviour and dismay when he realises his baby doll has left him would lead the audience to believe that Stanley cannot comprehend what he has done and is truly genuinely sorry for hurting Stella. The action of pressing his face against her belly shows that he has emotions towards his unborn child and as he descends onto his knees this is truly an act of submission as opposed to confrontation. These ideas would lead me to think that Stanley just has anger management issues and was at his worst due to drink.

Magic in Shakespeares Play The Tempest

Magic in Shakespeares Play The Tempest Shakespeare draws heavily on magic in The Tempest- indeed, it is often described as Shakespeare’s most magical play. Certainly, the language in this play is particularly magical and quotable. Magic in The Tempest takes many different forms and is represented variously throughout the play. Prospero’s Books and Magic Prosperos books symbolize his power- and in this play, knowledge is power. However, the books also represent his vulnerability, as he was studying when Antonio took his power. Caliban explains that without his books, Prospero is nothing, and encourages Stefano to burn them. Prospero has taught his own daughter from these books, but in many ways she is ignorant, having never seen more than two men and no women since she was three. Books are all very well but they are no substitute for experience. Gonzalo ensures that Prospero is furnished with his books on his journey, for which Prospero will always be grateful. Prospero appears to be all-powerful with his magical staff at the beginning of the play, but in order to become powerful in Milan- where it really matters- he must relinquish his magic. His learning and his books led to his downfall in Milan, allowing his brother to take over. Knowledge is useful and good if you use it in the right ways. At the end of the play, Prospero renounces his magic and, as a result, can return to a world where his knowledge is valued but where magic has no place. Mystical Noises and Magical Music The play opens with the deafening noise of thunder and lightning, creating tension and anticipation for what is to come. The splitting ship inspires a â€Å"confused noise within.† The island is â€Å"full of noises,† as Caliban observes, and many of the characters are seduced by music, following the sounds as if they were being led. Ariel speaks to the characters unseen and this is alarming and disconcerting to them. Trinculo gets blamed for Ariel’s comments. The music and strange noises contribute to the mysterious and magical elements of the island. Juno, Ceres, and Iris bring beautiful music to celebrate the nuptials of Miranda and Ferdinand, and the magical banquet is also accompanied by music. Prospero’s power is manifested in the noise and music he creates; The Tempest and terrifying sound of dogs are his creation. The Tempest The magical tempest that starts the play represents Prospero’s power but also his suffering at the hands of his brother. The storm symbolizes the political and social unrest in Milan. It also represents Prospero’s darker side, his vengeance, and his willingness to go to any lengths to get what he wants. The tempest reminds the characters and the audience of their vulnerability. Appearance and Substance Things are not what they materially seem in The Tempest. Caliban is not considered by Prospero or Miranda to be human: â€Å"†¦A freckled whelp, hag-born- not honored with/A human shape† (Act 1, Scene 2, Line 287-8).  However, they felt they gave him good care: â€Å"I have used thee,/Filth as thou art, with human care† (Act 1 Scene 2). Even though they didn’t believe him to deserve the human care, they gave it to him.​ It is difficult to fully reconcile Caliban’s true nature. His appearance is described in many different ways and he is often referred to as a ‘monster’ but there are moments in the play where Caliban is quite poetic and describes the isle with love and beauty. There are other moments when he is presented as a brutish monster; for example, when he tries to rape Miranda. However, Miranda and Prospero can’t have it both ways- either Caliban is a monster and an animal who will do brutish things- at which they shouldn’t be surprised (and, one could argue, could therefore justifiably be treated like a slave) or he is human and brutish due to his oppression which is their doing.

How To Make Red Cabbage pH Paper Test Strips

How To Make Red Cabbage pH Paper Test Strips Its easy, safe, and fun to make your own pH paper test strips. This is a project that kids can do and that can be done from home, though calibrated test strips would work in a lab, too. Difficulty: Easy Time Required: 15 minutes plus drying time Heres How Cut a red cabbage (or purple) into pieces such that it will fit into a blender. Chop the cabbage, adding the minimum amount of water needed to blend it (because you want the juice as concentrated as possible). If you dont have a blender, then use a vegetable grater or chop your cabbage using a knife.Microwave the cabbage until its at the boiling point. Youll see the liquid boil or else steam rising from the cabbage. If you dont have a microwave, soak the cabbage in a small volume of boiling water or else heat the cabbage using another method.Allow the cabbage to cool (about 10 minutes).Filter the liquid from the cabbage through a filter paper or coffee filter. It should be deeply colored.Soak a filter paper or coffee filter in this liquid. Allow it to dry. Cut the dry colored paper into test strips.Use a dropper or toothpick to apply a little liquid to a test strip. The color range for acids and bases will depend on the particular plant. If you like, you can construct a chart of pH a nd colors using liquids with a known pH so that you can then test unknowns. Examples of acids include hydrochloric acid (HCl), vinegar, and lemon juice. Examples of bases include sodium or potassium hydroxide (NaOH or KOH) and baking soda solution. Another way to use your pH paper is as a color-change paper. You can draw on pH paper using a toothpick or cotton swab that has been dipped in an acid or base. Tips If you dont want colored fingers, soak only half of the filter paper with the cabbage juice, leaving the other side uncolored. Youll get less usable paper, but you will have a place to grab it.Many plants produce pigments that can be used as pH indicators. Try this project with some of the other common home and garden indicators. What You Need Red CabbageFilter Paper or Coffee FiltersBlender - optionalMicrowave - optionalDropper or Toothpicks - optional

4 Things That Surprised me About Self-Publishing an Academic Book

4 Things That Surprised me About Self-Publishing an Academic Book 4 Things That Surprised me About Self-Publishing an Academic Book Joshua Gans is a Professor of Strategic Management  at the University of Toronto. He has been published  in the American Economic Review, Journal of Political Economy, RAND Journal of Economics, Journal of Economic Perspectives, and more. In this article, he talks about his recent book,  Scholarly Publishing and its Discontents, which looks at the market power of journal publishers. The critical nature of this  subject led him to explore  self-publishing for the first time - an experience which surprised him in more ways than one."This is the 21st Century. Please download the free PDF of this book at joshuagans.com and use the search function. Trust me, it will be easier."And that was that!Self-publishing has offered me unparalleled freedom, and allowed me to disseminate my work as never before. That being said, my sales are not as high as I have achieved before with traditional publishing. Then again, I haven’t commenced any marketing initiatives other than handing out copies and have broken a few â€Å"rules† - like designing my own book cover. But that’s part of the beauty of self-publishing, doing things your way. This time around I’m going to work at my leisure, update the book with new editions when I want, and do things by one set of rules: my own.Scholarly Publishing and its Discontents  is available in  paperback from Amazon!Head to Joshua's website for more.Joshua published his recent book  because he had an idea he wanted to get out there - not necessarily because he was looking to build a fan base of readers. Can you relate? Leave any thoughts, experiences, or any questions for  Joshua in the comments below.

Supporting and assessing learning in practice settings NM3272 Essay

Supporting and assessing learning in practice settings NM3272 - Essay Example This method is found to be very effective as it provides feedback on what and how much a student has learnt, and on how effective the teaching methods are. A learner can be observed when presenting a certain procedure on a cadaver or volunteer and in this way, the tutor or assessor can grade the student on the basis of real life presentation. This enables in providing two way feedback the on effectiveness of teaching methods while at the same time, the learner gets to know his or her prowess on reproduction of skills. Learners can also be assessed by observation when checking proficiency of emergency equipment like cardiopulmonary machines. Interviewing is another way of assessing the learner in the same area. It can be done orally with previously prepared questions or orally where a learner explains a concept orally for assessment. Both methods are very effective as they allow direct assessment of specific knowledge and skills. They are also important in measuring application and synthesis cognitive skills. Unlike interviews, observation provides the opportunity to observe real practice for instance presentation on endo-tracheal suction on a dummy. Observations also provide less chance for cheating as random questions can be asked while the task is being performed. Interviews with pre-test questions allow a student to be more comfortable unlike observing a student, which can sometimes seem like prying on private space. Positive feedbacks were given during preparation and assistance in emergencies training sessions. Feedback is not to be considered as a single event the concept is more than that of an expert correcting a learner’s error. Formally, a learner is allowed to construct their own understanding of the task and formulating corresponding goals and strategies for achieving them (Nicole and Macfarlane 2006, p.303). In this way, positive feedback enables the learner identify problematic areas and direct all energy to

E. Porters A Strategy for Health Care Reform Toward a Value-Based Essay

E. Porters A Strategy for Health Care Reform Toward a Value-Based System analysis writing - Essay Example "Indeed, the onlyway to truly contain costs in health care is to improve outcomes:in a value-based system, achieving and maintaining good healthis inherently less costly than dealing with poor health." (Porter, 2009). According to the author, moving toward universal insurance coverage as well as restructuring the care delivery system is essential for true reform and a value-based system is the most fundamental means to achieve this. Therefore, the main arguments of the article are related to the essence of a value-based system which can ensure an effective strategy for health care reforms. In the article, the author analyzes various criticalsteps to achieve universal coverage in a way that will support,rather than impede, a basic reorientation of the deliverysystem around value for patients. In the first place, it is important to change the nature of health insurance competition and the insurers should flourish only ifthey improve their subscribers' health. Secondly, it is essential to keep employers in the insurance system and create a level playing field for employers that offercoverage by penalizing employers that are free riders. Next, one needs to address the unfair burden on people who haveno access to employer-based coverage.

Sec 305 Week 4 assignment Essay Example | Topics and Well Written Essays - 750 words

Sec 305 Week 4 assignment - Essay Example Intrusion to these satellites would lead to a failure of the information system to convey real time data and also data integrity. Chinese started invading the United States and government in 2003. A successful attack was in 2007 where two United States government satellites and the Pentagons computer network were hacked by the Chinese military hackers. This was after a series of invasions which had Titan rain as the code name. The motive was to completely shut down Pentagon server computer which was had more than 1500 computers connected to it and to steal systems that are sensitive. Some of these were, technologies used in surveillance and avionics for aircrafts (Barnes and Julian 2008). The attack is believed to have been through an email scum where a PDF document that appeared to have very important information. The hacker set up an email account that would be gotten rid of later. The account was then set up and made to have a screen name appear as that one of the target. The vict im probably saw the message and thought that it came from one of his colleagues and opened it. This launched the attached PDF and led to an automatic installation of malicious software in the machine. When the virus had completely configured itself the hacker had full control of the machine. With the hacker’s manipulation, the virus searched for files in the system. It then archived them and sent them back to the hacker through File Transfer Protocol or Hyper Text Transfer Protocol. The virus had sent approximately 24,000 files back to the Chinese hackers. When the pentagon realized that they had been hacked it was too late but it managed to use its sophisticated technology which indicated that the attacks came from the Chinese government. It later took its computers offline for about three weeks to carry out thorough investigations and intensify their firewalls security (Barnes and Julian 2008). Evidently, a comparison of the US F-22 jet fighter and the Chengdu J-20 fighter has proved the success of Chinas intrusions. Though it had been a bit harder for the Chinese engineers to make an exact replica of the engine, they managed to produce a cockpit that looks exactly like that of the F-22 jet. The satellite attack was conducted through Svalbard ground station located in Spitsbergen, Norway. It is believed that they used it because it depends on the internet to transfer files and accessing of data. It targeted two satellites, one used to provide information on terrain observation and the other used for earth climate observation. Terra AM-1, a satellite used by national Aeronautics and Space Administration, was completely under the hackers control but lucky enough they never took advantage of it (Barnes and Julian 2008). They only left Chinese military inscriptions which passed information on disabling an enemy’s ground based telecommunication facilities. The Landsat-7 was the second satellite intruded. Experts said it experienced more than twelve minutes of interference. Such an attack posed potential threats such as denial, degradation or manipulation of the transmission by the satellite The intrusion was a wakeup call for the United States. It made them aware of the Chinese abandonment of the traditional warfare that involved attacks using arsenal via land, water and air to cyber space. This has made it more aware of Chinas