Discourse On Colonialism Essay

In â€Å"Discourse on Colonialism† mentioned on page two, paragraph three, the author makes a connection with the misinterpretation of how the Europeans thought that those who did not practice Christianity were savages. â€Å"†¦is Christian pedantry, which laid down the dishonest equations Christianity=civilization, paganism=savagery, from which there could not but ensue abominable colonialist and racist consequences, whose victims were to be the Indians, the yellow peoples, and the Negroes.† In Things Fall Apart, when the missionaries landed in Africa, they accused the Umuofians of ignorance for not knowing how to â€Å"properly† practice religion. At the time of Things Fall Apart, religion was associated with â€Å"living things† while the European missionaries said that â€Å"correct religion† came from worshipping gods that were not concrete objects. On page 146 the text said, â€Å"Your gods are not alive and cannot do you any harm,â€⠄¢ replied the white man. ‘They are pieces of wood and stone.† This shows that the Europeans established supremacy over the Africans by denouncing their religion, which ultimately aided their efforts to colonize the Blacks. On the very first page of â€Å"Discourse on Colonialism†, it says â€Å"A civilization that proves incapable of solving the problems it creates is a decadent civilization. A civilization that chooses to close its eyes to its most crucial problems is a stricken civilization.† The same situation occurred in Things Fall Apart with the initial European contact because the Umuofians did not see them as a threat. This led to the decimation of their culture as the Umuofians allowed the Europeans to live amongst them and convert the outcasts. That was the Umuofians biggest mistake because when the Europeans had established a base of converts, it helped them to continue to convert the tribesmen and eventually take over the African tribe. Connections with Kaffir Boy: In â€Å"Discourse on Colonialism† by Aime Cesaire, he talks about the effect he witnessed due to colonialism which he believes â€Å"dehumanizes even the most civilized man†. He is talking about in Kaffir Boy, Mark at young age, witnesses the â€Å"dehumanization† of his father. â€Å"He seemed uncharacteristically powerless and contrite, a far cry from the tough, resolute and absolute ruler of the house I knew him to be, the father whose words were law.† (pg 22). A fine line is formed between races as Mark observes. At the time, the white people had established supremacy over the black people due to the laws of Apartheid. When Mark’s father was being dehumanized, it was a very overwhelming occurrence for Mark because he learned there are individuals who have more power than his father. Page two of â€Å"Disclosure of Colonialism† the author speaks of the â€Å"brutalized and degradation of the colonizer†. The blacks are brutally treated by their own people even. They can take a man and turn him into an animal. Connections to SOAPSTONE Evidence: The diction of Discourse on Colonialism is anger. The author, Aime Cesaire, expresses his opinion concisely, and emphasizes how Europe is indefensible spiritually and morally. â€Å"Henceforth, the colonized know that they have an advantage over them. They know that their temporary, â€Å"masters† are lying. Therefore, that their masters are weak.† (pg 1). In Cesaire’s opinion, the Europeans are indefensible because their actions to colonize are lies to the eyes of Africans. Since these lies are not acknowledged by the natives the Africans can fight back with their religion, and crumble the colonizers without faltering. Even the title â€Å"master† is acknowledged as a lie. The Africans know that the colonizers are not the ones to command them. Cesaire knows that in the perspective of a native. Cesaire speaks without humor. His seriousness can be found throughout â€Å"Discourse on Colonialism†. Many times he points out the hypocrisy of th e colonizers. His criticism of the Christians is relentless. He points out the â€Å"Hitler† side of everybody. Connections with current events Currently in syria there is an uprising in a place resembling the slums in which Kaffir Boy takes place. Mark grew up in a place where jobs were hard to come by, and people were dragged out of their houses at night by the police and were sometimes shot. This week in syria, â€Å"Islamist extremists in Syria’s insurgency killed 150 soldiers in a battle for control of an Aleppo suburb this week, including 51 who were executed after they had surrendered.† The same sort of thing happened in Kaffir Boy, except it was  the opposite with the police killing the civilians, going to their houses at night so the police knew people would

Classism and Its Effects in Society

Classism and its effects on Society James Bradley Cardinal Stritch University Instructor Kevin Nettesheim Intro to written communication April 17, 2013 Abstract Throughout history classism has played an important role in how people are perceived and treated. This goes as far as race, gender, financial status, and social class of individuals. For persons of any classification to prejudge another based on their background is morally and ethically incorrect, when God created man, he created man in his likeness. Therefore, I believe that no matter who you are or what cloth you come from, we all equal.Classism hurts society; it increases stereotyping, further demeans people, and It should not under any circumstance be tolerated or accepted. If classism should arise in any given the opportunity, it should be publicized and protested. What is Classism Classism is defined as a biased or discriminatory attitude based on distinctions made between social or economic classes. (Collins English di ctionary, 2009) In sociology, (which is the study of the development, organization, functioning, and classification of human societies,) classism has a distinct effect on human life. Collins English dictionary, 2009) Classism is a form of discrimination under the classifications of an individual’s rational needs, which includes; food, clothing, shelter, education, and respect based on the individual’s social class. Classism is a system of beliefs and cultural attitudes that rank people according to their economic status. This economic status is also known as social stratification, which is the idea of classifying people according to their group of socio-economic class.This classification deals with equalities or inequalities of economic, social, political, and ideological dimensions of society. Society ranks the stratification of people into layers of upper class, middle class, and lower class. Upper and middle classes are seen to be the richest and most educated of th e layer, while the lower class is to poorest. Effects of Classism Classism has a major effect on society mainly because it is a belief that has been passed down from generation to generation. Classism affects people on an economical and emotional level; it divides society into two parts.Those who have and those who do not have, this mistreatment mainly comes from the dominant more in control groups of society, the rich. It affects the subordinated groups of society, those who are the poor and it continues to cause pain and suppression among the lower classes of society to the extent of personal fulfillment or survival. Theorized, if you are not born into this dominant class, there is no room for you in society to someday become successful and without this privilege; you are stuck, left to dogs. Yet classism is not only judged by finances, it is also judge by race, gender and religion.Classism affects the minorities of society, African Americans, Hispanics, Asians, and women. The mis treatment of Africans dates back to the 1600’s, and the reasons for this so called classification results from slavery, lack of education, and social status. This division of this group further suppresses Africans; it depletes the want for success within this group. As being an African American, I can honestly say, â€Å"I know classism. † You are put into class of people who you may or may not be like, the only thing you have in common is being of the same race.To be prejudged on your color and to have that related to racial background is hurtful; there only two options after something like this. You can either better yourself or you fall into the black hole of failure. Failure can be caused by what others think of you and how you are treated. After being treated a certain way for so long you begin to transform into that individual, hint, â€Å"society can put you down. † It is same for other minorities in society as well; women are sometimes classified by what they cannot do. It is always been stated that a woman cannot complete the same task as a man.Therefore women have always had to fight for their rights, including purchasing property, voting, and fair wages. Classism has been a struggle for all. What can be done about Classism While classism affects society as a whole, there is much that can be done by both the dominant and subordinated groups of society to cease classism. The first step to stopping classism is to recognize and accept both parties as equals. No matter what race, gender, or social class you come from, we all human beings and together we strengthen our society.The belief of classism is taught at young age, individuals can start by instilling ethical behavior into their kids, so that they are able to prevent future behavior of classism. Ultimately, if we work together as a group we can stop classism. References classism. (n. d. ). Collins English Dictionary – Complete & Unabridged 10th Edition. Retrieved April 1 0, 2013, from Dictionary. com website:  http://dictionary. reference. com/browse/classism sociology. (n. d. ). Collins English Dictionary – Complete & Unabridged 10th Edition. Retrieved April 10, 2013, from Dictionary. com website:  http://dictionary. reference. com/browse/sociology

Program for action research in Mi9 Melbourne Thesis

Program for action research in Mi9 Melbourne - Thesis Example The systems are proposed to be supplemented by a hardcopy and email feedback systems for the services of the Mi9. Results from the workshops and the email and hardcopy feedbacks are proposed to be consolidated by a research supervising group and presented to management for use in change management. Program for Action Research in Mi9 Melbourne Table of Content Abstract 1 I. Introduction 3 II. Review of Literature: Action Research and Soft Systems Methodology 6 III. Action Research Program 9 A. Problem Definition 9 B. Objectives 11 C. Research Design, Framework & Methodology 11 D. Basic Steps of Applications 13 1. Identifying the problem 13 2. Viewing the problem form several perspectives 14 3. Selecting perspectives and identifying root causes 14 4. Modelling the problem or how the problem can be solved 15 5. Identifying the limits of the model and reality 16 6. Identifying the changes that must take place 16 7. Identifying the action the action that must take place 16 E. Data Gatheri ng and Processing 17 F. System Iteration/Validation 18 G. Installing Solutions to Problems Identified, Continuity and Change Management 18 IV. Research Implementation Gantt Chart 19 Program for Action Research in the Commercial Sales and Client Services of Mi9 I. Introduction Change management is â€Å"making changes to a certain method or system in an orderly, systematic fashion to make sense out of the organizational chaos that is permeating the company, its suppliers and vendors and most importantly its customers† (Ledez, 2008, p. 112). Ledez (2008, p. 112) elaborated that change will be internal----which means â€Å"that the change will take place within the confines of the company and not outside the ‘walls’ of the organization.† Yet, Ledez (2008, p. 112) pointed out that even if the change must take place internally, â€Å"the reason for the change may be completely externally oriented.† However, I add that the urgency and necessity of change may arise precisely because the internal characteristics of the organisation may have failed to adjust after several years of changes taking place in the external environment. This work focuses on the process of change in a corporate setting. The corporate setting is Mi9 with its official website at http://mi9.com.au. Through its website, Mi9 declared itself as â€Å"one of Australia’s leading digital media companies, with the potential reach up to 69% of the population each month.† The company’s official website reports that Mi9 is a joint business between Microsoft and Nine Entertainment Company. The company was established in 1997 as an expansion of the â€Å"ninemsn† business which covers a number of products and companies. Mi9 services cover â€Å"publishing, online services, data strategies, consumer insights and advertising technologies† (Mi9, 2021a). Clicking the â€Å"About us† of the ninemsn website at http://ninemsn.com.au/ will l ead the internet user to the Mi9 â€Å"About us† webpage at http://mi9.com.au/aboutus.aspx. On the other hand, based on the Mi9 website, Mi9 covers â€Å"80+ premium content environments like ninemsn, Nine News, Wide World of Sports, The FIX, The Australian Women’s Weekly, Grazia and Woman’s Day† and these are only a few on the list of Mi9 services. Mi9 is â€Å"also home to Australia’

Social Work - The Victoria Climbie Inquiry Essay

Social Work - The Victoria Climbie Inquiry - Essay Example That is the only way in which vulnerable children are let down by the system. Every child matters have two main goals. First, to protect children and second, to ensure that every child can fulfill their potential. Social workers have to develop a better understanding about the positive impact of educational achievement on the well-being of children in care and accept that it is a key part of their responsibilities to promote their learning. They must meet the challenging targets set by central and local government in relation to the stability of care and school placements. Social workers must take all procedures to increase the range of choice of placements of all kinds. As per Victoria Climbie Inquiry, there are five aspects of the reform is essential to improve plight of the children in the society. They are (1) prevention, (2) early intervention, (3) improving specialist service, (4) Every Child matters regognises the need to work altogether and (5) having the right people to do the job. There are still significant gaps in our knowledge of educational outcomes for children in care.

Morally permissible for abortion Essay Example | Topics and Well Written Essays - 750 words

Morally permissible for abortion - Essay Example In this article, two basic assertions will be fortified – one that there are no good grounds to believe that abortion is morally incorrect and secondly, that there are good causes to prove that abortion is morally permissible. Providing a brief critique of a known pro-life argument is deemed necessary before we proceed with the construction of an argument for the moral permissibility of abortion. The eminent anti-abortion philosopher Marquis has stated that â€Å"the future of a standard fetus includes a set of experiences, projects, activities, and such which are identical with the futures of adult human beings and are identical with the futures of young children...it follows that abortion is prima facie seriously wrong.† According to him, killing a fetus is nothing but killing a human being since the fetus is a future resemblance of human being which makes abortion morally wrong. He added that killing a fetus certainly implies a potential loss of value. All pro-life a ctivists believe that killing children and infants is wrong in the same way as it is killing any human being (cited in Marquis 184-185). To counteract the premises of Marquis, Mary A. Warren, a well known pro-abortion feminist philosopher deduces the following anti-abortion argument: 1) It is wrong to kill innocent human beings, 2) fetuses are innocent human beings, and 3) therefore, it is wrong to kill fetuses. ... e biological species Homo sapiens and incorporates not only functioning children and adults, but also fetuses (even very early fetuses) and alive human bodies without working brains (e.g. those in irretrievable comas). The human in the moral sense refers to all beings who are full-grown members of the moral community and includes all but only persons. Warren further states that if ‘human being’ has the same meaning in both the settings then one of them is questionable. The argument either presumes that it is incorrect to kill a fetus simply because it is a homo sapient or it is a member of the moral community. Further arguments are required to clarify the matter since both the claims are controversial. To clarify this matter, Warren next considers whether genetic humanity is sufficient enough for moral humanity.   She asks â€Å"What characteristics entitle an entity to be considered a person [in the moral sense]?† Exemplifying her theory of personhood, Warren s tates that a being or entity to be considered a ‘human being’ or a ‘person’ in the moral sense must possesses most of the following characteristics: ‘(1) Consciousness, (2) Reasoning, (3) Self-motivate activity, (4) communication capability, and (5) the presence of self-concepts and self-awareness’. She further added that the degree of a being’s similarity to a person decides its degree of right to life. In other words, the more resemblance a being holds to a person, the stronger are its consideration for having a right to life, and the stronger its right to life is. On the basis of this theory, she claims that a fetus doesn’t have any similarity to a ‘person’ at any stage of its development to be considered enough for having the right to life (cited in Warren 259-260). Moreover, on the

Organizational Behavior on Henry Ford Essay Example | Topics and Well Written Essays - 750 words

Organizational Behavior on Henry Ford - Essay Example This plays on what Gilbreth, a famous industrial/organizational psychologist, called time-and-motion theory. This is a way in which Ford was able to produce automobiles at an accelerated rate by giving everyone a designed task and forming the assembly line. Originally, Ford designed a static assembly line, but as his time-and-motion theory developed, he employed the use of a conveyor system to make a moving assembly line, which increases production. This also brought into the field of engineering psychology to see how to design this work environment so it was safe for workers but maximized efficiency. This idea of production worked so well that it became fundamental during the world wars in order for the United States and other countries to produce military vehicles. In today’s society, we now operate on the concept of the automated assembly line in which we program machines to create the products allowing for work to continue on the assembly line almost 24/7. Many companies h ave taken the original idea of the assembly line and applied it to their business (Batechelor, 1994). Another way in which Ford was able to maximize production which was through the concept of interchangeable parts that helped make the assembly line run efficiently. Prior to interchangeable parts, if something on the Model T was broken, an entirely new part would have to be created. The idea of creating multiple parts ensures that if a part breaks, there is an immediate identical part that can be used to replace it. This minimizes the skill level necessary to complete the repair decreases the amount of time required to accomplish this. This has made an impact now not only in the professional world but also as a general consumer behavior (Freeman & Soete, 2004). Ford was a believer in the American Dream. In this respect, he was always trying to make sure that he kept job satisfaction high in order to keep turnovers low.

Determining the density of an irregular solid Lab Report

Determining the density of an irregular solid - Lab Report Example From the microscopic point of view, any material usually has a specific arrangement of its atoms. The bonding between the atoms determines the strength of the material. Due to uniformity in the arrangement of particles in any solid, the density of the material is observed to be equal irrespective of the size. It was not until Archimedes invention that the problem of measuring the volume of irregularly shaped object was completely resolved. From Archimedes discovery, the volume of water displaced by a completely submerged object was realized to be similar to the volume of the object, which is submerged in water. Having determined the volume, it is used in the determination of the density of the object after the mass of the object is established through measuring (Franklin Turner Jones, 2007). This paper seeks to give an in-depth analysis of the determination of the density of an irregularly shaped body. 2.0 Relevance of Your Testable Question The research seeks to realize the volume of the irregular object, which is useful in determining the density of the irregular object. Water displaced during the experiment acts as a representative of the irregular object volume, which is difficult to realize through other modern available computation means such as calculus. 3.0 Literature Review 3.1 History of density and Archimedes principle Archimedes principles hail from the era before the global Christendom of the Middle East region. In its ancient form, Archimedes confused volume with density where the water displaced was equated to density rather than the volume. It is interesting to give an account of how this striking discovery was innovated. This Archimedes principle, as the new volume computation methodology was coined, was discovered after Archimedes puzzle over the spilling of water in a bath filled to the brim when he was bathing. Archimedes expected the water to remain at the bat h’s brim level even with his body completely immersed in the bath water. He then went on to reason that the volume of the water that spilled over from the bath was equal to the volume of his body submerged under water (Susan Weiner &Blaine Harrison, 2010). However, this literal interpretational use of the Archimedes principle was revised to imply that the buoyancy force experienced by a submerged object is directly proportional to the density of the submerged object. Formula Buoyant force opposes an object’s weight. The pressure exerted on a body while in liquid is proportional to the depth submerged. This thus translates to the fact that the top of an object experiences less pressure than the bottom when fully immersed in water. According to Archimedes principle, the buoyant force on an object is equal to the weight of the fluid it displaces. Thus, for objects of equivalent mass but different volumes, objects with larger volumes have greater buoyancy. Mathematically, Buoyancy = weight of displaced fluid Alternatively, it can be reformulated to Apparent immersed weight = weight – displaced fluid weight By using the weights quotients expanded by the mutual volume, Density/density of fluid = weight/weight of displaced fluid. 3.2 A review from related articles: how to evaluate density of an irregular solid; According to Willis and Shirley (1999), different bodies float differently in fluids of different densities depending on the up thrust force. However, if the density of the given body is higher than that of the relative fluid, the body completely sinks. Normally, water

Why must religion be based on faith rather than on knowledge Research Paper - 1

Why must religion be based on faith rather than on knowledge - Research Paper Example Are these thoughts about God born out of knowledge or out of strong faith? Philosophers contended that the infinity of God cannot be comprehended by the limited capacity of human beings to understand His greatness. Ancient and medieval philosophers have in fact attempted to empirically grasp God’s existence, albeit done purely through intellectual pursuits. Various theological positions were made and written. Augustine of Hippo, who hailed from North Africa and have converted from Manichaenism to Christianity, posited that thought credo ut intelligengiam or ‘I believe so that I may understand.† Such assert that human reason is essential only for those who possess faith and thus, human being’s rational capacity to reason is effective in obtaining general knowledge about the world and of God. He viewed that part of the innate nature of human being is to commit evil acts. This, for him, is integrated in the Divine plan which allowed persons to choose to do good or evil. The unbearable consequences of bad acts always made human beings choose do what is good. Advocate of naturalism perceived that God is everywhere. He is with nature and in the plurality of realities. They argued that God unify everything and can be known through the layers of emanation which flows with the Divine essence. Plato’s philosophy of idealism, on the other hand, made such epistemic principle that God is intangible, an impersonal entity encompassing the causes of all ideas. Plato professed that God is an abstract, timeless and unchanging reality. God is an absolute being and an eternal being (Plato, 2003). He professed that the perception of God separated the physical world from the intelligible realm (Plato, 2003). Thomas Aquinas (1993), also a medieval thinker, argued that theology is not an object of science and is only philosophically pursued by understanding the metaphysics of God’s existence. He however considered the divine thoughts are scribed in a sacred

WalMart and Target Essay Example | Topics and Well Written Essays - 1000 words

WalMart and Target - Essay Example So when WalMart enters local market it meets little competition. The opposite of cheap WalMart is an "elite" or high rate Target chain. Further I will compare these two retail companies in terms of general companies' achievements, level of services and the last point - prices. Wal-Mart entered retail market in 1962 in Rogers, Ark. Through the next eight years company incorporated and went on public on the New York Stock Exchange. In 1971 Wal-Mart set sales record for retail sales - 1 billion in sales per year. Up to 1991 Wal-Mart continued expansion on the American retail market: Sam's Club philosophy was developed and first mega stores were opened. And in 1991 Wal-Mart shifted to the international retail market, starting with retail center in Mexico City. According to the official press release of Wal-Mart, it is today the largest retail sales chain in the whole world with turnover around $285.2 billion in sales. The company employs 1.6 million associates worldwide through more than 3,600 facilities in the United States and more than 1,570 units in Mexico, Puerto Rico, Canada, Argentina, Brazil, China, Korea, Germany and the United Kingdom. More than 138 million customers per week visit Wal-Mart stores worldwide. (http://www.walmartfacts.com/newsdesk/wal-mart-fact-sheets.aspx) As well as Wal-Mart, Target appeared on the re... In 1979 Target gained position of the Company's revenue top producer, in 1982 revenue reached - 5 billion USD. In 2000 Dayton Hudson Corporation changed its name to Target Corporation. According to Target Corporation annual report the Company had 45 billion dollars in sales. The company employs 0, 87 million associates in the United States and has 1308 trading facilities. More than 60 million customers visit Target stores weekly. (http://www.targetcorp.com/targetcorp_group/investor-relations/annual_report.jhtml) Level of Services Level of services is defined by three major factors: purchasing conditions, employees, cleanliness. When purchasing clothing and other products of the same group one has to choose style, quality, price and the like, plus the comfort and ease of shopping. On the psychological level people prefer elegance, a feel of free time and space. The service of Target permits this plus it provides the cleanliness around, which ensure satisfaction of a customer. Your comfort zone is satiated. Thus you make better purchasing decisions without that compelling urge to postponing a purchase. WalMart in-store atmosphere creates feeling of rush, it has no space for inner world of a customer. Of course prices in WaMart are lower but a customer has little time for choice as other customers are rushing trough store looking for a bargain. Even brand new WalMarts often looks dingy and dirty. Very few Target stores give off the "dirty" feel a customer has walking around a Walmart. Employees attitude to the customers are in very close dependence to the conditions created by the companies. In our situation Target employees are more friendly and attentive than in WalMart. Prices. A price comparative

Surgical quality improvement Essay Example for Free

Surgical quality improvement Essay Through a review of blood utilization in the surgical units, the administrative manager of clinical operations for a large hospital noted what she believed to be a significant variation in the number of transfusion orders being placed per surgical case among the surgeons on staff. She brought the question to the surgical quality improvement committee, and the committee initiated a review of current standard practice for ordering transfusions within the surgical units of the hospital and also a review of best practices as supported by current research evidence. They discovered that the evidence from transfusion research revealed that transfusion therapy can result in a variety of adverse patient outcomes, including the transmission of infection diseases and allergic reactions. As a result, the hospital medical staff moved to adopt as its general â€Å"best practice† for transfusion ordering: a minimum hemoglobin concentration of 7g/dL (21% hematocrit) as an indication for red cell transfusions and a 10g/dL hemoglobin concentration (30% hematocrit) as a level at which transfusion therapy usually is unnecessary. After the approved â€Å"best practice† guideline was introduced to the medical staff, a blood utilization dashboard was developed that helps responsible clinical managers identify at the physician level when transfusion orders are placed contrary to the guideline. Having this information available enables the clinical manager to address the issue on a unit or with the individual physician involved. Use of this dashboard has resulted in significant reduction in the variation in transfusion ordering practices among the medical staff and a significant reduction in blood utilization, which equates to a significant reduction in costs of maintaining the blood supply, and an improvement in patient outcomes. Questions: 1. What data elements must be accessed from the clinical data repository to drive the blood utilization dashboard? Explain. 2. What clinical data systems might this data come from? Explain. Support your answers from the text, supplemental readings, and any other applicable resources. APA Page Setup: Pages should be set with 1-inch margins. Font should be 12-point Times New Roman. Lines should be doubled-spaced throughout the document, without extra spaces at the top or bottom of the page or between paragraphs or sections. A complete document includes a title page, an abstract (if the instructor requires it), the body of the paper, a reference list, and appendices (if indicated). The paper should be 1 to 2 pages in length, not including cover page. Latour, K. M., Maki, S. E., Oachs, P. A. (2013). Health information management: Concepts, principles, and practice (4th ed.). Chicago: AHIMA Press.

The Motorcycle Diaries (2004) Summary and Analysis

The Motorcycle Diaries (2004) Summary and Analysis The Motorcycle Diaries, directed by Walter Salles traces an 8000-mile journey of two close friends, Ernesto Guevara de la Serna, who would become the iconic Marxist revolutionary Che Guevara and his friend, Alberto Granado. As they travel from Argentina to Peru by motorcycle, truck, raft and foot looking for adventure, they gain a new perspective of the world that they never expected to garner. As Ernesto and Alberto cross of thousands of miles across Latin America, from one country to another, the borders between each country vanish and the continent itself surfaces as a whole, one entity united. Ernesto, toward the end of the movie, poignantly makes his birthday speech before a toast, â€Å"This journey has only confirmed this belief, that the division of America into unstable and illusory nations is a complete fiction. We are one single mestizo race from Mexico to the Magellan Straits.† The extensive landscape scenes show an immense geographical diversity, from dense forests to snowy mountains to arid deserts to thick jungle, from the wild to the rural to the urban. Yet in each place, the two Argentinians feel connected to the people, to the land, and its history. On the journey, Che and Granado see poverty and oppression constantly haunting all across Latin America and lend a helping hand to the oppressed. They realise that the injustices and suffering of poor and powerless Latin Americans are not confined by frontiers but that they almost characterise the continent as a whole. The young men who were initially looking forward to a trip full of adventure and romance find lines of indigenous people on the mountain roads, homeless in their own land. They meet a peasant couple who has been forced onto the road and lost many friends because of their communist beliefs. Che enrages at a copper mining companys maltreatment of the workers who must beg for work in the brutal mines. During their visit to the ruins of the once splendid Inca city of Machu Picchu, the two comrades dolefully compare it to the vast slums of Lima in Peru established by the conquerors. While Granado dreams of a peaceful return to the glories of the past, Che muses on the power of guns and on how a civilisation of such magnificence and beauty could have been destroyed by the creators of such a polluted, decayed city of Lima and blurts out, â€Å"A revolution without guns? It will never work.† As the journey continues, Ernestos connection to people in need grows more and more tangible throughout the film. In Peru where Che and Granado volunteer for three weeks at the San Pablo leper colony, refuses to wear rubber gloves during his visit choosing instead to shake bare hands with startled leper inmates. There, Guevara sees both physically and metaphorically the division of society the staff live on the north side of a river, separated from the lepers living on the south. At the end of the journey and after his stay at the leper colony, Ches egalitarian, anti-authority beliefs grow in him and, at his birthday toast, puts much emphasis on a united Latin American identity that transcends the narrow-minded provincialism and the limited boundaries of nation and race. That night, Che makes his symbolic final journey when despite his asthma, he swims across the river that splits the two societies of the leper colony, spends the night in a leper shack, instead of in the cabins of t he doctors. It symbolises his adamant and fierce desire to bring justice and equality to the oppressed, to the society and to Latin America. These encounters with social injustice transform the way Guevara sees the world and allegedly motivates his later political activities as a revolutionary. And there is an urgent question posing itself before Che: on which side of the river is he going to spend all his life? Which side of the tracks? Che is challenged by all that he has seen. By the end of the journey, Che has undergone a conversion. â€Å"I think of things in different ways, something has changed in me.† The testimonies of the many downtrodden South Americans that he has encountered have inspired Che to begin his search for this solution.

Othello :: English Literature Essays

Othello In William Shaspeare play Othello, Iago make Othello believe that Desdemona is having an affair with Cassio. He does by taking advantage of any situation to make of Othello doubt. Iago make Othello thing a lot of crazy thing on his head, Othello got so jelous leading him to kill his own wife, Desdemona, satisfying iago obseccion for revenge. The Reason why Iago develop such as evil plan is because Iago suspect that Othello is having an affair with his wife Emilia. He cited when he said "And it is thought abroad that 'twist my sheets he's done my office." The irony behind this line is that he then says, "I know not if't be true, but I, for mere suspicion in that kind, will do as if for surety." That mean, He is not sure that Othello is having an affair with his wife but he will pay anyhow, this show that Iago is so blind with his jealousy that he will do anything on his reach to make Othello for such act no sure committed. Iago elaborates a master plan to get Cassio position as a lieutenant. Iago get Cassio drunk so he could fight Roderigo. Othello then discharge Cassio from the lieutenant position when he says, How must poor Cassio have felt? To lose all he had worked for, working up his reputation that any half-hearted human can tell he earned and deserved. Iago know that Othello who ask him about the deed because of he fame of being a honest man. Iago tell Othello about the deed winning his trust that is when Iago starts to crab Othello by his weak point his Love for Desdemona. The first part of the plant start when Cassio is drunk, and cassio but the plan begin to develop a little more when Cassio is dismissed from his position. Cassio sad because he reputation has gone under the hill with the act the he committed unfortunately Iago uses Cassio as a puppet to go ahead with his evil plan. Iago suggest Cassio to try to speak with Desdemona to Convince Othello. Iago knows that Desdemona it a very naà ¯ve woman and she will be a very valuable piece to continue his evil game. At the castle ground, Cassio meet with Desdemona and exhorted her to ask Othello to take him back. Situation that Iago utilized to his advantages Iago put ideas

Travels Through the Rhineland Essay -- Travel Writing Descriptive Ess

On mountain peak the gods' abode; resplendent shines the proud-standing hall! (From Wagner's Das Rheingold, qtd. in Evensen) My friend dropped me off at the KÃ ¶ln Hauptbahnhof under the warm summer afternoon. The train station was nearly under the shade of the KÃ ¶lner Dom, the great Gothic cathedral of KÃ ¶ln. I had first seen the Dom at night when it was partially illumed by floodlights and the moon, though most of it remained in shadows. The twin black spires hung over me and I stood, marveling underneath the 600 year old Gothic spectacle without knowing fully what I was experiencing. But between the midnight and the 500 foot sooty towers I was compelled to pause and reflect some of the cathedral's light. In the train station I marveled at the schedule board as it fluttered rhythmically when its times changed. I boarded a train for Mannheim and it rolled out of KÃ ¶ln into the countryside of the Rhineland. The countryside was definitely different from what I was used to in Canada and I did enjoy the pleasant scenery. But I must admit that I was not wholly concerned with taking in the splendor and that my memory of my travel down the Rhine is limited (it was only a two hour journey by train after all). However, I found that the more Romantic descriptions of the Rhine I read the more my memory was restored. Also, as I read I begin to understand my experience differently and new sensations on those old memories are evoked. The day was perfect for travel: the weather was warm but not uncomfortable, and the sky was a matte cerulean though it was speckled throughout the journey with cirrus and cumulus clouds. As far as I can remember, the train followed the Rhine for most of the journey to Mannheim where I caught another... ...ts of text and music in Wagner. 2 Apr. 2005 http://www.trell.org/wagner/multi.html. Miall, David. "Wordsworth: Rhine (3)." Romanticism: The CD-ROM. Oxford: Blackwell, 1997. "Rhine." Wikipedia, the free encyclopedia. 2 Apr. 2005. http://en.wikipedia.org/wiki/Rhine. Radcliffe, Ann. Excerpts from A Journey Made in the Summer of 1794 through Holland and the Western Frontier of Germany, with a Return Down the Rhine: to which are added, Observations During a Tour to the Lakes of Lancashire, Westmoreland, and Cumberland. Romanticism: The CD-ROM. Oxford: Blackwell Publishing, 1997. Shelley, Mary. Frankenstein, or the Modern Prometheus. Oxford: Project Gutenberg, 1993. 2 Apr. 2005 http://www.gutenberg.org/dirs/etext93/frank14.txt. Wordsworth, William. "Tintern Abbey." Romanticism: An Anthology. Ed. Duncan Wu. Oxford: Blackwell Publishing, 1998. Travels Through the Rhineland Essay -- Travel Writing Descriptive Ess On mountain peak the gods' abode; resplendent shines the proud-standing hall! (From Wagner's Das Rheingold, qtd. in Evensen) My friend dropped me off at the KÃ ¶ln Hauptbahnhof under the warm summer afternoon. The train station was nearly under the shade of the KÃ ¶lner Dom, the great Gothic cathedral of KÃ ¶ln. I had first seen the Dom at night when it was partially illumed by floodlights and the moon, though most of it remained in shadows. The twin black spires hung over me and I stood, marveling underneath the 600 year old Gothic spectacle without knowing fully what I was experiencing. But between the midnight and the 500 foot sooty towers I was compelled to pause and reflect some of the cathedral's light. In the train station I marveled at the schedule board as it fluttered rhythmically when its times changed. I boarded a train for Mannheim and it rolled out of KÃ ¶ln into the countryside of the Rhineland. The countryside was definitely different from what I was used to in Canada and I did enjoy the pleasant scenery. But I must admit that I was not wholly concerned with taking in the splendor and that my memory of my travel down the Rhine is limited (it was only a two hour journey by train after all). However, I found that the more Romantic descriptions of the Rhine I read the more my memory was restored. Also, as I read I begin to understand my experience differently and new sensations on those old memories are evoked. The day was perfect for travel: the weather was warm but not uncomfortable, and the sky was a matte cerulean though it was speckled throughout the journey with cirrus and cumulus clouds. As far as I can remember, the train followed the Rhine for most of the journey to Mannheim where I caught another... ...ts of text and music in Wagner. 2 Apr. 2005 http://www.trell.org/wagner/multi.html. Miall, David. "Wordsworth: Rhine (3)." Romanticism: The CD-ROM. Oxford: Blackwell, 1997. "Rhine." Wikipedia, the free encyclopedia. 2 Apr. 2005. http://en.wikipedia.org/wiki/Rhine. Radcliffe, Ann. Excerpts from A Journey Made in the Summer of 1794 through Holland and the Western Frontier of Germany, with a Return Down the Rhine: to which are added, Observations During a Tour to the Lakes of Lancashire, Westmoreland, and Cumberland. Romanticism: The CD-ROM. Oxford: Blackwell Publishing, 1997. Shelley, Mary. Frankenstein, or the Modern Prometheus. Oxford: Project Gutenberg, 1993. 2 Apr. 2005 http://www.gutenberg.org/dirs/etext93/frank14.txt. Wordsworth, William. "Tintern Abbey." Romanticism: An Anthology. Ed. Duncan Wu. Oxford: Blackwell Publishing, 1998.

History of Special Needs Provision in Ireland Essay

The history of education for children with special needs in Ireland has been one of neglect and exclusion until there was a change in attitudes and policies. The government had no need for policies regarding education and care of children with additional needs because they were carried out by religious orders. Many children were sent away to hospitals, homes and even asylums. They were hidden away from society. There were three stages in relation to the education and care of children with additional needs. Era of Neglect and Denial The era of neglect and denial was when the government thought children with special needs didn’t need to be educated and were seen as a medical problem. The Medical Model of Disability thought that children with special needs were abnormal. The problem was seen to be with the person with special needs and this model focuses on the causes of the disability and would look for cures rather than accept the person. â€Å"The medical model of disability views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual† (www.2.le.ac.uk, Assessed 07 March 2014). Era of Special Schools The era of special schools was when a number of religious orders set up schools for children with special needs. The care and education was entirely up to the religious orders and the children would often board here rather than stay at home with their families. These schools were later recognised by the state. The government now believed children with special needs needed to be educated but not with â€Å"normal† children. They believed that the children would interfere with the education of the other children and therefore could not be educated in the same schools. Era of Integration and Inclusion The era of integration and inclusion began when the government introduced policies on education for children with special needs. They introduced these because of the decline in religion and religious orders. The state took over the care and education of children with additional needs. There was a demand for these children to be educated in schools alongside children who did not have special educational needs. This did happen but the children with special needs were taught in separate classrooms away from the other children. They were been educated but still not included. There are over 140 special schools in Ireland to date. These schools are designed for children who cannot be educated in mainstream schools. Some children may go to these schools for a period of time and then move into mainstream schools. Children with special needs are entitled to a free education until they reach eighteen years of age. They are entitled to help and support from resource teachers or special need assistants if the need it and to be educated in the same environment as every other child and to be treated equally. Legislation and Policies The Education Act 1998 The Education Act 1998 was the first piece of legislation that outlined the rights regarding education. This act is a general one but it provided the first legal definition of disability, the first legal definition of special educational needs and it defined what support services are. It outlines the roles and responsibilities of teachers, Board of Management, the Inspector and the Minister for Education. The Education Act 1998 says that all children including children with special needs are entitled to free education. Parents have the right to send their children to a school of their choice. All schools must respect beliefs, languages and traditions of all children. Schools have to have a plan in place to deal with any obstacles that may affect the education or welfare of a child with additional needs. All children have the right to be treated equally and should be included in all aspects of education despite their ability or disability. â€Å"This was the first piece of legislatio n passed since the foundation of the state that directly outlined the government’s rights and legal obligations regarding education† (Assisting Children with Special Needs, Assessed 08 March 2014: 10). The Education for Persons with Special Educational Needs Act 2004 This Act was passed to ensure that all people with special educational needs can be educated in an inclusive environment where this is possible. They have the same rights to education as a person who does not have special educational  needs. They have the right to the equipment they need in order to participate and continue with their education. The Board of Management needs to provide information to the parents and others relating to the education of the child. They need to ensure the progress of the child is monitored and reviewed regularly. To review the resources that are needed to help and provide education to children with special needs. They need to ensure that the needs of the child are being met and that a plan is put in place specifically for each child. â€Å"This Act was passed in June, 2004. The Act makes provision for the education of people with special educational needs, to provide that education whe rever possible, in an inclusive environment with those who do not have such needs† (www.asti.ie, Accessed 10 March 2014) Special Needs Conditions Attention Deficit Hyperactivity Disorder (ADHD) ADHD is a common behavioural disorder that affects school age children and is more common in boys. Signs and Symptoms There are three major symptoms of ADHD inattentiveness, hyperactivity and impulsivity. Some signs of ADHD are been easily distracted, switching from one activity to another frequently and talking excessively. Causes The causes of ADHD are not known. There are a number of factors that may be linked to ADHD such as genetics, diet and family environments. Diagnosis The diagnosis should only be made if the problem has been assessed for more than six months and has happened in two or more places. This is because there are other conditions which are very similar to ADHD that have to be ruled out. â€Å"Attention deficit hyperactivity (ADHD) is a disorder that appears in early childhood. You may know it by the name attention deficit disorder, or ADD. ADD/ADHD makes it difficult for people to inhibit their spontaneous response – response that can involve everything to speech to attentiveness† (www.helpguide.org, Accessed 09 March 2014). Cerebral Palsy Cerebral Palsy occurs when the part of the brain that controls muscle tone and movement is damaged. The condition can result in someone just been  clumsy or it can be more severe where the person cannot walk or move any part of their body. Signs and Symptoms Cerebral palsy may have the following signs and symptoms, lack of movement, difficulty walking, delays in speech development and trouble with swallowing. Causes There are no exact causes for cerebral palsy but it may be caused by brain damage before or during a child’s birth. Diagnosis A diagnosis for cerebral palsy will only be made after a child has been assessed and tests carried out. The tests will focus on the child’s movements and their muscle tone. Diagnosis for cerebral palsy can take a long time. â€Å"Cerebral palsy is a term used to refer to a group of complicated conditions that affect movement and posture because of damage to or failure in the development of the part of the brain that controls movement† (www.sess.ie, Accessed 10 March 2014). Autism Autism is a developmental disorder that affects the brain from functioning properly. Autism affects the way a person communicates and how they relate to other people. Signs and Symptoms Some signs and symptoms of autism are if a child does not respond to their name by the age of twelve months, have no words by sixteen months and does not point at objects to show interest by fourteen months. The child will avoid eye contact and will like to play alone frequently. Causes The exact cause of autism is unknown. Abnormalities in the brain, genetics and environmental toxins may be causes but this have not been proven. Diagnosis A screening test to diagnoise autism must be based on the observation of communication, behaviour and development and compare them to children in the same age group. â€Å"Autism is a neurological condition in which a child is unable to relate to people and situations. It first emerges in early childhood, when the child is first developing social and interpersonal skills. It is a rare condition affecting approximately five people out of  every 10,000† (www.irishhealth.com, Accessed 11 March 2014). Dyslexia Dyslexia is a learning disorder which makes reading, writing and spelling more difficult. It is the most common learning difficulty among children. Signs and Symptoms The most common sign of dyslexia is getting letters and words jumbled up. Lack of self-esteem, bad behaviour and lack of interest in school related activities are symptoms of having dyslexia. Causes There is no real evidence to suggest what causes dyslexia but it may be caused by an impairment in the brain or it may be inherited. Diagnosis Tests will be done on a child that is suspected of having dyslexia and will focus on how the child processes information, their language abilities and word recognition. â€Å"There was a time in Ireland when dyslexia was the disorder that dare not speak his name. The Dyslexia Association of Ireland. (DAI), established 40 years ago this year, had to change its name in the 1980s to the Association of Children and Adults with Learning Difficulties, so it would be taken seriously† (www.irishtimes.com, Accessed 11 March 2014). Fetal Alcohol Spectrum Disorder (FASD) FASD is mental and physical condition that results from alcohol exposure during pregnancy. Signs and Symptoms Some of the signs and symptoms of FASD may include having a small head, deformities of limbs, heart defects and vision or hearing difficulties. Causes The causes of FASD is when a mother drinks alcohol excessively during her pregnancy. Alcohol interferes with the oxygen getting to the developing brain. Diagnosis FASD can only be diagnosed after a child is born. Doctors will access motor skills, facial features and heart problems. Support Services HADD Ireland is a support group for people affected by attention deficit hyperactivity disorder (ADHD). They offer a wide variety of services  including courses for young people, courses for parents and support groups. In these courses they build skills, promote self-awareness and encourage problem solving. In the support groups they offer talks and workshops for parents that provide information and advice on ADHD. Cerebral Palsy Alliance is a support group that provides support and assistance for parents and carers of people who suffer from cerebral palsy. Each service is in place to help improve the quality of life and participation in everyday life. The services they provide include therapy and health services, counselling and respite care. They offer early intervention services and mentoring programmes for teenagers Irish Autism Action is an organisation that was formed to help sufferers of autism and their families. They offer a range of services including early detection prog rammes, education support, counselling, and home based support. They also have a helpline that offers confidential information and support for people with autism. They provide information and advice to families upon a diagnosis been made. Dyslexia Association of Ireland (DAI) is a membership based organisation that educates people about dyslexia. They offer appropriate and effective support services for children and adults dealing with dyslexia. The services they provide are information services through phone, website or text, assessment services, specialist tuition for children through workshops or one on one tuition, training and education for parents, teachers and others. Fetal Alcohol Spectrum Disorders Ireland is a support group that was set up by a group of carers who have had contact with children who suffer from fetal alcohol spectrum disorder (FASD). They provide information to families, carers and individuals on any disability associated with FASD. Alcohol Awareness Week 2014 is one way in which they provide information and promote awar eness about FASD. References University of Leicester: â€Å"The social and medical model of disability† (Online), available: http://www2.le.ac.uk/offices/ssds/accessability/staff/accessabilitytutors/information-for-accessability-tutors/the-social-and-medical-model-of-disability

Causes of Absenteeism

Hb1 Causes of absenteeism Although patterns of chronic absenteeism vary, the most common pattern is for a student to miss a few days of school each week. The student's excuses may or may not have to do with an illness. An absentee problem should be considered chronic when it is not always related to a specific illness and involves an average of two days or more per month. Once cause of chronic absenteeism is a lack of initiative on the part of the parents. It's not uncommon to find children absent from school because their parents did not get them up and out the door. In some cases, children may be kept home to take care of a parent or sibling who is not feeling well. Chronic absenteeism is often a family problem. When one child is absent, so are his or her brothers and sisters. Chronic absenteeism can also occur if parents are easily fooled into thinking the student is sick. Some parents are unable to determine whether their child is sick or not and, therefore, let the child stay home at the slightest complaint. Staying home and watching TV can be very reinforcing to some students. Chronic absenteeism may also occur if the classroom atmosphere is not reinforcing or is threatening to the child. If the student is nervous or anxious about the classroom, he or she may try to avoid coming to school. This factor is usually combined with one of the other causes discussed above. Sometimes, the very young child will use illness as a means of avoiding what he or she thinks may be a new and frightening experience. The Plan: Step 1: Follow all of the procedures for handling absenteeism that are outlined by your district. All of the procedures discussed in this solution section should be implemented in addition to, rather than in place of, the procedures specified by your school's administration. Step 2: Discuss the problem with the school or district nurse. If you are uncertain whether the student actually has health problems, arrange for a physical. (Make sure that you follow distinct guidelines in making arrangements for a physical examination. ) Request the school nurse or physician to give the parents some guidelines for evaluating whether the student has an illness that justifies being absent from school as often as has been the case. Step 3: Discuss the problem with the student's parents. Be sure to provide them with a record of their child's absences. Parents often have no idea how frequently their child has missed school. Let them know that you only wish to help and that you share their concern for their child's welfare in school. Determine whether the student's problem is the result of the parents not being able to tell whether the child is fooling them. Point out that it's sometimes difficult to tell whether someone is sick fist thing in the morning. If the parents have discussed the problem with a nurse or doctor, suggest that they follow the guidelines that were given to them by the professional. Tell the parents that it's fine to send the child to school when they are unsure about health complaints. Reassure them that you will send the child home if he or she is actually sick. In addition, you can suggest to the parent that if the child is kept at home, he should be kept in bed all day. Reinforce the idea that sick time requires rest time. (Sometimes the child will learn to determine whether he is sick or not with this procedure alone. ) Determine whether the student's problem is the result of parents not caring whether the child is in school. If so, be understanding of the parents. They may have had negative experiences in school. Let them know that you are there to help their child learn but that you cannot be effective unless the child is in school. Some parents may assume that the elementary school day is composed mostly of play. Let the parents know that this is not the case and that what the student learns each day and each year in school will help determine his or her future success. Sometimes just knowing you care will make a difference in the parents' attitude. If the child's attendance improves, be sure to follow up with periodic notes or phone calls to the parents to voice your appreciation to their assistance. Step 4: Discuss the problem with the student. Be very frank with the student about the severity of the problem. Show the student his or her attendance records. Let the student know that continued absences will make it more and more difficult for him or her to keep up with the other students. If the student can't tell how he or she feels in the morning, tell the student to come to school anyway. Tell the student that you will send the student home if he or she is really sick. If the student is chronically absent because the parents do not bother getting him or her up and ready, discuss ways the student can do this for himself or herself. Consider having the student do some work around the school to earn an alarm clock. (Check with your principal to see whether there is money available for purchasing a clock. ) Work with the student on how to get up and get ready for school. (This will be a time-consuming procedure for you, especially if the student is young. So don't do this step unless you think you can motivate the student to make the effort. ) Be sure to greet the student warmly each morning that he or she comes to school. Step 5: Make your classroom a positive and exciting place to be. Reassure the student that the student has a secure place in your class and that you like having him or her there. When the student is in class, keep the student active and challenged so that he or she will not want to miss something by not being there. An increase in positive interactions will do much to improve the environment in your classroom. Step 6: If you've followed district procedure and all of the steps that are suggested in this solution sheet but without success, do the best job you can with the student when he or she is there. Try not to worry about the problem, and don't feel guilty. When you've done everything in your power to get the student to school, don't blame yourself if the problem persists. Keep yourself open to the possibility of other solutions, but don't let the problem interfere with your effectiveness with the students who are in school everyday Hb2 Chronic absenteeism of young students often overlooked This term refers to truants, but also includes students in the elementary grades who have excused absences due to illness, family problems, or other reasons. The National Center for Children in Poverty (NCCP) defines a chronically absent student as one who misses 10 percent or more of the school year, regardless of whether an absence is excused or not. Many causes The NCCP cites a number of factors that can contribute to high levels of absenteeism among young children, including poor communication with parents, insufficient monitoring of attendance, high mobility, parents who don’t value education or feel welcome in school, poverty, and high levels of violence in the community. A recent report by the Open Society Institute-Baltimore, Missing School: The Epidemic of School Absence, notes that people tend to blame individuals — â€Å"neglectful parents and/or lazy, undisciplined youths† — when students don’t attend school. But it found school district policies have also â€Å"contributed unintentionally to the wide-spread problem of poor school attendance in Baltimore,† where 34 percent of elementary students and 44 percent of high school students were chronically absent in 2006-07 school year. These include weak and indifferent attendance policies and practices, including lack of follow-up with parents. And because frequently absent students tend to have low academic performance, the exclusive use of standardized test scores to measure school effectiveness offers schools little incentive for encouraging attendance. Hb3 Student Absenteeism – What’s the Problem – and  the  Answer? Student absenteeism is a serious issue in public education. Concerted efforts have been expended aimed at engaging students and promoting active learning, but schools are still full of   â€Å"clock-watchers†Ã‚   Many high schoolers regularly skip classes and, according to some inside reports, â€Å"the hallways are virtually empty some Friday afternoons. What’s my initial response? When confronted with a growing problem of absenteeism, Nova Scotia Education seems to be considering â€Å"compulsory engagement† until age 18. With 7. 4% of students missing 20% or more of classes and 45% absent for 10% of their classes, it’s a deeply entrenched problem. Fi rst came the carrot ( the elementary level behaviour modification (PEBS) program   and high school exam exemptions), now we seem to be resorting to the stick ( compulsory schooling to 18). What does the education research say? Student engagement is clearly more important than attending and simply occupying classroom seats. Canada’s largest national school survey,  Tell Them from Me, provided a clearer sense of the problem and identified the factors contributing to â€Å"a sense of belonging at school. †Ã‚   â€Å"Improving school and classroom climate† are key to â€Å"increasing engagement,† says CRISP Director Douglas Willms (MASS Journal,Fall 2008). Leading American expert, Deborah Meier (2002), sees school size as a critical factor — the smaller the school, the more likely students are to feel a sense of   attachment; the larger the school, the greater the potential for standardization, alienation and absenteeism. Hb4 Health woes cause drop-out, absenteeism – DepEd study Health problems are the leading causes of drop-out and absenteeism among public school students today, according to the Nationwide Oral Health Survey (NOHS), a study conducted by the Department of Education (DepEd), citing that of all health-related infliction, 97 percent involves tooth decay. In order to reduce school drop-out and absenteeism, DepEd intensifies its Essential Health Care Program (EHCP) and targets the leading cause of absenteeism by promoting proper oral care habits among students. The EHCP is a school-based program of DepEd and allocates simple and doable programs like daily hand washing, tooth brushing, bi-annual de-worming, among others. We hope to improve students’ health thus also upgrade their academic performance,† Education Undersecretary for Programs and Projects Vilma Labrador said. Together with Lamoiyan Corporation and Philippine Dental Association (PDA), DepED launched the Happ y Smiles for Healthy Kids project Wednesday, targeting thousands of preschool pupils nationwide. The special project falls under the education department’s EHCP. The launch was held at Bagong Ilog Elementary School in Pasig City. The project will provide each pupil with one soap and one toothbrush and access to toothpaste, which will be provided by Lamoiyan Corporation. Each package costs P25. 00 per child for the entire school year. PDA, on the other hand, will also provide oral education and oral examination to 86 different schools nationwide. PDA is composed of 156 licensed dentists involved in the development of workable oral health programs in public elementary schools and communities. Most importantly, DepEd along with their partners urged teachers to lead its students in practicing proper hygiene. â€Å"Teachers have the responsibility, not only in developing their students’ minds but also good habits especially oral care,† Lamoiyan Corporation president and CEO Cecilio Pedro said. Hb5 Hb6 Student’s excessive absenteeism should have prompted action by the school district to respond to attendance issues. Springfield School Committee v. Doe, 53 IDELR 158 (D. Mass. 009): A school district has an affirmative duty to take responsive action to a student’s chronic absenteeism, even when there is no â€Å"particularized showing of lack of progress or loss of education benefit attributable to [the school district’s] failure to respond† to the student’s absenteeism. In this case, the student had cognitive, attention, and behavioral issues (plus a history of poor attendance) and was absent in excess of thirty-two (32) days ov er a period of just two months. Also, one of the goals of the student’s IEP was to improve his handling of school responsibilities, which was â€Å"grounded in† the student’s â€Å"often being late and walking out of class, among other serious performance problems. † Although there was no specific indication of any loss of educational benefit due to this chronic absenteeism, there was also no indication that a representative from the school’s Educational Team contacted the student or his guardian to determine the cause of the student’s absences. This failure was â€Å"reason enough for the hearing officer to conclude that he had been denied a FAPE.    The Court noted that â€Å"for the hearing officer to have found otherwise† in light of such circumstances, it â€Å"would only encourage school districts to ignore such problems in the hope that no lasting damage will ensue. † Notably, the Court stated that it would not establish a set number of days of absen ce or truancy that would trigger a school district’s obligation to determine how to provide a FAPE. Rather, â€Å"each student’s case must turn on its own facts. † Hb7 The Effects of Excessive Absenteeism in Schools Students who skip school a lot miss out on the opportunity to gain a quality education, while teachers who are often absence may hurt the students' chances by weakening the school's ability to function. Students without adequate parental supervision may skip school to escape the boredom or cope with depression, according to author Linda L. Williams. Others stay away from class because of feelings of disconnectedness and inadequacy. Disconnected to School * Students who are frequently absent from school have more difficulty forming relationships and participating in school activities. Students with excessive absences may feel disconnected from academics and believe that the lessons are not relevant to their lives. They may spend less time in extracurricular activities, which reduces their chances to discover their passion, gain recognition for their talent and develop their skills outside the classroom. Disconnected student lack accountability which can lead to behavioral issues and poor academic achievement. Teachers who are frequently absent may not be able to bond with students. As a result students are more likely to disregard lessons and take school less seriously. Compromised Learning * Excessive absences create gaps in the student's education. Lesson plans are designed to prepare students for the next lesson. However if the student is not present in the classroom for the teacher to help them, the student has a higher chance of being left behind. Due to frequent absences, students may forget the previous lessons which results academic insecurity. Students may be doubt their ability to excel academically and stop putting in the effort to achieve high grades. If teachers have excessive absences, the learning process of the students becomes disrupted. Instead of challenging lessons, students are given busy work from less qualified substitute teachers. Lack of Positive Social Support * Constructive support from teachers and peers can boost a student's confidence in academics and encourage her to work towards academic success. Many students with excessive absences are dealing with difficult financial, health or family situations. However, without the chance to gain support from teachers, the student may not receive the extra attention she needs. Students who are exposed to negative attitudes about school will not have to chance to befriend students that excel academically. Teachers who are frequently absent are less able to join a strong network of teachers and gain the support of administration. This can lead to further clashes, organizational issues, conflicts and divisions within the school. Strained School Budgets * Student and teacher absences put a heavy burden on the school budget. Money that could be invested in field trips, technology and extracurricular activities are instead wasted on the cost of absences. Research in 1998 by PhoneMaster systems found that Oakland (CA) Unified School District suffered a loss of $4 million from student absences. Raegan Miller, researcher for American Progress, revealed that teacher absences cost the nation $4 billion in â€Å"Tales of Teacher Absence. † Removal from School * Chronic absenteeism can often result in the student getting expelled, especially if the student has behavioral issues and extremely low grades. Students who are disconnected from school are less likely to be aware of the attendance policy. This increases the chances of them being expelled from school. To reduce the budget strain and improve the quality of education, teachers with excessive absenteeism are targeted for removal. Many schools are feeling pressure from officials to reduce budget costs by enforcing attendance. As a result frequently absent teachers are vulnerable to lay offs and dismissals. Hb8 Absebteeism and Lateness Among Secondary School Students in Nigeria:Profiling Causes and Solution Introduction Absenteeism is major and continuous administrative problem among secondary school students in developing countries. Since the problem is to 70% student home based, there is need for the student/parent to help identify and proffer solutions to this quality disturbing problems that could lead to students’ dropout from school. Ubogu (2004:25) identified illness, permitted leave, voluntary absenteeism, as common forms of absenteeism. Identified causes of absenteeism include: illness, financial hardship, age, social class, geographical area, truancy and institutional influence. School related factors, such as; teachers’ attitude, poor administration, high cost of education, illness due to weather condition such as cold, temperature rey days causes absenteeism among students. Harsh school rules and regulations could cause absenteeism i. e. corporal punishment; families where children prepare themselves for school and parent to work. Truancy among students is caused by school-related reasons. Bullied by school staff, boredom, dislike of teachers and avoidance of tests. These are without par ents’ knowledge (Susan Kirk 2003). School authorities authorized absence for ailments, medical and death in the family. Parent particularly in rural areas keep their children at home for domestic activities on market and community festival days . In crises areas, student absence from school for safety reasons. Unaccepted absence had a negative effect on peer relationship, which could cause absence. According to Malcolm, Wilson, Davidson and Kirk (2003) teachers identified effects of absenteeism on children are; academic underachievement which increases costs and wastage, difficulty in making friends which could lead to boredom, loss of confidence and engagement in premature sexual activity which could lead to pregnancy resulting in dropout and stress among young careers. The society suffers as the children of school age hang around in the streets, intimidating other people and stealing properties of those who are in school and other place of work. Absenteeism and lateness could be reduced by providing; free education, counseling, discipline relevant curriculum and social welfare seminal to students’ . The use of electronic registration systems, truancy sweeps, contact with parents, and support for pupils with poor attendance and effective school administration by principals. Davidson et al 2003) (Ubogun 2004: 160). Absenteeism could results into poor academic achievement, lost of friends and partners, disruption in class when absentees return affect the behavior of other students, difficulty in keeping accurate records, reduced ability to meet instructional targets and damaged school reputation. For school community positive relationship to commune in the administration of secondary schools, there is need to identify causes of absenteeism and lateness among secondary schools in Nigeria (Oghuvbu 2002). Discussion The study revealed poor condition of health, lack of transportation parent poor financial condition, inability of parent to provide instructional materials and teachers non-commitment to the teaching of their subjects as causes of absenteeism. Going late to bed because of watching films and home movies, resulting into wake up late in the morning, distance to school and keeping friends who are not students are causes of lateness among secondary school students in Nigeria. These findings are consistent with those of Ubogu (2004), Heather Malcolm, Valerie Wilson, Julia Davidson and Susan Kirk (2003). Identified solutions to the causes of absenteeism and lateness were teachers should be punctual and regular in school, activities of Senior and Junior students should be supervised by teachers, parents should check their children in school regularly, library faculties should be provided in school to engage students during their free periods and punishment should be given to students involved in continuous absenteeism and lateness by school administrators. The result of this study showed that both the school authority and parents are involved in the factor that generatesabsenteeism and lateness among students. There is no significant difference between the views of principals, teachers, parents and students in the identified causes and possible solutions to the problems of absenteeism and lateness among secondary school students in Nigeria as revealed in this study. Also the causes of absenteeism are not significantly related to causes of lateness. The study revealed that only 2. 4% of the causes of lateness influences absenteeism that is students are not absent from school because of distance wake up late or keeping friends who are not students. However, poor parent financial status could result to lateness and absenteeism. The finding of this study could help reduce the problems of absenteeism and lateness since the four groups involved in the creation, management and control of these problems have no significant difference in the id entification of causes and possible solutions to these structural quality and societal disturbing problem, which affects the educational system in Nigeria. Hb9 Hb10

Economics 247 Assignment 2 Version A Essay

Economics 247 Assignment 2 Version A This assignment has a maximum total of 100 marks and is worth 10% of your total grade for this course. You should complete it after completing your course work for Units 6 through 10. Answer each question clearly and concisely. 1. In perfect competition, one result of the model was that there were no economic profits in the long run. In a monopoly, the firm typically earns a positive economic profit. Why is there this difference? The lack of barriers to entry will allow competitors to enter the market unil economic profit is zero. These firms are price takers, and they cannot affect prices because their demand curve is horizontal.(4 marks) 2. Assume that a single firm in a pure competitive industry has a fixed cost of $6500 and variable costs as indicated in the table below. a. Calculate the TC, AFC, AVC, ATC, and MC columns for this firm. (5 marks) Total Output TVC TC AFC AVC ATC MC 00 0 600 70,000 1000 76000 1400 81000 1800 87000 2200 90000 2600 93000 2800 96000 3000 100000 3100 110000 b. Explain the concepts of economies and diseconomies of scale, and describe the underlying reasons why both occur. (4 marks) 3. At its current level of production, a profit-maximizing firm in a competitive market receives $12.50 for each unit it produces, and it faces an average total cost of $10. At the market price of $12.50 per unit, the firm’s marginal cost curve crosses the marginal revenue curve at an output level of 1000 units. What is the firm’s current profit? What is likely to occur in this market and why?(4 marks) P=12.5 TR=P*Q = 12.5 * 1’000 = 12’500 TC=ATC*Q = 10 * 1’000 = 10’000 Profit=TR-TC = 12’500 – 10’000 = +2’500 Profit is positive, but for perfectly competitive markets there will be no profits at all in the long-run, so in this markets new firms will enter  market attracted by profits thus increasing market supply and reducing equilibrium price till it reaches close to P=$10, consequently leading to zero economic profits in long-run. For lower price this firm will be pressed to reduce output a bit for new P=MR=MC equilibrium. 4. a.Why would a firm in a perfectly competitive market always choose to set its price equal to the current market price? If a firm set its price below the current market price, what effect would this have on the market? (4 marks) The assumptions of perfect competition that matter here are that in perfect competition 1 every firm is so small compared to the market so as to have no effect on market price 2 everyone is aware of everybody’s price. Now if you set a price lower than the market, you are only cutting your nose to spite your face since you would sell as much as a higher price. (Remember, how much you produce is determined by your MC and the output level you produce at is the minimum MC). Cutting the price to sell more also costs more to produce; you are worse off. If you set a price higher than market, noone will buy from you. Explain how a firm in a competitive market identifies the profit-maximizing level of production. When should the firm raise production, and when should the firm lower production? In a perfectly competitive market, all firms are assumed to be very small compared to the market. Now the price is set at the market level, and as a small firm you take it as given; you couldn’t sell at a higher price since nobody would buy from you. Now in the long run, you should be at the minimum point of your cost curve, ensuring you make just normal profits. The price is your MR and at the minimum point of your AC curve your MC cuts it: MC=MR and AC=AR. If the market price is higher than this, new entrants will sniff the opportunity created by super normal profits and the market supply curve shifts right/up, reducing price until there are no more super ormal profits  to be earned. If market price is lower, then firms are making losses, some exit and supply curve shifts left driving price up. In equilibrium, each firm is producing at the minmum point of the AC, where MC=MR=P. Hence the firm temporarily raises production when P>min AC and makes supernormal profits until new entrants drive price back down; or lowers production temporarily when P

Expanded Functions of Dental Assistants

Dental Assistant are expected to perform â€Å"basic supportive dental procedures†, that is, dental procedures that have technically elementary characteristics, are completely reversible, and are unlikely to post potentially hazardous conditions for the patient being treated. Some states require Dental Assistants to be trained in a variety of â€Å"expanded duties†. Each state differs in expected requirements. Florida and Minnesota are the two states I am going to focus on.Dental Assistants in the state of Florida must have formal training to perform multiple expanded functions. For an individual to perform the expanded functions of a Dental Assistant they must graduate from a CODA accredited Dental Assisting program provided that it includes the appropriate training in expanded functions. Kaplan College in Jacksonville, FL is one of these schools. The other way a Dental Assistant that lives in Florida can perform expanded duties is if they successfully complete a Flori da Board approved expanded duties training program.Florida offers 14 expanded functions under the direct supervision of a licensed dentist, 18 expanded functions under indirect supervision of the dentist and 2 expanded functions under general supervision. These expanded functions allow a Dental Assistant in the state of Florida to be a huge asset to a dental clinic. Florida offers one of the longest lists of expanded functions available for the Dental Assistant to perform. By learning to be comfortable with the expanded functions, you are allowing yourself to learn beyond the average assistant and excelling at your career.Some of the 14 expanded functions that are required of a Dental Assistant under direct supervision of a licensed dentist include: ~ Using appropriate implements for preliminary charting of the existing restorations and missing teeth and visual assessment of existing oral conditions. ~Packing and removing retraction cord. ~Polishing clinical crowns when not for the purpose of changing the existing contour of tooth. ~Selecting and pre-sixing orthodontic bands. ~Removing and recementing properly contoured and fitting loose bands. ~ Making impressions. Fabricating temporary crowns or bridges. ~Cementing temporary crowns and bridges with temporary cement. ~Placing or removing temporary restorations. ~Removing excess cement from dental restorations. ~Monitor the administration of nitrous oxide, make adjustments during administration. ~Inserting or removing dressings from alveolar sockets in post-operative situations. Some of the 18 expanded functions that are required of a Dental Assistant under indirect supervision of a licensed dentist include: ~Removing sutures. ~Securing or unsecuring an archwire. Applying topical fluorides. ~Positioning and exposing dental and carpal radiographic film. ~ Placing and removing dental dams. ~ Applying cavity liners, varnishes or bases. ~Placing periodontal dressings. ~ Applying sealants. ~ Placing and removing pr escribed pretreatment separators ~ Making impressions for study cases. ~ Placing and/or removing matrixes. ~ Removing periodontal or surgical dressings. The 2 functions that a Dental Assistant in Florida can perform under general supervision include: ~Instructing patients in oral hygiene care. Fabricating temporary crowns or bridges in a laboratory. Being an Expanded Function Dental Assistant in the state of Florida is a rewarding and challenging job. Florida offers multiple locations to receive your degree and is one of the leading states in accelerated programs. The job outlook for Dental Assistance in Florida is very good. The average pay for an Expanded Functions Dental Assistant is between $14. 00 and $18. 00 an hour. Now let’s take a look at the expanded functions of a Dental Assistant in the state of Minnesota.First of all, the educational requirements in Minnesota differ greatly from the requirements of Florida. The state of Minnesota does not recognize the name of Ex panded Function Dental Assistant; instead, they are Licensed Dental Assistants. To earn the status of a Licensed Dental Assistant in the state of Minnesota, a dental assistant must pass the DANB Certified Dental Assistant exam and either: ~Graduate from a MN CODA-accredited dental assisting program Or ~Graduate from a CODA-accredited program in a state other then MN and upon MN board review of curriculum, complete additional coursework Or Graduate from a non-CODA accredited dental assisting program or complete office training and complete a MN board approved course in Expanded Functions in MN. You also need to pass the MN Licensure exam, pass the MN Jurisprudence Exam and apply for registration to the MN Board of Dentistry. As you can see, MN is one state that requires a lot of certification to be considered an Expanded Function Dental Assistant. I feel it is important to know what is required of you from state to state so you are prepared as a Dental Assistant to meet each requirem ent before you decide to officially move.There are 3 expanded functions that an Expanded Functions Dental Assistant can perform under direct supervision by the licensed dentist, 12 functions that can be performed under indirect supervision, 2 functions under general supervision and 3 functions under personal supervision. The schooling required in the state of Minnesota outdoes the amount of responsibilities you will perform in your career as an Expanded Dental Assistant. The average salary in the state of MN is the same as the state of Florida – $14. 00 to $18. 00 per hour. It all depends on the office you work in to determine your pay and benefits.The expanded functions that a Dental Assistant can perform in the state of Minnesota differ then the expanded functions in the state of Florida. There are only 3 expanded functions that can be performed under direct supervision of a licensed dentist, 12 expanded functions under indirect supervision and 2 expanded functions under ge neral supervision. There are also 3 expanded functions that can be performed under personal supervision. The expanded functions that can be performed by the Dental Assistant under direct supervision include: ~ Place and remove matrix bands.Fabricate, cement and adjust temporary restorations extraorally and intraorally. ~ Remove temporary restorations with hand instruments only. This list is quite a bit shorter than the list of expanded functions that can be performed under direct supervision of a licensed dentist in Florida. The expanded functions that can be performed under indirect supervision include: ~Perform mechanical polishing to clinical crowns ~ Remove sutures ~ Dry root canals with paper points. ~ Remove and place ligature ties and arch wires on orthodontic appliances. ~ Apply topical medication. Place and remove rubber damns. ~ Preselect orthodontic bands. ~ Place and remove periodontal dressings. ~ Etch appropriate enamel surfaces. ~ Place and remove elastic orthodontics . ~ Monitor a patient that who has been induced by a dentist. ~ Remove excess cement from inlays, crowns, bridges and orthodontic appliances.The expanded functions that can be performed under general supervision include: ~Take radiographs. ~ Place temporary fillings. The expanded functions that can be performed by a Dental Assistant under personal supervision include: Retract a patient’s cheek, tongue or other parts of tissue during a dental operation. ~ Remove debris normally created during the course of treatment. ~Provide general assistance to a licensed dentist, hygienist and registered dental assistants in the performance of their duties. After reviewing the expanded functions of Dental Assistants in the state of Florida and Minnesota, I am very happy to start my Dental Assisting career. I will have more responsibilities and duties to perform in a dental practice in Florida. This will allow me to show the Dentist how productive and motivated I am in my career.I was surpr ised how different each states requirement for education compared to what an Assistant can perform though, but am glad I am now aware of what each state offers. I look forward to all the expanded functions available for me in both states and I know that I will excel at them. This research project allowed me to fully understand what will be expected of me here in Florida and Minnesota.Work Cited:(1) http://www. payscale. com Average state salary(2)http://www. danb. org Educational requirements and allowable functions

Abortion: Make It Illegal

Dallas Chambers Mrs. Baker English 112 03/26/13 Abortion: Make It Illegal Some people believe that there is nothing wrong with abortion, and that it is perfectly moral. Meanwhile others believe that abortion is murder regardless of how far along the baby has developed. No matter what a person believes, abortion is not the right choice. I believe that every child has the right to live even if the mother is young or not financially secure. Abortion is the termination of an innocent child. There are many reasons why abortion should be illegal: ethically and physically.There are many reasons why women choose to have an abortion. Some are selfish and others are selfless, or to protect themselves or the child from future harm. The selfish reasons include that having a baby would interfere with school/work, that they cannot afford a baby or that they are having problems with their significant other. These are merely excuses for not wanting to accept responsibility for their actions. Some of the selfless reasons include medical problems, either with the mother or child, and because the woman was raped. These are the two main qualifiers for this argument.Some women say it is their right to choose whether or not they want to abort a baby. This is true and that right is protected in the Constitution. Also, in the Roe vs. Wade Supreme Court case in 1973, the Court ruled that abortion is a woman’s fundamental right. However, when considering an abortion a woman is not just making a choice about her own life, she is deciding whether or not to terminate another. It is fine to make a decision when it only concerns one person, but when it is a decision for that person and someone who cannot speak for themselves it is not fair.There are plenty of other options to choose from rather than aborting a baby. These women could give the baby away to a loving family who can’t conceive children or who has health problems. They could have the baby adopted, granted it is not easy to give away a child but it is better than terminating it and never giving that child a chance to grow. There are open adoptions and closed adoptions. It is very easy to find a place to arrange an adoption considering in today’s society the world is at our fingertips. If a person looks on Google they can find plenty of websites that can arrange adoptions.For example, just in North Carolina there is achildshope. com, christianadopt. org, littleangelsadoption. net and many more. A woman could also put the baby in the foster care system or take the â€Å"path less traveled† and keep the baby themselves. It is better to have a child and give them to a deserving home or couple than to terminate it before he/she even had a chance. Think about it. Any of the lives terminated could end up becoming a doctor, lawyer, or even the next Einstein. Another reason not to terminate a life is because abortion can cause health problems to the woman who receives it.These health probl ems do not only include physical but also mental. Some physical side effects of abortion are bleeding, hemorrhage, infection, inflammation of organs, and increased risk of miscarriage in the future. Some psychological side effects include anxiety, depression, use of alcohol and marijuana, and also suicide. Abortion can cause many health problems and may even kill you, not to mention it is terminating the life of an unborn child†¦ Why would a mother risk that? However, if there are risk factor brought on by a pregnancy then the subject of right or wrong gets more complicated.Either the mother or the child’s life could be in danger. If the mother could possibly die by giving birth to the child then it is not right for anyone to prevent her from terminating the pregnancy, if she chooses to do so. Also, if the child will be terminally ill from the moment of birth, than the mother should be able to determine whether she should terminate the life of that child. Another qualifi er would be if the woman was raped. A woman should not have to endure the pain of pregnancy when it was not her choice to have intercourse in the first place.However, a woman cannot just go to a clinic and say they were raped. There must be a police report on file stating that the woman was raped in order to go ahead with the abortion. Abortion has been a very controversial subject for the past few years and throughout all the debates regarding it I have heard some very interesting comments made by the Pro-Choice believers. Some of these comments included that women should be able to make their own decisions, the baby isn’t alive until it exits the womb, and it is better to kill a baby than have it suffer in a family who doesn’t want it or cannot provide for it.While all women have the right to decide what to do with their bodies, they all have to take responsibility for their actions as well. If a woman is headed to work and drinks a fifth of vodka before getting in t he car to drive there, that is her choice. However, if she ends up killing someone she can’t just say â€Å"well, I’m pro-choice† and then walk away. That woman would have to face the consequences of her actions and go to jail. Why is it any different to kill a human being outside of the mother’s womb than it is when the child is still inside of it?Either way a human being was killed. Whether they were born yet or not is irrelevant. â€Å"A baby isn’t alive until it exits the womb. † Some people do believe that a baby is not alive until it takes its first breath, which is at birth. However, whether you consider the baby alive at the moment of conception or not, the baby will grow into a human being and for someone to terminate the child’s life before it has a chance to grow and develop is wrong. The only moral termination of pregnancy is through miscarriage and nobody has control over that.As previously stated, there are other options than just keeping the â€Å"unwanted† child. There is foster care, open adoption and closed adoptions. In conclusion, abortion is morally and ethically wrong. It is the termination of an unborn child and a woman should not be allowed to terminate a pregnancy without any consequences. There are plenty of other options to choose from besides just terminating a pregnancy. This is why abortion should be illegal in the United States.

Law of Tort Personal Statement Example | Topics and Well Written Essays - 1000 words

Law of Tort - Personal Statement Example The law has tremendous social implications and has serves the cause of the innocent people in their hour of need when they inadvertently become victim for the faulty behavioural actions of others. The law of torts has been in existence since the centuries and has been serving the welfare of the people through out the world. The basic principle for the conceptualisation of the law was that in the event of any incidents, natural or otherwise, which results in harming the innocent people, the people are provided some legal recourse to pin the blame on others and probably get some sort of socio-economic compensation. The wide scope of the law, gives relief to people in almost all areas of their life but now they are frequently used in hit and run cases, insurance, intellectual property rights, natural disasters and other such areas where the liability for the said injury can be placed on the culprit within the precincts of the law. As mentioned earlier, the law deals with the wrong doings of some people which affects the welfare of the others. As such, the most important feature of the law is that a sufficient ground for pinning the credible liability for the wrong is established. ... When liability is imposed strictly and the person breaches the bounds, he is liable to be blamed even when no harm is caused. For example, in the case of rash driving, even if the driver does not harm anybody, he can be sued because his actions could have become injurious. Whereas, in 'faulty' liablity, it is important to eatablish that the 'wrong' on the victim is a result of the wrongful action of the defendant. The underlying concept one's duty to safeguard the interests of others, is the vital ingredient of the law of tort. It, therefore, is one of the most important law which serves as effective deterrent for people to act irresponsibly and become accountable for their behaviour when they infringe on the rights of others which may result in any type of 'harm'. Another pertinent point is the correlation between the wrongful act and its economic implications within the legal framework. This aspect of the law of tort is often embroiled in controversy with regard to the extent of economic compensation the victim is liable to get. In the recent case of Barker v Corus UK Ltd [2006] 2 AC 572, was a decisive case in terms of clarifying the extent of economic compensation and the role of causative agents which must prove the credibility of rightful demand for compensation. Lord Hoffman (of House of Lords) stated in his judgement that 'the impossibility of proving that the defendant caused the damage arises out of the existence of another potential causative agent which operated in the same way' and that 'he (defendant) should not be liable for more than the damage which he caused and, since this is a case in which science can deal only in probabilities'' (Thompson, 2007). The