Hobbes s Undeniable Defense Of Self Interest As The Human...

Nimish Garg Hobbes’s Undeniable Defense of Self-Interest as The Human Catalyst In Thomas Hobbes’s Leviathan, Hobbes argues that humans are inherently and exclusively self-interested (6). Before they formed society, humans lived in the state of nature--a brutal place governed by no laws, contracts, or power to restrict human nature. People were free to kill each other without facing repercussions, forcing everyone to fend for themselves and live in fear of death. Hobbes describes this anarchy as the worst way to live life, one that is â€Å"solitary, poor, nasty, brutish, and short† (12). However, his argument is weak in that it relies on the questionable premises that humans are exclusively self-interested and that self-interest harms others†¦show more content†¦Hobbes provides examples of our inherent nature in even today’s society: the average man locks his doors to protect his belongings from citizens and even locks his chests to prevent his children from stealing his resources (12). Hobbes then proceeds to his next section, describing how humans were averse to being killed in the state of nature (13). For instance, they agreed to â€Å"lay down this right to all things† and give up their right to kill another person to ensure that they do not face a greater aversion, being killed (14). In the end, they were still looking out for their self-interest. Although they had lesser rights, they could now participate in a safer society. Hobbes is too reductionist and the axioms that he relies on are ignorant of important elements of human nature, notably the interaction between love and duty that is commonly felt in a familial structure. In a mother-baby relationship, the mother takes care of her baby, even though the baby is a liability. The mother could be pursuing much more efficient Hobbesian self-interested ways to gain pleasure, such as climbing up the corporate ladder to gain more riches, honour, or command. Still, the mother innately wishes to take care of the baby because she loves her child and wishes to see him happy. This familial duty drives people further away from Hobbesian self-interest, evidenced by inner conflict in important decisions. If someone were asked to provide a

Defining the Concept of Revolution - 1950 Words

Recent theorists have put forward their definition of a revolution but there does not seem to be a clear concise description. Do protests or demonstrations, the toppling of a president, uprisings and changes in government constitute a revolution? I will explore these different approaches from the theorists and then show which I believe to be a ‘successful revolution’ going back as far as the French Revolution. Revolution refers to a central change in power or governmental structure that takes place over a long period of time depending on the conditions (Stone 1966: 160). Revolutions often develop from social unhappiness in the lower status group of the population and have been taking place through history differing greatly in terms of the conditions and outcomes, the period they last and the ideas and ideologies behind them (Stone 1966:160). However it is difficult to define such a broad concept especially when each revolt has distinctive circumstances that allow people to react in different ways (Stone 1966:161). Huntington’s definition of revolution explains how these occurrences are relatively rare and distinctive events and how over time they transform states and societies (Tilly 1973:430). â€Å"A revolution,† suggests Samuel Huntington, â€Å"is a rapid, fundamental, and violent domestic change in the dominant values and myths of a society, in its political institutions, social structure, leadership, and government activity and policies†(Tilly 1973:430). Revolutions are thusShow MoreRelatedDefining the Concept of Revolution804 Words   |  3 PagesRevolution Revolutions are events that consists of so many different struggles, challenges, bloodshed, complications as well as victory. Revolution refers to a fundamental change in power or governmental structures thats takes place in a comparatively short period of time. 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Nevertheless, the French revolution was greatly influenced by the worksRead MoreComparing Lenin s Manuscript, State And Revolution871 Words   |  4 Pages Lenin’s manuscript, State and Revolution, was written during the first inter-imperialist war and published on the eve of the Russian Revolution. This text can be seen as crucial to the socialist movement and the shift of 20th century Russian ideology. The whole of Lenin’s argument is a manifestation of Marx and Engels theories about the existence of the State and the role of government in society. State and Revolution is a purportedly theoretical reflection of how the State is an inherent tool forRead MoreThe Surrender Of Cornwallis At Yorktown988 Words   |  4 Pagesthe end of t he American Revolution but the start of new ideas and a new nation. The American Revolution opened the doors to ingenuity, new traditions, and freedom. The Revolution had an impact on the world around them and in the United States years after it ended. Kingdom of Matthias by Paul E. Johnson and Sean Wilentz explores the life of Elijah Pierson and Robert Mathews or Matthias. Elijah, Matthias and their clan were affected by the ideas that resulted from the revolution including freedom of religionRead MoreBureaucracy1409 Words   |  6 Pagesused. In the strict bureaucratic organization, the monocratic points raised are as follows: ⠝â€" Strict subordination ⠝â€" File knowledge ⠝â€" Certainty ⠝â€" Reduction of friction, material costs. Weber put forward the ideal concept for bureaucracy. He says that bureaucracy is characterised by the hierarchy of labours which is followed by precise rules and regulations. These rules are applied by business professionals who work part time or fulltime in an organization and whoRead MoreCriminology And The Social Theory Essay1726 Words   |  7 Pagesto look at criminal behaviour in a micro sense as ‘an intricate understanding of crime initiates thorough conceptualisation of people and wider society in relation to crime.’ Due to the nature of criminology as a study, there comes a problem with defining what crime itself is. The ‘father of criminology’ Lombroso was recognised as having a stream of thought known as ‘The Lombrosian Project’. This method of approach highlighted the need to examine characteristics of ‘criminals’ and ‘non-criminals’Read MoreHistorical Analysis of The Industrial Revolution 1006 Words   |  5 Pages The Industrial Revolution was one of the most impactful eras in the history of the world. It changed the way we worked, lived, owned, and generally thought. With advent of economic philosophies like capitalism and communism, the way we worked and lived was written down and itemized, and western civilization was never the same. The concepts of jobs, urbanization, and credit might have allowed the world to progress into a veritable economical ecosystem, defining our modern definition of living, butRead MoreThe Era Of The 19th Cent ury1135 Words   |  5 PagesEurope faced an era of revolutions at the wake of the nineteenth century. Long-standing empires, which had traditionally controlled most of the world –including the Spanish, Chinese, French, and Holy Roman Empires –, collapsed at the beginning of the century, allowing the British Empire to rise to power and establish dominance over a fifth of the Earth’s surface. This political revolution was coupled with the industrial revolution. New manufacturing processes called for large industrial factories

Is Hard to Say Good Bye Free Essays

Is Hard to say goodbye Death is probably the only thing in the world that is certain in life. As humans, we are born, we grow, we reproduce and lastly we die. It is the natural order and as natural as it may sound, human beings have different reactions to such an event. We will write a custom essay sample on Is Hard to Say Good Bye or any similar topic only for you Order Now Throughout our lives, we influence or are influenced by people; these influences manifest themselves in the form of raising a child; being a teacher, babysitting etc. In all of these interactions, we create lasting relationships with those whom we come across when death happens to one of the involved parties; emptiness follows the surviving person. As a future nurse, and due to the nature of my occupation, I may be involved in a situation where I must deal with impending death. Emotions will begin to happen, on both ends. On my end I will be trying to help the patient, and the patient coming to terms with his or her destiny. In the following pages, I will discuss how my responses to the â€Å"Reflections on dying† may impact a therapeutic relationship with a mother of a three years old child who has six months to live. In such discussion, you will learn about my thoughts, feelings, beliefs, and values regarding to death and patient relationships. Thoughts; Usually when I first hear of a death My thoughts on death begin with sorrow for the loss of a person who is significant on someone’s live. After meeting a patient who is a mother, and realizing that she does not have much time I will be deeply saddened to what is going to happen to her. I may develop feelings for the child’s well being. My second thought would be that of empathy. As a nurse I must show empathy, compassion, and strength at the same time towards patients. Showing emotions would most likely worsen an already sad situation. This patient is a mother of a three years old child; she will not see her baby grow up. Therefore, I will have the utmost empathy. Also, I will show strength. This is necessary to persuade the patient to live fully the time she has left. If I am the person breaking the news to her, I will be frank and to the point without keeping any information from the patient; since I believe that sugar coating the fact will lead to mixed feelings on the patient. I will tell her to make every day, every hour, and every second count and to enjoy her child in order to leave a lasting legacy. Feelings; after a while, my initial reaction to death Therapeutic relations with terminally ill patients will also involve mixed feelings. There will be a war inside of me, my thoughts will tell me to be strong, but my feelings will want me to feel extremely sad, sorrowful, and incompetent for not being able to help the patient. These feelings will linger every attempt to interact with the patient. It is natural for me to feel sad at the future loss; even when I’ve only known the patient since she started getting treated; still all life is precious. She is meaningful to many people, specially her child. I will definitely feel impotent, which will lead to anger for knowing that there is nothing that I can do to make her feel better. At that point, I will rely on my professionalism to expose and help me act accordingly. The reason why my feelings are normally strong is because when I was twelve years old, my grandmother died; she practically raised me. I spent more time with my grandmother at that time, than I had spent with my mother. I was asleep when I was told that she had died, and feelings began to run rampant. The anger, and sadness were unbearable, and ever since that moment, I have been very sensitive when it comes to death. Beliefs; My predominant emotion to death I believe that all life is valuable; this belief will influence my feelings but not my therapeutic relationships with my patient. Regardless of what I may believe, I know that it is my duty to provide treatment the best possible service to the patient. Being supportive to the patient, and her family members are my priority. If I was in the patient’s shoes, I would like the nurse to bring me up instead of bringing me down in a time of need. I would want the nurse to tell me my condition as is; that way, I can make the right decisions with my life. Also I would like to have everything clear when it comes to my child, and I would like to live my couple of months as happy as possible and pain free. Values; the way I may grieve Integrity is one of the main values I hold dear. A person’s word is their bond; without integrity, our words mean nothing. From integrity, respect and dignity follow on my list of values. My thoughts will influence ethical decisions when conducting therapeutic counseling. They will also reaffirm with my feelings to ensure I manage myself with strength. In addition, treating all with respect and dignity are a priority in my values list. Therefore, when dealing with a patient; everything else stops and I pay full attention to the patient’s needs. I will provide information and suggestions on ways to stay healthy and happy, even thought the patient won’t survive for long I feel that is best to keep the patient happy and comfortable. Conclusion In the last few pages, I’ve explained my thoughts on death. How my initial reactions to death would be and how my thoughts would influence me. Then, I explained how my feelings would manifest, and how they would play a part during routine interactions with the patient. I shared my beliefs and the connection between my beliefs, and thoughts when dealing with loss. Finally, I discussed my values as they relate to death. No matter which situation we find ourselves in; being the ones receiving bad news or giving the bad news; we will react differently to such an unexpected event. As long as we treat others with the respect and dignity they deserve, and we show the empathy we can make a difference on a patient’s remaining lifetime. It does take courage to show strength, and humility to show empathy, but the satisfaction to know that we have done the right thing would provide comfort to keep us going. How to cite Is Hard to Say Good Bye, Essay examples

Alzheimers (1167 words) Essay Example For Students

Alzheimers (1167 words) Essay AlzheimersDiseaseAlzheimers Diseaseis a progressive, degenerative disease that attacks the brain and results inimpaired memory, thinking and behavior (Internet). It is a degenerative diseaseaffecting nerve cells of the frontal and temporal lobes of the cerebrum of thebrain. The disease is the major cause of presenile dementia (i.e., the loss ofmental faculties not associated with advanced age) and is thought to be thelargest single cause of senile dementia as well (Britannica, 306). It causes theconnections between cells to become ineffective and the cells themselves toshutdown and eventually die (Davies, 1). Alzheimers is a progressive,irreversible, fatal neurologic disorder that affects an estimated 4 millionAmerican adults. It is estimated by 2040,approximately 14 million Americans willbe diagnosed with Alzheimers Disease. Approximately 9% of the populationolder than 55 years and 20% of those older than 85 years have AlzheimersDisease. The duration of AD averages 2 to 10 years but can be up to 20 years. By1992, Alzheimers Disease was the fourth leading cause of death among adults(more than 100,000 American deaths per year). It is projected that the number ofpeople with Alzheimers Disease will triple in the next 50 years. Thisepidemic of dementia is not confined to sex, race, social, or economic class. The public knows this disorder as senility, although the termAlzheimers is becoming more common (Rosdahl, 1356). According to a quote fromHasselbring Alzheimers disease. Medical Self-Care 53-57,January-February, 1986, a 61-year-old woman in early stages of Alzheimersdisease stated, My mind goes to an empty and horrible place. When I comeback, Im in a room full of strangers. I fell so lost and afraid. ManyAlzheimers patients echo these sentiments. The disease is frightening anddisabling (1356). Alois Alzheimer, a German neuropathologist, originallydescribed the disease in 1906. In the autopsy of a 55-year-old patient who haddied with severe dementia, Alzheimer noted the presence in the brain of twoabnormalities (Britannica, 306). Recent studies have shown that in the autopsiesof the brain of people who have died from Alzheimers, there is much higherconcentration of aluminum than is normal (Weiner, 17). Accounting for about halfof all dementia cases, Alzheimers is more common in certa in groups. Women areat higher risk, so are those who have a first-degree relation with the disease,or a history of head trauma (RN magazine, 26). Unfortunately, many people failto recognize that these symptoms indicate something is wrong. They maymistakenly assume that such behavior is a normal part of the aging process; itisnt. Or, symptoms may develop gradually and go unnoticed for a long time. Sometimes people refuse to act even when they know something is wrong. Itsimportant to see a physician when you recognize these symptoms. Only a physiciancan properly diagnose the persons condition, and sometimes are reversible. Even if the diagnosis is Alzheimers disease, help is available to learn howto care for a person with dementia and where to find assistance. Ten warningsigns to watch for are: (1) memory loss, (2) difficulty performing familiartasks, (3) problems with language, (4) disorientation of time and place, (5)poor or decreased judgement, (6) problems with abstract thinking, (7) misplacingthings, (8) changes in mood or behavior, (9) changes in personality, (10) lossof initiative (Internet). Typical problems that should alert us that a personneeds some kind of help are repeated car accidents, getting lost, losing thingsand not recalling the previous day (Davidson, 13). Symptoms of the illnessrepresent deficits in many areas of how a person remembers and thinks. Forinstance, problems with memory may be manifested as forgetting names, dates,places, whether a bill has been paid for, or something said over and over. .u947191ae553a648823497b1f9e64c8e2 , .u947191ae553a648823497b1f9e64c8e2 .postImageUrl , .u947191ae553a648823497b1f9e64c8e2 .centered-text-area { min-height: 80px; position: relative; } .u947191ae553a648823497b1f9e64c8e2 , .u947191ae553a648823497b1f9e64c8e2:hover , .u947191ae553a648823497b1f9e64c8e2:visited , .u947191ae553a648823497b1f9e64c8e2:active { border:0!important; } .u947191ae553a648823497b1f9e64c8e2 .clearfix:after { content: ""; display: table; clear: both; } .u947191ae553a648823497b1f9e64c8e2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u947191ae553a648823497b1f9e64c8e2:active , .u947191ae553a648823497b1f9e64c8e2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u947191ae553a648823497b1f9e64c8e2 .centered-text-area { width: 100%; position: relative ; } .u947191ae553a648823497b1f9e64c8e2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u947191ae553a648823497b1f9e64c8e2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u947191ae553a648823497b1f9e64c8e2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u947191ae553a648823497b1f9e64c8e2:hover .ctaButton { background-color: #34495E!important; } .u947191ae553a648823497b1f9e64c8e2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u947191ae553a648823497b1f9e64c8e2 .u947191ae553a648823497b1f9e64c8e2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u947191ae553a648823497b1f9e64c8e2:after { content: ""; display: block; clear: both; } READ: Perfect Pitch EssayIntellectual abilities are lost eventually. Reasoning with the affected personis no longer a successful way to understand and deal with his problems. Judgement about common everyday situations is drastically diminished. Theindividuals capacity to express himself verbally gradually shrinks. Neitheris he able to comprehend what others say to him. As the disease progresses, hemay gradually lose the ability to speak. Psychiatric symptoms such as delusionsand hallucinations can occur. The person can become anxious, restless, agitated,and may even appear to be depressed. His personality will change. In fact, hemay not seem to be the same person (Gruetzner, 9). Alzheimers disease beginsinsidiously and progresses slowly but inexorably, until the sufferer cannotattend to the simplest details of self-care and may not even remember his or hername. Although the symptoms may vary from patient to patient and from day to dayin an individual, there are certain common features in all patients, and thedisease follows a somewhat predictable path. Initially, the victim may justexhibit a lack of energy, drive, and initiative, and neither he nor his fa milymay be aware that anything is really wrong. The individual may just avoid newchallenges and seek refuge in familiar situations. For example, he may want tovisit only family members and close, old friends rather than go to new placesand meet new people. However, with time, greater changes in mental function andbehavior begin to appear, and the disease can traditionally be divided intothree clinical stages. The individual will forget the names of persons wellknown to him; he will also be unable to remember where he puts carious objects,such as the car keys or his wallet, or what day of the week, month or year itis. He will start forgetting to attend appointments he has made or get losttrying to find places that were once very familiar. In the beginning, suchepisodes of forgetfulness may just be minor annoyances to the individual and hisfamily, and he may still be able to function reasonably well. Eventually though,lapses of memory will become debilitating (Weiner, 27). The symptom s ofAlzheimers disease include gradual declines in memory, learning, andattention, and judgement; disorientation in time and space: word-finding andcommunication difficulties: and changes in personality. These symptoms may besomewhat vague at first and mimic mental illness or stress-related problems. Forexample, an executive may not be managing as well as he once did, making baddecisions with increasingly frequency and missing deadlines. Insidiously butinexorably, the changes become unable to add two numbers together. Similarly, apreviously talented hostess may no longer be able to set a table. Thepersonality of the patient may change markedly: an outgoing, vivacious personmay become quiet and withdrawn; a gentle, caring partner may become aggressiveand indifferent. Emotional symptoms, including depression, paranoia, andagitation, may occur intermittently. During the course of the illness, thepatients needs for care escalate. Of the four-plus million Americans withdementia, one-thir d are so impaired that they can no longer manage withoutassistance in the simplest daily routine activities of eating, dressing,grooming, and toileting (Aronson, 6). Alzheimers disease appears to run infamilies. Immediate (first-order) relatives of a patient with the diseasehave a great risk of developing the disorder themselves. But the incidence ofthe disease as it occurs in both identical and fraternal sets of twins, thoughsomewhat elevated, is not convincingly high enough to prove a hereditarylink. It is thought that the disease may be inherited in some families as anautosomal (any chromosome other than those that determine the sex) dominantgene.

Literary Analysis of the Speech free essay sample

Frederick Douglass was a fiery orator and his speeches were often published in various abolitionist newspapers. Among his well-known speeches is The Meaning of July Fourth for the Negro, presented in Rochester, New York, on July 5, 1852, a version of which he published as a booklet. It is often studied in literature classes today. Douglass moved to Rochester in 1847, when he became the publisher of The North Star, an abolitionist weekly. There were approximately 500 attendees who heard him speak, each paying twelve and a half cents. He had been invited to speak about what the Fourth of July means for Americas black population, and while the first part of his speech praises what the founding fathers did for this country, his speech soon develops into a condemnation of the attitude of American society toward slavery. Douglass begins his speech by addressing Mr. President, Friends and Fellow Citizens. Here, he is likely addressing the president of the Anti-Slavery Society — not the president of the United States. We will write a custom essay sample on Literary Analysis of the Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is noteworthy that Douglass considers himself a citizen, an equal to the spectators in attendance.Throughout this speech, as well as his life, Douglass advocated equal justice and rights, as well as citizenship, for blacks. He begins his speech by modestly apologizing for being nervous in front of the crowd and recognizes that he has come a long way since his escape from slavery. He tells the audience that they have gathered to celebrate the Fourth of July, but he reminds them that the nation is young, and, like a young child, it is still impressionable and capable of positive change.He touches on the history of the American Revolutionaries fight for freedom against their legal bondage under British rule. He tells the audience that he supports the actions of these revolutionaries. Douglass thereby sets up an argument for the freeing of slaves. He reminds the audience that, in 1776, many people thought it was subversive and dangerous to revolt against British tyranny. In 1852, however, with hindsight, to say that America was right, and England wrong is exceedingly easy. Similarly, he reasons, in 1852, people consider abolitionism a dangerous and subversive political stance. Douglass thus implies that future generations will probably consider his anti-slavery stance patriotic, just, and reasonable. Douglass praises and respects the signers of the Declaration of Independence, people who put the interests of a country above their own. He concedes, however, that the main purpose of his speech is not to give praise and thanks to these men, for he says that the deeds of those patriots are well known.Instead, he urges his listeners to continue the work of those great revolutionaries who brought freedom and democracy to this land. Douglass then asks a rhetorical question: Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us [blacks]? He pushes forward his thesis: This Fourth July [sic] is yours, not mine [italics his]. Indeed, he says, to ask a black person to celebrate the white mans freedom from oppression and tyranny is inhuman mockery and sacrilegious irony. By sacrilegious, he means the evil defilement of sacred American ideals — democracy, freedom, and equal rights. The real subject of his speech, he concedes, is American slavery. He condemns America for being untrue to its founding principles, its past, and its present. The audience must fulfill what the founders of the country advocated. To the slave, Douglass tells the audience, your 4th of July is a sham; your boasted liberty, an unholy license [for enslaving blacks] . . . your shouts of liberty and equality, hollow mockery. Douglass spends the next part of his speech pre-empting some of the arguments that theoretical opponents might make. As for the mildly sympathetic spectator who complains that the abolitionist fails to make a favorable impression by constantly denouncing slavery rather than making persuasive arguments, Douglass retorts by saying that there are no more arguments to be made. He says there is no person on earth who would be in favor of becoming a slave himself. How can it be, therefore, that some people are in favor of imposing a condition on others that they would not impose on themselves?As for those who maintain that slavery is part of a divine plan, Douglass argues that something which is inhuman cannot be considered divine. He considers such a pro-slavery posture to be blasphemy because it gives cruelty a place in Gods nature. Douglass condemns the profits made from the slave trade, and, once again, he compares the treatment of slaves to that of animals. He mentions that in Balti more, slave traders transported slaves in chains to ships in the dead of night because anti-slavery activism had made the public aware of the cruelty of that trade. Douglass recalls that when he was a child, the cries of chained slaves passing his house on route to the docks in the middle of the night had a chilling, unsettling effect on him. Next, Douglass condemns the American churches and ministers (excluding, of course, abolitionist religious movements such as Garrisons) for not speaking out against slavery. The contemporary American church, by remaining silent and acquiescing to the existence of slavery, he argues, is more of an infidel than Paine, Voltaire, or Bolingbroke (three eighteenth-century philosophers who spoke out against the churches of their time).Douglass argues that the church is superlatively guilty — superlative, meaning even more guilty — because it is an institution which has the power to eradicate slavery by condemning it. The Fugitive Slave Law, Douglass reasons, is tyrannical legislation because it removes all due process and civil rights for the black person: For black men, there is neither law nor justi ce, humanity nor religion. (Under this Act, even freed blacks could easily be accused of being fugitive slaves and taken to the South. The Christian church which allows this law to remain in effect, Douglass says, is not really a Christian church at all. Douglass returns to his theme of American democracy and freedom. He criticizes American ideology as inconsistent. For him, while it professes freedom, it does not give all people that right. And while it advocates democracy in Europe and elsewhere, it does not grant it to its own entire people. Similarly, he argues that while the American Declaration of Independence states that all men are created equal, American society creates an under-class of men and women.To his opponents who believe that the Constitution permits slavery, Douglass offers the writings of Spooner, Goodell, Sewall, and Smith — four abolitionists whose essays clearly vindicate the Constitution from any design to support slavery. Douglass sides with those activists who believe that the founding fathers meant to eliminate slavery and that the Constitution reflects this. Douglass concludes on an optimistic note. He believes that anti-slavery sentiments will eventually triumph over pro-slavery forces. Nations, particularly Western countries, in the mid-nineteenth century were generally against slavery.In fact, slavery was banned in the British colonies in 1834 and in the French colonies in 1848; politicians in those countries could no longer claim to support the rights of man while allowing slavery. He argues that no longer can the cruelties of American slavery be hidden from the rest of the world. Trade and commerce have opened up borders, and political ideas know no boundaries. Douglass closes his essay with a poem by Garrison entitled The Triumph of Freedom, stressing the inevitable arrival of freedom and the abolitionists promise to fight slavery whateer the peril or the cost.

Critically evaluate policy and practice on asylum and immigration for debates about racism and anti-racism. The WritePass Journal

Critically evaluate policy and practice on asylum and immigration for debates about racism and anti-racism. Introduction Critically evaluate policy and practice on asylum and immigration for debates about racism and anti-racism. ). Home Office (2002) White Paper: Secure Borders, Safe Haven. The Stationary Office. Lawrence, E., (1982) â€Å"Just Plain Commonsense: the â€Å"roots† of racism†, in CCCS The Empire Strikes Back. London: Hutchinson. Office for National Statistics (2011) 2011 Census shows non-UK born population of England and Wales continues to rise. [Online] Available at: ons.gov.uk/ons/rel/census/2011-census/key-statistics-for-local-authorities-in-england-and-wales/sty-non-uk-born-population.html (Accessed 21st March 2012). Parekh, B. (2000) The Parekh Report: The Future of Multi-Ethnic Britain. London: Profile. Pilkington, A. (2003) Racial Disadvantage and Ethnic Diversity in Britain. Basingstoke: Palgrave Macmillan. Skellington, R. and Morris, P. (1996) Race in Britain Today (2nd Edition). London: Sage. Solomos (2003) Race and Racism in Britain (3rd Edition). Basingstoke: Palgrave Macmillan. Solomos, J, and Back, L., (1996) Racism and Society. London: Macmillan.

The most notable discoveries in biology, medicine and pharmacy during Essay

The most notable discoveries in biology, medicine and pharmacy during the Golden Age - Essay Example Some of the well-known physicians and thinkers are Al-Razi and Ibn Sina and they developed a healthcare system with hospitals running for 24 hours and treatment based in Ayurveda and Unani (Allsen, 1984, p, 67-69). Another renowned Islamic scholar Ibn Sina authored Canon of Medicine a seminal work that was printed many times and read in Europe. The scholar Ibn Al-Haitham wrote extensively on the subject of ophthalmology while Ishaq Ibn, another scholar wrote a treatise Practical Medical Deontology. Al-Tabari wrote, another scholar wrote the Paradise of Wisdom that linked diverse subjects namely, psychotherapy, counselling, psychology and medicine (Atiyeh & Hayes, 1992, p. 45-61). The scholar Zakariya Raziwas who served as the chief surgeon in the hospitals of Baghdad and Cairo, wrote the well-received Ahlaq al-Tabeeb. This was a book on medical ethics in which he discussed the model role of the physician and specified the methods to distinguish between measles and small pox and the method of treating these diseases (Lombard, 1975, p. 123-128). Raziwas also wrote the kitab-al Hawi fi al-tibb also called as the Comprehensive book of medicine with 23 volumes where each volume discussed specific parts of the body and their related diseases (Sonn, 2011, p. 81-89). This book was used as a textbook in several European universities until the seventeenth century. Another book he wrote was the Kitab Tibb al-Muluki where he discussed dieting and moderation and the manner in which diseases can be controlled through dieting (Meri, 2005, p. 63). Pharmacy: Medieval Islam produced many scholars who wrote about medicines obtained from plants and body parts of various animals. The Islamic scholar Yuhanna b. Masawayh wrote a treatise on the medicinal effects of Cannabis sativa Linnaeus or hemp and Papaver somniferum Linnaeus, poppy. He suggested using the drug to relieve pain from fevers, eye and toothaches

Long term care Paper Example | Topics and Well Written Essays - 3000 words

Long care - Term Paper Example sadena nursing home is one of the largest private nursing homes in Texas, offering excellent long term care services including medications and meals to both patients and their families. Located in Pasadena, within the greater Huston area, Texas, the long term care facility provides 24 hour nursing care services to a wide range of patients including seniors with disabilities and serious illnesses. The environment at the Houston based facility is particularly designed to provide the residents with a comfortable life and make them feel part of the community. Although many patients attending the facility are those requiring long term nursing and medical supervision, Courtyards at Pasadena also offers specialized long term care programs for a wide range of illnesses such as Alzheimer’s disease. According to Courtyards at Pasadena’s official website (2014), the facility is managed by a for-profit corporation and is part of a multiple nursing home chain and not located in a particular hospital. With 196 beds and close to 125 residents, the registered nurse occupancy rate at Courtyards at Pasadena is above average. The nurses form part of the highly trained team of professionals at the facility who are always ready to provide all sorts of assistance towards developing individualized care plans for the patients in order to achieve the desired care goals. All the professional staff as well as the independent staff and consultants at the organization are highly committed to working with the residents and patients as partners in order to effectively meet their diverse individualized health care, coordination and rehabilitation needs. In addition, as part of its financial considerations, the organization allows its clients to explore available financial options including Medicaid, Medicare, private funding and insurance managed funding among others. However, what make Courtyards at Pasadena nursing home particularly special with regard to the provision of excellent care

Home Environment and Environmental Audit Research Paper

Home Environment and Environmental Audit - Research Paper Example Finally, I would like to thank my parents for the warm influence and love which has been a source of inspiration for me for the successful completion of the work. Home environment and energy management assumes great importance in modern society as it ensures clean and hygienic surroundings and risk free environment. The environment in which people live is prone to serious epidemic diseases that can cause deadly threats to human kind. The efficient management of home surroundings protects home and its inhabitants from pollutants which contribute to the outbreak of serious illnesses to the people and make damages to homes. Similarly, energy management at home is also essential as it ensures savings of energy and money. The need for energy management is seriously felt in the present day world because of high cost and shortage of energy. Management of energy saves the money and resources not only of individual doing it, but that of the whole society and country as well. Thus, from macroeconomic point of view, energy management is indispensable for a country to sustain and develop in a situation where resource shortage is a serious issue. The two main energies used at home today are gas and electricity. It is indisputable that these two sources of energy are highly essential in human life and are dangerous at the same time. This calls for an efficient management of energies and the emissions that come out of the usage of gas and electricity. The usage of electricity emits carbon dioxide and it is likely to have adverse impact on human lives. A recent report documents that "in the UK, carbon dioxide emissions fell by 5 per cent between 1990 and 2005 despite a 43 per cent increase in GDP" (The Challenges 2006, p. 2). Turing to the impact of consumption of gas energy at home, the environment is affected by Benzene, one of the pollutants of the present day world. It is found that in the UK, 90 of the environmental pollution occur as a result of benzene (Air Pollutants 2006, Table 2, p. 34). It is also estimated that "Carbon dioxide contributed 85 per cent of the potential global warming

Strengths and Weaknesses of Incident Reporting in Nursing

Strengths and Weaknesses of Incident Reporting in Nursing Problem based learning. Using the nursing process as a model formulate an action plan by critically analysing the strengths and weaknesses of incident reporting in relation to nursing. Identify reasons for a low level of incident reporting and offer a solution to the problem, eg. awareness of incident reporting procedures, accountability, consequences of not reporting incidents. Include professional, ethical and legal practice as it relates to the role of the nurse: continuing professional development following registration. Introduction Problem solving in nursing is often aligned to the ‘nursing process’, which is the APIE model – assessment, planning, implementation and evaluation. Using this structure in problem solving allows the nurse to assess the problem, by gathering information about it, plan how to address the problem, and also plan how to implement change and evaluate the process. It is important to use structured approaches to problem solving which include evaluation so that the problem can be reassessed and actions changed accordingly. In this essay, the problem of low levels of incident reporting in clinical practice will be explored, through a review of the literature, and an action plan will be developed which is in line with the professional, legal and ethical imperatives which underlie nursing practice. It is important to identify the problem carefully, understand the potential reasons for the problem, and then to use this information to plan changes in practice which will allow the problem to be resolved, partially or fully. Discussion Assessment Incident reporting serves a number of purposes within clinical practice. It is part of the risk management process, for example, and is focused on improving patient safety (Wagner et al, 2004). â€Å"Incident reporting captures more contextual information about incidents, and, when actively promoted within the clinical setting, it can detect more preventable adverse events than medical record review† (Evans et al, 2006 p 40). Taylor et al (2004) show that reporting allows for the understanding of and prevention of medical and healthcare errors, and provides data on the occurrence, frequency, types and results of such events. Incident reports however can also be used for â€Å"personnel credentialing and review (Taylor et al, 2004). According to Waring (2005) â€Å"the management of errors requires an acceptance of error with consideration given to the relationship between individual human behaviour and the factors that influence this behaviour† (p 1928). This means that the organisation must be responsive to incident reporting (Waring, 2005). However, incident reporting activities remain at low rates in many clinical areas, or do not report all of the incidents or the range of incidents that occur (Nuckols et al, 2007). There are limitations to what the incident reporting systems seem to be able to achieve in practice. â€Å"The subjective nature of reports, the lack of consistency and validation of incident data classification, and underreporting constrain incident reporting from being used as a reliable epidemiological tool to measure the frequency of events and whether interventions are effective in improving patient safety† (Evans et al, 2006 p 40). What this shows is that incident reporting is a very important aspect of the ongoing surveillance and improvement of healthcare practice. This underreporting may be due to a number of reasons, including a reluctance to admit mistakes or to be seen as being ‘to blame’, because of a sense of vulnerability on the part of nurses and other professionals (Bolsin et al, 2005). Johnstone and Kanitsaki (2006) state that as disciplinary and legal cases against nursing staff show, reporting nursing-related errors carries a risk for the nurses themselves, which is something which should be addressed in relation to promoting better incident reporting. It may also, in relation to medical professionals, be because a sense of medical hegemony which leaves doctors feeling invulnerable (Bolsin et al, 2005). However, the NMC (2008) requires nurses to be accountable for their own practice, to put patient needs and safety at the centre of all their actions, and to strive for the highest possible standards of care. Therefore, incident reporting must form a part of good nursing practice. Even the sense of vulnerability that can come from working in unsupportive clinical environments should not erase the legal obligation to report incidents which have adversely affected patients. Organisational culture may limit the incident reporting of the staff involved (Waring, 2005). Also, misconceptions of what constitutes an error may limit reporting activities (Throckmorton and Etchegaray, 2007). However the literature also suggests other reasons might prevent nurses from reporting adverse clinical incidents, despite the legal, professional and moral imperative to do so. One reason might be that the process of incident reporting is seen as too onerous. â€Å"Traditional narrative methods of documenting adverse incidents are time consuming and may not yield sufficient and accurate data.† (Wagner et al, 2004 p 835). Evans et al (2006) suggest that those incidents which occur most frequently, as well as incidents which are not easy to record using the typical recording systems seen in many clinical areas. Evans et al (2006) in their research found that barriers to incident reporting for doctors included a lack of feedback from reporting incidents previously, the form used taking far too long to complete, along with a belief that the incidents not reported were too trivial to be reported. Nurses, however, although they also found a lack of feedback prevented them reporting incidents, but unlike doctors, they believed that there was no point in reporting near misses, and they quite often forgot to make a report when the ward was too busy (Evans et al, 2006). Incident reporting can be related to specific clinical risks for target populations, groups or clinical areas. For example, incident reporting on falls in elderly care settings is a high priority (Wagner et al, 2004). It is also commonly a priority in relation to medication errors (Handler et al, 2007). The solutions to this problem are potentially diverse. The literature shows that for some clinical areas, for example, changing the documentation to suit the area and the kinds of incidents being reported might improve incident reporting rates and reduce incident rates (Wagner et al, 2004). Thus, providing streamlined, focused documentation might be a solution, but this would have to be quite specific, and some clinical areas might contain too many diverse risks for this. Vogus and Sutcliffe (2007) suggest a more managerial approach to improving incident reporting rates, such as bundling safety organizing with leadership (trust in manager) and design (use of care pathways) factors into nursing practice. Their research suggests that managerial approaches which affect the everyday behaviours of nurses can improve incident reporting (Vogus and Sutcliffe, 2007). Handler et al (2007) in their research showed that organizational-level interventions rather than individual-level interventions improved medication error reporting. Nakajima et al (2005) suggest that incident reporting should form part of patient safety programmes, and suggest the use of a web-based incident reporting system, along with identified staff responsible for incident reporting and support, staff education programmes, and integrated (and varied) feedback mechanisms. They found that this mulit-layered approach helped to improve and support a safety culture, improve multidisciplinary collaboration, and an overall systemic improvement, but that this required strong managerial leadership (Nakajima et al, 2005). Evans et al (2007) also used a similar approach, with identified people at all levels of staffing who supported the process, tailored incident reporting systems, and staff education. Kingston et al (2004) focus on the use of all kinds of supportive approaches and mechanisms to basically motivate staff to report errors. â€Å" Both medical and nursing participants made comments that a more effective and efficient incident reporting system without threat or blame, providing prompt, relevant feedback and driving improvements in health administration, would possibly motivate medical staff to report† (p 38). Pierson et al (2007) state that â€Å"web-based or electronic error reporting systems are particularly effective in increasing the quantity and quality fo reporting and yielding the type of information needed for improving care† (p 297). This would suggest that the use of some kind of electronic system would be an appropriate way of improving incident reporting, although this author believes this might depend on the skills and attitudes of staff concerned. Taylor et al (2004) cite similar findings from their research, suggesting that electronic reporting systems could make it easier and quicker, and state that â€Å"a substantial educational effort, aimed at nurses and, in particular, physicians, about which types of events should be reported and how to report errors is needed† (p 734). Dollarhide et al (2007) show the efficacy of a handheld-based electronic reporting tool for clinical incident reporting, showing that this made reporting much easier and more streamlined , but these would be too costly for the NHS setting. Planning The change that would be needed is summarised below. The change would be planned to incorporate the following elements: Identification of key personnel, including managerial level leaders, and staff across each grade and within each profession, to support the patient safety programme. Development of a mission statement encompassing patient safety protocols and incident reporting processes Development of incident reporting tools for specific incident reports, and an electronic/digital/web-based or email-available general reporting form. Development and implementation of a staff education programme on the new system, and incorporation of training and updating on staff mandatory study days (attended yearly). Development of a range of feedback mechanisms to staff are aware of what happens to the cases that are reported upon. Implementation All of the above activities should be finalised before the change is implemented. The key personnel will help to disseminate the information about the change, and then implement the change, supporting staff constantly as they adjust to the new procedures for reporting. Evaluation Evaluation of the change should be formalised at six monthly intervals for the first two years, but should also be built in to the feedback and reporting mechanisms so that staff themselves are fully involved in the evaluation and can feel that they ‘own’ this aspect of their work. Involving staff at all levels is likely to improve motivation (Evans et al, 2007). Focusing on practical solutions which are effective in this environment means that the evaluation should look at suitability, effectiveness and acceptability by the staff concerned. Conclusion It would appear from this brief review of the literature that in order to improve incident reporting, it is necessary to motivate staff to report. This can be achieved through education, through better incident reporting tools, which may ideally be electronic, and through managerial level leadership which changes organisational/workplace culture as well as providing better staff  involvement, better feedback on reporting, and less threat to staff. References Bolsin, S., Patrick, A., Colson, M. et al (2005) New technology to enable personal monitoring and incident reporting can transform professional culture: the potential to favourably impact the future of health care. Journal of Evaluation in Clinical Practice. 11(5):499-506. Dollarhide, A.W., Rutledge, T., Weinger, M.B. and Dresselhaus, T.R. (2007) Use of a handheld computer application for voluntary medication event reporting by inpatient nurses and physicians. Journal of General and Internal Medicine 23 (4) 418-422. Evans, S.M., Berry, J.G., Smith, B.J. et al (2006) Attitudes and barriers to incident reporting: a collaborative hospital study. Quality and Safety in Health Care 15 39-43. Evans, S.M., Smith, B.J., Esterman, A. et al (2007) Evaluation of an intervention aimed at improving voluntary incident reporting in hospitals. Quality and Safety in Health Care 16 169-175. Handler, S.M., Perera, S., Olshansky, E.F. et al (2007) Identifying Modifiable Barriers to Medication Error Reporting in the Nursing Home Setting. Journal of the American Medical Directors Association 8 (9) 568-574 Johnstone, M-J. and Kanitsaki, O. (2006) The ethics and practical importance of defining, distinguishing and disclosing nursing errors: a discussion paper. International Journal of Nursing Studies 43 367-376. Kingston, M.J., Evans, S.M., Smith, B.J. and Berry, J.G. (2004) Attitudes of doctors and nurses towards incident reporting: a qualitative analysis. MJA 181 36-39. This article is not included in your organizations subscription. However, you may be able to access this article under your organizations agreement with Elsevier. Nakajima,K., Kurata, Y. and Takeda, H. (2005) A web –based incident reporting system and multidisciplinary collaborative projects for patient safety in a Japanese hospital. Quality and Safety in Health Care. 14 123-129. NMC (2008) Code of Conduct for Nurses, Midwives and Health Visitors Available from www.nmc-uk.org accessed 2-1-09. Nuckols, T.K., Douglas, Bell, D.S., Liu, H. et al (2007) Rates and types of events reported to established incident reporting systems in two US hospitals. Quality Safety in Health Care. 16(3):164-168. Pierson, S, Hansen, R., Greene, S. et al (2007) Preventing medication errors in long-term care: results and evaluation of a large scale web-based error reporting system. Quality and Safety in Health Care 16 297-302. Taylor, J.A., Brownstein, D., Christakis, D.A. et al (2004) Use of incident reporting by physicians and nurses to document medical errors in pediatric patients. Pediatrics 114 729-735. Throckmorton, T. and Etchegaray, J. (2007) Factors affecting incident reporting by registered nurses: the relationship of perceptions of the environment for reporting errors, knowledge of the nursing practice act, and demographics on intent to report errors. Journal of Perianaesthesia Nursing 22 (6) 400-412. Vogus, T.J. and Sutcliffe, K.M. (2007) The Impact of Safety Organizing, Trusted Leadership, and Care Pathways on Reported Medication Errors in Hospital Nursing Units. Medical Care. 45(10):997-1002. Wagner, L.M, Capezuti, E., Taylor, J.A. et al (2005) Impact of a Falls Menu-Driven Incident-Reporting System on Documentation and Quality Improvement in Nursing Homes The Gerontologist 45:835-842. Waring, J.J. (2005) Beyond blame: cultural barriers to medical incident reporting. Social Science and Medicine 60 1927-1935.

Case Study Of Carnival Corporation :: Business Marketing management Essays

Case Study Of Carnival Corporation The history of the Carnival Corporation begins in 1972, when Ted Arison set up Carnival Cruise Lines as a subsidiary of the American International Travel Service. The first ship ran aground, but Arison remained steadfast in achieving his vision of a cruise line offering affordable vacation packages to middle-income consumers. By 1977, Carnival had three ships, and ten years later, as the industry leader, the company went public. In the early 1990s, Carnival began to diversify into land-based entertainment, thus changing its name to Carnival Corp. The company is the world's #1 cruise operator with about a third of the market. Carnival Corporation is comprised of Carnival Cruise Lines; the world's largest cruise line based on passengers carried, Holland America Line, Windstar Cruises and Seabourn Cruise Line. It owns 25 cruise ships serving customers worldwide and has 6 new ships under construction. It basically has three market segments: Contemporary, Premium and Luxury. Carnival also operates 14 hotels in Alaska and Canada and runs Holland America Westours, which markets sightseeing tours. Carnival has a 29.5% stake in Airtours, one of the UK's largest tour operators, and is bidding for control of cruise line NCL. CEO Micky Arison and family control Carnival. Carnival was able to increase profits through the acquisition of Holland America Line in 1988 and consequently Carnival expanded its cruise lines to a broader market, however Carnival experienced a loss of $135 million from disposal of the Crystal Palace Resort & Casino in 1991. The company’s current strategy is to attract more repeat cruisers and new cruisers of different segments by offering different types of packages. Such differences include choice of shorter or longer cruises, a low to moderate price for affordable cruises for middle class, and longer luxury cruises for affluent classes. As part of the company’s plan, Carnival is "going global" through a joint venture with Hyundai Merchant Marine to the Asia market. Strengths Carnival’s strategy focused on the "Fun Ship" concept, beginning with the Mardi Gras, which targeted people of all ages. In recent years the driving force behind why a person needs to take a vacation has changed. Today vacationers look to get away from everyday stress, and opt for a stress-relieving cruise. Carnival is considered the cruise industry’s leader, and in the past few years, Carnival has increased its market share through acquisition and joint venture. In 1988, Carnival acquired Holland America Line to expand its market share in Alaska, Mediterranean, and South Pacific.

Memorandum of Law Instructions

Memorandum of Law Instructions Legal research and writing often manifests Itself In the form of written documents. Some of these documents are for the Internal use of the firm or other entity. Others, such as letters, pleadings, and briefs are for courts and other third parties. A principal document that Is often used Internally, and, at times, transformed Into a letter, brief, or otherwise altered for use with third parties, is the Memorandum of Law. You will draft one of these documents for a large portion of your grade in this class. It will allow you to practice virtually all of the skills that you will learn throughout this course.The Memorandum of Law is covered in chapter 13 of the text. You should probably read that chapter now in planning for this assignment (it will be covered in detail in Module/Week 7). You will complete your memorandum in three parts, and each part will be graded and returned to you in time for you to incorporate what you have learned Into the next step in the assignment. The Memorandum of Law that you will be writing Is an objective document that ill explain what the law Is with regard to the hypothetical fact pattern that will be given to you by your Instructor.Thus, you will not necessarily be attempting to persuade the reader. Rather, you will be reporting to your instructor (who, in this instance, will be like an attorney in a law firm for the purposes of this assignment) what you believe the law is with regard to the situation posed. Thus, you must address authorities that might be helpful and not so helpful to your client's position. You should format your memorandum like the examples in chapter 13 of the text, include the following: Provide a heading with your instructors name in the â€Å"to:† field, your name in the â€Å"from:† field, and the date and topic. SE headings as shown In the text. Use a professional font that Is easy to read. The text should be double-spaced, with page numbers at the bottom of ea ch page and one-inch margins. Case Briefs Conduct research on the hypothetical fact pattern given to you by your instructor. Locate the relevant cases that you will be addressing in your Memorandum of Law (remember, the Memorandum of Law is an objective assignment, so you should include both cases that help and hurt your position).Read and analyze the cases as discussed in chapter 3 of the text. After reading and analyzing the cases that you found, prepare case briefs for what you believe to be the five most important cases that you will rely upon In drafting your Memorandum of Law. You should generally format the case briefs the same way that you will format the Memorandum of Law (see above, chapter 13 as to the Memorandum of Law, and chapter 4 of the text as to briefing cases and the form of the briefs). You may Include all of the briefs In one Word file.Head the file as you will the Memorandum of Law, and then Include each of the five briefs as the text of the file that you will submit through a link provided in Your Case Briefs are due by 1 1 :59 p. M. (ET) on Monday of Module/Week 3. Rough Draft Finish your research and analysis of the hypothetical fact pattern, incorporate the feedback that you receive from your instructor on the Case Briefs, and then complete this part. For this part, you will complete a rough draft of the actual Memorandum of Law. Formatting, research, writing, etc. Loud be as close as possible to what you envision for the final draft. The better the Job you do here, the better grade you will receive on this part of the assignment. But, perhaps even more importantly, the better the Job you do, the more valuable the feedback you receive. Thus, it will benefit you for the final part of the assignment as well.

Samsung and apple market Essays

Samsung and apple market Essays Samsung and apple market Essay Samsung and apple market Essay Buyer behavior with the net profit of 7. 8 trillion won in the April to June quarter, after the launched of flagship galaxy so smartened, Samsung becomes the worlds largest smartened maker, as the most profitable mobile phone company. According to DC, global smartened shipments totaled 237. 9 million units during second quarter of 2012 and 2013, Samsung has overtaken apple in its market share of( Samsung, 32. 2% and apple, 16. % ) in the year of 2012 and in the year of 2013 (Samsung, 30. 4% and apple, 13. 1% ). Reported from international business times, Samsung so appears to be faring well in ales, from the released of so to international markets in late April, they have sold 10 millions in less than 1 month and able to sold more than 20 millions handsets in the second month. It is 1. 7 times faster selling rates than previous so. Life companion, live in a world of infinite possibilities. With more features and benefits, SO differentiate itself with their new MAILED screen technology and various features like high offence video coding, battery support wireless charging through IQ standard, LET advanced network, and a 13-megalith auto-focus camera that features a seaside illuminated sensor, LED flash, and IPPP video recording, also with the support of their quad-core and ACTA-core variant hardware provide a greater graphic processing unit, and software like touching and S voice, which enable user to control the phone with floating touch or hand gestures without touching the phone. With these Samsung able to dominate and position itself as the number one smartened in android market. In the product life cycle, Initially losses may incur, as the electronic giant, Samsung able to minimize it losses in it first stage of product life cycle when establishing their new product. Followed by the growth stage, Samsung nailed the branding, marketing, and consistency battle to improve in galaxy SO. Huge amount of investment pooled in RD to expect a differentiate and innovative product after so, as well as distribution channel and branding. Being the dominator in android market, Samsung profit start to flow. Due to fierce competition from competitors, sales may eventually start to decline, innovating new products are needed in order to compete in the market. Thus beginning of the maturity stage of the products. The decline stage is where most of the product class usually dies due o low growth rate in sales. Apples phone, being the direct competitor of Samsung so, according to DC, apple is declining in their market share throughout the second quarter of 2013 and market sales has been declining as well since the released of galaxy so. However, apple still remain second in place in global smartened market share and global smartened shipments. Although phone has been overtaken by Samsung, but apples phone market position still remains rock-solid in US market. Even when Samsung released it high-profile flagship device, apple still accounted for 40. Of American smartened market in July 2013. And apple market share still leads with a 39. 9% in higher than what apple able to achieve in the same period, and also its was able to increase its market share in US from 21 . 7% to 23. 7% in the second quarter. In order to help gain market share and unit growth Apple is expected to introduce a lower- cost phone, which will make phone more affordable for more people. Apple also facing the threat of bein g the global computing market niche player if the market share still remain low or unable to get more distribution for the phone.

Good Choices Essay

Good Choices Essay Good Choices Essay We all aim to make good choices in our search for financial stability, but sometimes we get pulled into a false sense of security when we start making money and getting credit. We get greedy and before we know it, we are affected by bad debt, and a lot of bad debt is not good for your financial health. First main problem is we don’t know how to manage our money. The more we earn, the more we spend. Secondly, we borrow just because we know we can. We borrow for things like homes we cant afford, high interest credit cards, or fashionable, high priced clothes. Finally, we live the fast track. We think because we want it now, that we must have it now. Bad financial decisions can ruin your life and hurt those you love. We all aim to make good choices in our search for financial stability, but sometimes we get pulled into a false sense of security when we start making money and getting credit. We get greedy and before we know it, we are affected by bad debt, and a lot of bad debt is not good for your financial health. First main problem is we don’t know how to manage our money. The more we earn, the more we spend. Secondly, we borrow just because we know we can. We borrow for things like homes we cant afford, high interest credit cards, or fashionable, high priced clothes. Finally, we live the fast track. We think because we want it now, that we must have it now. Bad financial decisions can ruin your life and hurt those you love. We all aim to make good choices in our search for financial stability, but sometimes we get pulled into a false sense of security when we start making money and getting credit. We get greedy and before we know it, we are affected by bad debt, and a lot of bad debt is not good for your financial health. First main problem is we don’t know how to manage our money. The more we earn, the more we spend. Secondly, we borrow just

Santa Supply Chain Problems Term Paper Example | Topics and Well Written Essays - 1750 words

Santa Supply Chain Problems - Term Paper Example The issue of inadequate forecasting and poor communication has also affected the business. The management also faces the problem of too much paper work that gives them a hard time handling. Reports further indicate that the number of toys that are dead on delivery had risen compared to the previous year. The enterprise also faces some serious financial issues as shown in the reports that there is a considerable budget deficit affecting most departments in the enterprise. In addition, the Santa supply chain faces a serious problem due to the constant change in the customer demands. This has created the need to expand the company to meet the growing and changing demands of the market. Customer satisfaction data of 2011 revels that the there was a drop in customer satisfaction as compared to the year 2010. Most complains from children stated that they either got the wrong toy, or they did not get the toys they wanted. Reports indicate a lower customer rating in Europe: especially England, France, and Germany (Dr, Green 2011). The international consultants suggest that the company should apply the supply chain management programme. The programme integrates the procedures from manufacturing, operations, purchasing, transportation, and physical distribution into one program. It also involves integrating the activities of all these departments into a seamless process. Additionally, it links the participation of all the partners in the chain. The program aims at bringing a quality product to the market, and creating customer satisfaction. The benefit of supply chain management concept is obtainable when there is the integration of the entities within the organisation, and with the external partners who include suppliers’, distributor’s, carriers’, customers and the consumers (Zigiaris 3). The idea of supply chain management ensures quick delivery of goods to their destination. These bottlenecks include poor forecasting that has

Manufacturing Technology lab Report Example | Topics and Well Written Essays - 1500 words

Manufacturing Technology - Lab Report Example The first order of business was to machine the chamfer. The chamfer was created using a High Speed Steel (HSS) tool through tapered turning using the taper turning attachment. The tapering operation was measured for consistency to ensure that the angle or the dimensions were not exceeded beyond the drawing recommended levels. Next, the portion of the job, with the largest diameter was held inside the chuck. The next operation was to rough up the stock billet using the single point tool along with acceptable feed rates and depths of cut. The cutting speed for aluminum is recommended as 75-105 meters per minute (Smith & Peterson, 2008). The rotational speed of the lathe chuck was determined using the formula shown below: In a similar manner, the feed rate was required for determining how fast the piece would be fed to the lathe machine. Two different feed rates were used, one for roughing operations and one for finishing operations (Fox Valley Tech, 2014). The chosen feed rate for roughing was 0.65 mm per minute while the finishing rate chosen was 0.20 mm per minute. The entire stock billet was roughed out in the first series of operations, after which it was measured to determine how much finishing would be required. The finishing operations were carried out to create a stepped piece which would further require an external grooving operation and a chamfering operation on one end. The next operation was creating an external groove. This groove was created using a finer finishing tool with a much slower cutting speed and feed rate to contain accuracy. Once the external groove was machined into place, and measured for consistency at four different points on the circumferential surfaces of the groove, the piece was faced to size. The facing was carried out with the same finishing tool. The final step was to create a M8 thread on the 8mm diameter portion of the job. The piece was centered

Energy and Metabolism, Nutrition, and the Digestive System (Synopsis) Essay

Energy and Metabolism, Nutrition, and the Digestive System (Synopsis) - Essay Example These compounds are further subdivided into many classes such as Carbohydrates into monosaccharides and polysaccharides, Proteins into amino acids and lipids into triglycerides and fatty acids (Saturated and Unsaturated). All these compounds which form the basic requirements of our body and food contribute in the process of formation of ATP, the basic energy providing compound of our body. These biochemical compounds when enter our digestive system are further broken down into their very basic compound or particle which then undergoes the process of metabolism (either anabolism or catabolism) to form ATP. Our digestive system consists of oral cavity where food is chewed, esophagus for the transfer of chewed food, stomach for the breaking down and absorption of some of the food specially Vitamin B12 and proteins and intestines (small and large) for the further absorption and digestion of remaining undigested food and removal of left over undigested food through the anal canal. All the se systems form the basis of body’s energy providing system along with liver where most of the absorbed compounds are taken and there they undergo the process of metabolism to form the basic energy providing compound of the body. An abnormality in any of them e.g. hepatitis, peptic ulcers could lead to less nutrition supplied to the body ( malnutrition) and even

Herman Harold Potok Essay Example for Free

Herman Harold Potok Essay Herman Harold Potok was born in the Bronx on the 17th of February in the year of 1929 (McCauley, 1E). It was later on in his life when he started using his Hebrew name, Chaim (McCauley, 1E). As a teenager, Chaim was drawn to the Conservative branch of Judaism, which caused problems in his family because both of his parents raised the family in Orthodox tradition (McCauley, 1E). All these problems in his life eventually inspired him to write one of his greatest books of all time, My Name is Asher Lev, in 1972 (McCauley, 1E). According to Chaim Potok, arts were seen as a distraction to the true purpose of Orthodox Jews. Their main purpose is to study the Torad and Talmud (McCauley, 1E). He went on to some religious and secular schools (Kremer, 202). He earned his B. A. summa cum laude in English literature from Yeshiva University in 1950 (Kremer, 202). He then went on to study at the Jewish Theological Seminary of America where he earned his M. H. L. degree, rabbinic ordination, the Homiletics Prize, the Hebrew Literature Prize, and the Bible prize in 1954 (Allen). And lastly in 1965, he received his Ph. D. in philosophy at the University of Pennsylvania (Allen). Chaim Potok was also a professor at Penn, Bryn Mawr, and at John Hopkins University from 1995 to 1998 (McCauley, 1E). And although Chaim Potok enjoyed teaching, his true passion was what he did best-writing novels. Over 34 years of his life, he wrote fourteen novels, four plays, and a few children’s books (McCauley, 1E). A novelist, Cynthia Ozick, stated â€Å"Chaim Potok wrote directly from the interior of the Jewish theological experience, rather than from the social experience. And they were best sellers. † Chaim Potok was a great universal writer who appealed to everyone. He lived in Pennsylvania with his wife of 44 years, Adena, and his three children, Rena, Naama, and Akiva until his passing on July 23, 2002 at the age of 73 due to brain cancer (Allen). One of Chaim Potok’s best sellers was his novel, Davita’s Harp. This novel is a story about a young girl, Ilana Davita Chandal, whose parents are involved with the Communist Party and keep up with the happenings of the Spanish Civil War (Potok). Her father, Michael Chandal, is a reporter for the local newspaper and gets sent to Spain to cover the war while Ilana and her mother, Anne Chandal, stay home and wish for the best outcome and his return (Potok). While over in Spain, a bomb goes off in the hotel where Michael Chandal is staying and he passes away (Potok). When Ilana and her mother were informed about Michael’s passing, they both handled it in different ways (Potok). Looking for answers, Ilana becomes interested with the Yiddish songs and saying Kaddish and starts to visit the synagogue even more often than before with her friend Ruthie Helfman and her cousin, David Dinn (Potok). Anne does not entirely agree with Ilana going to the synagogue all the time and so Ilana and Anne had many disagreements when Ilana wanted to start saying Kaddish for her deceased father, who was a Christian (Potok). Her mother then basically devoted her life to the Communist Party where she met and later got engaged to Charles Carter (Potok). Anne Chandal soon starts to question the Party she is in and leaves the Party (Potok). It was at this time when Charles Carter breaks off their engagement, which leaves Anne Chandal devastated and leads her to marry her cousin, Ezra Dinn (Potok). Jakob Daw, a long-term friend of Anne, and a close family friend whom Ilana calls â€Å"Uncle† Jakob, gets deported from the United States back to Europe where he dies shortly after (Potok). It was then that Anne Chandal decided to say Kaddish her dead friend, Jakob Daw (Potok). Time went by and Ilana continued to study Judaism and went to the Jewish junior high school where she graduated with honors. Ilana sometimes would lay on her bed and just day dream of her father and Uncle Jakob. She missed them very much, and eventually had to move on. Her mother becomes much happier after getting married to Ezra Dinn and going to the synagogue every Shabbos, the Sabbath Day. A little after Ilana’s graduation, her mother delivers a new baby girl whom they named Rachel. In this book, Chaim Potok uses the religion of Judaism to help mend Ilana Davita’s heart and structure her complicated life. Finding her culture in being Jewish and practicing Judaism was such an excitement to Ilana. She loved the Yiddish songs that her neighbors had always sung and was very curious to find out about the synagogue and the different practices that go along with Judaism. It was her religion of Judaism that truly gave her closure of losing her father due to the Spanish Civil War in Spain. In Davita’s Harp, Ilana Davita gradually becomes interested in her Jewish culture as more bad things in her life start to happen, like the death of her father and uncle Jakob. Ilana first started to wonder about Judaism when she had lived next door to her friend, cousin, and soon to be step-brother, David Dinn (Potok). She had heard David Dinn and his family singing songs in a different language; she did not know what they were but she wanted to find out. Then, after she moved into a new apartment, she met a little girl named Ruthie, who also sang these songs. Ilana would hear these songs being sung, and loved the melody and tune of the songs but could not understand them because they were in Yiddish. Yiddish is a German dialect that made its way to be a full language which had parts of Hebrew, Aramaic, Slavic, and Romance languages in it (Shyovitz). For almost a thousand years, Yiddish was known as the main and sometimes the only language that Jews spoke (Shyovitz). Yiddish, at one point in time was spoken by many Jews of different nationalities all around the world (Shyovitz). Around the twentieth century was when the Yiddish language stopped being a world-wide spoken language and began to be an exclusive language spoken only by very few, older Jews (Shyovitz). The decline in the speakers of the Yiddish language was due to the Holocaust that killed nearly six million European Jews. The ones that escaped being murdered during the Holocaust made their best efforts to learn the Yiddish language and make it their secondary language (Shyovitz). No one ever expected for Yiddish to become a dead language (Shyovitz). Every morning and every night, David Dinn and his father would get up extra early and head to the synagogue to say Kaddish. Upon seeing this day after day and night after night, Ilana Davita started to ask questions about where David Dinn and his father were going at such early times in the morning and what they were doing exactly. Her mother then explained to her that after someone in the family dies, the family goes every day continually for the next year to the synagogue to say Kaddish. Later in the story, Ilana’s father dies while being in Spain to report about the Spanish Civil War, and at this time her mother cannot get over the fact that he had really passed away, so her mother had spent more time away from home as possible (Potok). During all this time, Ilana decides to start going to the synagogue where she starts to say Kaddish. The type of Kaddish that David Dinn and his father are going to the synagogue to recite was called the Mourner’s Kaddish. The Mourner’s Kaddish was to be recited every day and night from the day of the death to the one year anniversary of the day of the death (Schoenberg). The reason for doing this every day and night is because it would stop the rush of everyday life before it began and right before it ended (Alexander, 420). A child under the age of thirteen may recite the Mourner’s Kaddish if one of their parents has died, and a girl is allowed to say it even though she is not required to do so (Schoenberg). Even though the words in the Kaddish have nothing to do with death, some say that it is a way of accepting the death than becoming bitter or angry with God for the death of their loved one (Schoenberg). According to Edward Alexander, the Kaddish stems from Psalms 113:2, which says â€Å"May the Name of the Lord be praised from now and forever. † The mourner’s Kaddish only applies to certain relatives like a mother, a father, a sister, a brother, a spouse, or a child (Alexander, 420). It is said that when a child says the mourner’s Kaddish for his parent that he is redeeming them from hell. The word Kaddish actually means sanctification and the prayer of Kaddish is the sanctification of God’s name (Schoenberg). So, what people are doing while they say Kaddish is sanctifying God’s name instead of being mad at Him and insulting Him for taking away their loved one. According to Tracey R. Rich, Jews believe that there is not a set of standards or beliefs that one needs to have in order to be a Jew, but they do believe that actions are more important than beliefs anyway (Rich). Judaism’s main focus is the relationships between God and many different groups including the Jews, human beings, mankind, and the law of Israel (Rich). The Jews have an ideal list of what every person practicing Judaism believes (Rich). This list contains things which make up a Jewish person’s religion of Judaism (Rich). Some of these things on this list include: 1) God exists; 2) God is One; 3) God is the Creator of everything; 4) God is omnipresent, omnipotent, and omniscient; 5) the Torah (the first five books of the Bible) were given to Moses as a guide; 6) God knows the thoughts and deeds of men; 7) God will reward the good and punish the wicked; 8) the Messiah will come; and 9) the dead will be resurrected (Rich). There were a few, but important things that drastically make the Jewish religion different than Christianity. This is why it was so bizarre when Ilana Davita thought she could say Kaddish for her Christian father. This is also the reason why Ilana’s mom and she bumped heads about saying Kaddish and also why the church had looked at her funny when she had started to stand up in the synagogue and recite Kaddish with the men. Usually women would not recite it, and Ilana knew that, but did not care at the time. Jews mainly believe everything that Christians believe except that Jews do not believe in the Trinity, like Christians do. Jews believe that God, Jesus, and the Holy Spirit are three different persons. Another main point that Jews believe is that there is no original sin. Jews believe that everyone is born with all purity because if Adam and Ever had to eat from the Tree of Good and Evil to become immortal, then they were born mortal (Judia). Jews believe that death is just a natural part of human existence and we do not die just because of Adam and Eve’s sin (Judia). Although the Jews had some different points than Christianity did, as Ilana’s aunt showed her, Ilana chose comfort in the Jewish religion. Ilana Davita’s main reason for switching to being Jewish was due to her mother’s negligence to her after they both had lost a member of their family. Anne Chandal was extremely hurt and basically tried her best to avoid anything that reminded her of her husband, which led her to stay away from home more. This constant loneliness made Ilana Davita find something that would comfort her. And in this case, it was the religion of Judaism. It was her culture and origin, so she felt as if that is what she was supposed to be doing with her life. It was what her friends practiced and what her mom used to practice. Soon after Ilana’s devotion to the synagogue and Jakob Daw’s passing, Anne Chandal joined her daughter, Ilana Davita, when she went to the synagogue. After Anne Chandal starts remolding her life with her daughter, one could tell that Ilana seems happier to have her mother back in her life, although she never really understood her and most everything that she said. But she looked up to her mother and was delighted when their relationship started to go back to normal, or even better than normal.

Deviance in sport

Deviance in sport Deviance in Sport I would prefer even to fail with honor than to win by cheating. Sophocles. Could you find people who think like Sophocles nowadays? Ancient Greek said about global problem that have covered whole life branches now and even gained the sport. Unfortunately people ready to do everything to win and often this everything means deviance. Recent incidents well show that even sport stars make unfair actions to reach their aims. Whoever would have thought that Thierry Henry, popular footballer, will cheat to qualify into the summers World Cup or Formula-1 Renault team driver Nelson Piquet Jr will make crash to help his team-mate wins. Two very different kinds of sport but linked with one serious theme deviance. Cheating it isnt simple rules violation, it is ethics failure, when sportsmen put themselves above other people, make unfair advantage. And its doesnt matter how they made it, its more important why people do that, why they decide to take cheating way. Generally they want to be the best, to get rewards, money and popularity. Cheating is a big issue and actual nowadays. Firstly, because its an unfair game that is an infringement. Secondly, it makes competitions senseless, because it breaks the general sense of competition, wins not the strongest sportsman but cheater. Thirdly, it covers all world countries and even involves politicians, how it recently happened with football match between France and Ireland. About this incident people discus every day and Thierry Henry became public enemy. Henry could have been a hero. But hes a cheat. Richard Williams. It was last match minutes and France was losing 0-1 when Thierry Henry had an excellent chance to make the perfect goal cross to his team-mate and he done it. Whole should be well, but Henry stopped the ball with his hand that is unacceptable in football. Referee didnt see it and France has qualified into next year World Cup final. Of course, lot of people think that Henry is a hero because he has saved national team, but how? He cheated! However, some people believe that is wasnt intention action, but simple reflex. Nevertheless he touched the ball twice. Why he did it and why FIFA on the France side in this problem? To answer this questions lets make little research. France national team twelve times was participated in World Cup final and once won it in 1998, two times was UEFA EURO champion (1984,2000), lot of other rewards and now is taking 7th place in FIFAs World Ranking. What about Ireland? Only three times participated in World Cup final without successful results and now is taking 36th place in FIFA ranking. Now it becomes clear that France has greater influence and authority than modest Ireland. Result above face cheating, replaying decline, France into World Cup. However Thierry Henry apologised for his handball even said: Of course the fairest solution would be to replay the game but it is not in my control. There is little more I can do apart from admit that the ball had contact with my hand leading up to our equalising goal and I feel very sorry for the Irish. I have said at the time and I will say again that, yes, I handled the ball. But this apologises will not help him now and we will see fans abusing soon.   Lets take another example. Absolutely different kind of sport, Formula-1, where some month ago was happened big scandal. Simon Barnes: Nelson Piquet Jr, son of the eponymous three-times world champion, a young man desperate to make his mark on the sport and yet struggling to keep up with its demands, was told to have an accident at the Singapore Grand Prix last September. As a result of his crash, Piquets team-mate, Fernando Alonso, was able to win a race he would otherwise have not, taking advantage of the safety procedures that are laid down in Formula One. From one hand it looks two different cheatings. Formula One driver has risked with his and other drivers life, because it is very dangerous to make crash in racing and history knows forty-five world drivers that have died in the accidents. In due course, Henry cheated without any risk for his health. Fact that Nelson Piquet Jr didnt cheated willfully, because he carried out Renault teams instructions, but Henry decided to win unfairly by his own mind. That means in Formula One we see simple manipulation by principal, that so often happens also in political life. Simon Barnes: That is what happens when leading commercial concerns get mixed up in sport: their ultimate goal is profit, not sporting success. Terrible but true. Nelson Piquet Jr was a victim and he didnt obtain any profit from this hidden cheating. Hidden because all people knew about it only after 1 year, but situation with Henry was very visual. Thousands of spectators, TV watchers and internet surfers saw this cheating. However Henry didnt show it, he celebrated teams score like nothing unfair happened. Next day mass-media has been overflowed by articles and loud statements. Even politicians have started to interfere to the match result. The positive thing that Henry agreed that he has broke rules, but its impossible to change anything now and France became Irelands enemy number one. REFERENCES http://www.fifa.com

Enviromental Effects on Behavior Essay -- essays research papers

The level of genetic influences on a person’s behavior is called the heritability of the behavior. Based on previous research intelligence as measured by IQ scores is thought to be attributed mostly to genetic influences. However it has been suggested by several researchers that genetic influences are moderated by the environment a person grows up in. There have been several studies that have explored the effects of environmental effects on heritability. However these studies have been methodologically limited because they did not have a large enough sample size or they did not measure the zygosity of the twins they use. Other studies measured change in heritability across different birth cohorts. However these studies might have been influenced by the different circumstances that might have been present during the different time periods these people lived in. Some general reasons why there is a lack of evidence for the moderating effects of the environment is that the studies conducted so far did not use measures environmental variables to detect differences in the environm...

Education Acts and Reports Essay

Integration of the various racial and ethnic groups, the central aim of the 1 Malaysia concept, had always been the primary concern of the governments’ education policy since Independence in 1957. In fact the Razak education report of 1956 and the Rahman Talib report of 1960 had delineated clear guidelines and emphasise national integration. Compare and contrast out the aims and provision of Barnes Report (1950), Fenn-Wu Report (1951), the Razak Report (1956) and the Rahman Talib Report (1960). After World War Two, the education system in Malaya was pretty much in shambles, and until Malaya achieved her independence in 1957, much had to be done to map out a new education system for the nation. Efforts began with the introduction of a new, national education system with English as the one and only medium of instruction, but eventually, an education system was formed in which Malay became the main medium of instruction. In 1949, a Central Advisory Committee on Education was set up to aid the government in deciding on the best form of education system, which could be implemented in Malaya, to be the catalyst in fostering national unity. In 1950, the Barnes Committee came out with the Barnes Report, which proposed that all primary vernacular schools maintain one single standard and become national schools using the same syllabus but bilingual languages, which were Malay and English. Secondary schools, however, had to maintain English as their mode of instruction. One year later in 1951, there was the Fenn-Wu Report, which whole-heartedly supported the formation of a national education system, but felt that the Chinese-medium schools should be maintained. Their argument was that the country could still achieve unity although there was diversity in the medium of instruction. It was only in 1952 that the Education Ordinance was passed, based on the Barnes Report. This did not garner good response from the Chinese and Indians, who protested the abolition of their mother tongues as one of the mediums of instruction. Due to the failing economy and shortage of trained teachers for the national schools, however, the Education Ordinance of 1952 was not fully implemented. Three years later in 1955, another committee was formed, this time chaired by Dato’ Abdul Razak Hussein and it was given the task of reviewing the education system of Malaya. The committee received 151 memorandums from individuals, public bodies and associations. After much deliberation, the Razak Committee proposed, one year later, the following: †¢ The education system should comprise two types of primary school – standard primary schools that use Malay as their medium of instruction, and standard-type primary schools that use either Kuo-Yu or Tamil or English as the medium of instruction. Both these schools, however, would rely on a common syllabus. †¢ Both types of primary school should enforce Malay as a compulsory subject. †¢ All National Secondary Schools should use a common syllabus and examination and enforce Malay and English as their compulsory subjects. †¢ All teachers, regardless of which school they would eventually teach at, should be trained with a common syllabus in teachers’ training colleges. In 1960, the Rahman Talib review committee was commissioned to study the Razak Report, with the aim of strengthening its implementation and emphasizing the use of Malay as the medium of instruction. The Rahman Talib Report became the basis for the Education Act 1961, which was subsequently passed by the Parliament. Three main components were maintained: i. A common schooling system for all races; ii. The national language as the main medium of instruction for all level of schooling; and iii. A common national-based school curriculum and examination. The 1996 Education Act was formulated as a continuation modernisation of the 1961 Education Act. Describe the main provision of the 1996 Education Act and their application in the education system and in the schools. The Razak Report can be regarded as the foundation for the development of the National Education System used. The main issues in the National Education were: i) The desire to form one National Education System for all races; ii) To make the Malay language the main medium of instruction; iii) To establish a curriculum orientated towards the local environment through the formulation of a common education syllabus with similar contents; and iv) Strengthen the National Education System for all students in it. The development of the formation of the Education Act was continued in order to resolve several requests voiced by the different races in Malaysia and to improve on suggestions recommended in the Razak Report. This was known as the Rahman Talib Report (1960) and it became the basis for the formation of the 1961 Education Act. Amongst the changes and amendments made to the Razak Report were: primary education was free; primary schools became national schools and national-type schools; advanced education was extended to 15 years of age; students advanced to the next standard automatically; Islamic studies for students when there were not less than 15 students; and Moral education was given due attention. After the 1960 Abdul Rahman Talib Report, there come more reports for example  the Hussien Onn Report (1971) and 1979 Mahathir Report. Both these Reports were done to re-examine the Country’s Education Policy which was based on the Razak and Rahman Talib Reports. The 1996 Education Act was formulated as a continuation and modernization of the 1961 Education Act. The aim of the 1996 Education Act was towards strengthening the National Education System for the next generation in line with the needs and aspirations of the country to make Malaysia an international centre for educational excellence. Even though the Education Act 1996 was a new legislation, it reflected a continuity of the wishes and policies of the existing education system. It was formed along the main recommendations of the Razak Report, 1956 which was the basis of the National Education Policy till then. The new Act also continued some of the relevant suggestions from the Education Act 1961. The objective for drafting the laws (Education Act 1996) was to widen the scope and introduce legislation on education. Clause 152 of the Malaysian Constitution has positioned the Malay Language as the National Language to ensure unity of its population. The National Education Philosophy was made a basis of the National Education Act formulated after taking into account the views and aspirations of all sectors. The aim of the Education system in Malaysia was formulated based on the objective found in the National Ideology, National Education Policy and New Economic Policy (NEP). Among the objectives of the Education System in Malaysia are: i) Production of quality education; ii) Production of educated and skilled students; iii) Production of unified community; iv) Social community development; v) Production of quality workforce; vi) Economic production, especially in rural areas; vii) Formation of responsible and commited citizens in a democratic country; viii) Restructuring of socio-economic structure of the population as stated in the New Economic Policy (NEP); and ix) Eradication of poverty. By the Education Act, the concept of the National Education System was improved with the inclusion of all levels of schooling from pre-school to higher education, covering all school categories which is government, government-assisted and public schools. The position of National Language was enhanced with its allocation as the main medium of instruction in the National Education System. This was further strengthened when the language was made a compulsory subject at all schools and educational institutions. The Clauses 152 of the Malaysian Constitution had positioned the Malay Language as a National Language to ensure racial unity. The position of the Malay Language became even more secured when the National Language Act was passed in 1967. Beginning 1970, the medium of instruction in English primary schools were changed to the National Language in stages. Several measures were taken to develop the Malay Language including the establishment of the Dewan Bahasa dan Pustaka (DBP) in 1956, the launch of â€Å"Language Week† and â€Å" Language Month† to encourage the use of the Malay Language and the launce of the â€Å"Bahasa Jiwa Bangsa† slogan in 1960. Other methods included the establishment of secondary schools which used the Malay Language as a medium of instruction, for example in Alam Shah School, Sri Puteri School and Sultan Abdul Halim School. The curriculum for all types and categories of schools were coordinated in line with the country’s need, when the usage of the National Curriculum allocated in the Education Act 1996 became compulsory for all. Students from all types and categories of schools were prepared to sit for examination conducted by the Government and as a result, it simplified the usage of a common evaluation or appraisal method on the achievement of students from schools in the country. Religious Studies were extended to include Muslim students from all categories of schools including public schools and strengthened by making the subject one of the core subjects in schools. With the existence of allocation that allowing the Minister of Education to establish and manage kindergarten, the less fortunate from the rural areas were given a chance to get pre-school education which is considered a good basis when starting primary education. The quality of education programmes at all kindergartens could be improved as it is compulsory for all these kindergarten to use the Pre-school Curriculum Guidelines produced by the Education Ministry. In line with the efforts to culturalize the education of science and technology, technical education were improved in secondary technical schools and polytechnic institutions. The Education Act 1996, made it easier for the status of vocational schools to be upgraded to that of technical schools, while polytechnic institutions can conduct co-operative programmes with any institutions, agencies or industrial organizations to manage technical or vocational courses or training programmes, including exchange programmes. Polytechnic institutions are allowed to conduct twinning programmes for diploma and degree courses with Higher Education Institutions either locally or internationally. Teachers’ training was strengthened with the allocation that allowed the Ministry of Education to organize Teachers’ Education Programmes at certificate, diploma and degree levels in pairs. Private education was developed in a more systematic manner with specific allocations. Attention was also given to vocational education for this particular group of students. However, intensive vocational training, for example for blind students was given after they left school. The most important component in the special mixed education was the resource teachers who were responsible not only for teaching handicapped students but also assisting the normal teachers, build and prepare teaching and learning materials as well as provide counseling service for the students. Realising that Malaysia is a multi-racial country, and based on political discussions conducted by previous leaders, the Education Act 1996 took into consideration the rights of all races by maintaining the status quo of national type of primary schools and 60 private Chinese schools. Apart from that, the United Examination carried out by these schools as well as the conforming schools and mission schools, the Board of Supervisor was also maintained. The Education Act 1996 also allocated for the teaching of languages or natives living in the country if it is deemed acceptable and practical. Religious classes like bible classes do not have to be registered under the 1996 Education Act. The Malaysia Qualification Agency (MQA) was established on the 1st of November 2007 with the enactment of the Malaysia Qualification Agency Act (Act 679). As a result MQA takes on the role of LAN as well as playing a more comprehensive role as stated in the Act. What are the main features of the Malaysia Qualification Agency? In what ways is the Agency playing a bigger role than the defunct National Accreditation Board (LAN)? Please refer to the MQA website for more information http://www. mqa. gov. my. The National Accreditation Board or Lembaga Akreditasi Negara (LAN) was established in 1996 under the Parliament Act and was the national quality assurance agency for private higher educational institutions. Meanwhile, the quality assurance divisions under the Ministry of Higher Education supervised the quality of public universities, polytechnics and public community colleges. On 1st of November 2007, a new agency Malaysian Qualification Agency (MQA) was established under a new education legislation the Malaysian Qualification Act 2007. This new Malaysian Qualification Agency replace the following agency: * Lembaga Akreditasi Negara (established under Act 556), for private higher educational institutions * The Quality Assurance Division of MOHE, for public universities * The Quality Assurance Division of MOHE, for polytechnics & community colleges MQA comes under the responsibility of the Ministry of Higher Education (MOHE). MQA acted as a national body to implement the national framework known as the Malaysian Qualifications Framework (MQF), to accredit higher educational qualifications, to regulate the quality of higher education providers, to establish and maintain the Malaysian Qualification Register. The establishment of a new entity which merges National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the Government on 21st December 2005. This entity is responsible for quality assurance of higher education for both the public and the private sectors. The main role of the MQA is to implement the Malaysian Qualification Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications. The MQA is responsible for monitoring and overseeing the quality assurance practices and accreditation of national higher education. With the vision to be a credible and internationally recognized higher education quality assurance body and the mission to inspire the confidence of its stakeholders through best practices, the MQA is set to chart new boundaries in higher education quality assurance. The MQA Act is designed to promote the dynamic growth of higher education and the portability of Malaysian qualifications. It should inspire the confidence of parents, students, employers, both local and international in the standards of qualifications and quality of their delivery. The MQA Act 2007 comprises the following 16 parts: Part I: Preliminary definitions Part II: Malaysian Qualification Agency Part III: Malaysian Qualification Council Part IV: Provisions Relating to Employees Part V: Financial Provisions Part VI: Malaysian Qualification Framework Part VII: Provisional Accreditation Part VIII: Evaluation of other Qualifications Part X: Institutional Audit Part XI: National Qualification Register Part XII: Appeals Part XIII: Enforcement and Investigation Part XIV: Offences and Penalties Part XV: Miscellaneous Part XVI: Repeal, Savings and Transitional The 16 parts of MQA Act include the provision for: * The establishment of MQA as the agency with overarching responsibility for assuring the quality of all post secondary programmes and qualifications provided by higher education providers in the country. * The establishment of the Malaysian Qualification Framework (MQF). * Provisional accreditation as the initial process towards accreditation. * Accreditation that takes into consideration the diversity of higher education in Malaysia : local program under MQF, foreign programmes including collaborative arrangements, distance and e-learning, professional programmes and skill qualifications. * Registration of qualifications from self-accrediting institutions. * Recognition of prior learning and experience and credit transfers. * The Malaysian Qualifications Register (MQR) as the national reference point for all qualification that have been accredited. As a quality assurance body, the functions of MQA are: * To implement MQF as a reference point for Malaysian qualification. * To develop standards and criteria and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders. * To quality assure higher education institutions and programmes. * To accredits courses that fulfill the set criteria and standards. * To facilitate the recognition and articulation of qualifications. * To maintain the Malaysian Qualification Register (MQR). The establishment of the MQA and the implementation of the MQF will benefit national higher education and the development of human capital. In the Quality Assurance System, MQA has developed a code of practice on criteria and standards for higher education in Malaysia. This code of practice is benchmarked against international good practices and nationally accepted by stakeholders through various consultations. The code provides a guideline of general requirements in the following areas: * Vision, mission and learning outcomes. * Curriculum design and delivery. * Student selection and support services. * Assessment of students * Academic staff * Educational resources * Program monitoring and review. * Leadership, governance and administration. * Continuous quality improvement. In general, MQA quality assures programmes through two distinct processes: * Provisional Accreditation – this is initial process which will help higher education providers to achieve the accreditation by enhancing the standard and quality set in the provisional accreditation evaluation. * Accreditation – this is a formal recognition that the certificates, diplomas or degrees awarded by higher education institutions are in accordance with the set standards. The MQA Act 2007 also provides for the conferment of a self accrediting status to mature higher education institutions that have well established internal quality assurance mechanisms. To be so conferred, the higher education institution needs to undergo an institutional audit, and if successful, all qualifications it offers will be automatically registered in the MQR. The processes above are further supported by continuous monitoring to ensure the programmes offered by the institution are always quality assured. Further, nine criteria have been benchmarked as international best practice, which forms the basis of the accreditation assessment. Accreditation will be the highest status in quality assessment done by MQA. It will be the guarantee given by MQA to all stakeholders of higher education which include students, parents, employers, etc. that programmes accredited by MQA are quality programmes. Once the courses of study are accredited, the accreditation status will remain for as long as the institution can meet the framework requirements and QA standard and criteria as well as institutional mission under the MQA’s Institutional Audit. RUJUKAN Akta Pendidikan 1961. (1984). International Law Book Service. Kuala Lumpur Akta Pendidikan 1996. (1998). International Law Book Service. Kuala Lumpur Federation of Malaya. (1951). Report of the Committee on Malay Education. Kuala Lumpur: Government Press. Tie Fatt Hee (2000). Undang-undang Pendidikan di Malaysia. Kuala Lumpur: Fajar Bakti.