Analysis paper - social media Essay Example | Topics and Well Written Essays - 750 words

Analysis paper - social media - Essay Example networking sites such as Facebook, Twitter, LinkedIn, Google+, Instagram and other social platforms have been found to be the major causes of loneliness among many people all over the world. This paper is a critical analysis of Stephen Marche’s argument that the use of Facebook tends to promote people’s preference for loneliness through solitude and isolation. In achieving this, I have discussed the contributions of Facebook on personal loneliness among various groups of people across the world. Among the key social networking sites commonly used today, Facebook, takes the largest share of online users compared to other social networking sites aforementioned. It is common to find people of different ages, academic levels, and social status deeply glued on Facebook, chatting, posting, writing comments on other friends’ posts or doing the mere liking of posts and comments made by their acquaintances. Lecturers have complained of deteriorating performances in their subjects even by their favorite students due to the influence of technology (specifically social networks). Besides, affecting their performances in various courses, fondness with social networking sites has increasingly isolated friendship ties between various students and their close allies. Solitude is not a recent phenomenon in the society. The feeling has long been in existence since the advent of humanity. The perception and causes of solitude are, however, its most common determinant. Different from the traditional forms and causes of solitude, the current causes are self-inflicted other than natural. The natural conditions of solitude are seamlessly endurable since they were somehow beyond the reach of the victims. The need to express oneself as a move to defend ego and register high sensation among peers and friends keeps most Facebook users glued to their social sites trying to compose and post suitable posts and comments that would resonate appropriately with their acquaintances. The

The Importance of Building Culture in Your Organization Essay Example for Free

The Importance of Building Culture in Your Organization Essay With its development, the society has always eliminated individuals who do not create their characteristics. Similarly, an organization wants to survive, must create their own culture. It is true that organizational culture. Corporate culture is one of the most significant elements to develop a group. Disneyland is a typical example of the efficiency of corporate culture in an organization. This essay consists of three parts. The first is a general introduction to Disneyland and its culture. Explain the specific benefits of this culture regarding promoting its strategy. Secondly, some methods that Disney land wants its employees to behave as they do. Finally, the dedication of the staff to Disney land and the basis of this commitment. Overview of Disneyland and its culture Disneyland is the first of two theme parks built at the Disneyland Resort in Anaheim, California.Ã'‚Disneyland’s organizational culture in three levels of culture. They are artifacts, espoused value, and basic assumptions. Artifacts: Disneyland has some unique rules to recruit employees. These employees are single, good looking mostly white females and males in their early twenties, average height, below average weight, clean, natural and polished face. There are few, representative minorities. Almost minority staffs are close copies of the standard model Disneyland. Disneyland has some unique rules. It is written in a handbook about the image of Disney. The readers can learn something like men has facial hair and long hair that is prohibited. Women do not wear flashy jewelry. Uniforms are an essential part. It shows the image of a group and employee’s pride in the company. Both of them are to look tidy and prim, let their uniform clean, fresh and polish their shoes. Moreover, employees must always smile and happy when interacting with customers. With some rules, Disneyland attracts more many visitors. The customer feeling Disneyland is a happy place over the world. They feel warm, well-being and welcome everywhere that they come. The surface of the culture does not show real feelings of employees. It is easy to change or influence and very important for Disneys business. Espoused values Disneyland is the self-proclaimed â€Å"happiest place on the earth†. The product of Disneyland is emotion â€Å"laughter and well-being†. You are dead if you aim only for kids. Adults are only kids grown up, anyway†. Creativity, imagination, and dreams become true. Disneyland will never complete. It will continue to grow as long as there is imagination left in the world. there are no rides at Disneyland, only â€Å"attractions† Disney itself is a â€Å"park†, not amusement center. There are no accidents, only incidents in Disney. Employees are convinced that they are happy at work. It’s the way of finding social identifiers in Disney. Basic assumptions The spiritual level It means all of the corporate staffs have the common view of the internal and external environment of enterprise in the long-term work experience. It includes the common acknowledge assumptions. The rule: â€Å"once a sweeper, always a sweeper.† Movement across jobs doesn’t occur in the park management in Disney. The rules: â€Å"the customer is king† Employee demeanor is governed by three aspects: smile, friendly and good- mannered. Disney management has a strict and complicated social hierarchy. The rule: â€Å" the Romanesque† The employees are told repeatedly that if they are happy and cheerful at work. The manger in the park thinks everyone is a child at heart when at Disneyland. 1. Socialization- incoming identities are set aside while employees are trained in the use of new identities of the situational sort. 2. Work culture- Giving least possibilities of experiments to ride operators. 3. Emotional management- aside training, it involves strong self-monitoring skills of employees. 4. Strong hierarchical structure.

Free Essays - Animal Farm :: Animal Farm

George Orwell's Animal Farm is a political satire of a totalitarian society ruled by a mighty dictatorship, in all probability an allegory for the events surrounding the Russian Revolution of 1917. The animals of "Manor Farm" overthrow their human master after a long history of mistreatment. Led by the pigs, the farm animals continue to do their work, only with more pride, knowing that they are working for themselves, as opposed to working for humans. Little by little, the pigs become dominant, gaining more power and advantage over the other animals, so much so that they become as corrupt and power-hungry as their predecessors, the humans. The theme in Animal Farm maintains that in every society there are leaders who, if given the opportunity, will likely abuse their power. The book begins in the barnyard of Mr. Jones' "Manor Farm". The animals congregate at a meeting led by the prize white boar, Major. Major points out to the assembled animals that no animal in England is free. He further explains that the products of their labor is stolen by man, who alone benefits. Man, in turn, gives back to the animals the bare minimum which will keep them from starvation while he profits from the rest. The old boar tells them that the source of all their problems is man, and that they must remove man from their midst to abolish tyranny and hunger. Days later Major dies, but the hope and pride which he gave the other animals does not die. Under the leadership of the pigs, the most intelligent of the animals, they rebel against their human master managing to overthrow him. After the rebellion, under the direction of Napoleon, the most outspoken pig, and Snowball, the most eloquent pig, the animals continue to work the farm successfully. As with all societies, the animals have laws which must be obeyed. Their laws stated that animals shall never become like humans; cruel and manipulative. They shall not wear clothing nor sleep in beds. Most importantly, they are to respect one another's equality and killing another animal is strictly forbidden. Meanwhile, the pigs as leaders are taking bigger food rations for themselves justifying their behavior as something necessary for the "brains" of their animal society. At this point we begin to suspect that the pigs will abuse their positions and power in this animal society. Mr. Jones tries to reclaim his power but the animals prevent him from doing so in what they call "The Battle of the Cowshed". After the battle, Napoleon drives Snowball off the farm telling everyone that Snowball was on Mr.

Literacies for Learning Essay

The necessity for educational institutions to equip students with the skills to cope in a rapidly changing, culturally diverse and globalised 21st century society, has led academics, such as the New London Group, to encourage educators to acknowledge the various literacy forms utilised in the new millennium (The New London Group, 1996) and to adopt a pedagogy of multiliteracies. This essay will explore the components of a pedagogy of multiliteracies and identify the transformations needed for the successful implementation of multiliteracies into educational practice. Likewise, the notion of language as a social practice which influences teaching content and assessment practices in secondary education will be examined, as will the use of multiliteracies in the teaching of the Mathematics curriculum. To understand the role of multiliteracies in pedagogy theory development, it is important to define the term literacy. Literacy is an evolving term that refers to an individualâ₠¬â„¢s ability to construct and comprehend meaning via the accepted symbol systems of one’s country or language group (Winch, Johnston, March, Ljungdahl, Holliday, 2010). These symbol systems include written and spoken language and visual information such as icons and other graphical information. While literacy was traditionally viewed as a cognitive process with a focus on reading, writing and numeracy identification, in recent years its definition has become broadened to encompass the burgeoning text types being generated via multimedia and information technology (Winch et al., 2010). These electronic text types have quickly established themselves as integral components of a diverse range of 21st century vocations and social interactions (Tan, 2006).  A pedagogy of multiliteracies encompasses multimedia and digital text forms as well as traditional written and spoken texts. Likewise, the central role of literacy in a diverse range of knowledge domains and vocations has resulted in educators being encouraged to view literacy as a vital skill underpinning successful teaching and learning in all curriculum areas. The New London Group (1996) viewed the role of design as an ever changing paradigm of three stage teaching and learning processes. The first step, ‘Available Designs’ is determining what resources are available. These resources include texts, symbols, audio and visual resources. The second step is ‘Designing’ which takes these ‘Available Designs’ and places them within a social context, such as the classroom or learning environment, and is facilitated by an individual such as a teacher. This step creates an output with new meaning for both the learning environment and facilitator. This knowledge or new meaning is known as ‘Redesign’ (The New London Group, 1996). Literacy is a social practice that is not just taught in secondary schools, it is something which is part of each individual’s everyday life. According to Anstey & Bull (2000), the way in which an individual may read the world will be strongly linked to the contexts of their own life. The NSW Department of Education and Training (2006) maintains that literacy is a skill that continues to grow and develop and is fundamental to students’ success at school as well as for the rest of their life. For literacy to be successful in schools, it is planned in collaboration with parents and teachers. This collaborative approach reinforces that literacy is inherently a social practice. This approach must include a range of social influences and practices, in order to increase student’s knowledge and skill in the real world for real purposes (NSW Department of Education and Training, 2006). As literacy development is undoubtedly a whole school and community approach, it is essential that a multiliteracies pedagogy, be utilised in the teaching of all curriculum areas. The impact of societal and cultural change is clearly reflected in the mathematics curriculum through the use of digital technologies such as graphical programs and spreadsheets. This use of technology provides numerous opportunities for the teaching of multiliteracies. Through explicit teaching and learning  experiences of digital texts, students are provided with the skills to successfully navigate and comprehend information communicated digitally. These skills can be acquired through students being provided with opportunities to access information via Internet websites. Likewise, students can use information technology to construct their own texts, thus allowing them to communicate their understanding of concepts to others. This may be achieved by encouraging students to construct texts through the use of software programs such as Microsoft Excel and Microsoft Visio, both of which allow students to communicate information graphically. These digital mediums allow students to acquire skills which will assist them in acquiring real world skills which they can utilise to gain and construct meaning, both in and out of the classroom. (Winch et al., 2010). Technology is an essential part of the transformations taking place in the social, political, cultural and economic spheres of contemporary society (Groundwater- Smith, Brennan, McFadden, Mitchell and Munns, 2009). Secondary school teachers need to prepare students with the skills necessary for life in a rapidly changing, technological world. In order to equip students with these skills, teachers must possess deep knowledge of relevant technologies (Treadwell, 2008). The Mathematics curriculum includes teaching of: statistics, probability, algebra, financial concepts, economics, technology, measurement and trigonometry. These strands include skills applicable to an individual’s school/work life, social life and personal life. Mathematics content areas, focus on aspects of society, reform, technology and life skills. It is important for teachers to link the social practice of literacy with the factors of a pedagogy of multiliteracies to create the best teaching environment they can (The New London Group, 1996). Walsh (2006) cites an example of successfully teaching his students literacy practices, through social relationships. Students worked in groups and were able to demonstrate specific social language structures. They were able to â€Å"enact, recognise and negotiate† in a social environment (The New London Group, 1996, p. 3) by design and re-design of Internet web pages. The created web pages were diverse, with each student using their own discourse to create what they believed the web page should contain. Prior to using multi-modal and digital literacy mediums in their teaching, it is essential that teachers be aware of cognitive and language factors in learning. The  ability to use multimodal learning, digital literacies and genres specific to each curriculum area must be carefully planned by the teacher. According to Winch et al., (2010) a multiliteracy pedagogy involves developing the ability to use language purposefully and skillfully in a range of social settings, rather than learning isolated segments of knowledge such as grammar conventions and spelling. Multiliteracy includes the use and creation of multimodal and multimedia texts (Winch et al., 2010). Multiliteracy seeks to address the rapid changes in literacy brought about by globalisation, cultural and social diversity and information technology (Winch et al., 2010). In response to these societal changes, The New London Group (1996), questioned the role of schools and outlined a need for change in literacy teaching due to key changes in three areas of life: working life, public life and personal life (life worlds). Central to these changes, was the need for schools to integrate learning with life experiences that students have both in and out of the classroom. â€Å"As these three major realms of social activity have shifted, so the roles and responsibilities of schools must shift† (The New London Group, 1996, p.18). The New London Group advocated for a change in the way, education was delivered, by enhancing the existing structures and overlaying with a new â€Å"what† and â€Å"how† of literacy teaching (The New London Group, 1996). The ‘how’ of pedagogy comes from a view of how learning is acquired, embedded and utilised. The New London Group (1996) proposed that a pedagogy of multiliteracies is a complex blend of four methods of design. The first is Situated Practice which involves learning by creating meaningful learning experiences that allow students be in an environment where the learning replicates the social use of what is being learnt. It is an environment where risks can be taken and ‘trial and error’ is used to gain mastery of skills or knowledge. It should be used â€Å"†¦developmentally, to guide learners to the experiences and the assistance they need to develop further as members of the community, capable of drawing on, and ultimately contributing to, the full range of it’s resources.† (The New London Group, 1996, p. 33). Situated Practice should be designed to motivate students to want to know, and engage students in their learning in a safe envi ronment. Assessment or evaluation is not considered part of Situated Practice. Overt Instruction is the second method of how a pedagogy of mulitliteracies is  implemented.  This involves teachers guiding and using effective teaching techniques such as scaffolding or explicit instruction to build student’s knowledge and confidence. Examination of the current secondary school’s Mathematics curriculum, (NSW department of Education and Training, 2010) reveals many opportunities for teachers and students to collaborate and engage in dialogue related to mathematical concepts which will guide and provide a scaffold for student learning. For example, the teacher makes links with prior learning, through asking open questions to the group, and uses multi-modal methods such as mathematical symbols, diagrams, charts and pictures to add to the learning. With each progression of new learning in the lesson, the teacher labels a new part of the diagram. Overt Instruction â€Å"†¦.includes centrally the sorts of collaborative efforts between teacher and student wherein the student is both allowed to accomplish a task more complex than they can a ccomplish on their own and they are conscious of the teacher’s representation and interpretation of that task†¦.† (The New London Group (1996, p. 20). Thirdly, Critical Framing focuses on the â€Å"how† of a pedagogy of multiliteracies, through the use and application of real world knowledge. This method is where assessment and evaluation of one’s self understanding can begin in relation to cultural, social, political and historical influences on what has been learned (New London Group, 1996). Teachers are able to encourage students to apply their learning in a practical sense and assess the transfer of student’s knowledge or skill. This knowledge is based on what they have previously learned, and requires students to â€Å"constructively critique it, account for its cultural location; creatively extend and apply it and eventually innovate own† and strengthen their ability to demonstrate what they have learned (The New London Group, 1996, p. 37). A mathematical example of this process is the conversion of degrees to radians. Its real life use is the calculation of the speed of a piece of machin ery. This calculation includes the formula in terms of radians rather than degrees. Finally, Transformed Practice is â€Å"where we try and re-enact a discourse by engaging in it for our real purposes† (The New London Group, 1996, p. 36).  Students need to think and learn outside their own discourse and think about how they can re-create their meaning, linking their own discourses to understand what they have learned. An example of this practice was where students were asked to plan and present a lesson including a Wiki activity and a Prezi (presentation tool) that teaches the concepts from a previous mathematics lesson. In groups, students collaboratively utilised the Internet to research topics, and create: work sheets for others to complete, interactive wiki activities, team tasks, and their own YouTube clips. The lesson included the use and creation of multimodal texts and scaffolding of existing knowledge. Students developed new knowledge through authentic multimodal texts such as image, sound, video and written text (Tan, 2006). Gunning (2002) explores the impact of reading and writing difficulties in a social stance, and highlights that poor instructions given by teachers can contribute to a student’s difficulties. Gunning’s (2002) observations and research serve as a reminder that teachers must be sure to provide the ‘what’ and ‘how’ of multiliteracies, to ensure each student has the opportunity to progress. Teachers need to evaluate their current practice and identify the text types typically used in the Mathematics content areas and consider the social needs and teaching strategies that will develop student’s literacy skills (Goos, Stillman., & Vale, 2007). In a mathematics lesson, students were introduced to the ‘Simpson’s rule’ formula. The lesson’s aim was for students to measure the area beneath a real life object, gain an understanding of what is needed to complete the formula and how the variables are calculated. Students were required to work collaboratively in pairs, discussing various ways in which measurements were taken in order to obtain an accurate result in working out the area of the object. Likewise, students were required to engage in higher order thinking, in order to formulate possible solutions to the dilemma. These experiences provided students with the opportunity to be inclusive in their learning, and consolidate their understanding of key concepts that are relevant to the lesson goals (Prain & Hand, 1999). Teacher observations and questioning during group work, guided the student’s discussions, with the teacher embracing a teaching style where multiliteracies were used. The New London Group (1996) have profoundly impacted on teaching practices, literacy research, policy curriculum and pedagogy (Mills, 2006). Gee (1991) explores  social literacy and the impact of a student’s discourse that are established outside the classroom, from their social group, f amily and cultural ties. Their view of literacy as social practice and their emphasis on incorporating the rapidly increasing number of electronic and multimodal text types in 21st century society into teaching practice represents a clear break away from the single dimensional teaching of literacy. However, for multiliteracies such as digital literacies, multimodal resources and ICT to provide best learning for students, teachers must be prepared to embrace the view that literacy is a social practice and and an essential skill underpinning all curriculum areas. Teachers also need to recognise that each lesson they teach to students provides the opportunity to develop the student’s literacy skills. In order to facilitate this change in pedagogical ideology, teachers must be prepared to evaluate their current teaching practice and adopt a more holistic approach to developing literacy skills in their students. As a consequence, students should be exposed to participative learning experiences with re al life learning outcomes. References Anstey, M., & Bull, G. (2000). Developing multiple and critical readings of text. Reading the visual: Written and illustrated children’s literature (pp. 201-214). Sydney: Harcourt. Gee, J. (1991) What is literacy? In C.Mitchell & K. Weiler (Eds.), Rewriting literacy. New York: Bergin & Garvey Goos, M. Stillman, G. & Vale,C. (2007). Teaching secondary mathematics. Crows Nest, NSW: Allen & Unwin. Gunning, T. (2002). Factors involved in reading and writing difficulties. Assessing and correcting reading and writing difficulties (2nd ed., pp. 26-62). Sydney: Allyn & Bacon. Mills, K. (2006). Discovering design possibilities through a pedagogy of multiliteracies. Journal of Leading Design, 1(3), 61-72 NSW Department of Education and Training. (2010). NSW Department of Education and Training. (2007). Literacy K-12 Policy Retrieved from https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml?query=literacy+policy New South Wales Department of Education and Training. (2006). State literacy plan 2006-2008: Equitable literacy achievements for all students. Retrieved from http://www.curriculumsupprt.education.nsw.gov.au/policies/literacy/guidelinies/plan/index.htm Prain & Hand (1999) Tan, L. (2006). Literacy for the 21st Century. Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. In B.Cope & M. Klantzis (Eds.), Multiliteracies, literacy learning and the design of social futures (pp. 9-37). London: Macmillan. Walsh, C. (2006). Beyond the workshop. Doing multiliteracies with adolescents. English in Australia, 41(3), 49-58 Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). Melbourne: Oxford University Press Cope, Bill and Mary Kalantzis (eds), Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000, 350pp. | link

Effects of Job Rotation Essay

Discuss the various issues of managerial behaviour and related matters raised by this case study Laurie J. Mullins argues that A fist step in the effective management of other people is confidence in your own ability, and awareness of your own strengths and weaknesses. Why is it then that managers find it difficult to admit their mistakes, to say sorry or to laugh at themselves? 1 In the building society case study, there are examples of bad managerial behaviour on the part of both Mary Rodgers, the branch manager and Jane Taylor, the senior branch assistant. Jane Taylor was clearly good at her job if, after four years, she was promoted to this new role, yet within a short period of time, she was having trouble with Tony Jackson. Looking back at what Mullins said, Miss Taylor doesn’t appear to have confidence in her own ability or indeed awareness in her own strengths and weaknesses. According to Thompson ;amp; McHugh â€Å"control is not an end in itself, but a means to transform the capacity to work established by the wage relation into profitable production†, and Jane is unable to control her sub-ordinate – what are the reasons for this? Part of the problem stems from the beginning of the case study and the relationship between Jane and her manager. Mary Rogers does not instil any confidence in Jane when she effectively ‘dumps’ this new role. Up until now, Jane has been performing specific task functions and has no real knowledge of how to manage people as she has previously been performing the duties of a cashier and looking after mortgage advice accounts – more task orientated skills rather than managerial ones. The refresher course she attends includes nothing on this either and Jane immediately falls into what McGregor calls the ‘Theory X’ assumption of human nature. The central principle of ‘Theory X’ is direction and control through a centralised system of organisation and exercise of authority2 and Jane automatically tries to coerce and direct Tony Jackson. The inability of Mary Rodgers to provide effective support and development for Jane shows a clear ineptitude on her part. She admits herself that the reason for Jane’s promotion is that â€Å"I [Mary] need someone to take some of the weight off my shoulders† and she seems to be reluctant to help intervene and solve

Viva Italia! essays

Viva Italia! essays The only directions to my Great Uncles restaurant rested on a yellowed old postcard that my Nonno gave to me right before he died. He had drawn with his fragile, shaky hand, a little map of the lake from his memory of where my Nonna was born. His map took me to the waterfront of Lago Di Garda, Northern Italia. The town was called Castelletto. After making it this far and alone, I was exhausted but extremely excited. I was determined to find the restaurant, so I kept my eyes peeled like lemons. As I walked, I reflected back to the reasons that brought me there. So here is the way my story goes... Italy had always been a dream of mine and now I was actually there, but most intense, was my great need to touch base with my ancestors. My Nonna died before I was able to meet her and I felt as though this was the perfect opportunity to connect with my family roots. I had awoken to a beautiful sunrise out of my hotel balcony. The rays filled my room with an illuminating glow and the fresh morning air made me rise out of bed with no hesitation. I had an eager, adventurous feeling inside me and I was ready to start my long days journey that I had on my agenda. I quickly got ready, grabbed a bite to go, and started walking to the bus station that was located about two miles from my hotel. When I arrived, the woman handed me my ticket after I paid my dues, I said Grazie! and she sent me off with a polite Bon giorno. Not much later when the bus pulled up, I got on and was greeted kindly with a Come sta? from the petite, sweet-faced old man behind the wheel. I responded with Bene, e tu? Our conversation ended quickly when he ripped my ticket stub; I then headed to the back of the bus and sat in the squeaky seat. The bus made a big jolt and started to move, I fell into an automatic relaxation period as I watched the tantalizing scenery roll by. ...

Comparison of the Species Composition of Various Land Plots Using Rarefaction Curves Essays

Comparison of the Species Composition of Various Land Plots Using Rarefaction Curves Essays Comparison of the Species Composition of Various Land Plots Using Rarefaction Curves Paper Comparison of the Species Composition of Various Land Plots Using Rarefaction Curves Paper The experiment shall create a comparison of the biodiversity of various land plots through the use of Rarefaction Curves derived from the samples. The curves shall be attained by sampling different plots (2, 4 and 9 m2) for plant and tree species along transects of the area dividing lines of the plots. The curves shall then be analyzed through the use of Eco-Tool’s Richness Estimators v. 2.1. Results of the experiment do not tally with the initial assumption of the proportionality of the sample size to the biodiversity. The analysis of the Rarefaction Curves indicate some dispersion of the curves, which may reflect a need to refine data. Introduction Biodiversity plays a role in the maintenance and enhancement of an ecosystem. In a food web, it can be seen that the loss of an organism which plays the same role as another organism is not as significant as compared to the loss of an organism which plays a single role in the food web. The changing physical environment, however, has thinned the biodiversity of ecosystem. Worm et. al. suggests that these changes have been more enigmatic for the oceans than for landscapes (2006). The loss of biodiversity in an ecosystem thus breaks the stability of a system and its subsequent recovery. Thus, there is a need to monitor biodiversity and specify the ecosystem’s characteristics along environmental gradients. Sampling is based on the assumption that the more samples that is drawn from a location, the more species that the sampling will gather. Thus, the diversity of the gathered species will depend on the quantity of organisms sampled. Complete census of the different environments, however, is not feasible. From time to time, new species are seen on environments that have been sampled for a long time (Rothamstead, 2010). The fact that complete census is not feasible is countered by the fact that as sampling increases in quantity, the new species discovered from the sampling gradually becomes asymptotic. Thus, the number of unique species that can be gathered in a place approaches a set value. Asymptotic species richness estimators, however, tend to overestimate species richness. The problems that the asymptotic estimators face are solved through the use of rarefaction curves. These curves simulate the concepts stated above since the curve rises quickly at first, where there is an abundance of unique discoveries of new species in the sample, until it reaches an asymptotic value. Rarefaction also simulates real-time situation through random re-sampling. This experiment aims to prove the assumptions of discoveries approaching an asymptotic value as the sample size increases and that the larger the sample size, the more diverse the sample shall be. The experiment also aims to develop rarefaction curves of the gathered plot samples.

Solstice Celebrations

Solstice Celebrations If future archaeologists were to replay news audiotapes from the turn-of-the-21st century holidays, they would hear weekly updates on the success or failure of area merchants and editorials on how their sales figures reveal the true state of the economy. If they also had access to computer records, they might assume the legal definition of Christmas in the U.S. includes a fiscal obligation for each family to incur self-destructive debt. Is there a connection between dwindling light and conspicuous consumption? Between the end of the year and irresponsible behavior? Certainly, there is a connection between the solstice and the presence of millions of twinkling little bulbs illuminating a sky that has been dark for too long. And there is a biological connection between cold and overindulgence in food, but even if less logical, the connection between festivities and years end seems just as central to our behavior. There are many winter celebrations that antedate our placement of Christmas on December 25, three of which are described on the following pages: SaturnaliaHanukkahMithras Holiday Extravagance The festival of the Kalends is celebrated everywhere as far as the limits of the Roman Empire extend... The impulse to spend seizes everyone.... People are not only generous towards themselves, but also towards their fellow-men. A stream of presents pours itself out on all sides.... The Kalends festival banishes all that is connected with toil and allows men to give themselves up to undisturbed enjoyment. From the minds of young people, it removes two kinds of dread: the dread of the schoolmaster and the dread of the stern pedagogue.... Another great quality of the festival is that it teaches men not to hold too fast to their money, but to part with it and let it pass into other hands. Libanius, quoted in The Xmas Story Part 3 In Ancient Rome, the mythical age of Saturns kingship was a golden age of happiness for all men, without theft or servitude, and without private property. Saturn, dethroned by his son Jupiter, had joined Janus as ruler in Italy, but when his time as earthly king was up, he disappeared. â€Å"It is said that to this day He lies in a magic sleep on a secret island near Britain, and at some future time ... He will return to inaugurate another Golden Age.† Janus instituted the Saturnalia as a yearly tribute to his friend, Saturn. For mortals, the festival provided a yearly symbolic return to the Golden Age. It was an offense during this period to punish a criminal or start a war. The meal normally prepared only for the masters was prepared and served first to the slaves, and in further reversal of the normal order, it was served to the slaves by the masters. All people were equal and, because Saturn ruled before the current cosmic order, Misrule, with its lord (Saturnalia Princeps), was the order of the day. Children and adults exchanged gifts, but the adult exchange became so great a problem the rich getting richer and the poor getting poorer that a law was enacted making it legal only for richer people to give them to poorer. According to Macrobius Saturnalia, the holiday was originally probably only one day, although he notes an Atellan playwright, Novius, described it as being seven days. With Caesars changing of the calendar, the number of days of the festival increased. Another festival connected with lights in the middle of winter, gift giving, and indulgent food is the 2000-year old holiday [www.ort.org/ort/hanukkah/history.htm] Hanukkah, literally, dedication, since Hanukkah is a celebration of the re-dedication of the Temple following a purification ritual. Following this re-dedication, in 164 B.C., the Maccabees were planning to relight the Temples candles, but there wasnt enough unpolluted oil to keep them burning until fresh oil could be obtained. By a miracle, the one nights worth of oil lasted eight days plenty of time for to obtain a new supply. In commemoration of this event a menorah, a 9-branched candlestick, is lit each of 8 nights (using the ninth candle), amid singing and blessings. This commemoration is Hanukkah (also spelled Hanukah or Channuka / Chanukkah). According to reader Ami Isseroff: â€Å"Channuka was originally Chag Haurim - the festival of light. This leads to the suspicion that it, too, was a solstice holiday that existed before the victory of the Maccabees, which was welded unto it.† Dateline: 12/23/97 Mithras, Mithra, Mitra Mithraism radiated from India where there is evidence of its practice from 1400 B.C. Mitra was part of the Hindu pantheon* and Mithra was, perhaps, a minor Zoroastrian deity**, the god of the airy light between heaven and earth. He was also said to have been a military general in Chinese mythology. The soldiers god, even in Rome (although the faith was embraced by male emperors, farmers, bureaucrats, merchants, and slaves, as well as soldiers), demanded a high standard of behavior, temperance, self-control, and compassion even in victory. Such virtues were sought by Christian, too. Tertullian chides his fellow Christians for unbecoming behavior: Are you not ashamed, my fellow soldiers of Christ, that you will be condemned, not by Christ, but by some soldier of Mithras? Survivals of Roman Religions p. 150 Since earliest history, the Sun has been celebrated with rituals by many cultures when it began its journey into dominance after its apparent weakness during winter. The origin of these rites, Mithrasists believe, is this proclamation at the dawn of human history by Mithras commanding His followers to observe such rites on that day to celebrate the birth of Mithras, the Invincible Sun. dies natalis solis invicti Mithraism, like Christianity, offers salvation to its adherents. Mithras was born into the world to save humanity from evil. Both figures ascended in human form, Mithras to wield the sun chariot, Christ to Heaven. The following summarizes the aspects of Mithraism that are also found in Christianity. Mithras, the sun-god, was born of a virgin in a cave on December 25, and worshipped on Sunday, the day of the conquering sun. He was a savior-god who rivaled Jesus in popularity. He died and was resurrected in order to become a messenger god, an intermediary between man and the good god of light, and the leader of the forces of righteousness against the dark forces of the god evil.- Pagan Origins of Christmas Update: 12/23/09 See: Mithraism Aurelian, Constantine, and Sol in Late Antiquity *On G. Wissowas (1912, 367) contention that the festival was instituted by Aurelian, cf. Wallraff 2001, 176-7 n. 12; Salzman 1990, 151 n. 106; Heim 1999, 643 with refs. There is no explicit evidence stating that the feast of December 25th was instituted by Aurelian. In fact the calendar of 354, supplemented by Julians hymn to Helios, is our only conclusive evidence for an official feast day in honour of Sol on that day. On the evidence currently available we cannot exclude the possibility that, for instance, the 30 chariot races held in honor of Sol on December 25th were instituted in reaction to the Christian claim of December 25th as the birthday of Christ. In general, the extent to which late pagan festivals copied, incorporated, or responded to Christian practices, elements, and dates deserves far more attention than it has received; cf. Bowersock 1990, 26-7, 44-53. For more on the virgin (or other) birth of Mithras, see: The Miraculous Birth of Mithras, by M. J. Vermaseren Mnemosyne, Fourth Series, Vol. 4, Fasc. 3/4 (1951), pp. 285-301 For more on modern biographies of Mithras, see: Merkelbachs Mithras, by Roger Beck. Phoenix, Vol. 41, No. 3 (Autumn, 1987), pp. 296-316 *On the Antiquity of Vedic CultureHermann OldenbergThe Journal of the Royal Asiatic Society of Great Britain and Ireland, (Oct., 1909), pp. 1095-1100 **On Mithras Part in ZoroastrianismMary BoyceBulletin of the School of Oriental and African Studies, University of London, Vol. 32, No. 1 (1969), pp. 10-34andZoroastrian Survivals in Iranian FolkloreR. C. ZaehnerIran, Vol. 3, (1965), pp. 87-96

Fast-food outlets and poor health in America Essay

Fast-food outlets and poor health in America - Essay Example There has been an increase in the number of convenience and fast food stores across America. For this reason, many low income earners purchase their food from these stores as opposed to buying from grocery stores and supermarkets. This purchasing behavior has exposed millions of Americans to unhealthy foods. The number of obesity and other health related cases has been on the rise. This has sparked debate on whether these fast food stores should be blamed for this trend, or if the blame should lie squarely in the hands of the consumer. For instance, Brownlee, Cohen and Zinczenko argue that fast food outlets have played a big role in encouraging unhealthy consumption habits. This paper aims to contribute to this debate by arguing that fast food outlets have contributed to this problem significantly by encouraging and enticing consumers to buy from them. Fast-food outlets market their products to consumers, mainly children, foods that have health hazards without proper warnings and labels. In the essay by David Zinczenko, the author highlights how advertisements from fast-food outlets don’t come with warning labels. For example, an outlet may list its chicken salad as containing 150 calories, yet the dressing, almonds and noodles that come with it account for additional 470 calories. This argument clearly shows how these fast food outlets hide information from the consumers that would otherwise help the consumers make better choices.

Aunt Jullia and the scriptwriter Essay Example | Topics and Well Written Essays - 1000 words

Aunt Jullia and the scriptwriter - Essay Example Though age has no barrier where love is concerned, yet how the couple goes about fulfilling their dreams with each other is what is going to be discussed in this essay. This comedic novel is neither an autobiography nor history but an endearing portrait painted by the artist himself that sheds light on his journey of becoming a novelist. This novel is the story of a young writer whose aspirations and dreams are put at risk due to his love for his aunt-in-law Julia. It is a story where a young boy falls in love with his own aunt, a thirty two year old divorcee. The writer’s romantic association with Julia complicates his life and puts his career as a writer at risk. His writing suffers as he is busy living life to its fullest. His laborious writing laden with symbolism is doomed from inception. Aunt Julia enters his life at a time when he is trying to establish himself as a writer and find an individual identity without the help of his family. Julia and Mario are quite in love with each other, but when the relatives come to know of the news they disapprove totally and the couple flees to a town they don’t know anything about with the intention of getting married and leading a happy and peaceful life. In the melee, Mario chances upon Pedro Camacho, a Bolivian serial author, who is a soap opera radio writer  and he befriends him. ... be fired from his job due to his inconsistency in keeping control over his characters, who seemed to die in one of the episodes and again reappear in the next, getting his audience totally confused over the happenings. Mario does not want to keep the secret of his love for Julia any longer and so confronts his family stating that he would provide Julia with a good life. Julia encourages Mario and supports him in every way possible and encourages him to pursue his dream of going to Paris and becoming a writer. It was during this time that Pedro Camacho loses his mind totally and is rushed off to the mental hospital. Becoming a man of letters was the primary aim of Mario who keeps writing a lot. However, his writing is not much appreciated by his friends who feel that he still has to gain a lot of experience in the arena of writing. Mario admires Pedro’s talent and skill for writing and tries to emulate his love for hard work. Mario meets Pedro when he gets hired by his employer s to the same radio station where Mario works to write scripts for the radio serials. The radio stations gains a lot of popularity when the serials become quite famous in the capital. Pedro comes up with shockingly different characters that keep the audience spell bound. Though he gains the height of popularity, yet as time passes he makes a hash of his work by mixing up the different characters and changing their names. He gets totally confused with his own work and also confuses the audience to a great extent. He finds it impossible to go on and tells Mario of his problems. Pedro finally loses his reality and is hospitalized. Irony plays a major role in Mario’s ‘Aunt Julia and the Scriptwriter’ but at a much deeper level, it speaks of artistic failure. On one hand, we have Mario desiring

Workplace code of conduct Essay Example | Topics and Well Written Essays - 500 words

Workplace code of conduct - Essay Example It is assessed that having ethical framework is, performing the right or moral thing when no one is looking. The implementation and fulfillment of the ethics are a personal preference and consequently, how workplace ethics are managed depend on the personal ethics of those who are in power over that place of work as well as those who work in that operational atmosphere (Ghillyer) and (Workplace-Ethics). It is significant to keep in mind that workplace codes of conduct are shaped through two significant factors. Workplace policy is the initial factor that has to be in agreement via entire laws as well as regulations that are at present in the authority where the business functions. This helps to make sure that essential workplace ethics prevent some pressure or compulsion to employ in actions that are measured to be against the law, encourage favoritism in the workplace, maintaining unfair hiring plus firing carry out or permit salary to be set that are beneath the smallest legal amou nt or the established standards for the area (Tatum). Nowadays the workplace code of conduct /ethics emerges according to the workplace environment. At the present, organizations have better code of conducts for handling all the type of situations. In company code of conduct we see all the aspects from the ethical point of view. The list of ethical conducts is developed through the analysis of the business situation and operational practice. In company we can have code of conduct regarding lot of different aspects, for examples Forced Labor, Child Labor, Harassment or Abuse, Nondiscrimination, Health and Safety, Freedom of Association and Collective Bargaining, Wages and Benefits, Hours of Work and Overtime Compensation (Fairlabor). . For instance, code of conduct for Ubunto available at: http://www.ubuntu.com/community/conduct The above given aspects and codes of conduct seem to fulfill all the areas of

Personal Essay Example | Topics and Well Written Essays - 2500 words

Personal - Essay Example Each of the section also contains background information of each type of services offered by the bank. The financial banks offer several services for the customers and each of them has different importance for different types of customers. The introduction of technology and the fast growth of internet usage have allowed the financial companies to add more value to the customers without much effort. The beginning of internet banking has made it easier for the customers to conduct their banking activities at ease and at their convenience. Although the mode of banking has evolvedbut the overall concept of individual activities are still the same. This paper is focused on the services offered by HSBC bank in their website. It will cover three basic services in details, which are Banking, Borrowing and Investing. The Qatar branch of HSBC will also be covered in this paper. Savings Bank Account:The banking segment of HSBC offers two types of services, savings account and current account. An individual can choose anyone or both types of account depending on his requirements. The savings account allows an individual to accumulate funds and gain interest on it. It helps the individual to save money for future use. Current Bank Account: The current bank account is particularly for business purposes and offers services, which are exclusive to financial activities of a business. It allows the customers to deal with liquid funds, such as deposit funds, withdraw funds, write check, etc. Moreover, the customers can make unlimited transactions in a day (Money, 2015). HSBC Qatar offers three different types of accounts based on the requirement of the customers. They are Basic Current Account, Advanced Current Account and Premier Current Account. Money Transfer: The money transfer facility of HSBC Qatar allows the customer to transfer funds to different accounts. The customers can transfer money to pay bills, send money to

Free writing journal Essay Example | Topics and Well Written Essays - 250 words - 6

Free writing journal - Essay Example Everyone has the tendency to doubt and to question things. We are not perfect beings. That’s the reason why we see goodness in men and why it’s easy for us to doubt. Since we are imperfect beings, we know that there is always a tendency to turn to evil. But we expect each one of us not to. Why? Because we have the church to make sure that we are well-guided. But church teachings sometimes are not enough. When our expectations are not met, our frustrations lead us to the other side of the road. This happened to Goodman Brown. He expected the priests and other religious men and women that serve the church to stay true to the church. But when he found them at a cult gathering, he began to question and to doubt them. Since he believed that evil cannot turn the people he believed to be pure and good, his experience in the forest greatly disappointed and frustrated him. The story also emphasizes that we, as humans, can make our own decisions. And because of this, we tend to firmly stand for what we believe in. The problem is when you encounter an event that can shake this belief, that we are in control. Then, we will find a problem for everything. Why? Because humans tend to reason out. And we fail or do something out of our control, we look for reasons and

Personal Essay Example | Topics and Well Written Essays - 2500 words

Personal - Essay Example Each of the section also contains background information of each type of services offered by the bank. The financial banks offer several services for the customers and each of them has different importance for different types of customers. The introduction of technology and the fast growth of internet usage have allowed the financial companies to add more value to the customers without much effort. The beginning of internet banking has made it easier for the customers to conduct their banking activities at ease and at their convenience. Although the mode of banking has evolvedbut the overall concept of individual activities are still the same. This paper is focused on the services offered by HSBC bank in their website. It will cover three basic services in details, which are Banking, Borrowing and Investing. The Qatar branch of HSBC will also be covered in this paper. Savings Bank Account:The banking segment of HSBC offers two types of services, savings account and current account. An individual can choose anyone or both types of account depending on his requirements. The savings account allows an individual to accumulate funds and gain interest on it. It helps the individual to save money for future use. Current Bank Account: The current bank account is particularly for business purposes and offers services, which are exclusive to financial activities of a business. It allows the customers to deal with liquid funds, such as deposit funds, withdraw funds, write check, etc. Moreover, the customers can make unlimited transactions in a day (Money, 2015). HSBC Qatar offers three different types of accounts based on the requirement of the customers. They are Basic Current Account, Advanced Current Account and Premier Current Account. Money Transfer: The money transfer facility of HSBC Qatar allows the customer to transfer funds to different accounts. The customers can transfer money to pay bills, send money to

The Dividend Growth Model and Capital Asset Pricing Model Assignment

The Dividend Growth Model and Capital Asset Pricing Model - Assignment Example This paper illustrates that the CAPM model can be used to calculate the possibilities of the growth of investment. CAPM takes into account the risk involved in the marketplace as well as the risk bored by the company that issued the stock. Dividend-growth model is a model that is used in the valuation of a company’s stock. Essentially, the Dividend growth model is a model of stock valuation that primarily deals with the dividends and their consequent growth discounted to present day. The models are divided into two as; Gordon growth model commonly referred to as the dividend discount model is a method that is used to calculate the intrinsic value of stocks. However, the model is based on the assumption that the dividend growth rate is constant. The formula employed by this model is as follows; Multi-stage dividend discount model is a dividend growth model that can take any pattern of the future expected dividends; that is to mean that dividends are not expected to grow at a co nstant rate. The investor is therefore expected to evaluate dividends separately for each year while putting into consideration each year’s expected dividend growth rate. This model is given by the formula; Capital asset pricing model or CAPM is a model that specifies the relationship between risk and required rate of return on assets held by an investor in a well-diversified portfolio. The required rate of return obtained using the CAPM formula is used as the cost of equity of the company. The model has several basic assumptions; first, investors are assumed to be rational in the sense that they choose among alternative portfolios on the basis of the expected return and standard deviation of the portfolio held. Secondly, CAPM model also assumes that investors have homogeneous expectations with regard to asset return.

If one of the divisions Essay Example for Free

If one of the divisions Essay Within Judaism there are two major splits, the first is orthodox and the other is non orthodox. Even though they are both on the same branch of religion their belief of how such actions and laws are determined differently on how strict their society is. This does not mean the non orthodox are further from god it’s just the idea they interpretation of the Torah, Talmud and laws are different to orthodox. Orthodox Judaisms main belief is that the Torah, including both the Written Law and the Oral Law, were given directly from God to Moses and can never be altered or rejected in any way. As a result, all Orthodox Jews are required to live in accordance with the Commandments and Jewish law. As well within the UK there are 80% of Orthodox Jews therefore it is open to interpretation that the Orthodox belief is primarily considered the right way to worship. Ways in which we can Orthodox abiding all of Gods laws is by keeping to the 613 commandments set down within the Torah, especially the first 10 for example ‘thou shall not kill’ an orthodox would defiantly not contemplate killing another leaving person even if they were in pain as it goes against the 6th commandment. As well as keeping the commandments the orthodox believe in the idea of physical being and the belief that the messiah is coming and that he will enlighten the world. Others ways which the orthodox Jews are able to express their belief and full holiness by performing areas such as Niddah and holding this family purity to the full extent, for example The Torah describes niddah, as ‘the ritual impurity due to menstruation, and the prohibition of having relations within the time period of a niddah’ this is therefore taken by the orthodox Jews that the are unable to have sexual contact within the woomens monthly menstration and as well she has to stay un touched for two weeks. Another purpose of how orthodox Jews are considered to pursue life the right way is by obeying Koser, ‘a kid should not be cook in its mothers milk’ the orthodox way of dealing with this law is by having milk and meat completelly separate and not eat one another with 4 hours. It can be considered that orthodox way of life is right compaired to Non orthodox because they keep all of the laws from god, they specify in what they believe and have their own way of interpretating them. As well to orthodox Jews the ablity to Keep all of Gods laws giving them this awareness of them succeeding to be striving for holness’ however even though the Orthodox Jews are tring to strive they isolate them selves within there community and try their hardest not to mix with others. On the other hand non orthodox beliefs are more of a modern interperation and shows the possiblity of flexiblity. It can be seen that non orthodox believe in more of a spirtual biding with each others it shows that they do not have to be so forward within their belief and show the world they can abide by all the laws, but on the other hand this spritual awareness allows for the non orthodox jews to have more of a say on what laws they believe in and how they feel the can abide with them and also blend in to society. The non orthadox jews are seen to take an non literal view of the laws for example koser, they don’t really feel it is totally applicable and they eat milk and meat together or they don’t seprate the work services. Unlike the Orthodox jews waiting for the messiah to come the Non orthodox jews believe in the idea that the messiah does not need to a person and they do not require the temple to be re built as they are happy as they are. The non orthodox aspect has an slight area of freewill where it is the Jews own choice to whaet they want to believe in and how they interpretate the laws, guidelines and community. If it was considered that the Non orthodox view was correct because of this idea for there religion to be free and be able to interpretate the laws in their own way and association with modern day then the strict order of Orthodox is wrong because it is strict and unaware of modern times. Even though the orthodox and non orthodox are different sections of Judaism they still both use the synagogue to Worship god but even their ideas in the synangogue are different. For Orthodox Jews, women and men should be seprated and the women aspects are more focused at home and looking after the chicldren, while the men are at work or being Rabbi’s helping in the community, how ever in an Non orthodox synagogue men and women are able to sit together though worship as well women are able to become Rabbi’s as well as working and looking after the children. As well in the non orthodox faith they allow to bring there children up under the faith but also allow for them to make their own decision on the laws, however orthodox children are brought up very strict and abide by every law like their parents and ancestors. To conclude both divisions within Judaism are part of the same religion, they are united in faith and faith to God. So no one group can be wrong as it is down to personal interpretation. As well both splits are right in there own society as it more about there society and community and its just like looking at different cultures instead of the idea one must be wrong as they are the same religion.

The Case Of John Lacking Capacity Social Work Essay

The Case Of John Lacking Capacity Social Work Essay Within adult social care, people, issues, organisations and regulatory bodies are always involved in the discussions on risk and safety. Responsibility, duty of care, adult safeguarding and capacity are of concern. The balance of keeping service users who are viewed as vulnerable safe in society can be contradicted with living independent lives and being able to take the risks others take in everyday life. Therefore, perceptions and assessments of risk is an individual matter for each service user, the communities and society and is fraught with decisions and choices. Mitchell and Glendinning (2007) suggest that the states role and pre-occupation with risk management is under constant evaluation rather than exploring and seeking to understand service users perspectives of risk. They highlight the need for more service users and carers involvement in risks, decision making and protection (Parrott, 2006). Events during the life course such as genetic/biological factors, and childhood experiences can have a huge impact on the ability of the mind and body to develop and maintain good mental health. Ones life course can encounter a combination of stressful events which can test the human bodys ability to cope emotionally, which sometimes can trigger anxiety, depression and/or other mental health conditions. Risk factors which can have a negative impact on ones mental health can be addressed by influencing supportive relationships, a healthy lifestyle, stress management techniques and emotional coping strategies, in which social workers can be apart of ensuring happens. On an individual factor John could be facing depression/grief from the loss of his wife who passed away a year ago. John could still be in the seven emotional stages of grief (Carers UK, 2012). This involves shock or disbelief, denial, bargaining, guilt, anger, depression, and acceptance/hope. Social workers and other prof essionals should be aware that, there are no time limits on grief and no set pattern of emotions and behaviours that people can follow, everyone is different and grief does not always happen straight away. The risk factors for experiencing more serious symptoms of grief/loss of a loved one is that John could be at an increased risk of being psychiatrically unstable due to a decline of his emotional well being. The change in Johns life events/situation could have a huge impact on his mental wellbeing, not only because he has lost his wife but he was also a carer for his wife which would have meant John would have had responsibilities daily. Therefore John also faces having to deal with the loss of his caring role, which he may include him feeling guilty/ relieved, exhausted and alone. John may also feel angry that someone has contacted social services as they feel worried about him, as at this moment in time John may be thinking he is coping fine. Johns family/social factors may be a potential risk as John lives alone and his two children live some distance away and only visit monthly. John could be feeling isolated and due to lack of family support and limited social networks, John could be at risk of deteriorating emotionally and physically. John could be feeling a loss of control over his life due to these changes and he could experience all types of symptoms such as significant loss of appetite, diminished energy levels, suicide thoughts, depression, anxiety and many more (NIMH, 2012). The issues around the perceptions of risk and rights for mental health service users are different as people are sometimes perceived as a risk rather than considered at risk in vulnerable situations. Therefore, John could be at risk of being overlooked by safeguarding practices and his individual rights comprised by the Mental Health 1983 if he is assessed as lacks capacity, when maybe all John needs is some support in getting his life back together and learning how to cope w ith all his life changes. This would be a multidisciplinary decision and user involvement in risk assessment and informed decision making about risks to John and others (Ray, Pugh, Roberts Beech, 2008). Regardless of whether John is assessed as having the capacity or not to make decisions under the Mental Health Capacity Act 2005, then professionals need to raise the awareness of human rights and enable John to have these rights realised. Independence, choice, control and experiences and feelings associated with danger, fear, abuse and safety would need to be addressed with John. Sheldon (2010) suggests that in any case of risk management, the service user should have their rights explained, including their human rights and risk management should not interfere with the service users rights to dignity, respect and privacy as also suggested by the Care Council Code of Practice for Social Workers (CCW, 2002, 1.3, 1.4, 3.1). It is important that the key role of assessments of adults allows people to make their own decisions whilst minimising risk or harm. By placing John at the centre of the caring process, it would be the social workers role to discuss options of support for John as a first option. Fair Access to Care Services would enable the social worker to focus on health, safety, autonomy and involvement with his family and the community but without overlooking risks of self harm, neglect, abuse and risks to carers and others. FACS was launched in 2003 by the Department of Health, so that adults in need can be assessed for eligibility of services (DOH, 2003). It focuses on four levels of risk to independent living, which would be of use in Johns case. Risk taking is a normal part of life, however the social worker needs to ensure they have taken all the steps needed to minimise risk. With John by considering the consequences of actions and the likelihood of harm he could cause to himself, and discussing the benefits for independence and well being, a support plan for managing risk could be put in place with Johns consent (CCW, 2002, 4.3). Risk assessment will help in developing risk management plans that minimize risks (Coulshed Orme, 2006). The social work ers role would be to provide John with support to enable him to help himself. Under the National Health and Community Care Act 1990, the local authority would have a duty to assess Johns needs and to ensure thats services are available for John. Protecting and safeguarding John from harm, abuse and neglect including financial, physical, sexual, emotional and institutionally would be the social workers main role. An assessment based on the needs of John would enable the social worker to build a positive relationship with John, to gather the relevant information, form an overview of the situation and identify possible solutions for the best way forward (Parrott, 2006). Assessment and care planning will enable the local authority to provide practical and emotional support for John. During assessment and care plan the social worker would be able to treat John holistically, promote his independence whilst clarifying risks that can follow from decisions made independently and also being a ble to involve other health professionals to benefit John. Through the care plan, John would be able to access a wide range of information and services, designed specifically for him. Social workers use the Mental Health Act 2005 as a criterion to minimise risk of harm to self or others, however the downside for service users is that of potential threat to independence and freedom that sometimes makes seeking help a hard decision to make in some cases, therefore social workers working in multidisciplary teams and having the use of assessment and care planning tools, makes decision making easier. Therefore all professionals and John would have some responsibility for making decisions and every professional would have input into providing and sharing information to arrive at a considered decision (Milner OByrne, 2009). This also minimises the risk of one person being involved and making decisions solely without having the right knowledge or support to reach appropriate outcomes with John. The autonomy of John to decide whether to engage with social services, and accept that he is not coping well at the moment, conflicts with social services and his neighbours concerns of him putting himself in danger/neglect. The professionals would need good social skills and value the principle of inclusion into society and autonomy to enable John to make his own decisions and make positive changes on his own behalf. The conflict in this case is that facing the social worker in assessing Johns needs. On one hand, John doesnt seem to be coping well however he has been assessed as having capacity, but on the other hand, John is exercising his own right to self determination and autonomy as he wont accept any support. The issue the social worker faces is that of John not engaging if John is able to understand some of the presenting problems in his current situation. In order to assess whether intervention is required, three categories of risk may be required. Johns physical risk could be causing harm to himself or others. Johns social risk of becoming isolated and acting in a way that is considered outside of the social norm and emotional risk, his physical and emotional health (Webb, 2006). In the case of John lacking capacity the social worker and other professionals would be working under the framework The Mental Capacity Act 2005 (MCA) in order to provide protection for John, who is unable to make decisions for himself. The Act contains provision for assessing whether people have the mental capacity to make decisions, procedures for making decisions on behalf of people who lack mental capacity and safeguards. Professionals would be working under the philosophy of the MCA, which is any decision made, or action taken, on behalf of John who lacks the capacity to make the decision or act for himself must be made in his best interest (Coulshed Orme, 2006). The Act is also supported by its own Code of Practice which has to be interpreted when using the Act. It is important that all professionals working with John understand his capacity might be affected only for a temporary period. The phrases used in the MCA section 2 in relation to a matter and at the material time mea ns that capacity must be assessed on a decision-by-decision basis. Therefore, capacity may not be a permanent status and John should not be described as having or lacking capacity. The level of capacity needed by John would depend on the decision to be made. For example, John may need a lower level of mental capacity to make decisions about everyday matters, such as what to eat or where to go at this moment in time. Professional should ensure John has not been assumed as lacking capacity due to his age, appearance, and mental health diagnosis or disability/medical condition (Webb, 2006). In 2007, under the Mental Health Act for England and Wales, Approved Social Workers were replaced by Approved Mental Health Practitioners (AMHPs) with the role and remit extended to other disciplines. The primary role of an AMPH is to act as the guardian of the patients rights. The AMHP has the responsibility of contacting the patients next of kin and to help any appeals against the order that the patient wants to make. In the case of John not having capacity, the AMHP may control access to some services such as day centres, respite care, residential care and other community support services, if needed (DOH, 2001). The social worker would also need to refer to other health/social care professionals if not already done so such as GP, community psychiatric nurse, physiatrist, counsellor, advice services, specific therapies to ensure an holistic approach is taken (Ray et al, 2008). The consultation report on safeguarding adults in Wales In Safe Hands (WAG, 2000) found that people were c oncerned about the balance between safeguarding and personalisation, between choice and risk. Social workers and other professionals need to ensure people have informed choices and introduce support systems. Social workers will have a distinctive role in multiagency settings and will need to ensure they develop practices to enable service users with mental health to identify and realise their own needs. The team involved in working with John will need to have broad experiences and social views of mental health problems especially in regards to discrimination, oppression, civil rights and social justice. They will need to co-ordinate efforts to support John so that he does not have negative experiences and /or perceptions of mental health and ensure he received services fairly and equably. The social worker will work with John to ensure he is not a victim of social isolation, poverty, unemployment, insecure housing and limited social and support networks and will have an independent view in assessment and care planning (Faulkner, 2012). In Johns case risk management will minimize the dangers both to and from John. However risk factors are individual and differ from professional to professional due to personal factors and the degree of control they have over the risk. A risk can be viewed as negative and positive. Risk is associated with decision making processes and should never be made in isolation. Social workers must take every precaution to protect the service user and the public, as the law makes people responsible for behaviours whether or not they were the ones who took the risk, intended or not. Practitioners can be held liable for negligence and a breach of duty. Trying to predict possibilities and risk assessing is a very important part of the social workers role (Parrott, 2006). Part 2

National Debt :: Economy Economics Argumentative Papers

National Debt The national debt is an issue of great concern to the economy. Each year, the debt amounts to a higher percentage of GDP. As we have studied, the debt weighs down the economy, and the interest payments are consuming an ever larger share of the national budget. Something must be done to avert this crisis from coming to a head. We need to begin today, by making spending cuts ACROSS THE BOARD. These cuts must be enacted sensitively, however, in order to keep the economy stable as we move toward a balanced budget. The need for spending cuts across the board cannot be understated. For just one example of how imbalanced our policies are, notice how 63% of all entitlements go to retirees. 93% of these are NON-MEANS-TESTED. Federal spending on the 65 and over age group is 11 times greater than on the 18 and under age group.^1 We must pay off the debt, but the current Republican plan should be votoed. First of all, it leaves welfare for the well-to-do, Social Security, and defense off the table. In fact, the current plan calls for a $34,000,000,000 increase in defense spending.^2 (Doesn't the military have the discipline to learn to be more cost-effective?) At the same time, the Republicans are calling for a $245,000,000,000 tax cut. Their plan is supposed to restrict the growth of Medicare. This is a good start, but they have no definite plans on how to restrict it. Basically, the Republican plan aims to balance the budget entirely at the expense of the young (for whom we are trying to balance the budget), the environment that they will inherit, the poor, and the weak, while sparing the rich, thealready-by-far most powerful military in the world, the elderly (the ones who accrued most of this debt for us),

Prevention of Colon Cancer through Proper Nutrition Essay

Incidence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Colon cancer is the third most often diagnosed cancer and is the second primary cause of cancer deaths in North America. The incidence is approximately 650,000 cases every year worldwide and has been increasing in the past few years. However, the mortality rate has decreased in 2002; the worldwide incidence was 278,000 male and 251,000 female cases every year (Landis, Murray, Bolden, & Wingo, 1999). In people 65 years or older, the incidence rate of colon cancer is 70% (Parkin, Whelan, Ferlay, Raymond, & Young, 1997). In people not more than 65 years old, the incidence is about 120 new cases for every 100,000 inhabitants every year; in people aged 55-75, the incidence of colon cancer is approximately 200 for every 100,000 inhabitants every year   (Jemal et al., 2004)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The lifetime risk of colorectal cancer in the general population is 2.5% to 5%, which means that 25-50 out of 100 people will get colon cancer in their lifetimes (Adrouny, 2002). This risk is increased two- or threefold if there is a first-degree relative who has had an adenomatous polyp or cancer. Mortality is about 90 for every 100,000 inhabitants per year (Jemal et al., 2004). The male-to-female ratio varies from 1.0 to 1.4 depending on the tumor registry that is reporting the data (Adrouny, 2002). The risk of colon cancer increases with age. The majority of cases occur in people over the age of sixty. In people between the ages of forty and fifty years the incidence of colon cancer is 15 new cases per 100,000 persons (Adrouny, 2002). Modifiable Risk Factors   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While many mechanisms remain ambiguous, many studies have indicated that a number of lifestyle and dietary factors are likely to have significant consequences on the risk of colon cancer. Smoking early in life, probably in combination with a diet that has no or low in some micronutrients like methinine and folate, is likely to increase the risk of colon cancer. Other environmental exposures, such as smoking, are also likely to be involved in causing colon cancer. Moreover, overeating, weight gain in adulthood, and obesity are strongly implicated as risk factors for colon cancer. Not only are obesity and weight gain associated with the presence of adenomatous polyps, but so is weight variability over a period (Adrouny, 2002). Physical inactivity or sedentary occupation is also a major risk factor for colon cancer.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Giovannucci (2002), processed meats, red meat, and possibly refined carbohydrates may increase colon cancer risks. Also, more recent evidence show that chronic hyperinsulinemia is likely to have an influence on colon cancer risks. As insulin resistance and subsequent hyperinsulinemia is induced by excess energy intake and some characteristics of the Western diet, such as refined carbohydrates and saturated fats, insulin may contribute to colon cancer (Giovannucci, 2002). In addition, agents with chemopreventive properties like postmenopausal estrogens and aspirin are likely to have unpleasant effects, thus making general recommendations require a cautious consideration of the risk-benefit ratio. Non-Modifiable Risk Factors   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although the genetic and biochemical mechanisms of colon cancer may still be incompletely understood, it is acknowledged that the anatomic precursor of colon cancer is the adenomatous polyp. Basically, adenoma is a benign growth from a glandular tissue; a polyp is a growth protruding from a mucous membrane. People who have adenomatous polyps in the colon are at increased risk of developing cancer. One major non-modifiable risk factor is the familial adenomatous polyposis (FAP). Here, an affected individual develops hundreds or thousands of polyps by his or her teen years, any one of which may develop into a cancer. Preventive action, usually consisting of repeated examination or removal of the colon, is necessary, along with careful screening of family members for this disorder. The Gardner syndrome is probably a variant of FAP; it occurs about half as frequently and has similar clinical features. It may affect the small intestine as well as the colon.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oldfield and Turcot syndromes might be related to FAP. While the former is associated with sebaceous cysts, the latter is associated with tumors of the central nervous system and may be transmitted by an autosomal recessive gene. Another risk factor for colon cancer is hereditary nonpolyposis colorectal cancer (HNPCC). Although these forms of colon cancer arise from polyps, individuals do not have an abundant proliferation of polyps as in the abovementioned polyposis syndromes. The polyps that are found in family members have an extraordinarily high likelihood of progressing to cancer. Prevention   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The large body of evidence shows that it is feasible to prevent colon cancer. In their study, Emmons et al. (2005) approximate that a significant fraction of the colon cancer risk in the middle-aged men in the United States might be avoidable with optimal common lifestyle and dietary behaviors. National recommendations and clinical practice and for adult men and women in the US already promoted the following for the prevention of cancer in general, and colon cancer in particular: controlling of obesity, quitting smoking, limiting alcohol intake, increasing physical activity, consuming more fruits and vegetables and diets that are low in saturated fat (American Cancer Society, 1996). The following prevention practices are specifically aimed at middle aged (30-50 years) American men. As mentioned earlier in this paper, there is a higher incidence rate of colon cancer in men than women, and that this age bracket is highly at risk for colon cancer. The focus is the primary prevention of colon cancer by consuming more fruits and vegetables.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The consumption of fruits and vegetables as a measure in preventing colon cancer has been supported in many studies (e.g., Smith-Warner, Genkinger, & Giovannucci, 2006). It was found that for total vegetables, 75% of the results reported in 22 case-control studies suggested that colon cancer risk was reduced by at least 20% for those in the highest compared with the lowest intake category, with 33% of the estimates indicating that the reduction in risk exceeded 50%. For total fruits, the results have been less consistent among 19 case-control studies; 48% of the risk estimates suggested at least a 20% reduction in risk and only 11% showed more than a 50% lower risk for the highest versus the lowest intakes (Kousnik et al., 2007). Furthermore, in an earlier review of 21 case-control and four cohort studies by an international panel, credible evidence was found that vegetable consumption indeed reduces colon cancer risks (World Cancer Research Fund, 1997).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Studies have also suggested that dietary calcium plays a role in protecting against colon cancer; it may do so by binding fatty acids and bile acids and directly inhibiting abnormal growth of colon epithelial cells. Fruits and vegetables are thought to reduce the risk of colon cancer because they have a higher composition of fiber compared to other diets. On the other hand, diets low in fiber and high in fat intake are thought to increase the risk of the cancer. Thus, it is not surprising that, in Africa and Asia, where dietary customs place emphasis on high-fiber, low-fat foods, fruits, and vegetables, people have lower incidence of colon cancer compared to the United States and Europe.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The major explanation for the protective effect of cereal fiber is not known. One of the most convincing theories is that fiber has a dilutional effect on fecal ingredients which may cause development of cancer. It also has an effect on the faster passage of stool through the bowel, thus reducing cell damage and contact time (Adrouny, 2002). In general, however, more recent epidemiologic research has tended not to support the strong influence of fiber in preventing colon cancer; instead, some phytochemicals or micronutrients in foods rich in fiber may be important. Folate is one nutrient that has of late been receiving much attention and is increasingly being studied in randomized intervention trials. Recent research suggests that persons who supplement their diet with at least 800 micrograms of the vitamin folic acid on a daily basis have a reduced incidence of colon cancer (Adrouny, 2002). References    American Cancer Society. (1996). Guidelines on diet, nutrition, and cancer prevention. Cancer Journal for Clinicians, 46, 325-341. Giovannucci, E. (2002). Modifiable risk factors for colon cancer. Gastroenterology Clinic North America, 31, 925-43. Jemal, A., Clegg, L. X., Ward, E., Ries, L. A., Wu, X., Jamison, P. M. et al. (2004). Annual report to the nation on the status of cancer, 1975–2001. Cancer, 101, 3–27. Koushik, A., Hunter, D. J., Spiegelman, D., Beeson, W. L., van den Brandt, P. A., Buring, J. E. et al. (2007). Fruits, Vegetables, and Colon Cancer Risk in a Pooled Analysis of 14 Cohort Studies. Journal of National Cancer Institute, 99, 1471-1483. Landis, S.H., Murray, T., Bolden, S., & Wingo, P. A. (1999). Cancer statistics 1999, Cancer Journal for Clinicians, 49, 8–31 Parkin, D. M., Whelan, S. L., Ferlay, J., Raymond, L., &Young, J. (Eds.). (1997), Cancer Incidence in Five Continents. Lyon: IARC Press. Smith-Warner, S. A., Genkinger, J., & Giovannucci, E. (2006). Fruit and vegetable intake and cancer. In D. Heber, G. L. B;ackburn, V. L. Go, & J. Milner (Eds.), Nutritional oncology (97-173). Burlington, MA: Elsevier. World Cancer Research Fund. (2007). Food, nutrition and the prevention of cancer: a global perspective. Washington (DC): American Institute for Cancer Research.   

Arithmetic Mean and Life Satisfaction

PART A: i) Male: Female: The mean value of life satisfaction for male is about 7. 7459 while for female is 7. 7101, which proves there is no significant different life satisfaction between male and female, thus gender does not affect life satisfaction a lot. But when it comes to sample variance, for male is 2. 5684 while for female is 3. 0081. From this pair of figures it is obvious that the life satisfaction for female is more flexible than male. Man’s life satisfactions are easy to be affected by other variables. I assume â€Å"GENDER† does not affect life satisfaction. ii) Not alone: Alone:The mean value of satisfaction for those who is not alone is about 7. 8055 meanwhile the figure for those who live alone is 7. 32584. There is a big gap between these two data, which implies that â€Å"ALONE† have a significant impact on people life satisfaction. Additionally, sample variance for alone is much higher than for not alone, which implies other variables affect p eople who live alone severely and affect people not alone a little. I assume â€Å"ALONE† affects â€Å"LIFESAT† vitally, since people feel happier when they are accompanied by others but for those who are alone are easy to feel lonely and sad. iii) Income 1: Income 6:The average life satisfaction for people with income level 1 is 7. 4426 while for people with income level 6 is 8. 2069, which means people with high income are more satisfy with their life than those with low income. Furthermore, the sample variance for income 1 is 4. 37941 while for level 6 is only 0. 74138, which tells that people with relatively high income enjoys a relatively stable high life satisfaction. Personally, I reckon that people with high income are happier than those with low income, as they are more capable to purchase what they like which makes people satisfy with their lives. PART B: i) Y=7. 746-0. 036X (gender)For gender, the ? 2 is -0. 036 which means gender has negative relationship with satisfaction. And 0 represents male while 1 means female. Thus when other factors are the same, life satisfaction of female is slightly less than man. The result is not exactly what I have supposed. My prior assumption is ? 2 should be zero in this circumstance. ii) Y=7. 360+0. 008X (age) From this function, age has a positive linear relationship with life satisfaction. As people grow old, they tend to be more satisfied with their life. ?2 is a little bit different from what I expected, as I suppose ? 2 should be a bigger positive number than it is.I reckon that as people grow old they might be easy to feel satisfied about life. For young people they are more likely to be ambitious and do not feel enough about what they have. iii) Y=7. 805-0. 480X (alone) Alone has a negative relationship with life satisfaction, it means people who are alone have less life satisfaction than those accompanied by others. The result is in accordance with what I expected. iv) Y=7. 300+0. 174X (inco me) ?2 is 0. 174 which means as income increase by 1 unit life satisfaction will go up by 0. 174. The more people earned the more satisfied they feel about their life.The result is correspondent with what I expected. PART C: Estimated sample regression function: Yhat=6. 4981-0. 0094X1-0. 0005X2+0. 0497X3+0. 0170X4-0. 3975X5+0. 1986X6 PART D: i) Y=6. 4981-0. 0094X1-0. 0005X2+0. 0497X3+0. 0170X4-0. 3975X5+0. 1986X6 =6. 4981-0. 0094*0-0. 0005*50+0. 0497*0+0. 0170*26-0. 3975*1+0. 1986*3 =7. 1134 ii) Y=6. 4981-0. 0094X1-0. 0005X2+0. 0497X3+0. 0170X4-0. 3975X5+0. 1986X6 =6. 4981-0. 0094*0-0. 0005*50+0. 0497*0+0. 0170*35-0. 3975*0+0. 1986*3 =7. 6639 PART E: Setting religion as another independent variable, â€Å"0† represents no religion and â€Å"1† means having religion.In my opinion, when other variables remains stable people with religion compared with people without religion are more satisfied with their lives, since people with religion have spiritual sustenance. Hours spend on sleep every week can also be set as another independent variable (0? X? 168). I suppose that people who spent more time on sleep will be happier than those got less time on sleep. PART F: Coefficients as calculated in part c: Yhat=6. 4981-0. 0094X1-0. 0005X2+0. 0497X3+0. 0170X4-0. 3975X5+0. 1986X6 SSE=(Y-YHAT)^2 One example for made up coefficients: As I change the portfolio of coefficient, the new sum of squared residuals ever lower than the original SSE. The coefficients we got by applying the OLS model contributes to the most minor sum of squared residuals. PART G: i) H0: ? 1=0 H1: ? 1? 0 Test statistic: T= (6. 49806173672354-0)/ 0. 199293520416749= 32. 6054842281637 With ? =0. 1. From the t table, value of t with 10% level of significance and (n-7=1660-7=1653) d. f. , the critical value of t is |tc|=1. 645 With ? =0. 05. |tc|=1. 960 With ? =0. 01. |tc|=2. 576 |t|=32. 605>| tc| Reject H0 at 10%, 5%, and 1% level of significant. Therefore ? 1 is significant different from 0 at all these three level. ii) H0: ? 2=0 H1: ? 2? 0 Test statistic:T=(-0. 0094153888009149-0)/ 0. 00475949120927804= -1. 97823430844052 |t|=|-1. 97823430844052|=1. 97823430844052 |t0. 95, 1653|

Business Ethics Reflection

When one is faced with ethical dilemmas he or she needs to look at the situation as a whole and determine what the outcome of the situation would be and to whom it may effect. As I remember facing a dilemma when asked to write this paper what came to mind was haven to decide how I was going to confront a fellow employee on knowing that she was stealing money and that she was abusing our friendship by coming into work late on a regular basis. She was a single mom of one and was struggling to make ends meet but that gave her no right to steal from the company and do not make it right to take advantage of our friendship. My dilemma was that of having to report her. This person took advantage of our friendship while working together and to me that makes it harder at times to report a person to those of authority. I looked at her situation but that did not make me change my mind to report her. First, I made sure that it was her taking the money and I monitored the money for a week to determine about how much she was taking from the register so that I was able to have something to follow up on when I reported her. I then went to my supervisor and reported the incident and asked that we both sit down and talk to her and explain what we know and how we know of her stealing money from the register. After the sit down with this employee we let her know that there were consequences of her actions and that she was going to have to be let go from the company. We could have pressed charges against her but we chose not to since the amount of money was not a large amount. The moral issue in this dilemma is that of a person taking advantage of one’s friendship and that of losing a close friend. This person put our being friends on the line and looked at our friendship as it was okay to take the money and that nothing would happen to her since we were friends. The issue I had to face here was that of our friendship and how it would affect our families and then I had the obligation of being the office manager of reporting her since I was the one in charge of the office and responsible of what goes on in there. I as the office manager had to make my priorities to the company since her taking money could possible affect business. Yes, the money was not a large amount but after taking money for a number of days or weeks it could potentially affect profits. This person to me did not value our friendship by doing what she did because if she had she would have not put me in that situation in the first place. She did not value our friendship and she did not value her job and not to mention the position that she had put me in. Also she did not value the job that she had and put her family in harm by possibly being sent to jail for stealing. To me she did not think that she had to follow the rules of the company and that she even though she did get caught was sorry but was she sorry for getting caught or was she sorry she was losing her means of getting extra money? I am not as close to this person anymore because if she could do that then who’s to say she would not try to steal from me and my family? Social pressure does affect how people put themselves in certain situations when it comes to business. This person used her struggling to raise a child on her own to think that it was alright to steal money to make ends meet. Instead of going to the boss and asking for extra hours or even a raise to make more money she decided to take it in to her own hands and to steal money. With how expensive it is now-a-days to make ends meet people do things that they would not normally do such as stealing but that does not make them morally right. If I were to be faced with this type of situation again I think I would have done the same thing and reported it to the proper authorities. I would not want to put my job on the line to make sure a friendship stayed intact. I would have probably try to see warning signs and ask that person if there was anything I could do to help out or try to get that person more hours at work. I work from home so right now I am not put in situations such as that but thinking back I would most definitely take the same actions. I would also make sure not to work closely with good friends so that I am not put in such a situation. Keeping a working relationship but not one of a social relationship outside of work will help to keep me from having to be put in the type of dilemma.

International Legal and Ethical Issues in Business IP Week 4 Essay

International Legal and Ethical Issues in Business IP Week 4 - Essay Example Competition law and the antitrust laws are examples of such regulations. The laws are set of rules and regulations designed to enhance competitive environment in the business environment. This paper evaluates an example of a merger between two major telecommunication companies. Some issues arise due to generic competition. Generic competition stems from producers who do not incur costs in research before they launch a product to market. It results in the original manufacture imposing some restrictions to protect their brands. This paper will address legal barriers in introducing a new product to market and possible dilemmas. Key words: competition, legal, mergers, antitrust and law. International Legal and Ethical Issues in Business Introduction The antitrust laws were put in place by the federal and state governments in United States to regulate businesses. The laws ensure that companies do not become too big and they do not fix their prices. The law also ensures that there is perfe ct competition in market so that the consumer welfare is maintained. The federal governments are also mandated in reviewing potential mergers to attempt to prevent market concentration. The antitrust laws apply to businesses and individuals. The laws were enacted to stop businesses that go too large from blocking competition and abusing their power (Baker, 2004). The antitrust law is aimed at ensuring perfect competition. ... It is estimated that pharmaceutical companies spend an average of $800-1 billion and between eight and sixteen years to research a new drug (Crandal & Clifford, 2003). Research need to be conducted to ensure that the drug introduced to the market can compete perfectly. The drug should also meet the target population needs; it should be in a position to solve their problems. As a result, an extensive research should be conducted to make sure that the brand conforms to set standard and market needs. Due to this, high cost is incurred. Legal Barriers to Market Entry Legal requirements have to be followed by the drug manufacturers to ensure that they enter the market with legal approval. There are legal barriers that control the entry of drugs to the market in the United States. In 2003, President Bush signed into law the Medicare Prescription Drug, Improvement and Modernization Act of Approval. The act has had major impact on the entry of generic pharmaceutical drugs to the market. The 2003 act contains three rules that control the entry of the drugs to the market. The act allows a minimum of one 30- month stay per generic application, clarifies the types of patents that must not be submitted to Food and Drug administration for listing in the orange book, revises the information required to be submitted on patents, and consolidates all patent information on declaring forms to ensure that the submissions are more informative and precise. In addition to the 30 month stay per application, the FDA tightened control on the types of patent claims submitted by the innovator company. The law ensures that the innovator drug companies would no longer be able to submit patents claiming packaging, metabolites and