Free Essays on Marijuana Harms Sexual Maturation and Reproduction

MARIJUANA HARMS SEXUAL MATURATION AND REPRODUCTION Marijuana has been said to interfere with the production of hormones associated with reproduction, causing possible infertility among adult users and delayed sexual development among adolescents. THE FACTS There is no evidence that marijuana impairs male reproductive functioning. The Jamaican and Costa Rican field studies detected no differences in hormone levels between marijuana users and non-users. In epidemiological surveys of marijuana users, no problems with fertility have emerged as important. In 1974, researchers reported diminished testosterone, reduced sexual function and abnormal sperm cells in males identified as chronic marijuana users. 34 In a laboratory study, the same researchers reported an acute decrease in testosterone, but no chronic effect after nine weeks of smoking; they did not evaluate sperm volume or quality. 35 In other laboratory studies, researchers have been generally unable to replicate these findings, 36 although by administering very high THC doses - up to 20 cigarettes per day for 30 days - one study found a slight decrease in sperm concentrations. 37 In all studies, test results remained within normal ranges and probably would not have affected actual fertility. Severe adverse consequences have also been produced in male laboratory animals, although only with extremely high daily THC doses. 38 More importantly, in both the human and animal laboratory studies, all observed changes were reversed once THC administration was halted. The claim that marijuana impairs female reproductive functioning in humans has no support in the scientific literature. There have been no epidemiological studies indicating diminished fertility in female users of marijuana, and a recent survey found no impact of chronic marijuana use on female sex hormones. 39 Animal studies show hormonal changes and depressed ovulation following extremely... Free Essays on Marijuana Harms Sexual Maturation and Reproduction Free Essays on Marijuana Harms Sexual Maturation and Reproduction MARIJUANA HARMS SEXUAL MATURATION AND REPRODUCTION Marijuana has been said to interfere with the production of hormones associated with reproduction, causing possible infertility among adult users and delayed sexual development among adolescents. THE FACTS There is no evidence that marijuana impairs male reproductive functioning. The Jamaican and Costa Rican field studies detected no differences in hormone levels between marijuana users and non-users. In epidemiological surveys of marijuana users, no problems with fertility have emerged as important. In 1974, researchers reported diminished testosterone, reduced sexual function and abnormal sperm cells in males identified as chronic marijuana users. 34 In a laboratory study, the same researchers reported an acute decrease in testosterone, but no chronic effect after nine weeks of smoking; they did not evaluate sperm volume or quality. 35 In other laboratory studies, researchers have been generally unable to replicate these findings, 36 although by administering very high THC doses - up to 20 cigarettes per day for 30 days - one study found a slight decrease in sperm concentrations. 37 In all studies, test results remained within normal ranges and probably would not have affected actual fertility. Severe adverse consequences have also been produced in male laboratory animals, although only with extremely high daily THC doses. 38 More importantly, in both the human and animal laboratory studies, all observed changes were reversed once THC administration was halted. The claim that marijuana impairs female reproductive functioning in humans has no support in the scientific literature. There have been no epidemiological studies indicating diminished fertility in female users of marijuana, and a recent survey found no impact of chronic marijuana use on female sex hormones. 39 Animal studies show hormonal changes and depressed ovulation following extremely...

Education System in Japan and Singapore Essay

Education System in Japan and Singapore Essay Education System in Japan and Singapore Essay Sample Education System in Japan and Singapore Essay Sample In a recent UNESCO report about the education system in the Association of Southeast Asian Nations (ASEAN) members states, it was noted that despite the differences in ideologies, political systems, development priorities, and education systems, members states of the ASEAN community share a common vision (UNESCO, 2014). For ASEAN +6 member states, including, Australia, China, India, Japan, Republic of Korea, New Zealand and Singapore education is the pillar of development that contributes to the community’s competitiveness. Exploration of education systems in the ASEAN community reveals that there are several countries with efficient education systems, including Japan and Singapore. The analysis will provide a better understanding why education system performs better in one national system than in another. In the same context, the comparison also provides tangible evidence and a practical lesson that would help researchers, policy makers, and professionals in the educational r ealm improve the efficiency of education system within their jurisdiction. This research paper compares and contrasts the education system in Singapore and Japan. Firstly, the paper gives a brief overview of the education systems in the two countries; then it discusses the similarities and differences in the next section. Education System in Japan In most scenarios where there has been an international comparison of national educations systems, Japan has emerged as one of the countries with the best education system. The roots of this accomplishment are traced to Japan’s culture and historical development. The Japanese education system has evolved from the dual system to a single-track school system through education reforms that were heavily influenced by the United States education system after the Second World War (NCEE, 2015a). Children at the age of six are registered in grade one of elementary school. School calendar starts in April and runs for three terms that end in March. All Japanese must attend school for 9 years, that is, six and three years at elementary and junior high school respectively. For foreigners, the nine years are not compulsory; hence they may go to local elementary or junior school as they wish (Tokyo International Communication Commitee, 2006). Private schools have created an environment that enrolls foreign students. After junior high school, students may opt to find employment or continue their education in high school and eventually go to university. Special schools and facilities are available for mentally or physically challenged students who may not be able to study at ordinary schools. Education System in Singapore Singapore has grown from a poor and illiterate history to one of the powerhouses in Asia (Ministry of Education [MOE], 2015; NCEE, 2015b). Singapore’s population of 4.7 million people enjoys healthy living standards that are comparable to most of the developed economies in the region. This achievement can be attributed to Prime Minister Lee Kuan Yew, who understood that education is the central turbine of development and competitiveness of Singapore (NCEE, 2015b). In addition, education was used as a unifying platform for the clashing religious and ethnic groups. The Education System in Singapore is managed by the Singapore Ministry of Education, which is mandated to the administration and development of both public and private school (MOE, 2015). Unlike private schools, public schools receive their primary funding from the government. Typically, education spending in Singapore constitutes approximately 20 percent of the national budget. For instance, the national education bu dget in 2015 was $12.1 billion Singaporean dollars as compared to the $11.5 billion dollars in 2014 (MOE, 2015). As of this writing, there were over 360 primary, secondary and post-secondary schools supported by over 33,000 education officers (MOE, 2015). The core trait of Singaporean education is a bilingual advantage. While English is the primary language of communication, all students are expected to learn the official mother tongue. The bilingual policy enables students to access Asian cultures and become globally competitive (MOE, 2015). Teachers, school leaders, and allied educators are at the core of Singapore’s education system. Teachers are nurtured and motivated to grow and reach their professional and individual best. In alignment with their interests and aspirations, and to engrave the qualities specified in the Singaporean Teacher Growth Model, teachers in Singapore undertake comprehensive pre-service training at the National Institute of Education (MOE, 2015). Comparison and Contrast of Education System in Japan and Singapore As for September 2014, 73.2 percent of Japan’s GDP originated from the service sector and 25.6 percent from industry (NCEE, 2015a). Similarly, 70.6 percent of Singapore’s GDP originated from the service industry while 29.4 percent originating from the industry sector (NCEE, 2015b). Observably, the two countries rely on industry and service sector that require highly skilled labor and knowledgeable human resources. These can only be achieved through quality education or a high-performing education system. As noted by UNESCO (2014), both Japan and Singapore are highly industrialized countries in Asia and the Pacific region. Additionally, both countries have higher-performing education systems than countries such as Cambodia, Bangladesh, Papua New Guinea, and Nepal. Japan and Singapore have ratified the Convention on the Rights of the Child, globally committing themselves to offering free primary education to all children (UNESCO, 2014). The rights have been incorporated i nto the national legislation of Singapore and Japan. Despite this achievement, Singapore and Japan had not accepted or ratified the 1960 Convention against Discrimination in Education (CADE). To have a clear picture of the similarities and differences of the two education systems, several aspects of education management and policy frameworks are use compared and contrasted within the education system in Japan and Singapore. In addition, some emerging trends, including educational structure, financial and legal commitment to education, teacher policies and sector management, are highlighted. Financial and Legal Commitment to Education The fundamental principles for Japanese education system are engraved in the Constitution passed in 1946 and the Fundamental Law of Education of 1947, which was revised in 2006 (UNESCO-IBE, 2011a). The Japanese Constitution defines the right to receive education. As outlined in Article 26, Japanese are obligated to provide all girls and boys with basic education as defined by the law. In addition, the law states that the compulsory education shall be free. In addition, provisions relating to educational administration, school system as well as financial support are included in the Japanese School Education Law (UNESCO-IBE, 2011a). On the contrary, the legal framework of Education System in Singapore is outlined in the 1985 edition of the Education Act and the 1990 edition of the School Regulations (UNESCO-IBE, 2011b). The Compulsory Education Act was passed by the Singaporean Parliament in 2000, but compulsory education was realized from January 2013. The Private Education Act No. 21 of 2009 deals with the accreditation and regulation of private education entities in Singapore. Financial allocation to education is one of the indicators of government commitment to education. On average, Singapore, Japan, and other ASEAN countries allocate 14.7 percent of their national expenditure on education. Between 2007 and 2010 Japan and Singapore allocated 9 percent and 10 percent of their government expenditure to education respectively. In reference to expenditure on public education as a percentage of GDP, Japan spent slightly more than Singapore in the same period, as indicated in Figure 3 below. Education Structure The starting age and length of mandatory education vary slightly in the two countries. Formal education in Japan and Singapore starts at the age of 6. Both countries have 12 years of formal education divided into primary, lower secondary and upper secondary levels. Japan has 6+3+3 structure, which is also used in Thailand, Cambodia and Indonesia (UNESCO-IBE, 2011a). By contrast, Singapore shares the 6+4+2 structure with Philippines. Japan and Singapore’s mainstream education systems are equipped with facilities to provide support to students with special education needs. The years of free and mandatory education in Japan and Singapore are 9 and 6 respectively. Despite a variance in the duration, both countries have legal provisions for compulsory education at the fundamental level of education. It should be noted that upper secondary education in Japan is provided free of charge, however, it is not mandatory. Arguably, compulsory education accounts for the high literacy levels in the two countries. In reference to pre-school, children aged between 4 and 6 are enrolled in Singaporean kindergartens (UNESCO-IBE, 2011b). Similarly, kindergartens in Japan enroll children aged 3-5 years (UNESCO-IBE, 2011a). Kindergartens are structured in three years: nursery, kindergarten 1 and kindergarten 2. The primary school level in Singapore consists of the foundation stage (Primary 1-4) and the orientation stage (primary 5-6). The standard subjects at the primary level include English, science, and mathematics. Science is taught from primary three (MOE, 2015). Before leaving the primary education level, students take the Primary School Leaving Examination (PSLE) as depicted in Figure 2 above. In Singapore, students are admitted in secondary schools based on their PSLE performance. For example, students who performed extremely well in the PSLE can take Special course, whereas others are placed in either Normal or Express course (UNESCO-IBE, 2011b). Students who completed secondary education su ccessfully and have the pre-requisite qualification may join centralized institutes and junior colleges. Management and Administration of Education System In Singapore, education policies are formulated and implemented by the Ministry of Education (MOE). The Ministry has control over the development and administration of public or government-aided primary and secondary schools as well as junior colleges (UNESCO-IBE, 2011b). MOE also supervises private schools in the country. Conversely, education system in Japan is managed and administered by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). MEXT was formerly known as the Ministry of Education, Science, Sports and Culture (UNESCO-IBE, 2011a). MEXT advances education and promotes long-term learning. In addition, MEXT encourages sport, cultural and academic activities as well as progress in science and technology. Further, MEXT carries out religious administrative affairs. In Singapore, students with moderate or special educational needs get support from the National Council of Social Service Funds and the MOE through customized special education institutions (MOE, 2015). The aim of such institutions is to ensure that students have the values and skills they need to lead normal lives and contribute to the society as its independent members. The scenario is similar in Japan, where support comes primarily from the Ministry of Education. Singapore’s education system recognizes talent in students in both academic and non-academic domains. For example, Specialized Independent Schools in Singapore offer customized programs to develop students in diverse pathways, including sports, art, science and mathematics (MOE, 2015). These institutions develop a complete school approach to developing a nurturing environment that enables the student to discover and develop their interests and strengths for meaningful life and work. In both education systems, public-private partnerships (PPP) are strongly encouraged in the development of Technical and Vocational Education and Training (TVET) and can take place in various forms and levels (UNESCO, 2014). At the national level, PPPs can be established through an official meeting on issues such as the motivation of employer investment. At the school level, PPPs can be institutionalized through a discussion regarding how to improve workplace experiences. In Japan, PPPs are strongly encouraged because they promote skills training in the country. In Singapore, PPPs are encouraged because they leverage knowledge, skills and expertise of technology industry leaders. In addition, PPPs are encouraged because they establish networks with the private sector. They include Joint Centers of Technologies and Industry (IBT) schemes (UNESCO, 2014). TVET is provided in Japan by the Ministry or Education, Culture, Sports, Science and Technology (MEXT) and Ministry of Health, Labor, and Welfare (MHLW). By contrast, TVET is provided in Singapore by the Ministry of Manpower (MOM) and the Ministry or Education (MOE). As far as education system performance in concerned, both Japan and Singapore have engaged the private sector in provision and funding of education (UNESCO, 2012). The private sector involvement in national education takes various forms including private funding (donations and fees), community schools, private tutoring, publicly funded and privately managed schools, and full free private schools among others. It is worth highlighting that most basic education in Singapore and Japan is publicly offered by public schools or the government. While, the respective governments of the two countries offer free and compulsory education for the first 9 years of basic education, the role of the private sector played in primary education insignificant. However, this observation does not imply that the private sector, including communities and families, has no role. In fact, the private sector is of great importance in these countries. Private expenses on education include uniform, tuition fee, p rivate tutoring and textbooks. Teacher Policies and Standards The locus of teacher employment in Japan, including their selection, management and remuneration, rests with the regional government. By contrast, in Singapore, similar responsibilities rest with the central government. Irrespective of the level of devolution, both private and public sector plays a critical roles in the financing and provision of education. Typically, entrance to teacher training institutes requires graduation from the 12th grade (MOE, 2015; UNESCO, 2014). In both Singapore and Japan, entry to teacher training requires preschool, primary and secondary qualification. These qualifications are bundled with teacher-training certifications. Primary teachers undergo a two-year teacher training course whereas secondary teachers take three to four years of training. In Japan, secondary and elementary school teachers are trained at junior colleges and universities accredited by MEXT. In fact, the majority of elementary school teachers in Japan are graduates of four-year based programs at national universities (UNESCO-IBE, 2011a). Similarly, teachers in the corresponding levels in Singapore undertake university degree programs (MOE, 2015; UNESCO-IBE, 2011b). In Japan and Singapore, the duration of pre-service training is four years, which implies that teachers in these countries are highly qualified to teach students and achieve desirable educational outcomes for these students. The practice is consistent with the OECD average of PISA rankings (NCEE, 2015a). Unlike Singapore, in Japan teachers take a national entrance examination. Both countries have minimal teachers standards often enforced through regular licensure renewal or entrance examinations. Teachers in both countries benefit from professional support in terms of training workshops, peer consultations, support from inspectors and advisors and study opportunities for teachers (UNESCO, 2014; UNESCO-IBE, 2011a; UNESCO-IBE, 2011b). Rewards and incentives for teachers in these high performing education systems include salary increase, promotion and certificate of recognition (SIREP, 2010). Programme for International Student Assessment (PISA) Clearly, the approach is effective and generates results in international assessments such as OECD’s Programme for International Student Assessment (PISA). Figure 4 below represents Singapore’s mean score compared to the United States and the OECD average for science, mathematics, and reading. Figure 5 is an illustration of Japan’s PISA means score in relation to the United States and OECD’s average. An analysis Figure 4 and Figure 5 indicates that Singapore has a better PISA mean score than Japan and the OECD average in reading, mathematics and science. According to OECD (2014), Japan remains one of the most attractive economies for foreign students. In 2012, 3.3 percent of foreign students were employed in Japanese tertiary institutions, which was a 0.1 percent growth from 2000. OECD (2014) noted that 3.3 percent was the largest percentage among all destination countries. Interestingly, 94 percent of foreign students came from Asia. In fact, 81 percent came from neighboring countries. This is a reflection of the education performance and popularity of the Japanese education system in the region. However, in the 2014 World Economic Forum Global Competitiveness Rank, Japan was ranked at position six as compared to Singapore, which emerged at position 2 (NCEE, 2015a). In reference to INSEAD Global Innovation Rank 2014, Singapore emerged at position seven, whereas Japan was positioned at number 21. In summary, these rankings reflect the growth of Singapore’s education system in the last several years. For more than a decade, Japan and Singapore have been at the peak of global leagues of tables that outline children’s abilities in mathematics, reading and science. This has led to the significant development in Asia and attention from the West. This paper compared and contrasted education systems of Japan and Singapore. The analysis indicates that Japan has a relatively better education system than Singapore in various aspects. For instance, the number of years of free and obligatory education in Singapore and Japan are 6 and 9 respectively. This is a reflection of both financial and legal commitment of the respective governments in the education sector. In addition, Japan is one the most attractive destinations for foreign students. Contrastingly, only 1 percent of Japanese student at the tertiary level were registered overseas in 2011. Furthermore, Japan has one of the largest fractions of tertiary educated adults and the uppermost literacy proficiency level amid OECD count ries. It is evident from the research that improving education goes beyond making children attend classes. Effective education systems also involve ensuring that that the youth are well prepared for the world beyond their books and school grounds. It is in this regard that Singapore education system considers bilingual capability as a competitive advantage for their students in the region as well as in the ever increasingly globalized world. In other words, education is about providing avenues or platforms where the youth can find decent jobs, earn sufficient income, and contribute to their societies or communities as they fulfill their potential. In summary, a one-size-fits-all framework for developing an efficient education system is not feasible, but this paper provided an overview of the education system in Japan and Singapore with the hope that it may improve the understanding of the subject areas as well as strengthen education systems in other regions on the basis of experien ces and success of Singapore and Japan.

Problems in calculating national income Essay Example | Topics and Well Written Essays - 500 words

Problems in calculating national income - Essay Example One of the most common problems that countries, especially developing countries face in this process is lack of expertise, as the methodology involves need highly professional experts, economics, and analysts that may complete the process in an accurate manner while eliminating as much human errors as they can (Bosch, pp. 11-14, 1992). However, a huge number of countries are experiencing shortage of such qualified individuals. Besides, lack of technical equipments is also significant issue exists in this methodology, as many countries do not have access to advanced technologies required for the calculation. Thirdly, determination of depreciation is a complicated step in the process that creates problems for economists. One of the basic reasons behind this is the characteristic of depreciation being estimation rather than an accurate deduction that results in inaccurate figures of the national incomes (Dombusch, pp. 23-25, 2005). In addition, experts (Jain, pp. 52-57, 2008) have identified another problem that relates to decisions regarding inclusion and exclusion of certain products and services. In specific, economists face confrontations while deciding to consider government spending on social welfare, development expenses, interests against debts, etc that often results in wrong calculation of the national income. Moreover, experts (Wall, pp. 39-42, 2008) have noticed that globalization has resulted in existence of huge number of foreign organizations working in a country, and economists face difficulties while determining whether to include income of such companies in their national income or not. However, the IMF has played a vital role in suggesting that economists should include income, as well as production activities in the owning country while ignoring the profits that should go in the national income of the parent country. Furthermore, studies (Jain, pp. 39-41, 2008) related to the calculation of national income have shown that

Marketing plan Essay Example | Topics and Well Written Essays - 500 words - 12

Marketing plan - Essay Example The main design of the portable toilets is cube and wave products in Europe and US respectively. As a worker in the company, I would propose to the management to invest in portable bathrooms since they have the resources and the required technology and personnel. The bathrooms should be designed as the wave product but should be installed with showers and mirrors with a base that is not slippery. It should also have a good drainage in the essence just as the portable toilets have a tank that is then emptied. The water from the bathroom is then recycled and used in the toilets and by doing so the company will create a good image since it is eco-friendly. The roof of the portable bathroom should have a solar panel that will be used to heat the water. The bathroom lending or purchasing price should be equivalent or lower when introduced in the market as the portable toilets. The current global economic crisis is a negative factor for the company but if it export in countries that pay more in the foreign exchange market there will be more profits thus an opportunity to trade

Why Do I Need This Scholarship Essay Example for Free

Why Do I Need This Scholarship Essay My name is , and currently I am a senior at . After high school I plan to go to college and major in Nursing and minor in Physical Therapy. Throughout my life there have been a number of people giving me advice, but the one person that stuck on me the most is Minister George M. Howard Jr. my youth minister. This man has been like a father to me knowing that he will always be there when I need lifts my spirit. Minister George M. Howard Jr. told me that â€Å"It’s not about who you know, it’s about who knows you because there will always be someone watching you†. See more: how to write a winning scholarship essay My dreams and aspirations are to be so successful so that I’m not dependent on anyone else. Ever since I was little I have wanted to be in charge of everyone and everything. To in charge, I first have to obtain the knowledge and in order to do that I have to go to college. I have seen so many people become dependent on others as well as the emptiness in the lives of people who can only do one thing well and I don’t want that happening to me. I plan to work and study hard, make good grades and become the head nurse in the biggest hospital. However, with my new-goal oriented mind, I realize that I am working towards my Nursing degree and my successful future. I finally understand that my least favorite subject will greatly contribute to my ultimate goal of living a rewarding life and fulfilling my career goals. I know that the courses will be challenging, but I am willing to do what it takes to achieve my ultimate goal. Now my appreciation of those classes is stronger than ever because those classes are what will prepare me for my college education. The colleges that I have chosen will not only provide me with hands-on training, but it will also teach me real life skills and communication.

Ethics for Nurses Essay -- Ethics, nursing, health care

This hypothetical situation illustrates a common problem faced by nurses, as the roles we serve can be multifaceted and demanding. It is often tempting to cut corners, especially if we feel there will be no actual harm done. This, however, does not justify professional misconduct nor allow us to expand our practice beyond our designated scope. Not only do the Nursing Practice Acts define our role as nurses, they also designate what nurses may not do. The purpose of the Nurse Practice Acts is to protect the patient from harm. The Nurse Practice Acts state that the scope of nursing does not include acts of medical diagnosis or the prescription of therapeutic or corrective measures as stated in section 301.002. Thus, by signing prescriptions for the physician the nurse went beyond her scope of practice. The ANA states, â€Å"When acting within one's role as a professional, the nurse recognizes and maintains boundaries that establish appropriate limits to relationships." Nurses must also abide by a code of ethics which can be found at the ANA website. Provision four states â€Å"the nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum care† (ANA code of ethics -2001). This means that the nurse is responsible for determining which tasks are appropriate. Even if the physician insists that she goes beyond her scope of practice it is still her responsibility to be accountable for her own actions. It is very important that nurses understand this standard since working under the hierarchy of a physician may make it tempting to follow their guidance rather than owning their own responsibilities. Statement three in the co... ...st us as we provide care and in order to do so we must understand our scope of care. Going beyond this scope could lead to dangerous consequences for the patient and cost the nurse their license to practice. Works Cited American Nurses Association. Code of Ethics for Nurses with Interpretive Statements. Silver Spring, Md: American Nurses Association; 2001. Code of Ethics for Nurses . (2001, January 1). American Nurses Association . Retrieved March 16, 2011, from http://nursingworld.org/MainMen The Texas Board of Nursing,(2009). Nursing practice act. Nursing peer review, nurse licensure compact, & advanced practice registered nurse compact. Austin, TX Watch your step: Nursing and professional boundaries. (2001, January 1). NursingCenter. Retrieved March 16, 2011, from http://www.nursingcenter.com/library/journalarticle.asp?article_id=696090#P11 Ethics for Nurses Essay -- Ethics, nursing, health care This hypothetical situation illustrates a common problem faced by nurses, as the roles we serve can be multifaceted and demanding. It is often tempting to cut corners, especially if we feel there will be no actual harm done. This, however, does not justify professional misconduct nor allow us to expand our practice beyond our designated scope. Not only do the Nursing Practice Acts define our role as nurses, they also designate what nurses may not do. The purpose of the Nurse Practice Acts is to protect the patient from harm. The Nurse Practice Acts state that the scope of nursing does not include acts of medical diagnosis or the prescription of therapeutic or corrective measures as stated in section 301.002. Thus, by signing prescriptions for the physician the nurse went beyond her scope of practice. The ANA states, â€Å"When acting within one's role as a professional, the nurse recognizes and maintains boundaries that establish appropriate limits to relationships." Nurses must also abide by a code of ethics which can be found at the ANA website. Provision four states â€Å"the nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum care† (ANA code of ethics -2001). This means that the nurse is responsible for determining which tasks are appropriate. Even if the physician insists that she goes beyond her scope of practice it is still her responsibility to be accountable for her own actions. It is very important that nurses understand this standard since working under the hierarchy of a physician may make it tempting to follow their guidance rather than owning their own responsibilities. Statement three in the co... ...st us as we provide care and in order to do so we must understand our scope of care. Going beyond this scope could lead to dangerous consequences for the patient and cost the nurse their license to practice. Works Cited American Nurses Association. Code of Ethics for Nurses with Interpretive Statements. Silver Spring, Md: American Nurses Association; 2001. Code of Ethics for Nurses . (2001, January 1). American Nurses Association . Retrieved March 16, 2011, from http://nursingworld.org/MainMen The Texas Board of Nursing,(2009). Nursing practice act. Nursing peer review, nurse licensure compact, & advanced practice registered nurse compact. Austin, TX Watch your step: Nursing and professional boundaries. (2001, January 1). NursingCenter. Retrieved March 16, 2011, from http://www.nursingcenter.com/library/journalarticle.asp?article_id=696090#P11

The Process of Successful Change

The Process of Successful Change Norma Taylor HCS 325 July 10, 2012 The Process of Successful Change There are many responsibilities involved with the title of manager. Implementing and rolling out change to your employees can be overwhelming. There are different techniques used to ensure a smooth, uneventful transition to change. Some techniques are not as useful and successful as others, depending on what type of change is involved. Motivational techniques to implement change in a company are not an easy task, but it is possible.Expectancy theory, two-factor theory, goal-setting theory, and equity theory are a few different techniques that I would use in my company. The expectancy theory is a unique way to motivate employees during a time of change. Victor Vroom’s expectancy theory suggests that â€Å"people will do what they can do when they want to do it† (Lombardi & Schermerhorn, 2007). This theory depends on three different factors: Expectancy, Instrumentality, an d Valence. Expectancy is the belief that working hard will result in a desired level of task achieved.Instrumentality is defined as a person’s belief that successful performance will be rewarded and has other good outcomes. Valance is the value a person assigns to the possible rewards and other work related outcomes. There are pros and cons to the expectancy theory. One pro is that this theory is a commonly recognized for supporting an employee’s decision-making method. A shortcoming of this theory is that it has numerous elements that may make this theory not as successful. For example, this theory does not take the emotional state of the individual into consideration.The individual's personality, abilities, skills, knowledge as well as previous experiences are factors that may affect the outcome of this model. The expectancy theory of motivation is a â€Å"perception† based model. The manager needs to guess the motivational force (the value) of a reward for an employee. The theory can be difficult to implement in the group environment (Leadership-Central. com, 2012). As a leader using the expectancy theory, I would set realistic goals for the employees. In addition, I would also ensure that they are setting realistic goals for themselves.Failure to set a realistic goal will result in a low motivation as the expectancy will yield a low result. Rewards are a form of motivation to everyone and I would set realistic rewards. As a leader I need to understand what my employee’s value and I would link the reward with the goal. The trick here is to ensure that you operate within your constraints as well as make sure not to exaggerate the reward in comparison to the effort they will need to express. High reward with low effort will create an expectation effect and may work against you.I believe the expectancy theory technique would work well in a small office. Implementing change and offering a reward to committed employees with positive r esults will give effective outcomes. The two-factor theory is another motivational techniques used in the workplace developed by Frederick Herzberg. This theory states that there are certain factors in the workplace that cause job satisfaction as well as a separate set of factors that cause dissatisfaction. This theory used as a motivational technique can cause great outcomes in the workplace. Job satisfaction can be achieved in the simplest ways.Acknowledging great performance would give employees a sense of job satisfaction at their workplace, thus creating a positive outcome. According to Herzberg job satisfaction can be a sense of achievement, feelings of recognition, sense of responsibility, opportunity for advancement and feelings of personal growth (Lombardi ; Schermerhorn, 2007). Job gratification can indicate a great degree of incentive or productivity with workers. J. Stacy Adams developed the equity theory, which assists in the explanation that wages and environments do n ot conclude motivation to employees.His theory indicates that the perceived unfairness is a motivating state. When people believe they have been inequitably treated in comparison to others, they will try to eradicate the discomfort and reestablish a sense of fairness to the situation (Lombardi ; Schermerhorn, 2007). As a leader this type of motivation is essential to a work environment. According to Adams’ prediction, he believes that employees would deal with unfairness by changing their work contributions and decreasing their labor.He also believes that employees will ask for incentives, or simply terminate their position in the company because of unfair or unjust treatment compared to fellow employees. Treating everyone equally and fair is a practice required in any type of work environment. Using this tool as a motivation to implement change would be necessary. It would aid in the impartiality of rewards for doing an excellent job during the change as well as the repriman ds needed for employees not embracing the change as necessary.In 1960’s, Edwin Locke put forward the goal-setting theory of motivation. This theory states that goal setting is essentially linked to task performance. The theory states that specific and challenging goals along with appropriate feedback contribute to higher and better task performance. In simple words, goals indicate, and give direction to an employee about what needs to be done and how much effort is required. This is one of my favorite theories because I believe that it is the most effective theory to use when implementing a change in a work setting.There are numerous important features in this theory. For example, Edwin Locke states that the employee’s willingness to work toward the attainment of a goal is a main source of job motivation. A clear, difficult, and specific goals are greater motivating factors than having easy, general and vague goals. Specific and clear goals lead to greater output and b etter performance (Management Study Guide, 2012). Goals ought to be reasonable and challenging to give employees a sense of gratification and accomplishment when attained.The more challenging the goal, the greater the reward, and the higher the employee’s desire are for achieving it. Feedback is a means of gaining reputation, making clarifications and regulating goal. There are many theories to implement change and motivate employees; some may work while others may not. Change in a workplace is a process. As a leader I would start with what would benefit the company. Once the notice of change has been communicated, setting up training would be the next step.Using the goal-setting theory I would let the employees know clearly what is expected from them and continue to implement the change. To motivate the workers and make the change a little more pleasant, I would reward them once the goal is achieved. Change is not always bad, but it is definitely a challenging task, because of the various needs and desires of each individual. References In-Tuition. (2012). Follow These Strategies for Managing Change. Retrieved from http://www. practical-management-skills. com/strategies-for-mamaging-change. htm

Education Policies

Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion.The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence.The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below EducationAccording to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. PolicyA policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ fro m rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system.Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving thei r independence. These models are discussed in detail below. (a) Popular Participation Policy making model(b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963.Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth.African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development.Therefore, education policies in Afri can countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development.To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power ShortagesAfter attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy.In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy.Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy.In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and h igher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education.The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education.Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally a vailable and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child.This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite.In order to correct this, African leaders made radical changes to their education systems to make them more accomm odative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished.† A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980.The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy.Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of e xpanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†.It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of ModernisationAfrican countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), p ostulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people.Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country.In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate tha t each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education.Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participat ion of citizens in nation matters.This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence.Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence.Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services.Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped y oung people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life.This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have.For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (19 93), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships.Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity.To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education fo r Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities.The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend.As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocatio nal studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance.Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of educati on to be more efficient.That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient.Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated polici es which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners.Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries.CHAPTER THREE. 3.0 CONCLUSIONEducation policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries inc luded manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance.Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure.

Compare the role of the fathers in Captain Corellis Mandolin and The Shell Seekers Essay Example

Compare the role of the fathers in Captain Corellis Mandolin and The Shell Seekers Essay Example Compare the role of the fathers in Captain Corellis Mandolin and The Shell Seekers Paper Compare the role of the fathers in Captain Corellis Mandolin and The Shell Seekers Paper Essay Topic: Literature In Captain Corellis Mandolin by Louis de Bernieres and the The Shell Seekers by Rosamunde Pilcher there is a strong reference to the importance of a father in a womans life especially in difficult situations such as war. In these books the womens lives are powerfully influenced by their fathers. Captain Corellis Mandolin by Louis de Bernieres is set during the Second World War in Cephallonia a small Greek island. It is the love story between Pelagia, the local doctors daughter and Captain Antonio Corelli, an Italian officer. The The Shell Seekers by Rosamunde Pilcher is about Penelope Keeling, an artists daughters life experiences. She looks back on her life. A bohemian childhood in Cornwall, an unhappy wartime experience, a true love and a present family dilemma are the main features of the book. The views on the fathers are affected by the structure of the books. The Shell Seekers is in retrospective, the story is focused on Penelope. Lawrence Stern is described in the way that she remembers him to be, she is old and nostalgic therefore she only centres on the good things about her father (as it is the overall view she has got of him). On the other hand Bernieres tells the story as it happens. The story is told from a wider point of view and it is more objective. This is why find out more of Dr. Iannis faults than Lawrences faults. This idea of faults makes it more realistic. We see that Iannis is really proud and does not like showing his feelings, he is very patriotic and sometimes this makes him unwelcoming towards foreigners. We see this when Corelli arrives at the house. Iannis makes his life very difficult just because he is an Italian. This is seen when Pelagia tells him: Papakis, you made him feel like a flea. (Page 204) It is Pelagia that notices his fault and tells him off for it. It shows us that Pelagia has to do the job of a wife in some aspects. She is the closest person to him and therefore has to make him realise his mistakes. This contrasts with Lawrence Stern because he has a wife and has therefore learnt what his errors are. Unlike Rosamunde Pilcher, Louis de Bernieres uses a mixture of comic and serious scenes. The comic scenes are mainly introduced by Antonio Corelli. Neither of the fathers is comic but occasionally we find humour in their speech or their description. The characters of the athers are used to set the scene. They are serious men because it is wartime which is sad and cheerless so they give a feel of what the mood was around them at the time. They give realism to the books. In Captain Corellis Mandolin we first hear about Pelagias father Iannis in the first chapter while he is fulfilling his job as a doctor. The first impression we get of him is that he is a much respected man with a very busy life devoted to healing and helping other people. We hear about Lawrence Stern, Penelopes father in chapter 6. Like doctor Iannis hes first introduced to the reader when e is at his working environment. However, he has stopped working due to serious arthritis, but he is still really keen on his job and likes going to his studio to enjoy the peacefulness and meditate about his life. He seems to have hope that one day hell be able to paint again. Pilcher says: Lawrence Stern had not worked for more than ten years, but the tools of his trade were all about, as though, at any moment he might take them up and start to paint again. (Page 170) We become aware of the importance of art for him even though he cant paint any longer. Both fathers are introduced to the reader in their working nvironment. Although their jobs are very different they are equally enthusiastic about their vocation. We perceive Dr. Iannis interest towards medicine when we read: and an ancient pea wrapped up in his handkerchief to be added to his private medical museum. (Page 4) The fact that he has got his own medical collect ion gives us an idea of his interest in medicine. Their jobs are very important features in the books. In The Shell Seekers most of the story is based on one of the Lawrence Sterns master pieces. It is a great influence in Penelopes life. In chapter 7 Penelope says: never sell my darling Shell Seekers, and I shall continue to get the utmost satisfaction and comfort from looking at it. Its all Ive got left of the old days, and being a child, and Cornwall and Porthkerris. (Page 225) It has a great effect in her life. It offers her a lot of comfort and support. It is mentioned throughout the book and whenever it comes up we also learn about the effect of Lawrence Stern in her life. She does not have the same talent as her father in art but she is taught to appreciate everything around her in the same way as an artist does. In Captain Corellis Mandolin the fathers job also has an influence on Pelagias life. She also wants to be a doctor and her father encourages her to accomplish her dream. When he is healing Captain Corelli he gives her confidence to help him. They both have a very important role in the overall of the books. Dr. Iannis is very important in Captain Corellis Mandolin because he makes the love story between Antonio Corelli and Pelagia more challenging. When the reader tends to go to a dreamlike world where everything is perfect he makes the lovers notice the problems that hey have. The fact that there is a war going on around them and that they are supposed to be enemies and that she is engaged makes their love story more interesting to the reader. In this case the father is the character that introduces the challenges and at the same time shows support to his daughter and provides her and the reader with some useful help and information. Dr Iannis says: But you must remember that you are betrothed to Mandras. Technically the captain is an enemy. Can you conceive the torment that would be inflicted upon you by others when they judge hat you have renounced the love of a patriotic Greek, in favour of an invader, an oppressor? You will be called a collaborator, a Fascists whore, and a thousand things besides. (Page 344) Penelopes father does the opposite. When we come to the conclusion that there is no hope and everything seems tragic, he makes everything not be as bad as it seems. This is possible because of the good relationship he has with his daughter. A good example of this is when she falls in love with Richard Lomax, the American soldier, but finds herself in a love crisis due to her misguided marriage. Her father ases the situation by making her realise that her happiness is more important than what people think and she shouldnt ignore her feelings towards Richard Lomax. When Penelope is hesitating between going out with Richard or not because she is sacred of getting involved her father tells her not to worry because it does not matter what happens as soon as she is happy with her decision. She says: I really like you. mostly because weve always been able to talk. (Page 432) Their age and experience gives their daughters a lot of confidence to believe that they are doing the right thing when they follow their athers advice. Both fathers have a link with their daughters lover that gets involved in their relationship at some point. Penelope meets Richard Lomax through his and her fathers interest in art. From the first time we are introduced to him we know that he has a lot in common with her father and this attracts her to him. In Captain Corellis Mandolin the relationship between Antonio and Pelagia is also affected by Dr. Iannis. He is unwelcoming and cold to him when he arrives at the island because he is an Italian, therefore an enemy. Pelagia follows her fathers example and that leads them to their ove-hate relationship. This is a good example of an instant when Pelagia tries to imitate her father: Pelagia could not resist essaying her fathers mode of resistance (Page 207) Penelopes and Pelagias characters have been mostly established by their fathers. Although Penelope grew with a mother, her mother was more like a sister to her due to her young age. This means that her father has the greatest influence on her life. Pelagia and Penelope are only children and they have been brought up to accomplish the role of a son as well as the one of a daughter. For that reason they are oth quite wild and ahead of their time. As well as Lawrence Stern, Dr. Iannis dies during the book. We realise after their death the importance for their daughters. The Shell Seekers is left as the clearest memory of Lawrence Stern to her daughter that is why it has so much personal value for her. This is how Penelope describes it: The Shell Seekers, as well as being my most treasured possession, was also my comfort and solace. I couldnt live without it(Page 363) When Pelagias daughter had a child, she started calling him Iannis. It says: began to refer to it as Iannis. She referred to it so often with that name that it soon seemed obvious to the parents that it could not be Kyriakos or Vassos or Stratis or Dionisios. If you called it Iannis, it smiled and blew slimy bubbles that burst and trickled down its chin, and so Iannis it was. (Page 496) From this passage we see that even though he died long ago she keeps him in her mind all the time. That is why she refers to her grandson as Iannis even before that name was decided it seems natural to her that he is called Iannis. Even if his parents decided to call him something else to her it would have always been Iannis. It is a way of thanking her father for everything he had done for her; it is a way of bringing him back to life. I think both fathers have a very important role. They are important in the lives of the main characters, Pelagia and Penelope and affect their characters and their way of life even after their death. Although Lawrence Stern and Dr Iannis are very different characters, they both bring up their daughters in the same way and expect the same from them. They want their daughters to think for themselves, make their own decisions and chose what they want to do with their lives.

pbx hybrid networks essays

pbx hybrid networks essays PBX and Key systems are the wave of communication for business everywhere. The key difference between PBX and Key/Hybrid systems are the amount of stations each can handle. Key systems are designed for clients with very small line size requirements and very basic needs. It usually handles between 16 to 48 stations. PBX systems on the other hand handle a lot more stations as well as more features and sophistication. PBX are designed for larger corporations and cost much more than a simple key system communication need. Another key advantage of PBX system is it allows for room for corporation growth over the years than that of a Key System or Hybrid system. An example of a PBX system and some of its features is the Fujitsu BCS Series 3:1 4 to 240 (dependent on # of lines configured) Fujitsu proprietary 8-bit or 16-bit CPU H5H5 Fujitsu TranSend/TranSend Lite unified messaging platform; Fujitsu's IVS voice messaging platform; or various third-party voice mail solutions. H6H6 Fujitsu Series 3 ACD; ACD Report Manager H7H7 Integrates with Fujitsu's Call Manager H8H8 The features of the Fujitsu BCS Series 3 is what most would look at a well functioning PBX. The price rang of the phones o ...

Philosophy Essay Example | Topics and Well Written Essays - 1250 words - 28

Philosophy - Essay Example If looked at closely, one thing that comes out in the open is that the ontological argument given by Descartes differs from the original explanations of the ontological argument. The model for the majority of conventional deductions is the ontological argument presented by St. Anselm in the Proslogium II. Interpreted loosely, Descartes argument means that his notion of God is that of a superlatively perfect being. In itself, existence is excellence. In reality, God must exist or else the idea that one has about God would lack any form of perfection and as expected this would be illogical. The core of God is confined in the idea of existence just like the essence of a triangle revolves around its three sides (Platinga 11). Over the years, there have been various interpretations given on what Descartes really meant in his ontological argument. However, most of given interpretations only examines the simple meaning of existence but Descartes arguments looks at existence in relation to the perfection of God. In short, what Descartes is claiming is that there is no any other way that he can examine the context of God due to his nature as an omnipotent and perfect being. According to Descartes, any idea that an individual has on God must reflect this need. Naturally, this is a special case of perfection and for that reason, any idea of God that an individual has must have objective reality owing to the nature of what it symbolizes (Malcolm 41). According to some modern philosophers, it is apparent that what Descartes depicts by necessary existence is not what a few modern philosophers refer to as logical necessity. In its place, Descartes points to an ontological requirement or perpetual as well as the unconditioned existence. In to ensure that the ontological consideration re understood with certainty, he brings in discussions of epistemological and psychological essentials to match his epistemology. It is interesting to

Competition and business risk Essay Example | Topics and Well Written Essays - 2000 words

Competition and business risk - Essay Example The industry also has celebrity endorsement campaigns. The prospects for long-term growth in the sales of athletic footwear are excellent. Athletic shoes have become the everyday footwear of choice for children and teenagers. Adults buy athletic shoes for recreational activities as well as casual use, attracted by greater comfort, care features, and lower prices in comparison to leather shoes. Athletic footwear has proven to be very attractive to people who spend a lot of time on their feet, as well as to older people with foot problems. The Global Shoe industry has a great amount of shares in the market and is in a position to achieve even more. The company currently has two plants in North America and Asia, each producing 2 million pairs and 4 million pairs respectively. Both plants are operated at overtime to enhance annual capacity by 20%. In year 10, the company’s annual capacity of shoe pair was 7,200,000. This makes sales volume equal to 5.2 million pairs in year 10. Th e company’s staff is capable of bringing in new shoe models, features and styles to keep the product line up to date. In year 10, the company sold 4,500,000 million pairs of shoes to retailers and individuals. 740,000 pairs were sold to private label through contract and bidding (Thompson, Stappenbeck & Reidenbach, 2011). The industry also has various distribution centers that not only facilitate the company but also its consumers. The distribution center includes wholesale sales, retail stores and apparel stores. The other distribution center includes online shopping through the company’s website. The industry also supplies its products through private label sales to multi-outlet retailers. The company manufactures 500 designs of products, which include shoes for different categories, from daily use to specialty shoes designed for walking, golf, tennis etc. The raw material is supplied to the industry by different suppliers, almost 250 suppliers supply raw material of different types. In short, the industry from-time-to-time enhances its footwear with new styling and performance features and alters the number of models/styles in its product lineup. The company strives to enhance its sales volume and standing in the marketplace via attractive pricing, advertising, mail-in rebates, contracting with celebrities to endorse its brand, convincing footwear retailers dealers to carry its brand, providing merchandising and promotional support to retailers, goods delivery times on shipments to retailers, and promoting online purchases at its Web site. Consumer demand for athletic footwear is diverse in terms of price, styling, and purpose for which athletic footwear is worn. Many buyers are satisfied with no-frills, budget-priced shoes, while some are quite willing to pay premium prices for top-of the-line quality, multiple features, or trendy styling. The biggest market segment consists of customers who buy athletic shoes for general wear, but there are sizable buyer segments for specialty shoes. â€Å"The diversity of buyer demand gives manufacturers room to pursue a variety of strategies, from competing across-the-board with many models and below-average prices to making a limited number of styles for buyers willing to pay premium prices for top-of-the-line quality† (Thompson, Stappenbeck and Reidenbach, 2011). Price, styling, features, quality and a wide choice of appropriate styles and models typically have the