Significance of Plastics

Significance * Plastic bags are not renewable, which means they cannot be easily recycled like paper bags. They are made of petrochemicals, which is what makes them non-renewable and a risk to the health of the planet. They last for hundreds of years, all the while doing damage to natural habitats and killing animals that mistake them for food. The more plastic bags people use, the greater the chances of environmental damage. Effects * If not carefully disposed of, plastic bags can be devastating to animal life. DEFRA (Department for Environment Food and Rural Affairs) reported that 1,678,900 tons of plastic packaging was in the UK waste stream in 2001. Because plastic bags do not decay quickly, they stay in environments longer, causing more build-up on the natural landscape than a more degradable material like paper would. The Marrickville Council reports that over 100,000 whales, turtles and birds die every year as a result of plastic in their environment. Suffocation * Infants and young children have died as a result of playing with plastic bags. Every year, the Consumer Product Safety Commission receives about 25 reports of plastic bag-related infant death. Because of the thin, airtight material, infants can easily block their mouths and nostrils with the plastic bag and suffocate. Prevention/Solution * Abstaining from plastic bag use as much as possible will reduce the chances of accidental infant death, and it will reduce the amount of plastic waste in the environment. A plastic bag is also reusable, though. It does not necessarily have to be thrown away after a single use. Try to use each plastic bag for as long as possible. This will help reduce the number of plastic bags in circulation. Expert Insight * Some experts want to ban the use of plastic bags entirely. Los Angeles has passed recommendations that will make them illegal in supermarkets by 2012. The British government sees plastic bags as a symbol for a throwaway society. They claim, â€Å"[Plastic bags] are a significant cause of litter†¦. Most of the rest of the 13 billion bags used each year end up in landfills. † Alternatives to Plastic Bags * Canvas bags are a smart alternative to plastic. Canvas can be washed and reused, and lasts up to 10 years on average. Bringing a few canvas bags with you to the store will greatly reduce the number of plastic bags in the environment. Paper bags are not as beneficial for the environment as canvas bags, but they are recyclable. Infants cannot suffocate on paper bags either. If you're creative, you can make an old plastic bag into an arts-and-crafts project (see Resources). Read more: Disadvantages of Plastic Bags | eHow. com http://www. ehow. com/about_5072695_disadvantages-plastic-bags. html#ixzz1iCJusfTm

A day in the life of a bike warehouse worker Essay

It was six o’clock and for the first time in about two years I woke up before my alarm went off. My curtains were not pulled right together so a stream of light was shining on my face. I sat up in bed and looked on my calendar to see what day it was; it was Monday, the first day of my work experience. I got myself out of bed and headed for the shower. The house was so still, every little sound I made seemed to be ten times loader than what it actually was. Like every other morning I had a wash and got changed then crept down stairs to the kitchen. I took a quick glance at the big clock on the wall but the batteries which were destined to run out had finally run flat. I had to find my phone, which I’m constantly forgetting where I put, to know the time. I had put it by the cookery books so that I would see it and not panic like every other morning. It was six forty-five which left me fifteen minutes to grab some breakfast before leaving to do my normal everyday paper round. I took a look in the cupboard to find there was nothing worth having, probably a shopping day knowing my luck. I skipped breakfast and jumped on my bike and headed for the local paper shop. I knew that I had to be at the bike shop for my work experience at about nine o’clock so I figured that I had to hurry up on doing my paper round. When I got the the shop, the shop owner, Paul, was waiting at the door with some bad news. The shop has two paper rounds one which I do and another which my friend David did. He gave me the good news that David had quit with no warning. Usually I would be excited about this because if I did both the paper rounds I would be paid double but the only downfall was I wasn’t sure if I had enough time to do both the paper rounds. Anyway I put all the papers in the bag and did the most strenuous exercise I had done in a long time. It paid off though as that morning I witnessed the most beautiful sun rise. I finally got home, tired out and surprisingly quite cold. Looking at the clock on my mobile phone I had realised that I had been out delivering papers for one and a half hours, allowing me just thirty minutes to get ready and get the the other side of town. I quickly got changed into some suitable clothes and then made my way towards the town. On the way to the town I kept asking myself questions, what will I have to do? Will I be able to do the things which tom did last week? I wonder what the staff will be like? I managed to get myself really nervous about the whole idea of working with people I don’t know and if I was really up for the job. I arrived at the shop ten minutes early so that I could introduce myself and get to know the staff a little bit. The main person in charge, Luke, set me off to do my first task which he said was the most important task off all. I was expecting to hear something to do with the bikes but instead he said â€Å"I don’t suppose you can run up to Aldays and grab use a pint of semi skimmed milk†. It was when he told me to get the milk when I realised they were going to take advantage of me and make me do all the things which they didn’t want to. Anyway, I was there to experience work and if that’s what higher ranked staff do, and then that’s what I was there to experience. When I came back to the shop with the milk Luke told me to follow him to the kitchen. The kitchen was a small, dirty and smelly room which was mainly used to store bike parts. The only thing that made it a kitchen was the fact that it had a small, filthy sink, a kettle and a bag of tea bags which my best mate Tom had brought in the previous week. In the kitchen were a number of large boxes which contained bikes. Luke pulled one into the middle of the room and asked me to build it in the kitchen whilst he went back to the till to repair some other bikes. This was the part I was dreading most of all, I had never built a bike from flat pack before and there I was expected to know how it all goes together. I opened the box and took a peep inside. The only way of describing what the bike looked like then was simply a box of bits. I took out everything and placed them in an orderly fashion across the floor. I was expecting to find a small booklet or leaflet with instructions on how to build the bike but there wasn’t any. I didn’t want the staff to know that I came to the bike shop not knowing how to build a bike so I decided to have a go at making it how I thought it went. The first main problem I came across was the packaging. Everything was really well packaged and taped up and all I had to remove it with was a small pair of very blunt scissors. I took a look at the parts in front of me and got cracking with making the bike. Most of the building was pure common sense but there were a few occasions where I had to take apart previous parts so that I could correct myself in places. Once I had finished making the bike I had to adjust the brakes and make sure that everything was in good order. There were lots of bare cable ends which I had to cover but unfortunately I caught the end of my finger on one of the thin cable ends leaving me in agony. I stood up, took a step back and looked at what I had done. I had made my first ever bike from scratch and I must admit, I thought I had done a very good job of it. I went out to find one of the staff members so that they could see if I had done everything ok. A young worker there called Steve came into the kitchen to check over the bike. I was biting my nails and gritting my teeth, hoping that I had done the job correctly. He was being very precise looking at every adjustment and checking that every screw was tight. He stopped what he was doing, leant the bike against the wall and said â€Å"Well done, you can carry on with the rest of the bikes in the store room†. I was so over the moon. I had taught myself a new skill which in the future could help me out. Now that my confidence was a lot better, I found I could make the bikes a lot quicker. I made a further three bikes each a bit different before Luke came into the room and told me that I deserved a lunch break. I took advantage of my break by jogging home and getting myself some lunch. When I came back to the shop I wanted to get straight back into it but there were other jobs that needed to be done. During my break a small lorry fully of ready and unready made bikes had arrived at the shop. With help from John, another employee of the shop, I removed all the bikes and boxes from the lorry to one of two cellars. Once the bikes were all down in the cellar I had the job of sorting them all out into different groups. I didn’t really enjoy this much as the cellar was a dark, gloomy room with a not to pleasant smell in the air. I was happy to get out of there once I had finished sorting the bikes out. There was enough time to make a couple more bikes so I was sent back to the kitchen with my tools to make some more bikes from the store room. The radio wasn’t too good as the aerial had broken off, so I found myself a tape which I could work to. The time really flew as my mind was in working mode. At three o’clock Luke came back into the kitchen and checked all the bikes I had done. He was very impressed with what I had done and told me that I could go home. The room looked like a bomb had been set off in it so I cleared away all the tools I was using, put all the bikes I had built into stock and washed up the cups. I was now ready to go home. On the way out Luke said thank you for the work and said that he would discount me if I needed to buy any thing for my bike. I said good bye and went home. On the way home I thought about how my day had been. I realised that although I didn’t originally want to work at the bike shop, it wasn’t as bad as what I was expecting. In life you’re not always going to get the jobs you want so I decided that for the rest of the week I was going to make the most of the experience.

(Persuasive Speech) City-Wide Wifi Essay

Intro: WiFi, WiFi everywhere. WiFi everywhere you go, no more bad connection. You can’t escape it. When you step outside, free WiFi. When you step inside, free WiFi. When you go to your technologically impaired Grandma’s house, free WiFi. When you’re going for a bike ride, free WiFi. This, is what happens when you have citywide WiFi. Aren’t you tired of getting nagged by your parents about going over your data limit on 3G or 4G? Aren’t you tired of those super expensive phone bills? The cheapest 2-year plan for an iPhone is $1,799.76. If that’s not expensive to you, then listen to this. The most expensive 2-year contract for the iPhone costs $3,360.00. Imagine getting to keep all of that money. You’d have thousands of dollars over just a few years. Free public WiFi for the entire city is not impossible, and it has been done. Corpus Christi has free public WiFi for the whole city, and when I went there, I didn’t have to use 3G on ce. Have you ever been to one of your friends houses and had to nag them for the WiFi password? Imagine never having to know the WiFi password for anything ever again. You could get a free texting app and save thousands of dollars a year. Imagine what you could do with that money. Buy a car. Buy the new XBox. Buy a bunch of new video games. With all of that money, you might be able to afford to buy one snack at the movie theatre. The only price you would pay for WiFi would be just a little extra tax. With a free public WiFi, you could watch videos, stream music, and download stuff without using any data.Public city WiFi has the potential to change the cell phone industry forever. If more cities adopt a public WiFi, then eventually, expensive 3G and 4G prices will go down, or go away completely! Are you tired of bad connection to school WiFi, where everything fun is blocked? Just connect to the city WiFi! Since the urban population relies on technology so much in our new generation,a free public WiFi could be very beneficial to our society. Thesis: Because our world is more technology based than ever, city WiFi will be easier than any other way of connecting to the Internet. — #1 Attention-getting topic sentence: Free public wifi has the potential to bring society to a whole new level of sophistication. Analysis: People could communicate freely and without data-lag. Business owners could communicate with their employees about meetings, freely, and effortlessly. People would grasp a whole new idea of social media.People could share their thoughts, ideas, and concepts without hassle, so others could see them, and learn from them. Advertising ideas and products to the city would be as easy as 1-2-3. Cause/Effect/Reasons/Evidence: Mashable.com states that â€Å"The public networks would be much stronger than average household network—their signal would hypothetically travel for long distances and penetrate thick walls and other objects.† which means that you could get wi-fi in your house, in the grocery store, or anywhere else. Many of the major cell phone carriers, including AT&T, Verizon, and T-Mobile, are going against the proposal of free public wi-fi. Their argument? Well, they believe that free public wi-fi would cause people to cancel their cell-phone data contracts and would lose them money. In easier terms, these companies don’t want wi-fi because they want to keep ripping us all off. From an artical on mashable.co m i also found that Google and Microsoft, have partnered up in a rare move to support the public Wi-Fi networks. They argue that national Wi-Fi networks would spark a wave of technological innovation. Both companies also manufacture devices which would benefit from massive public Wi-Fi networks, from Google’s Android operating system to Microsoft’s Windows Phone and Xbox gaming consoles. If microsoft wants free public wi-fi for the xbox gaming console, you know the wi-fi will be blazing fast. this is because xboxes need an enormous amount of bandwidth to run smoothly. so if microsoft wants wi-fi, they will want it to be fast so their xbox customers are satisfied with their product. Free wi-fi will create a huge debate between the people who want to rip you off, and the people who want to give you the best technological entertainment possible. would you rather continue on this path of slow, expensive service, or would you like to see the other side of the spectrum?-blaz ing fast internet service that anyone can afford an can use at anytime. Concluding Sentence: Free public wi-fi has the opportunity to not only change the way people communicate, but also change they way people work and play. — Attention Getting Topic Sentence: You may think that WiFi is more of a luxury than a necessity, though with current smartphone technologies it becoming of a necessity rather than luxury. Analysis: Public WiFi can be used for educational tools, emergency services, daily web browsing, and much more†¦ Some consumers already use their 4G data on their smartphones but what about the others who don’t own smartphones. It’s estimated that approximately 94% of city dwellers own an internet capable device. With such a high rate, it’s highly necessary for public WiFi. This will allow more businesses to communicate news with others also providing helpful and cost saving services with their users. Cause/Effect/Reasons/Evidence: Providing public WiFi for consumers is like a long-term investment. The government will add local long range hotspots into the city. Many competing businesses and consumers can pay credit to the government by buying advertising licenses and paying a little bit of extra taxes. Many companies would try to compete with this opportunity by lowering their service costs and increasing their demand. This change would affect you by lowering down your monthly cell pho ne bill. Also another great reason to encourage WiFi is with all the communication that’s occurring. Communication can be expressed in many different ways or forms. As humans, it’s impossible for us to not communicate. Communication is a right rather than a privilege, therefore it should always be free. Free public WiFi would offer your free communication to whether it’s to your penguin friend in Antarctica or to your local supermarket. It doesn’t have to be a quick call. Public WiFi offers texting, calling, instant messaging, emailing, video chatting, and violent slaughtering! Maybe not. Today’s generation is pleading for communication as it’s required for work, school, militaries, etc. Remember, WiFi is not a luxury. It’s a major necessity in a developing country like America. Concluding (Sentence): Overall, free public WiFi is a great necessity to have but it can’t be done without your support. A developing country like America needs more integrated connections among citizens and a small boost in the economy. Free public WiFi is the solution. Conclusion: Citywide Wifi does more good than bad. It will help both the people, and the city.The networks will help the economy of the community by attracting more people to the city. It will also be a service to the people living in the area who don’t have the money to experience the magical world of the interwebs. The applicability of using it is so easy, and everyone can do it. You don’t even need 3G or 4G to connect, all you have to do is connect to the city WiFi. Everywhere you go, you can experience free WiFi. People will visit certain stores, go to a certain restaurant, or visit a fixed library just to experience their wifi connection. With the city free wifi, you can do whatever you want without having to worry about connecting to the once privately owned wifi services. Wifi is not even a indulgence anymore honestly, people literally will do anything for the internet. We depend on technology nowadays, to the point where we cannot live without our phones. That’s where we are heading, and we should take advantage of the utilities we have access to, and try to gain something valuable from them, such as knowledge about something we like, or lessons that teach us amazing life skills. We can learn things from our devices, and have them for our entertainment as w ell. Wifi belongs to everyone, and not just for the people who can actually pay for it.Everyone should have. It will help enhance the curiosity for knowledge in kids that don’t have access to wifi, and make them ask more questions. People NEED access to modern technology, and wifi is the most basic form of modern technology. Everything we do is now electronic. Everything we are taught is now based on electronics. Books will always be there for us, but when we don’t have the certain book for us to answer a question, we need an answer somewhere. This is an idea that we can put to the test. Let’s try to make a citywide wifi plan which will benefit us all, rich and poor, curious and young,and and old. Let us grasp information like never before, and use it. Let’s be the generation of extraordinary wealth in knowledge.

Business and Law Essay Example | Topics and Well Written Essays - 2500 words

Business and Law - Essay Example sets out how the agencies of the Criminal Justice System (CJS) in England and Wales will work together to deliver a justice system which: Is effective in bringing offences to justice, especially serious offences; Engages the public and inspires confidence; Puts the needs of victims at its heart; and has Simple and efficient processes.† (Working together for justice: Aims and objectives, n.d.). The Criminal justice system contributes tremendously towards maintaining justice in the country. It helps to identify illegal activities and abolish them, offers the sufferer and the witness sufficient assistance to prove the crime & awards punishment and rehabilitation to criminals. In any criminal justice system, it is important to recognize and fully understand the meaning of criminal behaviour, in the context of the constitutional or other general rule sources. A major bulk of the criminal suits in the English law system is dealt by Lay Magistrates. Most of the criminal suits begin in the Magistrates court itself. â€Å"The main advantage for using the Lay Magistrates are, Local Knowledge , Lack of Bias Gender Balance ,Saves Money , Saves Time.† (Lay magistrates, n.d.). An efficient criminal justice system always helps to increase the public confidence. The criminal justice system in the U.K. provides adequate support to sufferers and witnesses of the crime, mainly at the time of providing evidence and during the court procedures. Moreover, the Criminal justice system helps to save money at the time of expensive court trials. One of the major goals of the Criminal justice system in the U.K. is to considerably enhance the efficiency and effectiveness of all the concerned departments in the criminal justice system. â€Å"In Warwickshire an ongoing survey of victims and witnesses involved in the criminal justice system, and supported by VIP, indicates that 84% of victims and witnesses are satisfied/very satisfied with the criminal justice system and 94% are satisfied/very

Question for analysis 2 Assignment Example | Topics and Well Written Essays - 250 words - 1

Question for analysis 2 - Assignment Example Many people have become victims of distracted and cursory thinking that the internet poses. The fragmented information on the Internet tends to disrupt the readers’ concentration. In essence, the online environment promotes the superficial and hurried search for information, which the readers spend less time to internalize and think comprehensively. The alternatives to becoming critical information consumers and questioners are printing and people questioning whatever content they read on the internet. The advantage of publishing a tangible publication is that the readers will have time to internalize and engage with the content as they embrace intensive reading (Robin and Power 35). Readers can concentrate on the content without distraction as pointed out by the author. However, the challenge of printing is the increased automation of books and the environmental fears about depleting the natural resources. Alternatively, the readers can take charge of whatever they read on the internet. In this respect, behavioral change is critical in transforming people from mere decoders of information to critical questioners of the content. The change in the reading habits is a viable solution because everybody can decide to embrace the comprehensive interaction and critical acquisition of

Operating system Essay Example | Topics and Well Written Essays - 1000 words

Operating system - Essay Example As a result, there is a need for a communication interface between the computer and the human users. Interfacing the peripheral with the CPU For the central system to function, it requires a number of peripheral units which helps the system to work. Such peripheral units include the memory, the hard drive etc. The processor also needs input and output devices such as the keyboard, the mouse and the monitor in order for it to be able to receive data and give data from the results of processing the raw data. All these resources need to be managed and that is where the operating system comes in. The operating system sits between these peripheral components and the central hardware (the processing unit) and regulates the way these units access and use the operating system. The operating system manages the application systems as well and acts as the intermediary between the applications which are not able to communicate directly with the computer hardware. Advantages of an operating syste m Multitasking and time sharing One of the greatest advantages of an operating system is the ability to multitask. Multitasking refers to the fact that the processor will be handling more than one process concurrently. This is done through time sharing and the operating system in any computing environment is very useful in determining which functions will be given which computing resources. Before the modern operating system architecture was developed in the 1950s and the early 1960s, computer processors only processed one process at a time (Meyler, Fuller and Joyner 584). The main disadvantage of processing one process at a time is that valuable processor time is lost every time there is a delay in data execution or memory access for that particular process. An operating system schedules the access of the processor of the computer and makes sure that the processor is busy throughout the uptime. Using complicated algorithms, the operating systems also determine which application or device to be given access to the processor. Based on how complicated a process is, it can be given preference or denied preference. The operating system also is able to determine which processes are critical and therefore gives them preference in order to avoid fatal errors. For instance, if a printer is asking for a timeslot in the processor, it may be given preference over other processes because delays in processing the printing data may lead to the whole process failing. In this regard, a computer operating system not only schedules processes but also acts as an error handling system which prevents the computer as well as the various processes from failing. Programmers don’t need to know the processor architecture One of advantages of operating systems is that programmers never have to worry about the architecture of a computer as long as they code programs which can be executed by the operating system. This also means that programs can be run in computers with different hardware architectures since the applications don’t have to communicate directly with the hardware (processor). In this regard, the operating system separates the functions of application developers from computer architects. The computer programmer does not have to understand the internal working of the computer because the operating system will do most of the communication between the applications developed by

WEP 300 Essay Example | Topics and Well Written Essays - 500 words

WEP 300 - Essay Example According to several experiments in laboratories, classrooms, organizational workplaces and other environments, rewards essentially weaken the very basis of interventions they are meant to support (Pink 1). The findings show that the inability of any particular incentive program can be attributed more to the insufficiency of the emotional assumptions upon which such plans are based than the seemingly botched approach taken to implement the incentive. As such, Pink (6) noted that monetary incentives blunt individual creativity. The researcher based his reasoning on economics and psychology studies. He cited the â€Å"Candle Problem† experiment by Karl Duncker, which was invented in 1945 to examine â€Å"functional fixedness† in human reasoning. The outcomes support the inefficiency of incentive-based human resource management. Duncker proved that it is not easy for an adult to solve issues facing him or her by summoning an out-of-the-box mentality. This is because humans are not bound to â€Å"iterate(ing) something new† (Pink 8). This means can be construed the general human reluctance to experiment with new objects in an innovative manner. Similarly, Sam Glucksberg repeated the experiment in1962, but focused on the impact of monetary inducements on creativity. He established that financial incentives may actually worsen the problem of fixedness in employee thinking and functions. As such, Pink noted that a Candle Problem experiment conducted on two sets of sample employees working as a team to find a solution established that there are modest impacts of incentives on creativity between the group that was subject to incentives and the other that was not (7). However, the outcomes showed no undesirable consequence of incentives. Therefore, it can be argued that the average performance of employees is marginally better when creativity is based on incentives, but the variation is not

Qualitative research- keyword Essay Example | Topics and Well Written Essays - 250 words

Qualitative research- keyword - Essay Example Data refers to information that has been organized into forms that can be manipulated and processed to produce desirable results (Andrews & Herzberg, 2008). In learning, data processing entails the analysis of the organized values to produce meaningful results. Data sets are usually present in typical scientific research exercises aimed at establishing relationships between different variables. Data is also applicable in the context of arts. In my period as an English student, I encountered various situations where I was required to handle some situations involving data organization and manipulation. Learning, especially the concepts of library skills involved acquisition of data concerning books from the library shelves. English also involves the aspect of interpreting information presented in tables or charts. In these cases, I had to become conversant with the aspects of data processing and presenting research information from literature and other art issues in academics (Andrews & Herzberg, 2008). Based on the qualitative research concept of grounded theory, I developed a theory which says that data organization and interpretation facilitates the learning English language. I developed this hypothesis through the ideal procedures involved in grounded theory of qualitative research (David, 2007). Data enables the employment of mathematical skills and information interpretation skills into developing meanings for situations. Data processing and organization awakens the techniques of information analysis. In this context, I started by appraising the role of data is developing meaningful information. Upon recognition of the importance, I devised a standard of gauging the significance of each role in the learning process. I categorized these significances into related groups and established the relationship between these groups and the efforts

Case2.1 Essay Example | Topics and Well Written Essays - 500 words

Case2.1 - Essay Example The first is that the hospitals showed that they were committed to decreasing the delays that could potentially occur during the treatment process. The next thing that was observed was that the senior management actually supported effort that would lead to improvements. Additionally, there are protocols that each of the hospitals followed, but they were open to revamping the protocols as needed. Another characteristic that was seen among all of the hospitals is that they worked together as a team. The nursing staff worked with the cardiology staff, and with who all worked with the emergency staff. It was also observed that the hospitals all had the capability of real-time feedback in order to measure the success of the treatment. Lastly, but not any less important than the other characteristics, the hospitals demonstrated that they had an organizational culture that allowed the hospitals to be flexible when it comes to setbacks. Overall, these hospitals demonstrated characteristics t hat hospitals across the country should look at to help improve their â€Å"door-to-balloon† treatment time as these hospitals have managed to do.

Ethics in Engineering (Ford Crown Victoria Interceptor) Essay

Ethics in Engineering (Ford Crown Victoria Interceptor) - Essay Example Though there was no abnormality of this setup, engineers should reposition the fuel tank for the police vehicles to minimize these accidents. The design for fuel-tank in the Crown Victoria Police Interceptor (CVPI) was all right according to federal safety standards (Fleddermann, 2011). However, CVPI had failed to take precautions necessary for minimizing the risk of explosion of the fuel tank in case the vehicle was smashed from behind. Ford should have positioned the tank far from the axle bolt because it is responsible for causing damage to the tank when the car experiences a rear smash (Lieu & Sorby, 2009). Ford should also have distanced the fuel tank away from the crash region. These precautions are essential in police vehicles because of they're prone to such incidences since they are usually parked a short distance from the road. The design for the fuel tank in CVPI failed to meet acceptable engineering standards (Fleddermann, 2011). This is because engineers have a duty to ensure safety for their clients and the general public. Engineers should exercise their professional skills and ethics when discharging their duties. Therefore, since the engineers knew the use of the police vehicles and the risk they were exposed to in case of rear smash, they should have taken preventative measures to minimize such risks. Engineers have an obligation to conform to the existing states laws, professional principles and exercise their skills to the best of their ability to discharge their duties safely and successfully (Pahl, Wallace & Blessing, 2007). Therefore, it was vital that the designers obeyed federal regulations during discharge of their roles. The CVPI vehicles for use by police were supposed to be redesigned by placing the gas-tank some distance from the axle to minimize the risk of damage to the tank.

Henry Kissinger Essay Example for Free

Henry Kissinger Essay Henry Kissinger is remembered and revered for his well-documented contributions to American foreign relations. The fact that he remained in office under two US Presidents, Richard Nixon and his successor Gerald Ford is a manifestation of his success in the political arena. His political and diplomatic maneuvers earned him a reputation across the political spectrum as one of America’s great statesmen of the 20th century. Kissinger was born in Furth, Germany in 1923 and as a Jew he fled Hitler’s anti-Semitic ideology, finding refuge in New York City in 1938. Kissinger demonstrated early signs of perseverance. Once he was settled in New York with his family Kissinger attended high school at night and took on daytime employment at a factory. After graduating from high school, Henry Kissinger enrolled at City College, New York in 1943 and from there he was drafted into the military and his career as a German interpreter began during World War II. Following Germany’s surrender, Kissinger continued to hold various positions within the military. Following his discharge from the US military, Kissinger became fully matriculated as an undergraduate at Harvard University, graduating summa cum laude with a B.  A. in 1950. He continued his studies at Harvard and graduated in 1954 with both a M. A. and a Ph. D. By the year 1962, Kissinger was a professor at Harvard and simultaneously served as an advisor to both Governor Nelson Rockefeller and the Council on Foreign Relations. Kissinger’s flair for American foreign policy and diplomacy became a matter of public record when a book written by him titled ‘Nuclear Weapons and Foreign Policy’ was published. The publication gained Kissinger a reputation as a scholar of foreign policy. It was in this book that Kissinger publicized his theory that the success of America abroad was not solely dependant upon her military prowess, but also in her ability to effectively identify and respond to aggression. In 1968 when Richard Nixon took office as US President, Kissinger formed a part of the Nixon administration. He was initially appointed to the office of National Security Advisor and was subsequently elevated to the position of Secretary of State. He continued to serve as Secretary of State throughout both Nixon and Ford’s administration. In his capacity as Secretary of State, Kissinger’s role in US foreign diplomacy, although active was secret. A secret trip in July 1971 to Beijing helped prepare Nixon for his February 1972 trip to China which thawed US relations with the Chinese Republic. Kissinger continued his secretive work negotiating the terms and conditions of the 1973 Paris agreements which truncated the US involvement in the Vietnam War and resulted in the coveted Nobel Peace prize in 1973. The prize was shared with North Vietnamese peace advocate Le Duc Tho. Kissinger admired the principles and ideology of realpolitik, which is a German term for political polices based on practical concepts as opposed to idealistic concepts. Realpolitik is aligned to realism. Using realpolitik ideals, Kissinger organized a short term period of detente with the Soviets which involved the Strategic Arms Limitation Talks and the Anti-Ballistic Missile Treaty. Kissinger also organized and negotiated an end to the Yom Kippur war in 1973. The Yom Kippur war had began with the invasion of the Sinai Peninsula by Egypt and the invasion of Golan Heights by Syria. What followed was an era in US/Middle East relations that was characterized by Kissinger’s intensive diplomatic peace negotiations and the aftermath that shapes the current US/Middle East relations. With Kissinger’s advice and cunning Egypt and Israel agreed to the terms of a peace treaty in 1979 following the Camp David meetings which were engineered by then President Jimmy Carter the previous year. But Kissinger’s most controversial conduct was in December of 1975 when he and President Gerald Ford met with Indonesia President Suharto and gave him US approval that country’s military invasion of East Timor. Approximately 200,000 Timorese natives were killed during the invasion that followed and Kissinger’s critics advocated for him to be brought up on war crime charges. Previously there had been similar accusations and cries for prosecution against Kissinger for essentially ‘authorizing’ the Cambodian bombing in 1969. When Jimmy Carter was elected President of the United States in 1976, Kissinger resigned his office. He did however continue to play a minor role on an advisory basis to both Presidents Ronald Reagan and George Bush. In 2002 President George W. Bush appointed Kissinger to the chair of a committee that investigated the September 11 attacks on the US. As a result of criticism from both Democratic and Republican party members particularly with reference to his previous secret conduct and attitude toward the public together with his refusal to disclose his financial records, Kissinger resigned from the committee in December 2002. The Arab-Israeli Conflict The Arab-Israeli conflict refers to the ongoing political struggles spanning over one hundred years over the State of Israel’s endeavor to establish itself as a Jewish nation. The Arab-Israeli conflict also involves the strained relations between Israel and Arab nations. The Arab-Israeli conflict developed at beginning of 1917 following the fall of the Ottoman Empire when World War I ended. At that time British forces occupied the area known as Palestine and there was an influx of Jewish immigrants to the area. An atmosphere of Arab hatred toward the Jewish immigrants, fueled by encouragement from Muslim religious leaders helped to generate violent conflict. By the end of the Second World War, the conflict garnered international attention. The United Nations with input from the Soviet Union, Great Britain and the United States developed and introduced ‘two-state solution,’ which was essentially a plan to solve the Arab-Israeli conflict. The United Nations called for a partition of the region and the plan was put into motion in 1948. But rather than resolve the conflict, it only contributed to make matters worse and the first real Arab-Israel war erupted with Israel winning. A number of wars followed namely, 1956 Suez War, the 1967 Six Day War, the 1970 War of Attrition, the 1973 Yom Kippur War and the 1982 Lebanon War. There have been innumerable conflicts of less intensity than the all out military conflicts and two major Palestinian uprisings called intifadas. Henry Kissinger and the Arab-Israeli Conflict Following the Yom Kippur war of 1973, Kissinger gave new meaning to the term ‘foreign diplomacy’ with his practice of ‘shuttle diplomacy’ within the Middle East. ‘Shuttle Diplomacy is a tactic most often used when two primary parties do not formally recognize each other but want to be involved in negotiations in order to disengage opposing armies as well as to promote a lasting truce’. By this method, a third party will typically liaise between the two conflicting parties. The third party spends a great deal of time ‘shuttling back and forth between the feuding parties. ’ The term ‘shuttle diplomacy’ originated out of Henry Kissinger’s mediation efforts in the Middle East during his term as U. S. Secretary of State from 1973 to 1977. ‘Kissinger was famous for primarily using shuttle diplomacy to mediate conflicts in the Middle East throughout the1970s, specifically those between Israel and Arab States following the 1973 Yom Kippur War. Kissinger implemented ‘shuttle diplomacy’ to initiate a ceasefire following the 1973 Yom Kippur war. His reason for employing this method of mediation was to stifle and outwit the Soviet Union’s mediation efforts in the ceasefire negotiations. While Kissinger played a key role in bringing an end to the conflict between Israel, Syria and Egypt, he stepped up his efforts to intervene and mediate the ongoing Arab-Israeli conflict from 1973 to 1975. Kissinger’s attitude toward the Arab-Israeli conflict was obviously one of forced conciliation. As late as 2001 he said as much when asked about the ongoing conflict. Kissinger said, ‘the Arab-Israeli conflict went from an irreconcilable cultural clash to a belief that maybe it was all a terrible misunderstanding and that if only the psychological barriers could be removed, a final settlement would be quite easy. This is what led Clinton to organize Camp David, in the belief that in one session you could finish the peace process. It turned out that there were deeply religious and philosophical obstacles. As a result, both parties have trapped themselves and have pushed the situation almost back to the point where it was when the peace process started. I think we have to go back to a much more modest understanding. We have to get back to coexistence. ’ Kissinger’s peace-making tactics during the Arab-Israeli conflict manifested itself in the days and months following the Yom Kippur war. After the ceasefire efforts primarily negotiated on behalf of the United States by Henry Kissinger, Israel was able to recapture the territory it had previously lost when the war began. In fact, Israel had acquired new territory from both Syria and Egypt. These new acquisitions included land in east Syria forming part of the Golan Heights as well as land on the west bank of the Suez Canal. Secretary of State, Henry Kissinger persuaded Israel to forfeit some of the new territory back to the Arabs and as a result the first seeds of peace between Israel and Egypt were sewn. Kissinger’s efforts also contributed to the ebbing of bitter relations between the US and Egypt, a situation that had started in the 1950s when Egypt adapted a pro-Soviet ideology. Kissinger’s peace-making strategies with Egypt came to fruition in 1976 under the Camp David Accords, spear-headed by then US President Jimmy Carter. During the Camp David Accords, Israel agreed to cede Sinai back to Egyptian control provided Egypt agreed to recognize Israeli sovereignty and put an end to the conflict. William Viorst is of the opinion that Kissinger’s peace-making efforts in the Middle East during his tenure as Secretary of State was colored by an anti-Soviet agenda. Viorst’s contention is not without merit. Kissinger made no secret of his disapproval of America’s primarily moralistic approach to the Soviet Union and advocated for a more pragmatic approach to the superpower. He acted as foreign policy advisor to both the Johnson and Kenney administrations and is said to have been ‘the main intellectual force behind JFK’s flexible response strategy, which advocated maintaining both conventional and nuclear forces to respond to Communist aggression, rather than resorting to threats of massive nuclear retaliation. ’ Viorst maintains that when Kissinger commenced his mediation following the Yom Kippur War he was forced to balance two objectives. These two objectives were ‘pressing for concessions from all sides to establish some permanent negotiated settlement, and ensuring Israel came out of the agreement strong enough to act as the U. S. proxy in the area against Soviet threats. ’ Viorst said that in order for Kissinger to knit together an exchange that called for the ceding of territory by Israel and the Arabs agreeing to a non-violent response meant that Kissinger ‘had to commit the U.  S. to crucial involvement. ’ Meanwhile, President Nixon was back in Washington hanging onto the fringes of a discredited office with Watergate scandals exposed. On the other side of the world a ‘PLO massacre of 24 children in Ma’a lot’ left Israel demanding that Syria make a promise forbidding terrorists to cross the Golan into Israel;’ Syria’s Hafez Assad, loyal to his Arabic culture to a point that interfered with his ability to agree to such a pledge fearing he might be seen as weakening to the will of the Israelis. It seemed that both sides had reached a stalemate. Kissinger responded by sending a letter to the Israeli authorities averring that it mattered little what position they took against terrorist encroaching on Israeli territory. The United States would indorse whatever position they took in that regard. Viorst observes that Kissinger’s letter meant that ‘no future president would withhold American economic or military assistance as punishment for antiterrorist reprisals. It committed Washington to support such attacks before the world, most notably at the United Nations. In effect, it imposed a serious new limitation on Americas ability to compel restraint within the cycle of violence that so often ran amok in the Arab-Israeli struggle. ’ Two weeks after Yitzhak Rabin took office as Israel’s Prime Minister, President Nixon, with his presidency in tatters embarked upon a tour of the Middle East. Nixon’s goal was to ‘establish himself in the public mind as indispensable to peacemaking in the region. ’ While the Egyptians received Nixon warmly, and the Saudi’s were respectful, the Israeli reception was rather cool. Rabin had previously claimed to be grateful to the Nixon administration for ‘opening America’s depots to Israel’ and America in general for coming to the country’s aid in two previous wars. However, Rabin did not hesitate to tell Nixon that he was not at all pleased with the present US policy in connection with the Arab-Israeli conflict and moreover ‘Rabin said candidly he did not want Kissinger to press Israel to make further concessions for peace. He much preferred the old relationship with the U. S. , Rabin said, in which Israel was supplied with all the arms it wanted, while sitting on the diplomatic status quo. Nixon, encouraged in the Arab capitals to intensify peacemaking efforts, received from Rabins new government a sharp signal to slow them down. ’ Kissinger remained adamant in his resolve and was not to be persuaded to change tact for fear that his agenda would be compromised. He feared that if he stopped his shuttling efforts, the Egyptians and Syrians would seize the moment and ‘gravitate back to the Soviet camp’. Kissinger responded by turning his attention to Jordan where he stressed that it was imperative that the Jordanians ‘reestablish’ some sort of presence on the West Bank. His reason for this suggestion was said to be that he felt that there ‘could be no progress toward a Palestinian settlement, which he now considered fundamental to reaching his goal’. Rabin did not agree with this proposition for any number of reasons, but his main objection was predicated on his belief that the Palestinian issue was not germane to the Arab-Israeli conflict. Rabin however, had an agenda of his own. He wanted to establish Israel as a strong military presence in the Middle East and saw the United States as a means of achieving that goal. Moreover, peacemaking efforts was the way to get the United States to help Rabin realize his objective for the military strengthening of Israel. ‘He reasoned that Kissinger, itching to preside over an American-brokered peace, would pay heavily to get it. ’ When Richard Nixon resigned in 1974 and Gerald Ford took office as the US’s next president, Henry Kissinger remained in office as Secretary of State. Soon after the new Presidency commenced Kissinger began a renewed barrage of shuttle diplomacy. His first shuttle took him to Jerusalem. Rabin had a new demand he would only negotiate with Egypt. ‘He acknowledged candidly was the prospect of separating Egypt from the rest of the Arab world. Rabin stated he wanted peace with normalization. But the objective he really wanted was acceptance by the Arabs of permanent changes in Israels boundaries. ’ Rabin also made it clear, that negotiations would be on his terms or not at all. Kissinger feeling, he had no choice agreed on Rabin’s terms. By February 1975 when Kissinger revisited the Middle East he found that negotiations had declined sharply. Egypt’s president, Anwar Sadat was adamant that he was only interested in negotiating if it involved significant territorial increases for Egypt. Rabin on the other hand was not interested in parting with Israel’s territory. Jordan and Syria had grown distrustful of Sadat fearing he was only looking after Egypt’s interest. OPEC was considering another round of oil sanctions against Israel and the Soviets ‘were waiting in the wings for the opportunity to cement together the pieces of their old Middle East power base. ’

Political Language Essay Example for Free

Political Language Essay Language is the life blood of politics. Political power struggles, and the legitimisation of political policies and authorities occurs primarily through discourse and verbal representations. Power can either be exercised through coercion or what US commentator Walter Lippman termed in the 1930s the manufacture of consent. Largely unable, and hopefully unwilling, to coerce; political authorities in so called democratic polities often need to manufacture consent in order to undertake their agendas. While this most obviously concerns relations between a government and its wider public, this process has profound effects on the workings inside governments and is an important aspect of socialisation into governmental work cultures. Put simply the manufacture of consent is a language based process of ideological indoctrination. While being astonishingly comprehensive, it is a remarkably subtle process. Discourse carries the very assumptions under which the things it alludes to are known and ordered in the context in which it is used. In concrete terms this means that the content of political language contains the very rationale by which it is to be framed, defined, understood and acted upon. Commonly this produces the manufacture of consent. Political language, as Michael Geis points out in The Language of Politics, conveys both the linguistic meaning of what is said and the corpus, or a part of it, of the political beliefs underpinning any given statement (p7). Whether circulating inside or outside governments this means that political discourse transmits and unconsciously reinforces the ideological foundations and the ways of knowing of the dominant political authorities. Applied to government agencies this means that the language of its official texts contains the means by which things are known and understood within these agencies. This means that official documents are shaped according to the way in which things are known and understood in the context in which they are primarily employed. What is included, excluded and how the document is structured is largely determined by these methods of knowing, understanding, and what these are ideologically deemed to encompass. None of this is to necessarily say that the contents of a document are untrue. In the case of Randolf Pauls report nothing alleged in it has been refuted. However its structure reflects the prizing of particular modes of linear rational thought, empiricism, and ideas of objectivity characteristic of the US bureaucracy. What he represented may well have been far less straightforward than how he presented it. The events Paul portrayed may well have included other significant happenings that were not included because they were either not recognised as such within the knowledge structures of the US bureaucracy, or because they may have contentiously reflected unfavourably on the ideological principles underlying the US government. On the flip side official documents can be used to identify the ideological principles of a government agency and the political authorities it represents. Where there is conflict in political discourse, there is conflict about the ideological and philosophical assumptions underlying political authority. Official texts, and their structures should be analysed to uncover the assumptions of knowledge and ideology at the foundations of the authority producing the text. According to Foucault, the most useful question in such an analysis is something along the lines of how is it that one particular statement appeared instead of another statement . Further reading : Burton, F., Carlen, P. , Official Discourse : On Discourse Analysis, Government Publications, Ideology, and the State, Routledge and Kegan Paul, London, 1979. Fairclough, N. , Language and Power, Longman, London, 1989. Foucault, M. The Archaeology of Knowledge and the Discourse on Language, trans. A. M. Sheridan Smith, Pantheon Books, New York, 1972. Geis, M. , The Language of Politics, Spring Verlag, New York, 1987. HOME DOCUMENT http://teaching. arts. usyd. edu. au/history/hsty3080/3rdYr3080/Callous%20Bystanders/language. html v.

Reproductive Tract Infections (RTI): Symptoms and Causes

Reproductive Tract Infections (RTI): Symptoms and Causes Reproductive tract infections (RTI) are recognized as a public health problem and ranking second after maternal morbidity and mortality as the cause of loss of healthy life among women of reproductive age in developing countries (Jindal et al, 2009.). Infections of the reproductive tract causes serious health problem worldwide, with an impact on individual women and men, their families and communities (Adler et al., 1998). Are RTI infections which affect the reproductive tract, part of the reproductive system. For females, the reproductive tract infections may be much higher in the reproductive tract (fallopian tubes, ovaries and uterus) and lower reproductive tract (vagina, cervix and vulva). The global burden of reproductive tract infections (RTI) is a huge and a serious public health problem, especially in developing countries, where ITR are endemic . They can have serious consequences including infertility, ectopic pregnancy, chronic pelvic pain, abortion, cervical cancer, menstrual disorders, pregnancy loss, babies with low birth weight and increased risk of HIV transmission. The presence of the ITR (especially ulcer causing sexually transmitted infections) can promote the acquisition and transmission of human immunodeficiency virus (Rabiu et al., 2010). Reproductive tract infections include endogenous infections, iatrogenic infections and sexually transmittedinfections (STDs) (Muula et al., 2006) . Reproductive tract infections (RTI) refers to three different types of infections affecting the reproductive tract : 1. Endogenous infections are probably the most common RTI worldwide. They result from an overgrowth of organisms normally present in the vagina. Endogenous infections include candidiasis and bacterial vaginosis. These infections can be easily treated and cured . 2. Iatrogenic infections occur when the cause of infection (bacteria or other microorganism) is introduced into the reproductive tract via a medical procedure, such as menstrual regulation, abortion, insertion of an IUD or during childbirth. This can happen if the surgical instruments used during the procedure has not been properly sterilized, or an infection, which was already present in the lower reproductive tract is pushed through the cervix into the upper reproductive tract . 3. Sexually transmitted diseases (STDs) are caused by viruses, bacteria or parasites microorganisms that are transmitted through sexual activity with an infected partner. About 30 different sexually transmitted infections have been identified, some of which are easily treatable, many of which are not. HIV, the virus that causes AIDS, is perhaps the most serious sexually transmitted infection, since it eventually leads to death. STDs affect men and women, and can also be transmitted from mother to child during pregnancy and childbirth. (Germain et al. 1992). Female RTI usually originate in the lower genital tract, such as vaginitis or cervicitis and can produce symptoms such as : abnormal vaginal discharge , genital pain itching burning feeling with urination abdominal pain irregular mensural cycle blood stained discharge However, a high prevalence of asymptomatic disease occurs, which is a barrier to effective control (Elias et al., 1993). Such as: Infertility Fibroid Polyps Prolaps Uterus / Vaginal Endomitrosis Even when symptoms occur, their presence may overlap with and be misdiagnosed as a normal physiological change and normal physiological discharge can be diagnosed as RTI. (Trollope Kumar, 1999). The presence of ulcers, especially RTI causing STI may increase the acquisition and transmission of human immunodeficiency virus (Fleming et al. 1999). Infertility is a health problem in Africa, particularly in sub-Saharan Africa, where 20-30 % of couples are unable to conceive (Sciarrha, 1994). Most health advocates consider infertility as the most important reproductive health and social issues confronting the Nigerian women and gynecologists often report that infertility is 60 % 70 % of your queries at higher education institutions (Okonofua et al, 1997.). In Nigeria, most cases of infertility RTI following (Snow et al. 1997) Ectopic pregnancy is a large percentage of acute gynecological emergencies in Nigeria and is a major cause of maternal mortality [ 11-13 ]. A study in Lagos, Nigeria found previous STI and pelvic inflammatory disease as the main risk factors for ectopic pregnancy (Anorlu et al., 2005) Cervical cancer is usually the result of a sexually transmitted infection, and human papilloma virus is the causative agent. It is the most common malignancy of the reproductive system and a leading cause of death from cancer in Nigerian women (Thomas, 2000). In contrast to most other types of cancer, it is common below the age of 50, and is therefore a leading cause of premature death (Dey et al. 1996). Sites of Reproductive Tract Infections : Reproductive tract infections can affect the outer genitals and reproductive organs. Infections in the area of the vulva, vagina, cervix or are referred to as the lower reproductive tract infections. Infections in the uterus, fallopian tubes and ovaries are considered upper reproductive tract infections. (Bulut et al. 1995) Minor infections of the reproductive tract : . Vaginitis : RTI affecting the external genital area and lower reproductive tract in women is often referred to as vulvo vaginitis, vaginitis or simply indicating that the vulva and / or vagina become inflamed and sometimes itchy or painful. Vaginitis is most commonly caused by endogenous infections such as candida (thrush, yeast) or bacterial vaginosis, sexually transmitted infections despite certain as trichomoniasis, can also commonly cause these symptoms and signs. Pelvic infections can have consequences far more dangerous than the initial vaginitis, such as ectopic pregnancy or infertility. (Bulut et al. 1995) 2. Infection of the cervix Infection of the cervix can be caused by a variety of pathogens, particularly sexually transmitted infections, such as gonorrhea, chlamydia and Human Papillomavirus transmitted. Infections of the cervix are considered more serious than vaginitis because more commonly result in infection of the upper reproductive tract, with its serious consequences. Unfortunately, they are also more difficult to detect and are often asymptomatic. (Bulut et al. 1995) Upper Reproductive Tract Infections : The migration of infection in the upper reproductive tract, including the uterus, fallopian tubes, ovaries, and tends to be more severe than infections of the lower reproductive tract. Infections of the upper reproductive tract are often a direct complication of infections, especially sexually transmitted lower reproductive tract. (Bulut et al. 1995) Pelvic inflammatory disease (PID), for example, is one of the most serious problems of gonorrhea or chlamydia. This can result in chronic abdominal pain, ectopic pregnancy, menstrual irregularities, infertility and as a result of scarring of the fallopian tubes . Ectopic pregnancy, which can cause death, is a particularly serious complication, since it requires emergency interventions that are not available in many resource-poor settings. Iatrogenic infections -. Caused by the introduction of bacteria in normally sterile environment of the womb through a medical procedure such as insertion of an IUD can also result in serious, and reproductive tract infections, occasionally life -threatening upper (Bulut et al .., 1995) ADHD in Classroom Strategies: Literature Review ADHD in Classroom Strategies: Literature Review To what extent can teachers make provisions for pupils with ADHD (Attention-Deficit Hyperactivity‑Disorder) in the mainstream classroom? CONTENTS (JUMP TO) Section 1: Referenced Extracts Section 2a Part One: Analysis and Critical Evaluation of the Issue Section 2b Part Two: Examination of the Practical Implications for Primary School Teachers Section 3: Copies of Extracts Section 4: Bibliography Sources and Further Reading Section 1: Referenced Extracts (1) Quarmby, K. (Tuesday 6 December, 2004) Rebels without a Cause: Children with Behaviour Problem are Increasingly Diagnosed with ADHD, in, Education Guardian, pp.1-3 (2) The Disorder named AD/HD: What we know (2004) National Resource Centre for AD/HD: Children and Adults with Attention-Deficit Hyperactivity‑Disorder (CHADD; http://www.help4adhd.org/en/about/what/WWK1.pdf , p.2 (3) Rafolovich, A. (2005), Exploring Clinician Uncertainty in the Diagnosis and Treatment of Attention-Deficit Hyperactivity-Disorder, in, Journal of Sociology of Health and Illness, Volume 27, Number 3 London: Blackwell, pp.306‑310 (4) Northen, S. (Friday 26 November, 2004), Feed your Head, in, The Times Educational Supplement, p.3 (5) Spencer, T. et al (1995), A Double-Blind Cross‑Over Comparison of Methylphenidate and Placebo in Adults with Childhood Onset Attention-Deficit Hyperactivity-Disorder, in, Archives of General Psychiatry, Volume 52, pp.434-443 (6) Education Guardian Opinion (Tuesday 10 October, 2006), p.4 (7) Handy, C. and Aitken, R. (1986) Understanding Schools as Organisations London: Penguin, p.13 (8) Chowdhury, U. (2004) Tics and Tourette’s Syndrome: a Handbook for Parents and Professionals London and New York: Jessica Kingsley, p.115 (9) Raphael Reed, L. (1995) Reconceptualisng Equal Opportunities, in, Griffiths, M. and Troyna, B. (Eds.), Antiracism, Culture and Social Justice in Education Stoke‑on‑Trent: Trentham, p.88 (10) Guiding Principles for the Diagnosis and Treatment of Attention‑Deficit Hyperactivity‑Disorder (2006), Presented by the Attention Deficit Disorder Association (ADDA); http://www.add.org/pdf/GuidingPrinciples021206Rev[1].pdf , p.2 (11) Jones, A. (August 2004) Clinical Psychology Publishes Critique of ADHD Diagnosis and Use of Medication on Children, in, Psychminded Website; http://www.psychminded.co.uk/news/news2004/august2004/Clinicalpsycholgy (12) Swanson, J.M. and Castellanos, F.X. (2002) Biological Bases of ADHD – Neuroanatomy, Genetics and Pathophysiology, in, Jensen, P.D. and Cooper, J.R. (Eds.), Attention Deficit Hyperactivity Disorder: State of the Science Kingston: New Jersey, pp.71-72 (13) ADHD: Strategies for Primary School Teachers; http://premium.netdoktor.com/uk/adhd/living/school/article.jsp?articleIdent=uk.adhd.living.school.uk_adhd_xmlarticle_004691 (14) ADHD in the Classroom – What Helps; http://www.adhd.com/educators/educator_communication_difficulties.jsp (15) Selikowitz, M. (2004) ADHD: the Facts Oxford: Oxford University Press, p.154 (16) Stein, D.B. (1999) Ritalin is not the Answer: a Drug-Free, Practical Programme for Children Diagnosed with ADD or ADHD New York: Jossey Bass Wiley, Preface Section 2a Part One: Analysis and Critical Evaluation of the Issue The issue of ADHD is one of the most pressing contemporary concerns within the broader educational sphere of making adequate provisions for children with learning difficulties. With the help of scientists and the media, ADHD has been transformed from a relatively unknown illness of the brain to a well known national problem for thousands of schoolchildren. The increase in awareness has been accompanied by a steep rise in the number of children being diagnosed with the disease. â€Å"The National Institute for Clinical Excellence (NICE) estimates that as many as 500000 children in the UK may have ADHD and, of these, as many as 100000 may be seriously affected.†(1) Unbelievably, this figure amounts to approximately one in twenty of all British schoolchildren. With figures constantly on the rise and awareness increasing in tandem, it is clear that ADHD is, at the beginning of the twenty first century, a highly important concern for any mainstream primary school teacher. In comparison to other behavioural problems experienced by young people, the illness is relatively new (at least in terms of its recognition from psychiatrists and general practitioners) and, as such, often causes confusion and misunderstanding when the issue is raised in the classroom. Tourette’s syndrome, for example, has a ten year advantage over ADHD in terms of public awareness and forthright medical opinion. Moreover, the illness is also notoriously difficult to accurately quantify with rather ambiguous symptoms like ‘inattentiveness’ and ‘a lack of concentration’ used as precursors to a diagnosis of attention‑deficit hyperactivity‑disorder. ADHD is consequently considered to be a highly controversial illness that has the medical community split over whether it is a disability in the traditional sense or whether it is a neurological malfunctioning on the part of the child or individual in question. This is not an easy problem to so lve not least because of the scarcity of medical facts. Indeed, the medical facts that are known are somewhat ambiguous and rely heavily on subjectivity rather than objectivity, which would bequeath an improved perspective for scientists and teachers alike. It has, however, been concluded that the illness begins no later than the age of seven and patients who are first diagnosed as ADHD sufferers in adulthood must have displayed the core symptoms from the age of seven to receive treatment for attention‑deficit hyperactivity‑disorder this places the issue directly within the realm of the primary (as opposed to the secondary) school teacher as the first tell-tale signs must be evident before the age of seven (year three). It is therefore prudent to detail these core symptoms of the disease so that the primary school teacher may be in a position to offer better advice to parents and doctors as to the condition to one of their pupils. For this, analysis must turn towards the USA, which is the leading country in terms of diagnosing, treating and including children with the illness in national classrooms. Thus, according to the American National Resource Centre for AD/HD, symptoms can be split into two separate categories (2). The first category comes under the heading of ‘inattention’. The chief features of this are: Making careless mistakes in homework, in class and in other related activities. Failing to pay close attention. Difficulty maintaining attention during work or play. Appearing as if not listening when clearly being spoken to. Failing to follow simple instructions in class. Have difficulties with organisation. Avoiding work with a sustained amount of mental excursion, such as homework or tests. Loses things. Easily distracted. Forgetful in daily activities. The second category used for ascertaining the most visible symptoms of ADHD comes under the heading of ‘hyperactivity-impulsive behaviour’. The core features of this particular behavioural manifestation are: Constant ‘fidgeting’ in class with hands or feet. ‘Squirming’ in chairs. Running or climbing at inappropriate times. Has difficulty remaining seated. Difficulties in maintaining silence during quiet play times. Failing to wait for turn in class. Interrupting teachers and fellow pupils at inappropriate times. Act as if they are on a ‘motor’. It is immediately evident from just a brief overview of the symptoms that ADHD is open to a wide variety of claims of inaccuracy with regards to diagnosis as well as excessive interference on the part of parents, teachers and the state, which has made the cause of children with learning difficulties a chief domestic policy since the end of the twentieth century. Sceptics naturally point to the many years before ADHD became a well known disorder (during the 1980s’) as evidence that the illness has been blown out of proportion (help groups, on the other hand, say this is merely evidence of the way in which the illness has been avoided by education professionals for so long.) Furthermore, according to an empirical study compiled by Adam Rafolovich (3), even doctors retain strong reservations about diagnosing a child with ADHD on the grounds of the fertile ground for misconception that exists with concerns to the symptoms highlighted above. For instance, there can be little doubt that there is a very fine line between defining a child as ‘clinically inattentive’ and simply viewing that same child as lazy and disinterested in the subject matter at hand. Likewise, the same problem persists with any variety of the core symptoms of ADHD, which are often too close to everyday behavioural disorders that should be expected in children as young as seven or eight. Once again, it is not difficult to understand the sceptic’s point of view, especially when considering that the modern variation of schooling is a lot more pupil friendly than was the case forty or fifty years ago. Psychiatric experts and doctors are likewise divided over the best means of treatment available to children who have been satisfactorily diagnosed with ADHD. In the 1990’s, medication was seen as by far the most viable route to inclusion in the classroom with the ‘wonder drugs’ Ritalin and Concerta witnessing an explosion in sales at this time. Prescriptions for these two drugs have leapt from 6000 in 1994 to around 345000 by 2003. This marked increase is testimony to the way in which ADHD has become a serious problem for all mainstream teachers, particularly those who work in primary schools. In addition, there have been grave concerns voiced by doctors, parents and teachers regarding the moral aspect of prescribing a child as young as five or six a powerful, sophisticated neurological drug that alters the way the brain perceives key data. Young people’s brains do not fully develop until well into adolescence and often beyond; thus, the risks in having chi ldren become dependent on medication at such a young age should be obvious to all concerned. Moreover, as Stephanie Northen (4) points out, the fact that ADHD is seen as a biochemical imbalance in the brain requiring a pharmaceutical treatment while, at the same time, dyslexia is seen as a solely educational problem that has no connection with the brain, severely tests the rationale behind the way that the illness is currently being classified and treated. In many cases the difference between the two is only the opinion of a teacher, doctor or mental health observer. On the whole, however, medication has proved to be a success in young children with ADHD at least in terms of lessening the tendency for public outbursts and school time tantrums. Research conducted by the MTA Co‑Operative Group at the end of the twentieth century discovered that approximately 70 to 80% of school children with ADHD reacted positively to psycho stimulant medications. Significant academic improvement has likewise been noted with an increase in attentiveness in the classroom, compliance on group related tasks and a greater accuracy evident in homework, coupled with a decrease in activity levels, impulsivity, negative social behaviours in groups and verbal hostility (5). The implications of medication and the effects that this can have on a child who displays the key symptoms of inattention, impulsivity and hyperactivity will be discussed in greater detail in Part Two of the discussion, but, at this point, the important point to note is the relatively high level o f success of prescription drugs in the effort to minimise the negative The other major option with regards to effective treatment is the option of psychotherapy involving a mental health expert and groups of child sufferers of ADHD. Utilising a form of cognitive behaviour therapy, qualified experts are able – over time – to challenge the way in which children react to certain environments and situations – those situations that had previously led to evidence of what are considered to be the core symptoms. ADHD ‘coaches’ also help the child to prioritise, organise and develop interactive skills that will lessen the chances of that child experiencing a sense of social exclusion. There are also a number of problems with this kind of therapy not least the obstacle concerning the considerable costs incurred via employing a mental health professional in the current NHS climate. Theory and practice therefore still stand some way apart when it comes to the ideal means of treating children with ADHD faced with the reality of NHS staff shortages and a scarcity of private sector mental health experts who concentrate solely on children with learning difficulties. There is also the significant problem of stigmatisation when a child is diagnosed and then treated for ADHD or, indeed, any other mental health problem. To understand the severity of the issue, one need only look at the way that the adult labour force in the UK discriminates against employees who have a mental health issue in order to understand the way in which playgrounds can become a source of intensive bullying, especially below the age of eight according to the Guardian Education Opinion in October 2006 (6). When one considers the fact that schools are, according to Charles Handy and Robert Aitken (7), not at all dissimilar to adult commercial organisations, it becomes even more clear that bullying and peer pressure are significant issues when it comes to schooling children with learning difficulties and behavioural problems, which ADHD obviously entails. As Uttom Chowdhury declares, the more a child stands out as different from his or her classmates â€Å"because of associated behaviours such as impulsivity, poor handwriting and academic difficulties† (8) the greater the likelihood of bullying and social exclusion. Primary school teachers would have a pivotal role to play in the cessation of bullying on the grounds of a mental illness, in addition to maintaining an effective social balance within the classroom. Furthermore, a pupil who suffers from ADHD is bound to display signs of low self esteem, regardless of bullying in the playground or peer pressure within the classroom. Low self esteem combined with the unpredictable side effects of the medication as well as mitigating factors that may be occurring at home, means that the task of a mainstream primary school teacher is made all the more time consuming. It can be seen that attention‑deficit hyperactivity‑disorder is not only a highly topical issue that is bound to increase in significance in the coming decades, but that it is also a highly problematic area of debate for public education and child welfare due to the ambiguity that resides at the heart of the diagnosis of the condition. While there are a number of tell‑tale signs that a child may be suffering from ADHD there are also any number of alternative reasons as to why a student appears to be veering away from the carefully constructed consensus of a primary school classroom. Ultimately, some children would just prefer not to be in school at all. With this in mind, it is prudent to turn attention towards the implications for teachers who wish to advance the governmental policy of social inclusion in the classroom by understanding how ADHD can be married with an award for Quality Teacher Status. Section 2b Part Two: Examination of the Practical Implications for Primary School Teachers Section 3.2.4 of the Standards for the Award of Qualified Teacher Status declares that teacher should, â€Å"identify and support more able pupils, those who are working below age-related expectations, those who are failing to achieve their potential in learning, and those who experience behavioural, emotional and social difficulties.† Clearly, therefore, with regards to pupils with ADHD, the most pressing concern for primary school teachers is the need to maintain a healthy social balance within the classroom without ostracising the child with the learning difficulty. Inclusiveness must consequently be the teacher’s main priority if they are to fulfil the most basic precept of the QTS. â€Å"All children need someone to mediate their learning, but sometimes this feels especially true for children with special educational needs.† (9) This is a tried and tested educational tightrope that cannot be replicated in a college classroom, in an academic book or in an education‑specific journal. Rather, this challenge can only be met through experience. This is, of course, not to state that there are not certain features and attributes that the teacher can learn so as to be in a more advantageous position to deal with potential sufferers of ADHD. The most obvious place to begin would be the acquisition of help from a more experienced teacher – one who hopefully has coped with the demands of teaching children with learning difficulties beforehand, even if the difficulty in question is not ADHD. This would equip the recently qualified primary school teacher with the ability to deal more efficiently with children in the classroom who have already been diagnosed with the illness as well as those pupils that have yet to be diagnosed but who are nonetheless showing a variety of signs of ADHD. This is an important point because, according to the ‘guiding principles for the diagnosis and treatment of attention-deficit hyperactivity‑disorder’, ADHD should be â€Å"suspected but never presumed.† (10) Section 2.4.1 of the Standards for the Award of Qualified Teacher Status states that: â€Å"they [the qualified teacher] understand how pupils’ learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development.† With regards to pupils with ADHD, this would involve the ability to liaise with the child’s parents. This has two obvious benefits. The first is to better understand the child’s home life, which experts agree is a vital factor in the formation of the disease, especially if said home life is noticeably chaotic, abusive or violent. â€Å"More regard should be given to a child’s social circumstances, experience and history in understanding their behaviour.†(11) Secondly, research has indicated that there are certain generic attributes of ADHD that run through families, which makes the issue of maintaining an effective, coherent working dialogue with the parents of ADHD sufferers all the more imperative (12). Although the illness is inherently complex, involving a cross‑over of many genes, there is a strong likelihood that one of the parents will also show signs of ADHD, making empathy with the child easier in the process. The Standards for the Award of Qualified Teacher Status also require the primary school teacher to be able to effectively plan lessons for all pupils in the class. Moreover, as of January 2002, a revised SEN code of practice dictated that â€Å"all teachers are SEN teachers.†(13) Clearly, children with learning difficulties pose unique problems for the planning of lessons, none more so than those pupils with ADHD, which is an inherently disruptive and anti‑social illness. Communication between the teacher and the student (not to mention communication between the student and his classmates) is therefore a major problem. Fortunately, there are a number of study aids that are available for teachers to consult. For instance, the official ADHD website in the US offers invaluable advice on how best to manage children with the illness in a classroom setting (14). The following constitutes a small extract of what the organisation considers to be useful information for educators . It should be interpreted as an Individual Education Plan (IEP): Refrain from ‘popping’ a question which requires a speedy answer. Give the student extra time to answer questions. For example, use up time by writing on the blackboard. Speak slowly and provide information in small units. This is especially helpful in the classroom. Reinforce verbal instructions and lessons with written materials, or by writing on the blackboard. Work closely with the student to determine and accommodate his or her individual needs. There are likewise a number of books that have been published in recent years that are a source of encouragement for primary school teachers. Mark Selikowitz, for example, gives advice on the structural planning of the classroom for students with ADHD: â€Å"the child with ADHD should be seated at the front of the class near to the teacher’s desk. The old idea of putting the ‘naughty’ child at the back of the class†¦is totally inappropriate if the child has ADHD.† (15) Teachers must also be constantly aware of the dangers inherent in educating children who are prescribed powerful doses of medicine. In his critique of the culture of prescription drugs prevalent in the USA and the UK, David Stein warns of the side‑effects of Ritalin, which include insomnia, tearfulness, rebound irritability, personality change, nervousness, anorexia, nausea, dizziness, headaches, heart palpitations, and cardiac arrhythmia. (16) Finally, in accordance with Section 3.3.1.4, tutoring a child with ADHD allows the qualified teacher to test their ability to effectively manage instances of bullying and harassment. Where a child with ADHD is concerned, bullying is especially relevant due to the potentially volatile outbursts of the child in question as well as taking into account the reaction of those classmates who do not understand ADHD. As is the case when constructing an IEP, the primary school teacher must be able to use common sense in order to properly tailor classroom and playground management for the specific needs of the child in question. No two ADHD sufferers are likely to display the same characteristics of the disease. Section 3: Copies of Extracts (1) (4) Rebels without a cause Children with behaviour problems are increasingly diagnosed with ADHD. But their parents often struggle to get them the education they need. By Katharine Quarmby Tuesday December 6, 2005 The Guardian James Steele, aged 10, from Bermondsey, south London, has seven doses of Ritalin a day to control his behaviour. On one of his first days at Southwark Park primary school, he stripped off naked and was chased round the school by two teachers. His mother, Julie Clapp, had to give up work to cope with him. Its been a nightmare, she says. He would crawl over desks, start climbing on equipment in the classroom, says Angie Sharma, acting headteacher. Then at one point he opened the window and stood on the ledge. The whole school was in a panic. We seriously thought we might have to exclude James. It was extremely difficult for the teacher to teach to the national curriculum when James was running out of class, refusing to co-operate. Before he joined the school, he had already been kicked out of nursery. The school begged Southwark council for help and, at the age of seven, James was diagnosed with attention deficit hyperactivity disorder (ADHD) and given a statement of special educational need. A team of experts assessed James, including the schools special educational needs co-ordinator, an

Malaria :: essays research papers fc

The Disease†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦   Ã‚  Ã‚  Ã‚  Ã‚   That lead everyone in for a great awaking.   Ã‚  Ã‚  Ã‚  Ã‚  Malaria in humans is caused by a protozoon of the genus Plasmodium and the four subspecies, falciparum, vivax, malariae, and ovale. The species that causes the greatest illness and death in Africa is P. falciparum. The disease is transmitted by the bites of mosquitoes of the genus Anopheles, of which the Anopheles gambiae complex (the most efficient) is responsible for the transmission of disease in Africa. Fever is the main symptom of malaria. The most severe manifestations are cerebral malaria (mainly in children and persons without previous immunity), anemia (mainly in children and pregnant women), and kidney and other organ dysfunction (e.g., respiratory distress syndrome). Persons repeatedly exposed to the disease acquire a considerable degree of clinical immunity, which is unstable and disappears after a year away from the endemic-disease environment. Immunity reappears after malarial bouts if the person returns to an endemic-disease zone. Most likely to die of malaria are persons without previous immunity, primarily children or persons from parts of the same country (e.g., high altitudes) where transmission is absent, or persons from more industrialized countries where the disease does not exist. Why Is Malaria Reemerging? Do you think that when that thought they got everyone that had Malaria it was over? Well I think you knoe that’s no where this titie nor paragraph. In the last decade, the prevalence of malaria has been escalating at an alarming rate, especially in Africa. An estimated 300 to 500 million cases each year cause 1.5 to 2.7 million deaths, more than 90% in children under 5 years of age in Africa. Malaria has been estimated to cause 2.3% of global disease and 9% of disease in Africa; it ranks third among major infectious disease threats in Africa after pneumococcal acute respiratory infections (3.5%) and tuberculosis (TB) (2.8%). Cases in Africa account for approximately 90% of malaria cases in the world. Between 1994 and 1996, malaria epidemics in 14 countries of sub-Saharan Africa caused an unacceptably high number of deaths, many in areas previously free of the disease. Adolescents and young adults are now dying of severe forms of the disease. Air travel has brought the threat o f the disease to the doorsteps of industrialized countries, with an increasing incidence of imported cases and deaths from malaria by visitors to endemic-disease regions.   Ã‚  Ã‚  Ã‚  Ã‚  A number of factors appear to

The Dark Side of Humanity Exposed in Robert Frosts Poetry Essay

The Dark Side of Humanity Exposed in Robert Frost's Poetry Robert Frost is often referred to as a poet of nature. Words and phrases such as fire and ice, flowers in bloom, apple orchards and rolling hills, are all important elements of Frost's work. These ‘benign' objects provide an alternative way to look at the world and are often used as metaphors to describe a darker view of nature and humans. In Frost's poetry, the depth is as important as the surface. The darker aspects of Frost's poetry are often portrayed through the use of symbolism, vivid imagery, and selective word choice. Frost's poems appear to be simple on the surface, yet upon further scrutiny the poems reveal themselves as elusive. Frost utilizes ordinary objects to create a deeper meaning. For example, the poem "Mending Wall", appears to be about the differences between two neighbors and their ideas on rebuilding a wall. On the other hand, the wall may be viewed, in a more general sense, as a symbol to represent all the antagonistic or mistrustful barriers that divide man from man. "The gaps I mean / No one has seen them made or heard them made / But at spring mending-time we find them there" (lines 9-11), illustrates the point that people become separated without even realizing it because we become so caught up in what is happening in our own lives. The darkness, held within the afore mentioned quotation, is the feeling of sadness. The fact that we do not take notice of one another creates a place that becomes more and more divided by differences. Likewise, the poem "Nothing Gold Can Stay" seems to represent the change of seasons. But further analysis reveals that the speaker is also paralleling the cycles of life with the change in seasons. "So dawn... ... light to the darker side of humanity in an extremely subtle way. Dark complexities are not obvious on the surface, however they are hidden throughout his poems in the form of symbols, imagery, and careful word choice. Frost's poetry acts as a metaphor for life. Upon first glance things look nice and orderly, but once the surface has been scratched the darker side becomes more apparent. Works Cited: Frost, Robert. "Mending Wall." The Norton Anthology of American Literature. Ed. Julia Reidhead. 5th ed. 2 vols. New York: Norton, 1998. 1119. Frost, Robert. "Nothing Gold Can Stay." The Norton Anthology of American Literature. Ed. Julia Reidhead. 5th ed. 2 vols. New York: Norton, 1998. 1132. Frost, Robert. "Stopping by Woods on a Snowy Evening." The Norton Anthology of American Literature. Ed. Julia Reidhead. 5th ed. 2 vols. New York: Norton, 1998. 1133.

George and Lennie in the First Three Chapters of Steinbecks Of Mice an

In chapter one, George and Lennie are introduced onto the scene and you get to know them a little bit and you get to see how they are related/ their relationship. When I read this first part, I could tell that George was pretty much Lennie’s caretaker and it was his job to find Lennie a job and make sure he ate enough and stayed a live. He kind of resented having to drag Lennie around (pg 11~12: â€Å"Well we ain’t got any!† George exploded. â€Å"Whatever we ain’t got, you want. If I was alone I could live so easy†¦ But wadda I got? I got you. You can’t keep a job and you loose me every job I get.†), because Lennie’s a bit slow and he messes up a lot. He tries really hard to be good and listen to what George tells him to do, but in the end of every situation, Lennie forgets what George told him beforehand and sometimes it creates a little trouble (pg 45~46: â€Å"Well, he seen this girl in this red dress. Dumb like he is , he likes to touch ever’thing he likes. Just wants to feel it. So he reaches out to feel this red dress an’ the girl lets out a squawk, and that gets Lennie all mixed up, and he holds on ‘cause that’s the only thing he can think to do. Well, this girl just squawks and squawks. I was jus’ a little bit off, and I heard all the yellin’, so I comes running, an’ by that time Lennie’s so scared all he can think to do is jus’ hold on. I socked him over the head with a fence picket to make him let go. He was so scairt he couldn’t let go of the dress. And he’s so strong, you know†¦ Well, that girl rabbits in an’ tells the law she’s been raped. The guys in Weed start a party out to lynch Lennie. So we sit in an irrigation ditch under water all the rest of that day.†). But when you look at them, you can tell that George is... ...e Lennie is scared and confused (and still dazzled by the farm memory), he doesn’t even try to protect himself. He just cries to George to make Curley stop. George just wants Lennie to stand up for himself, so he tells Lennie to ‘get him’. Lennie obeys George and, in the process, breaks every bone in Curley’s hand. (pg 69: Curley’s fist was swinging when Lennie reached for it. The next minute Curley was flopping like a fish on a line, and his closed fist was lost in Lennie’s big hand†¦Ã¢â‚¬ we got to get him in to a doctor,† he said. â€Å"Looks to me like ever’ bone in his han’ is bust.†) Slim threatens to make Curley the laughing stock of the town if he tells what really happened instead of saying that his hand got caught in a machine. I knew that somehow, somewhere in the storyline, Curley was gonna get into a fight with Lennie and Lennie was gonna hurt Curley badly.

High School Essay

My freshman year of high school was scary. Two rival middles schools coming together to make one freshman class did not seem like the best idea, the classes were harder, and the stress levels were higher. In eighth grade I was so excited to be in high school, but once I got there I could not wait for that year to be over. Then I realized I still had three more long school years ahead of me. Don’t get me wrong, I had plenty of fun times freshman year. I met so many new people and made a lot of new friends. The majority of my friends then are still my friends now. But I was ready to grow up. I think every teenager thinks like this at one point or throughout every year of high school. Most teenagers are ready to move from home and start a new and more independent life in college during most years of high school. I know that I thought this way for quite sometime. I thought that life in college would be a million times more eventful than life in high school. Sophomore and junior year were also similar to freshman year. Friendships became stronger, classes were continuing to get more difficult, and even though I involved myself more in extracurricular activities, I was ready to get out of town and start college more than ever. I had picked out my dream school and already had so many plans for my freshman year of college. But instead of time speeding up like I wished it would, it felt like it was slowing down. Summer going into senior year I began getting bored with the town and I felt like I was always saying â€Å"there is nothing to do here.† I thought I needed more adventure and was becoming tired of just going through the motions. Although I felt like that then, a few weeks into senior year my mindset had completely changed. Even though senior year has been the toughest year yet, my class has created a culture. There is so many things that define us as a class and set us apart from everyone else. From traditions started at football games, to the things that we do as a group, we have created our own culture and identity. I have realized that even though I have wanted the past three years to fly by, all I want is for this year to slow down. My friends and I have all created extremely close bonds and we have become almost like a family. I feel like throughout the past three years I have taken a lot of things for granted and have not really appreciated all the memories I have had that came from good experiences. I have learned not to take any special moments for granted because I could look back on these days and remember all of the good times and how much I enjoyed my senior year. At times I regret wanting to grow up so fast because I know now that these are some of the best times of my life and I wish I would have appreciated them before. Although I do regret that, I’m thankful I get to spend this year with every single one of my closest friends. I still have a long time to make memories, but as the saying goes, â€Å"time flies when you’re having fun.†

Culture Difference in Business Negotiation

Globalisation, the expansion of intercontinental trade, technological advances and the increase in the number of companies dealing on the international stage have brought about a dramatic change in the frequency, context and means by which people from different cultural backgrounds interact, especially cross-cultural communication in international business. Global communications bring countries and cultures closer to each other every day even though they may be on separate continents. However, barriers to communicating still exist due to cultural differences as well as dialects. In the business world, cross-cultural barriers can be significant in conducting global commerce. International trade presents multi-level challenges dealing with cross-cultural communication. Language is the biggest problem and global companies recognize the need for employees who are fluent in several languages. Of course, in addition to language, religion, customs, methods of dealing with people also play a significant role in international negotiations. Once some link has the problem, which will lead to the breakdown of negotiations. Therefore, This requests negotiations both sides correctly utilize the negotiations skill, making the negotiations complete smoothly. 1. Definition Intercultural communication refers to the different cultural backgrounds of communication between individuals, that is, people from different cultural backgrounds of the interaction. In recent years, it causes most people's attention. In China, the language teachers to show great interest, reflecting the changes of the times and demands, has attracted people from the perspective of cross-cultural education of foreign language teaching in-depth thinking. 2. Case description Ma Ping works in a joint-venture company as an executive in China. His boss is an American named Steve. They are good friends Once, at a meeting with mostly Chinese participants including Ma Ping, Steve didn’t listen to much different ideas when asking for any suggestions on his new project. So he took it for granted that his new project would be quite satisfactory to everyone present at the meeting and decided to implement the plan. But to his great surprise and puzzlement, after the meeting, Ma Ping came to his office and told him that there were problems with the project, and the project might not work properly. This time, to Ma Ping’s surprise, Steve didn’t seem happy but even annoyed with this. Analysis: In China, if you disagree with your friend at the meeting, you can’t speak out in public. Because if you do that, your friend will lose his face. The best action is to talk with him in private . While in the western country, if you have a different idea about the project of your friend at the meeting, you must raise an objection instantly rather than in private later. I conclude that in business negotiations, cultural differences between the negotiating parties will often become an obstacle to the negotiations,and even lead to the breakdown of negotiations. Therefore, we should pay attention to some skills in the negotiations to avoid the breakdown of negotiations 3. Intercultural communication skills Business negotiation can be understood as a process in which two or more parties come together to discuss common and conflicting business interests in order to reach an agreement of mutual benefit . Negotiation can be considered a delicate business, made even more delicate by different cultural understandings. How can we avoid the subtle pitfalls and make deals go smoothly? There is a detail way to solve this ituation. 3. 1The preparation before the intercultural negotiation A good pre-preparation is a key note to have a successful negotiation. If we have a negotiation in hurry, we will know little about our partner and we can not get the most benefits during the intercultural negotiation. And of course, our partners will think that we did not pay much attention to this negotiation, so it can show our careless attitude about the business and our partner. Therefore, we will fail in the negotiation. So it is important to make a good preparation before we go into the intercultural negotiation, but how to make preparations before we begin the negotiation? Next there is some advice. First we must organize our team well, because the team is the oundation of our successful negotiation. We can keep our team as small as possible. But it does not mean what the less people our team has, the more effective work we can get. Some people who have specialized skills, communication ability, team spirit and gamesmanship must be contained in our team . 3. 2The bridge-building between the different cultures But just making those preparations a re not enough, we must know what will happen during the intercultural negotiation. Next this thesis will give us a detail explanation to the problems. Supposed there are two persons: Tom in the West and Marry in the Eastern country. They have the same likes and dislikes, and Tom recently spoke for days with Marry, his potential business partner and yet the barriers between them were never broached — and the deal didn’t get inked . The problem had to do with different conceptions of the negotiation process itself and misinterpretations of the other’s behavior. For Tom, negotiation is about pushing through a deal period. When he didn’t think their discussion was moving forward as quickly as he thought it should, his arguments became increasingly forceful. Because his opposite read this as disrespect, the negotiation essentially ended days before their talks did. Although globalizing communications and marketing have made the world smaller in many ways, deep differences between cultures remain. Despite similar tastes, Tom and Marry each approach negotiation in a way heavily conditioned by his national culture. Because they sat down at the table without understanding the other’s assumptions about the negotiation process, all they ended up with was an impasse. So, we must pay attention to the question that is how to build the bridges between the different cultures so that the degree of mistrust is diminished until it is non-existent. In order to prepare for our negotiations try the following: (1) Get to know the individuals that we will be personally dealing with. Making a one-to-one human connection is one of the best ways to overcome mistrust! (2) Background: checks into the company that we are doing business with. Get to know the company as much as possible. Have credit checks done on the company. Learn about their financial situation in any way possible. (3) Research the culture of the foreign company and sensitize ourselves to the possible differences that we may be confronted with. 4) Get the assistance of a company that is expert in dealing with such cultural differences that can give us some tips. 3. 3 Learn the other side’s culture It is very important to know the basic components of our counterparty’s culture. It’s a sign of respect and a way to build trust and credibility as well as advantage that can help us to choose the right strategies and tactics during the negotiation. Of cou rse, it’s impossible to learn another culture in detail when we learn at short notice that a foreign delegation is visiting in two weeks’ time. The best we can do is to try to identify principal influences that the foreign culture may have on making the deal. 3. 4 Don’t stereotype Making saaumptions can creat distrust and barriers that expose both your and the other side’s need, positions and goals. The way we view other people tends to be reserved and cautious. We usually expect people to take adventage of a situation, and during the negoations the other side probably thinks the same way, especially when there is a lack of trust between counterparts. In stead of generalizing, we should make an effort to treat everyone as individuals. Find the other side’s values and beliefs independently of values and beliefs characteristic of the culture or group being represented by your counterpart. 3. 5 Find ways to bridge the culture gap Apart from adopting the other side’s culture to adjust to the situation and environment, we can also try to persuade the other side to use elements of our own culture. In some situations it is also possible to use a combination of both cultures, for example, regarding joint venture business. When there is a diffculty in finding common ground, focusing on common professional cultures may be the initiation of business relations. 4. Conclusion International business negotiation is playing a more and more important role in our economic lives in modern society. Obviously, international business negotiations take place across national boundaries. This means that understanding the different cultural environments that exist among nations and considering cultural differences in all facets of business are crucial for negotiators in the operation of international business negotiation. International business negotiators are distinguished from each other not only by geographic location, language spoken, more importantly by the specific cultures in which they grow up. Cultural differences influence negotiation in many aspects, even before the face-to-face negotiation starts The understanding of negotiation in the western culture is alien to that of the eastern culture. Many Americans see negotiation as a good approach to resolve conflicts while Japanese or Chinese do not like it at all. The composition of negotiation team relies greatly on culture that defines the number and the selecting criteria of negotiators. Japanese or Chinese negotiation team is often large, usually led by an old person with high status. Whereas,American team tends to be small and its negotiators are chosen on the basis of competence at the issue under negotiation. Simultaneously, people from different cultures prefer to use different negotiating strategies and styles. Therefore selection of different strategies and tactics results in different outcomes in international business negotiations. Different selection of pragmatic strategies may produce different results in a business negotiation: a win-lose result, a win-win result or lose-lose result. In order to maintain a long-term cooperative business relationship between both negotiating parties concerned in a win-win business negotiation situation, the selection of strategies should be of crucial importance. Our nation is mentioning to establish harmonious society, if we want to be a successful negotiator, we should set up an atmosphere of harmony. I think the best result is a win-win result in international negotiation. So we will have many chances cooperate with our foreigner. Our Chinese people also can become the successful men.