By Outlining the Current Global Political Economy, Discuss...

TABLE OF CONTENT EXPLANATION AND DEFINITION OF TERMS 03 INTRODUCTION 04 HISTORICAL CONTEXT OF GLOBALIZATION 05 †¢ THE CURRENT GLOBAL POLITICAL ECONOMY 06 IMPACT OF GLOBALIZATION ON THE NATIONAL DEVELOPEMENT IN THE SOUTH 07 †¢ IMPERIALISM AND GLOBALIZATION 08 †¢ SOCIAL AND CULTURAL IMPACT 07 †¢ POLITICAL AND ECONOMICAL IMPACT 07 CONCLUSION 09 BIBLIOGRAPHY 10 EXPLANATION AND DEFINITION OF TERMS Political Economy Political economy originally was the term for studying production, buying, and selling, and their relations with law, custom, and government, as well as with the distribution of national income and†¦show more content†¦I am tasked in this paper to give the main features of the Global Political Economy, its implications and effects on the national development in the South. The South, in this case, is being defined as the third world . Many scholars, opinion leaders and political analysts etc. have expressed divergent and dissenting views regarding the effects of globalization on individuals, nations and the world at large. While globalization is a highly contested concept, it is widely viewed to involve a process of rapid intensification of economic, political, and cultural interconnectedness among the different actors and geographic areas in the global system. The current global political economic situation is a good lens for thinking about the Souths place in the world. Linden’s views in the new map of the world states:†The growing power of the multinational corporations (MNCs) was and is acknowledged as the most obvious force building a new globalising economy. Defined simply as corporations controlling assets –factories, mines, marketing offices – in more than two countries, MNCs are major bearers of the ‘soft power’ that is shaping the structures of a new world† (Linden:2003). He goes onto giving more arguments that the manufacturing production chain of the multinational corporations is dispersed across many countries in small-scale units of which they increasingly control rather than own. Another closer look at the variousShow MoreRelatedTeaching Notes Robert Grant - Strategy 4th Edition51665 Words   |  207 Pagesto be taught differently according to the maturity and experience of the class. Nevertheless, our experience is that the cases work well with strategy courses at multiple levels. †¢ Most of the cases have a decision orientation. What strategy should the company follow? What actions should the CEO take next? Such a decision focus invigorates the class by placing students in the positions of senior managers. However, probably the most important learning comes from the understanding that students gainRead MoreOrganisational Theory230255 Words   |  922 PagesPerspectives John McAuley, Joanne Duberley and Phil Johnson . 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The Role of Diversity Training in Businesses Free Essays

Diversity training has become a necessity in businesses today. Diversity training is necessary because of people†s differences in our work force. Some of these differences are race, gender, culture, age, and disabilities. We will write a custom essay sample on The Role of Diversity Training in Businesses or any similar topic only for you Order Now Because our organization is so diverse, this program will help educate, sensitize and prepare people to get along in our workplace. If done right, I feel that the training programs will bring our company promising results. One study by Katrina Jordan on diversity training in the workplace from the perspective of organization/human resources diversity practitioners and diversity consultants showed positive results. Some of the outcomes found in this study were changes in staff behavior, increases staff sensitivity, increased executive commitment, recognition that diversity training is not just a H.R function, etc. For some diversity training â€Å"empowers people by helping them to understand others and develop a world view beyond their own. As a result they know how to respond to and resolve differences that might otherwise interfere with their work†(Jordan). Programs are made up to cover a wide range of topics. These topics include defining, developing and managing diversity, harassment prevention, cross cultural communication, and creating an affirming environment. Workers will be able to bring up their own specific topics as well. Training sessions will be of two types. First we will have a series of speaker†s come in at least once every other week and talk to large groups no larger than 75 people. Also during the week between smaller groups of no more that 20 people will meet for discussions. All sessions will be held at times convenient to all employees. To try to create an informal environment we will serve coffee and donuts. For the training programs to make a positive impact it is important for all levels of employees to take part. Training must begin from the top down. H.R participants say that it is essential for top executives to take part in these training sessions. Middle management will be stressed to attend, since they are doing a lot of interaction with people. Following a substantial period of time the company should be able to notice a difference in job performance and hopefully increase profits. Since we can utilize our conference room and auditorium the price for the training program is very inexpensive. The lectures will be brought in from the outside for a standard lecture fee. A small amount will be spent for refreshments to help create a relaxed environment. In the end the program should basically pay for itself. How to cite The Role of Diversity Training in Businesses, Essay examples

Handbook Of Research On Discourse Behavior -Myassignmenthelp.Com

Question: Discuss About The Handbook Of Research On Discourse Behavior? Answer: Introduction This research offers the fundamental information about mobile forensic tools. The preservation, examination, analysis and reporting of digital evidence exist on cellular device (Baggili, 2011). This data is related with enforcement law and other kind of research. This study mainly concentrates on the characteristic of mobile device such as mobile phone, smart phone, tablet and other handheld device. It aim to address the common area that is analyzed by security staff of group and law enforcement researchers which involves electronic digital information residing on handheld devices (Morrissey, 2010). This will intended to achieve existing instruction and investigate deeply about the problem in cellular phone and its research and findings. The models and procedure in this mobile forensic study is considered as the best practices. Readers are proposed to execute the suggested practices after the management collaboration and legal executive for rules and regulation. Investigative Procedures Procedures involved in investigation which need no forensic hardware or software tools. The following methods are used for investigation: Ask the Admin Get the information from the mobile owner whether the device is well secure with PIN, password and other authentication method (Li, 2010). The owner may investigate for this data at the time of interview. Analysis of captured information PIN may be exposed by mistake in case of written in a slip or kept near the phone or computer require to synchronize with mobile phones or with the mobile owners. This will discover through visual analysis (Hoog, 2011). To reset the password, UICC or cellular phone assist to attached with Pin Unlocking Key (PUK). Device vulnerabilities called smudge attack are exploited. This attack is used for examining the occurrence of current gesture lock. Ask the service provider ICCID identifier get from GSM device and request the PUK from the service launcher and reset the PIN if a GSM Cellular device is secured with Password enabled UICC. The service launcher promotes the mechanism to retrieve the PUK by entering the numbers of cellular device and particular subscriber data to universal web sites build for this type of principle (Phillips Enfinger, 2009). The data reveal by contacting mobile manufacturer. Cellular phone users do prefer weak pin to protect their device in the form of 1-1-1-1, 0-0- 0-0 or 1-2-3-4. This format is not fully prescribed try to unlock a device applying those compounds for various threat determinant. This might leads to constant loss of mobile memory, permit advanced security techniques for example PUK or PIN and initiating destructive operation. Before applying the attempts to unlocking a cellular phones, it is suggested to consider the time of attempts left over. Instance has to be considered where an analyzer may prefer to tak e this risk. This is the only solution for information extraction. Techniques involved in digital evidence processing These all are the techniques or methods used to processed the digital evidence, they are Assessment Mobile forensics analyzer should determine complete processing of digital evidence along with the capacity consideration case to estimate the consequent activities that has to be consider (Gladyshev Rogers, 2012). Acquisition Digital evidence is generally simple, altered, broken or damage due to inappropriate examination and maintenance. Analysis is the best management for the intimation of original evidence. This original evidence should be revealed with the secured way of evidence integrity. Examination Analysis process targets to extracts and analysis of digital evidence. The extraction refers to rehabilitation of data from media. Analysis refers to the concept of gathered information which has to be stored into the database for future plan. Documenting and reporting Examination and agreement should documented through the forensic evidence. This will conclude the development of a written statement suggestion. Evidence Analysis The principle of mobile forensic apply when examining the digital evidence. There are several types of media required different type of analyses method. Analysis of digital evidence should be practice for this scope (Peterson Shenoi, 2012). There are few levels involved when performing the evidence examination, they are Step 1. Preparation Develop the enabled directories for the purpose of discovering and extracting the evidence document and information Step 2. Extraction There are two type of extraction involved in this, they are physical extraction and logical extraction. The physical extraction used to found and store the data on physical drive. The logical extraction discovers and store the data which is based on installed OS and file system. Physical extraction At the time of physical extraction, the data form the drive show at the physical drive will not considered the file system available on the drive. This may involve following methods such as keyword searching, carving the document and extracting the partition table. The performance of keyword searching in physical drive is very useful for the purpose of allowing the analyzer to extract the data which do not assume by the operating system. The file carving techniques on physical drive may assist to recover and refining the useful document which does not assumed by operating system or file system. Examining the design of partition may found the availability of file system and examine if the entire memory of hard disk is considered for. Logical extraction At the time of logical extraction from physical drive based on availability of file system on drive where it invokes the resources from files, deleted data and unallocated memory resources. This state include the followings. Data extraction of file system contains the characteristic such as directory structure, attributes of file, file name, data and time of the file, file size and location. Removal of data is the process of determining and removing file through the interrelation of calculated hash value into the authenticated values. Restoring the deleted files Extracting the encrypted data, secured password and compressed file. Refinement of file slack Refinement of unallocated memory. Analysis of extracted data Examination is consequent process of read the extracted data to analyses the essential factors. The examination is performed by time frame analysis, application and file analysis, data hiding analysis. This analysis required an Enquiry of device request, searching and discovering the legal authority of digital evidence. Timeframe analysis It is useful for analyzing the events located on a system. There are two types of techniques are, Monitor the date and time stamp which is avail in the file system (Meta data) such as recent modified file, recent accessed file and developed to connect the file for timeframe related to investigation. Monitor the available system and app logs. These will contain the installation logs, error logs, and security and connection logs. Data hiding analysis Data hiding analysis referred the data will enclosed with the system. This is useful for determining and resuming the data. Methods involved: To determining the mismatches require to combine the resources headers as a file extension. Performing the connection to encrypted file, protected PIN and compressed zip file to reveal the attempt to secure the data from unauthorized user. Steganography Performing access to host-protected area. The availability of user-discovered information with HPA may indicate attempt to cover data. Application and file analysis The programs and resources are determined (Li, 2010). This will contain the information relevant to the analysis and provide awareness about the system ability and user data (Tahiri, 2016). The result of this analysis indicate advance stage that need to design in the extraction and examination process. For example: Checking the file name for patterns and applicability. Determine the content of the file. Determine the type of operating system. Correlate the data with the already installed application. Review the relationship between the resources and files for example comparing history in the internet to cache file and mail file for email attachments. Determine the unknown resources types for estimate their gain for the analysis. Evaluating the default storage location of the users for application and structure of the file drive to analyses if the resource has been collected in their alternative or default location. Evaluate user-configuration settings in application. Evaluation and findings of mobile forensic Intelligence Mobile Forensic It is an inter-disciplinary technique used for technology advancement and performing the resources in intelligent way to resolve the enquiry (Barrett Kipper, 2011). It encompasses with certain range of tools and methods which integrate from artificial intelligence and analysis of social networking in order to concentrate on digital evidence and deduct the time that spend for digital evidence (Lillard, 2010). The proactive benefits of intelligent forensic on mobile device seeks to discover the threats in advance of an event take place (Blackstone, n.d.). The benefits of intelligent forensics methods is used for the valid investigation process to offer more intelligence that can assist the complete analysis of data sources. A techniques involved in this juncture named as SNA (Social Network Analysis) and AI (Artificial Intelligence). Intelligence of Digital forensic will worn from the activities of intelligence and through the regular inspection where the intelligence restore in databases. Intelligence database with this kind of forensic domain for the object of UK National DNA Database, IDENT1 which is known as National Fingerprint database of UK and the IAFIS called as USA Integrated Automated Fingerprint Identification system (Genesereth, 2010). The following databases are represents the comparison between evidence and intelligence. It does not having evidence but it will share effectiv e solution for digital crimes that has not reveal at the certain period that similar access were combine with the database (Weerasinghe, 2010). The solution involved in this intelligent forensic addressing the difficulties evolve in big data sources of digital evidence or speeding up the process of tools for the purpose of investigation and intelligence forensics (Lai, Gu, Jin, Wang Li, 2011). This will enhance techniques and processes which enable the information to discover queries and data to discover data. Mobile Forensic Tool for Investigation Forensic tools are help to maintain the conventional investigation case need by dispatch huge amount of applicable devices (Peterson Shenoi, 2014). The recovery of deleted data form the device memory require the advance tool and knowledge acquired for devices. The characteristics offered such as bookmarking, searching and reporting ability may alter significantly. Tools should be validated to assure with acceptability and practice when updates is exist. Tool validation need to determine a set of data where the acquisition procedure to gather the test data and assessing the result (Taiwo, 2010). The important feature of forensic tools has the ability to manage the integrity of original data being extracting the information. There are some of the cellular device tools used for digital investigation. Oxygen Forensic Suite This will determining the investigation of oxygen forensic suit to examine the information such as IMSI, ICCID, and IMEI in mobile device that must use in crime investigation. This type of procedure includes whatsapp fraudulent (International journal of digital crime and forensics, 2010). So, the whatsapp text data is find. The Oxygen Forensic Suite tool is used as freeware which is limited on amount of data that will be refined. Figure. 1 represents the data that will assist the examiner to discover the primary evidence which is needed UFED Physical Analyzer UDED tool is used in forensic analysis is not the end. Most of the forensic experts recommending enormous number of tools for extracting detailed evidences that will be produced in the court (Widup, 2014). The android phones, tablets and other apple devices approved by using UFEFD physical analyzer widen the search evidence. Data exist in the smartphone was extracted by the software. The software will refined the analytical data that helps the forensic analysis include message history and call logs. The Artefact represents the installation of whatsapp in smartphone are represented Conclusion Procedure involved for performing forensic examination should organize with appropriate guidance for maintaining evidence. Firstly, the mobile application issues that analyzing the suspected device should perform using android forensic software tools such as oxygen forensic suite and UFED tools. Analysis of extracted information from testing tools with logs from Internet service provider must be related and discovering the reported. The devices with IMEI, IMSI and ICCID number as well as SIM card will be related with significant logs. This research provides the data about mobile forensic tools and it focuses to address the common field which is investigated by security employee of organization and law prosecution investigators are discussed. References Baggili, I. (2011).Digital Forensics and Cyber Crime. Berlin, Heidelberg: Springer Berlin Heidelberg. Barrett, D., Kipper, G. (2011).Virtualization and forensics. Oxford: Elsevier. Blackstone, W.Commentaries on the laws of England. Genesereth, M. (2010).Intelligent privacy management. Menlo Park, Calif: AAAI Press. Gladyshev, P., Rogers, M. (2012).Digital forensics and cybercrime. Berlin: Springer. Hoog, A. (2011).Android forensics. Waltham, MA: Syngress. International journal of digital crime and forensics. (2010). Hershey. Lai, X., Gu, D., Jin, B., Wang, Y., Li, H. (2011).Forensics in Telecommunications, Information, and Multimedia. Berlin, Heidelberg: Springer Berlin Heidelberg. Li, C. (2010).Handbook of research on computational forensics, digital crime, and investigation. Hershey, PA: Information Science Reference. Lillard, T. (2010).Digital forensics for network, internet, and cloud computing. Amsterdam [u.a.]: Syngress/Elsevier. Morrissey, S. (2010).IOS Forensic Analysis for iPhone, iPad, and iPod touch. Berkeley, CA: Sean Morrissey. Peterson, G., Shenoi, S. (2014).Advances in Digital Forensics X. Berlin, Heidelberg: Springer Berlin Heidelberg. Phillips, N., Enfinger, S. (2009).Guide to computer forensics and investigations. Clifton Park, N.Y.: Delmar. Tahiri, S. (2016).Mastering Mobile Forensics. Packt Publishing. Taiwo, O. (2010).Handbook of research on discourse behavior and digital communication. Hershey, Pa.: Information Science Reference. Weerasinghe, D. (2010).Information security and digital forensics. Berlin: Springer-Verlag. Widup, S. (2014).Computer forensics and digital investigation with EnCase Forensic v7. New York: McGraw-Hill Education.

Origin of the report Essay Example

Origin of the report Essay This Report is submitted to DR. RENEE BLEAU, October 30, 2007, as part of the requirements of the course, (ARTS025). 1.2 Problem and Purpose: This report is to talk about and explain the causes of violence in schools. It includes the possible ways that affects students, with a finishing paragraph giving a solution on how to solve this problem. 1.3 History/Background: We will write a custom essay sample on Origin of the report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Origin of the report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Origin of the report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There are many reasons why school violence arises in our communities. A majority of education theorists agree that the major reason behind these violence actions is a complex set of causes and risk factors that are implanted in our culture, surroundings, economy, communities, schools families and peer groups not to mention the unique skills, attitudes, and behaviours that each child possess. However, there are many other elements that contribute greatly to the violent behaviour at schools such as the rather easy access to weapons, the major impact the media has on individuals, and the influence of schools, the community, and family environment. 1.4 Sources and Methods: This reports information is found by library research, with the help of books and articles provided by reliable resources. 2. Causes 2.1 Family factors: Parents must always monitor their kids and give them the needed attention in order for kids to feel that they can turn to their family for help and so that the kids can depend on them for guidance and support. Children usually start acting violently when they are faced with periods of free and unsupervised time and therefore this is where the school teacher and parents must come in and guide the children instead of allowing them to take things into their own hands. 2.1.1 Harsh parental discipline: its common and expected in our culture that the family is in charge of dealing with childhood problems, our modern society makes it greatly difficult for parents to meet all their childrens needs. Looking at our current economy today, we can notice that it demands that both parents work, resulting in negligence and less time spent with children. Also, more children are currently being raised by single parents some who are teenage mothers. All these economical factors are changing the way kids are raised today and therefore increasing violent outcomes from children. 2.1.2 Child abuse: A major and disappointing reason could be that the actual schools are failing their troubled and disturbed youthful students. These students become faced with societys agitated, high-stressed environment and eventually choose the wrong ways of dealing with it. And rather than turning for help from parents and other adults, they turn to fake, make believe groups of their own that instead make them sink deeper into their troubles and hardships. Any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or failure to act which presents an imminent risk of serious harm (Child Welfare Information Gateway, 2005). * In many cases, both victims and performers of youth violence have been subjected to child abuse, or witnessed one of their family members being abused by one another, at one point in their childhood (Public Health Agency of Canada, 2007). 2.6 million Reports were made on 4.6 million children in the United States in 2002. They were made on the concern and the health of them. 19.9% of the children that have been reported on have been victimised of a serious type of child abuse. (Iannelli, 2007). 2.2 Community Factors: 2.2.1 Bullying: Bullying is another meaning to a mean and unkind behaviour; such as harassment, threats and physical abuse, by one student to another or a group of students towards another student (Healey, 2001: 7). Economical backgrounds, parental differences or school atmosphere are in a way motives that cause bullies. Statistics show that 77% of students in the United States have experienced bullying in their school or outside school. (the American Justice Department, 2007). A bully feels many feelings when bullying other students or guys. A bully usually feels that it would make him more popular at school or make him powerful from the inside. They are probably looking for respect and control. Another thing is when a student needs to express his feelings inside; a bully could be made by a student who is stressed or bullied at home by his parents or family. This could lead to very bad aggression done by a student and thats when violence occurs. 2.2.2 Gangs in schools: Gangs are another way of getting students to show respect and to be, in the students words famous. A bully usually starts with forming a gang. Many factors such as religious or racist discrimination and some just form one to be safe at a school. (Public health agency of Canada, 2007). This gang forming idea results to violence when other students or gangs try to interfere in a students way or gang. Some are formed to get their way in school, get their way with teachers and get their beliefs sent to other students to get full control of the school. 2.3 Community Factors: 2.3.1 Media: Media affects students of young age in many ways. First music plays a big role in making a student get violent. With its words and abuse and singers talk about violence and getting respect gets a student to think in that way. Movies is another way to get a student hyped up. An example would be action movies with gangs fighting or even video clips of the violent music would make a student think about it. Watching movies of criminals or singers going to jail and living their life in there makes a child think about trying to go in there. Every movie that shows a person coming out of jail gets all the respect and people would be scared of him in a way. 2.3.2 Drug and alcohol use: Drugs and alcohol use is the most affecting substance that makes people get violent and affects their manners and activities. Harmful use of illicit substances is associated with considerable social problems, crime, morbidity and morality (Healey, 2000: 3). According to Healey, drugs used by young people are used for many reasons. Some of them are: making them happy, to relax and because they want to get their minds off personal reasons, like family problems, school and most of them use the drugs because of their background. The atmosphere or when other people do it get the young students interested and excited to try it. According to a recent survey conducted in Australia, almost 50% of teenagers consume alcohol on a weekly basis. In 2004, estimates indicated that the proportion of alcohol users between the ages of 12-15 was at 32.4%; 16-17 was at 77.4% and 18-19 was at a high of 87.1%. As for the usage of drugs, it has been determined that about 23% of teenagers have used illicit drugs. In 2004, the percentage of youth between the ages of 12-15 was at 5.2%, and between16-17 at 18% (The National Drug Strategy household survey, 2004). 3. Effects 3.1 Effects of violence on students: 3.1.1 Perpetrators perspective: Violence is used to guide them through their life and depression, bei it personal problems or social problems. Criminal activities such as these reasons affect their grades and ruin most of their lives. As an Example, in the state of Tasmania the following figure demonstrates suspension statistics due to verbal, physical and sex-related abuse and harassment in 2001(Parliament of Tasmania, 2002): As the pie chart shows, the percentage of students suspended for verbal-related abuse was 49%, suspension in relation to physical abuse 48%, and finally, the Percentage of students suspended due to sex related abuse 3% (Parliament of Tasmania, 2002). Contrary to public perception, violent crime in schools has declined dramatically since 1994. The annual rate of serious violent crime in 2003 (6 per 1,000 students) was less than half of the rate in 1994. (http://youthviolence.edschool.virginia.edu/violence-in-schools/national-statistics.html) 3.1.2 Victims perspective: From a victims point of view, the school would become an insecure or scary place to go to. They would skip school skip their classes and might even have to change the school they go to. (Klicker, 1999: 18). 3.2 Effects of violence on parents: 3.2.1 Perpetrators parents: Violent students could bring harm not only to themselves but to their families as well. Violent behaviour that is created by a child could be very difficult for a parent to live with. It changes the environment at home, changes the respect of a child to the parent and might also occur in violent actions done at home to the family and its members. (Partington, 2001). 3.2.2 Victims parents: Parents should ideally nurture and reinforce positive behaviour around their kids and always aim to be a good example and influence. When at times parents fail to do so, children may eventually develop negative and violent behaviour patterns. Violence in schools and so would make parents worry and unhappy and even over protective of their children. Violence in schools and communities would always keep parents thinking about their children and if the friends of their child have good behaviour. So constant worrying is on the parents minds. (Klicker, 1999: 72). 3.3 Effects of violence on schools: A survey in the United States showed that 269 students, teachers and staff died between September 1992 and the year 2000 from school related incidents of violence. (Education World, 2005). Another recent research found by the bureau of justice statistics that between the years 1999 and 2003, teachers were the victims of 183,000 crimes at school, including 119,000 thefts and 65,000 violent crimes (Bureau of Justice Statistics, 2005). These threats and violent actions would make it very hard for any teacher to teach or even work in such schools. 4. Solutions 4.1 Monitored school environment: A Safe and secure school environment is important for effective teaching and learning, as well as for an orderly and disciplined school (Squelch, JA, 2006). Schools are using technology such as cameras with security watching over the students. With these technological enhancements schools could know when and where the problem occur and take action. The teachers after knowing they have security watching for them would feel in a way safer and would find working and teaching easier. 4.2 Counselling programs: Counselling programs such as psychologists or people who listen and talk to students or parents help students find a person that would help him bring out whats on his mind. It would help parents connect to their students and wont have problems of fighting other students to release stress. 5. Conclusion With this report it has talked/discussed about how violence in schools affects the atmosphere being at home or with friends at schools, and how it becomes a big issue which transforms into the killing of innocent students and parents. It discussed how bullies are made in schools and from bullies into gangs. This report has also talked about possible measures that could be done to help such atmosphere to be in some way safer for the student and anyone who goes to school. It is always smart to know the causes and solutions of violence to help resolve a safer and healthy community to live and work in.

Cracking the Alumni Magazine Market

Cracking the Alumni Magazine Market Cracking the Alumni Magazine Market  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      In December, 1996, my wife Tina was diagnosed with breast cancer. She had her last radiation treatment in August, 1997. (Shes doing fine today.) I wrote a piece about the experience (David, I Have a Lump: Breast Cancer, One Husbands Story) and sent it off to several womens magazines. No magazines bit, although one person responded that while she loved the piece it didnt meet their current requirements. That was a kind way of saying that it didn’t fit in a magazine filled with such lofty pieces as Ten Ways to Please Your Man and How to Lose 25 Pounds in Two Weeks.  A few years later, I decided to tackle the alumni magazine market. (My career to that point had focused on writing admissions and fund-raising materials for colleges and schools.) Id always admired CC, the alumni magazine of Tinas alma mater Connecticut College, so I wrote to the editor, complimenting her on the magazine, expressing my intention to write for the magazine and including the cancer piece as a sample o f my work. She immediately offered to buy the piece, and it was published in 2001.  Since that time, Ive written over 50 articles and profiles for about 15 alumni magazines.   A cover article about one woman led to a deep friendship and to my writing her

10 Things You Should Know About Gender in Spanish

10 Things You Should Know About Gender in Spanish Here are 10 facts about Spanish gender that will be useful as you learn the language: 1. Gender is a way of classifying nouns into two categories. Spanish nouns are masculine or feminine, although there are a few that are ambiguous, meaning that Spanish speakers are inconsistent in which gender is applied to them. Also, some nouns, particularly those that refer to people, can be masculine or feminine depending on whether they refer to a male or female, respectively. The grammatical significance of gender is that adjectives  and articles referring to nouns must be of the same gender as the nouns they refer to. 2. Spanish also has a neuter gender that applies to one definite article and a few pronouns. By using the definite article lo, it is possible to make an adjective function as if it were a neuter noun. The neuter pronouns generally are used to refer to ideas or concepts rather than to things or people. They can also be used to things whose identities arent known, as in  ¿Quà © es eso? for What is that? 3. Except when referring to people and some animals, the gender of a noun is arbitrary. Thus, things associated with females can be masculine (for example, un vestido, a dress). And things associated with males (for example, virilidad, masculinity) can be feminine. In other words, there is no way to predict a nouns gender from its meaning. For example, silla and mesa (chair and table, respectively) are feminine, but taburete and sof (stool and couch) are masculine. 4. Although feminine words as a general rule refer to females, and masculine words to females, it is possible to do the opposite. The words for man and woman, hombre and mujer, respectively, are the gender youd expect, as are words for girl and boy, chica and chico. But it is important to remember that the gender of a noun attaches to the word itself rather than to what it refers. So persona, the word for person, is feminine regardless of who it refers to, and the word for baby, bebà ©, is masculine. 5. Spanish grammar has a preference for the masculine gender. The masculine might be considered the default gender. Where masculine and feminine forms of a word exist, it is the masculine that is listed in dictionaries. Also, new words that enter the language are typically masculine unless theres a reason to treat the word otherwise. For example, the imported English words marketing, suà ©ter (sweater), and sndwich are all masculine. Web, referring to a computer network, is feminine, probably because it as a shortened form of pgina web (web page), and pgina is feminine. 6. Many words have separate masculine and feminine forms. Most if not all of these are used for referring to people or animals. In most cases for singular nouns and adjectives, the feminine form is made by adding an a to the masculine form or changing an ending e or o to a. A few examples: amigo (male friend), amiga (female friend)profesor (male teacher), profesora (female teacher)sirviente (male servant), sirvienta (female servant) A few words have irregular differences: tigre (male tiger), tigresa (female tiger)rey (king), reina (queen)actor (actor), actriz (actress)toro (bull), vaca (cow) 7. There are a few exceptions to the rule that words ending in o are masculine and many exceptions to the rule that words ending in a are feminine. Among the feminine o words are mano (hand), foto (photo), and disco (disco). Among the masculine a words are numerous words of Greek origin such as dilema (dilemma), drama, tema (subject), and holograma (hologram). Also, many a words that refer to occupations or types of people - among them atleta (athlete), hipà ³crita (hypocrite), and dentista (dentist) - can be either masculine or feminine. 8. As the culture in which Spanish is spoken changes, so is the way the language treats gender as it applies to people. For example, at one time la doctora almost always referred to a doctors wife, and la jueza referred to the wife of the judge. But these days, those same terms usually mean a female doctor and judge, respectively. Also, it is becoming more common to use terms such as la doctor (rather than la doctora) and la juez (rather than la jueza) when referring to female professionals. 9. The masculine form is used to refer to mixed groups of males and females. Thus, depending on the context, los muchachos can mean either the children or the boys. Las muchachas can refer only to the girls. Even padres (padre is the word for father) can refer to parents, not just fathers. However, the use of both masculine and feminine forms - such as muchachos y muchachas for boys and girls rather than just muchachos - is growing more common. 10. In colloquial written Spanish, it is becoming more common to use as a way of indicating that a word can refer to either males of females. In traditional Spanish, if you were writing a letter to a group of friends, you might open with the masculine form, Queridos amigos, for Dear friends even if your friends are of both sexes. Some writers these days would use Querids amigs instead. Note that the at symbol, known as the arroba in Spanish, looks something like a combination of an a and an o.

Mental Health Incident Essay Example | Topics and Well Written Essays - 2250 words

Mental Health Incident - Essay Example The Driscoll model shall be used as the reflection tool for this paper. Body: Driscoll reflective model What? A description of the event The purpose in returning to this situation is to review my actions and to evaluate whether or not these actions were in accordance with the standards of the practice. I also returned to this situation in order to establish areas of improvement and to evaluate how well I performed in the actual clinical setting. During one of my shifts in my mental health placement, I encountered an aggressive patient, who shall be referred to as Mr. Y, in order to protect his identity and maintain patient confidentiality. He was a 22 year old male patient diagnosed recently with schizophrenia. When I first approached him, he was very wary and nervous. I initially introduced myself to him and maintained a comfortable distance of about 4 feet. He was sitting on a stool looking angrily at anyone who approached him. His medication was due and I was tasked with administe ring it. Accompanied by my mentor, I approached the patient, introduced myself and said that his oral medication was due and I was there to help him take it. As I was talking, I noted that he was on the verge of aggression so I kept a safe distance from him. I waited for him to respond, but then he suddenly stood up and tried to lunge at me. I stepped away from him before he could grab me and my mentor and the other staff nurses immediately grabbed him before he could inflict any physical harm. The staff told me to proceed in giving him the medication. Since, it was an oral medication, it was difficult to administer as he clenched his jaw and tried to bite off my fingers. With some assistance from the staff members I was able to administer the medication. After the incident, he was immediately restrained and strapped to the bed. During the incident, I observed that I physically prepared myself for a possible attack from an aggressive patient, and that based on the quick response of the staff and my mentor, they were also expecting aggression from the patient. They also sensed possible aggression based on the demeanour of the patient before the incident. The assistance which was given to me during the incident was very much welcome because I would not have been able to handle the aggressive patient on my own. The main element I observed in the situation is the period of escalation from a possibly aggressive patient. The study by Beech and Leather (2003) indicate that the escalation of aggression can often be observed from the patient’s demeanour, his failure to cooperate with the staff and then finally his actual physical act of aggression. Dunn and colleagues (2007) discuss that there may be various interventions which could have been done to de-escalate his aggression and prevent the actual act of aggression. Dunn, et.al., (2007) also point out that the act of physically restraining the patient is often commonly used for these aggressive patients. Chem ical restraints could have been administered however, the staff explained that chemical restraints might not interact well with his current medications. Melillo and Houde (2011) discuss the chemical restraints administered alongside psychopharmacological drugs can have adverse interactions and can cause further agitation and confusion. Stewart, et.al., (2009) also discuss that maintaining a therapeutic distance from mental health patients is crucial in the protection of one’

DSS (Information-Technology) Essay Example | Topics and Well Written Essays - 1750 words

DSS (Information-Technology) - Essay Example DSS is usually designed as an interactive tool which receives input from the user end to compile, assist and guide in the decision making process. The reliability and accuracy of the DSS have been proved in various occasions (Shortliffe, 1987). This present research work deals with various applications of DSS in medical informatics. There is a growing interest in adopting decision support systems in health care. The application of information technology can improve the process quality by automation and minimizing errors drastically. It can rectify the problems associated with the existing technologies. A study was conducted to evaluate the impact of CDSS on the prescription costs (S.Troy McMullin et al 2004). The CDSS provides clinicians with adequate recommendations for the prescription process. The promotional activities of pharmaceutical companies influence the physicians in the drug prescription. They culminate in prescription of inappropriate drugs with high cost. These kinds of consequences can be overcome by the utilization of the automated systems since they provide guidelines based on preset facts and literature providing a cost effective solution. The CDSS WELLINX is one such example for this. The developed system guides the clinicians to choose a specific diagnosis and displays prescription relating to the condition. It works effectively in the decision making process cost effectively. DSS have been widely used and has also shown significant results in the patient outcomes. Studies carried out by shows CDSS improves quality of healthcare by providing accurate and timely diagnostic information. Once a system is derived taking into consideration all the requirements including the knowledge base it will prove good in the decision making process. Minimizing errors It was reported in a survey the prescribers had an error rate of 1.5%, a quarter of which may lead to serious effects (Dean B, 2002). Computerized systems for medicine or decision support system evolved as a result of repeated encountered errors; the UK and US government reformed the medical policy by depending on the information technological support and applications to minimize these errors. DSS improving decision quality In a study conducted (Vitali Sintchenko et al, 2004) on the impact of computerized decision support systems (CBSS) on antibiotic prescribing decisions, it was found CBSS improved the decision quality significantly. They graded the clinical impact score based on adoption rate and decision effectiveness and it was revealed from their work that DSS along with the microbiology report showed a high clinical impact score than the electronic guideline and electronic medical reports. Treatment guidelines Madhukar H. Trived et al, 2004 in his work describes the outlines the present use of computerized systems for implementing treatment guidelines and early use of a computerized decision support system for treating depression. It was found that the physicians'

Scenarios of Labor Relations in Bangladesh Essay Example for Free

Scenarios of Labor Relations in Bangladesh Essay In the context of Bangladesh, one can say that the country is not too poorly served by labour laws and their regulations on the employers. Trade union practices providing collective bargaining of workers with their employers are generally allowed in the industries and services here. Labour courts in Bangladesh promote and protect workers rights and enforce laws such as compensation to be paid to workers by employers for the breach of labour laws on their part. Bangladesh is a signatory nation associated to the International Labour Organisation (ILO) and remains committed on the whole to ILO policies. However, trade union practices in Bangladesh seem to be in existence in the countrys older industries and services with new ones-particularly the export oriented garments industries-remaining largely unserved by trade unions. But there are also powerful arguments in favour of such exemptions. The garments industries could never have come to their present number or employ the record number of workers as they do, if they were burdened by demands from workers and lost their competitiveness as a result. The example of the garments industries also demonstrates that it should be a prudent course for eligible workers in this country to first find employment in sectors like the garments industries than to restrict the flourishment of such emerging work opportunities by attempting to introduce trade unions in them too early in the day (The New Nation, 2004). It should be advantageous for workers to put less emphasis first on orthodox trade union practices and accept less regulation on the employers so that they feel encouraged to expand business activities. This should maximise employment creation which should go in the favour of unemployed workers when unemployment is a huge problem in Bangladesh. More employment and some income should be a better choice for the countrys workforce with its vast number of unemployed than no employment and no income from too much of trade unionism. Thus, there is a need for responsible trade unionism in the country if there exists a genuine interest among workers leaders to best advance the longer term interests of their followers. Of course, it is not meant that pressure for better looking after the welfare needs of workers ught not to be there when the new enterprises graduate into stronger entities and, thus, become able to smoothly accommodate reasonable demands from their workers (The New Nation, 2004). Many of the countrys garments industries, for instance, would not lose their competitiveness or experience any major reduction in their profits or the control over their workers by allowing the worke rs certain basic rights, such as a weekly holiday, casual leave, a bearable increase in their wages and safe conditions of work in the factories (The New Nation, 2004). From the governments side, the role expected most is imparting of training and education free of cost to workers. The same should increase their productivity and skills which would be invaluable assets in the work places. Governments in many countries play the desired role of training and educating as many workers as possible and look upon government spending on these areas as long term investment on economic growth. The Government in Bangladesh needs to adopt and pursue vigorously similar policies (The New Nation, 2004). . 2. Trade union rights in law: 2. 2. 1. Many restrictions: The Constitution provides for the right to form or join unions. There are many restrictions, however. Before a union can be registered, 30 per cent of workers in an enterprise have to be members and the union can be dissolved if its membership falls below this level. The ILO has informed the government that this is a clear barrier to freedom of association and recommended the law be amended, but that advice has been continuously ignored. Unions must have government approval to be registered, and no trade union action can be taken prior to registration. Unions can only be formed at the factory/establishment level, with some exceptions (such as private road transport, private inland river transport, tea, jute bailing, bidi production) where union formation can take place based on geographic area. There can be no more than three registered trade unions in any establishment. Membership in a union is restricted only to workers currently working at an establishment, meaning that severance from employment also results in the end of a worker’s membership in the union. Candidates for union office have to be current or former employees of an establishment or group of establishments. The Registrar of Trade Unions has wide powers to interfere in internal union affairs. He can enter union premises and inspect documents. The registrar may also cancel the registration of a union, with Labour Court approval (Annual Survey of Violations of Trade Union: Bangladesh, 2007). . 2. 2. Exclusions from union membership: Under the Industrial Relations Ordinance (IRO), workers in the public sector and state enterprises may not belong to a trade union, with the exception of railway, postal and telecommunications workers. Members of the security forces are also denied the right to form unions. Teachers are also forbidden to form trade unions, in either the public or private sector. Managerial and administrative employees can form welfare associations, but they are denied the right to join a union (Annual Survey of Violations of Trade Union: Bangladesh, 2007). . 2. 3. Right to strike not recognized: The right to strike is not specifically recognised in law. Three quarters of a union’s members must agree to a strike before it can go ahead. The government can ban any strike if it continues beyond 30 days (in which case it is referred to the Labour Court for adjudication), if it involves a public service covered by the Essential Services Ordinance or if it is considered a threat to the national interest. In this last case, the 1974 Special Powers Act can be used to detain trade unionists without charge. The government may ban strikes for renewable periods of three months. Sentences of up to 14 years’ forced labour can be passed for offences such as obstruction of transport. Strikes are not allowed in new establishments either owned by foreign investors or established as joint-ventures in collaboration with foreign investors for a period of three years from the date the establishment begins commercial production (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 2. 4. Compulsory conciliation and court referral procedures: The labour law requires that parties to an industrial dispute must follow procedures (such as request conciliation, serve notice of a strike or lock-out, or refer the dispute to the Labour Court for settlement) within a specified period or the labour dispute will be considered legally terminated. The issue or subject of an industrial dispute which is terminated in this manner cannot be raised for a calendar year after such termination (Annual Survey of Violations of Trade Union: Bangladesh, 2007). . 2. 5. Collective bargaining limited: Only registered unions can engage in collective bargaining, and each union must nominate representatives to a Collective Bargaining Authority committee, which is subject to approval by the Registrar of Trade Unions. The National Pay and Wages Commission, whose recommendations are binding, sets public sector workers’ pay levels and other benefits (Annual Survey of Violations of Trade Union: B angladesh, 2007). 2. 2. 6. EPZ Law – significant restrictions continue: The EPZ Trade Union and Industrial Relations Bill 2004 provided for the formation of trade unions in EPZs from 1 November 2006. The ILO Committee on Freedom of Association recommended numerous amendments to the law to bring it into compliance with Conventions no. 87 and 98 which Bangladesh has ratified. The government of Bangladesh has fundamentally failed to take any appreciable steps to comply with the ILO CFA’s ruling. The law foresees the phased introduction of freedom of association, providing for a different type of workers’ organisation at each stage. However, the law does not go so far as to say that trade unions with full associational rights will be allowed to exist in EPZs after the last stage outlined, which will be after 1 November 2008 (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 2. 6. Stage one – worker representation and welfare committees: Until the end of October, workers in Bangladesh’s EPZs were still operating under the first stage of the law. They were only allowed to set up Worker Representation and Welfare Committees (WRWC). The law requires all enterprises in the EPZ to have one WRWC, whose elected representatives have the power to negotiate and sign collective agreements on a limited set of topics but not to strike or organise demonstrations. However, workers and labour activists in Bangladesh reported that in 2006 employers generally refused to enter negotiations or sign an agreement with a WRWC. Under the law, all WRWCs were supposed to cease to exist on 31 October 2006, unless he employer gave an explicit agreement that the WRWC should continue (which they would in practice only do in the case of compliant WRWCs). (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 2. 7. Stage two – workers’ associations: The second stage of the law provides that a trade union, referred to as a Workers’ Association (WA) in the law, can be organised provided over 30 per cent of the workforce reque sts that the association should be set up. More than 50 per cent of the workers in the factory must vote affirmatively for the WA to be formed. This was scheduled to start on 1 November 2006 but in practice there were significantly delays, notably because the Bangladesh Export Processing Zone Authority (BEPZA) did not provide the necessary forms for applying to set up WAs. In new enterprises that start operations after 1 November 2006, workers are not permitted to form an association for the first three months after the commencement of commercial activities. Only one federation can be formed per EPZ, and over 50 per cent of the registered WA in the zone must vote to affiliate before a federation can be formed. The BEPZA Executive Chairman also has almost unlimited authority to deregister a Workers’ Association, should he determine that the WA has committed an unfair practice, contravened any part of the WA’s own constitution, violated any aspect of the EPZ Law, or failed to submit a report to him. Essentially, the law has made illegal the right of workers to talk about unions in their workplaces or to engage in pressure tactics to persuade recalcitrant employers to sign a collective agreement. Finally, the law explicitly forbids any strikes in the EPZs until 31 October 2008. (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 2. 8. Frequent bans on assembly: The law allows the government to ban any public gathering of more than four people, ostensibly only in cases where public order or public health are at risk. In fact, the government applied this banning power much more indiscriminately. (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 2. 9. Labour appellate tribunal created: The new labour law created an avenue for all the judgements, awards and sentences of the Labour Court to be appealed to a Labour Appellate Tribunal. Previously all such appeals had to be taken up by the Supreme Court, resulting in significant delays in reaching a final legal verdict for labour cases (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. Trade union rights in practice: The trade union movement is relatively weak in Bangladesh. This is partly owing to the multiplicity of trade unions and partly owing to the considerable intimidation imposed in practice, especially workers’ fear of losing their jobs should they show any sign of union activity. The right to freedom of association and to collective bargaining at the workplace is not respected in the garment sector or on the tea estates. Where unions do file applications for recognition, their registration is often delayed long beyond the 60 days foreseen by law. 2. 3. 1. Strike bans: The government makes regular use of the Essential Services Ordinance in order to ban strikes. The government’s use of this order was continuously applied over the past four years to the Power Development Board, the Dhaka Electric Supply Authority, the Chittagong Port Authority, Biman Airlines, and the Bangladesh Petroleum Corporation (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 2. Restrictions on bargaining and union meetings: Since 2003, the government has banned any collective bargaining in jute mills during production time. Only pro-government supporters are allowed to hold meetings during work time and unions not affiliated with the government’s labour grouping are not allowed to hold protests even on their day off (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 3. Employers take advantage of legal loopholes: Private sector workers are discouraged from undertaking any union activity. The Industrial Relations Ordinance gives considerable leeway for discrimination against union members and organisers by employers. Workers who try to create a trade union are not protected before registration and are therefore often persecuted by their employers, sometimes by violent means or with the help of the police. The names of workers who apply for union registration are frequently passed on to employers who promptly transfer or dismiss them, particularly in the textile sector. Even after registration, workers suspected of carrying out trade union activities are regularly harassed. One popular ploy is to dismiss a worker for misconduct, as they are then no longer entitled to become a trade union officer. A complaint to the Labour Court is of little use given the underlying corruption and serious backlog of cases which, in some instances, can stretch back more than several years (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 4. Export processing zones – anti-union employers: Employers in the EPZs have been consistently hostile towards trade unions, claiming that many of the companies would be ruined and jobs would be lost if they had to have unions. Some employers in the zones take advantage of the absence of trade unions to commit violations of international labour standards, such as sexual harassment, physical violence, unpaid overtime, child labour, non-compliance with minimum wage regulations and deplorable safety conditions. Despite protections for WRWC committee members provided by the EPZ Law, discrimination against leaders of active WRWCs was reported in 2006, and an undetermined yet significant number of these leaders and activist members have been terminated with permission from the BEPZA in processes that workers claimed were biased and unfair. Since there is no dispute resolution mechanism or tribunal for workers, except to appeal to the BEPZA, workers in the EPZs had few other options but to protest. After 1 November 2006, those factories with WRWCs turned their attention to frustrating efforts of the workers to form Workers Associations, again employing a series of tactics including harassment, intimidation, and termination of leaders (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 5. Failure to set up industrial dispute resolution mechanisms in EPZs: Although the EPZ law provides for the establishment of an EPZ Labour Tribunal and an EPZ Labour Appellate Tribunal, a full two years after the passage of the EPZ law, these two tribunals have yet to be established (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 6. Garment industry anti-union: Textile workers outside the zones fare no better. An estimated two million women workers toil for 3,300 employers to make clothes for export in Bangladesh. Workers are regularly sacked, beaten or subjected to false charges by the police for being active in unions. The General Secretary of the United Federation of Garment Workers (UGFW) has been arrested more than a dozen times. Meanwhile, the country’s garment workers are among the lowest paid in the world. They work long hours with very little leave, and face physical, verbal and sexual abuse (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 7. Employer negligence and government indifference kills hundreds of workers: Negligence by employers and the authorities have had appalling consequences that a strong, vigilant trade union could help to avoid. Based on its analysis of publicly available sources, the respected Bangladesh Institute for Labour Studies found that in 2006 there were 845 workers killed and 3018 injured by occupational accidents. The ready-made garment sector led the way in its toll on workers, with 141 killed, and 1578 hurt or maimed (Annual Survey of Violations of Trade Union: Bangladesh, 2007). 2. 3. 8. Ship recycling industry effectively prohibits unions: The Bangladeshi ship recycling industry is based at Chittagong Port. Workers are employed on an as-needs basis, have no contracts and do not sign any documents which could link them to a specific yard. Thus workers have no legal recourse in the event of a dispute. Largely owing to the fear instilled in them – through violence and the precariousness of their employment situation workers have no way of standing up for their rights or even claiming their dues. Any claim would provoke instant dismissal. Unions are de facto forbidden on the sites and union organisers find it very difficult to gain access.

Eumenides vs. The Haunted :: essays papers

Eumenides vs. The Haunted Throughout time there has been a universal question that does not yet yield a universal answer: whether or not it is right to avenge the murder of another by killing the killers. In both â€Å"The Haunted,† the third play from Eugene O’ Neill’s trilogy â€Å"Morning Becomes Electra,† and â€Å"Eumenides,† the third play from Aeschylus’ trilogy â€Å"The Oresteia,† the respective sons are directly or indirectly responsible for the deaths of their mothers after their mothers intentionally murder their fathers. In â€Å"Eumenides,† the third play of The Oresteia Trilogy,† Orestes kills his mother Clytemnestra in cold blood and feels no remorse for his action. In â€Å"The Haunted,† the third play in â€Å"Morning Becomes Electra,† Orin expresses incredible guilt for the death of his mother, Christine even though he does not physically kill her himself. It is clear that Orestes believes that it is right to avenge the killing of another through the death of the killer and that Orin regrets his actions and does not believe vigilance is justified. In Aeschylus’ â€Å"Eumenides,† Orestes believes that his murdering of his mother is well justified by the fact that she murdered his father. Orestes is completely guilt-free after the murder and feels like he did the right thing. Orestes did not have a close relationship with his mother, and resented her for sending him away. Orestes feels that it is his responsibility to avenge his father’s death. Though Orestes is put on trial for the murder of his mother, he continues to proclaim that the murder of his mother was justified, claiming he was encouraged by the god Apollo to murder his father. Cassandra, who had been cursed by Apollo to be a seer who would never be believed, envisions the death of Agamemnon and herself. It is in this vision that she sees an avenger who will come about and bring justice to the murdered victims: â€Å" We will die, but not without some honor from the gods. There will come another to avenge us, born to kill his mother, b orn his father’s champion. The gods have sworn a monumental oath: as his father lies upon the ground he draws him home with power like a prayer.† This vision proves to be very important when speaking about the innocence of Orestes and his heroism as well. Before the incident even takes place, we know that the gods have destined Orestes to avenge his father’s death.

Conclusion

My name is Frederica Krebs. I am a 29-year-old free-lance journalist. I write about all things happening in Germany, and then sell them to newspapers and magazines all over the world. I am the only son of a World War 1 hero, and my mother who dollies me. I am divorced with one son who resides with his mother. I'm young, blonde, blue-eyed, strong, and pure German. I'm what you would consider Hitler ideal German to be. Rather than believing In the Whimper republic, I believe In democracy.I consider he Whimper republic to be week and helpless. I do not Like what these groups of thugs who call themselves â€Å"Nazis† are trying to do. I mean they are trying to blame the war on the Jews, communists, and the liberals. Saying how Hitler will bring the Germans back to their farmer greatness. My own father agrees with the Nazis, he is already eager to rid the country of foreigners and especially Jews. But he doesn't know that I have a Jewish girlfriend, named Anna. Also my wife is rais ing our son to become one of these criminals.He is only five and already belongs to some Nazi out organization. I will do whatever it takes to make sure that these people don't do anymore damage to our country. Second Entry February 27,1933 what they believe in but what he believes in. I on the other hand will not give in and choose not to take the oath and make a stand for what I believe in. I will try and contribute to working to defeat Hitler as much as I can. Since I am a Journalist I can write about all the bad things happening to our country.After writing about these events I will sell them to newspapers and magazines all over the world, so they would now how much of a threat Hitler is not only to the people of Germany but also to the world. Third Entry May 10,1933 Today is the day of the book burning kids running around yelling like the burning of the books doesn't even bother them, they don't know how much books would help them because their young children doing what they th ought was right. The Nazis and police are knocking on people's doors and confiscating their books, I know a lot of people who don't agree with this but don't want to put the lives of their family in danger.Me being a Journalist I do not agree with this one bit not having books would hang how we think so we wont have our own opinions, we would all have the same thoughts because we are only allowed to read similar books. I will have to go to this book burning later this evening and I will have a decision to make whether I want to participate in this and throw a book into the fire or try and stop them from throwing the books, so as I have returned you know I have made the decision to Join in on the burning.A little boy came up to me and tried to put a book in my hand, as I refused a soldier walks up and stands right behind the boy staring at me and says, if you have rust in what Hitler is doing you will take the book and throw it in. I did not want to get arrested and loose the chance of spreading the word to the world about what's happening here so I took the book and tossed it. It was a very hard thing to do but I did it for the sake of my country. Fourth Entry August 1,1936 I am here in Berlin for the Olympic games to support my country of course. I walk into the stadium.There are so many people but not Just Germans other nationalities are here to cheer on their country. I feel as if everywhere like they were watching my every move. I also notice some American reporters were also there, maybe this is my chance to get out to the world about what was happening here. The people here would know nothing about what's going on here because Hitler had all the the people from other countries. I hope I could have a chance of speaking with one of the U. S reporter but its not going to be easy with all the AS officers around watching.If they see me attempting to talk to the reporters I will be arrested and punished maybe even killed. I have decided that trying to talk to the reporters would be too risky so I will not try and talk to them. Because if I get arrested I would leave my girlfriend who is Jewish alone and could possibly get taken away, and my father would find out that I was going against Hitler and he believes in what Hitler is doing. If I got caught it could also put my family in danger who knows what Hitler would do with them.Fifth Entry September 29,1936 Today I am having a private dinner with Josef Gobbles a friend and worker of Hitler. Gobbles is also a Journalist but he is one for the Nazi party and has been since 1926. I wanted this meeting because if I could get a Job as a Journalist for the Nazi party, after I earn their trust I could easily get the word out to the world and the would never suspect it was me. At the dinner we discussed my believes to be on that Hitler is doing and what they expect of me as a Journalist.When I looked at Gobbles I would have never thought he would be in the Nazi party because he was a total opposit e of the perfect German that Hitler described. He was small, dark and crippled with a permanent limp. After I saw him I knew I could get the Job because I was the perfect German that Hitler described, and why would they turn down a reflect German. I would also be able to keep my girlfriend unharmed if I Join the Nazi party. At the end of the dinner he said he would like to offer me a Job to work with him as a Journalist, so I shook his hand and gladly accepted.Sixth Entry November 10,1938 It's all starting today what the newspapers called Charlatanic: the night of broken glass. I look outside and see all Jewish businesses being burned down, or severely damaged. Not only are their businesses being destroyed they are being pulled out from their homes a lot of the times dragged out and beaten. The Nazi mobs were Sioux towards them worse than eve seen before sometimes beating the Jews in the city by the hundreds. I have a choice to make, do I try and save my girlfriend and risk being ca ught or do I Just give her up to them and never see her again.I can't do that to her I need to find a place for her to hide a place they would never think to look here. The mob is almost to my house I have to think quickly or I will loose her to those monsters. I told her to go outback and under the stairs outside there's an opening because he was the one that put in the newspaper to do this so all he would do is urn me in. As I started to calm door I hear a knock at my door but there was no shouting I open it and before my eyes was a family, a Jewish family that had escaped and asked for my help.I had to think but think quickly cause the mob was only down the street, so I told them to go where I had told my girlfriend to o and wait till I came and got them. The mob was finally at my door they asked if I had any Jews in here I said no. The people barged in and started to raid my home they finally left after ten minutes of searching and found nothing, my home a mess but they found no thing. Seventh Entry November 1 2, 1938 I have moved away from my old home to try and get away from all the madness.I still have work so ill Just do the work from here I live near Auschwitz Brinkmen. Life here is good for me but little did I know when I moved out here that I moved near a camp. In the beginning, I thought ghettos were for Just the poor, now I know that the Germans were forcing the Jews to live there and then moving them to concentration camps. I can go for a walk and see this camp and see the people in it but I can't do anything to help them. I see the labor they have to do, they look all sluggish and beat, you can see the guards yelling and beating them when they stop working.I see groups of young kids, elders, and weak go into these buildings while being escorted by troops so they couldn't run, the guards close the door and the group would never come out. I knew what had happened to them but I never knew how it was happening. I know these types of things IM Just a writer. It is hard to watch this all happening wishing I could do something but risk being killed myself and loosing the trust of Gobbles. Eighth Entry November 4,1943 I have witnessed the massacre, now I have lost the little respect I had for the German soldiers, Hitler, and Hammier.Hammier doesn't care how many Jews die because of his success. Being a Journalist I had to be to there witnessing a side I had never seen before of these soldiers and leaders. I saw dead bodies on the ground lined up in rows like they were in an assembly line. But the worst was I actually seeing the killings, they had them line up and like a firing squad they shot them in the neck. Some of the people were even still alive after they were shot and they Just feet them there.But even if you turn around to try and look away there were more trucks full of more Jews waiting to be slaughtered. The sad thing was it wasn't Just clothes so they were killed naked. More and more trucks come and go, unloading then k illing the defenseless they were weak and hungry. This is one of the worst things I had ever seen. Ninth Entry October 8,1944 â€Å"First they took the land Then they took the people Then they took me and there was no one left The demons in disguise Creating chaos in every direction What we sure can do Never let this pain happen again. Conclusion My name is Frederica Krebs. I am a 29-year-old free-lance journalist. I write about all things happening in Germany, and then sell them to newspapers and magazines all over the world. I am the only son of a World War 1 hero, and my mother who dollies me. I am divorced with one son who resides with his mother. I'm young, blonde, blue-eyed, strong, and pure German. I'm what you would consider Hitler ideal German to be. Rather than believing In the Whimper republic, I believe In democracy.I consider he Whimper republic to be week and helpless. I do not Like what these groups of thugs who call themselves â€Å"Nazis† are trying to do. I mean they are trying to blame the war on the Jews, communists, and the liberals. Saying how Hitler will bring the Germans back to their farmer greatness. My own father agrees with the Nazis, he is already eager to rid the country of foreigners and especially Jews. But he doesn't know that I have a Jewish girlfriend, named Anna. Also my wife is rais ing our son to become one of these criminals.He is only five and already belongs to some Nazi out organization. I will do whatever it takes to make sure that these people don't do anymore damage to our country. Second Entry February 27,1933 what they believe in but what he believes in. I on the other hand will not give in and choose not to take the oath and make a stand for what I believe in. I will try and contribute to working to defeat Hitler as much as I can. Since I am a Journalist I can write about all the bad things happening to our country.After writing about these events I will sell them to newspapers and magazines all over the world, so they would now how much of a threat Hitler is not only to the people of Germany but also to the world. Third Entry May 10,1933 Today is the day of the book burning kids running around yelling like the burning of the books doesn't even bother them, they don't know how much books would help them because their young children doing what they th ought was right. The Nazis and police are knocking on people's doors and confiscating their books, I know a lot of people who don't agree with this but don't want to put the lives of their family in danger.Me being a Journalist I do not agree with this one bit not having books would hang how we think so we wont have our own opinions, we would all have the same thoughts because we are only allowed to read similar books. I will have to go to this book burning later this evening and I will have a decision to make whether I want to participate in this and throw a book into the fire or try and stop them from throwing the books, so as I have returned you know I have made the decision to Join in on the burning.A little boy came up to me and tried to put a book in my hand, as I refused a soldier walks up and stands right behind the boy staring at me and says, if you have rust in what Hitler is doing you will take the book and throw it in. I did not want to get arrested and loose the chance of spreading the word to the world about what's happening here so I took the book and tossed it. It was a very hard thing to do but I did it for the sake of my country. Fourth Entry August 1,1936 I am here in Berlin for the Olympic games to support my country of course. I walk into the stadium.There are so many people but not Just Germans other nationalities are here to cheer on their country. I feel as if everywhere like they were watching my every move. I also notice some American reporters were also there, maybe this is my chance to get out to the world about what was happening here. The people here would know nothing about what's going on here because Hitler had all the the people from other countries. I hope I could have a chance of speaking with one of the U. S reporter but its not going to be easy with all the AS officers around watching.If they see me attempting to talk to the reporters I will be arrested and punished maybe even killed. I have decided that trying to talk to the reporters would be too risky so I will not try and talk to them. Because if I get arrested I would leave my girlfriend who is Jewish alone and could possibly get taken away, and my father would find out that I was going against Hitler and he believes in what Hitler is doing. If I got caught it could also put my family in danger who knows what Hitler would do with them.Fifth Entry September 29,1936 Today I am having a private dinner with Josef Gobbles a friend and worker of Hitler. Gobbles is also a Journalist but he is one for the Nazi party and has been since 1926. I wanted this meeting because if I could get a Job as a Journalist for the Nazi party, after I earn their trust I could easily get the word out to the world and the would never suspect it was me. At the dinner we discussed my believes to be on that Hitler is doing and what they expect of me as a Journalist.When I looked at Gobbles I would have never thought he would be in the Nazi party because he was a total opposit e of the perfect German that Hitler described. He was small, dark and crippled with a permanent limp. After I saw him I knew I could get the Job because I was the perfect German that Hitler described, and why would they turn down a reflect German. I would also be able to keep my girlfriend unharmed if I Join the Nazi party. At the end of the dinner he said he would like to offer me a Job to work with him as a Journalist, so I shook his hand and gladly accepted.Sixth Entry November 10,1938 It's all starting today what the newspapers called Charlatanic: the night of broken glass. I look outside and see all Jewish businesses being burned down, or severely damaged. Not only are their businesses being destroyed they are being pulled out from their homes a lot of the times dragged out and beaten. The Nazi mobs were Sioux towards them worse than eve seen before sometimes beating the Jews in the city by the hundreds. I have a choice to make, do I try and save my girlfriend and risk being ca ught or do I Just give her up to them and never see her again.I can't do that to her I need to find a place for her to hide a place they would never think to look here. The mob is almost to my house I have to think quickly or I will loose her to those monsters. I told her to go outback and under the stairs outside there's an opening because he was the one that put in the newspaper to do this so all he would do is urn me in. As I started to calm door I hear a knock at my door but there was no shouting I open it and before my eyes was a family, a Jewish family that had escaped and asked for my help.I had to think but think quickly cause the mob was only down the street, so I told them to go where I had told my girlfriend to o and wait till I came and got them. The mob was finally at my door they asked if I had any Jews in here I said no. The people barged in and started to raid my home they finally left after ten minutes of searching and found nothing, my home a mess but they found no thing. Seventh Entry November 1 2, 1938 I have moved away from my old home to try and get away from all the madness.I still have work so ill Just do the work from here I live near Auschwitz Brinkmen. Life here is good for me but little did I know when I moved out here that I moved near a camp. In the beginning, I thought ghettos were for Just the poor, now I know that the Germans were forcing the Jews to live there and then moving them to concentration camps. I can go for a walk and see this camp and see the people in it but I can't do anything to help them. I see the labor they have to do, they look all sluggish and beat, you can see the guards yelling and beating them when they stop working.I see groups of young kids, elders, and weak go into these buildings while being escorted by troops so they couldn't run, the guards close the door and the group would never come out. I knew what had happened to them but I never knew how it was happening. I know these types of things IM Just a writer. It is hard to watch this all happening wishing I could do something but risk being killed myself and loosing the trust of Gobbles. Eighth Entry November 4,1943 I have witnessed the massacre, now I have lost the little respect I had for the German soldiers, Hitler, and Hammier.Hammier doesn't care how many Jews die because of his success. Being a Journalist I had to be to there witnessing a side I had never seen before of these soldiers and leaders. I saw dead bodies on the ground lined up in rows like they were in an assembly line. But the worst was I actually seeing the killings, they had them line up and like a firing squad they shot them in the neck. Some of the people were even still alive after they were shot and they Just feet them there.But even if you turn around to try and look away there were more trucks full of more Jews waiting to be slaughtered. The sad thing was it wasn't Just clothes so they were killed naked. More and more trucks come and go, unloading then k illing the defenseless they were weak and hungry. This is one of the worst things I had ever seen. Ninth Entry October 8,1944 â€Å"First they took the land Then they took the people Then they took me and there was no one left The demons in disguise Creating chaos in every direction What we sure can do Never let this pain happen again.

Response to Don Marquis’ “Why Abortion Is Immoral”

Don Marquis' â€Å"Why Abortion is Immoral† In his essay â€Å"Why Abortion is Immoral,† Don Marquis argues against the morality of abortion on the premise that the value of a fetus' future is so great that it is immoral to take that potential future away from it. Essentially, he contends, abortion is tantamount to murder: killing an individual is prima facie wrong because the loss of the goods of one's future is the worst loss a human can suffer. He calls this potential future a â€Å"future-like-ours,† which is the basis for his contentions.In the next few pages I will delineate the general progression of his argument, and later, will evaluate the plausibility of said argument. Though Marquis makes both logical and compelling claims, there are several concerns and weaknesses that arise from his argument that must be considered. Marquis establishes his argument with the exploration of why killing humans is wrong, in any case. The clear answer, he says, is that k illing is wrong because of its â€Å"effect on the victim† (Ethical Issues in Modern Medicine, 558).Taking one's life deprives the victim of â€Å"all the experiences, activities, projects, and enjoyments that would otherwise have constituted one's future,† and this is the greatest loss that any human can suffer (558). This theory of wrongness can account for why it is also wrong to kill infants and young children, whereas other theories that make narrower claims (e. g. â€Å"It is prima facie wrong to kill only rational agents) do not stand in such cases. There are obvious implications concerning the ethics of abortion with this theory in place.Marquis contends that â€Å"The future of a standard fetus includes a set of experiences, projects, activities, and such which are identical with the futures of adult human beings†¦ † (559). It follows then, that because it is wrong to kill humans, it is also wrong to kill potential humans, and so abortion is prima facie seriously wrong. Fetuses have a viable, valuable future, which Marquis calls a â€Å"future-like-ours. † So, he adds, whether one has â€Å"immediate past experiences or not† does not matter when it comes to killing, because it is the value of the potential future that must be taken into onsideration (561). Marquis goes on to refute other theories of wrongness of killing. One such example is that valuing one's future implies a valuer, but fetuses obviously cannot value their futures, and so their futures are not valuable to them. However, Marquis counters this notion by providing us with an example: one may think during a time of despair that his â€Å"future is of no worth whatsoever,† but he is wrong to think so because â€Å"others rightly see value†¦ in it† (561).So, just because a fetus cannot appreciate its own future, we are aware of the value of its potential future, so abortion is still wrong. Other claims put forth that to be an actu al victim, one requires mentation. However, we still recognize that it is wrong to kill those that are unconscious or in a coma (who have prospects of emerging out of their states), so it follows that mentation is not a necessary condition to be a victim. Marquis' refutations provide for his very strong and compelling argument against abortion.I will grant Marquis that his progression of logic is rational; if a fetus were allowed to fully develop, it would indeed become a sentient being with the capacity of enjoying a prosperous future. However, some ambiguities arise as a result of his claims and it is difficult to say how Marquis would respond. The first concern I would like to address regards the case of a fetus with a debilitating disease. With today's technology, it is quite easy to detect any abnormalities in a fetus very early on in the pregnancy.Say, for example, a couple finds out that their fetus has some sort of affliction that will make him terminally ill. They want to a bort the fetus because they cannot stand the notion of bringing a child into the world that, although sentient and rational, will have a markedly reduced life span and suffer greatly throughout whatever life he has. How would Marquis respond in this case? He might argue that though the child will suffer, he still has a potential future in which he formulate goals, and have experiences and projects.However, we must note that during his argument, Marquis says â€Å"If the patient's future is intolerable†¦ we want our account to allow killing the patient† and that â€Å"it is the value of the patient's future which is doing the work in rendering the morality of killing the patient intelligible† (561). Obviously, a quandary arises. Does the fetus in our example have a future that is less valuable than that of a normal one? Can we justify aborting this fetus, because although he will be rational and most likely capable of having experiences, the scope of his suffering will be exceedingly great?Are we in any sort of position to prescribe the value of someone else's future without knowing exactly how it will play out? So while it is plausible that Marquis would still argue from an anti-abortionist stance due to its potential future, this decision will very probably not sit well with the parents who have to watch their child suffer throughout his shortened life. This is one ambiguity that exists in Marquis' argument that has no easy answer, and is worth noting. We must recognize that cannot say with such conviction that we know what a future-like-ours entails.It seems presumptuous to assert that a future-like-ours is always a positive thing; how can we account for the fetus in the previous example, or an inner-city child essentially having to raise himself because his parents are absent? What about the child who is stuck in a situation with abusive parents, with no one to turn to for help? Though I grant Marquis the soundness of his general argument , and the premise that all fetuses have a potential future, we cannot infer from this claim that this future will necessarily be a positive one.It becomes a murky and essentially taboo dilemma to even ask if the lives of these children are worth living, and if they would have been better off being aborted in the womb. Marquis may still claim that every fetus has a right to life no matter what, but because he does not consider these cases in his argument, it is worth noting that the answers might not be so straightforward and that more complicated cases do exist. The main concern I would like to note regarding Marquis' argument is that he does not once consider the rights of the mother and the value of her future.Although Marquis treats the fetus as an independent being, we must at least recognize that the fetus' life depends on its mother's: it receives all of its nutrition from her and it develops in her womb. So, how would Marquis respond to a situation in which the mother will su rely (or even has the remote chance) of dying in childbirth, even if the fetus will not? Here, we have two potential futures contesting each other, because this is a one or the other situation – either the fetus must die or the mother will in delivering it.Similar to the example mentioned previously of the sick fetus, it is not easy to simply prescribe one of their futures with more value than the other one. An anti-abortionist could possibly make the argument that the fetus' life should be saved because it has a longer future to attain, since the mother has already lived a significant portion of her life. However, one could contend that because the mother is already a sentient, rational being and already has goals and projects set in place for her life, her right to life should take precedence over the fetus, who still has no capacity to value its future.To take away the future of the mother would be more cruel than to take it away from the unaware fetus. Furthermore, what a bout a situation in which the mother is a teenager, and adoption is out of the question? Say, for example, she has to drop out of school and get a low-paying job, and struggles greatly for a significant amount of time trying to provide for herself and her baby. What has happened to her future-like-ours? Both the mother and the child are in dire situations, and it is obvious that the mother would have been in a better current situation had the fetus been aborted, as uncomfortable as that contention may make us.The case of the child, however, is much more complex because again, it is difficult to weigh his suffering with his capacity for potentiating a future. I would not like to argue one way or another, but would simply like to note that it is unclear how Marquis would respond to these predicaments and should have noted such in the essay. As I conclude enumerating the ambiguities that arise from Marquis' contentions, I would like to consider the hypothetical case in which Marquis di d allow for an abortion, in, for example, the case of the fetus that has some sort of debilitating disease.He might contend that the inevitable suffering in the fetus' â€Å"future-like-ours† outweighs the positive value of his potential future, so an abortion in this case would be permissible. However, what does this do for the integrity of the future-like-ours argument? If we can begin to make exceptions like this, where can we draw the line of what constitutes a â€Å"good† or â€Å"bad† future-like-ours? If Marquis begins to allow for such xceptions, it seems to diminish the value of his theory as a whole, because it connotes that the futures of some fetuses are less valuable than others even if they are both capable of having potential experiences, dreams, projects, etc. On a broader and related scope, if an anti-abortionist who argues on the sanctity-of-life theory makes an exception for the abortion of a fetus who was the product of a rape or is in a situ ation where the mother cannot provide for it, it invalidates their entire premise. Both fetuses are innocent and have equal rights to their future.So, if Marquis did make an exception, it would compromise the integrity of his argument. Marquis makes very compelling and interesting claims in his essay, and takes a novel approach in the controversy over abortion. He uses a strong premise that is not too broad or too narrow in scope, as some anti-abortionists and pro-life activists end up doing in their reasoning. However, as mentioned above, ambiguities do arise from his argument, the most significant of which being the consideration of the mother's right to a future.With this considered, it becomes clear that a â€Å"future-like-ours† may not be as clear-cut of an idea as Marquis would like us to think. The essay would have been stronger and more lucid if Marquis considered â€Å"futures-like-ours† that are not exactly futures like ours. By virtue of the sheer breadth a nd variety of experiences that humans experience as a species, it is much more difficult to define a future-like-ours than Marquis delineates in his essay.