A Disaster Avoided By Naomi Klein - 1401 Words

A Disaster Avoided One day while traveling on the Hyperloop home from work, I found myself looking out upon the Californian countryside and thinking about the climate data I was poring over at work. It indicated that in 2015 the earth was heading in a spiral of destruction due to climate change and I found myself imaging how I would be looking at an arid desert right now if not for the intervention of both politicians and citizens. This subject piqued my interest and I decided to do a bit of follow-up research on the subject. I quickly found evidence that policy makers in 2015 read Naomi Klein’s This Changes Everything: Capitalism vs. The Climate as well as other environmental texts and took the key lessons to heart. As I began this†¦show more content†¦(Kevin Anderson - Delivering on 2 °C: evolution or revolution?, video) The subsequent melting of ice at the poles would have created a domino effect in which the water in the oceans would heat and cause more turbulent weather. T his change in weather systems would have been felt globally as many environments would have completely shifted many becoming dry, arid regions absolutely vacant of life. At low latitudes, 4 °C would result in reductions of around 30-40 percent in the yields of important staple crops such as corn and rice, at the same time as the population heads towards 9 billion by 2050. (Climate change going beyond dangerous, pg. 16-39) In 2015, the carbon dioxide level in the atmosphere reached over 400 parts per million (ppm) for the first time in human history. This was recorded setting and spurred policymakers to do research themselves and read about climate change rather than just listen to industry reports and forecasts. After reading This Changes Everything, policymakers understood that the amount of carbon had to be drastically reduced in order to preserve the earth for future generations. One way to do so was to get off of fossil fuels, such as coal and oil, and get off them fast because the time to take action was quickly running out. The burning of these fuels releases carbon dioxide along with many other hydrocarbons into the atmosphere, where in turn, they trap heat trying to leave our atmosphere. The rise in

Premature Specialization in Medicine Free Essays

A medical doctor in today†s world is educated and trained in a traditional manner that seeks to insure the well being of his or her patients. Practicing medicine requires a strong science background and rigorous training; it is in the interest of clients and medical boards across the world to assure this. Thus, education in the science field is extremely important, even at the undergraduate level. We will write a custom essay sample on Premature Specialization in Medicine or any similar topic only for you Order Now Being a doctor is not just a job, nor is it solely a career. The medical profession is saturated with risk, for both the patient as well as the doctor. Doctors need early specialization in their education in order to acquire the skills necessary to handle delicate situations that occur on a daily basis. Malpractice must come to an end. The education that a doctor receives is a tool that he or she will use his or her whole life, (unlike a person who majored in something contrary to what their field of work is). A doctor†s experience is a vital instrument. Medical skill is a demand for certain practicing procedures and should be taken seriously. Knowing the legal system requires a doctor to have a good amount of experience can ease the concerns of family and loved ones, and also gives confidence to a doctor that he or she can do his or her work correctly. In order for doctors to get the best experience and education needed, training must take place early on in education. An abundance of science courses in college is a good start to prepare for medical school. Even though medical schools might cover the material that is offered in undergraduate biology and chemistry courses, repeat exposure to the material can only be beneficial to the student. The more experience that a student has in science and related subjects ultimately helps the future doctor in the long run. To ensure the level of maturity of a doctor, it is necessary to educate them on a broad level. According to Thomas, English, History, the literature of at least two foreign languages, and philosophy should come near the top of the list, just below Classics, as basic requirements, and applicants for medical school should be told that their grades in these courses will more than anything. (Thomas 115) Educating premed students in these courses is important, but science is the most significant part in an undergraduate program. It requires thought and practice as well as research, which are all fundamental keys to being a doctor. If a MD were certified with the least amount of experience allowed in the science field as possible, malpractice could be expected. On the other hand knowing two foreign languages is not vital to ones life. In fact, if a patient speaks another language translators can be brought in to fit certain needs. Doctors that focus on science and health are achieving what the profession requires. Understanding science to its full capacity ought to be the goal for premeds and medical students. To ensure the well fare of a patient, over achievement of science courses is necessary. Looking at the medical educational setup that is present in today†s Universities, premed students work hard at science and put forth the effort to make these classes their number one priority. According to Thomas, † If there are any courses in the humanities that can be taken without risk to class standing they will line up for these, but they will not get in to anything tough except for science.† (Thomas 114) Comprehending science can be hard and exhilarating, students should space out these courses while maintaining a level of understanding of other fields, but it is serious to make focus on science. Any student in the undergraduate level maintaining a good grade point average while taking 300, and 400 level science classes is bound for success. The risk factor for a doctor practicing medicine that has thoroughly been educated and has completed all necessary science classes, whether it be premature specialization or courses in medical school, will ultimately be a safe doctor and will create a more secure atmosphere in the field. How to cite Premature Specialization in Medicine, Papers

The Role Fieldwork-Free-Samples for Students-Myassignmenthelp.com

Question: How may field experience assist an individual with the selection of their career in the future? Answer: The topic has been selected in order to signify the role fieldwork plays in shaping the professional life of the student (Merriam-Webster, 2017). In relation to the experience of practicing in the medical clinic, it is identified that while working on board the entire perspective regarding studies changes and one get to know about the actuality that prevails i.e. what are the aspects that really matters in developing a successful career thereby leading a flourished life. In support of the above justification it can be argued that whilst undergoing the training session one can gain a lot by observing the thousands of activities happening around. The sense of responsibility is felt and it widen up the area of knowledge to great extent (Health science, 2017). Taking under consideration the live example of fieldwork at medical clinic it is observed that each and every activity is set in a particular order, an individual need to maintain these orders. By managing and maintaining the orders a sought of discipline is cultivated. Also from the case of the child suffering from asthma we get to know about the various problems that exist in real and how the staff sought them out patiently by using the presence of mind. You get to meet up with the experienced people working out there and during the intervals interaction with such experts could be made to gain from their experience which helps in making wise choices in career planning. We can learn the appropriat e allocation of resources by maintaining the list of resources and constant follow up to be taken as performed during the training period by conducting the check over required equipment like urine jars, swabs, pathology bags etc. The relationship gets build up in the organisation and flow of information can be tracked whether the vertical structure of communication is followed or it fluctuates between formal and informal manner. You get to meet divergent people from various culture and communities. For example: the patients from Nepal visited the clinic that had different language and were generous in nature. Apart from the core working we got to grasp about new technology and software as well (Morgan, 2017). The internship is termed essentials by the scholars in the relevance that it grants the graduates a practical aspect apart from the theoretical which they are studying on regular basis. It makes an individual work solely as well as in team in order to acquire the skill of working in group and maintaining co-ordination. You are taught about client handling which improves the communication skills and behaviour towards the customer/ patient. Fieldwork develops self-confidence of an individual and motivates them to learn new things. We get to know about our strength and weaknesses. With the assistance of the trainer or adviser those weaknesses can be converted into the opportunity and then to strength. Individual is made to clarify the role they possess towards the society i.e. the social obligation that need to be followed while undertaking any activity. The responsibility towards environment is also concentrated (Gi2c, 2006). You automatically gain the professionalism during the course of action which reflects in the delivery of the task and after completion of the training period. The internship makes a graduate ready for professionalism and in certain cases if the trainee has performed the excellent task then he could even be absorbed by the organisation as a future employee (Rezaee, Rassafiani Khankeh et.al. 2011). Fieldwork also clarifies the students concept and he can bring connectivity between what was taught in class and what actually happens in the real term which results in better understanding of the concepts. While working at the organisation you can figure out where the actual interest of self lies in, whether one is enjoying the task at the work or still in search of the exact interest. At the time of working the hidden talent of person provokes which broadens the career area and open up various options to be selected. Such internship adds on the interpersonal and technical skills of the individual (BU, n.d.). Selection of internship is a crucial task and faculty helps in resolving this problem of selection. They prepare an individual for internship by making him learn about the features, goal, benefits, drawbacks, conclusion regarding the training. The faculty clarifies the objective of it and conveys the list of responsibility to the fieldworker (Law, 2012). At the workplace the regular learning takes the shape of reality where further more knowledge is gained and the student applies the teaching using own views and self-intellect to concludes the work. By doing this they get an opportunity to learn at those points where they lack and inculcate improvement. During fieldwork the person is free to have varieties of thoughts and they are likely to bring innovativeness by the way of fusion of old and new ideas and techniques (Rodger, Thomas Dickson et al, 2007). The mentor should discuss the ideas with the student at the time of training and make them learn using examples and showing them l ive working which makes gaining even easier and quick to grasp. The trainer should make them perform the task themselves and simultaneous guidelines to be provided so that better understanding gets created. With the discipline the tact of time management must also be taught which will be helpful to them in forth coming future as well and decorum will get maintained from initial level only (Grad school, 2016). Students have to be open with the supervisor to ask for anything they require. Doubts should not be curbed within the mind to make them huge. They need to become curious if they have to learn something out of the activities. Intern should feel free to come up with the ideas and queries, such confusion should be resolved after conducting a detailed discussion. They must behave wisely and honestly to build up an emotional aspect with the trainer. After completion of training period the organisation should ask for the report from the student which depicts about the entire learning and work they performed during the whole tenure and appreciation certificate should be provided to boost them up for future endeavours (Walker, 2012). From this essay it could be concluded that for carving the better career and gain maximum beneficial opportunity an individual should collect a practical working experience along with appropriate research. This expertise he will be able to cultivate while undergoing certain fieldwork. In todays time almost every educational institution had made fieldwork part of the studies and included in the course. Students are sent into the field to experience and deal with the professional world. The journey of professionalism stars from this point and trainees are prepared to face all sought of situations that are like to appear in the coming future. Even big organisations and NGOs are warmly welcoming such interns to be a part of them and these students are made to learn about social obligations, discipline, time management and honesty towards work. They gain a lot at fieldwork by meeting with the superiors and get to know about their journey from initial to the top which assists them to plan for their career. They are made to acquire the knowledge regarding organisational behaviour towards superior, peers and subordinate. An intern gets the command over the subject of the organisation where he is actually working. After completion of training session, attitude of students changes completely. The tutor should arrange a discussion of all students after they return from accomplishing training so that everyone could share their ideas and experience to learn even more from other students work as well. References BU (n.d.). Students talk about field experience. viewed on 17th June 2017. https://www.bu.edu/ssw/academics/field/student-testimonials/. Gi2c (2006). Corporate Social Responsibility Director Trainee Internship. Viewed on 18th June 2017. https://www.gi2c.org/internships/corporate-social-responsibility-director-trainee-internship.html. Grad school (2016). Mentor responsibilities. Viewed on 18th June 2017. https://gradschool.fsu.edu/academics-research/research-and-scholarly-integrity/mentor-trainee-responsibilities. Health science (2017). Fieldwork. viewed on 18th June 2017. https://healthsciences.curtin.edu.au/schools-and-departments/physiotherapy-exercise-science/fieldwork/ . Law (2012). Supervisors responsibilities for students undertaking fieldwork. viewed on 18th June 2017. https://www.law.ox.ac.uk/sites/files/oxlaw/summary_of_fieldwork_responsibilities_for_supervisors_dec_12.pdf . Merriam-Webster (2012). Fieldwork. viewed on 17th June 2017. https://www.merriam-webster.com/dictionary/fieldwork. Morgan (2017). Purpose and objectives of field education. viewed on 18th June 2017. https://www.morgan.edu/school_of_social_work/field_education_.html. Rezaee, M., Rassafiani, M., Khankeh, H. et al. (2011). Experiences of occupational therapy students in the first fieldwork education: a qualitative study. Medical Journal of the Islamic Republic of India. vol.28. no.110. Rodger, S., Thomas, Y., Dickson, D. et al (2007). Putting students to work: Valuing fieldwork placements as a mechanism for recruitment and shaping the future occupational therapy workforce. Australian Occupational Therapy Journal. vol. 54. p.p. S94-S97. Walker, M.E. (2012). Making the Connection: How Advisers Can Help Students Reflect on the Internship Experience. Viewed on 17th June 2017. https://dus.psu.edu/mentor/2012/11/advisers-students-internship-experience/

Many Times People Who Feel A Different Way Than Overruling Powers Do N

Many times people who feel a different way than overruling powers do not take a stand to how they feel and they cower down. In the cases where people due fight back for their cause good things will prosper from it. Even if you do not want to be taking part in war or any other activity that does not please you, sometimes people have to go against themselves for something they know is right. In the play A Man for All Seasons by Roger Bolt and the book All Quiet on the Western Front by Erich Maria Remarque Thomas More will not abide by the kings rules, and keeps his own beliefs despite the pressure being put on him, and Paul Baummer hates every minute of war, but he knows he is serving the right purpose and continues to battle. When you that the person ruling over you is wrong and you stand up for what is right in your heart, you will face severe punishments but will have portrayed your point with power. Thomas More had an incredible amount of will power to stay strong and not give in to beliefs he did not believe in. As bad as it would get to seem from his perspective, More would not give up his morals, and he would rather be killed than be forced to believe in something he does not feel is right in his heart. " I am faint when I think of the worst that they may do to me. But worse then that would be to go with you not understanding why I go" (144) After all the threats had been made to More about the death penalty it would bring his spirits down and make him sad. As sad as it made him he would not give in. On the other side we had Paul who faced a similar situation. The more he got in to the war the sadder is made him. He had to keep shoving on and keep working though. At times he did not want to do anything but he forced himself to stay confident as hard as it was. " I am young, I am twenty years old; yet I now nothing of life but despair, death, fear, and fatuous superficiality c ast over an abyss of sorrow."(263) Paul has no end to his sorrow he it is this sad. His feelings of emptiness run on forever and he has no warmth or good feelings inside him. Yet he somehow finds a way to battle and keep fighting because he knows that is right. More and Paul both had a situation where they did not want to do what they did, but they knew in the bottom of there hear it was right. During the times of battle Paul was very courageous and brave. Sometimes his heart and his mind would not be one hundred percent confident but he was out there battling and fighting with all he had. During one specific battle he was being attacked and bombed in a cemetery and one of his fellow soldiers was hurt and needed assistance. Paul didnt hesitate to throw him over his shoulder and find the nearest place to lie down and escape from the outside danger. This was ironic because hiding in a cemetery saved his life, which is where they have all people, which have passed away. Thomas More has the same kind of bravery and boldness, it was showed in a different way though. When More suspected things were going bad and he didnt want to be involved in it he immediately resigned as Lord Chancellor. This showed how brave he was to step down from his position even though he knew that it was going to bring his living style down and affect his life in a major way. More and Paul did not encoun ter the same problem but they both showed great courage and true colors by taking a chance which they did not know the result of. Thomas More was a man of class and dignity and he did not fold to the pressure he was under. As much as the king wanted Thomas to side with him it

How to Keep a Caterpillar Alive All Winter

How to Keep a Caterpillar Alive All Winter Its actually fairly  easy to raise a caterpillar you have collected in the fall. The key is to provide conditions that mimic the caterpillars natural cycle and habitat. Some caterpillars survive the winter by simply burrowing under the leaf litter or squeezing into bark crevices. Others pupate as cooler weather approaches and remain in this state until spring. In other words, they wont stay in caterpillar form. If your caterpillar is still feeding, you will need to  provide food  as you would for caterpillars you find at other times of the year. Eventually, the caterpillar will stop feeding and may become more sluggish. This is a sign that it is preparing itself for winter. Overwintering Stages of Common Butterflies and Moths Its helpful to know whether the caterpillar you found is going to stay in the larval stage all winter, or whether its going to pupate. This list provides overwintering stages of selected butterfly and moth families. Please note that this is a general list, so there may be exceptions. Larvae (stays a caterpillar through the winter) skippers (Hesperiidae)loopers, inchworms, and spanworms (Geometridae) - sometussock caterpillars (Lymantridae) - some, but they can be difficult to keep alive over wintertiger moth caterpillars (Arctiidae) - some, including the beloved woollybear Pupae (spends the winter as a cocoon or chrysalid) slug caterpillars  (Limacodidae)flannel moths  (Megalopygidae)swallowtail butterflies (Papilionidae)whites and sulphurs (Pieridae)loopers, inchworms, and spanworms (Geometridae) - mosttiger moth caterpillars (Arctiidae) - some Keeping Caterpillars Over the Winter For species that overwinter as caterpillars, simply clean any remaining frass and food plants from the container, and then cover the resting caterpillar with a layer of leaves. Move the container to a porch or unheated garage or shed for the winter months. If the caterpillar is kept in an environment that is too dry, it may desiccate and die. Try to find a location where the humidity will be as close to its natural habitat as possible.  When spring arrives, watch for signs of activity from the caterpillar. Keeping Cocoons or Chrysalides Over the Winter Butterfly caterpillars often overwinter as chrysalides. Provide some twigs or stems so the caterpillar can suspend itself to pupate. You can secure the twigs with clay at the bottom, or cut pieces that will fit tightly against the container without falling. Once the caterpillar has pupated, move the container to an unheated area for the winter. Moth caterpillars typically pupate in the soil, sometimes incorporating leaves into their pupal cases. Place a layer of peat moss in the container, and add some leaves. Once the caterpillar spins a cocoon, you can remove any remaining leaves and move the container to an outdoor or unheated location. If you are storing your pupae or caterpillars outdoors, be sure to keep them out of the sun. Even on a cold winter day, the container can warm up quite a bit if placed directly in the suns rays. This might lead to premature emergence or may cause the pupae to dry out. As it gets closer to spring, its helpful to mist the pupae with a little water to simulate the increased humidity and moisture of the changing seasons. When spring returns, you should keep your caterpillar or pupa cool until other members of the same species are emerging. If you arent sure, wait until the trees in your area start to leaf out before moving the container to a warmer location.

Alive Book Report

Alive Book Report Piers Paul Read's ALIVE book has several themes, but there are two themes. These two themes are survival and cooperation. Survival plays an important role throughout the story. Most cooling parts of the story were forced to cut to take place to Fairchild, the remaining 28 passengers, where they could survive because they ate friends and families who died. This intense action has caused controversy for a long time. The group ate only a small piece of chocolate and kept eating for two weeks before considering their alternative food source. After all, the words of civil rights leader and Howard Thurman are: Do not ask what the world needs, because the world needs to have a man active ... make you what comes alive Please check. This is my book Material Girl, Mysterious Excerpts from the next chapter titled Your Law, Restoring Your Karma , such as the topics explored in the world in detail . In this book, there are also a variety of tools that will help you find a job bo rn in this process, entering the Dharma path. The story of the public is definitely not my problem, this is the reason. No matter how much I am, when I issue something meaningful to me (I want to talk about thinking, thinking about the majority of the content), my voice breaks the collapse of my face. I start to cry Alive has become a winner of this year 's Accio Books event. Thank you for those who organize book drives and send books to life. Affect the lives of many children in San Diego County, with the time, effort and participation of accio books, they will get through the book and support their literacy development. Thank you, happy reading! Books sent to living languages ​​through the Accio Books event will help to tackle the lack of ownership of books in San Diego's service deficient communities. Many of our children's classes do not have their own books. The donation donated by Accio Books gives personal home libraries, perhaps they will have the opportunity t o start the book collection first. Words Alive also planned Mirage Library (we donated a book of activities to distribute in the community) as a way of summer slide at local schools to prevent moon to raise awareness. This tendency is more complicated due to the lack of ownership of the same book and its cause as low income households, its reason is that past students will lose their accomplishments throughout the school during the summer. According to research, accessing books in the summer can prevent reading skills from becoming 'summer slides' Alive Book Report Alive Book Report Piers Paul Read's ALIVE book has several themes, but there are two themes. These two themes are survival and cooperation. Survival plays an important role throughout the story. Most cooling parts of the story were forced to cut to take place to Fairchild, the remaining 28 passengers, where they could survive because they ate friends and families who died. This intense action has caused controversy for a long time. The group ate only a small piece of chocolate and kept eating for two weeks before considering their alternative food source. After all, the words of civil rights leader and Howard Thurman are: Do not ask what the world needs, because the world needs to have a man active ... make you what comes alive Please check. This is my book Material Girl, Mysterious Excerpts from the next chapter titled Your Law, Restoring Your Karma , such as the topics explored in the world in detail . In this book, there are also a variety of tools that will help you find a job bo rn in this process, entering the Dharma path. The story of the public is definitely not my problem, this is the reason. No matter how much I am, when I issue something meaningful to me (I want to talk about thinking, thinking about the majority of the content), my voice breaks the collapse of my face. I start to cry Alive has become a winner of this year 's Accio Books event. Thank you for those who organize book drives and send books to life. Affect the lives of many children in San Diego County, with the time, effort and participation of accio books, they will get through the book and support their literacy development. Thank you, happy reading! Books sent to living languages ​​through the Accio Books event will help to tackle the lack of ownership of books in San Diego's service deficient communities. Many of our children's classes do not have their own books. The donation donated by Accio Books gives personal home libraries, perhaps they will have the opportunity t o start the book collection first. Words Alive also planned Mirage Library (we donated a book of activities to distribute in the community) as a way of summer slide at local schools to prevent moon to raise awareness. This tendency is more complicated due to the lack of ownership of the same book and its cause as low income households, its reason is that past students will lose their accomplishments throughout the school during the summer. According to research, accessing books in the summer can prevent reading skills from becoming 'summer slides'

Ratios Essay Example | Topics and Well Written Essays - 750 words

Ratios - Essay Example The ratio analysis will consist of a combination of ratios from three categories. The three ratio categories are profitability, efficiency, and leverage ratios. Three profitability ratios selected for the analysis are net margin, return on equity (ROE), and return on sales (ROA). The three efficiency ratios used in the ratio analysis are sales to inventory, assets to sales, and sales to net working capital ratio. The two leverage ratios selected were debt ratio and the current ratio. Appendix A shows the ratio calculations results for Target in 2009 and 2008 and for comparison purposes the ratios of Costco in 2010. The net margin shows the profitability of the firm by dividing net income by sales. High net margins are a desirable outcome. The return on equity shows how much profits are being created in relation to its equity investment. The return of assets shows how much of a return a company is obtaining from its assets. High ROA and ROE are desirable outcomes. The sales to invento ry ratio shows how well your inventory is producing sales. The asset to sale ratio shows the ability of the assets to generate revenue. The sale to working capital ratio is calculated dividing sales by net working capital. In fiscal year 2009 which ended on January 30, 2010 Target generated revenues of $63435 million (Annual Report: Tesco, 2009). This figure represents an increase in revenues of 0.88%. In 2009 Target had a net margin of 3.92%. The firm was able to increase its overall profitability by 0.40% in comparison with 2008. In order to compare the ratios of the company with a competitor we choose Cotsco. The most recent financial statements of Cotsco were released in fiscal year 2010 which ends on August 29, 2010. The net margin of Cotsco in fiscal year 2010 was 1.67% (Annual Report: Cotsco, 2010). The net margin of Target is better than Cotsco by 2.25%. The return on assets of Target in 2009 was 5.14%. This metric improved by 0.12% in comparison with the previous fiscal yea r. The return on assets of Target is inferior to Costco by 0.33%.The return on equity of Target in 2009 was 16.21%. The ROE of Target is superior to Cotsco by 4.29%. The sale to inventory ratio of Target in 2009 was 8.84. The financial metric was reduced by 0.54. The sale to inventory of Cotsco in 2010 was 13.83. Cotsco had a superior sale to inventory efficiency by 4.99. The asset to sale ratio of Target in 2009 was 0.70. Cotsco had assets to sales ratio of 0.31. The asset to sales ratio of Target was superior by 0.39. The sale to working capital ratio of Target in 2009 was 8.93. The sale to working capital ratio of Cotsco was much better at 47.38. The metric of Cotsco was superior by 38.45. The debt ratio of Target in 2009 was 1.53. Due to the fact that the company has a debt ratio above 1.0 it is in a favorable position to pay off its long term debt. The debt ratio of Cotsco was better at 1.85. The current ratio of Target in 2009 was 1.63 which is 0.03 better than in 2008. The fi rm is a good position to pay off its short term debt because the current ratio is above 1.0. The current ratio of Target is better than Cotsco by 0.47. The operating expenses of Target in 2009 were $13,078 million which represents an increase in operating expenses of 0.42%. The financial ratio analysis performed on Target led me to believe that Target is a good acquisition for the company. Target had excellent revenues and profitability numbers. The 3.92% net margin of the firm is better

In the Lizzie Borden trial, you will write the summation for both the Essay

In the Lizzie Borden trial, you will write the summation for both the prosecution and the defense - Essay Example Thus the trial started. However, the prosecution team led by District Attorney Knowlton and Thomas Moody  failed to prove their evidences to have sufficient value against the defense team’s presentations. The different evidences that the prosecution had to present before the jury included a blue dress that Lizzie had tried to burn, as said by witness, Alice Russell, followed by the contradictory statements made by Lizzie, the statement of the maid who had seen Lizzie in the blue dress, as well as Lizzie being the only person present in the home when the murders took place. The prosecution team also tried to focus on the fact that the relation between Lizzie and her step-mother, who was one of the victims, was not good. Witnesses had provided mixed responses in this regard while one was supporting a good relation and others clearly mentioning that Lizzie herself did not bother to accept her as her mother. Moreover, the team had got proofs that before the murder had taken plac e, Lizzie was found to purchase prussic acid that acts like a poison in the human body (Linder). Witnesses had also made statements for the team of prosecution stating that Lizzie was worried for her father and his wellbeing and that after the murders; Lizzie had doubts over the tenants with whom her father supposedly had some issues. Even regarding the dress that Lizzie had burnt, she had given an explanation that the dress was covered with paints. The prosecution team had tried to focus on the above mentioned issues and determine that Lizzie could be the only person who could be responsible for the murder of her parents. Her purchase of the poison, her being the only person present during the time of the murders, her not being able to explain about the whereabouts of her mother, her burning a dress, as well as her providing the investigation team

Team Leadership and Resolving Conflict Essay Example for Free

Team Leadership and Resolving Conflict Essay In this paper I will summarize the main points in the unit. The main points in the unit are the five major leadership perspectives, power and influence, and resolving conflict. I will review the key points by using cited passages from the assigned reading and selections from the unit three course room. I will also summarize course room discussion postings relevant to my central topics. In unit three McShane and Von Glinow (2010) discuss the five major leadership perspectives and list them as Competency, Behavioral, Contingency, Transformational, and Implicit (p. 378). There are a variety of ways to lead and different leaders may see fit to guide in various ways depending on the situation. Leaders must learn how to lead and what perspective to take in critical situations to achieve success. McShane and Von Glinow (2010) says, â€Å"Leadership is defined as the ability to influence, motivate, and enable others to contribute towards the effectiveness and success of the organization of which they are members† (p. 378). The Competency Leadership Perspective names the distinctive qualities an efficient leader will likely have. McShane and Von Glinow (2010) identifies personality, self concept, integrity, drive, leadership motivation, knowledge of business, cognitive and practical intelligence, and emotional intelligence as valuable leadership traits (p. 362). Based on my professional work experience every good or successful leader I have encountered possessed almost every trait above. The Behavioral Perspective seems to focus on the correlation between behaviors exercised and successful leaders. Leaders who seem to be task and people oriented tend to do better in the world of leadership. McShane and Von Glinow (2010) says, â€Å"†¦job dissatisfaction are higher among employees who work with supervisors with very low levels of people-oriented leadership† (p. 365). Employee’s who feel their supervisors or managers don’t provide clear tasks and show the effort to express unders tanding for their needs will not bode well for that leaders success. The Contingency Leadership Perspective is centered around the idea that each individual situation warrants a unique combination of leadership tactics. McShane and Von Glinow (2010) says, â€Å"The contingency perspective of leadership is based on the idea that the most appropriate leadership style depends on the situation (p. 365). The Transformational Leadership Perspective basically is about the leader building a mutual vision and demonstrating the way it should be done at all times. Leading by example is key to gaining the necessary influences needed to enable followers. If a leader effectively shows their followers they are committed by walking the walk it helps in building the necessary connection needed between leader and follower. The Implicit Leadership Perspective is based on fixed ideas of what a successful leader should be. McShane and Vin Glinow (2010) says, â€Å"We are more willing to allow someone to influence us as a leader if that person looks and acts like our pro totype of a leader† (p. 375). McShane and Von Glinow (2010) describe power as â€Å"the capacity of a person, team, or organization to influence others† (p. 300). McShane and Von Glinow (2010) discusses the ways power is gained and through what method which are referent, expert, coercive, reward and legitimate (p. 301). I have encountered every type of power listed above. Based on my past experiences I prefer to use and be managed by referent power. Referent of power allows those in leadership roles to be approachable and allows them to relate to their subordinates which creates a feeling of trust and respect. Once this level of respect is established it will be easier for the leader to use more aggressive types of power methods if need be. For example, I had a supervisor in a previous position that was able to identify on every level with all of his employee’s. His communication skills were excellent so this allowed him to gain the trust and respect of his workers. McShane and Von Glinow (2010) says, â€Å"people have referent power when others identify with them, like them, or otherwise respect them† (p.303). McShane and Von Glinow (2010) describes influence as â€Å"†¦behavior that attempts to alter one’s attitude or behavior† (p. 309). Knowing how to effectively influence others is key to becoming a successful leader. The influences tactics discussed in our course text are silent authority, information control, assertiveness, coalition formation, upward appeal, persuasion, impression management and ingratiation. Recognizing what combination of power and or influence you need to use in a specific situation is essential to becoming a successful leader. Resolving conflict in the work place can be very difficult to achieve if the right approach isn’t taken by management and employees. Broome, DeTurk, Kristjansdottir, Kanata, and Ganesan (2002) says, â€Å"Differences in perspectives, frames of reference, values, norms, and communication styles are often aggravated by stereotypes, prejudices, and misunderstandings, so that decision-making, problem solving and conflict management become extremely complex† (p. 240). Interactive Management is a process that helps diffuse potentially explosive conflict issues and allows for a productive resolution for both parties involved in the conflict. This process involves all parties to first identify the problem, second establish a course of action moving forward, and third build an effective plan that will be successful. With this type of approach to conflict it allows for communication to stay open and gives the conflict a fair chance to be resolved. Broome, DeTurk, Kristjansdottir, Kanata, and Ganesan (2002) says, â€Å"Devoting time to bring together informed individuals with interest in an issue, and to carefully examine its source, can prevent the waste of time, effort, and other resources that would otherwise be devoted to pursuing ineffective solutions or fighting unnecessary battles† (p. 261). In unit three course room discussions Ray 12/9/11 talked about the importance of the Transformational leader’s perspective; building a mutual vision and showing their commitment to get that goal accomplished. McShane and Von Glinow (2010) says this about the Transformational perspective, â€Å"†¦agents of change who create, communicate, and model a shared vision for the team and inspire followers† (p. 371). I also feel that it is essential for a leader to get complete support from their followers to ensure a positive outcome. Once a leader has everyone on board with the vision, they are able to start building trust which will help establish a concrete foundation for success. Nakia 12/7/11 also had this to add, â€Å"In my opinion transformational leaders are the most inspiring leaders. They can take over a horrible company and change the entire culture of the organization†. In conclusion I have summarized the main points in unit three. These points were the five major Leadership Perspectives, power and influence, and resolving conflict. Leaders who understand how to use the right combination of proper perspectives, power and influence will be the most successful leaders. Additionally, successful leaders must know how to resolve conflict effectively. References Benjamin, Broome, J., DeTurk, S., Kristjansdottir, E. S., Kanata, T., Ganesan, P. (2002). Giving voice to diversity: An interactive approach to conflict management and decision- making in culturally diverse work environments. Journal of Business and Management, 8(3), 239-264. Retrieved from http://search.proquest.com/docview/211509295?accountid=27965 McShane, S.L., Von Glinow, M.A. (2010). Organizational Behavior (5th Ed.). New York: McGraw- Hill/Irwin.

Newborn Dried Blood Spot Screening (NBS) Essay -- Newborn screening p

Introduction Newborn Dried Blood Spot Screening (NBS) is the most widespread application of screening technology to identify infants with certain genetic, metabolic, and endocrine disorders. Several drops of blood are taken from the baby’s heel and placed on a ï ¬ lter paper card. Many countries are considering the expansion of their new- born bloodspot screening programs. As a public health intervention, NBS has greatly improved the lives of thousands of affected children. Yet despite the fact that newborn screening has saved the lives of thousands of children and help many more from lasting disability, previous experience has shown that screening can be costly and cause a-dverse psychological effects, such as anxiety, stress, guilt, social stigma, reduced self-esteem, and social, insurance and employment discrimination. Specifically concerning children, a request for screening creates legal concerns and raises ethical questions for the health care provider. In this review, we highligh t the major ethical and social challenges currently facing each facet of newborn screening. Background : Newborn screening (NBS) tests have been designed to identify infants with severe disorders that are relatively prevalent and treatable (or controllable) and it consists of taking a few drops of blood from a baby’s heel in the first week of life and testing it for a list of disorders. Newborn screening began In the United States and most countries in Europe in the 1960s and 1970s after Dr. Robert Guthrie developed a simple blood test for phenylketonuria (PKU) ( Baily & H. Murray, 2008). PKU leads to mental retardation, but can be effectively treated by early detection and continued adherence to a special diet. Until the late 1990s, screeni... ...creening for early detection of disease, the need for evidence. Clin Chim Acta. 315, 5-15 Miller. F, Robert. J, Z. Hayeems. R (2009), Genetic& ethics, Questioning the Consensus: Managing Carrier Status Results Generated Newborn Screening, American Journal of Public Health, 99,210-215 Rothwell. E, A. Anderson. R, J. Burbank. M, J. Goldenberg. A, Lewis. M, Stark. A, Wong. B, R. Botkin. B (2011). Concerns of Newborn Blood Screening Advisory Committee Members Regarding Storage and Use of Residual Newborn Screening Blood Spots, American Journal of Public Health, 101, 2111-2116 Tarini. B, Goldenberg.A (2014), Ethical Issues with Newborn Screening in the Genomics Era. Ethics of Newborn Screening, 1 , 381-393. Vanderburg. S, Verwei.M (2012), Maintaining Trust in Newborn Screening : Compliance and Informed Consent in the Netherlands, Hastings Center Report, 41-47.

Book Report †Middle School Series Essay

? Rafe Khatchadorian has enough issues around his family life, without throwing his first year of middle school into the mix. Luckily, he’s got an incredible plan for the best year ever, if only he can pull it off. With his best friend Leonardo the Silent awarding him points, Rafe tries to break every rule in his school’s Code of Conduct. Having gum in class scores him 5,000 points, running through the hallways, another 10,000 points and pulling the fire alarm, 50,000 points! But not everyone thinks that Rafe’s game is a good idea, especially the teachers, parents and other students at the school, so he’ll have to decide if winning is all that matters, or if he’s finally ready to face the rules, bullies, and truths he’s been avoiding. http://www. jamespatterson. com/books_middleSchool. php#. UWY9FFdstN4 Middle School the Worst Years of My Life is written by James Patterson and is a realistic fiction book that takes you through the journey of Rafe’s first year at middle school, dealing with the awkwardness of crushes, bullies, and family issues as he tries to break every rule in the school’s Code of Conduct. The book features many different pictures that tell you what’s going on as well, and is considered a graphic novel. Middle School the Worst Years of my Life received a critical acclaim from the most reviewers, it won the YALSA 2012’s Top Ten Quick Picks for Reluctant Young Readers award and James Patterson got nominated for the Children’s Book Council’s Author of the Year award. James has written well over 50 books, a lot of them being in series, and has won many awards. Middle School the Worst Years of My Life is the first book in the Middle School series. The setting of the Middle School series is in middle school. There is no specific day or time that this book is set in, other than it being during middle school. A lot of the time the rules that are broken are broken within the school timing, but there are one or two rules that get broken out of school times. I think the setting has been chosen well, and believed it suited the book well. The novel starts with Rafe entering sixth grade at Hills Village Middle School. Beginning the new school year with a negative mindset means that Rafe starts the year bored and believes that ‘it was a prison Pilgrims back then, but not too much has changed. Now it’s a prison for sixth, seventh and eighth graders. ’ Rafe quickly understands that he will be stuck in middle school for 3 years, and invents â€Å"Operation R. A. F. E. † with his best friend Leonardo the Silent. The plan was to break every single rule in the schools handbook. He also has to put up with the issues in his home life. His mum is always working double shifts at a diner and never gets time with her children, Rafe, and Rafe’s younger sister, Georgia. He has a verbally abusive stepfather (Bear) who looks after him when his mother is away. Then, there’s Jeanne Galletta, who Rafe is madly in love with. Jeanne is a doubtful of Rafe’s plan and wishes he would spend more time on school work then his games. Operation R. A. F. E’s consequences consists of many detentions with his English teacher, Ms. Donatello. This creates tension between Rafe’s family, and after having a fight with Bear about Leonardo and how he is a bad influence on Rafe, we discover that Leonardo is Rafe’s imaginary friend. Rafe’s actions eventually lead to bad grades, getting himself suspended, and then forced to be tutored by Jeanne, whom he had been trying to avoid because she doesn‘t like him. While the tension in the family gets stronger, Bear throws Rafe’s mother to the ground and moves out, Rafe gets expelled for spraying graffiti on the school walls, but Ms. Donatello see’s the potential artist within him and comes up with the idea to send him to art school. The final part of the book reveals that Leonardo is Rafe’s dead twin brother. An exciting part of the novel is when Rafe graffiti’s the school wall at four in the morning. ‘The next morning, I left a note for Mom saying that I had to go to school extra early to work on a project, which was basically true. I just left out the part about how early meant four in the morning and project meant highly illegal activity. â€Å"You’re not going to regret this,† Leo kept telling me. The way he saw it, the whole point of Operation R. A. F. E. was about breaking rules, so why should I let a little thing like losing the game stop me from doing the part I’d been looking forward to the most? Like I said before – genius†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦I unpacked my new flat black marker, a big old camping flashlight, and some of my latest practice sketches. I’d drawn these ones on graph paper, which is kind of like a brick wall, to show me how big everything would need to be. But Leo was feeling impatient, â€Å"You don’t need those anymore,† he said. â€Å"The clock’s ticking. Stop thinking so much and just go. † So I did. I set up the flashlight on a rock so that it was shining right at the wall. Then I picked up my marker and started. It was king of slow-moving at the beginning. I wasn’t sure what to draw first, or what order to do things in. But the more I kept going, the more I got into it, and then somewhere along the way everything started to flow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. After a while I was running around like crazy, working over here, working over there and getting up on an old trash can to reach the higher parts when I needed to. The whole thing started to get so big that I felt like I was inside it, even while I was still drawing. It was like Leo had said – I wasn’t thinking anymore. I was just doing it, like the marker was just another part of me, and the lines and shapes and pictures were coming right out of my hand. ’ After a while, the police show up, and are surprised that a kid had done all that work, but then again, it was illegal, so into the cop car went Rafe and Leo. I like this part of the novel because I felt as if I was in the actual scene. It was as if I was Leo and I was scared we’d get caught. This scene, although it’s short, it was intense. You didn’t want Rafe to get caught, but you wanted to know what would have happened when he got caught. I just believe that the way this chapter/scene has been written makes it believable and makes you feel like you’re there. The style of this novel is average pace. The novel begins out very slowly, and it doesn’t have much meaning, but once the novel gets a fair way into it, the drama begins, and the pace slowly picks up. At the end of the novel, things get more intense and more happens in a shorter amount of time, and by the end of the novel, so much has happened, that it takes a while to comprehend what has happened, but you realise that James wrote it that way for a reason, and to me, that reason was so that he could have a short book, that had a lot in it, and might eventually be able to make a movie, much like the Diary of a Wimpy Kid movies. The Worst Years of my Life uses a lot of slang humour, but not so much that it’s over powering, it’s just enough that it creates the characteristics of the book. A genre is the category of artistic composition, as in music or literature, characterized by similarities in form, style, or subject matter. There are several genre’s the feature in this novel, some more than others. The genres that feature heavily in Middle School the Worst Years of My Life are: Comedy Humour Drama The genre that is featured in the book, but not as heavily is romance. Have you ever had a crush on someone and had them not like you back? Romance is a feeling of excitement and mystery associated with love. Rafe Khatchadorian discovers his feelings for Jeanne Galletta on one of his first days at school. They were all sitting in the school gym and she was one of the candidates for the student council representatives and part way through or speech, she offers to buy Rafe fries later that day, and that’s when he knew he liked her. Towards the end of the novel, Rafe’s grades start to go downhill and the school as well as his Mum think it’s a good idea to get some extra help. Little did Rafe know that his dream girl Jeanne was going to be his tutor. Even though Rafe is a teenage boy who likes girls, middle school would not be any good without a sense of humor or a comedian mixed into the scene. The biggest class clown in the school is here, and his name? Rafe Khatchadorian. A class clown is the funniest person in the class who often gets in trouble. Rafe’s first year at middle school is spent trouble making and trying to make people laugh, but not everyone thinks that his plan to break every rule in the Code of Conduct. Miller the Killer was the school bully, and his new prey is Rafe. Throughout Rafe’s middle school year, he comes into conflict with Miller many times. The biggest thing that happens to Rafe because of Miller the Killer is when he discovers Rafe’s notebook with all the Operation R. A. F. E. (Rules Aren’t For Everyone) and makes Rafe buy each page back off of him for a dollar a page, but Rafe discovers Miller’s plan with the notebook early on, and it isn’t pretty. Miller the Killer enjoys making Rafe’s first year at middle school hell, but Rafe enjoys the humorous side of school. School is tough on everyone, so what’s the best way to get through? Have fun! And that’s what Rafe intends to do by breaking all the rules in the Code of Conduct and earning himself points. The catch is, he only gets given three lives, and if he breaks all three, the games over. All the seriousness aside, Rafe gives himself, and Leo a good laugh. The funniest scene in the book to me was when Rafe decides to break the schools dress code, and he was given the best chance to do this with Halloween just around the corner. Leo knew that it would only be a matter of time before Rafe was caught by a teacher, so Leo was giving him 10,000 points for every 50 yards of the school he covered in his costume. Rafe ran, as fast as he could in all black, with a pocket full of Cheerios as throwing stars, and nunchucks made from paper towel roles with rope knotted at either end. Yep, you guessed it. Rafe was a ninja. ‘I came tearing out of that bathroom at full speed and just kept running – through the first floor (10,000! ), up the stairs (10,000! ), down the second floor hall past all the lockers (10,000! ), throwing Cheerios and swinging my nunchucks like crazy. ’ Right before he got caught, Miller the Killer was right in his aim. ‘I made sure my mask was pulled down tight over my face. Then I took a big windup as I went by, and beaned him upside the head with one of the chucks (10,000! ). â€Å"What the – ? † Miller turned the wrong way, just as I passed him. By the time he’d figured out where I came from and where I was headed, I’d already left him in the dust. He was twice as big as me, but I was twice as fast. Eat it, Miller! ’ And then it happened. Caught right in the act. Yep, a teacher saw him†¦ Well, he ran into the teacher. Games over Rafe. ‘And then – splam! I ran right into Mrs. Stricker. Literally. Let’s just say, she wasn’t in the mood for wrestling. ’ But Rafe had another plan and it was going to earn him double points. ‘I went into the bathroom and came out a minute later without my ninja costume, running just as fast as before. Some kids got out of my way. Some even ran in the other direction. A few of the girls screamed when I cam2 through, but I don’t think they meant it. And a few people even yelled stuff like â€Å"Go, Rafe, go! † and â€Å"Don’t let ‘em get you! † Because, like I said, I wasn’t wearing my ninja costume anymore. In fact, I wasn’t wearing much of anything at all. ’ No, he wasn’t naked, but he wasn’t wearing much†¦ ‘Just sneakers, a pair of boxers, and a big old smile. Boy, did Rafe get in big trouble for that, but on the other hand, he did earn himself a lot of points! Rafe loves making people laugh, and I believe that the reason he does it isn’t for other people, but he does it to make himself feel good. I believe that the main theme in this novel is coming of age and growing up into a better person in a way. To me, I think this means that by using the resources that are around you (family, friends etc. ) to become the person you are supposed to be. For Rafe, this is trying to get over his prank, funny, humorous stage, and into the more serious schooling stage. This can be hard for some people, especially when they don’t get along with their family, and when their only friend is in their imagination, but by the end of the book, Rafe has realised that even though he isn’t academically smart, he does have a gift with art, which sees him going to art school. Love is also in the novel, as Rafe discovers Jeanne Galletta, but it doesn’t impact on the story as much as growing up does. The main characters in the book are: Rafael (Rafe) Khatchadorian – Rafe is the trouble maker in the story who is in his first year at Hills Village Middle School. Rafe is important because without him, there is no story. I like this character because he makes the book fun. Even though he isn’t an actual person, this character has a funny personality and a childish sense of humour. I believe that James Patterson has described this character well. Georgia Khatchadorian – Georgia is Rafe’s annoying little sister who likes to be in everyone’s business and know what’s going on in Rafe’s life, especially when he is in trouble. She is also the family tattletale and always dobs Rafe in when she catches him doing something wrong. Even though Georgia annoys Rafe a lot, he also protects her, which is like all siblings love-hate relationships. I like her because I think I can relate to her because I am the younger sister in my family, and I like to annoy my older brother, but I also know that he will always be there for me. I think that Georgia is a main character in this story because she is a part of Rafe’s home issues because she never leaves him alone and always wants to know what’s going on in his life. Carl AKA Bear – Bear is Georgia and Rafe’s, abusive, rude, obese stepdad who can be found on the couch. Bear is often yelling at Rafe after school. He also argues with Mrs. Khatchadorian, Rafe and Georgia’s mum, and one argument let Bear to accidently push her down the front steps, and when the police show up, it doesn’t look good for Carl. I don’t like him at all! He’s so rude and obnoxious, and I would hate to have a step parent as bad as him. Leonardo (Leo) the Silent – Leo is Rafe’s best friend, who we later discover is in his imagination. We also later find out that Leo was Rafe’s twin brother who died when he was still a baby. I think that Leo is the glue that holds everything together. He helps Rafe with school, with home, and he gives him the motivation to keep going when things get tough. I really like Leo the Silent because even though he isn’t real, he is the perfect best friend. Jeanne (Jay-Gee) Galletta – Jeanne is Rafe’s crush. He is madly in love with her, but she is also the goody-two-shoes of the school, and she hates Operation R. A. F. E. I like her but I don’t. I feel like she tries too hard to be a good student, and doesn’t give herself enough freedom, which is why I don’t like her. I think that being a teenager, or getting to that stage  means that you can manage school and social life, and to me, it’s like she has no social life. She’s important in the story because as we get older, we start to see people in different ways, and we start to like them, and I believe that Jeanne is important because without her, it’s not a real adolescent’s life. Ms. Donatello AKA the Dragon Lady – Ms. Donatello is Rafe’s English teacher, as well as his detention buddy. Even though she is strict and can get aggravated easily, she also has Rafe’s best interest at heart and wouldn’t help him if she didn’t believe he was better than what he shows. I like her because I have had plenty of teachers that are hard on me, but they do it because they want what’s best, and without that push, we wouldn’t grow and evolve as people. I understand why Rafe doesn’t particular like her, but teachers always want what’s best, and he will eventually see that. Miller AKA Miller the Killer – Miller is the school bully, hence the name ‘Miller the Killer. ’ He is constantly giving Rafe a hard time throughout his first year at middle school, and without the school bully, school wouldn’t be school. There is always that one person that puts people down to make themselves feel good, although not a lot of bullies take kids lunch money, but hurt them mentally, or even physically. I don’t like Miller because I believe that he hurts people because he can and he needs to get disciplined. Without Miller, or a bully in the book, it wouldn’t be like school life, so I can understand why James Patterson included him in it. I’m not much of a reader, but I really enjoyed this book, and I found it easy to understand and comprehend because of the little sketches throughout the book. This book is much like the Diary of a Wimpy Kid series, and I believe it is aimed at the same kind of age group. I think that I was too old to read this novel, but I didn’t find it so easy that I could just read it in a day, but not hard enough that it took me forever to read. It was a good balance, so I would suggest it for kids 13 years old and younger, somewhere between 9 and 13. To be honest, it was a good book, but it could have been made longer so not everything happened at once towards the end. In general, it was a good read, and I would recommend it to younger kids who enjoy having a good laugh and getting into trouble.

A Brief History of a Colony That Never Was

New Devon colony was founded on the north-west coast of the modern USA in the Delaware river’s valley.  Ã‚   It was the Indians who had lived here before Europeans came. These were the Indians who spoke the language of Algonquian group. They called themselves Lenni Lenape that meant ‘progenitors‘ or ‘first people’.Other Indian tribes called them ‘grandfathers’ and this fact also confirms that Lenni Lenape was the oldest tribe in this valley. The Indians hunted, fished, farmed cultivating cereals and legumes.   Depending on the season the Indians migrated from forests to the coast. At the beginning of 17th century about seven thousand people lived here.First European investigators of these lands were Dutch. However some seafarers investigated the North-West coast earlier: Englishman John Cabot (1497), Frenchman Giovanni da Verrazano (1524), Spaniard Estevan Gomez (1525), Frenchman Jehan Allefonsce (1542), Englishman Sir John Hawkins (15 62) and others.In 1615 Dutch Johan Stuyvesant left his country for the north-west coast to find suitable place for trading. In June being not far from New Foundland the ship unfortunately took fire. Stuyvesant had to land in order to repair the ship. After the examination of this place the captain became sure that lands are favorable for trade furriery and the river was full of fish.As a result of   Stuyvesant voyage the Dutch post Hoek was founded here.   Soon Englishmen learnt about these lands. They were very impressed with stories about fertile valley and in 1632 John Welsh visited this territory. He was enthusiastic about the prospects of these lands and confirmed everything   the Dutch traders had told.So in 1635 the territory of New Devon was granted to the Earl of Worcester and Englishmen began to immigrate here. Those Dutchmen who to swore fidelity to King could own the lands they had settled before. The land settlement in 17th   century required careful planning an d leading.It was very expensive and risky business. The settlers had to sale more than four thousand miles, they needed food, arm, clothes, seed, implements. Only small group of rich immigrants could afford to pay for such voyage. Others used special colonization agencies. These organization paid for the trip while settlers were bound to work off this debt in the colony as   servants. After four – five years servants could even get a plot to farm.The relationship between the Indians and settlers of New Devon were not so troubled as we can think. William Penn and his Society of Friends or Quakers living in neighboring Pennsylvania influenced the situation greatly. To follow them New Devon concluded a treaty with the Indians in 1701 to keep the peace.As for   economics of New Devon it prospered. The main business was agriculture. Many people however became employed as small fish processing or milling plants workers. Shipbuilding flourished. Cereals, wood, dairy products wer e exported to the southern colonies., West India and Europe.Too busy with commerce residents of New Devon didn’t pay much attention to the education and were obviously behind the southern colonies in this field. Only by the middle of 18th century King’s College was opened here. In 1739 ‘New Devon Weekly Journal’ began published.When granted to the Earl of Worcester King also gave a charter to New Devon. This document proclaimed authority   to be exercised by so called freemen – free colonists. The result of it was that assemblies took over the control of finance. The governor appointed by the Earl couldn’t even collect taxes and spent budget money without assemblies permission. When in 1684 Britain attempted to reestablish King’s rule and cancel the charter colonists simply expelled the governor send by London.Though British authorities realized the necessity to rearrange the Empire the situation in America wasn’t favorable to do this. Colonies got accustomed to independence and required more freedom. To consolidate power Britain had to begin struggle. The first step was the Sugar Act passing in 1764.The sugar act put a tax on sugar, wine, coffee, silk that shipped to the colonies from countries other than Great Britain. New Devon traders combined efforts to   boycott English goods. Residents used only those products which were produced by New Devon plants. Later in 1764,Parliament enacted a Currency Act to prevent paper bills of credit issued in any of King's colonies from being made legal. Since the colony were a deficit trade area and were constantly short of hard currency, this measure added a serious burden to the colonial economy.Equally objectionable from the colonial viewpoint was the Quartering Act, passed in 1765, which required colonies to provide royal troops with provisions and barracks.   But the act that angered the residents most of all was The Stamp Act. The Stamp Act put a tax on al l printed paper goods that colonists bought. Colonists had to pay a tax when buying books, newspapers and playing cards. A person who finished college had to pay a tax on the diploma.Lawyers had to pay a tax on the wills, agreements and other documents. To show that the tax had been paid, a stamp seller put a stamp on the paper.   The hostility arose. People caught officials collected taxes and tarred them. In October of 1765 in response to   Massachusetts assembly New Devon send delegates in New York to discuss the Stamp Act. After the long disputes   the congress enacted to consider as legal only the taxes imposed by colonies themselves. However George III was not going to make any concession. The Revolution became inevitable.During the Revolution many nearly 7000 men of New Devon enlisted for service in spite of the fact that there no important battles here except several skirmishes. New Devon provided the Army with food and arm.Lack of ammunition made residents to melt the statue of King to cast bullets. In 1781 English army surrendered to American and French ones. On September 3, 1783 Great Britain signed Treaty of Paris –   the peace settlement proclaimed the independence, freedom and sovereignty of the colonies. New Devon as well as other colonies became independent.Bibliography1.  Ã‚  Ã‚  Ã‚  Ã‚   About Connecticut; 15 July 2004; available from htpp://www.ct.gov./ctportal/cwp/view.asp?a=843&q=246434; Internet2.  Ã‚  Ã‚  Ã‚  Ã‚   Boorstin, Daniel J.   The Americans: Vol. 1: The Colonial Experience, Vol. 2: The Democratic Experience, Vol. 3: The National Experience, Hardback ed., Random House, 19753.  Ã‚  Ã‚  Ã‚  Ã‚   Dugan, Jeannine Colonial Immigration: An Overview; 25 January 2004; available from htpp://www.suite101.com/article.cfm/5871/32260; Internet4.  Ã‚  Ã‚  Ã‚  Ã‚   Morris, Richard B.; Henry Steel and Jeffrey B. Morris, eds. Encyclopedia of American History, 6th ed., Hardback ed., Harper & Row, 19825.  Ã‚  Ã‚  Ã‚  Ã‚   Pennsylvania state history,   available from htpp://www.phmc.state.pa.us/bah/pahist/overview.asp?secid=31; Internet6.  Ã‚  Ã‚  Ã‚  Ã‚   State of Delaware (A brief history), 12 July 2004; available from htpp://www.state.de.us./gic/facts/history/delhist.htm; Internet

what is the meaning of challenge essays

what is the meaning of challenge essays What is the meaning of challenge? The denotative meaning of challenge is "a calling into quesion." For the challenges that our society experiences everyday, I think we should look upon them as a page in a never ending story. The severe encounter that has left an impring on my life is death. On June 2, 1999, I received a phone call late that evening informing me that my friend had flown home. He did not fly away by and airplane but by wings that carried him. Death was unexplainable to me, so I received guidance on how to grow from this dissolution. Without the help of my therapist I do not think I would have been able to defeat the fear of being left alone. Knowing that death is unpredictable previously scared me, but now I see it as a chance to live everyday to the fullest. I know that I will be able to overcome any predicament that is laid before me. Losing someone dear to me has opened my eyes to see the world. The day that I graduate form my high school is anouther big step of bei ng away from those that I love. The biggest challenge for me entering college is not being able to have my mother and father there to hold me when times get tough. It is going to be that same feeling of being all alone. For eighteen years I have had someone next to me to hold my hand through good and bad times. Come August I am going to be taking a large step towards my future and a chapter in my life when I am going to have to answer my own questions. My parents, my therapist, and God have taught me the neccessities that I need to know for my future and when I leave for school I am going to have to use my teachings to help me understand and cope with everyday experiences. Shirley MacLaine said, "The pain of leaving those you grow to love is only the prelude to understanding yourself and others." This quote is more that just a sentence in a book, it goes deep inot each individual's thought. No one can teach you how to feel loss, you have to experience it. ...

Teenage Drivers Essay Example | Topics and Well Written Essays - 1500 words

Teenage Drivers - Essay Example Moreover driving under the influence of alcohol or other drugs multiplies the risks of car accidents for these teenagers. Backed up by several statistical evidences, facts, and medical researches, most of the people are of the view that children should be at least 18 years old to get a driving license. (Davis, 2005) However, many people also believe that the sweeping statement blaming all young drivers should not be made as there are only a portion of the total teenage drivers that cause the major chunk of accidents (Davis, 2005). Several people, including parents, prefer having their children be able to drive as soon as possible so as to lessen their burden of having to drive their children to schools and universities and after school events such as parties and movies. The statistics show that every year about 5500 to 6000 teenagers lose their lives in car crashes proving it to be the most common way for a teenager to lose his life (valdes-dapena, 2005). There are many factors contributing to this. Teenagers are most likely to take risks. These risks might be influenced by various sources including emotions and peer group pressure. Other stresses caused by their busy schedules, considering that a lot of teenagers in many parts of the world attend school and universities and work at the same time, also contribute to taking risks (Ipp, 1997). Moreover, the young high school or college going children, are often under the influence of alcohol and marijuana while driving. Put bluntly, beginner drivers simply lack the experience and ability required to carry out the simple looking yet complex tasks associated with everyday driving and hence controlling the vehicle at high speeds especially in response to hazards that might be done quite easily by an experienced driver, may become very difficult for young drivers. As the sun sets, adolescents behind wheels become even riskier (Ipp, 1997). The Medical Aspect Scientists at the NIH campus in Bethesda, Md., have found that the careless attitudes and rash emotions that influence teenagers' decisions are due to a crucial part of the human brain that remains undeveloped until the age of 25. This part of the brain is responsible for influencing better decision making and impulse control and is among the latest to build up (davis, 2005). This NIH research was led by Jay Giedd, chief of brain imaging in the child psychiatric unit at the National Institute of Mental Health. Jay Giedd, along with a team of professional researchers, analyzed 4000 brain scans from 2000 volunteers to record how brains develop as children grow up and mature. His analysis illustrated a very important point. An area of the brain, called the dorsal lateral prefrontal cortex, remains under developed until the age of 25 (Davis, 2005). This area helps a person to 'look further ahead' and make sound and mature decisions. Due to the slow process of this area's development, as the children's bodies grow physically, their hormones encourage more risk-taking and thrill-seeking. But as the hormones ignite the limbic system which is responsible for responding to pleasure, emotions run high. These emotions cause difficulty in making the intelligent judgments needed

Dance and Identity Essay Example | Topics and Well Written Essays - 2500 words

Dance and Identity - Essay Example This essay focuses on discussing dance as a form of performing art where your body posture plays a really crucial role because this performing art needs to have amazing elegance and grace in your body. The performer expresses him or her through the medium of his own body. According to the theory of performativity, gender should not be considered as a noun that acts but it is always a doing. This statement is very true in the context of dance or any other performing art where the actor is a performer in spite of his gender identity. The researcher uses Kathak dance to provide an example for better understanding of the issue. Kathak is one of the oldest classical dance forms which originated in North India. Dance is performed by both male and female. The masculine dance is always vigorous and aggressive while the feminine dance form is very delicate and more graceful. Basically in Kathak, the artist has to have the knowledge of both of these patterns. To conclude, the researcher states that sex has been an obligatory injunction for the body to become a cultural sign. Since ancient time dance has many stereotypical approaches in all around the world. Basically dance is an elegant art which needs to be enjoyed by an artistic vision. Objective should be taken into consideration while assessing the dance performance and not the gender identity of the artist. Gender issue should not be included and this art should not be kept constrained in the certain framework of gender identity.

Rethinking Performance Management Essay Example | Topics and Well Written Essays - 3000 words

Rethinking Performance Management - Essay Example Behavioral pattern of the suppliers and the clients and concentration in the supply makes entrepreneurs more competitive in the global market. In the market where the customers are diverse, a different approach to the market may be of great benefit to entrepreneur in a new market (Keillor 2011). The trends of innovating products and services in a particular environment have been used by multinational companies in their new products. Taking for instance the travel business in the United States, the business involves serving both the natives and the international visitors. Globalization and liberalization of economies have allowed companies to invent new ideas suitable for the developing markets. Globalization has pressurized companies to continue innovating new ideas of conducting businesses. Though much innovation has been witnessed in the global market, entrepreneurs have found it harder to penetrate the market to ever changing business environment and competition (Griffin 2005). There is more opportunity for growth due to innovation and completion in the global market. Entrepreneurs in the global markets seem to prefer working centrally and doing business from a central position. However Companies benefit international market therefore centralization of business no longer applies in the global markets (Keillor 2011). ... This continuous process entails measurement, appraisal, monitoring, controlling, rewarding and feedback processes (Gary, 2011). Organisational goals are achieved through strategic plans, which are further executed and controlled through effective performance management systems that are applicable for managing performance of the employees, organisational systems and processes. in an ideal state, performance management system is highly beneficial for the company in terms of improving employee motivation and self-esteem; in gaining better understanding of the employees’ abilities and attitudes; achieving better job role and goal clarity; creating appropriate administrative actions; improving employees’ competencies on a continuous basis; better adherence to regulations; introducing better timely interventions to performance improvement; better execution of organisational changes; and in achieving better and predictable growth for the company (Aguinis, 2009). However, Crawf ord’s (2006) article critiques performance management system as a whole by highlighting that performance management related studies indicate otherwise and regard it as a flawed system because the findings from these studies show that despite managing performance, 96% organisations still experience poor performance; very few performance management systems have been proved to be effective; organisations continue to experience huge losses due to poor performance. Crawford (2006) highlighted three main reasons for the failure of performance management: firstly, the notion that performance can be managed is a myth; secondly, performance management has become more of a mechanically driven process without accounting for human factor involvement; thirdly, managers

Role of education in changing gender relations and empowerment of Literature review

Role of education in changing gender relations and empowerment of women - Literature review Example This essay "Role of education in changing gender relations and empowerment of women" outlines the role of the schooling and equal rights and attitude to both genders in society. Findings from Wajcman (2013: p29) show that there is a complex relationship between overall education rates of penetration in countries and differences between these rates in men and women. A report on statistical analysis of various developed and developing nations found that relationships between overall literacy divide and gender divide is tenuous and is not supportive of the argument that literacy and gender move together. This shows that there is a need for the disentanglement of social aspects of education access from others that are more related to physical access. Groups with power and privilege normally leverage this combination of social and physical access in different ways, as compared to marginalized and vulnerable groups (Wajcman, 2013: p29). Most experts argue that the ethnocentric western way in which educational empowerment is interpreted does not take into consideration the social and historical contexts within which education is used and accessed. Time for women is a vital resource whose supply is short and, therefore, any educational solution that seeks to improve women’s lives and improve their choices and empowerment should be seen as accessible and relevant means to improve efficiency, instead of as an additional load to their already numerous responsibilities (Wajcman, 2013: p29).... Gender differences in education are variously described as rooted in perceptions and attitudes concerning education. For example, time for women is a vital resource whose supply is short and, therefore, any educational solution that seeks to improve women’s lives and improve their choices and empowerment should be seen as accessible and relevant means to improve efficiency, instead of as an additional load to their already numerous responsibilities (Wajcman, 2013: p29). Beyond the leisure time for women away from productive and reproductive tasks, which is limited, women usually do not have the required mobility to go to school, which may be symptomatic of carious socio-economic factors, safety precautions, and cultural restrictions. Improved education and literacy are linked with correlated improvements in participation in global and local communities, as well as in individual empowerment. According to Kane (2005: p78), women living in developing nations are in the deepest po rtion of the education divide and are increasingly removed from this experience by their male counterparts who share their poverty. Factors that are engendered, such as language, constraints of time, income, cultural contexts, and education, affect the access by women to employment, education, and to academic institutions. The limited access to education by women comes from illiteracy barriers, time constraints, and preoccupation with their survival in oppressive and egalitarian socio-cultural practices and norms, the predominantly urban nature of the academic facilities, and its high costs (Kane, 2005: p78). Therefore, literacy and education are

Human Rights under Indian Law

Human Rights under Indian Law 1.3.4 Other Fundamental Rights (Unremunerated Fundamental Rights) A number of rights are not stated in the Covenant, are not even laid down in part III of the Constitution. In A.D M. Jabalpur V. S. Shukla[1] the Supreme Court by a majority of four to one, held that the Constitution of India did not recognize any natural or common law rights other than that expressly conferred in the Constitution. Though the attitude of the Supreme Court has changed especially after 1978. The courts on many occasions by accepting the rule of judicial construction have held that regard must be paid to International Conventions and norms for constructing domestic law. In Maneka Gandhi v. Union of India,[2] Justice Bhagwati in the Special Bench for the Supreme Court observed that: The expression ‘personal liberty’ in article 21 is of the widest amplitude and it covers a variety of rights, which go to constitute the personal liberty of man and some of them have been raised to the status of distinct fundamental rights and given additional protection under Article 19. No person can be deprived of his right to go abroad unless there is a law made by the State prescribing the procedure for so depriving him; and the deprivation is effected strictly in accordance with such procedure. The following rights are contained in the Covenant on Civil and Political Rights. They are available to the citizens of India through judicial decisions, even if and though they are not specifically mentioned in the Constitution. Right to travel abroad (Article 21): The right to travel abroad is a guaranteed right under Article 12 paragraph (2) of the Covenant on Civil and Political Rights. In Sathwant Singh Sawlmey D, Ramanathan, Assistant Passport Officer,[3] New Delhi, the Court held that the right to go abroad is part of an individual’s personal liberty within the meaning of Article 21, Right to privacy (Articles 21 and 19 (1) (d)): This right is stipulated under Article 17 paragraph (1) of the Covenant on Civil and Political Rights. In Kharak Singh v. State of Uttar Pradesh[4] it was held by the Supreme Court that the ‘domiciliary visits’ is an infringement of the right to privacy and is violative of the citizen’s fundamental rights of personal liberty guaranteed under Article 21. Right against solitary confinement Right to human dignity Right to free legal aid in a criminal trial Right to speedy trial Right against handcuffing Right against delayed execution Right against custodial violence Right against public hanging Right to health care or doctor’s assistance Right to shelter Right to pollution free environment Freedom of the press Right to know Right to compensation Right to release and rehabilitation of bonded labor Right of inmates of protection homes Thus we can notice that how the rights, whether formally enshrined or not, whether available to citizens or non-citizens, form such a palpable ingredient in being able to lead a life. Moving ahead, we can focus upon the rights and bills that are specifically concerned with child rights and encapsulated to guarantee assistance to child development. This study aims to focus on the issue of child trafficking; a concern deeply embedded in the larger canvas of human trafficking which broadly includes other than child. The Article 21 (A) of the constitution of India deals with the Right to Child Education included in the Constitution by the Eighty Sixth Constitution Amendment Act, 2002. In order to make the right to free and compulsory education for a child, the Constitution’s 83rd Amendment Bill 1997 was introduced in Rajya Sabha to insert a new article 21 A in the Constitution. However, the Bill was withdrawn on November 27, 2001. On November 28, 2001 the Constitution 93rd Amendment Bill 2001 was introduced and passed by unanimous vote in the Lok Sabha, and the on May 14, 2002 in Rajya Sabha with formal amendments as 86th Constitutional amendment. Before the Constitutional process started for making the right to education a fundamental right, the Supreme Court in J. P. Unnikrishnan and others v. The State of Andhra Pradesh[5] held that every citizen of this country has the right to free education until he completes the age of fourteen years. Indeed there is not a doubt that such a right if rightly enforced, could be directly or indirectly responsible for mitigation of many problems including trafficking. The detailed discussion of child rights and timely measures adopted to safeguard childhood will not be complete without the discussion of POSCO Bill. The President of India on June 12, 2012 assented the Act. . This Act was introduced to protect children from offences of sexual assault, sexualharassment and pornography and provide for establishment of Special Courts for trials of such offences and for matters connected therewith or incidental thereto. The very same consequences of child trafficking are dealt with in such laws. It can be well noted that Clause (3) of the Article 15 of the Constitution empowers the State to make special provisions for children and in India. The wellbeing of a child are regarded as being of paramount importance at every stage, as the law operates in a manner to ensure a healthy physical, emotional, intellectual and social development of a child. Further to monitor the implementation of the objectives enshrined in the constitution the Central Government has appointed a National Commission for Minorities, a National Commission for Scheduled Castes and Scheduled Tribes and a National Commission for Women. The National Human Rights Commission (NHRC) came into being in 1993 by virtue of the Protection of Human Rights Act. NHRC has become an agency to figure with, and has carved out a place for itself in the assortment of Indian national institutions for implementation of human rights. India is also a party to the United Nations Conventions on the Rights of the child, adopted on December 11, 1992 .The convention has prescribed a certain set of standards in order to ensure and secure the best interests of the child. India being a party to this convention, is obligated to follow all the set of standards in guaranteeing such safeguards to child/children. The State parties to the Convention on the Rights of the Child are required to undertake all appropriate national, bilateral and multilateral measures to prevent- inducement or coercion of a child to engage in any unlawfulsexual activity the exploitative use of children in prostitution or other unlawful activity the exploitative use of children in pornographic performances and materials This Act is enacted by the Parliament to be extended to all the parts of India, excepting Jammu and Kashmir. This brings our notice to laws and Acts that extends to even Jammu and Kashmir. India is also a signatory to the UNCRC which defines the age of a child i.e. below 18 years. Countries all over the world use this definition. A child between the ages of 0-18 years is not allowed to vote, sign a contract or engage a lawyer. The Juvenile Justice Act enacted in India in 1986 (which was enacted in Jammu and Kashmir too by 1997, and the rules adopted in Jammu and Kashmir by 2007) came as beginning of the Juvenile Justice (Care and Protection of Children)Act 2000. The Juvenile Justice (Care and Protection of Children) Act 2000 is the primary legal framework for juvenile justice. The Act provides for a special approach towards the prevention and treatment of juvenile delinquency and provides a framework for the protection, treatment and rehabilitation of children in the purview of the juvenile justice system. This law, brought in compliance of Child Rights Convention 1989, repealed the earlier Juvenile Justice Act of 1986 after India signed and ratified Child Rights Convention 1989 in year 1992. This Act has been further amended in year 2006 and 2010. Technically even though this Act talks about Juvenile only , it is nevertheless essential in our study of child trafficking for this age group which according to India, are also highly targeted and disregarding the technical and formal description of age, this age group (16-18) ends up being a vulnerable target to human trafficking. The Juvenile Justice (Care and Protection of Children) Act is considered to be an extremely progressive legislation and Model Rules 2007 have further added to the effectiveness of this welfare legislation. However the implementation is a very serious concern even in year 2013 and Supreme Court of India is constantly looking into the implementation of this law in Sampurna Behrua Versus Union of India and Bachpan Bachao Andolan Versus Union of India. In addition to Supreme Court, various High Courts in India, specifically Bombay High Court and Allahabad High Courts are also monitoring implementation of JJ Act in judicial proceedings. In order to upgrade the Juvenile Justice Administration System, Government of India launched Integrated Child Protection Scheme (ICPS) in year 2009-10 whereby financial allocations have been increased and various existing schemes have been merged under one scheme. 1.4 Other Measures of Protection of Human Rights under Indian Law The Protection of Civil Rights Act, 1955 Suppression of Immoral Traffic in Women and Girls Act, 1956 Maternity Benefit Act, 1961 Dowry Prohibition Act, 1961 Equal Remuneration Act, 1976 Bonded Labour (Abolition) Act, 1976 Employment of Children Act, 1938 (Amended in 1985) The Child Labour (Prohibition and Regulation) Act, 1986 Juvenile Justice Act, 1986 Indecent Representation of Women (Prohibition) Act, 1986 Sati (Prevention) Act, 1987 The Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act, 1989 The National Commission for Women Act, 1990 The National Commission for Minorities Act, 1992 The National Commission for Safari Karamcharis Act, 1993 The National Commission for Backward Classes Act, 1993 The Mental Health Act, 1993 1.5 Fundamental Duties and Human Rights Part IV(A) of the Constitution vests the Fundamental Duties of every Indian citizen (Article 51-A). This clause was inserted by 42nd Amendment 1976. The duties are to respect the Constitution and its institutions, to live by the noble ideals of the freedom struggle, to protect the sovereignty and integrity of India, to defend the country, to promote communal harmony, to renounce practices derogatory to the dignity of women, to preserve the cultural heritage, to protect and improve the natural environment, to have compassion for living creatures, to develop the scientific temper, to safeguard public property and abjure violence and to strive towards excellence in all spheres of individual and collective activity. In 2002 The Eighty- sixth Constitutional Amendment inserted a new clause (k) in Article 51(A) making it the duty of parent or guardian to provide opportunities for education to his child or as the case may be, ward between the ages of 6 and 14 years. In the subsequent years it appeared that parts III, IV and IV (a) of the Constitution are heavily depended upon the judiciary for their interpretation and application. The various ‘reasonable restrictions’ clauses mentioned in Part III, Article 21, and the rarely used Part IV-A have given the judiciary ample scope for reviewing the administrative and legislative action. Infact, Article 21 has allowed judicial institutions to act as a catalyst in pushing the State to implement the DPSPs with respect to the â€Å"life and personal liberty.† 1.6 Directive Principles of State Policy and Human Rights The non-enforceable rights in Part IV of the Constitution are mainly those of economic and social in nature. However, Article 37 makes it clear that despite being non enforceable it does not weaken the duty of the State to apply them in making laws, due to their fundamental nature. Additionally, the innovative jurisprudence of the Supreme Court has now read into Article 21 (the right to life and personal liberty) many of these principles and made them enforceable.[6] Reading in nutshell we can find that they demarcate the duties of the State, i.e. encompassing securing a social order with justice, social, economic and securing for â€Å"the citizens, men and women equally† the right to an adequate means of livelihood. (Article 38). They directdistribution of ownership and control of community resources to subserve the common good., prevent concentration of wealth and means of production to the common detriment , secure equal pay for equal work for both men and women, prevent abuse of labor, including child labor , ensure child development , ensure equal justice and free legal aid organize village democracies (Article 39). In Article 40, constitution sates the provision of the right to work, education and public assistance in case of unemployment, old age sickness and disability. Article 41 vests provision of humane conditions of work, whereasArticle 42 entails the living wage and a decent standard of life and so on so forth. Hence it can be witnessed that these directives aim to include the indispensable provisions for development of child and education for children amongst the other essential directives i.e. to provide for human rights and decent standard of living. 1.7 Political Rights and Human Rights India being the largest representative democracy in the world is based on universal adult suffrage, providing every Indian of at least eighteen years of age the right to vote. The Constitution of India provides for direct elections to the House of the People of the Central Parliament, i.e. the Lok Sabha and the State [Provincial) Legislative Assemblies, once in every five years.. The right to vote, the; right to contest elections, and the conduct of elections are all governed by the Constitution (Part XV) as well as special laws like the Representation of the People Act, 1951. 1.8 Judiciary and Human Rights The vanguard of human rights, the Judiciary is one of the three organ of Government in India. It performs this function by innovative interpretation of the constitution with regard to the human rights provisions. The Supreme Court in the case Ajay Hasia v. Khalid Mujib[7] declared that it has a special responsibility, â€Å"to enlarge the range and meaning of the fundamental rights and to advance the human rights jurisprudence.† The Supreme Court of India and the State High Courts have unequivocal powers under the Constitution to enforce the fundamental rights and it has liberally interpreted these powers. The major contributions of the judiciary to the human rights jurisprudence have been two-fold: (a) The substantive expansion of the concept of human rights under Article 21 of the Constitution, and (b) The procedural innovation of Public interest Litigation. 1.8.1 Expansion of Article 21 Article 21 remains the core concern in our discussions of human rights and it is essential to read it in much details. Article 21 reads as follows, – â€Å"No person shall be deprived of his life or personal liberty except according to the procedure established by law.† The expansion of Article 21 of the Constitution has taken place in two respects: The expression â€Å"the procedure established by law† was interpreted in the case A.K. Gopalan v. State of Madras[8] in the year 1950, the very first year of the Constitution, the Supreme Court in, reflecting on the intentions of the Constitution-makers, held that â€Å"procedure established by law† only meant that a procedure had to be set by law enacted by a Legislature. This phrase was deliberately used in Article 21 in preference to the American â€Å"Due Process† clause. Three decades later, in Maneka Gandhi v. Union of India case, the Supreme Court noted that â€Å"the Supreme Court rejected its earlier interpretation and holds that the procedure contemplated under Article 21 is a right, just and fair procedure, not an arbitrary or oppressive procedure.†[9] The procedure, which is reasonable and fair, must now be in conformity with the test of article 14 — â€Å"in effect it has become a Due Process.† There is no doubt that the experience of National Emergency (1975-1977) prompted the court to go all out for vindication of human rights. Since Maneka Gandhi’s case, every case of infringement of rights by the Legislature has undergone judicial scrutiny in terms of the new guideline laid down by the Supreme Court of India. Further, this case led to the establishing of the due process norm, which included rights like, right to claim legal aid for the poor and the right to expeditious trial etc.[10] The judiciary interpreted ‘the right to life and personal liberty† to comprehend all basic conditions for a life with dignity and liberty. The judiciary has interpreted the word â€Å"Life† to include the right to possession of each organ of one’s body and a prohibition of torture or inhuman or degrading treatment by Police. In the Francis Coralie Mullin v. The Administrator, Union territory of Delhi[11] case, the Supreme Court held that â€Å"life† couldn’t be restricted to mere animal existence, or physical survival. Hence it can be summed up that the right to life means the right to live with dignity and availing the basic necessities of life such as adequate nutrition, clothing, shelter and facilities for reading, writing and expressing oneself. Many cases in High Courts and the Supreme Court often revealed â€Å"a shocking state of affairs and portray a complete lack of concern for human values.† . Justice Bhagwati held â€Å"if a person is deprived of his liberty under a procedure which is not ‘reasonable’, ‘fair’ or ‘just’, it would fall foul of Article 21. The following cases will through light that how time and again this Fundamental right has come to the rescue during the violation of Fundamental Rights. In Deoraj Khatri v. State of Bihar [12]case the Police brutality was raised in which 80 suspected criminals were brutally blinded during Police investigation (Bhagalpur Blinding case). The Supreme Court condemned it as a â€Å"barbaric act and a crime against mankind.† Where as in Sheela Barse, The State of Maharashtra case, the Court was heard the plight of custodial violence against women and in judgment it laid down certain guidelines against torture and ill treatment of women in Police custody and jails. The Supreme Court has held a right to monetary compensation for deprivations of the right to life and liberty suffered at the hands of the State under Article 21. In, Paramanand Katra v. Union of India, The health problems of workers in the asbestos industry led the Supreme Court to rule that the right to life and liberty under Article 21 also encompasses the right of the workers to health and medical aid.[13] [1] A.I.R. 1976 S.C. 1207 at 1293 [2] A.I.R. 1978 S.C. 597 [3] A.I.R. 1967 S.C. Delhi 1836 [4] A.I.R. 1963 S.C. 1295 [5] A.I.R. 1993 S.C. 645 at 733. [6]Justice Sujatha V. Man3har, Judiciary and Human Rights, Indian Journal of International Law (Vol. 36, Nc1.2, 1996): 39-54. [7] A.1.R .I981 S.C. 487 at 493. [8] A.I.R. 1950 S.C 27 [9] A.I.R. 1978 S.C. 597 [10] [11] A.I.R.98.1. S.C . 746. [12] A.I.R. 1981 S.C. 928 [13] A.I.R. 1989 (4) S.C.C. 286.