Death in the Poems of Emily Dickinson and William Butler Yeats

The two poems under investigation in this paper, Death is a Dialogue by Emily Dickinson and Death by William Butler Yeats are short commentaries on death and what it represents for human beings. As it shall be seen, the poems evince a similar approach to the death theme, although they also show the marks of different historical contexts. Both poets are extremely original in their thinking and writing, nevertheless it is possible to identify the influences that molded their work. In her poem, Dickinson regards death as a mere separation between the body and the spirit before the passage into the afterlife. The brief poem has the form of a dramatic sequence, being structured as a dialogue between death and the human spirit. Yeats’ poem also speaks of death in derisive and ironic terms. Although the tone of the poem is indisputably ironic, the poem is severed by inner tensions: man seems to be able to conquer death but, at the same time, death holds absolute sway over his life. E ssentially, the two poems are comparable in their view of death, each transposing the ceaseless battle between the proud and lofty human spirit and the merciless death.Dickinson’s poem imagines a contention between death and the human spirit. The ‘dust’ is a metaphor for the material world that has only limited power when compared to the world of eternity. Dickinson shows death to have a limited scope: it can only act within the domain of matter and it cannot touch the human spirit:Death is a Dialogue betweenThe Spirit and the Dust.‘Dissolve’ says Death — The Spirit ‘SirI have another Trust’ – (Dickinson 217)The term â€Å"trust† is very significant, pointing to Dickinson’s desire to establish belief in the afterlife. The death of the body is inevitable, but the spirit will triumph over the coarse matter in the end. Trust is opposed in the next stanza to â€Å"doubt†. This contrast enhances even further the idea of the ultimate victory of the spirit:Death doubts it — Argues from the Ground —The Spirit turns awayJust laying off for evidenceAn Overcoat of Clay. (Dickinson 217)Death â€Å"argues from the ground†, being therefore nailed down in the material world and able to bring only scientific arguments in its own favor, while the spirit proudly produces the ultimate evidence for its triumph: it strips off the coat of clay, i.e. the body, and wanders away.   According to Thomas W. Ford, this dramatic sequence shows Dickinson’s desire to believe in eternity and heaven and to reject the rational, scientific proof: â€Å"The ‘Spirit’ in the dialogue represents Emily Dickinson's desire to believe in eternity, the ‘Dust’ represents the observed facts† (Ford 126). The battle between the rational and irrational is obvious in these lines.Dickinson twists the argument in favor of the human spirit, letting irrationality show its evidence and denying the validity of the scientific approaches to death. Thomas W. Ford observes that Dickison’s attitude towards death was markedly influenced by her tensioned relationship with religion, especially Puritanism. As the critic notes, Dickinson’s inner struggle with ultimate acceptance of religion is obvious in some of her letters and throughout her work: â€Å"Dickinson early in life was seriously worried over being left out of â€Å"Christ's love† since she had never personally experienced any form of conversion.Her interest in death was an aspect of a continuing and profound concern over her own salvation† (Ford 39). Dickinson’s personal struggle with the acceptance of faith and the influence of Puritanical thought are both reflected in her poem. It can be even said that the struggle portrayed in the poem resembles the battle between rational thought and faith, which took place in Dickinson’s own mind.Yeats’ poem Deat h was published in the verse collection The Winding Stair and Other Poems that appeared in 1933. Yeats is one of the most influential modernists and he is well known for his endeavor to create his own mythology in his works. The poem under analysis seems to be severed in two parts. The first part shows man’s permanent struggle with death and his tendency to pile all his hopes and fears around the concept of death. The second part brings the opposite view to light: man is also a murderer and he dominates death through his consummate knowledge of its inner workings. The first part of the poem compares the reaction of animals and that of humans in front of death:Nor dread nor hope attendA dying animal;A man awaits his endDreading and hoping all†¦ (Yeats 3)While animals are indifferent to the meaning of death and only react to it as they would to any other natural phenomena, man is constantly tormented by the thought of death. Yeats observes the paradoxical attitude of man i n front of death: on the one hand, man clings to the thought of death with all his hopes and dreams and, at the same time, he associates death with his greatest and darkest fears. The second part of the poem almost reverses the initial perspective on death: man is the master of death, through his intimate knowledge of it:A great man in his prideConfronting murderous menCasts derision uponSupersession of breath;He knows death to the bone –Man has created death. (Yeats 3)The last line of the stanza might seem an overstatement, at first glance. Yeats’ liberal assertion that â€Å"man has created death† has many different implications. On the one hand, man is able to be a murderer and thus he â€Å"knows death to the bone†. This is not the sole explanation however. The creation of death is obviously a paradox. In his pride, man does not fear death and is even able to deride. Harold Bloom contends that the poem implies death does not exist in fact, as Yeats ha d also argued in A Vision (Bloom 372). In this sense, the idea proposed by Yeats seems to be very similar to that of Emily Dickinson.However, on a closer look, the Irish poet entertains a somewhat different view of humanity’s relationship with death. As a modernist, he sees the resourcefulness of man’s creative spirit as apt to face death and defeat it. Man proudly ignores biological death not because he knows his soul will go to a Christian heaven afterwards, but because he believes in the impossibility of death. According to Yeats, man does not find salvation in the divinity as such, but in the creative forces that animate everything. The poet explores death from a modernist and aesthetic perspective: man is an inventor and a dauntless spirit and for him death does not exist.Thus, Dickinson’s and Yeats’ poems reveal different views of the same theme, each being influenced by the historical context in which he or she created. Both explore death from the point of view of man’s contention with biological constraints. However, the poets reach different conclusions: Dickinson takes refuge in the idea of salvation while Yeats advocates for man’s artistic powers.

Police History Essay

Starting In 1829, Sir Robert Peel began developing his theory of policing. These nine principles are as relevant today as they were in the 1800’s. Peel established the Metropolitan Police when he served as Home Secretary of England. Since Sir Robert Peel introduced his principles of policing in the early 1800’s, our country has continued to follow his ideas of effective policing. Community policing is based on Peel’s concept of prevention. According to one of Peel’s principals, the real key for policing is â€Å"The police are the people and the people are the police†. Peel believed that prevention of crime could be accomplished without intruding into the lives of citizens. Sir Robert Peel’s first principle was that, â€Å"The basic mission for which the police exist is to prevent crime and disorder† (Westminster Police Department, 2012) In our diverse society, it is necessary for police to understand the different cultures that make up the communities that they patrol. If police can relate to and understand the different cultures of the community, they will be able to successfully gain public approval. I believe this is important for his second two principals. â€Å"The ability of the police to perform their duties is dependent upon public approval of police actions. † Also, â€Å"Police must secure the willing co-operation of the public in voluntary observance of the law to be able to secure and maintain the respect of the public†. (Westminster Police Department, 2012) Peel also felt strongly about the idea of the use of force as well. In two other principals Peel stated â€Å"The degree of co-operation of the public that can be secured diminishes proportionately to the necessity of the use of physical force† and that â€Å"Police use physical force to the extent necessary to secure observance of the law or to restore order only when the exercise of persuasion, advice, and warning is found to be insufficient. † (Westminster Police Department, 2012) Excessive force has been a public concern and the first sign of community mistrust in the police. It can take years to gain the trust of a community and one incident to lose that trust. By providing adequate training on the use of force and having the public’s trust and respect can ensure that force is only used to the extent necessary. When individuals have little or no respect towards the police, they are most likely to ignore the requests or demands of officers. This can lead to the officer having to use force in order to gain control of a situation. Peel felt that â€Å"The test of police efficiency is the absence of crime and disorder, not the visible evidence of police action in dealing with it. (Westminster Police Department, 2012) When police are faced with dispersing large crowds, it is necessary for the public to have the respect to follow police orders. When individuals lack trust and respect for the police, riots may occur, which can also lead to arrests, serious injuries, and even death. Sir Robert Peel’s principles and Community Policing go hand in hand and share the same concepts and goals in policing. One of the distinct similarities between Peel’s approach and Community Policing is that prevention of crimes is the number one priority. I believe that Peel felt morals played an important role in effective policing. It is important that police officers think things through and have the best interests in mind before making decisions. Peel’s principals â€Å"Police seek and preserve public favour not by catering to public opinion but by constantly demonstrating absolute impartial service to the law†, and â€Å"Police should always direct their action strictly towards their functions and never appear to usurp the powers of the judiciary† (Westminster Police Department, 2012) Are important and should be demonstrated to earn the trust of the people in the long run and to uphold the law. The relationship between the U. S. overnment and police organizations across the United States can be analyzed in several ways. I believe that because the police organizations and the government have a close relationship in several ways. Not only are police organizations expected to follow rules from their own departments, they also must follow standard federal guidelines as well. There are federal, state and, local levels of police organizations. The federal government roles are similar to that of local and state; however there are a few differences. The FBI (Federal Bureau of Investigation) and the Department of Homeland Security are examples. Employees of these organizations are by law, allowed to make an arrest in any county or state. Unlike local or state police organizations, these officers do not provide basic protection services or simple criminal investigations unless the local or state agency cannot control the situation (say for example a serial killer). There are some problems with the way our government controls certain things with the other agencies. For example our government ran U. S. military is being used for domestic law enforcement. Also, the federal government is taking over the training, financing and delegation of local police. This could cause many issues, removing the police from local control may not be the smartest move. The concern is arising that the federalized police have increasingly turned to violent tactics and assaults on people who have not committed any crimes. When issues like this arise, it can cause problems within local or state organizations when it comes to police procedures and the way policing is being done. If the organizations don’t feel as though they are in control, or that their problems or concerns are not being addressed properly, this may affect the quality of law enforcement. It could also cause communication issues and lapses. There is the other possibility, that some people may have the opinion that things are better with more outside control. Policing may have to change in many ways to adapt to the change in control. Conclusion In conclusion I think there can be both pros and cons to the relationship between the U. S. government and the police organizations. I also believe that Sir Robert Peel had a major effect on the policing of his time, our current police procedures, and community policing.

Comparison of U.S. & Other Health System Essay Example | Topics and Well Written Essays - 750 words

Comparison of U.S. & Other Health System - Essay Example However higher costs does not mean better quality of life, health statistics in Spain show higher life expectancies (82.2 years), lower mortality rates (10.9/1000), and overall lower incidences of population major diseases (diabetes:9.0%, cardiovascular diseases: 23.15%, obesity: 23.95%) compared to US [life expectancies (78.6 years) mortality rates (13.9/1000), major diseases (diabetes:10.85%, cardiovascular diseases: 15.6%, obesity: 31.7% ) (National Center for Health Statistics, 2013; World Health Organization, WHO, 2012). Differences come from lifestyle habits, the Spanish have an active lifestyle and Mediterranean diet, and the US a sedentary lifestyle coupled with unbalanced diet (Borkan, et al., 2010; The Department for Professional Employees, DPE, 2013; National Center for Health Statistics, 2013; WHO, 2012). Health Care Financing: Comparison between US and Spain The US has hybrid healthcare financing: government medical subsidy is combined with private or group insurance for payments: private funding ( insurance or individual’s out-of-pocket payments) amount up to 50% of the total health care spending, with the rest from federal (38%) and local or state funds (12%) (DPE, 2013). For Spain, after healthcare reform financing is also shared, but the government pays up to 74% of the expenses, the rest is paid by individuals or employers (Legido-Quigley, et al., 2013). Spanish healthcare relies more heavily on taxes than US healthcare, contributing to lower healthcare costs per person compared with the latter (WHO, 2012). Health Care Administration: Comparison between US and Spain The US principal agency in healthcare provision is the Department of Health and Human Services (HHS), which works with other agencies (e.g. Agency for Healthcare Research and Quality, Centers for Disease Control and Prevention, etc.) to improve the population’s health through research and development, establishment of quality standards, among others (National Center f or Health Statistics, 2013). In Spain the Spanish National Institute of Health (Instituto Nacional de Salud, INSALUD) similarly functions as the HHS in providing the public with quality health services, however unlike HHS it is decentralized and delegates power over regional health communities (Borkan, et al., 2010). Health Care Personnel and Facilities: Comparison between US and Spain Only around one-fifths of the healthcare facilities in the US are government-owned and the rest are private institutions, accounting for high healthcare costs per individual (DPE, 2013). A low physician-to-patient ratio of 24 physicians per 10,000 people promotes high healthcare costs but less quality services (Holtz, 2008; National Center for Health Statistics, 2013). In Spain, healthcare facilities are mostly government-owned and subsidized, and physicians and nurses are salaried, which reduce additional costs per individual (Borkan, et al., 2010). Also, services are better due to a higher physician -to-patient ratio, 39 per 10,000 persons (WHO, 2012). Access and Inequality Issues: Comparison between US and Spain US ranks first in terms of health care responsiveness due to its state-of-the-art health care delivery system, which contributes to an increase in preventable deaths (Holtz, 2008; WHO, 2012). Spain’

Culture and communication in the global hospitality workplace Essay

Culture and communication in the global hospitality workplace - Essay Example Thus, in order to improve the productivity of hotel business, it is necessary to understand the consumers’ needs. It is worth mentioning that in order to overcome the cultural conflicts and misunderstandings, an intellectual training program was introduced in 1960 (Gong, 2008). The primary goal of this intellectual training program was to avoid the clash of different cultural values and norms. The training also helps to improve the performance of employees and efficiency of an organization (Gong, 2008). Contextually, the objective of this essay is to identify the relevancy of culture and communication to the global hospitality workplace. Cultural conflicts occur at instances when people stop communicating with other who belongs from different cultures, which leads to miscommunication or break of further communication. In hospitality industry, the management body requires understanding the varied needs and demands of customers from different cultures, and wherein only good communication skill can help them to increase their understandings. This in turn supports the organization to increase its productivity. However, it is also required for the managers to identify the causes of conflicts and solve those accordingly. The managers should also develop an intellectual communication skill to be successful in the global hospitality market (Gong, 2008). In the hospitality management process, there are four rules to establish intellectual communication skill. One of such rules is that it is necessary to understand the cultural differences. Moreover, it is also needed to describe or evaluate other’s behavior. It is also important to understand the viewpoints of other people. In addition, one should not hesitate to gather information of others and their culture as it reduces the possibility of misinterpretation or miscommunication. Communicating effectively in a hospitality

Summary 1 234 Essay Example | Topics and Well Written Essays - 250 words

Summary 1 234 - Essay Example Similarly, this can foster peer cooperation. Music can also help children to understand the emotions of others and help them to build relationships with other children, family and teachers. If you introduce music from other cultures in to your classroom, you can even increase the cultural awareness of your little ones! Music has a great impact on social-emotional skills, but it also strengthens physical skills. Dancing is a common music-related gross motor activity that young children love to do. If you play dancing games like "the Twist" and "Freeze", children can also practice their balance. There are also many ways to incorporate fine motor activities with music, like finger plays and interactive motion songs, like "Wheels on the Bus". Songs like "Hokey Pokey" and "Head, Shoulders, Knees and Toes" , when done regularly, can also increase a child's body awareness and help them to learn the names of body parts. "Hokey Pokey" can also increase a child's bilateral coordination, or the ability to use both sides of his body together. Cognitive skills are another group of skills that are enhanced by music. Songs such as "One, Two, Buckle my Shoe" and "Five Little Monkeys" build counting skills and repetitive songs build pattern skills. Music activities can also foster pretend play, which begins to develop in toddlers at around 18 months of age. Literacy skills can also be developed through music.

North Korea Research Paper Example | Topics and Well Written Essays - 2000 words

North Korea - Research Paper Example The researcher of rhis paper focuses mostly on describing of the Democratic People’s Republic of Korea (DPRK), commonly known as North Korea is an Eastern Asian country and located between China and South Korea. Pyongyang that is the capital of North Korea was described as a political and cultural center of the countr. It is also the largest city in the country by area and population. The Amnok River and the Tumen River constitute the border between China and North Korea whereas the Korean Demilitarized Zone that represents the boundary between North Korea and South Korea. Korea has been an independent kingdom throughout much of its long history and this territory was occupied by Japan following the Russo-Japanese war in 1905. The World War II ended up in the split of Korea with the northern half falling under the control of Soviet Union and the southern half under the influence of United States. The election conducted in 1948 resulted in the creation of two separate governmen ts for North Korea and South Korea. However, conflicting sovereignty claim led to the Korean War. The DPRK could not defeat the US-backed Republic of Korea. North Korea considered US as the ultimate threat to its sovereignty and framed economic and military policies to accomplish the eventual unification of Korea under the control of Pyongyang. This research paper will explore and analyze several aspects of North Korea modern life, including its geography, citizens, government, military, international issues, terrorism, and crime issues. Geography As mentioned already, North Korea is situated between China and South Korea and it also borders with Korea Bay (west) and Sea of Japan (east). As described in CIA website, North Korea lies between latitudes 37o and 43oN, and longitudes 124o and 131oE. The country covers an area of 120,540 square kilometers. The highest point in the region is Baekdu Mountain (2,744 meters) and longest river is Amnok River (790 kilometers). The lowest point in the country is the Sea of Japan (0 ft). Some major cities of North Korea include Kaesong, Sinuiju, Wonsan, and Chongjin. In addition to China and South Korea, the DPRK also shares a little part of its border with Russia (17.5 km) (CIA). The country’s major natural resources include coal, lead, graphite, iron ore, gold, hydropower, zinc, tungsten, and magnesite. Occasional typhoons, droughts, and severe flooding constitute common natural hazards challenging the country. Currently, this territory faces a number of environmental issues such as water pollution, waterborne diseases, inadequate portable water supply, soil erosion and degradation, and deforestation. Nearly 80% of the North Korea comprises mountains and uplands that are separated by narrow and deep valleys. According to some early European visitors to this region, North Korea resembles ‘a sea in a heavy gale’ (Asian Studies Center). An array of hills, valleys, and mountains make this region one of the attractive tourist destinations in the world. This region has a continental climate and experiences four distinct seasons including winter, summer, spring, and autumn. Long winter characterized with snow storms brings bitter cold to this territory while summer appears to be short and humid. The country experiences the most pleasant weather during spring and autumn as a result of mild temperatures and variable winds. According to the Koppen climate classification, most of the North Korea falls under the type Dwa (Peregrine). Although the United Nations Command

Pros and Cons Educational Changes Regarding Discrepancy Model and Research Paper

Pros and Cons Educational Changes Regarding Discrepancy Model and Response to Intervention - Research Paper Example This research will begin with the statement that special education is the education provided by a school for those students that are not mentally of the same capability with their colleagues. The federal government is in charge of special education therefore it stipulates the rules that govern it. These rules determine whether a child’s special needs are serious enough to warrant more resource allocation to their education by the school. The discrepancy model of education is what determines the special needs of a child. In case a child has special learning needs, the discrepancy model determines how special a child is. This model is the one that determines whether an individualized education program (IEP) for the child under evaluation is necessary. In simpler words, the discrepancy model determines how far the child under evaluation has fallen behind others in the same class. This then forces the child to be fall back for a year or two depending on his IQ whereby the federal government will then start disbursing funds for them. In order for the federal government to send a student special education funds, they have to be behind by a year or two under the discrepancy model. Due to the problems associated with the discrepancy model, the federal government came up with another plan that would identify and help a special child without falling behind in classes. This method aims at helping the students with their classroom difficulties immediately.

Industrial Relations in Australia Essay Example | Topics and Well Written Essays - 1000 words

Industrial Relations in Australia - Essay Example The growth of unions is recognised as being a cyclical process that is also structural and institutional (Griffin & Svenson, 1996). Economic factors affect union density due to the affect on demand for labor. Demographic variables, such as female participation in the workforce, the rise of minority group participation, increased education access and outcomes, population shifts into cities, affect the composition of industries. Theses factors also affect the increase in part-time and casual positions as opposed to the traditional full-time opportunities. There has also been rapid growth in the sectors of industry which are not traditionally have unionism as a focus, for example retail and services, parallel to this there has been a dramatic decrease in the traditional union affiliated industries, such as manufacturing. All these factors combine to affect the structural nature of union density. Finally, laws, their enforcement or lack of (due to low penalties for example) and the type of government in power all affect the institutional nature of union density. The demand-side model expresses the situation of decreasing union density in economic terms (Wooden, 1999). Workers trade off returns from unions (i.e., wages, benefits, better working conditions and job security) against costs (i.e., dues, rules and potential job insecurity). 2. Role of the Federal Minister of Employment and Workplace Relations The Department of Employment and Workforce Relations is responsible for delivering to the Government a high standard of advice, programmes and services to achieve more efficient and effective labour market assistance, higher productivity and wages, and to increase workforce participation (Department of Employment and Industrial Relations, 2006). At present, the Honorable John Hockey MP is the Minister of Employment and Workplace Relations. His responsibilities as portfolio Minister includes accountability for all the matters that are covered in the portfolio, such as Cabinet matters, as well as the specific responsibility of maintaining policy issues that relate to employment and or workplace relations (Employment Workplace and Relations Media Centre, 2007). These issues include; the Workplace Relations Act 1996, occupational health and safety, worker's compensation and affirmative action. He is also to take responsibility for institutional arrangements that are undertaken in accord ance with the Workplace Relations Act 1996, these include; the Office of the Employment Advocate; the Australian Industrial Relations Commission; and workplace relations reform in industry sectors. Additionally, Minister Hockey has the role of assisting the Prime Minister in Public Service issues.The Minister can intercede in the public interest of a matter before the Full Bench (of the AIRC) on behalf of the Commonwealth by providing written notice to the Industrial Registrar (S102 (1)) (Commonwealth Consolidated Acts, 2005). Also, Minister Hockey can provide written notice to the Registrar to intervene in public interest in matters before the Australian Industrial Relations Commission when those issues involve public sector employment (S102 (2))( Commonwealth Consolidated Acts, 2005). This reinforces the Minister's commitment to creating more jobs with higher wages, and to

Temporal pattern of a cell Essay Example | Topics and Well Written Essays - 1000 words

Temporal pattern of a cell - Essay Example The cardiac myocyte is an extremely active cell and it contracts one to three times in one second. This contractility is far greater than the contraction of the skeletal muscle. Owing to this, the cardiac myocyte requires a large amount of energy in the form of ATP. The high metabolism of the cardiac myocyte is the reason why these cells possess an extensive amount of mitochondria. Furthermore, the cardiac myocyte also cannot generate ATP without oxygen. It meets its demand of generating ATP oxidatively by utilizing different energy sources which include fatty acids, lactate and glucose (Klabunde 2005). The cardiac myocyte has the capability of altering its function of contraction as per the requirements of the human body. Its contractility varies throughout the different times of the day according to the needs of the body. Another important feature of the cardiac myocyte is that this cell does not have the capability of undergoing mitosis and the cells do not increase in number. But when there is a greater load, the cardiac myocyte undergoes the process of hypertrophy to compensate for the increased work load (Abel & Wilkins 2004; Hill & Olsen 2012; Walker & Spinale 2006). The cardiac myocyte exhibits varying functions over the 24 hour interval. During the period of sleep, the cardiac myocyte maintains decreased contraction and the metabolic needs of the cardiac myocytes are also low. This is owing to the fact that the body is not in need of an increased blood supply and is in a resting state. The major factor which is responsible in the maintenance of the changing functions of the cardiac myocyte is the calcium ions. During the hours of sleep, the entry and the exit of the calcium ions in the cardiac myocyte are very low. This is the main reason why the cardiac myocyte retains slow contractions (Hill and Olson 2012). When an individual wakes up, the cardiac myocyte starts functioning at a faster pace. An important research has

Inequalities in health Essay Example for Free

Inequalities in health Essay

Discharge Plans: a Case Study

Discharge Plans: a Case Study It may come as a shock to caretakers of the patient that discharge planning may commence as soon as a patient has been admitted. This does not necessarily mean that the patient is being released for home, but rather it means that plans are being put in place for a successful discharge plan to take place. Information is gathered about the patient, how they live, for example, do they live with others, are they dependent or independent (Birjandi Bragg 2009). Caretakers are actively involved in a discharge plan provided the patient gives consent. Once the patient shows improvement, it is clear that further recovery in a hospital set-up is not likely to take place and thus they are sent to an environment they may adopt to their needs; their home. Birjandi, A Bragg, (2009) say that discharge planning is essential and should be done right, whether the discharge is to a rehabilitation center, a nursing home or the client’s home. Medical practitioners should have an ideal discharge plan as studies have shown that improvement in hospital discharges with great outcomes when appropriate discharge plans are made. Healthcare givers, family members and patients themselves have a great role to play after discharge in maintaining good health. Even though discharge planning is essential in patients health there is inconsistence in both the discharge process and the quality of discharge planning in most of the health care system. In this paper, we shall look at a discharge plan for a client with the cerebral vascular accident from hospital to their home. We shall look at initial assessment of the client at the time of admission; determine the possible discharge needs, family involvement in decision making and how to transport the client to their destination. Birjandi, A Bragg, L. (2009) describe discharge planning as a method used to decide the requirements of a patient as they shift from one level of care to another, only doctors may approve patients release from a health facility, but the actual discharge plan may be done by a nurse, case manager, case manager. Complicated conditions such as cerebral vascular accident may have a team approach. Well organized discharge planning may reduce the chances of re-hospitalization and aid in recovery; ensure medications are well prescribed and administered correctly. In general a discharge plan should involve the following; evaluation of the client by qualified practitioner, discussion with both the client and the caregiver, planning of the transfer process and homecoming of the client, determining whether the caretaker needs more training or any other kind of support, referral to support an organization or care agency and finally arranging for follow up activities. In our case we shall look at Ms. Kate a 76 year-old female who was admitted from the emergency department with a diagnosis of Right Cerebra Vascular Accident. Her Past Medical History includes: hyperlipidemia, hypertension, osteoarthritis, and osteoporosis. Neurological: left-sided weakness for the past 2 days, awake, alert, and oriented to person, place, and time. Denied swallowing difficulties, no visual defects and denied pain. Medications: Aspirin 81mg per oral daily; Tylenol 650mg per oral when necessary for pain; Cerebral vascular and pulmonary: Placed on a cardiac monitor, findings indicated normal sinus rhythm. Vital signs taken every 4 hours, pulse 82; blood pressure 168/64; respirations 20. Lung sounds were clear to auscultation bilaterally. Oxygen Saturation on room air 97%. Gastrointestinal: Abdomen soft, non-tender, not distended, positive bowel sounds. Bowel movement present Genitourinary: Voids freely, requiring assistance to the bathroom. Output approximately 1000ml/day. Brief episode of dysuria on admission. Integumentary: skin intact, no lesions noticed Musculoskeletal: Active range of motion right side; limited range of motion on the left side; required assistant to get into a wheelchair. History of recent balance problems. Psychosocial: lives with daughter in a two story home; occupation: retired teacher Discharge needs were discussed with the caretaker, these included the physical condition of the family before and after hospitalization, the details of the kind of care required by the client were discussed, included information of the patients prognosis, what activities she might need to help with; information about the clients medication and diet should be given, any extra equipment that was deemed necessary such as wheelchair, oxygen and who will be in charge of the clients meal preparation, transport to referrals and support groups. The daughter who lives with Mr. Kate was involved in the discharge process, her ability and willingness to provide care to her mother was assessed, and the results were as follows; she felt it was too early for her discharge, as she did not have time to spare to take care of her mother as her work was demanding. She also had concerns about she would go about transporting her mother from the bed to her chair and taking her to the bathroom. She was referred to help agencies that assist in taking care of patients at their homes at a paid fee. Several agency information was availed to her, with instructions to come up with a decision on which one to use. She was also given a choice to hire an individual at a fee or hire nurses or case managers or other persons familiar with the condition. Ambulance services were given as an option to transport the patient to their home at a small fee at the time of discharge or the client may use assisted transport to their homes, wheelchair or stretchers were suggested be used for our client as she could walk with assistance. This was done in advance and the patient was fully responsible for this kind of transport arrangement. Discharge planning varies according to the hospital set up and the person who initiates it, and what kind of follow-up is needed, and whether the care takers are assessed for their ability to cater for the client’s needs. The transition of care and discharge planning all centered on improving the quality of care administered to a client, for example, education the care givers and training them on the conditions of their patients, encouraging preventive care and including caretakers to be part of the health care team. Simple steps such as exchanging patient’s progress regularly with the doctors or the health team increase the chances of effective follow up care. Telephone conversions, post discharge with doctors also helps to anticipate problems and improve care at home. Corey, G., Corey, M., Callanan, P. (2003) suggest that relative to discharge planning with some patient, there may be underlying issues that contribute to ethical dilemmas. As case managers, we should take reasonable steps to safeguard the interests and rights of those clients. Ethical dilemma occurs when an individual has to choose between two or more conflicting ethical standards. There is no one right answer and there is no easy answer! Codes of ethics provide guidelines, but don’t necessarily tell us what to do. Using a hierarchical ethical decision-making approach can help you achieve an acceptable resolution. Mattison, (2000) reminds us that utilizing an ethical decision-making model doesn’t result in bias-free decisions. Our values still come into play utilizing an ethical decision-making model and we may not be aware of it! First of all, it is important to remember clients’ rights to self determination and autonomy clients have the right to make poor de cisions. However, the role of the case manager is different in this situation depending on the client’s cognitive capacity for decision making. If the client has capacity, the focus is on ensuring the client is making an informed decision and reassuring the care team, which includes the family, about resources to maximize safety. If the client does not have capacity, the focus is identifying someone who can act on the client’s behalf and exploring alternatives for creating a safe discharge in respect of the client’s wishes. For the client When the care team perceives discharge unsafe; Promote informed consent this involves educating the client about the team’s concerns related to his or her safety and potential consequences associated with an unsafe discharge. Review and encourage the use of resources to maximize safety, this involves identifying the services the client will need in a lesser care environment for the discharge to be successful. For the care team May not be aware of resources available to enable older adults to live safely in their own homes; reviewing these resources can eliminate concerns. May be worried about remote dangers that should not trump client autonomy and self determination, i.e. â€Å"If there was a fire, he would have difficulty escaping.† When the care giver does not appear able to provide care. Sometimes family members or other caregivers wish to care for a client in a lesser care environment, but there are concerns about their ability to do so. In this situation, family/caregiver education is an important intervention. When the caregiver does not seem able to provide care; Approaches to family/caregiver education: Convene a team conference with them to review the client’s level of care and specific care needs. Have the individual assume full responsibility for care for a period of time while in a safe environment (i.e. Work a 4-hour shift as his/her loved one’s caregiver in the nursing home so he/she is fully informed of what to expect in terms of career. Often this will result in the family member realizing for themselves that the care is too much and they will either not be able to do it or will need to have outside support. Alternatively, sometimes family members will actually do well, relieving the team’s fears about their ability. Try a short trial visit in the lesser care environment, say 24-48 hours, with a planned return to the higher care setting to debrief re: problems encountered. When a client or caretaker refuses necessary service; again, it is important to remember clients’ rights to self determination and autonomy clients have the right to make poor decisions. However, sometimes what seems to be a â€Å"poor† decision is based on misinformation or other concerns; it is important for case managers to explore factors contributing to the refusal of services deemed necessary by the care team. Potential factors contributing to service refusal; Cost; sometimes clients and their families don’t feel recommended services are (or will be) affordable. Have referred agency review associated costs with them; sometimes services are not as much as anticipated. Assist client/family to access sources of financial support such as Medicaid. Reframe costs as in terms of future savings, i.e. Paying a little for care now will prevent costly hospitalizations in the future. Discomfort with the thought of strangers in the home. Validate this concern; it is un comfortable having unfamiliar people help with intimate tasks in one’s private domain. Arrange for client/family to meet potential service providers ahead of time to minimize anxiety. Additional factors potentially contributing to service refusal; misunderstandings regarding the purpose of recommended services. Feelings of guilt or shame related to not being able to provide all care independently. Recommended services don’t fit client/family’s cultural belief system. Past negative experiences with similar services Caretaker unwilling to have client return home; this is one of the most heart-wrenching ethical dilemmas to deal with and can bring up many issues of counter-transference; good self-care and supervision is important. Things to keep in mind; Client has a right to return to his or her own home, caretaker has a right not to provide care if this is something he or she is uncomfortable with, There may be a history of domestic violence or other traumatic relationship issues contributing to spouse/partner’s reluctance, Spouse/partner may be unaware of support services available to assist with care management and that the Client may be at risk for elder abuse. For clients with capacity, living environments deemed â€Å"unsafe† may simply represent differences in lifestyle choices between client and the care team. For example, client’s home is cluttered, smells like cats, and there are dirty dishes and dust everywhere, but is not actually hazardous in any way. Case manager’s role: advocate for clients and educate them, offer services to assist client with home management. If home is in disrepair, infested with rats, covered with mold and rotting garbage hazardous situation indicative of deeper problems. Case manager’s role: further assessment regarding client’s capacity and whether interventions can make home livable; recognize that sometimes it is just not possible for clients to return home We may conclude by stating that effective discharge planning and transitional care have real benefit in improving the out-come of a patient and bringing down the rate of re-hospitalization of the same patients. Reference Birjandi, A., Bragg, L. (2009). Discharge planning handbook for health care: Top 10 secrets to unlocking a new revenue pipeline. Boca Raton: CRC Press. Corey, G., Corey, M., Callanan, P. (2003). Issues and ethics in the helping professions, 6th edition. Pacific Grove, CA: Brooks/Cole. Mattison, M. (2000). Ethical decision-making: The person in the process. Social Work, 45 (3), 201-212. The Arnolfini Portrait by Jan van Eyck | Analysis The Arnolfini Portrait by Jan van Eyck | Analysis Jan van Eyck. The Arnolfini Portrait. Jan van Eyck The Portrait of Giovanni (?) Arnolfini and his Wife Giovanna Cenami (?) (The Arnolfini Marriage). 1434. Oil in oak. 81.8 x 59.7 cm. The National Gallery, London. The Arnolfini Portrait startles us by its apparent realism and attention to detail, which seem to anticipate Dutch painting of two centuries later. Much of the effect is owing to van Eyck’s use of oil-based paints. He is often called the inventor of oil painting, though it seems more likely that he and his brother discovered the potential of the new medium by developing a varnish which dried at a consistent rate, allowing Jan to â€Å"make a glossy colour which could be applied in transparent layers or ‘glazes’†¦ and put on the glittering highlights with a pointed brush† (Gombrich, 240). The new medium was miraculous in its suitability for depicting metals and jewels (as well as the individual strands of hair in a dog’s coat!), and, as Sister Wendy Beckett says, â€Å"more significantly, for the vivid, convincing depiction of natural light† (Beckett, 64). Equally original is the setting and milieu, for this is a â€Å"bourgeois commissio n† (Levey, 68), set not in a palace or a church but in a room in an ordinary house, every detail of which is depicted with total accuracy and naturalism, and shown, as Sir Kenneth Clark noted, â€Å"by a miracle that defies the laws of art-history†¦ enveloped in daylight as close to experience as if it had been observed by Vermeer of Delft† (Clark, 104). Despite the naturalism of the scene, it is likely that the objects depicted are rich in symbolic meaning. The couple stand in a room, shown with precise concern for perspective – Levy calls it a â€Å"perspective cube† (Levey, 68). They are dressed very richly, and stand in poses that suggest ceremony and serious purpose, hence the supposition that we are witnessing a marriage – as van Eyck is doing quite literally. He can be seen with another witness reflected in the convex mirror on the wall, i.e. standing at the point from which the perspective view runs, and he has left his signature above the mirror, in a legal Gothic script, saying that he â€Å"was here† (â€Å"only a moment ago, one might think† (Huizinga, 259)), not just that he painted this. The couple stand apart, as if separated by ceremonial considerations. He takes her right hand in his left, and raises his right as if to complete a vow or pledge. She has a shy expression, while he is earnest and solemn. His dress is sumptuous and expensive, hers is lavish and modest, in green, â€Å"the colour of affection† (Baldass, 76). If this is the holy sacrament of marriage, to complete its validity there should be consummation, which is why we are in a bedroom. In other parts of the room are objects painted with scrupulous accuracy, which at the same time have an iconographic purpose which is relevant to the ritual of marriage. The little dog is a symbol of fidelity. The shoes cast aside show that the couple stand unshod â€Å"since this is the ground of a holy union† (Beckett, 64). The fruit on the window sill are either a reference to fertility or a reminder of the fatal apple. The single candle flame in the magnificently rendered candelabra – a light which is not necessary for illumination – suggests the eye of God. Carved on the chair back is an image of St Margaret, a saint associated with childbirth, and the arms of the chair and the prie-dieu are decorated with the lions of the throne of Solomon. Most spectacular of all is the painting of the mirror, which with its convex shape reflects back the whole interior, together with the image of the painter and another man. Its frame is decorated with ten medallions show ing events from the life of Christ, â€Å"intended to emphasise that the Original Sin is atoned for by the Passion of Christ† (Baldass, 75). To emphasise the symbolic meanings of the objects in the painting (of which we cannot always be certain) is by no means to detract from the astonishing realism of the scene. The van Eycks began their careers as manuscript illustrators, and the concern for detail is apparent everywhere. The dog is intensely real, charming, and of no identifiable breed. The texture of materials is rendered in the finest detail, in the gilding of the candelabra and the way the light catches it, the glint of the beads in the rosary hanging by the mirror, and of course the glass of the mirror itself, and its concave shape giving a curved reflection of the room. The light is caught precisely on the inward curve of the medallion roundels in the frame. The presentation of the clothing is meticulous, both in the texture of the cloth and in the way it hangs on the body. Even the grain of the wood in the floorboards is exact. Colour too is handled with great subtlety, the green of her dress, with traces of blue in the undersleeves, set off against the rich red of the bed hangings, both lit by the single source of light, the window to the left. It is as if â€Å"a simple corner of the real world has suddenly been fixed on to a panel as if by magic† (Gombrich, 243). Huizinga makes a point related to this concern for total realism, that it is immensely valuable for us to see a late medieval artist depicting private life, and not bound by the requirements of the court or the Church. â€Å"The Master†¦ need not portray the majesty of divine beings nor minister to aristocratic pride† (Huizinga, 258). Van Eyck’s Gothic signature and declaration on the wall suggests that the whole piece might be a sort of legal act of witnessing. The whole conception marks the shift from the medieval to the modern world, because the witnessing is literally established for us through the precise application of the rules of perspective. The scene is viewed through the eyes of the man reflected in the mirror, and it is the view of the single observer which is to form the convention of painting from van Eyck until the end of the nineteenth century. In the Arnolfini portrait â€Å"the artist became the perfect eye-witness in the truest sense of the term † (Gombrich, 243). Works Cited Baldass, L. Jan Van Eyck. London: Phaidon, 1952. Beckett, Sister Wendy. The Story of Painting. London: Dorling Kindersley, 1994. Clark, K. Civilisation. A Personal View. London: BBC, 1969. Gombrich, E.H. The Story of Art. London: Pahidon, 1995. Huizinga, J. The Waning of the Middle Ages. New York: Anchor, 1949. Levey, M. From Giotto to Cezanne. London: Thames and Hudson, 1962.

Waste Land Essay: Eliots Use of Different Speakers -- T.S. Eliot Wast

Eliot's Use of Different Speakers in The Waste Land      Ã‚  Different speakers in "The Waste Land" mirror the disjointedness of modern experience by presenting different viewpoints that the reader is forced to put together for himself. This is similar to the disassociation in modern life in that life has ceased to be a unified whole: various aspects of 20th-century life -- various academic disciplines, theory and practice, Church and State, and Eliot's "disassociation of sensibilities," or separation of heart and mind -- have become separated from each other, and a person who lives in this time period is forced to shore these fragments against his or her ruins, to borrow Eliot's phrase, to see a picture of an integrated whole.    Different speakers not only present different viewpoints, but also mirror different aspects of the modern cultural experience. This not only presents a group of varying viewpoints, but also a sort of anthropological description of post-World War II Europe. For instance, Eliot gives a picture of the rootlessness experienced by many Europeans in line...

The Authentic Mexican Restaurant :: Observation Essays, Descriptive Essays

If there is one place in Naples that I never get tired of going to, and where I can have fun just by basking in the ambiance of its atmosphere, it’s the authentic Mexican restaurant, Cilantro Tamales. At first glance the restaurant seems to be in an inconspicuous spot, lying in a strip mall containing a no-name music store and consignment shop. However, despite the location, Cilantro Tamales stands out from all other restaurants or gathering places. Cilantro Tamales isn’t a typical Mexican restaurant. Upon entering you are immediately greeted with warm smiles, and are led to a bamboo chaired table with all sorts of hot sauces and other sizzling toppings to greet you. The air is filled with spices. The cinnamon and jalapeà ±o aromas mingle and make the mood rich. Every dish on the menu seems delicious and it is always difficult to decide what to order. I always think that any dish which I don’t try gives me the excuse to come back again. Everyone who eats at Cilantro Tamales gets to have an unlimited amount of their fresh, homemade salsa with warm, salty tortilla chips. The thick chunks of tomatoes and onions with hot peppers and cilantro make a perfect combination for anyone’s taste buds. The waiters and waitresses carry immense trays burdened by the weight of great tasting meals, and each dish has enough on it to make mountains jealous. The delicious food is not the only reason Cilantro Tamales stands out. The restaurant itself is rich with culture and flavor. All the walls are a shade of bright yellow or sun burnt orange and red, which add to the Mexican feel. On the walls are historical black and white pictures of Mexico and its people which act as cultural memories of times past. The Latin and Mexican dance music can always be heard in the restaurant. I sometimes can’t help but move to its invigorating rhythm. An interesting facet to the restaurant is the hand crafted pottery.

Essay --

Johann Heinrich Lambert was a Swiss mathematician, physicist, and astronomer. Born in the Republic of Mulhouse in 1728, Lambert died at the age of forty-nine. He is widely regarded for his invention of the Hygrometer, which is used to measure moisture in the air. Lambert is also credited for his achievement in Lambert-Beer-Bouguer Law and Transverse Mercator Projection. Johann Heinrich Lambert didn’t come from the wealthiest of families. His parents were tailors. Therefore, at the age of twelve, recognizing his family’s financial condition, Lambert ceased traditional education and dropped out of school. He worked alongside his father in order to help provide. Lambert didn’t let this deter him completely, however. He was capable in both French and Latin, and spent his free time educating himself to the best of his ability. It wasn’t until after he became the assistant to Professor Basler Zeitung of Basel University, that he was able to return to his studies. He then had a brief stint as a clerk due to his impeccable handwriting. When he was twenty he tutored the sons of Count Salis ...

Why One Should Not Steal

Someone would say stealing is only right when you are poor, homeless, or to help your family. There are many times when people have said â€Å"we needed to steal even though we did not want to, because we had to survive. † In my opinion, no matter what the circumstances are, stealing anything, from anyone, is not morally right, is unjust, causes consequences, and most importantly, defies, breaks, and sometimes completely diminishes, trust. Although I did not intentionally steal from my parents, this essay will be about why stealing money from parents is wrong.First of all, stealing things is not morally or ethically, the right thing to do. At a young age, people learn that taking things from other people without their permission is not going to be accepted as good behaviour. It is important to know that if something isn’t yours, you do not have a right to it. I’m pretty sure even in the bible it says; â€Å"thou shall not steal. † If you know something is going to be frowned upon if done, or that you would be frowned upon, upon participating in something, you simply should not partake in that action.Another reason stealing should not be performed, is because it is unjust. Just like Antoine Lavoisier's Law of Conservation of Mass, to gain something physical from one person, means that person must have lost something. Stealing money from someone means that the amount you took is the amount they lost, and they have to make up for that loss somehow. This is not fair, because the person earned that money themselves, and should not have to work extra, to accommodate more than just them. The effort they are making for the money is not equal to the effort the thief is making, which is unjust.Thirdly, people should refrain from robbing others, is because what comes with crime or bad behavior, is consequences. Stealing is obviously against the law. If caught doing it, it could cause you to have that on your record and this could hinder you fro m getting a job, etc. Not to mention, in the end, it is your loss, because you would get fined, or have to pay off the value of what you had taken. On a less lawful note, your parents could find out, and this could bring about many repercussions, of their choice.If that doesn’t scare you, you are of another species. Lastly, and most importantly, stealing destroys almost all trust you had with the person you stole from. Robbing things can leave someone, such as my parents, to feel utterly betrayed. They think they have a good relationship with you, and then when you take something from them without their permission, it can make them re-evaluate the bond they have with you. Stealing makes people feel vulnerable and sad, like you used them, and don’t care about their feelings, values, beliefs or thoughts.This can seriously affect what they (and other people) think of you, and you never know, you may need them at some point and they won’t be there to help you. This is because they will remember what you did to them, and think twice before doing something nice to/for you. Clearly, it is not worth it to steal anything, from anyone because it will not affect you positively in the end. I have learned my lesson, and will never take money if I am not one hundred percent sure it is mine. My sincere apologies for my actions, and I will pay you back every penny of it.

Awarness and Attitude of Primary Teachers Essay

Child Rights: A Gist The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is m alnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected  badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in  India Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights.[5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.[8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International  Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.[9] Article 10 of the European Social Charter guarantees the ri ght to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given.†[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†.[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.[12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal  capabilities, attitudes, aptitudes and knowledge.†[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young.† [11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.[13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.[13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child  labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.[17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.[citation needed] Historical development In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.[19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states  enacted legislat ion making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.[20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence.† Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.[22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state  enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.[23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.[25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.[27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes  people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable.

Brave New World Essay

I am a drug user, as is the bulk of society. Whether it be coffee or cocaine, any mind altering substance is defined as a drug. Even food these days is designed with addictive properties to make us want more, and thus, buy more. Illicit drug dealers have the same aim. The product is filled with foul substances but as long as people find it enjoyable to consume they buy it. â€Å"Crack Addict†, â€Å"Chocoholic†, ultimately they are both just by-products of an individual trying to make a dollar. The difference lies in what is socially acceptable and what is not. In Aldeous Huxley’s ideal society portrayed in his novel Brave New World, mind-altering substances are perfectly acceptable due to the government playing the role of the drug dealer. The difference between the dealers of today and Huxley’s dealers of the future is that the ones of the future were more intelligent. The World State didn’t introduce the drug â€Å"Soma† to make a profit from the actual drug but rather they made it freely available to allow the occurrence of the â€Å"brave new world† where mass production has lead to the wealth of the nation, and human life has lost its value. No one is anything more than an easily replaceable cell in the social body. No one can show their resistance if their mind is constantly numb from excessive drug use. Soma is not bought but given out in rations, as if it were as essential as food. The Delta’s reaction to having their Soma rations throw out the window leads one to believe that Soma was even more important than food. People die without food, but the Delta’s seemed to want to die without their Soma. The inhabitants of the Brave New World were conditioned to like Soma from their birth. Hypnotically taught lessons such as â€Å"A gramme is always better than a damn†. This is not such a crazy concept to grasp for this modern world. Hypnosis has recently been used in advertising. Advertising itself is everywhere; on the television, the radio, the local bus stop, on the bus, in the bus, outside the bus, on street walls, on huge billboards towering over the metropolis that we call our home. If that’s not enough you can even buy magazines, newpapers, books, catalogues and pamphlets, to look at what you’re going to buy next. This overload of information is frequently used by the drug industry of today. As musical artist â€Å"Lazy Boy† preached; â€Å"†¦we have more prescription drugs now than ever. Every  commercial on TV is a prescription drug ad. I can’t watch TV for four  minutes without thinking I have five serious diseases. Like, â€Å"Do you  ever wake up tired in the mornings?† Oh my god, I have this, write  this down! Whatever this is, I have this! Half the time you don’t even  know what the commercial is, there’s people running through fields,  or flying kites, or swimming in the ocean. Like, that is the greatest  disease ever! How do you get that? That disease comes with a hot  chick and a puppy!† Oh the appeal of sickness! In the â€Å"Savage Reservation† Linda drank excessive Mescal because she was in denial of that world, despite the sickness it created she always went back for more because she enjoyed consuming it. Then upon her arrival to the World State she ironically couldn’t handle it their either and went on Soma holiday. Her socially acceptable escape inevitably lead to her demise. It’s worthy of note that Huxley left this world in similar fashion, famously taking 100 micrograms of Lysergic Acid Diethylamide (LSD) on his deathbed. To emphasise my point I’ll write a story that I concocted; There once was a boy playing football with his sister when he spied a blue moose,  It was a peculiar moose, not like any moose he had seen before.  He walked over to it and joked to his sister â€Å"What a fucked up looking moose!†Ã‚  Ã¢â‚¬Å"No, you’re the one that’s fucked up† the moose replied.  The boy protested; â€Å"You are a talking moose!†Ã‚  Ã¢â‚¬Å"You are talking to a moose† satirised the blue moose.  And with that the moose gobbled up the boy and left his sister on the field crying. The moral behind the story of the blue moose was that if you take drugs, drugs will take you. I believe too many people are eaten alive by the desire to experiment with the subconscious. I suppose this more frequently applies to harder drugs such as methamphetamine’s and opiates. Huxley was a pioneer of self-directed psychedelic drug use â€Å"in a search for enlightenment†. The art of thinking is a valid one and should be explored but this should not require a mind altered from its natural state. To what point is thinking if thinking has no point? How could one express oneself when no one else understands your thoughts? I believe this styled search for enlightenment is futile. Hard drugs destroy people, not enlighten them. True self-revelation comes from individual thought, not experiencing what your brain can do when you mess up the balance. The inner self that one finds through drug use has no genuine authenticity to it. Anyone can taste good chocolate if they are fed it, just like how anyone can be â€Å"enlightened† if they inject the same shit. Karl Marx described religion as the opiate of the people. Huxley inversely comments in his text Brave New World Revisited that â€Å"†¦soma is the religion of the people†. Opiates are dominantly used for pain relief and to induce a state of calmness. Is this what religion is used for? I believe the answer to that would depend on the individual. Despite this modern worlds conditioning and discrimination against difference no two persons are identical and what one truly believes in is dependant on the individual. As for Huxely’s comment on the substitute for god being Soma; the truth behind the statement is evident in our own â€Å"brave new world†. Soma is a fictional substance and although it represents a drug in the story is could be used as a metaphor for a lot more. Money is just as addictive as the hardest methamphetamine. With the onset the Great Depression bankers jumped from the windows of their skyscrapers, I suppose that would be a side effect of greed and the dependence on materialist happiness. It’s ironic that the building their happiness was built from was also used for their suicide.  So ultimately, the consumerism of substance abuse leads to more than the demise of the individual. It was the consumers’ money that funded the World State; it’s our money that fuels the drug industry. This then backfires as we form a dependence on whatever they fed us.

Oj Simpson Trial

O. J Simpson was an all-star running back for the University of Southern California (USC) and won a Heisman trophy. On his road to the NFL he was drafted to the Buffalo Bills on the 1st round. He had a career in advertisement as the Pitch man, Herts Rental Car, and was a football commentator after his career. On June 12, 1994 in 875 South Bundy Brentwood, California 35 year old Nicole Simpson and Ron Goldman were found dead in the entrance of their condominium both were stabbed to death outside Nicole Simpson's Los Angeles condominium.The investigation was difficult because there were no eyewitnesses and no murder weapon was found. However, in Nicole’s ex-husband  Orenthal James Simpson house a lot of evidence was found like a bloody sock and glove that matched the blood in the crime scene and a shoe print that was approximately size 12 when OJ wears a size 12. There were hair samples that were found on Goldman's body after his murder. Forensic geneticists matched the DNA fr om the hair samples to DNA retrieved from O. J. Simpson.During the police interrogation of Simpson, it was discovered that he had a cut on his left hand, and OJ had a fishy statement on how he got the cut. On June 17 there was a warrant for OJ’s arrest. Lawyers convinced the LAPD to allow Simpson to turn himself in at 11 am on June 17, at around 6:20 pm, a motorist in Orange County saw Simpson riding in his white  Bronco, driven by his friend,  A. C. Cowlings, and notified police. At 6:45  pm, a police officer saw the Bronco, going north on  Interstate 405.The officer that we he drove up to the car OJ had a gun to his head so he backed off and followed the vehicle. Simpson reportedly demanded that he be allowed to speak to his mother before he would surrender. The chase ended at 8:00  pm at his  Brentwood  home. In the Bronco the police found $8,000 in cash, a change of clothing, a loaded . 357 Magnum, a passport, family pictures, and a fake goatee and mustache. Simpson hires a famous LA attorney Robert Shapiro who hires a dream team of lawyers including. F.Lee for strategy, Gerald Uelmen for procedure, Alan Pershowitz for constitution Law, Dr. Henry Lee for forensic science , Barry Scheck for DNA lawyer, and best friend Robert Kardashian. Simpson's defense was said to cost between US$3 million and $6 million. The Criminal trial lasted almost one year with Simpson found not guilty. Before this Robert Shapiro wanted to plead bargain 5-12 years because he believed that they couldn’t win. When Acosta 2 choosing the jury they believed that middle aged African American women will be the perfect jury for this case.Oj’s trial was a media circus and attorneys were treated like celebrities. When they used the bloody glove on Simpsons house Shapiro wanted to plead a cope a plead for manslaughter. On February 5, 1997, a civil jury in Santa Monica, California unanimously found Simpson liable for the wrongful death of and battery against Goldman, and battery against Brown. Daniel Petrocelli represented plaintiff Fred Goldman, Ronald Goldman's father. +In Simpsons civial trial 8 and a half million dollars were payed to the Goldmans. Oj Simpson Trial Nabil Arnaout Eng 111/ Enf 09 March 18, 2013 Trial of the Century To this day, OJ Simpson's famous murder trial, â€Å"The People vs. OJ Simpson†, remains one of the most publicized and famous murder trials in recent history. It attracted the attention of every major news network, and caused quite a stir in the daily lives of Los Angeles, if not all American lifestyles. The infamous car chase was such an important incident that many news networks dropped coverage of the 1994 NBA Finals, which was happening at the same time, to show the chase in all its glory.The combination of the high profile murders, publicity, and the â€Å"dream team† of Johnnie Cochran and Robert Kardashian have cemented the OJ Simpson case in the minds of many Americans. After the murders, when attorney Robert Shapiro informed Simpson that he needed to turn himself over to the police, Simpson failed to show. Shortly afterwards, his white Ford Bronco was spotted and the police began pursuit (Linder 8). It would be one of the most famous car chases in American history.Claiming a hostage situation in the car, he led them on a 35 mile an hour chase, which, as mentioned before, disrupted many of the local news channels' broadcasts as they switched to the chase. He was allowed to go home and talk to his mother before he was arrested for the murders of Nicole Brown Simpson and Ronald Goodman. The case would take many twists and turns, with plenty of evidence being twisted, and in some cases not accepted at all.It started in 1995, but as of 2008, some evidence was still in dispute. The glove, found by officer Mark Fuhrman, had both victims' blood on it, but was rejected because it apparently was â€Å"too small† for Simpson's hand to fit, prompting Johnnie Cochran's infamous line, â€Å"If it don't fit, you must acquit! â€Å"(Baley 6) In the Ford Bronco, the blood of both victims was also found on the center console, and it came to light that the knife (murder weapon) was purchased by OJ a few weeks earlier.This evidence was also not accepted in court because the person who sold OJ the knife had sold his story to a tabloid magazine, which deemed it unacceptable to court. Although the murder was committed in Santa Monica, due to the extreme public attention to the case and the media craze attached to it, they moved the trial to downtown Los Angeles, and was presided there by Judge Lance Ito. The duration of the trial (almost 8 months), made many of the participants of the case into TV celebrities.After numerous attempts to prove Simpson's innocence, Cochran and Kardashian (the Dream Team, as the media called them), called Simpson's mother and daughter to the stand. After a tearful display where they lauded Simpson's good nature and pleasant qualities, the jury began to sway towards Simpson, even though it was already proven that the relationship between Simpson and his ex-wife had been abusive. (Sherwell 9) After an 8 month trial, the verdict of the t rial finally was published: â€Å"Not Guilty†.Some say the building racial tensions resulting from the case affected the verdict (political reasons), while others maintain that the jury had been bribed or swayed with improper evidence. Simpson walked out. Some also believe the Simpson's son was involved in the murders. Jason Simpson had an even worse background than his father when it came to domestic abuse. Numerous accounts of psychotic tendencies and physical violence brought Jason to light as a possible suspect. Add to that that he was a chef and always had a knife in arm's reach. (Truman 20)

Management information system db5 Essay Example | Topics and Well Written Essays - 250 words

Management information system db5 - Essay Example s is also valid because a similar trend occurred between the years 2005 and 2006 before regaining the increasing trend (Bureau of Justice Assistance, 2011). The decision by the Attorney General’s to establish computer crime as a priority for the justice agency also means that the crime is becoming more significant than other types of crimes (Offices of the United States Attorneys, n.d.). Three different types of cyber crime that I am aware of are â€Å"cyber trespass,† â€Å"cyber theft,† and â€Å"cyber violence† (Cornelius and Hermann, 2011, p. 21, 22). Cyber trespass involves real or virtual access of a person’s computer, causing damage such as accessing information from the computer or introducing a virus into the computer. Cyber theft however defined unauthorized access and use data from a computer through the internet while cyber violence involves psychological damage or incitement into physical

Strategic managment Case Study Example | Topics and Well Written Essays - 250 words

Strategic managment - Case Study Example veraging them further because the firm was aware that their old ways of coming up with a finished market was over, and that technology needed to be incorporated to come up with a world class product and also market it (Marsh, 1998). The firm was also aware of some of the markets that they could venture into in order to leave a mark. S&M scores on Kay’s three areas by ensuring that their products are long lasting. For instance, in consumer handtool labels, S&M was able to come up with a label that would last for nearly 10 years without wearing out and still have the same effect it would have when it was new (Marsh, 1998). Some of the lessons that can be drawn from this case study are that firms should be willing to accept change in their production and marketing strategies if they want to overcome the stern competition in today’s world. However, the risk of using cheap means of production is that another competitor, one day, might beat them, and consumers might be forced the switch their

Compare and contrast management interviews Essay

Compare and contrast management interviews - Essay Example Many of us conducted this management interview with managers from different company departments. This paper therefore compares and contrasts the responses that were given by these managers. Different questionnaires reported different management day-to-day duties. Whereas managers carry the same title, their daily job roles are significantly diversified. The roles span from employee supervision, sales management, overseeing production, as well as general office management. Some managers are required to deliver short-term results whereas others are evaluated annually. The interviews also point to the different management levels by different managers. Seemingly, management levels determine the kind of daily tasks performed by the managers. Some of the highlighted goals include meeting daily sales margins, product delivery targets, meeting production line efficiencies. Others set weekly goals where one manager aims to keep everything in order by making sure errors stay to the minimum. Another one sets a monthly goal of managing real-estate by controlling and managing rent expenses on building company leases. However, daily, weekly and monthly targets pile up accumulatively to become annual targets for the organization. The interviews showed that different managers have different goal achieving strategies. For instance, there is a manager who has a strategy of doing paperwork in the morning, another has a strategy of ensuring the employees are properly trained and they are also cross-trained, another one writes down the goals and objectives and gives them to individual employees, and another one ensures customer gets satisfied. One manager pointed to giving incentives to well performing employees as a way of pushing individual employees to meet goals and targets. Yet, others went to an extent of outsourcing challenging tasks to other vendors in