Consent and capacity to treatment in medical law of an adult Essay

Consent and capacity to treatment in medical law of an adult - Essay Example 41, 2008). When the law talks about the capacity, it involves the maturity level and understanding and despite that a patient cannot be considered as having lack of capacity only because he made an unwise decision which does not fulfill his own best interests. According to the law, capacity cannot be the regarded as the decision which is reasonable and sensible to another person, perceptions may vary (Coyne, p. 64, 2005). People who have capacity can make their own decisions unless it is proven that they lack capacity. Disability is not a factor which indicates the lack of capacity; in fact a disable person can well take his own decisions without the assistance of anyone else. But in some cases, a person with a disability may require assistance to clarify the issues and understand the choices to ensure and enable autonomous decision making, but the other people may not always find other people’s decisions rights (Jackson, p. 601, 2002). For this, the law says that it cannot be assessed that the person is making a right decision or not, but what should be determined is that the decision is not ‘bad’ and whether it shows the lack of capacity in the person to make decisions or not. ... 171, 2004). Clinical incapacity is not permanent. The people who are severely depressed, intoxicated, comatose, agitated or impaired otherwise lack the capacity to make their medical decisions but for the time being. Later, they may retrieve their capacity. Where a patient has the ability to make a decision, the doctors should assess it (Herring, p. 202, 2012). People with dementia require the evaluation of the person’s level of judgment and memory before proceeding with the medical care. The law says that if the doctors find the person lacking capacity, they may turn to a close relative or friend or anyone appointed by the person to make decisions on his behalf (Wong, p. 445, 1999). However, these kinds of cases where the decisions are made by substitutes for the people who cannot make decisions for themselves are rarely brought into the court. But, if the patient himself objects to the medical decision taken or to the determination of him clinically lacking capacity, it can be brought to the court. The doctors are ordered not to go against the person’s will unless it is declared that he is legally incapacitated (Sturman, p. 963, 2005). Once the capacity is determined, the patient’s consent is equally important. Adults are more commonly categorized in this group and they make their own health decisions. Every adult has the right to accept or refuse medical treatment (Pozgar, p. 320, 2011). In general situations, a doctor asks for the consent of the patient before treating them. This suggests that the patient should be legally able to give his consent. If the patient is under guardianship, his decision will not be made by himself (Appelbaum, p. 1838, 2007). The patient must be mentally able to permit the medical

How Business Works Assignment Example | Topics and Well Written Essays - 250 words - 1

How Business Works - Assignment Example Preparation and filling of the Articles of Association with the secretary of state is the other requirement of registering a corporation. On this note, a fee of $100 is paid for the filing of articles (Legislative Analyst’s Office). Creation of the corporation bylaws is the fourth procedure required in the formation of a corporation though no specific criteria is outlined for the corporations to follow. According to information from the Legislative Analyst’s Office, filling of an information statement with the state secretary is done where a fee of $25 is paid. The filing of this information should be done within ninety days. The next step encompass holding a meeting with the company’s incorporators. This is followed by issuing of stock certificates to the original owners of the corporation. Another important step is to obtain necessary local license needed to run the business. The final step involves determining the tax obligations for the corporation, which marks the end of registration process. The rate of income tax that applies to corporations in California ranges between 8.84% and a flat rate. The corporate fees and taxes in California state is different from those of neigbouring states like Oregon, Nevada, and even Arizona. Information from the Legislative Analyst’s Office indicates that the state of California tops in levying a broad based tax on the corporate profits. Legislative Analyst’s Office. California’s Tax System: A Primer. California’s Nonpartisan Fiscal And Policy Advisor, April 2007. Web. February14, 2013

The History Of The Monopolistic Competition Economics Essay

The History Of The Monopolistic Competition Economics Essay Introduction There are four types of market structures are Perfect Competition, Monopoly, Monopoly Competition and Oligopoly. Long run is the period of time that the firms are able to adjust the variable cost and fixes cost. In the long run, seller has sufficient time to enter or exit the market but need to base on the profits. Short run is not a definite period time and it can just modify the variable cost only. Short run dont have sufficient time to entry and exit the market because it didnt register the business. Variable cost is a periodic cost that can change or based to the sales profit of a company. Examples for the variable cost are labor, raw material, etc. Fixed cost is a cost that cannot change when the quantity is increase or decrease. Examples for fixed cost are rent, buildings, capital, machinery, etc. Marginal Revenue is when selling goods or doing business gains the total profit from the product or business. Marginal cost is the total cost that when making a product, the purpose of analyzing marginal cost is to determine an organization can achieve their economics of limits. Main Body Perfect Competition What is Perfect competition? Perfect Competition are describes markets such that not enough market power to set the price of an identical product. The multi-national example for the perfect competition is egg, rice, wood and flour. Characteristics There are many characteristics under perfect competition; the first is Identical or Homogenies Product. This characteristics means the qualities and characteristics do not diversification between different suppliers. Each firm in a perfect competition market also has selling their identical products; all the goods are perfectly the same one, so the buyer cannot distinguish whether the goods came from another firm and no firm could raise the price above the market price and still retain its sales. The second characteristic in perfect competition is the firms and household are got the perfect knowledge. In perfect knowledge, all the firm and household are aware of sellers price changes such that a firm cannot sell their goods higher price than another firm. The firm and household must have all the information regarding the market situation and the how does the economy work. Thus the price change, the technological development also can immediately signal to all the firm and household. The third characteristics in perfect competition are freedom entry and exit the market; there are no barriers to them. In the long run business, when the register firm need to exit the market, it needs to show a prove, but in the short run there is no restriction to entry or exit the market. The entire firm in a perfectly competition market make a normal profit in the long run. Monopoly What is Monopoly? A Monopoly is a market that just got only one producer and many buyers, the producer sell the goods may be is differentiated or identical but the importance point is the goods have no close and no replacement. The multi-national for Monopoly is Vegetables and Fruit from Farmer. Characteristics There are many characteristics under monopoly; the first is the monopoly is the price maker, monopolist can control the price, and he can brand itself and set the price, the monopolist has to deal with its market price. The second characteristic under monopoly is Barrier to Entry and Exit the market, some of the barriers are government license, patents and copyright, control of marketing channels. This is the reason that monopoly is very hard to entry. Barrier to exit must go to apply to public utilities such as local telephone companies, natural gas distribution companies, electricity companies, and garbage collection companies. The third characteristic under monopoly is Household and Firm must have Perfect Information, when selling a product in the market the producer must have a perfect knowledge about cannot selling their goods higher price than another firm and this perfect knowledge can comes from legally-established patents, copyrights, or trademark. Monopolistic Competition Monopolistic competition is a type of imperfect competition, its market structure which combines elements of monopoly and the competitive markets, the producers are able to differentiate their products. The multi-national example for monopolistic competition is some high precision products, such as multi-cylinder diesel engine fuel injection pumps. Characteristics The first characteristic under monopolistic competition is Freedom Entry and Exit the market. In the long run market there is free entry and exit. In monopolistic competition each market with its own identical product, any firm unable to cover its costs can leave the market without pay the liquidation costs. This assumption implies that there are low startup costs, no loss costs and no exit costs, so the cost of entering and exit is very low. The second characteristic under monopolistic competition is the different shape product. There is a single product being manufactured by some firms, and the product of each firm is basically the same one. The producer tries to create their own different packaging, different conditions of sale with respect to guarantees, after-sales services and different geographical location. The third characteristic under monopolistic competition is household and firms didnt have perfect knowledge. In monopolistic competition, buyers do not know everything, but they have relatively complete information about alternative prices. They also have relatively complete information about product differences and brand names. Each firm also has relatively complete information about production techniques and the prices charged by their rivals. Oligopoly An Oligopoly in which firm is dominated by many small seller, it is the firm that selling similar product. Oligopoly is similar like monopoly but oligopoly is at least two firms supplying the market. The multi-national examples for oligopoly are aluminum, gas, cell phone, television and film. Characteristic The first characteristic under oligopoly is Interdependent. There are only few firms under oligopoly but each firm will have to take account of the others, this means that they are dependent. A firm under oligopoly not only considers the market demand, they also need to compare the price and output policies to their rivals. No firm can therefore afford to ignore the actions and reactions of other firms in the market. The second characteristic under oligopoly is they have a heavy advertising. Oligopolistic must have a heavy advertising to promote their products in the market structure, and then can give the household know about their company. Under oligopoly the advertising is such like life-blood for oligopolistic firm. The third characteristic under oligopoly is high barrier to entry the market. Government restrictions, copyright issue, undivided resource ownership and huge setup cost are the high barrier to oligopolistic to entry the market. Sometimes the cost is very high, ownership and control of the raw materials is a factor, patents and brand loyalty are also barriers of entry into an oligopolistic market. Summarization Characteristic / Market Structures Perfect Competition Monopoly Monopolistic Competition Oligopoly Many Buyers √ √ √ √ Many Sellers √ √ Price Taker √ Price Maker √ √ √ Identical Product √ √ Differentiate Shape Product √ √ √ Barriers To Entry And Exit √ √ Perfect Knowledge √ √ Advertising √ √ Conclusion

Finding Meaning and Purpose in Mitch Albom’s, The Five People You Meet

â€Å"The Five People You Meet In Heaven† written by Mitch Albom tells about a man named Eddie and his experiences in life and in heaven. During his journey in heaven he meet five people. He learns how he has impacted the five lives while on earth. Eddie finds that his life did have true meaning and purpose. Prior to meeting the five people that he meets in heaven, he feels as if his life is worthless and has no meaning. Physically he is not in good shape, â€Å"His left knee, wounded in the war, was ruined by arthritis. He used a cane to get around†(2, paragraph 1). He feels stuck at a place with a job that he absolutely hates, â€Å"He cursed his father for dying and for trapping him in the very life he’d been trying to escape: a life that, as he heard the old man laughing from the grave, apparently now was good enough for him†(128, paragraph 1). The one and only love of his life has died, â€Å"I lost everything. I lost the only woman I ever loved†(173, paragraph 9). The triumphs bring Eddie down and make him feel as if his life did not go as he had planned. Although Eddie meets five people in heaven that try to help him to understand his life, one of these people stand out above the rest. When Eddie meets Ruby, he has no idea who she is but she tries to help him try to understand and forgive his father for the years of neglect and abuse. â€Å"Once Eddie tried to stand next to his father and look at his cards, but the old man put down his cigar and erupted like thunder, smacking Eddie’s face with the back of his hand. â€Å"Stop breathing on me,† he said, â€Å"Eddie never got that close again†(105, paragraph 2). As Eddie grows older, their nonexistent relationship does not change for the better! Ruby helps Eddie with this struggle by showing him that... ... mundane things Eddie had done in his life, the accidents he had prevented, the rides he had kept safe, the unnoticed turns he had affected everyday. And while their lips did not move, Eddie heard their voices, more voices than he could have imagined, and a peace came upon him that he had never known before†(193, paragraph 3). Now Eddie knew, He finally knew the meaning and purpose of his life. Although it takes a long time, Eddie finds everything that he has been looking for to understand and be happy with his life. The Five People You Meet In Heaven shows readers how every life has a plan. The plan might not be realized until death, its possible that life’s experiences will be explained. Once the five people are met and differences are resolved, then comes peace. Works Cited Albom, Mitch. The Five People You Meet In Heaven. New York: Hyperion, 2003.

The Factors that Contribute to Effective Use of iPads with PMLD Pupils

Introduction This chapter will discuss the background, the scope and the need for the present study highlighting the research questions raised that will the study will attempt to answer. The present study focuses on pupils with Profound and Multiple Learning Difficulties (PMLD) and how with the use of technology in the form of iPads these pupils can be effectively taught. In other words, what factors can contribute towards the effective use of iPads in Profound and Multiple Learning Difficulties (PMLD) pupils. Background The field of special education and learning has advanced tremendously through the past decades and sub-branches have developed wherein specialists have discovered and realised the various learning disabilities amongst children. Children with Profound and Multiple Learning Difficulties (PMLD) present ample challenges for teachers. Technology in this regard has several solutions to offer to aid in effective teaching and learning as a part of effective teaching aid, technology in the form of inventions such as iPads comes to rescue and enable more productive teaching and learning (Davis and Florian, 2004). Pupils need one-to-one help and iPads can allow pupils to refrain from being thrown down on or chewed down on the floor and enable them to stay on the table in the classroom. However, the effective use of iPads remains a question unanswered in the present research literature. Scope of the Study This section will discuss and explain the scope of the study entailing how the conclusions drawn from the findings and the answers of the research questions found will provide implications to improve the practical scenario for teachers dealing with pupils with Profound and Multiple Learning Difficulties (PMLD). The present study attempts the fill the gap in literature that exists with regard to the use of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study will allow teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. Research Question This section will briefly state the research question that the study will attempt to answer using primary and secondary research findings. The main research question raised in the study is: What are the factors that contribute to effective use of iPads with PMLD pupils? Limitations This section will discuss the limitations of the research in terms of the findings and the implications to be drawn from the research. Literature Review This section will investigate and critically discuss the theoretical underpinnings of the subject area to raise questions regarding the existing literature that are presently unanswered and provide a theoretical framework to allow for answering the research question raised. The literature review of the present study will revolve around the theoretical perspectives on teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies adopted based on the existing research findings and developments and the recent technological developments and their involvement in the field of special education. The literature review will point towards the need to investigate the scope of and the use of iPads in special education of pupils with Profound and Multiple Learning Difficulties (PMLD) further backed with the theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. The literature review will draw out the usefulness of iPads in the form of the applications that can be utilized in teaching and engaging PMLD pupils in classrooms and then testing this theoretical finding using primary data collection to draw conclusions and implications for teachers. Following this plan of action for the literature review, the chapter will be divided in the following sections: Theoretical Perspectives on PMLD Teaching and Learning In this section of the literature review, the theories related to PMLD teaching will be focused on to develop a background to the existing development in the field and shed light on the aspects that form the foundation of the present study and support the need for further exploration. Effective Teaching Strategies and Tools for PMLD Pupils In this section, the contemporary practice of teaching PMLD pupils will be investigated using secondary information obtained from books and research journals to capture strengths and weaknesses and identity a need for further investigation and development. Applications on iPads for Special Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the technology and how they have come to aid in learning of PMLD pupils will be critically evaluated in this section focusing entirely on iPads. Methodology This chapter will discuss the methodology chosen for the present study and provide justifications for selecting it. Action research strategy is the prime research strategy to be used. Primary as well as secondary sources of data will be used to capture the information required to answer the research question raised. The chapter will discuss and explain what action research entails and provide brief explanations of the primary and secondary sources of information. The chapter will further discuss the sampling technique used and the sample size. Further, the research instrument to be used will also be discussed. Research Strategy The research strategy of action research will be discussed here. Action research involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006). Survey on teachers of 10 special schools using questionnaire will be used to investigate and collect the data and develop engagement profiles with pupils using specific applications. Research Design Primary and secondary sources will be discussed here. Sample Size and Sampling Technique The sample size and sampling technique will be discussed here. Analysis and Discussion This chapter will present, analyse and discuss the findings of the study and draw answers for the research question. Conclusion This chapter will summarize the findings and draw out implications for the teachers to practice more effective teaching strategies and improve learning and participation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads. References Davis, P. and Florian, L. (2004). ‘Teaching strategies and approaches for pupils with special educational needs: A scoping study’. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and-difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 August 2012. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction This chapter will discuss the background, scope and need for the proposed study, highlighting the main questions that the research will address. The research aims to explore how technology can be optimally used to support pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the Apple iPad, the study will explore how technology might be used to augment the effective teaching of pupils with PMLD by investigating the factors that may contribute towards efficient implementation of such technologies.1.1. BackgroundThe field of special education and learning has advanced tremendously through the decades, and has led to the development of sub-branches of research allowing specialists to discover and understand more about various learning disabilities amongst children. Currently, children with Profound and Multiple Learning Difficulties (PMLD) present an ample challenge to modern teaching methods and teachers alike. However, advances in technology have been able to off er several solutions to effective teaching and learning as a part of effective teaching aid. Such technology has included in the invention of tablet devices such as Apple iPads, which are thought to promote more productive teaching and learning (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads may have a role to play in such support, the factors that contribute to the effective use of iPads remain under researched in the empirical literature.1.2. Scope of the StudyThis section explores the scope of the study, detailing how the conclusions drawn from the findings will have practical implications that may improve teaching practices for teachers dealing with pupils with PMLD. At present, there exists a gap in the emerging literature surrounding the use of technology with pupils with PMLD. Although case studies detailing the utility of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are beginning to emerge, the area remains under-researched. Little is known about the specific factors that contribute to the effective use of iPads with PMLD pupils. The findings and associated implications of the proposed study will allow teachers to develop and practice the most effective teaching strategies to improve learning and participation amongst PMLD pupils using iPads.1.3. Research QuestionThe main research questions explored in the present study were: Does the use of iPads enhance learning with PMLD pupils? What are the factors that contribute to the effective use of iPads with PMLD pupils?1.4. Study LimitationsAt present the only predicted limitations will be concerned with the practicalities of conducting action research in tandem with normal teaching activities. In order to manage this effectively, a detailed timescale of this research has been formulated.2. Literature ReviewAccording to Boote and Beile (2005), the purpose of a literatur e review is to provide a theoretical underpinning to the area under discussion by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative report of the subject area, going beyond the descriptive to identify the questions that remain unanswered in the current literature, and provide a theoretical framework to approach the research question under study. The review will revolve around the theoretical perspectives regarding teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies currently adopted based on existing research findings and developments and the recent technological developments and their relevance to the field of special education. The literature review will indicate the need to investigate the scope and use of iPads in special education of pupils with PMLD, backed with a theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the effectiveness of iPads in the form of the applications that can be utilised in teaching and engaging PMLD pupils in classrooms. Following this plan of action for the literature review, the chapter will be sub-divided in the following sections:To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools’ Census Data (2004), pupils with PMLD are defined as â€Å"†¦(having) complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition†. This de finition highlights the complexity of PMLD; it is severe and multi-domain, characterised by the existence of two or more severe impairments that may be visual, physical or sensory, and include other complex medical needs (Healy & Noonan Walsh, 2007). In 2010, the Dfes identified a 29.7% increase in the prevalence of pupils with PMLD between 2002 and 2009, due in part to improved diagnosis and survival rates of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell & Samara, 2005). Pupils with PMLD have greater difficulties in learning, and require a high degree of adult support to meet both their learning and physical needs (DfES, 2004). Practitioners and educators must be able to support such pupils to overcome these barriers to learning, by adapting the curriculum to meet their specific needs. According to the Qualifications and Curriculum Authority (2007), pupils with PMLD are likely to remain at an early stage of development, with attainment in the early P Scale bet ween P1 to P3, with a focus on developing basic skills throughout the curriculum and across all subjects. Flo Longhorn and Penny Lacey have been working with pupils with PMLD for over ten years, and both advocate a sensory approach to learning. Both authors emphasised the importance for children with PMLD to engage their senses from an early stage, and suggested that the role of practitioner is to stimulate; as effective learning can only take place when such sensory stimulation takes place: â€Å"Without the stimulation and awakening of the senses, it would be difficult for a very special child to begin to make sense of the outside world and begin to learn.† (Longhorn, 2004: p.6)To modify or extend this essay or to get pricing on a custom essay Contact Us TodaySimilarly, Lacey (2009; 2011) suggested that the PMLD learner requires opportunities to understand, discover and explore through sound, touch, smell, taste and vision. To better understand why learning for PMLD pupils should be sensory requires an exploration of the cognitive processes that are at play. If we consider the early stages of development in normal children, learning is primarily concerned with children forging a connection to the world around them; making sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates closely with Piaget’s sensorimotor stage, the first stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to two years construct an understanding of the world by coordinating their physical actions with outcomes such as seeing and hearing. Across the two years, a child is expected to progress from reflexive action at birth, to the emergence of symbolic thought toward the end of the stage. According to Cunnigham (2010), PMLD learners at the most severe end of the spectrum function cognitively at six to twelve months of age, therefore an appropriate approach for such learners is to focus methods of teaching at sensory levels.2. Effective Teaching Strategies and Tools for PMLD PupilsAll pupils learn best when they are fully engaged (Iovanne et al., 2003). According to Carpenter (2010), no meaningful learning or outcome will take place without pupil engagement; therefore it is vital that deep engagement from pupils is planned throughout the learning activity. In this sense student engagement can be conceptualised as a reciprocal process; a function of both the time and energy pu pils devote to educationally purposeful activities, and the efforts made by schools to implement effective educational practices (Kuh et al. 2008). Given that engagement is so vital to the success of mainstream educational activities, it stands to reason that such engagement is similarly vital to the success of educational activities with pupils with PMLD. Indeed, Iovannone et al., (2003) stated that degree of engagement was the most important predictor of educational success for pupils with PMLD. Following research conducted by the Specialist Schools and Academies Trust (SSATrust) into effective learning with children with complex learning difficulties, the Engagement Profile and Scale was developed. This is a classroom tool that allows teachers to focus on pupils’ engagement to learning to create personalised pathways of learning, and monitor the effectiveness of classroom interventions (SSATrust). The teacher is required to select an activity with which the pupil is usually highly engaged, and one to which the pupil demonstrates low engagement. During each task, the teacher records the extent to which the pupil demonstrates his or her engagement across a 5-point scale ranging from no engagement to fully sustained engagement across seven domains (awareness, curiosity, investigation, discovery, anticipation, initiation and persistence). Teachers are encouraged to look for small signs of early engagement such as changes in breathing, eye movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best practice in classrooms with children with complex educational needs, early case study reports have indicated that the Educational Profile and Scale is an effective tool to devise strategic interventions to encourage re-engagement with learning (Carpenter, Egerton, Brookes & Durdle, 2011).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.3. The Specific Use of Technology to Support Learners with PMLDInformation communication technology (ICT) has become a valuable tool for teaching and learning in specialist schools (Davis & Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) concluded that a substantial body of literature supported the notion that ICT can be a powerful tool to support pupils with educational needs, both in mainstream and specialist environments. Although the studies have tended towards the small scale, findings have elicited common themes included increased communication, improved participation and self-esteem. Ofsted have reported on a number of ways ICT has supported the learning of pupils with additional educational needs, noting improvements to attention span, attitude and motivation, whilst overcoming some of the barriers to learning therefore also increasing attainment (Ofsted 2005; 2004a). The Communications Aid Project (CAP), which was funded from 2002 – 2006 supplied technological aids to pupils with severe communication problems to allow them to more readily access the school curriculum. An evaluation of the project (Wright et al., 2004) noted that the initiative had been well received by parents and pupils alike, with pupils reporting a significant increase in both their abilities and quality of life. The key advantage of ICT lies in its opportunity to provide a personalised learning environment, tailored individually to meet the specific needs of each pupil, but in order for this to be realised, there must be first be a comprehensive and accurate assessment of pupil needs, access and strengths (Handy, 2000). Practically speaking, although ICT can free pupils with limited motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to concentrate their efforts on the cognitive task being performed. (Williams, 2005; NOF training manual, 2004). Technology, however, is often introduced to pupils without a full understanding of the benefit it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic behind using such technology, purposeful learning and engagement is limited. The application of ICT, they argue, must begin with the teacher and an understanding of the type of learning they hope to achieve. Teachers must be trained and competent in the use of ICT themselves before they can successfully support its use in pupils with PMLD in overcoming barriers to learning. Furthermore, they must also fully understand the nature of the assessment they would need to conduct in order to fully utlilise the technology. In addition to an adequate assessment of needs and the appropriate use of devices, the third component of successful use of ICT involves the software employed. Sparrowhawk and Heald (2007) outlined criteria for software to ensure it can successfully overcome barriers to learning. They suggested that software should be stimulating and fun, colourful with clear, rich graphics, music and sound, offer immediate feedback with repetition and reward, be challenging and allow pupils to keep trying, but be structured in small steps. Supporting these criteria, Foyle (2012) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayAn important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (2012), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a d evice that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barrie rs to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment.1. MethodologyThe following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as t he prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data.2. Research StrategyAccording to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. T his is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason & Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr & Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) a dvocates developing a timeline of enquiry.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayThe timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties.3. Data CollectionAccording to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accu rate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data collection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect an d analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Generally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012).5. ObservationThe observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specifi c questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pu pils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the number of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger & Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promote s the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the researcher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission fro m parents.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayIn a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information.ReferencesBean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at: https://www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012). Boote, D.N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6): 3 – 15. Carpenter, B., Egerton, J., Brooks, T.& Durdle , R. (2011). Engagement in Learning. Available at http://www.education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learning—key approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012). Condie, R., Munro, B., Seagraves, L. & Kenesson, S. (2007). The impact of ICT in schools – a landscape review. Becta. Cunningham, J. (2010). Profound education: learning and PMLD. SEN magazine, January 2010. Available at: http://www.senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012) Davis, P. & Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. Department for Education and Skills. Available at http://www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (Accessed 03.08 2012). Department of education and early childhood development. (2010). iPads in special education. Available at: http://www.ipadsforeducation.vic.au (accessed 05.08.2012). Department for Education and Skills (2004). Research Report Number 578: Inclusion and Pupil Achievement. DfES Publications, Nottingham. Florian, L. & Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. Open University Press. Foyle, A. (2012). Switched on to education. SEN magazine, January 2012. Available at: http://www.senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (accessed 29.08.2012) Hannan, A. (2007). Interviews in education research (online) University of Plymouth. Available at: http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed: 03.08.2012). Healy, D., & Noonan Walsh, P. (2007). Communication among nurses and adults with severe and profound intellectual disabilities: Predicted and observed strategies. Journal of Intellectual Disabilities 11(2), 127-141. Herr, K. & Anderson, G. (2005). The Action Research Dissertation: A Guide for Students and Faculty. Sage Publications, CA. Iovannone, R., Dunlap, G., Huber, H. & Kincaid, D. (2003). Effective educational practices for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 18: 150 – 166. jwinchester25 (2012). iPad in a SEN Environment: Some of the uses. Available at: http://senclassroom.wordpress.com/2012/03/17/ipad-in-a-sen-environment-some-of-the-uses/ (accessed 15.08.2012). Kuh, G., Cruce, T., Shoup, R., Kinzie, J. & Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79 (5): 540–563. Krueger, A., and Casey, M. (2009) Focus groups, a practical guide for applied research (4th edition) Sage, Los Angeles. Lacey, P. (2009). Developing the thinking of learners with PMLD, PMLD Link 21 (2): 15-19. Lacey, P. (2011) A profound challenge. Available at: http://www.senmagazine.co.uk/articles/396-designing-a-curriculum-for-pmld-a-profound-challenge.html (accessed 29.08.2012). Lewin, K. (1946) Action research and minority problems. Journal of Social Issues 2(4): 34-46. Longhorn, F. (1998). A Sensory Curriculum for Very Special People. London: Souvenir Press Ltd. Mary Elliot School (ipad case study, apple site) Available at: http://www.apple.com/uk/education/profiles/mary-elliot/ (accessed 04.08.2012). Marlow,W., Wolke, D., Bracewell, M. & Samara M. (2005). Neurologic and developmental disability at 6 years of age following extremely preterm birth. New England Journal of Medicine 352 (1), 9-19 Mcniff, J. (2003) Action research for professional development: Concise advice for new action research (3rd Edition). Available at: http://www.jeanmcniff.com (Accessed 03.08.2012). Mills, G. E. (2006). Action Research: A Guide for the Teacher Researcher (3rd Edition). Prentice Hall. Ofsted (2004a), Report: ICT in schools – the impact of government initiatives: School Portraits – Eggbuckland Community College. London: Ofsted Ofsted (2005,) Embedding ICT in schools – a dual evaluation exercise. London: Ofsted. Piaget, J. (1977). Gruber, H.E.; Voneche, J.J.. eds. The Essential Piaget. New York: Basic Books. Qualifications and Curriculum Authority (2007). Marker Training 2007. National curriculum assessments monitoring report. QCA/07/3421 Rahman, S. ( 2012). Getting started: pads for special needs. Rahman Publishing. Reason, P. & Bradbury, H., (2002). The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development, UK. Sparrowhawk, A. & Heald, Y. (2007). How to Use ICT Effectively With Children With Special Educational Needs. Edition. Learning Development Aids. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. Watson Hyatt, G. (2010). The iPad as an affordable communicator. Initial review May 15. Available at: http://www.doitmyselfblog.com/2010/the-ipad-as-an-affordable-communicator-initial-review/ (accessed 29.08.2012). Williams, P (2005), Using information and communication technology with special educational needs students: The views of frontline professionals. Aslib proceedings: new information perspectives 57 (6): 539–553. Willis, J., Inman, D. & Valenti, R. (2010). Completing a professional practice dissertation: a guide for doctoral students and faculty. IAP. Wright, J, Clarke, M, Donlan, C, Lister, C, Weatherly, H, Newton, C, Cherguit, J and Newton, E (2004). Evaluation of the Communication Aids Project (CAP). London. Available at: DfES. http://www.dfes.gov.uk/research/data/uploadfiles/RR580.pdf (accessed 14.08.2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today

Comparing Freedom of Expression in the Statutory Law and the Sharia Law Essay

Getting in touch with media law during the first semester of my Masters gave me a sense of the importance of law in general because it consists of acts and articles which organise most issues in the human’s life in a way that protects ethics and morals. Regardless of the hypocrisy and double-standards of the countries which raise high the slogan of Human Rights, I liked the Human Rights Conventions that were laid down by these countries. Therefore, I decided to research some points in these conventions that are related to my study in order to nurture my knowledge in this great field of the human sciences. Then, I thought deliberately about the benefit of exerting much effort to get such knowledge since it is existed, well-explained and well-organised, in handy books. But after looking by historical and religious study as far back as some centuries ago, I found that my own culture, Islam, had plenty of law provisions that helped its people not only to protect their ethics and morals, but also to spread them all over the world. Through deliberate and objective study, I found that many of the social reformers, whose thoughts led to the emergence of the modern criteria of human rights, were originally affected by the roots of the Islamic ulture. I also found a lot of those old and even modern reformers who praised the old provisions of the Sharia Law and they also praised the prosperity which was an outcome of implementing it. The Western writer Patricia Crone (2005: p. 218-219) said referring to how those old provisions of law were true bases of a moral society: â€Å"Medieval Muslims d id not write utopias in the sense of imaginary travel accounts or other descriptions of ideal societies which do not exist, †¦ they were not given to seeking ideals outside their own civilisation at all. But they did place a golden age right at the beginning of their own history, and their numerous accounts of this age add up to a detailed utopia of great emotive power†¦ It was a time when the Muslims had all the virtues of tribesmen and none of their vices, for thanks to Islam there was no feuding, no factionalism, and no disorder, just austerity, solidarity, and total devotion to the truth. Therefore, I decided to look for the provisions of that old law which are related to my study and compare them with their counterparts in the modern human rights’ conventions. In order to limit my research, I decided to take the articles related to my study, media law, in the Human Rights Act 1998 (HRA) of the British Law to represent the leading international human rights conventions. Part one: Preface Main Argument In this dissertation I am going to explain how both the HRA and the Sharia Law deal with the concept of freedom of expression. As long as such argument is new and uncommon because of the lack of references that studied it, which resulted in an ambiguous perception in the minds of people towards the Sharia Law and its sources, there must be a kind of primary definition of the Sharia Law, its sources and how the Sharia scholars (Sharia Jurists) deal with these sources to regulate law items. Sharia Law This expression is going to be referred to as a theological-historical concept since the Sharia was revealed through a prophet, this makes it a theological subject matter, and it is 15 centuries old, this gives it a historical background. Sharia (sari? ah) is all religious rituals that Allah (SWT) has imposed on Muslims, via his Prophet Mohammad (PBUH) regarding beliefs, rules and day-to-day life among Muslims themselves, and between Muslims and non-Muslims. It is â€Å"designed to govern the relations of Muslims with non-Muslims, whether inside or outside the territory of Islam. † Mahmoud Kamali says that Sharia is â€Å"the Islamic law as contained in the divine guidance of the Qur’an and the Sunnah. Yet, the expression Sharia Law is modern if compared with the word Fiqh, which historically used to mean â€Å"the awareness of Islamic rules from its sources by true inference. † Kamali defined the word Fiqh: â€Å"Islamic law as developed by Muslim Jurists. The term is often used synonymously with Sharia. † Therefore, like other contemporary researchers of similar topics, I am going to use the expression Sharia Law to mean the old word: Fiqh. Sources of the Sharia Law There is no difference between any of the Muslim scholars that the main sources of all information, not only about the details of the life of mankind, but also about the details of the whole universe are the Holy Qur’an, then, the Holy Sunnah. In addition, it is a matter of a universal belief among Muslims and many of non-Muslims that the Holy Qur’an in the hands of people is the real book revealed by Allah (SWT) to his Prophet Mohammad (PBUH) fourteen centuries ago. The same is the 100% authenticity of certain books of Hadith, i. e. Saheeh Al-Bukhari and Saheeh Muslim. These references are not considered comprehensive works; however, I feel that they could draw raw guidelines for me in my research in two ways: * They give me hints about how this issue is being taken by researchers who are not specialists in Sharia studies, but they are lawyers or journalists; like me. * They draw raw guidelines of the comparative methodology of research between articles of the Sharia Law and those of the statutory law. Throughout this dissertation, I am going to take articles of the British Media Law and compare them with the related provisions of the Sharia Law, giving enough examples in order to be able to make clear-cut conclusions about the main question of this dissertation which is: (The question of the dissertation) Can the modern Islamic movements, who are apparently going to rule the Arab countries after the Arab Spring, implement the Sharia Law and achieve the absolute justice which they raise as a slogan for their revolutions and electoral campaigns? Or would they worsen the already worsened situation of media law? Of course, regarding the other part of this dissertation, which is the statutory law, libraries are full of texts of law articles starting from the Declaration of the Rights of Man and of the Citizen in 1789, passing through the UN Universal Declaration of Human Rights, ending with daily huge volumes of books, journals and articles studying new amendments and proposing new laws regarding recent details of the life of people in general and the work of media specifically. Terminology In order to have a good understanding for the real meaning and connotation of the Sharia Law concepts and cases, they have to be denoted by their names. Therefore, it is necessary here to have a list of the original names of the Sharia concepts and their definitions. The Holy Qur’an: defined previously. Surah: one complete chapter from the Holy Qur’an. Sowar: the plural of Surah. Sowar are different in length. Some are 1/3 a page and others exceed 40 pages. Aya: one verse from the Holy Qur’an. Ayat: a plural of aya. The Holy Sunnah: defined previously. Hadith: a verified saying for the Prophet Mohammed (PBUH). Ahadith: a plural of Hadith. Tafseer: the interpretation of the Holy Qur’an and the Holy Sunnah by professional credible Muslim scholars. Fatwa: a certain judgement on a certain case by a Sahaba, Tabe’een or confident Muslim scholars in a certain time or place. Plural is Fatawa. Ibada: the act of worshiping Allah (SWT) whether by heart or body. Any act of heart or body needs to start with intention of solely worship for Allah in order to be a true Ibada. Da’wah: the flow of activities Muslims do in illuminating the teachings of Islam. Dhimmi: the name of a non-Muslim citizen in the Islamic State. Ahludhimmah or Dhimmiyeen: plural of Dhimmi. Jezyah: the name of the religious tax for non-Muslims in the Islamic State. It is equivalent to the religious tax taken from Muslims, but Jezyah is a lesser amount of money that has many exceptions. Part Two: The Situation of Freedom of Expression Historical Background It is very important, before starting writing about the situation of freedom of expression in the statutory and the Sharia Law, to explore the general historical climates which preceded the emergence of both laws. That will give a kind of understanding of how much the improvements on the situation of freedom of expression both laws have achieved. * A Glimpse on Freedom of Expression in the West before the Renaissance The period which preceded what is known in Europe as the Renaissance was full of conflicts among the different castes of the European communities in general. That conflict took several forms. A prime one was the conflict between the Church and scientists and that between authority and people. Howard Turner describes a side of such conflicts: â€Å"The Middle Ages in Europe had long been dominated by an unending conflict between Church dogma and a kind of humanistic and individual quest for intellectual liberation. † Church and authority used to be allies and each institution worked for the protection of the other at the expense of people’s lives. They used to impose restriction on freedom of expression and there used to be no respect for people’s privacy. There was also a kind of blackout on external knowledge, fearing that it might undermine their power or alliance. The Thirteenth century was an â€Å"age in which kings and barons reacted to an insult by lopping off the offending tongue- or head†¦ The crime of ‘scandalum magnatum’ expressly protected ‘the great men of the realm’ from any statements that might arouse the people against them. † In France, for example, the king used to say â€Å"I am the state† and gave no space for people to have control in running their own or private life. The Church used to control science. Therefore, knowledge it saw as right, used to be spread, and that it saw as wrong, used to be damaged. A blockage was imposed on scientists and thinkers. In 1614, Galileo was accused of heresy  by the Church for his scientific theories. Eighteen years later, in 1632, he was sentenced to life imprisonment which was reduced to permanent house arrest after he had been obliged to withdraw his theories before the public by the Church. That time was the worst for women’s freedom. Women were inferior to men, troubled with Eve’s sin. They were subject to the authority of their fathers or their husbands. Violence in marriage did occur and was even encouraged. † The dark life of that age pushed people to seek a kind of salvation through knowledge, especially, after the appearance of new thinkers affected by the Muslims’ civilisation. According to Turner, the â€Å"Christian West† inherited the â€Å"scientific legacy from Islam. Thanks to increasing cultural traffic with Muslim lands via the busy Spanish and Sicilian gateways, the thriving routes of Mediterr anean and overland commerce, and the contacts left over from the Crusades. People sought to reinforce the principles of freedom and justice, which was clear in the slogan of the French revolution which was: liberty, equality and fraternity. The revolution in real freedom of expression has been from the Renaissance until today. However, there are still some issues which emerge from time to time that necessitate amendments of the existing laws or constituting new ones. * Freedom of Expression in Arabia before the Sharia Law In Arabia, there used to be kind of freedom of expression, but there was no justice. For example, men used to sit with each other and think about issues related to their tribes. But that right to give an idea or express an opinion was only for masters. Societies there used to consist of three castes: masters, subjects or alliances and slaves. In addition, that right among the masters was only for men. Women used to be suppressed and were not allowed to share opinions either in public affairs or even in family affairs. Women were used in the same way as goods. There used to be a diversity of religions. Arabia included pagans, Jews and Christians. But the most common was paganism. Surely, that kind of diversity hints at a kind of freedom of religion, but the opposite was the norm. Paganism, represented in worshiping idols, was the religion of the mainstream Arabs in Arabia and they used to keep an eye on those who converted to other religions. If they were young, they used to be fought; if they were old, they used to be left free since they could not affect others. Of course, chiefs and masters of tribes used to be happy with that kind of life because it helped them keep strong control over their subjects. However, suppressed castes needed any kind of powerful justice to liberate them from the chains of the different forms of slavery. From amongst that darkness, the message of the Sharia was revealed to the Prophet Mohammed (PBUH) to spread the justice and freedom among people. It is widely known among historians that a reasonable number of the people who joined the Da’wah at the early stages were from the ordinary people or alliances and slaves. Some of the masters asked the Prophet (PBUH) to dismiss them from around him if he wanted them, the masters, to join the Da’wah. Of course, ordinary people always lead reforms. A group of Muslim emigrants fled the persecution of their relatives in Mecca to Abyssinia and there was a short dialogue in the court of Abyssinia’s king, who was a true Christian. Their representative described the situation of Arabs before the Sharia and what the Sharia came with: â€Å"O king! We were plunged in the depth of ignorance and barbarism; we adored idols; we lived in unchastity; we ate dead animals, and we spoke abomination. We disregarded every feeling of humanity, and the duties of hospitality and neighbourhood. We knew no law but that of the strong. At that time, God raised from among us a man of whose birth, truthfulness, honesty and purity we were aware, and he called us to the Unity of God and taught us not to associate anything with Him. He forbade us to worship idols and enjoined us to speak the truth, to be faithful to our trusts, to be merciful, and to regard the rights of neighbours. He forbade us to speak ill of women and to eat the substance of orphans. He ordered us to flee from vices, to abstain from evil, to offer prayers, to render alms, and to observe the fast. † Constituted Rights to Freedom of Expression * Freedom of Expression in British Media Law As I have mentioned from the beginning, I am going to take the British law as an exemplar to represent the statutory law in this research. Therefore; I see that I have to propose an overall look at the British law and to see the situation of freedom of expression through it. British Law Unlike other countries, Britain does not have a written constitution. Referring to Britain, Tom Baistow says: â€Å"This country is the only one in the EEC without a written constitution and the only one without the press laws that form one of the most important guarantees of freedom of expression. However, it has a good record regarding the respect of freedom of expression. It got this reputation throughout historical fights of the British nation to attain freedom and adopt democracy. And as an ideal example of the fight to reach this situation, journalism in Britain â€Å"went through a brave battle against constitutional restrictions on publishing in the 19th century and could extract the right t o comment and publish. † Freedom of expression became one of the most respected freedoms as a kind of a social norm among the British people. It is believed in Britain that free speech is a significant pillar of a free democracy. The Royal Commission on the Press in 1977 defined freedom of expression â€Å"as that degree of freedom from restraint which is essential to enable proprietors, editors and journalists to advance the public interest by publishing the facts and opinions without which a democratic electorate cannot make responsible judgement. † This definition shows how the British believe in the vital role that freedom of expression plays in educating the public to be able to take right decisions in elections. It means that it is the main guarantor of a free democracy which is the main principle of a free State. Therefore, Solaiman Saleh described the situation of freedom of expression in Britain, despite the lack of a written constitution, saying: â€Å"The principle of a free press is reinforced in the collective conscience of the British. That forms a better protection which outweighs any written constitution. † Saleh continued explaining that it became a part of the British understanding of freedom of speech that the government does not have the right to interfere in the workflow of mass media. It cannot issue warrants, for example, to close any news platform, have pre-publishing restrictions/instructions or suggest amendments in the administrative systems or editorial policy. This is how James Curran portrayed the British press after the Second World War: â€Å"The press became fully independent of political parties and hence government. † The independence of the press gave it a great deal of space for free speech as well as unlimited power against governments. This was clear when the best wartime leader, British Prime Minister, Winston Churchill, demanded an immediate closure of the Daily Mirror over its coverage of the conduct of war. That decision was followed by rough debates in the House of Commons and huge popular protests in Trafalgar Square and London’s Central Hall that pushed Churchill’s government to withdraw the decision against the Daily Mirror and, even, lift a ban previously imposed on the Daily Worker. Mass media regulation is only the role of the Parliament and Judiciary. In reply to the argument that the parliamentarian majority which forms the government may adopt any law suggested by it, Saleh argues that people who believe in the concept of freedom of expression will protest against the parliament and oblige it to stop the new law or to dissolve. The incident of the Daily Mirror mentioned above is a very clear example of that. The main pressure was represented by ‘organised protests’ in Trafalgar Square and London’s Central Hall. In addition, Hanna and Banks say in McNae’s Essential Law for Journalists: â€Å"Section 19 of the Human Rights Act created a requirement that a Minister introducing a Bill into Parliament must declare that its provisions are compatible with the European Convention, including thereby a commitment to freedom of expression. † Despite all the facts mentioned about the battles towards the freedom of expression in the English society, a sufficient protection for that freedom, which keeps up with the public-interest journalism, â€Å"from attacks for discomfiting the government or the judiciary or the wealthy private litigants† was not completely guaranteed. It is guaranteed by the adoption of international treaties, in which English writers and lawyers took a big part in constituting them, into the British law. Since then, clear articles of these treaties have become legal codes in the British law that guarantee a better freedom of expression. Throughout these facts, I can come to a conclusion that freedom of expression in Britain has certain principles that are clear. The main three principles could be summed up as following: 1. Government has no power against mass media. Robertson and Nicol explain how a government official does not have any privilege over the public in this regard. They say that if any official wanted to stop a news story, he has to go to the court the same as the public do. It means that government cannot control or suppress the voice of any single person directed to the public via any medium. It is believed that this is a sign of a free democratic State, but not in an arbitrary sense. Therefore, mass media have to be credible, and offenders should not escape punishment. John Whale quoted Sir William Blackstone, the eighteenth-century jurist, saying: The liberty of the press is indeed essential to the nature of a free State; but this consists in laying no previous restraints upon publication, and not in freedom from censure for criminal matter when published. † 2. Mass media are owned by the private sector and, therefore, it represents citizens before the government. However, citizens are stronger than the government in the democratic regimes; it means that mass media can publish any kind of opposite opinions without fearing suppression or oppression of the government. 3. Mass media turn to the public to face censorship. Robertson and Nicol say: â€Å"The best antidote to censorship is publicity. † When the government wishes to practice a kind of censorship, journalists can publicise that practice and the government does not have any power to punish them. The incident of the Daily Mirror mentioned above is a clear example on the three points mentioned. It shows how mass media are stronger than governments, how mass media speak on behalf of the public and how the public exerted pressure through protests that pushed the government to retreat from the closure warrant against the newspaper. Freedom of Expression in the Sharia Law The most prominent characteristic of the Sharia Law is that it is a religious law. It means that it has more emphasis, in all branches, on religious and moral values than other laws. Mohmmad Kamali says: â€Å"This can, perhaps, be clearly seen in reference to the Sharia rules pertaining to blasphemy, heresy and disbelief , where the dominant concern is to defend the dogma and belief-structure of Islam. † Muslim scholars and thinkers believe that this characteristic of the Sharia Law gives it a spiritual power, which is effective to keep stability of societies. Based on his understanding of the Islamic beliefs and to confirm that defending the dogma and belief-structure of Islam achieves social stability, 20th century Muslim thinker and reformer Sayyed Qutb, who interpreted the Holy Qur’an, says: â€Å"Social, economic and religious organisation goes side by side with a true ethical code and dogmatic belief†¦ in a complete, comprehensive, balanced and precise way. † Regarding freedom of expression and to show how much positive effect religion has on it, the Western writer, Patricia Crone, shed light on the way Muslim thinkers understand the relationship between freedom and religion. Patricia Crone reported Al-Ghazali, a famous medieval Muslim philosopher and reformer, explaining freedom in the Sharia as â€Å"no humans had the right to impose obligations on other humans, whether they were rulers, masters, fathers or husbands, or for that matter prophets; only God could do so. † Of course, Al-Ghazali’s understanding of that concept of freedom was based on the Holy Qur’an and the Holy Sunnah. Allah (SWT) asked his Prophet Muhammad (PBUH), in the Holy Qur’an, to tell people that he is a human like them.

William Glasser essays

Choice Theory/William Glasser essays This paper outlines the principles of Choice Theory, which provide a practical foundation for understanding and influencing human behavior. Choice Theory is an explanation of human behavior developed by Dr. William Glasser. Reality Therapy is the application of Choice Theory within the context of helping relationships. According to Choice Theory, all behavior is an attempt to meet one or more of five basic psychological needs; love and belonging, power, fun, survival, and freedom. Though human beings have the same basic needs, they have different perceptions of how to meet those needs. Individual meet their needs and express perceptions through Total Behavior, which has four components; thinking, feeling, doing, and physiology. William Glasser was born in Cleveland, Ohio in 1925 and attended Case Western Reserve University, where he received BS (1945), MA (1948), and M.D. (1953) degrees in Clinical Psychology. He completed his medical internship at UCLA from 1954 to 1957, his Psychiatric Residency at the Veterans' Administration Hospital in Los Angeles, and became a Board Certified Psychiatrist in 1961. The University of San Francisco awarded Dr. Glasser the honorary degree of Doctor of Humane Letters, Honoris Causa in 1990. (Clark, 2003) Dr. Glasser has written seventeen books, all published by Harper Collins, including his best selling Reality Therapy (1965), Schools Without Failure (1969), Positive Addiction (1976), The Quality School (1990), Choice Theory (1998), Reality Therapy in Action (2000), and Counseling with Choice Theory (2001). Dr. Glasser was a private practitioner of psychiatry in West Los Angeles from 1956-86, while lecturing and writing on a concurrent basis. Since closing his office, he has devoted himself completely to writing, lecturing and training people how to use his ideas. He has worked and consulted in every area of psychiatry and has taught and lectured at universities on every continent. (http:/w...

Free Essays on A Brief History Of Robots

A robot can be defined as a programable, self controlled device consisting of electronic, electrical, or mechanical units. The notion of robots or robot-like automates can be traced back to medieval times. Although people of that era didn’t have a term to describe what we would eventually call a robot, they were nevertheless imagining mechanisms that could perform human like tasks. As early as 270 BC an ancient engineer named Ctesibus made organs and water clocks with moveable figures. In medieval times, automatons, human-like figures run by hidden mechanisms, were used to impress peasant worshipers in church into believing in a higher power. The automatons, like the â€Å"Clock Jack†, created the illusion of self-motion (moving without assistance). The â€Å"Clock Jack† was a mechanical figure that could strike time on a bell with its axe. This technology was virtually unheard of in the 13th century. By the 18th century, miniature automatons became more popular as toys for the very rich. They were made to look and move like humans or small animals. Automatons like â€Å"The Pretty Musician†, built around 1890, were able to turn their head from side to side while playing an instrument with their hands and keeping time with their feet. However, it is literature where human kinds vivid imagination has often reflected our fascination with the idea of creating artificial life. In 1818, Mary Shelly wrote Frankenstein, a story about the construction of a human-like creature. For Shelly, a robot looked like man but had the ability to function like a machine. It Pg 2 was built of human components, which could be held together by nuts and bolts. Shelly also thought that a robot had to be bigger that a regular person and had to have super strength. In 1921, Karel Capek, a czech playwright came up with an intelligent, artificially created person, which he called â€Å"robot.† The word â€Å"robot† is czech for work... Free Essays on A Brief History Of Robots Free Essays on A Brief History Of Robots A robot can be defined as a programable, self controlled device consisting of electronic, electrical, or mechanical units. The notion of robots or robot-like automates can be traced back to medieval times. Although people of that era didn’t have a term to describe what we would eventually call a robot, they were nevertheless imagining mechanisms that could perform human like tasks. As early as 270 BC an ancient engineer named Ctesibus made organs and water clocks with moveable figures. In medieval times, automatons, human-like figures run by hidden mechanisms, were used to impress peasant worshipers in church into believing in a higher power. The automatons, like the â€Å"Clock Jack†, created the illusion of self-motion (moving without assistance). The â€Å"Clock Jack† was a mechanical figure that could strike time on a bell with its axe. This technology was virtually unheard of in the 13th century. By the 18th century, miniature automatons became more popular as toys for the very rich. They were made to look and move like humans or small animals. Automatons like â€Å"The Pretty Musician†, built around 1890, were able to turn their head from side to side while playing an instrument with their hands and keeping time with their feet. However, it is literature where human kinds vivid imagination has often reflected our fascination with the idea of creating artificial life. In 1818, Mary Shelly wrote Frankenstein, a story about the construction of a human-like creature. For Shelly, a robot looked like man but had the ability to function like a machine. It Pg 2 was built of human components, which could be held together by nuts and bolts. Shelly also thought that a robot had to be bigger that a regular person and had to have super strength. In 1921, Karel Capek, a czech playwright came up with an intelligent, artificially created person, which he called â€Å"robot.† The word â€Å"robot† is czech for work...

Career Tips for Twentysomethings to Build a Lasting Career For Years

Career Tips for Twentysomethings to Build a Lasting Career For Years You may feel young and immortal, but you won’t be by the time you’re in your 30s and feeling over the hill. Taking a few important, but relatively easy steps now can really make a difference in setting you up for future success. Pay yourself forward. Here are 15 career tips that will help pay serious dividends in a year- or two- or 20.1. Master basic life skillsNow that you’re out of school and on your own, it’s the time to practice all those adulting skills no one ever really told you that you would need. Things like living within your means, putting money away for the future, dealing with rejection, staying patient and positive, eating your vegetables, and paying your bills. A little work now can do a lot of good later.2. Ask yourself a daily question (or questions)So many of the greats motivate themselves by asking inspirational questions on a daily basis. Things like: â€Å"what good thing can I do today?† or â€Å"what would you do if you thou ght you couldn’t fail?† In the words of Einstein, â€Å"Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.† A little self-reflection is always as good thing- and will stand you in good stead if it becomes a habit when you really need it.3. Stay healthyDevelop and stick to a fitness regimen while you’re still young and healthy. Don’t wait until you start to feel the aging process settle in. If you make it a habit and not an onerous project (slash gargantuan task), then you’ll never neglect yourself or fall into decrepitude and bad health. And you’ll save yourself a lot of time and struggle later.4. Learn to cushionWhen you’re heading to work, or to an interview, or even to meet friends for dinner, it’s very important to leave yourself a bit of wiggle room on your way. If you think it will take you 22 minuets to get somewhere, practice rounding up and giving yourself a h alf an hour just to be on the safe side. One day (or several!) this will save your bacon. If nothing else, you’ll never have to arrive sweating or out of breath again.5. Go outside your comfort zoneParticularly when in social situations. Pushing your own limits just a little here and there will make you much more relaxed and socially adaptable later when your worst hermit habits kick in as you age.6. Pick up a hobbyBetter start now and pick one while you have the energy and wherewithal to pick a cool one. It will stand you in good stead in a decade or two when hobbies come in handy for helping to expand your social circle.7. Take your timeLearning to spend quality time with yourself is an incredibly valuable skill. Take yourself to a movie. Go out to dinner alone and don’t spend the whole time noodling on your phone. The earlier you can develop ease with solitude, the better off you’ll be. Start small- even just a half an hour a day.8. Get involvedGetting involv ed in meaningful causes is a great way to gain some perspective and keep your priorities straight. You’ll never be this young or strong again; and you’ll never have more free time. So get out there and help someone other than yourself. You’ll be very glad you did.9. Save upYouth is great, but old age is just around the corner. Money you put away for savings now will only grow. Even just $5 a month into a retirement account can make a world of difference when the fated day arrives. Try living frugally while you’re still young and vital so you can live comfortably and with security when you need those two things most.10. Be informedTo be interesting you should also be interested. Keep track of current events and sporting milestones. Keep abreast of the most meaty and meaningful issues of your day. You’ll not only be a better conversationalist, you might just find a passion you didn’t realize you had.11. Fail betterSuccess is a great goal, but failure is a very important stepping stone on the way there. Let yourself fall flat on your face a few times- this is how we learn. Then get up, dust off, and try again. The more you recover and overcome now, the more resilient you will know yourself to be when you start to feel more daunted by worldly circumstances.12. Weekly reviewStart the excellent habit of running through your week. Ask yourself what went well, what could have gone better, and what adjustments you should try to make in the coming week to keep improving. Little bits of work like this will make a big difference over the course of adulthood.13. Read everythingThis is the best life skill there is. For the cost of a library card, you can improve your vocabulary, learn about the world, become more fluent in a wide variety of subjects, and be able to better empathize with people who are entirely different than you. Reading exercises your mind and your heart- and both things make you a better person.14. See the worldDo n’t just try and make a pile of money to enjoy in your dotage. Travel while you have the energy and health and time without constraints. See the world. Develop a taste for new things. You’ll be a much more interesting old person- and you’ll experience a much more diverse world.15. Shake it upRoutines are great, but every once in a while it’s good to shake things up a little. Just to prove to yourself you’re still in the driver’s seat. Make every day of your life memorable and meaningful and you’ll have very few regrets indeed.

Human Capital Essay Example | Topics and Well Written Essays - 1250 words

Human Capital - Essay Example This is a case analysis of the Riordan Manufacturing, a global plastics producer employing 550 people with projected annual earnings of $46 million. The company is wholly owned by Riordan Industries, a Fortune 1000 enterprise with revenues in excess of $1 billion. Production is divided among three plants: plastic beverage containers in Albany, Georgia; custom plastic parts in Pontiac, Michigan; and plastic fan parts in Hangzhou, China. Research and Development is conducted at corporate headquarters in San Jose, California. Riordans major customers are automotive parts manufacturers, aircraft manufacturers, the Department of Defense, beverage makers and bottlers, and appliance manufacturers. The cause of the problem that Riordan Manufacturing is facing is rooted from several strategic changes in the way it manufactures and markets its products. The declining sales and uneven profits over the past two years not only forced the company to change its sales processes, but prompted them to adopt a customer-relationship management (CRM) system. So now customers are serviced primarily by sales teams rather than single salespeople, with each team focusing on a particular customer segment. Teams typically include a sales person, product engineering specialist and customer service representatives. The company is hoping that the team approach will improve sales. With some work being redirected to a new manufacturing facility in China, and plants have been restructured into self-directed work teams, the changes implemented have caused the employee retention numbers to decline. An employee survey showed a decrease in overall job satisfaction, particularly in the areas of compensatio n and benefits. Riordan’s employees comprise three major demographic groups. Baby boomers make up the bulk of the managerial and about half of the manufacturing

International Marketing (Airbus and Boeing) Essay

International Marketing (Airbus and Boeing) - Essay Example Abstract The airline manufacturing business comprises of two massive firms, Airbus and Boeing. These two companies utilize different strategies in the marketing of their products as well as advancement of their products. This process will influence the market control of these companies in the future. These two organizations are inflecting two divergent niche markets with a twosome of flagship products. These dissimilar products deflect price competition by distinguishing product lines, which is crucial. Introduction Airbus and Boeing are amongst the two enormous companies controlling the jet airliner market place since 1990s. The Boeing organization is an American, worldwide aerospace and defence conglomerate established in 1916. Airbus is also a world’s top aircraft manufacturer. It constantly captures around half or more of all orders for all airliners. It began its operations in 1970 by a conglomerate of France’s Aerospatiale, Germany’s Deutsch and Spain’s CASA. The principal business is to invent and manufacture civil transports. Initially, the company built its original twin-engine wide body airliner-the A300. Nonetheless, at this period, Boeing enjoyed a massive market with market control of numerous airplane products. Consequently, in the infancy period, A300 was not a significant success for Airbus. However, in 1981, the initiation of the A320 made Airbus company a significant manufacturer in the civil aviation industry. This model was an enormous success since it espoused a computerized structure of flight controls. Grounding its technological headship, Airbus utilized the family conception to gratify different airline client’s needs.... It welcomed a new era of mass air transport. It also creates varied aircraft products such as the 737, 767 and 777. It is also an ammunition contractor, inventing and making attack jets and satellites (Stanley, 2007). A Summary of their Product Development Strategy In the contemporary marketplace, distinctive differences in the manner cutthroat products have become progressively rare. The functional product delineation is exactly what the contention between Airbus and Boeing. The two enterprises produce essentially different products, with regard to the diametrically differing visions of the future. Competition in commercial and armed forces aviation, space and communications structures businesses; Airbus and Boeing are the most significant and extremely technologically sophisticated organizations contending in these markets. Airbus Product Development Strategy Airbus’ business sculpt emphasizes on the dependence on operations across one hundred and sixty locations. In additio n, this includes research and improvement. It has manufacturing stations in the UK, France, Germany, the U.S. and Spain. Airbus also has auxiliaries in Japan, North America and China. It also heavily depends on an engineer-to-order scheme for harmonizing its supply chain and client demand management structures. Additionally, it depends on a high degree of procedure amalgamation in its single-aisle and wide body business jets. Airbus utilizes a conglomerate oriented strategy to product development. Its numerous operations in different nations allow this company to capture an enormous market for its products. Airbus aims at utilizing a scheme to streamline product advancement

Alcohol Abuse in Adolescents and Personality Essay

Alcohol Abuse in Adolescents and Personality - Essay Example Today, however, we will be considering the link between alcoholic abuse in adolescents and personality by reflecting upon two of the major personality traits that researchers believe to be indicative of Alcohol is the most commonly used substance among Australian adolescents. In 2001, the National Drug Strategy Household Survey reported that approximately two-thirds of 14-17 year-olds used alcohol, with almost one-fifth admitting that they consumed alcohol on a regular basis, while the Australian Temperament Project (ATP) revealed that some 25 percent of 13-14 year-olds had used alcohol within the previous month. The project also reported a serious increase in the amount of adolescents using alcohol, with 60 percent of 15-16 year-olds, and 85 percent of 17-18 year-olds, having consumed alcohol within the past month (Smart, Vassallo, Sanson, Richardson, Dussuyer et al.2003). The misuse of alcohol among adolescents is an increasingly serious problem. Although it has been shown that many teenagers do not suffer from alcohol-related problems (Bonomo, Coffey, Wolfe, et al., 2001), there exists a large sub-group who engage in dangerous levels of drinking. The Australian Institute of Health and Welfare (AIHW 2003), for example, reported that approximately 35 percent of 14-17 year-olds, and 64 percent of 18-24 year-olds, consume high-risk levels of alcohol. The incidence of dangerous drinking patterns was even higher among Australia's Indigenous youth (AIHW 2003). Alcohol and Personality - Current Literature An Australian survey (Shanahan & Hewit, 1999), which was conducted in order to discover the needs of a national alcohol campaign, reported that adolescents aged between 15-17 years identified the major influences in their use of alcohol as being: The desire to try new experiences (79%); the need to socialise with peers (77%); peer pressure (68%); a way of escaping from their problems (66%); and trying to dispel feelings of inadequacy/insecurity (66%). Other literature has also revealed similar results. Labouvie (1990) and Maggs (1997), for example, found that some adolescents used alcohol in relation to psychosocial adjustment and functioning. However, alcohol abuse and dependency usually results from a progressive development, which involves the dynamic interplay of a wide variety of influences spread over a long period of time.The way in which personality affects this process has received widespread research and/or study, through which it has been shown that; "By the first grade, or earlier, children show temperament and behaviour traits that are powerful indicators of their inclination to use and abuse drugs in their teenage and adult years. Researchers have identified not only common childhood risk factors and behaviours that predict drug abuse potential but also protective factors that shield some children from influences to use drugs" (Neil Swan, 1995). A number of long-range studies, which traced 1,242 at-risk children over a twenty-year period, identified two important risk factors predicting future alcoholic abuse. These were, shyness - described as "sitting alone, having few friends and not

Is charity sufficient in an age of capitalism Essay

Is charity sufficient in an age of capitalism - Essay Example As such, organizations will only venture into CSR as charity and when it suits them, and therefore rendering charity unsustainable. In the article, Friedman’s main idea or central argument is that since CSR has never been defined, it has always been taken for organizational charity. Not only is the noun phrase CSR to vague to instill meaningful obligations on the side of organizations, but the same is also wrongfully through its assumptions assigns organizations the roles of a natural person. An organization cannot decide on its own to engage in CSR, outside the will of its executives, stakeholders and owners. What is at stake here is that organizations are using the vagueness in the definition of CSR to exploit the environment without giving back (Friedman, 3). Friedman is advancing his argument on the basis of his authority in academics, since he served as an economist, statistician and lecturer. It is obvious that his argument is also informed with personal experience and history from which he had made observations as a scholar and an employee. There European Commission’s insight on CSR seems to contradict Friedman’s perspective, since it sees CSR as a strong catalyst for social development. Nevertheless, despite EU’s insight appearing to be antithetical to my thesis statement, yet it does not sufficiently annihilate my standpoint since the EU has regulations on CSR that organizations and enterprises have to adhere to. This still indirectly supports my statement that CSR is too vague a concept to bring positive change. This vagueness has underpinnings in the fact that CSR is inadequately defined. Because of this inadequate definition, organizations through their executives and stakeholders are left to surmise for themselves, the optionality of engaging in the same, and the extent to which CSR should be pursued. Thus, even an organization which contributes only 200 US dollars to the society can still brag about having participated in