The Death Penalty Essays - Penology, Criminology, Criminal Law

The Death Penalty Capital punishment is the legal infliction of the death penalty on persons convicted of a crime. Today, in modern law, the death penalty is corporal punishment in its most severe form. It is irrevocable: it ends the existence of those punished, instead of temporarily imprisoning them. Although capital punishment is not intended to inflict physical pain, execution is the only corporal punishment still applied to adults. The usual alternative to the death penalty is life-long imprisonment. For the past decades capital punishment has been one of the most hotly contested political issues in America. This debate is a complicated one. Capital punishment is not merely-or even primarily-a legal question. It is a practical, philosophical, social, political, and moral question as well. I don't have any problems with the death penalty only if all avenues have been investigated and nothing is questionable. I believe in the concept of "an eye for an eye" and "a tooth for a tooth" because there are always consequences to the things you do and murder should not an exception. The notion of deterrence has been at the very center of the practical debate over the question of capital punishment. The fear of death deters people from committing crimes. I believe that the death penalty has a deterrent value because it removes the criminals from society so they will never be able to committing anymore crimes. Also future criminals must understand the consequences of committing a crime. Abolitionists have long argued that deterrence is little more than an assumption, that most murders cannot be rationally deterred by any penalty, including death. They are crimes of passion, committed in moments of intense rage, frustration, hatred, or fear, when the killers aren't thinking clearly of the personal consequences of what they do. I respect their beliefs, but I still believe in its deterrence value. I believe the serial murderers that continuously kill should be put to death so that no more lives will be lost. I believe in capital punishment because I know of a person who was killed in a drive-by shooting. He was a good student and had plenty of potential. The juveniles who took his life are currently in juvenile hall. What saddens me the most is that these violent teenagers have a potential of freedom when they turn eighteen. I believe these criminals should have been executed because there is a chance that they will commit a murder again. If the death penalty was applied to them, it guarantees that they will never murder again. July 9, 1998 English 1A

The eNotes Blog Thatll Be a Gazillion Dollars, Plus Tax The High Cost ofTextbooks

Thatll Be a Gazillion Dollars, Plus Tax The High Cost ofTextbooks I remember the first time I had to buy books as an undergraduate.   I took my schedule and dutifully pulled book after book off the shelves for my courses and tried not to hyperventilate as I mentally tallied the increasing tab. Since I was a literature major, I was relatively lucky. My trade paper readings were typically between $20 and $40 dollars, but there were usually three or four required books per class. In addition to the required books, there was frequently a required course packet, a collection of copywritten essays the professor had had copied and bound. These course packets could vary widely in price, but I do not recall any being less than fifty dollars.   With a six course load, books fees were hundreds of dollars every single semester. Yet, looking at the science majors cart beside me, I knew I was getting off easy. Just one of their hefty, hardcover textbooks was $200 or more. We all stood in line and wondered just how long a person could survive on Ramen noodles Now, I graduated (staticcracklingmumbling) years ago. Okay ten years agowith my Masters degree. Since then, there have been incredible technological advances: no one knew a Nook or a Kindle or an iPad could even be a thing in the world in 2003. If we had known such innovations were coming, Im certain most of us would have guessed ebooks would have made textbooks and other materials far cheaper for students. Nope. Let me say that louder. NOPE. In fact, textbooks have gone up EIGHT HUNDRED AND TWELVE PERCENT since 1978!   Look! Ummm, what? And why? Both  The Atlantic  and  Slate  have recently written about this issue. In Slate, Kevin Carey puts some of the blame on professors who order up their wish list of course materials for their classes with little regard to how necessary the book is to their class. (I cannot say that this has been my experience as a professor, but perhaps that is because I teach in a relatively low-income district. We are all hyper  aware of how much our students have to shell out for required materials and make every effort to minimize those costs.) Carey also identifies another reason for the elevation of textbook costs: bundling.   Publishers include things like software or handbooks that you may not want or need, either as a student or a professor, but you have no choice in the matter; you have to buy the bundle. Still, the move to digital textbooks is increasing   and this astronomical rise in prices is likely a last-ditch effort for the textbook publishing moberrr.. businessto collect all the money possible while they can. I wonder whats going to happen to the price of Ramen noodles in ten years?

Assignment Example | Topics and Well Written Essays - 1750 words

Assignment Example Prodcts and Services LUBRICANTS ADNOC Distribution is one of the key suppliers of lubricants worldwide. The lubricants manufactured, marketed and distributed by ADNOC varies from engine oils, industrial, marine and hydraulic lubricants, and highly specialized oils and greases. As with all products, ADNOC’s lubricants are formulated to meet the highest quality level as prescribed by the international bodies such as international institutions such as the American Petroleum Institute (API), the US Military Authorities, the British Defense Force (DEF/STAN) and the Committee of European Engine Manufacturers (CCMC). ADNOC Distribution has operated a state-of-the-art lubricants testing, blending and packaging plant since 1979. ADNOC Distribution’s lubricant operation is regarded as one of the best blending and packaging plants in the region. AVIATION SERVICES ADNOC Distribution supplies fuels and services, to the aviation industry. This service is facilitated by its access to an extensive network of production and refinery facilities.   This is further supported by ADNOC’s efficient and reliable network. ... Customers can choose from a full range of octane levels, through its service stations. ADNOC also offers other vehicle services in its service stations. In 2000, ADNOC added Oasis Convenience Stores facility in its service stations, to provide value-addition. ADNOC has also recognized growing consumer interest in cleaner and environmental friendly fuels such as natural gas. ADNOC is in the process of developing a comprehensive network of natural gas pipelines throughout the city of Abu Dhabi, which will ensure a reliable delivery method directly to consumer’s homes and offices. (ADNOC Distribution Website) ADNOC – Vision and Mission The falcon in the emblem of ADNOC represents its noble vision of confidence, leadership, reliability, pride, alertness, responsiveness, and dynamism. As stated in its Mission statement (ADNOC Distribution Company Profile 2007: pp27) – ADNOC Distribution’s mission is to become the region’s leader in the marketing and dist ribution of refined petroleum products and associated services through: †¢ Respected earnings for our shareholders. †¢ Service excellence to our customers. †¢ Development and involvement of employees. †¢ Operational excellence in our business processes. To achieve our mission, we will constantly seek growth opportunities while respecting our core values and business ethics. ADNOC The Organization ADNOC is organized under a General Manager, into three separate divisions of Commercial, Operations and Service Support, each headed by an Assistant General Manager. While the Commercial division includes Sales & Marketing, Public Relations and Call center, Operations include HSE (See later ADNOC initiatives), Service

Maternal and New born care Research Proposal Example | Topics and Well Written Essays - 1000 words

Maternal and New born care - Research Proposal Example During the pregnancy, proper care should be taken to ensure no complications are encountered and in case of any problems, they should be handled with urgency. After childbirth, the issue of newborn care then comes into play concern about the newborn health, nutrition and development. In rural and peri-urban populations in India, proper maternal healthcare is not adhered to during pregnancy. Due to this, children are born with numerous health complications. The mother may die or lose the child. Majority of these take place because of the lack of access to adequate information on proper maternal health. There also exist a lot of cultural beliefs and practices that hinder the women from accessing heath services and information from health care providers. There is also the problem of high level of poverty that limits the amount of disposable income that can be spent on medical care. Matters concerning health need to be handled with a certain level of urgency especially those involving maternal health and newborn health. Most of the problems encountered have very simple solution but the absence of adequate information among folks in rural and peri-urban settlements is causing devastating health effects. Knowledge particularly on proper maternal nutrition is lacking. Folic acid is an important variety of the vitamin B9. Extremely water-soluble and in occurs in the natural state as folate. In fortified foods, folate occurs as folic acid. Folic acid is important for a pregnant woman it aids in proper growth and development during pregnancy (World Health Organization, 2003). It significantly diminishes the probability of a baby being born with any defects. These defects always mainly occur to the brain and the spinal code. Folic acid achieves this through the development of the neural tube. Consuming a diet-containing vitamin B9 reduces the chances of getting any de fects by up to seventy

Critical Commentary on 'The Coming of the White People' Essay

Critical Commentary on 'The Coming of the White People' - Essay Example As Harris reports, the Bolivian people love to believe that the decisive periods are ‘before the Spanish, colonial rule, and the republican period’ (ibid). According to Harris (1995), this Euro-centric history of most colonial nations had its origin from the concepts of rationality and order associated with the European modernism and consequent self-image Europeans developed. This high self-image had a very serious impact on the cultures and places they conquered. One such reason is that it is the coming of the colonial government that made many colonies understand the importance of written documents. For example, the scholar points out that works like ‘Europe and the people without history’ are totally centered around the way the coming of Europeans brought the previously autonomous populations into the European world system (ibid). Another point as put forward by Harris is that the process of colonisation had the same effect on both the Europeans and the c olonies. In other words, the same has been mythologised in both the places. It is pointed out by Harris that Columbus was a great mythologist who knew very well how to prepare influential interpretations of the voyages he made. Moreover, such explorers like Thomas Cook and Columbus associated their explorations with the achievement of a new spirit associated with either Enlightenment or Renaissance. One can see that this claim gains support from Obeysekere (1997, p. 79). Moreover, the works tries to identify the way many colonies consider Europeans as god-like figures. The first argument put forward by the scholar is that in many cases, it was the self-image of the Europeans themselves that was reflected in their own reflections of history. For example, the scholar points out the story behind the way Captain Cook was considered as god by Hawaiians. While European historians still love to proclaim that Hawaiians identified Cook with their deity Lono, it becomes evident from other acc ounts that Europeans were predisposed to the belief that they would be treated as gods by the natives. For example, even during the voyage, Columbus speculated that the new people might treat them as gods. Thus, even when Cook was killed by the natives, the same kind of European interest in depicting themselves as god-like figures came into play. In fact, this version of history is enforced by the Europeans on the world because at that point of time, written documents were almost entirely the provenance of Europeans. This point is supported by Sahlins (1995, p. 9). Very similar cases are reported by the scholar (Harris, 1995) in the case of Mexico and the encounter of Pizarro with King Atahualpa. In the first instance, Cortes’ arrival in Mexico was considered as the fulfillment of a prophecy related to the return of god Quetzalcoatl. It is point out by the scholar that evidently, Cortes made use of this prophecy and actively encouraged it to become a myth. In fact, very simil ar was the case of King Atahualpa. When the Spanish came under the leadership of Pizarro, the king Atahualpa felt that Viracocha had come. Admittedly it is even now common in that part of the world. While some historians like Sarmiento (1572) report that the king and his people considered Pizarro as Viracocha, people like Acosta (1590) go one step further ahead and claim that the natives called the Spanish Viracochas because they believed they

Social Work Case Study | Essay

Social Work Case Study | Essay Case study: Jenny Eleanor This essay will focus on the current situation of Jenny, a single parent, and Eleanor, her six year old daughter, who currently live on a large local authority housing estate. Whilst close attention will be paid to their situation and the needs arising out of it, it is not the substantive function of this paper to prescribe specific courses of action in their case only. Rather, it is to identify and discuss the issues raised by their case, considering the appropriate social work processes, policy, and legal framework. Overall, it will be argued that there are two significant issues to be explored through the circumstances of Jenny and Eleanor’s case. Firstly, the nature and effectiveness of multi-agency working in education and the human services, and secondly, the problems faced by these professionals when adults, either deliberately or through incapacity, are not fully cooperative in ensuring the appropriate care of their child. As McCullough points out, ‘Throughout th e UK, provision and means of delivering children’s services have been changing profoundly. Predominant among the reasons driving these changes is concern about the way in which children are kept safe.’ (McCullough 2007: p.27) The paper will therefore discuss these issues, taking into account how such issues may be dealt with in a context of evidence-based and anti-discriminatory practice. In the first instance it may be helpful to include a brief synopsis of the known facts about Jenny and Eleanor’s situation, as a guide to identifying their needs. The case study reports that they are from a White British background: they live in a local authority housing estate which, it is stated, is regarded as ‘rough’, i.e. socially problematical and economically deprived. This categorization is not supported by any objective assessment, such as referral to any social scales or indices, and so appears rather unscientific and possibly discriminatory. Jenny and Eleanor have experienced five different housing placements in the last seven years. Jenny has been the victim of domestic violence, both in previous relationships and from Derek, her current partner and Eleanor’s father. Eleanor was unfortunately the witness to many of the assaults on her mother, and is herself thought to have been the subject of violence from her father. As the result of one of the assault on Jenny, Derek was awarded two year custodial sentence, and is currently expected to be released in four months time: he requested contact with Eleanor whilst in custody. Eleanor is enrolled at a local primary school, where records reveal that her attendance is low and represents a cause for concern: she has appeared withdrawn, and on occasions been violent towards other pupils. Furthermore, the school nurse has registered concerns about Eleanor’s development. In the light of these facts, it is now up to the relevant services to make the appropriate arrangements, using such measures as the statutory and policy frameworks allow. One of the principle factors in their immediate future the matter of Derek’s release from custody is beyond the control of those agencies immediately involved in Jenny and Eleanor’s welfare, so it is up to them to make their dispositions accordingly in the light of this contingency. What follows is a discussion of the relevant issues as they arise out of the jurisdictions, expertise, and responsibilities of the various agencies involved. This discussion will start with the subject who is likely to be of most concern to the educational and human services, i.e. the most vulnerable individual, Eleanor. As a six year old, she is the only person in the situation who does not have self-determination, is consequently reliant on the various agencies appointed for her care: it is now up to them to ensure this is ensured. As Myers-Blair points out, ‘The basic equipment for emotional development (physical and neural) is present at birth, and in a very diffuse way emotional behaviour begins at birth, or perhaps even before.’ (Myers-Blair, 1975: p.60). The immediate concerns over Eleanor’s welfare devolve upon two separate but related spheres: her school and home life. The relevant professionals must unravel the intertwining requirements and responsibilities inherent in this situation. However, as the Department for Children, Schools and Families itself acknowledges, ‘The professional background of workers is both a strength and a barrier to multi-agency working. As each profession has developed its own language and body of knowledge, it not only serves to provide a professional identity but can alienate those outside the profession who do not share their language or way of thinking. Professionals also develop a different way of working in order to achieve their aims.’ (DCSF, 2007: p.5) Obviously, all of these considerations must proceed from the basis that Eleanor is physically safe, with possible physical abuse from Derek, the previously violent partner, being the most obvious threat to this. If sufficient evi dence of this threat is assembled, then the multi-agency effort is largely irrelevant, since the Local Authority, through the Social Services Directorate, will have a clear responsibility to act accordingly under sections 27 and 17 of the Children Act 1989, and remove her from the situation. The decision as to whether any contingent arrangements involve Eleanor only, or Eleanor and Jenny, will depend on the perceived or actual threat, and Jenny’s position in relation to this. As Asen pointedly reminds us, ‘When professionals are unable to decide whether to let the children remain with its natural family or not, this indecisiveness can be abusive in its own right: it leaves the child in a situation of limbo – which in some cases can last years – further adding to the child’s emotional or physical suffering.’ (Asen, 2000: p.227) Depending upon how matters proceed in relations between Jenny and Derek, Social Services will also be responsible for the next level of care, i.e. ensuring that Eleanor is not suffering from any forms of neglect or subsidiary abuse arising out of the situation. Assuming that this situation is being monitored, the weight of responsibility shifts back into the educational environment: this is not to say that the social worker loses control of the situation, or becomes less relevant to Eleanor’s care: quite the contrary. In fact, by virtue of the serious nature of Eleanor’s home situation, they may well become the ‘lead professional’ within the multi-agency effort, as will be discussed below. It is simply the case that the all the professionals involved effectively have their actions governed by overlapping and interlocking statutes. At present, the latter stipulate that Eleanor should be in school: that school will almost certainly be a mainstream school, i.e. not a PRU (Pupil Referral Unit) or other specialized facility: furthermore, the law provides that every professional effort should be made to ensure that Eleanor is supported in achieving the expected educational progress. This in essence is where the social w ork and educational efforts will interact: since achievement of the expected progress will hinge upon Eleanor’s mental and physical well-being, as well as her innate cognitive ability, the home and school environments will become linked around this effort. The essential point here is that the social services case worker will be reliant on the judgment and expertise of the school based professionals with respect to Eleanor’s learning and emotional well-being. This is very much an open-ended process: a number of successive measures and support systems will have to be put into place before any alternative or specialized provision is even considered. In the first instance, the school’s Child Protection Officer – usually the Headteacher in the context of a Primary school like Eleanor’s – will feedback directly to Social Services, if there is any evidence of abuse. The school Special Educational Needs Coordinator will subsequently be responsible f or ascertaining whether or not Eleanor has any educational or emotional special needs: if so, she must have an IEP (Individual Education Plan) classified as Step One, Two or Three, depending on their severity. The latter will also determine whether or not Eleanor may require a Statutory Statement of Educational Needs (usually referred to simply as a ‘statement’). If so, she may qualify for additional support through the Local Educational Authority’s Statutory Assessment Office. This in turn will involve the Educational Psychology Service, who will have to make a formal assessment based on observation of Eleanor in a school context. If it is deemed appropriate, she will also be referred to the Primary Behaviour Support Service, the School’s Pastoral Support Service, the Family Support Service, and the Primary Mental Health Service. What are the implications of these potential multiple referrals from a practical point of view? As the DCFS guidance advises, ‘It is the processes involved in building relationships between agencies and between providers of services and the communities they serve, which is vital, because this is where the real work has to be done. It is a real challenge to us all, not least finding the time and space to work on these issues when many services are provided from at least 8 am to 6 pm, five days a week.’ (DCSF, 2007: p2). What this euphemizes is the attempted integration of services which proceed from a series of parallel and successive statutes. This include the Children Act 1989, the Children Act 2004, the Education Act 2002, the Learning and Skills Act 2000, the Disability and Discrimination Act 1995, The Special Educational Needs Code of Practice 2001, the Special Educational Needs and Disability Act 2001, and the Data Protection Act 1998. The school based effort, into which the social worker must be integrated, is built around the role of the Inclusions Officer, who must in turn convene a school-specific inclusions team comprised of all the practitioners involved. Whilst all of this sounds fine on paper, the practical challenges of coordinating the support and care of a child in Eleanor’s situation cannot be underestimated. Take, for example, the role of the Lead Professional itself. As the Children’s Workforce Development Council concedes, ‘A lead professional is not a job title or a new role, but a set of functions to be carried out as part of the delivery of effective integrated support.’ (CWDC, 2007: p.5). In other words, the role is titular only and attracts no timetabling facility or resources, but must run parallel – and crucially, in addition to – the practitioner’s other responsibilities. As the CWDC frankly puts it, ‘†¦clear communication is necessary between both services so that the individual is not overwhelmed with lead professional and caseload responsibilities. Speak to your manager to ensure that they take account of any lead professional responsibilities in setting yo ur workload, and that your performance in delivering the lead professional functions is recognized and recorded.’ (CWDC 2007: p.2, para 3.14). This is far more than a Human Resources issue however. The whole rationale of the multi-agency movement and Every Child Matters initiative is to mitigate the kind of short-circuits, doublings-up and straightforward mismanagement which contributed to the Victoria Climbie tragedy. As McCullough reminds us, ‘In Laming’s detailed and damning report, twelve different occasions were identified when appropriate intervention by one or more of these agencies could have saved Victoria’s life†¦in his summing up, Laming noted that â€Å"the legislative framework for protecting children is basically sound. I conclude that the gap is not a matter of law but in its implementation.†.’ (McCullough 2007: p.28). The problem is that whilst the role of the lead practitioner is non-statutory, the responsibilities accru ed by the incumbent are not. As the CWDC again concedes, ‘†¦There are particular implications for staff who may be working part-time in a multi-agency setting and part-time in their home agency.’ (CWDC 2007: p.2, para 3.14). Arguably then, the same issues which underlay Victoria’s death are potential factors in any such case, including Eleanor’s. The mere creation of a job title, i.e., Lead Practitioner, or mechanisms such as the Common Assessment Framework, guarantees nothing if the staff involved are overstretched, unsupported and undirected. The fact that Jenny has cancelled two possible contact appointments so far is disappointing, and may well represent an impediment to the advancement of Eleanor’s care in the future. At present however, it does not constitute an insurmountable barrier to the coordinated effort of the multi-agency team, and definitely is not a pretext for inaction on their part. As the school has noted, Eleanor’s emotional well-being is questionable, indicating a serious potential impediment to her progress. As Meadows indicates, ‘Certain emotional states are frequent and salient, and become parts of feeling about the self, so that they can then influence a wide range of behaviours, such as perception, emotional expression, cognitive processing and social relations.’ (Meadows, 2006: p.438) Instruments in an around the curriculum, such as the SEAL (Social and Emotional Aspects of Learning) programme may be used to help Eleanor externalize and come to terms with the events whic h have shaped her experience: essentially these means must be tried in order to redress any lack of emotional support she is receiving at home. As Maslow points out, ‘†¦thwarting of these needs produces feelings of inferiority, of weakness, and of helplessness. These feelings in turn give rise to either basic discomfort, or else compensatory or neurotic trends.’ (Maslow, 1970: P.1) Also, as Samuels reminds us, ‘Basically, if the child’s needs are not met appropriately at each developmental level, the psyche becomes unable to adequately regulate self-esteem by the use of adequate mechanisms.’ (Samuels, 1977: p. 35). The problem is that, whilst the statutory framework stipulates that the school is currently the focus of support for Eleanor’s needs, the latter obviously do not stop there. As Schaefer et al. observe, since behavioural problems in the home usually precede those occurring elsewhere, part of the focus has to be behaviour in the home.’ (Schaefer et al. 1984 p.96). Consequently, whilst ‘Inter-Professional Collaboration’ has to be an overriding consideration for the social worker, it is likely to be the case worker themselves who initiates much of the strategic action, such as the proposed ‘cold-call’ home visit. The focus on Eleanor does not of course mean that Jenny’s needs, as an individual or as a parent, can be overlooked. A holistic approach, encapsulated within an action plan and developed with the Family Therapy or Support Service will be required. However, for environmental as much as professional reasons, as will be discussed below , Eleanor must remain the primary concern within this case. As this conclusion is being written, the manifest weaknesses of the supposedly revamped multi-agency framework have been revealed in the most devastating manner: through the death of a seventeen-month child, who was in the Child Protection Register’s ‘at risk’ category. Whilst any legislative or policy outcome of this tragedy is obviously some way off, some commentators have been quick to apportion responsibility to the inter-agency working framework. ‘When procedures become so exacting and time-consuming, the exercise of judgment is deemed neither necessary nor possible. Indeed, it will get you into trouble, because it is not part of the procedure.’ (Dalrymple 2008) Calls for less weight to be given to parental wishes and rights, and more to be placed on the safety of the child, are already being heard. The outcome of such debates, it may be argued, may have significant effects on the conduct of cases such as that of Jenny and Eleanor. Bibliography Adams, R., Dominelli, L. Payne, M. (2002) Social Work Themes, Issues and Critical Debates, Basingstoke, Palgrave Anning, A., and Edwards, A., (2006), Promoting Children’s Learning from Birth to Five: Developing the New Early Years Professional, Open University Press, Maidenhead. 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(2003) Social Identities across the Life Course, Basingstoke, Palgrave Macmillan. Hopkins, G. Wetherall, G. (2007) Fatal Failings Community Care The voice of social care 11-17 January 2007, p. 34-38 Horner, N. (2003) What is Social Work? Context and Perspectives, Exeter, Learning Matters Ltd. Howe, D., Brandon, M., Hinnings, D. Schofield, G. (1999). Attachment Theory, Child Maltreatment and Family Support, London, Palgrave. Howe, D. (2005) Child Abuse and Neglect, Basingstoke, Palgrave Macmillan. Laming, L (2003) The Victoria Climbie Inquiry Report of an Inquiry by Lord Laming, London, Stationery Office. Meadows, S., (2006), The Child as Thinker: The Development and Acquisition of Cognition in Childhood, Routledge London. McCullough, M., (2007), ‘Integrating Children’s Services: the case for child protection’, in Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Mens Health Network (2000) Family Violence [online] September 1  Available from: http://www.menstuff.org/issues/byissue/domesticviolence.html#femalebatterers  [Accessed 11 November 2007] Myers Blair, G., Stewart Jones, R., Simpson, R.H., (1975), Educational Psychology, 4th Edition, MacMillan, NY. Office of the High Commissioner for Human Rights, (1989) Convention on the Rights of the Child [online]  Available from: www.unhchr.ch/html/menu2/b/k2crc.htm  [Accessed 15 November 2007] Parton, N. (2006) Safeguarding childhood, Basingstoke, Palgrave Macmillan Parton, N. OByrne, P. (2000) Constructive Social Work, Basingstoke, MacMillan Press. Pierson, J. Thompson, M. (2002) Dictionary of Social Work, Staffordshire University, Collins. Plummer, D., (2001) Helping Children to Build Self-Esteem: A Photocopiable Activities Book, Jessica Langley, London. Podesta, C., (2001) Self-Esteem and the Six-Second Secret, Corwin, Thousand Oaks, California. Quinney, A (2005) Collaborative Social Work Practice [online]  Available from: www.learningmatters.co.uk (sample chapters)  [Accessed 19 September 2007] Schaefer, C.E., Breismeister, J.M., and Fitton, M.E., (1984), Family Therapy Techniques fro problem behaviours of children and teenagers, Jossey-Bass, Sanfrancisco. De Shazer, (1982), Patterns of Brief Family Therapy: An Ecosystemic Approach, Guilford Press, NY. Nind, M., Rix, J., Sheehy, K., Simmons, K., (eds) (2003) Inclusive Education: Diverse Perspectives, Open University Press/David Fulton, Buckingham and London Schofield, G. (2002) Attachment Theory: An introduction for Social Workers, Norwich, Social Work Monograph. Siraj-Blatchford, I., Clarke, K., and Needham, M., (eds), (2007), The Team Around the Child: Multi-Agency Working in the Early Years, Trentham, Stoke-on-Trent. Taylor, J. Daniel, B. (2005) Child Neglect, London, Jessica Kingsley. Thompson, N. (2001) Anti-Discriminatory Practice, 3rd edition, Basingstoke, Palgrave Thompson, N. (2005) Understanding Social Work Second Edition, Basingstoke, Palgrave MacMillan Trevithick, P. (2005) Social Work Skills, Open University Press Ward, L. (2007) Not every child matters [online]  Available from: http://politics.guardian.co.uk/comment/story/0,,1995795,00.html  [Accessed 21 November 2007] Warren, J. (2007) Service User and Carer Participation in Social Work, Exeter, Learning Matters. Whelan, D (2003) Using Attachment Theory When Placing Siblings in Foster Care. Child and Adolescent Social Work Journal, 20(1), pp.21-36

The Origination Of Punk Rock Essays -- essays research papers fc

The Origination of Punk Rock   Ã‚  Ã‚  Ã‚  Ã‚  The time was in the mid-seventies, there was a void in the music industry that needed to be filled. This need for a new sound was aptly filled by punk rock, a new type of sound that had evolved from mostly rock and a little pop music. The focus of this paper is on punk rock and it’s ample beginnings, early pioneers of the new sound, punk rock listener’s cultural background and their ideas as a whole, bands influenced by the punk rock movement, and the state of punk rock today.   Ã‚  Ã‚  Ã‚  Ã‚  The year is 1974, this year marks the birth of punk rock (1974). There is controversy as to where punk started out at, some say it began in London while others say it started out in New York City. It can be safe to say that two very distinct sounds classified as punk originated at about the same in both London and New York City (Punk). Punk rock began in the bars and nightclubs until the bands garnered enough support to receive a record contract.   Ã‚  Ã‚  Ã‚  Ã‚  When the punk rock explosion occurred in the mid-seventies, a number of new, excitingly innovative bands burst upon the scene. Bands like the Ramones, The Clash, The Velvet Underground, The Virgin Fugs, Patti Smith, The New York Dolls, Iggy Pop and The Stooges, and the punk band with the most success, The Sex Pistols. The thing that made punk rock so unlike anything the music industry had heard before was the notable lack of talent displayed on the musician’s part. Not to say that all punk bands were devoid of any talent, just that anyone with second-rate instruments and the ability to play at least three chords on the guitar could form a punk band. This is part of what punk’s appeal was, it was a new sound that appealed to many of the youths of that era. As Johnny Ramone, the guitarist for the Ramones, stated, â€Å"We were new at writing songs and new at playing our instruments, so we couldn’t write anything too complicated, really† ( 1974). Punk rock bands often had a flair for the flamboyant, not just with their appearance but with their humor, sarcasm, and often carelessness about society and social norms. For example, The Virgin Fugs, their outlook on life is often displayed in the titles of their songs. Songs like â€Å"I Saw The Best Minds of My Generation Rot†, â€Å"Kill For Peace†, and â€Å"New Amphetamine Shriek† captured the F... ..., Bad Brains were all heavily influenced by the punk revolution (History). Also, bands like Nirvana and Pearl Jam seem to have the mind frames of punk rockers and were undoubtedly influenced by them, the sound doesn’t carry over into their own music.   Ã‚  Ã‚  Ã‚  Ã‚  Punk, as it was really intended, will never become commercialized and incorporated as a large part of the music scene. But then again, punk was based on rebellion against mainstream culture and to be publicized and critically acclaimed would be contradictory to the basis of everything punk stands for. True, one can see bands on MTV that claim to be punk, but the true hardcore punk fans will tell you that they are posers. The industrialized, commercialized, mainstream music seen on MTV is really more like punk/pop, it’s good music that may have been influenced by punk, but not true punk rock.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited â€Å"A History of Punk† http://www.fastnbulbous.com/punk.htm â€Å"Punk† http://www.music.warnerbros.com/rocknroll/cmp/episode9.html â€Å"The Birth of Punk† http://www.pqdweb?TS=953580845&Did=000000042640912&Mtd=1&Fmt=3&Sid=1&Idx=21&Deli=1&3/20/00 The Origination Of Punk Rock Essays -- essays research papers fc The Origination of Punk Rock   Ã‚  Ã‚  Ã‚  Ã‚  The time was in the mid-seventies, there was a void in the music industry that needed to be filled. This need for a new sound was aptly filled by punk rock, a new type of sound that had evolved from mostly rock and a little pop music. The focus of this paper is on punk rock and it’s ample beginnings, early pioneers of the new sound, punk rock listener’s cultural background and their ideas as a whole, bands influenced by the punk rock movement, and the state of punk rock today.   Ã‚  Ã‚  Ã‚  Ã‚  The year is 1974, this year marks the birth of punk rock (1974). There is controversy as to where punk started out at, some say it began in London while others say it started out in New York City. It can be safe to say that two very distinct sounds classified as punk originated at about the same in both London and New York City (Punk). Punk rock began in the bars and nightclubs until the bands garnered enough support to receive a record contract.   Ã‚  Ã‚  Ã‚  Ã‚  When the punk rock explosion occurred in the mid-seventies, a number of new, excitingly innovative bands burst upon the scene. Bands like the Ramones, The Clash, The Velvet Underground, The Virgin Fugs, Patti Smith, The New York Dolls, Iggy Pop and The Stooges, and the punk band with the most success, The Sex Pistols. The thing that made punk rock so unlike anything the music industry had heard before was the notable lack of talent displayed on the musician’s part. Not to say that all punk bands were devoid of any talent, just that anyone with second-rate instruments and the ability to play at least three chords on the guitar could form a punk band. This is part of what punk’s appeal was, it was a new sound that appealed to many of the youths of that era. As Johnny Ramone, the guitarist for the Ramones, stated, â€Å"We were new at writing songs and new at playing our instruments, so we couldn’t write anything too complicated, really† ( 1974). Punk rock bands often had a flair for the flamboyant, not just with their appearance but with their humor, sarcasm, and often carelessness about society and social norms. For example, The Virgin Fugs, their outlook on life is often displayed in the titles of their songs. Songs like â€Å"I Saw The Best Minds of My Generation Rot†, â€Å"Kill For Peace†, and â€Å"New Amphetamine Shriek† captured the F... ..., Bad Brains were all heavily influenced by the punk revolution (History). Also, bands like Nirvana and Pearl Jam seem to have the mind frames of punk rockers and were undoubtedly influenced by them, the sound doesn’t carry over into their own music.   Ã‚  Ã‚  Ã‚  Ã‚  Punk, as it was really intended, will never become commercialized and incorporated as a large part of the music scene. But then again, punk was based on rebellion against mainstream culture and to be publicized and critically acclaimed would be contradictory to the basis of everything punk stands for. True, one can see bands on MTV that claim to be punk, but the true hardcore punk fans will tell you that they are posers. The industrialized, commercialized, mainstream music seen on MTV is really more like punk/pop, it’s good music that may have been influenced by punk, but not true punk rock.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited â€Å"A History of Punk† http://www.fastnbulbous.com/punk.htm â€Å"Punk† http://www.music.warnerbros.com/rocknroll/cmp/episode9.html â€Å"The Birth of Punk† http://www.pqdweb?TS=953580845&Did=000000042640912&Mtd=1&Fmt=3&Sid=1&Idx=21&Deli=1&3/20/00

Keller graduate school marketing plan Essay

Organics on The Go has developed an intricate holistic marketing plan that incorporates a comprehensive IMC approach to ensure success for the company at large and ensure all financial objectives are met. A marketing schedule, coupled with strategic audits will further help to bolster demand for the product line and evaluate and ensure energy and equity are built into the brand over the coming year. Included in the plan is a contingency program that strategically aligns all departments to the overall mission with strategic executive leadership to vercome potential upheavals, or problems that may arise from a number of outside factors. Based upon this, Organics on The Go plans for a successful, profitable year due to an exceptional marketing platform via this plan. Situation Analysis Organics on the Go is an emergent company now entering into its first year of production. However, Organics on the Go faces several critical issues to surmount: 1 . Gain, maintain and grow a loyal customer base. 2. Foster strong brand quality, image and overall market recognition. 3. Overcome competition in a market segment with increasing entrants. 4. Jse a holistic marketing approach that targets the growing our competition, within the budget constraints of an emergent company. Several macro environmental forces need to be deeply considered, some which are enabling and positive, some which can prove hindrances if not properly managed. Positive environmental factors include: 1 . A sharply growing demand amongst the American public and overall national growth figures. 2. Increasingly positive social trends towards healthier, additive free foods. Negative concerns could include: 3. Cost of vendors and suppliers, for the inputs for Organic’s on the Go’s Production. . ncreased regulatory/compliance issues through government regulation of what, where and how organic food products must be produced and what may be contained within them. 5. Competition within the market that will likely continue to increase and new entrants arrive in the market. Organics on the go has the ability to tailor products that mean the publicâ€⠄¢s demand for organic foods where other companies fall short in that we produce 100 percent organic food and provide organic meat in our meals, all with exceptional convenience found normally with highly processed foods. Organics on the Go will leverage the unique coupling of organics with onvenience at affordable pricing. Market Summary: The organic food market can be defined as the market for products which are grown or produced naturally that is without chemicals of any sort and generally free of any additive, food coloring or preservative that is not naturally occurring within that product and that may be harmful to the consumer. The target market segments of the organic industry include majorly: Health enthusiasts Fitness enthusiasts Dieters Individuals who allergic to additives, dyes etc. Demographic Information: Research conducted by Rachael L. Dettman in her presentation to the USDA wrote: Organic produce: Who’s Eating it? A Demographic Profile of Organic Produce Consumers† indicates some strong demographic characteristics of the organic consumer: 1. White Collar individuals 2. Reside in less populated areas such as suburbia 3. Are generally below age 40 4. Hold degrees As the major grouping of organic food purchaser demographic and characteristic indicators ( Dettmann, pg. 6) Market Size and Growth: As of 2012 the total revenues of the organic market had grown to 27 billion back in 2012 and continues to grow at an average rate of about 7. % during the recession, ith a growth rate that has continued to increase and exceed analysts’ expectations according to the findings of the USDA. (USDA, pg. 1) However, the exact number of people that comprise the whole foods customer base is still not known with credible certainty, but is believed to be well within the millions in the USA alone.

Exactly How Hard Are AP Tests and Classes

Exactly How Hard Are AP Tests and Classes SAT / ACT Prep Online Guides and Tips Sure, they can help you get college credit and make your transcript more impressive. But are AP tests hard? The answer isn’t an easy yes or no. You need to consider many factors, including your own academic strengths, your school, and national score statistics. We'll guide you through these different factors and help you decide for yourself how hard AP tests will be! The AP Test Versus the AP Class There are two factors to consider when deciding how hard an AP subject is: the difficulty of the AP exam itself, and how the AP class is taught at your high school. Your score on the exam will affect whether you can get college credit for the class. Your grade in the class will affect your GPA and overall transcript impressiveness. For example, if you’re wondering, "Is AP Biology hard?" the answer depends on a few factors. AP Biology could be a very tough course at one high school but an easy A at another, depending on the teacher and curriculum. The exams, however, are pretty similar year to year. Some are harder than others, though your experience will depend on your personal strengths. In general, all AP classes are challenging and the exams are difficult, since they’re meant to be at the same level of an introductory college class. That said, we'll explore some factors that could make an AP class and test harder or easier. How Hard Is It to Pass an AP Exam? Earning a passing score (3+) on the AP test proves that you mastered the material and are able to study for a college-style cumulative exam. Doing well on the AP exam can help you get college credit and give your college applications a boost. It’s important to think about how hard an AP exam might be for you before signing up for the class. The average passing rate is around 60-70%, so your odds of passing an AP exam are generally good. However, just because the odds are in your favor, that doesn't mean you can slack off- far from it, in fact! The odds of passing with a 5- the highest score- are quite low on any exam: between 10% and 20% for most tests. They are even lower for popular tests, such as both AP English tests and AP US History, which have 5 rates below %. This is likely because a wider pool of exam takers results in more less-prepared students taking the test. Check out the table below to see the 2019 passing rates for all AP exams: Exam Name Passing Rate (3+) 5 Rate Studio Art: Drawing 91.1% 20.8% Spanish Language and Culture 89.0% 24.9% Chinese Language and Culture 88.3% 57.2% Studio Art: 2-D Design 86.4% 21.0% Calculus BC 81.5% 43.2% Physics C: Electricity Magnetism 81.1% 35.9% Seminar 80.7% 6.8% French Language and Culture 76.7% 15.5% Research 76.2% 10.8% Japanese Language and Culture 75.0% 38.2% Computer Science Principles 72.7% 13.6% Spanish Literature 71.9% 9.1% Physics C: Mechanics 71.1% 34.6% German Language and Culture 70.5% 18.4% Studio Art: 3-D Design 70.1% 10.1% Computer Science A 69.9% 27.0% Microeconomics 68.4% 22.2% Gov. and Politics - Comparative 66.2% 22.2% Biology 64.6% 7.1% Italian Language and Culture 64.6% .8% Psychology 64.4% 20.2% Art History 63.9% 12.0% Physics 2 63.5% 12.6% Music Theory 63.4% 20.9% Latin 63.1% 13.1% Statistics 59.2% 14.5% European History 58.4% .7% Calculus AB 58.3% 18.9% Macroeconomics 57.9% 17.6% World History 56.0% 8.7% Gov. and Politics - United States 55.2% 12.9% English Language and Composition 55.1% 10.1% Chemistry 54.6% 10.7% United States History 54.3% 12.1% English Literature and Composition 50.1% 6.2% Environmental Science 49.6% 9.5% Human Geography 49.1% 10.7% Physics 1 44.6% 6.2% Source: College Board. Note that a lot of AP classes self-select for motivated students or students with experience in a subject- especially the ones with ridiculously high pass rates, such as Calculus BC, Chinese, and Physics. Even though these exams have high pass rates, they're are often viewed as some of the hardest AP classes to pass. Also, notice that exams with some of the lowest passing rates, such as Environmental Science and Human Geography, are ones many students say are the easiest. These exams have lower passing rates because younger high school students who are less prepared for AP tests often take these classes. In addition, many students simply underestimate them and don’t study enough. As a result, these exams can be easier to pass, but you have to be prepared to study and not expect to pass without some hard work. If you are studying for a test with a particularly low pass or 5 rate, be sure to do plenty of multiple-choice and free-response practice so you can get that top score. Also, consult our scoring guide to learn how to come up with a target raw score while practicing. Furthermore, instead of just going off the pass rate table only, think about the subjects you’ve traditionally been strong at- these will likely be easier APs for you to pass. On the other hand, if there is a subject you've always struggled with, the AP exam in it will likely be hard for you, even if it seems as though a lot of students are able to pass it every year. How Hard Are AP Classes? So what about the classes themselves? Is AP Chemistry hard? Is AP Psychology hard? How about Statistics or English? How hard an AP class itself will be for you is important to consider. In general, a B in an AP class is more impressive than an A in a regular course. However, if your GPA is getting dragged down by a bunch of AP classes, that’s not the best outcome either. After all, your GPA is very important in college admissions and is used to calculate your chance at getting scholarships, too. Therefore, you want to make sure that you challenge yourself but don’t spread yourself too thin. Of course, getting an A in an AP class is ideal. The difficulty of an AP class will depend on your school and its grading policy (some schools weigh AP classes so getting lower than an A won’t necessarily drop your GPA below a 4.0). AP class difficulty also varies a lot from teacher to teacher. Some teachers won’t assign a lot of work but will expect you to study on your own. Others will keep you busy with nightly assignments, practice tests, and projects. As an example, I took both World History and US History AP courses in high school. Both AP tests are considered difficult: you have to learn a ton of material and also be able to write quality free-response answers in a short amount of time. However, even though the tests were similarly hard, these two AP history classes were taught very differently at my school. For AP World History, we were given reading assignments out of the textbook and unit tests, but there were not many daily assignments or projects. Basically, we were expected to keep up with the material on our own, and, as a result, I had to independently handle much of my own studying for the test. For US History, we had textbook readings, outlines, vocabulary lists, and research projects. Our teacher also held many after-school and Saturday study sessions. The class itself kept me very busy, but the assignments were important practice for the AP test, and so there was less I had to do on my own. World History was fairly easy to get an A in but a tough test to pass. By contrast, US History was tough to get an A in and a tough test to pass. There is no right way to teach an AP class. But as a student, you should be aware of your strengths and limitations. Do you do better directing your own studying, or is it helpful for you to have daily assignments to force you to stay on top of things? Being able to answer this question will help you choose AP classes that play to your strengths, and also let you get good grades and pass the exam. In general, there is a lot of material to cover in AP classes, so they tend to be more challenging than regular classes- especially courses like AP Calculus, AP Biology, AP Physics, US and World History, and English. These are all much harder than their regular or honors equivalents. Some exceptions are AP US Government, which some schools cover in a semester because there is less material, and AP Environmental Science, which has less memorization than AP Biology and AP Chemistry do. Still, how hard any one AP class will be ultimately depends on your school and the teacher. Find out about the teacher and curriculum of an AP class before signing up to make sure it’s a good fit for you and your study style. (See our post on which AP class you should take to learn more about scoping out classes.) How to Decide Whether an AP Class Is Too Hard for You It's often difficult to determine whether an AP class will be too difficult for you. Here are some tips to lend you a hand for both before and after you sign up for an AP class. Before You Sign Up for an AP Class ... #1: Think About the Classes You've Already Taken For example, in order to take AP Biology, most schools require students to take regular or honors biology first. The more background knowledge you have of a certain subject, the more likely you'll do well in its corresponding AP class. If you don't have a ton of prerequisites for an AP class, think carefully about whether the class will be out of your reach. It'd be very tough to take on, say, AP Physics, if you've never taken a physics course before! #2: Can You Find a Copy of the AP Syllabus? Looking at the AP class's current syllabus can help you find out what the workload is like and how the teacher integrates practice AP exams into the course. You can also talk to current students and ask about their experiences in the class. #3: Find Out the Passing Rate for the AP Test at Your School If the passing rate for the AP test is low, recognize that you might have to put in a lot of work on your own in order to pass it. If it’s a high pass rate, though, that’s a good sign that the teacher has a strong AP-prep curriculum in place. #4: See Whether There's a Summer Assignment Many AP classes kick off with work over the summer. If you already have summer plans that will make it hard to complete the work, think carefully about whether you can fit that class into your schedule. After You Sign Up for an AP Class ... #1: Evaluate How Things Are Going at Your First Midterm What’s your grade so far in the class? How are you doing with the teacher’s style? How well are you getting the material? Consider dropping to the regular class if you are seriously struggling, but try to push through the first marking period. Just make sure that you don’t pass your school’s class- change deadline! #2: Reevaluate at the End of the First Term If, by the end of the first quarter/trimester, your grade hasn’t improved or you don’t think you are understanding the material, seriously consider dropping to the regular version of the course. It’s not worth taking the AP exam if you’re certain you won’t pass- and it’s definitely not worth damaging your GPA over an AP test you won’t pass! #3: Before Dropping, Explore Extra Resources Don't just drop an AP class right away; rather, try to explore other resources available to you, such as in-school tutoring, private tutoring, online resources, and study groups. If meeting with a study group once a week or doing your own online practice problems helps you keep up with an AP class, then consider pushing through. However, if you try adding an outside resource and are still seriously struggling to understand the material and make it through the class, it's better to just drop to regular and focus your efforts on other advanced classes. What’s Next? Read our guides to learn more about AP tests, such as how long they are and how can you deal with exhaustion. Also, learn about how AP tests are scored. The first step to getting a 5 is finding out the minimum raw score you need to earn one! Have you taken the ACT or SAT yet? Not sure which one you’ll do best on? Read our guide to choose the test that’s right for you. If you've taken the SAT and want to improve your score, check out our guides to improving your Reading, Writing, and Math scores. Taking the ACT instead? Learn the vocabulary you need to know, all the most important grammar rules, and how to write an ACT essay. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

British Petroleum History - Smart Custom Writing Samples

British Petroleum History - Smart Custom Writing Is Democracy The best Form of Government For All PeopleDemocracy is a widely acknowledged form of political government under which the power to govern is sourced from the people either by a conducting a direct referendum or through an election of various representatives. In the 5th century BC, the Greeks coined this system of government that vests all power to decide as to who shall rule squarely on the people. This system chiefly asserts on equality and freedom as its mainstream virtues. Therefore, citizens are viewed as having equal access to power and deemed as equal before the law. Therefore, every man is entitled to one vote with an equal weight. These rights and liberties practiced by the citizens within such a state are secured by a constitution. Although this system of government implies multiple freedoms to its citizens, it can end up failing and becoming cumbersome to the subjects if proper checks and balances are not put in place to constantly keep the leaders in track. Th erefore, an in-depth analysis of democracy has been carried out herein by evaluating the pros and cons of this system. (Strong, 1998) There are numerous merits as to why a democracy should be the system of choice in governance. First, smooth transitory changes can take place in government without violence. This is enabled through free and fair elections whereby the citizens determine the ruling authority by simple majority. Secondly, democracy prevents monopoly of any one ruling authority. This is since the incumbent government has to compete with other parties and personalities after expiration of its term. This therefore ensures that the ruling authority works for the people and towards their needs or leave office due to the failure to be re-elected. Thirdly, a democracy serves as motivational factor to the people. This is since the government is obligated towards its citizens. By carrying out of all its duties and goals set which are supported by the majority, the people feel appreciative and encouraged to work even harder towards attaining a better economic status. Finally, a democratic government makes the citizens have a feeling of participation and ‘ownership.’ They feel that the government has been legally elected by them and that it is theirs. They are able to express their freedom of choice and opinion through the ballot box or voting process. This has the capacity of enhancing nationalism. (Kukathas, 2004) Despite all these merits, there are various demerits and criticisms that have been put forward against democracies. These have been based on the irrational voters who are widely perceived that they are poorly informed on political, social and economic issues. First, democracies have been deemed to be politically unstable. Though the government is elected in by the majority, during its term, opponents and the media frequently challenge the ruling authority which could lead to a sudden change in the political support. This goes a long way in discouraging foreign investment and economic growth.   (Zorach, 2010) Secondly, democracies have been characterized by short terms. This is especially the case after elections and there is no clear winner leading to formation of coalitions due to the fact that democracies are not after the ideological match but the support of the majority. Any imbalance in the treatment of principal partners may lead to withdrawal from the coalition hence the collapse of the government leading to another election. Thirdly, the democratic governments are slow in responding to key issues in the society. This is because decisions are carried out through consensus rather than a unilateral system that would otherwise speed up decision making. Finally, governments elected into power during elections have been accused severally of vote buying and rigging. This is a way of appealing and influencing voters to vote for one particular party who might not be the most appropriate in ruling. A form of vote buying is the pork barrel whereby some political sectors are awarded specific special benefits whose costs are spread to all taxpayers. (Ratchasima, 2007) Despite multiple criticisms, democracies remain the most popular governments in the world. This is since they allow the citizens to openly express their views which are a vital need among humanity. Therefore, democratic governments can be viewed as the best form of governments.    References Kukathas, G. F. (2004). Handbook of Political Theory. Sage. Ratchasima, N. (2007, November 25). Democracy, and vote buying, returning to Thailand. The New York Times . Strong, M. H. (1998). Public Space and Democracy. University of Minnesota Press. Zorach, A. (2010, September 12). Democracy. Retrieved November 19, 2010

How has supply chain impacted Food security Assignment

How has supply chain impacted Food security - Assignment Example Moreover, drastic climate changes have become common due to the rising global warming. To ensure food security, it is necessary that innovations be made in the food production, storage and distribution processes. Resources need to be utilized effectively and in constrained manner to determine the boundaries of future food production environment. Improving food security is also necessary for economic development of nations since hungry workers cannot be productive. Almost 75 percent of global population lives in rural areas and are dependant on agriculture. Enhanced food security can help them fight poverty and make them resilient so that they can participate in economic activities. Global food crisis leads to rising food price, and in recent years food price inflation has sparked political demonstrations in many countries leading to national and regional instabilities (Sustainable economic development, 2011, p.3). Shortage of food and difficulty in distribution process are common ele ments in many countries especially in the developing countries. This leads to chronic hunger among a large proportion of global population resulting in malnutrition, higher infant mortality rates and premature deaths due to failure of vital body organs. That growing commodity prices have become a matter of grave concern has been accepted by the United Nations through its warning that there is paucity of funds to curb global malnutrition in this â€Å"new face of hunger† (Borger, 2008). The head of UN’s World Food Programme (WFP), Josette Sheeran has expressed concern that an extra half billion dollars is needed to bring the situation under control. The major causes that have been recognized are huge disparities of income between developed and developing countries, usage of land for production of biofuel, drastic climate changes etc (Borger, 2008). The first part of this paper focuses on food security systems of five nations, and the second part discusses the impact of supply chain on food security programs. Section I Food Security According to the World Food Summit of 1996, food security is â€Å"when all people at all times have access to sufficient, safe, nutritious food to maintain a healthy and active life† (WHO, 2013). In other words, food security ensures that nutritious food is affordable and easily accessible to all sections of the world population to satisfy both their dietary requirements and food preferences. In reality, malnutrition and diarrhea have become common food related problems in most countries. Food security is essentially based on three pillars which are availability, accessibility and nutrition. This means food must be consistently available at reasonable prices to all people, there should be sufficient resources for all people so that they can access all food items, and there should be knowledge and awareness about proper nutrition and care (World Bank[1], 2009, p.14). Global experiences and events Persistent incre ase of food prices every year all over the world is a major contributory factor for global food crisis. UN’s WFP is assisted by voluntary contributions and it provides basic food items to 78 million people in 73 countries which is not even one-tenth of the total malnourished population of the world. In 2008, WFP’s budget was ?1.5 bn which was not even sufficient for maintaining existing food supplies because of rapid

Impact on labour law Essay Example | Topics and Well Written Essays - 2500 words

Impact on labour law - Essay Example John Barrett who was a suspicious schizophrenic patient absconded immediately after his release by Gill Mezey. John Barrett reportedly killed one Dennis Finnegan aged about 50 when he was cycling through Richmond Park in South West London in the day after Barrett’s release. A domestic inquiry was held by the Trust and two reports had reprimanded Mezey’s clinical management of John Barrett. .Hospital authorities suspended Gill Mezey with full pay for her negligence from all her duties. On manslaughter charges, John Barrett was sentenced to life. Hospital authorities relied on their hospital’s disciplinary procedure and policy which, it pleaded that equivalent to a contractual authority. In the mean time, Mezey had at her own free will absolved from her clinical duties following the episode as she felt that it would facilitate her from the chance of suspension. Mezey voluntarily undertook non-clinical duties like research and teaching mainly to avoid suspension. Both St George’s Mental Health NHS Trust and South West London administration were sued by Dr. Gill Mezey for suspending her on full pay. She claimed that she incurred pecuniary losses due to her illegal suspension as she could not practice her profession. Immediately after the incident, the trust perused a series of in-house probes which culminated in disciplinary action initiated against Mezey. Earlier, she was suspended on full pay from teaching and clinical duties pending the result of the punitive hearings. Aggrieved by her suspension, Mezey brought before UK High Court a breach of contract proceedings claiming that her suspension was against the Trust’s policy which stated that no employee could be suspended until there was enough concrete proof warranting the suspension. She also preyed that there was no incorporation of disciplinary proceedings in her contract of employment and in any case, her suspension was not