South america Essay Example | Topics and Well Written Essays - 500 words

South america - Essay Example A characteristic feature of the state of affairs brought about by some powerful economic interests in an environment with weakened or nonexistent rule of law is the disappearance of clear boundaries between the sphere of governments/authorities and the sphere of organized crime or rebels. In a region traditionally torn by international disputes over land, resources, or economic paradigms, guerrilla or paramilitary groups in one country are often sponsored by the government of a neighbouring country. Over the last years this has been the case with FARC - a Marxist rebel terrorist group active in Colombia, and its ties to the present-day government of Venezuela. The organization derives most of its finance from growing coca (Philp). In their effort to restore the money influx after it suffered from U.S.-backed anti-drug campaign led by Colombian government, the guerrillas invaded areas previously unassociated with coca production, doing everything to get the indigenous inhabitants of these lands involved in their trade. As Philp shows in her article, the coca growing guerrillas, a self standing anti-government group thinking themselves to be outside the reach of legitimate Colombian authorities, never refrain from threats, violence, murder.

To what extent is the novel of adultery a critique of society Essay

To what extent is the novel of adultery a critique of society - Essay Example In order for there to be a ‘novel of adultery’, adultery itself must exist. In other words, the society in which the narrative is played out must regard sexual infidelity to a life-partner as a crime or sin. The very word ‘adultery’ is pejorative, deeply condemnatory, and would have been even more so to Russian readers in the late nineteenth century. Unlike French society, which compensated those in arranged marriages by tolerating the keeping of mistresses, the Russian aristocracy demanded that any sexual activity outside marriage must be strictly discreet – and if the offender was a woman, the stakes were very high indeed. An errant husband might conceivably enhance his reputation through dalliances with the right ladies, but if a woman’s indiscretions were made public, she was liable to lose everything. Adultery therefore cannot exist outside its social setting. It owes its very existence to society. Consequently, any novel with adultery as its main theme must inevitably examine the social framework in which this adultery takes place. To this extent then, the ‘novel of adultery’ is certainly a novel about society’s values, rules, taboos and punishments. Those values, however, are not always set in stone, and are certainly not always fair. As Christo N Koutroulis1 points out in an essay examining the meaning of the novel’s epigraph, ‘while Oblonsky and Princess Tverskaya were having extramarital affairs, Princess Tverskaya had no problems with judging and shunning Anna.’ Adultery, the author seems to suggest, is a dangerous game with complex rules and endless possibilities for personal ruin, but it is possible for certain individuals to play it to their own advantage. As we see, Anna is not one of those fortunate few. Although society’s values are extremely important in Anna Karenina, the novel is far more intricate than the simple record of a woman who broke the rules and

Donald Patriquin Essay Example for Free

Donald Patriquin Essay Donald Patriquin was born on October 21, 1938, in Sherbrooke, Quebec. His love for music became particularly evident when he started to compose songs at the age of eleven. Although his passion for music never waned, he took a detour when he finished a biology course at Bishop’s University in 1959. In 1964, he earned his Bachelor’s Degree in Music at McGill University but completed his Master’s Degree in Music Composition in University of Toronto. He also earned his Associate in Music Degree from McGill University and received a Royal Canadian College of Organists diploma in organ performance. His student years at McGill University were under the tutelage of Istvan Anhalt, a naturalized Canadian who traces his grassroots to Budapest. Anhalt was a survivor of World War II and migrated to Canada in 1949 where he became popular for his contributions to music. Patriquin looked up to Anhalt as can be proven by an article he wrote in commemoration of McGills 150th anniversary. He describes his professor as someone who â€Å"managed to instill a love for that purest of all music – folk melody – without having to introduce it† to him directly. He believes that it was the professor who helped him learn life-long skills as his approach to the study of composition was through intricate analysis of the works of masters coupled with a lot of listening and creative assignments. He remembers a Monday when he had to submit a composition to Anhalt but knew it was a bad one because he could not seem to summon enough ingenuity when he worked so hard on it throughout the weekend. He tried playing it on the piano but opened up to Anhalt regarding his frustration because his composition still sounded very horrible despite his efforts. Anhalt confirmed that the composition was terrible and told him, â€Å"But now you know vat you don’t vant to write! † Patriquin realized that Anhalt was right. There is nothing wrong with giving up on a creative lead that one saw has great potential but could not seem to develop well. A quick break and starting all over again can usually produce better results. This lesson of learning to move on from a failure, according to Patriquin, was the best thing he ever learned from Anhalt. His Masters Degree in Music Composition at the University of Toronto was under the tutelage of John Weinzwig. The professor was a Polish immigrant who learned how to play the mandolin at age 14. Weinzwig and his brother usually rendered songs to the public for pocket money but at the age of 19, he decided he really wanted to become a composer. He is also an alumnus of the University of Toronto and is the first to explore the serial technique using a 12-tone row for Canadian music. This tenacity to create new concepts in music is probably one of the greatest lessons that Patriquin absorbed because he is not afraid to initiate developments in the music industry. He became a professor in McGill University for thirty years. He taught theory, musicianship and arranging to students and ensembles. Working within an academic institution gave him the opportunity to use its extensive library and research about folk music. Although one could not find any resource as to how he got side tracked to biology, there is a possibility that the chance to study science honed his skill in research and experimentation, which, he was able to apply to his music as he composed and arranged many songs during his stay in the university. Although no student is recorded to be as great as their teacher, Professor Patriquin, through his popularity, may have been able to give his students more exposure and chances to perform their own music in public. Mr. Patriquin is well known particularly for his choral and instrumental arrangements of folk music. His output includes many short and extended choral and instrumental works, liturgical settings, a piano concerto, works for voice and piano, music for theater and ballet, and mixed media. Patriquin’s works frequently make use of folk music elements and abstract noises recalling sounds of nature. Canadian traditional music is vast because of the richness of its European origin including British and French culture. Anglo-Canadian folksongs can be learned in Western Quebec and Southern Ontario. People in the northern part of Ontario, however, have more French influence in their history and have kept the folk music of France alive amongst them. Other places in Canada have kept other cultural songs of Scottish, Icelandic, Ukrainian, Polish and Hungarian origins. Patriquin loved to research for these traditional music, lullabies and stories and bring new life to them using folk music instruments. These two factors are the reasons why his music can truly be considered Canadian. One of the awards he received was first prize from the New York Melodious Accord Biennial Composition Search for New Choral Music. His entry, Antiphon and the Child of Mary, was based on a not so famous Newfoundland carol that he was able to dig into while continuing his interests in Canadian folk music. Patriquin likes making arrangements using Canadian folk instruments like the fiddle and harp. His â€Å"Hangman’s Reel,† is a ballet score commissioned by Les Grands Ballets Canadiens. The music shows Patriquin’s Quebec origins because of its use of the American and Irish fiddle. The score was originally written for famous Quebec fiddler, Jean Carignan, who is also known as a leader in Celtic traditional fiddle music. The most important pieces that he had created is his large-scale compositions such as the Earthpeace I and II ( recorded by The Gerald Danovitch Saxophone Quartet and pianists Luba and Ireneus Zuk), Celebration For The Planet Earth, and the Requiem at Sea have earned him a reputation as a composer whose music addresses many concerns. His music is available on CDs and sometimes radio; his choral music is published by A Tempo and Canadian International Music in Canada, and Earthsongs in the USA. His major choral works include Six Songs of Early Canada (still one of his more popular works), Songs of Innocence, A Child’s Carol, World Music Suite One, â€Å"Caribbean Mass† (based on the traditions and instruments of the Caribbean) and Canadian Mosaic (a suite of Canadian folk-based music reflecting the origins and variety of Canada’s immigrant populations). Other works for voice is Cycles, a setting for soprano, piano and clarinet of Frank Scott’s poetry dealing primarily with Canada’s Northern Shield, and Louisa’s Story. After all this contributions in music, Mr. Patriquin is now living in his native Eastern Townships of Quebec, where he is finding more time to perform, conduct, compose, produce and publish. Bibliography â€Å"ANNEX 1- DONALD PATRIQUIN. † Promomuse. 2000. Sunnymead. Viewed 7 Oct 2007, http://www. sunnymead. org/promomuse/annex. html. Donald Patriquin. Wikipedia, The Free Encyclopedia. 13 Jun 2007, 15:26 UTC. Wikimedia Foundation, Inc. Viewed 7 Oct 2007, http://en. wikipedia. org/w/index. php? title=Donald_ Patriquinoldid=137914857. Donald, Patriquin. â€Å"Bibliography. † Viewed 7 Oct 2007, http://www. donaldpatriquin. zzzcom/index. htm. â€Å"Education and Early Career. † The Canadian Encyclopedia. 2007. Viewed 16 November 2007, http://www. thecanadianencyclopedia. com/index. cfm? PgNm=TCEParams= U1SEC883941. Elliot, Robin and Gordon E. Smith. â€Å"Istvan Anhalt Pathways and Memory. † McGill-Queen’s University Press. 2007. Viewed 17 November 2007, http://mqup. mcgill. ca/book. php? bookid=757 â€Å"Folk Music, Franco Canadian. † The Canadian Encyclopedia. 2007. Viewed 16 November 2007, http://www. thecanadianencyclopedia. com/index. cfm? PgNm=TCEParams= A1ARTA0002879. Jean-Pascal Vachon, Evan Ware. Patriquin, Donald. The Canadian Encyclopedia. Historica Foundation, 2007. Viewed 7 Oct 2007, http://thecanadianencyclopedia. com/index. cfm? PgNm=TCEParams=U1ARTU0002737 Patriquin, Donald. â€Å"A Lesson for Life. † McGill University. 2007. Viewed 16 October 2007, http://www. alumni. mcgill. ca/? id=MjgxNA%3D%3D â€Å"Weinzweigs First Use of Serialism. † The Canadian Encyclopedia. 2007. Viewed 16 November 2007, http://www. thecanadianencyclopedia. com/index. cfm? PgNm=TCEParams =U1SEC883941.

Accident Causation of Neglect of Worker Well Being

Accident Causation of Neglect of Worker Well Being Accident Causation Workplace safety is of the utmost importance. Understanding events and conditions that may ultimately result in an accidental workplace death or injury is key in maintaining this safety. To prevent or prepare for the occurrence of an accident, precautions must be made for all parties involved. Ensuring that all safeguards are in place, should result in a low likelihood of an accident occurring. However, in instances where overall safety is neglected, dangerous conditions and accidents are far more likely, and typically have disastrous outcomes. One such instance of gross neglect of worker well-being is evident in the 1931 disaster in Gauley Bridge, WV stemming from the construction of the Hawks Nest Tunnel. The task at hand was to construct a dam and tunnel system as to divert and carry water of the New River to boost the ability of power generation. In the midst of construction, workers stumbled upon silica in the area. After this discovery, laborers were asked to mine and collect the silica for future use in steel workings. Silica, in such conditions, was in dust form and easily inhalable. No masks, respirators, or equipment of these sorts was provided to the workers resulting in silicosis, but were worn by supervisors in times of inspection. This proved to be definitively deadly to over 475 workers, but hundreds or thousands of other deaths were likely a direct result of the incident. Simple measures could have been taken to lessen or eliminate the deaths that resulted from the neglectful ways of the companies involved. Providing masks or respirators to the men working to extract the silica would have greatly reduced the amount of dust inhaled by the individuals. Today, regulations by OSHA and other organizations protects workers in situations such as these requiring proper equipment be dispersed and used [1]. The 1984 Bhopal gas tragedy is an example of heightened disastrous aftermaths resulting from a lack of precautionary measures and poor emergency protocols surrounding the events. Though there are differing theories on how the leak happened, workers insist that the poor working facilities, little regard for safety, and undertrained employees ultimately led to poor operations of the tanks resulting in the leak. Immediately after the accident, there seemed to be little to no urgency in notifying residents and other workers of the possible consequences, inducing a greater risk to the overall well-being of everyone within or near the incident. Thousands of lives were lost as a result of the leak. In any case, several tactics could have been implemented as to reduce the possibility of a leak occurring. Better maintenance of the equipment and facility, an improved sense of worker safety, and proper training of all workers could have all made a significant difference in the outcome of this d isaster. Since this time, regulations have been put into place and organizations and activist groups are working to help those that were involved, including the passing of The Environmental Protection Act in 1986 [2]. A number of incidents such as these are very preventable. With sufficient precautions and procedures in place, careless accidents and wrongful deaths and injuries would be greatly downsized. In general, if people, especially companies and supervisors, cared as much for the well-being of individuals in the workplace as much as they cared for a successful job, occurrences or neglect may be eliminated and the task could still be executed properly. In time, regulations and organizations such as OSHA have worked to stabilize the workplace, but it is evident that more work still needs to be done. Phillips disaster of 1989: During routine maintenance of polyethylene reactors, extremely flammable gases escaped through an open valve. When checking the reactors, valves are closed and compressed hoses disconnected. The hoses look identical and had been reversed and wrongly installed after the last inspection. Now when closing the valve, it was being opened and released the gas killing over 20 people. OSHA investigated, citing multiple violations including inadequate standard operating procedures. A settlement was reached, but since this disaster, two other fatal instances have occurred. Kader Toy Factory fire: A 1993 fire in the factory (building 1) killed 188 and injured more than 500. A small fire broke out on the first floor, but workers on upper floors were instructed to continue work. The fire alarm did not sound and the exit doors were locked. The structural integrity and design of the building was also poor and causing a quick collapse. This led to the government addressing the major flaws in fire safety measures. References [1] Gauley Bridge. http://cstl-hcb.semo.edu/pgershuny/Gauley%20Bridge.htm [2] Broughton, E. (2005). The Bhopal disaster and its aftermath: a review. Environmental Health, 4, 6. http://doi.org/10.1186/1476-069X-4-6

Morrie Schwartz Essay -- essays research papers

Tuesdays with Morrie by Mitch Albom is a true story of an old man and his way of dealing with the knowledge that he is slowly dying, and a disease is taking over his body. Morrie Schwartz was Mitch Alboms college professor more than twenty years ago. We are first introduced to Morrie while Mitch is flipping through the television channels and suddenly hears Morrie’s name. Mitch had not heard from his from professor for years and had not tried to get in touch with the professor, so the news he heard next from the screen was a shock. Morrie Schwartz, his college professor had been diagnosed with Amyotrophic Lateral Scierosis or (ALS) an incurable and fatal disease that takes over your nervous system. It is also known as Lou Gehrig’s disease after a famous baseball player who fell victim to it. There is no cure for ALS at this time and treatment is focused on management of the symptoms, involving a combination of physical therapy, occupational therapy, and speech, respiratory, and nutritional therapies. Moderate exercise may help maintain muscle strength and function. Drugs can also treat excessive saliva and drooling, and speech therapy can help compensate for loss of muscular control of the mouth. As the disease progresses and muscular degeneration spreads throughout the body, various devices may provide support, such as ankle braces, neck collars, reclining chairs, wheelchairs, and hospital beds. Respiratory support and feeding tubes are required when the person loses cont...

On the Temporal Boundaries of Simple Experiences :: Philosophy Philosophical Papers

On the Temporal Boundaries of Simple Experiences ABSTRACT: I argue that the temporal boundaries of certain experiences — those I call ‘simple experiential events’ (SEEs) — have a different character than the temporal boundaries of the events most frequently associated with experience: neural events. In particular, I argue that the temporal boundaries of SEEs are more sharply defined than those of neural events. Indeed, they are sharper than the boundaries of all physical events at levels of complexity higher than that of elementary particle physics. If correct, it follows that the most common forms of identity theory-functionalism and dualism (according to which neurophysiological (or other complex) events play key roles through identification or correlation) — are mistaken. More positively, the conclusion supports recent approaches that attempt to explain conciousness by appeal to quantum physics. I. Introduction A methodology that I believe has some chance of providing us with a better understanding of the nature of consciousness – or of how it could be that consciousness does not exist, if the eliminativists are right – is one in which we study our conception or picture of consciousness. Specifically, I am referring to our conception or picture of phenomenal consciousness – what one has in mind who, e.g., "gets" the mind-body problem, understands the inverted spectrum or absent qualia examples, or Nagel’s phrase that it is like something to be conscious, and so on. Such individuals, arguably, are thinking about consciousness in a more or less similar way, exploiting a similar conception or picture, similar conceptual structures. Studying such a conception should be, to a reasonable degree at least, just like studying any other conception in cognitive science. And, as with other conceptions, the effort can be a multidisciplinary one, one to which philosophers can contribute. As I said, I think following this route might lead to progress in our understanding of consciousness itself; but even if it does not, characterizing our conception of phenomenal consciousness has importance at least as a piece of psychology. In any event, it is how I am inclined to pursue the study of consciousness these days. This talk describes a small study within that broader project. In another paper (1) I have argued that our conception of phenomenal consciousness commits us to the idea that there are simple components or elements that in some sense make up our complex phenomenal experience. Actually, it commits us to holding that either there are simples or that our complex phenomenal experience is such that – roughly put – analysis will always continue ad infinitum, no matter how a complex phenomenal experience gets carved up. On the Temporal Boundaries of Simple Experiences :: Philosophy Philosophical Papers On the Temporal Boundaries of Simple Experiences ABSTRACT: I argue that the temporal boundaries of certain experiences — those I call ‘simple experiential events’ (SEEs) — have a different character than the temporal boundaries of the events most frequently associated with experience: neural events. In particular, I argue that the temporal boundaries of SEEs are more sharply defined than those of neural events. Indeed, they are sharper than the boundaries of all physical events at levels of complexity higher than that of elementary particle physics. If correct, it follows that the most common forms of identity theory-functionalism and dualism (according to which neurophysiological (or other complex) events play key roles through identification or correlation) — are mistaken. More positively, the conclusion supports recent approaches that attempt to explain conciousness by appeal to quantum physics. I. Introduction A methodology that I believe has some chance of providing us with a better understanding of the nature of consciousness – or of how it could be that consciousness does not exist, if the eliminativists are right – is one in which we study our conception or picture of consciousness. Specifically, I am referring to our conception or picture of phenomenal consciousness – what one has in mind who, e.g., "gets" the mind-body problem, understands the inverted spectrum or absent qualia examples, or Nagel’s phrase that it is like something to be conscious, and so on. Such individuals, arguably, are thinking about consciousness in a more or less similar way, exploiting a similar conception or picture, similar conceptual structures. Studying such a conception should be, to a reasonable degree at least, just like studying any other conception in cognitive science. And, as with other conceptions, the effort can be a multidisciplinary one, one to which philosophers can contribute. As I said, I think following this route might lead to progress in our understanding of consciousness itself; but even if it does not, characterizing our conception of phenomenal consciousness has importance at least as a piece of psychology. In any event, it is how I am inclined to pursue the study of consciousness these days. This talk describes a small study within that broader project. In another paper (1) I have argued that our conception of phenomenal consciousness commits us to the idea that there are simple components or elements that in some sense make up our complex phenomenal experience. Actually, it commits us to holding that either there are simples or that our complex phenomenal experience is such that – roughly put – analysis will always continue ad infinitum, no matter how a complex phenomenal experience gets carved up.

Philosophy for a Society in this Day and Age of Virtual Reality :: Philosophy Philosophical essays

Philosophy for a Society in this Day and Age of Virtual Reality ABSTRACT: Virtual reality is more than only high tech. We encounter this phenomenon in everyday media worlds and economy. The sign dominates the signed. Philosophy can describe this phenomenon by means of a different ontological analysis following Poppers theory of the three worlds and can prepare new ontological categories for knowledge of acting. After twenty minutes the test person seems to be absent. With a cyberhelmet on his head he looks around the virtual room. Whereever he looks, he faces a computer landscape from every perspective. The hand in the cyberspace glove gropes for its way like in a vacuum space. But it touches the things which cross the way. The test person is located in the middle of a virtual world. In the room, where the computer is located, other people wait for the test. If the topic is virtual reality, scenes like described above are associated: High tech cyberspace on fast parallel comuters - if possible with a complete datasuit that allows to immerse almost completely into artificial worlds -, hovering through space, digital labyrinths and yet not built houses. But this examples only describes the tip of the iceberg. Under the watersurface of the extraordinary there is a wide ranging phenomenon of virtual realities: The economy with its big companies, transfers capital and networks dissolves to virtual entities. People get lost in entertainment in virtual landscapes and make friends via chatting. Scientists investigate phenomena of nature by reconstructed simulation and practicians design the future by a CAD program. People order pizza by internet, they flirt, make business, take journeys, join further education or talk with a coach. There is a virtualisation of the whole being. The classical differenciation between appearance and reality becomes blured. The simulation, in which people can walk around, is not fictive. It is not pure imagination, but something realized. It is reality although it is virtual. Economy makes it clear: Money and Capital are virtual entities. They determine our everyday life and they often decide about prosperity and poverty. The autonomy of virtual reality is even growing while gathering momentum. A computer simulation for example generates itself without external influence. That could be compared with numerous experiments with cellular machines (Herber P. Franke, Das P-Prinzip. Naturgesetzt im rechnenden Raum, Frankfurt am Main 1995). But also media worlds have their own dynamic. Tv world news and ezines do not only report, but create own realities.

Adult/Youth Nonformal Vocational and Technical Education Essay

In 1974 the Ministry of Education developed nonformal vocational programs to serve out-of-school youths and adults. In respect of policy measures and institutional reforms, the purpose of adult/youth and nonformal education is to provide an opportunity to those who were unable to avail themselves of formal educational opportunities. The objective is to provide vocational training, along with basic literacy and numeracy skills, so that each individual can participate and contribute more effectively to his/her well-being, and to society. Such adult/youth and nonformal vocational technical education is conducted on a nonformal basis through programs offered by Rural Education Centers, School of Appropriate Farm Technology, Manzini Industrial Training Center, to name a few. The following comprise some of the major adult/youth nonformal vocational and technical education training centers. Manzini Industrial Training Center-Emakhonweni As a result of the pressing need for vocational and technical skills training as an alternative form of education, Manzini Industrial Training Center (MITC) was established with the aim of giving its trainees useful and practical skills in a trade or craft which may help them find a job upon completion. The MITC provides skills training for unemployed youth between the ages of 18 and 25 years. These are out-of-school youth who are at risk. Fundamental to the program is the acquisition of basic vocational skills which will enable a young person to earn his/her own living whether by self- or waged employment. In most of the courses offered at the Center, upon completion of the two year course in basic skills, the trainees take the relevant Swaziland Government Trade Test-Grade III with the intention of going on to Government Trade Test level-Grade II. This enables those who have not had the opportunity to complete high school (grade 12) to obtain a qualification which is recognized for pay purposes, in the wage employment sector. However, for those trainees whose desire is to become self-employed, they can apply for placement in the Business Management Extension Program (BMEP), a one year course which offers facilities and training, under the â€Å"sheltered workshop concept,† to prospective entrepreneurs. The MITC has an enrollment of over 200 trainees receiving skills training in 13 areas. Agriculture, Sewing, and Upholstery are one year courses in duration whereas Building, Carpentry, Electrical, Metal Work, Motor Mechanics, Plumbing, Printing, Panel Beating, Small Engine Repair, and Spray Painting are two years in duration. The approach employed in the training utilizes a combination of on the job training and theory lectures. Remaining as the principal training approach is â€Å"Training through production† (Manzini Industrial Training Center, Annual Report 1990/91). Business Management Extension Program In 1986 the management of Manzini Industrial Training Center (MITC) established the Business Management Extension Program (BMEP). BMEP is an indigenous small enterprise development project set up to combat the problem of unemployed youth who have already acquired vocational technical skills. With a grant from United States Agency for International Development (USAID), an administration building, warehouse, and eight workshops were built. BMEP is a unique institution in Swaziland that fills a specific niche: training and technical assistance for small and microbusinesses and the development of new enterprises (Gamedze, 1993, Personal interview). BMEP’s mission is to promote small enterprise development by providing trade and business skills training, individual business consultancy, and financial assistance to persons who are matured, have job experience and vocational skills, work for themselves full-time, and exhibit entrepreneurial traits. The mission statement contributes to the goal of increasing employment generated by Swazi-owned and/or managed section of the economy and expand the Swazi-owned or managed small business sector. (Gamedze, 1993, Personal interview). The primary goal of BMEP is to assist its clients in transforming income generating activities into small business enterprises which are operated as viable economic entities. In doing so, BMEP seeks to improve its clients’ ability to produce quality products/services and to effectively manage their business activities. BMEP is governed by a Board of Directors; however the day to day operations are the responsibility of the Director assisted by a program manager responsible for training and extension, and a finance manager who oversees the functions of the organization and administration of the loan scheme. BMEP extension officers are serving a total of 94 clients. They provide business assistance to 47 clients who also have received loans, 16 clients who are receiving business assistance only, and 31 clients who are in the assessment phase. BMEP is providing business assistance to 7 tenants in the BMEP â€Å"sheltered† workshops (Gamedze, 1993). BMEP has established relationships and linkages with other organizations that are involved in some kind of economic/business activities, and therefore identified areas of specific need for BMEP’s assistance. BMEP has formed strong linkages with other organizations involved in both urban and rural economic/business activities. These include among others: Women in Development (WID), Rural Education Centers (REC), Swaziland Farmers’ Development Foundation (SFDF). BMEP has established good relationships with financial institutions (e. g. , commercial banks) in which their representatives participate in BMEP training sessions and workshops as resource persons (Gamedze, 1993). Nhlangano Agricultural Skills Training Center The Nhlangano Agricultural Skills Training Center is an institution with an agricultural focus but supported by four other technical training programs, namely, Carpentry, Building and Construction, Motor Mechanics, and Metal Work. The Center had its first intake in 1992/93. When the Center is in full swing, a business management program to develop entrepreneurial skill will be put in place. Aimed at the youth usually referred to as â€Å"street kids† who are at risk, which includes the underprivileged, the unemployed, the educationally and socially disadvantaged, and school dropouts; the Nhlangano Agricultural Skills Training Center (NASTC) has given the youth of Swaziland another lease on life (Malan, 1992). This recently constructed skills training center offers training over a duration of two years. Modeled after the Manzini Industrial Training Center (MITC), the Nhlangano Agricultural Skills Training Center (NASTC) has the objective of training people toward self-employment or earning a wage in the agricultural sector of the economy. The establishment of such a center that provides â€Å"on-the-job training† in Swaziland is of significance in that it plays a major role in promoting self-sufficiency among young people. On the other hand, the underprivileged young persons, those with limited formal education, are catered for in so far as skill acquisition is concerned (The Swazi Observer, 1992). Table 7. Manazini Industrial Training Center Enrollment, 1990/91 | Trainee | Course | Male | Female | Agriculture | 9 | 7 | Building | 28 | 0 | Carpentry | 21 | 0 | Electrical Repairs | 10 | 0 | Metal Work | 20 | 0 | Motor Mechanics | 21 | 1 | Panel Beating/Spray Painting | 9 | 0 | Plumbing | 6 | 0 | Printing | 4 | 5 | Sewing | 0 | 28 | Upholstery | 5 | 3 | | 133 | 44 | Upgrading trainees to Trade Test | | | Grade II level | 14 | 0 | Total | 147 | 44 | School of Appropriate Farm Technology. The School of Appropriate Farm Technology (SAFT) is a nonformal and vocational agriculture school that targets secondary/high school leavers and drop-outs who cannot proceed to formal postsecondary education for one reason or another. The aim of SAFT is to provide high school leavers with relevant vocational agricultural skills and experiences to enable them to increase agricultural production at home in their local communities, and also earn an income from sales of produce (Sibisi, 1981). The school leavers catered to by this School are those with little or no prospect of getting a job in the formal labor sector. This is a rapidly growing segment of the population of unemployed youth who may soon dominate the total population in numerical terms (Cousins, 1983). Entrants to the School need a minimum of education in the sense that they are expected to have completed primary school (Grade VII), at least. However, those responsible for admissions have stressed motivation toward farming as one major requirement. The enrollment of the School averages 20-25 students, the majority of whom are boys. The age range of students is 18-25 years. The School has a capacity to enroll 40 students. Although the applications may range from 100 to 200 and admission may approximate the full capacity of 40 students, after the Preentry course of two weeks duration, students dropout as they experience difficulty coping with the practical demands of the course. Rural Education Centers. In pursuance of the policy on the improvement of the quality of life and the general standard of living of the rural people, the Government of Swaziland established eight Rural Education Centers in 1978. Aiming at improving the socio-economic status of the rural people in Swaziland, the Rural Education Centers were established with the following specific objectives in mind (Ministry of Education, n. d. ):  · To provide formal schooling to rural youth, and non-formal instruction to adults and unemployed school leavers.  · To instruct in vocational education through training in appropriate skills which may lead to self-employment and self-reliance.  · To assess needs and initiate projects; to coordinate services, resources, and activities of Government and Non-Governmental Organizations involved in rural development.  · To serve as a community resource center where educational, economic and social activities may be developed and focused providing facilities that may be used for non-formal education purposes. Seven of the Rural Education Centers (RECs) were built at secondary schools whereas the 81 was built at a primary (elementary) school. In practice, REC programs have primarily served rural women, especially in training of skills for income generation. The direct beneficiaries, in the main, have been rural women, and also some men, and school leavers, who enter vocational training courses and participate in community projects (Ministry of Education, 1988). Bosco Skils Center Bosco Skills Center is a Youth Enterprise Scheme for Self-Employment with the goal of (a) providing suitable workshop space for the development of small businesses, and (b) offering suitable training in trades and business skills primarily for those neglected and forgotten and at-risk young people who wish to be self-employed. The small business person (the experienced entrepreneur) joins the Skills Center to operate and improve his/her business, and for the use of the Skills Center’s facilities, he/she makes a contribution by training a maximum of three young persons (trainees) for self-employment over a two year period. In addition to the training provided by the experienced entrepreneur, the trainee business person attends afternoon classes in basic Mathematics, English and Business Management Skills. Mathematics and English are each taught two hours a week whereas, Business Management Skills is taught one hour a week by the Business Management Extension Program (BMEP) (McDonnell, Personal Interview). The Skills Center has 60 small business trainees for its first group of intake who undergo vocational skills training under 21 experienced entrepreneurs. The trainees, who must be 18 years upon admission, are given three months to decide whether this kind of vocational training is suitable for them, and during this period they also work in close cooperation with the Center’s Training Coordinator. The admission process entails interviews conducted by the experienced entrepreneurs who, select three young trainee businesspersons to train. Once admitted, the trainee receives E10. 00 (about US $3.30) a week to cover off-pocket expenses drawn from the trainees Fund to which the experienced entrepreneur, for operating his/her own business at the Center, has made a contribution as part of the agreement to use the Skills Center workshop and facilities. The fee for one year is E150. 00 (about US $50. 00) payable in three installments of E50. 00 ($16. 66) by the trainee business person (McDonnell, 1993). The Skills Center has eight workshops, and offers vocational skills training for self-employment in the following areas:  · Motor mechanics  · Auto electrical  · Panel beating and spray painting  Ã‚ · Upholstery  · Carpentry  · Welding/metal work  · Plumbing  · Dressmaking and tailoring  · Sewing  · Pottery  · Refrigeration repair  · Radio and T. V. repair  · Printing  · Hairdressing. Upon joining the Skills Center the experienced entrepreneur takes on the following financial commitments:  · Contribution to the cost of electricity  · Contribution to the cost of water  · Contribution to the salary of the show/display room manager  · Contribution to a trainee fund  · Payment for telephone use  · Payment for transport use Currently each experienced entrepreneur makes an agreed contribution of E165. 00 (about US $55. 00) a month to cover the above costs. The amount to be paid for the above costs is established by the Executive of the Skills Center Management Committee which reports to the Bosco Center Board, the top policy making body. Unlike the Manzini Training Center or the Nhlangano Agricultural Skills Training Center (NASTC) whose target population group are school leavers with a Junior Certificate (grade 10) or there about, Bosco Skills Center reaches out for the young people with much less formal education who have no hope of anything else. They constitute the very bottom population group of young people with very little schooling. They are educationally deprived, socioeconomically disadvantaged and â€Å"are at-risk of not achieving the goals of education, acquiring the knowledge, skills and dispositions to become productive members of society† (Natriello, McDill, & Pallas, 1990, p. 8). They comprise the majority of the young and unemployed whose hope for making living lies in self-employment since their formal schooling leaves them with little or no prospect of getting a job in the formal labor sector of the economy. Powered by greenstone3 Background Mercy Corps in Somaliland is implementing the Somali Youth Leaders Initiative (SYLI). Component Two of the SYLI focuses on workforce development and building the technical and managerial capabilities of Somaliland youth to engage technical and vocational training and related livelihood business. These activities complement SYLI’s other components by increasing the number of Somali youth with the right skills and training. Generally, the main challenge with Vocational Educational schools/centers in Somaliland is to make their teaching relevant to the current needs of the local job market. There are a lot of things that constrain their ability to do this – including poor education levels of Vocational Education students; outdated and overly theoretical curricula, lack of incentives to connect students to the job market; and lack of connections between the Vocational Educational staff and current industry needs. The Vocational Training and Non-Formal Education Specialist should assist in making curricula dynamic and practical to the current needs of the job market and design programs and incentives to link students and their teachers to growth areas of the Somaliland work force and the economy. Component Summary The Vocational Training and Non-Formal Education Specialist will provide expertise in a number of areas, including new approaches to training, including in-service courses, internships, work-study, apprenticeships, and use of ICT etc. Development of appropriate curriculum and innovative training methods to provide the skills for new entrants into commercial business will be a key outcome. It is important that all curricula developed by the project be gender sensitive and socially inclusive to appropriately transfer relevant knowledge to a variety of audiences. Furthermore, provide technical support to stakeholders and partners in the sub sectors. Key duties and Responsibilities. The Vocational Training and Non-Formal Education Specialist will undertake a number of innovative non-traditional approaches to gender sensitive and socially inclusive knowledge transfer and workforce development. The Specialist will ensure that interventions that are implemented to improve the performance of vocational educations schools are sustainable; by continually obtaining Somali stakeholders input from the various organizations engaged in training. The Specialist will work to sustainably build Somali capacity to provide the right kind of training, in the right place and time and tailored to Somaliland. SYLI’s interventions will enhance the capacity of the selected vocational colleges to become Centers of Excellence [COEs] in vocational education and outreach, using the COE as a model for other schools/centers to follow. The Specialist will be responsible for devising programs to attract more ladies/women into these institutions and will work with the Ministries of Youth and Sport, Labour and Education to build upon the accomplishments of the USAID’s other Education programs, EU’s vocational education program, etc to expand adult education opportunities particularly to women and to youth. http://reliefweb. int/node/489716.

National Institute for Engineering Ethics Essay

NIEE produced Henry’s Daughters to raise awareness of the ethical aspects of engineering work, advance knowledge and understanding of professional standards and public obligations and expectations, improve skills in moral reasoning, and strengthen personal dedication to exemplary conduct. Executive Producers were Joseph Herkert, Michael Loui, William Marcy, Steven Nichols, and Jimmy Smith. The entire NIEE Executive Board members served as Senior Investigators and Technical Advisors. Discussion Questions Professional Issues 1. Are there ethical implications to Henry, a lobbyist, hosting the senator on his expensive yacht? 2. Is there a legal or ethical limit to the level at which Henry should host the senator? 3. Is there an accepted code of practice or ethics for lobbyists? If not, suggest a few ethical statements for lobbyists. 4. Was it ethical for Henry to pull strings to get Julie her internship? 5. To what extent should engineers consider the political factors and social impacts to their engineering work? Ethics and New Technology Issues 6. What are the responsibilities of engineers when developing new technologies whose risks are difficult to foresee? 7. If GUIDME has the â€Å"best† technology, why should cost and other factors matter? 8. Because the experience base for a new technology is limited, it is difficult to write technical specifications. If engineers believe that the specifications are inadequate for future needs, should they recommend a system with characteristics exceeding those specifications? Conflict of Interest 9. Was it appropriate for Henry and his daughters to work on the same project for different parties? 10. How should Laura and Henry have handled their apparent conflict of interest? 11. How should Laura and Julie have handled their apparent conflict of interest? 12. Was Laura given the project because of her engineering talents and work ethic or because of Henry’s connections? If so, this might be a conflict of interest. If you are involved in a conflict of interest, what should you do? Gender Issues 13. Does the appropriate response to sexual harassment depend on the setting – for example, whether one is in a situation with one’s peers vs. with one’s supervisor? 14. Are sexist comments disguised as â€Å"jokes† acceptable? 15. Would Henry or the senator have treated events differently if either or both of Henry’s children had been sons? 16. Does the fact that Laura and Julie are attractive enter into any part of the interaction? Should it? 17. Is there a’ glass ceiling’ issue in this story? 18. How should the engineering profession address either the glass ceiling with the men’s club issue? 19. Is it permissible for a male employee to put his hand on a female employee’s shoulders? Or vice versa? For a male employee to put his hand on another male employee’s shoulders? 20. Is it permissible for a male employee to complement the female employee’s appearance? Or vice versa? Intellectual Property Issues 21. What is proprietary information? 22. Are there ethical limits to what the sisters can share with each other about their work? 23. Is it appropriate for an engineer to discuss work matters with family members? 24. How should employees and engineers decide whether to share some of their information from work when they go home? 25. When and why might using unlicensed software be unethical? 26. Is Julie justified in feeling harmed by the fact that some work she did for OUTOCAR was used as a dissertation without giving her credit? Issues for Henry 27. What were the unethical actions of Henry? 28. What, if anything, did Henry do that was ethically laudable? Issues for Laura 29. What were the unethical actions of Laura? 30. What, if anything, did Lara do that was ethically laudable? Issues for Julie 31. What were Julie’s unethical actions? 32. What, if anything, did Julie do that was ethically laudable? 33. As a  new employee, one of the limits to the engineering work that she should perform? Issues for other characters 34. Given that the project was assured for GUIDEME, was it appropriate to assign the OUTOCAR project to Warren and Marty’s team? 35. Could Warren have done anything to swat the chain of unethical actions? How could he have ethically acted with the least residual damage? 36. Which of Barry’s actions were ethical? Unethical? 37. Was Julie treated appropriately by Barry, Warren, and Marty? 38. Was Marty’s treatment of Warren harassment? 39. Should Laura have said something about Marty’s treatment of Warren (like she did about the ogling of Julie)? 40. Which of Jeff’s actions were ethical? Unethical? Privacy Issues 41. Given that biometric information is information about the physical condition or characteristics of individuals, is there a problem with collecting biometric information about individual vehicle drivers and passengers? 42. Does tracking vehicle location cause a violation of privacy? 43. Why might a central computer network be more threatening to individual privacy and information security than a decentralized system? 44. Should individual privacy rights be trumped by the law enforcement and safety benefits to the public from collecting such information? Vice versa? Legal, regulatory, and political issues 45. Should Sen. Bob every accused himself from the investigative committee? If not, why not? Is there anything that he should have done differently as a member of the committee? 46. How does an organization’s cop culture affect how engineers practice? How might it affect dealings with ethical issues? With legal issues? Effective Communications 47. One team meeting is marked by tensions about getting the projector started. Do ethical obligations suffer when the team is dysfunctional? Is some degree of disagreement appropriate? When does conflict become counterproductive? 48. If you were to develop an ethical corporate or  organizational culture, how would you encourage workers to feel comfortable about speaking freely about ethical, safety, and legal issues, and see such discussions as an obligation? 49. What are some standards the leadership of an organization should consider when creating an environment that creates good working and communication conditions? How would you set the appropriate standards? How would you make sure that you have communicated those standards effectively so that people not only understand them but also believe you are serious about them? 50. Two organizations have an obligation to host sensitivity training for their managers and their engineers? 51. What is society taught people about sensitivity training? 52. How can sensitivity training be brought into the organization’s leadership practices? 53. How can sensitivity training be subsumed into the organizations culture? 54. What do you think you would do to promote trust and respect among your colleagues and other professionals in other departments? Safety issues 55. Do accidents just have been or are they caused? 56. Whose responsibility is it to make sure that reasonable care and attention is given to safety? a. The engineer – designer? b. The Department of Transportation employee? c. Anyone who observes the problem? 57. . Did both designs involve an adequate margin of error? 58. Since complete safety is unobtainable and safety comes at a cost, what is a reasonable amount of protection from failure? Making Decisions 59. What would engineering codes of ethics say about Henry’s activities? About Lars? 60. When making final decisions, was Henry trying to meet his ethical obligations within the constraints that he had? 61. What options did Henry have? 62. What options did Lara have? 63. What options they Julie have? 64. What did you have done if you would been: a. Henry? b. Lara? c. Julie? 65. Do you think that you would receive the same degree of criticism from your organization if you violated ethical standard compared to violating or missing a deadline or an objective? 66. Do you put ethical issues on the same level of importance as business objectives? Should you? Important elements of business relationships 67. What is the most critical element of effective relationships? Loyalty? Obedience? Money? Trust? Openness? Candor? Something else? 68. What role should trust play in our professional and personal interactions? 69. What role should candor play in a professional or personal relationship? 70. Would candor imply effective communications? 71. Could you envision one definition of ethics being â€Å"those activities and practices that enhance trust†? Why or why not? 72. Although you will gain many things during a professional career, other things can be taken away from you. Your job could be taken away (and it often is during economic downturns). a. What things can never be taken away, unless you allow them to be? Can your reputation for integrity be taken away? b. List several ways you could protect that reputation. 73. if someone says â€Å" I trust you,† how does this make you feel about the relationship Guidance for the future  In our day-to-day work, we tend to look up to our leaders, supervisors, and/or bosses for guidance and inspiration about how we conduct ourselves. If we imagined that we were the boss, we might ask additional questions. Imagine that you won’t an organization, have all the necessary money, and need to decide what to produce, where to produce it, how to produce it, and how to set up your organization. 74. What specific actions could you take as the boss to make sure that everyone in your organization felt that they should conduct themselves to the highest standards of professional conduct and professional ethics? 75. What specific attributes would you haven’t placing your organization to make sure that happened? 76. What would you do to make sure that everyone in your organization conducted themselves to the highest professional and ethical standards? Would some of the following actions come to mind? a. Clearly define your expectations of  professional/ethical actions b. communicate those expectations effectively and continuously c. Live the standards personally. What people see in actions is what they’re going to believe. d. Create candor and open communication in the environment so that anyone within the organization feels free to bring up and discuss their thoughts, opinions, and ideas, but most of all, they feel free to bring up their concerns, problems, and news, be it good or bad, without fear of suffering some sort of retribution or reprisal.

Erasmus vs Luther; Discourse on Free Will Essay

The Erasmus-Luther Discourse on Free Will begins with the Diatribe concerning free will, written by Erasmus. Luther then refutes Erasmus’ Diatribe with The Bondage of the Will. The question being debated is whether man is in control of his own will, or whether everything is preordained by God, thus leaving man without free will. Their diverging philosophies have been interpreted as being the basic difference between Catholic and Protestant positions regarding free will. This debate offers two very conflicting views, although both philosophies were basic principles in their respective religions. Erasmus builds his argument without a solid foundation; like building a house without a foundation, it can easily crumble. Thus, Luther convincingly attacks Erasmus’ Diatribe. Erasmus holds that man is left with the choice of doing either good or evil. It is man’s choice and therefore, free will exists. In the opinion of Erasmus, the freedom of the will in Holy Scriptures is as follows: if on the road to piety, one should continue eagerly to improve; if one has become involved in sin, one should make every effort to extricate oneself, and to solicit the mercy of the Lord. Two conclusions concerning Erasmus’ beliefs can be drawn from this statement; firstly that man can himself find repentance and secondly that God is infallible, meaning that a person engages in evil acts with his own will. The definition of free will given by Erasmus is â€Å"the power of the human will whereby man can apply to or turn away from that which leads unto eternal salvation.† While addressing the topic of Adam and Eve, Erasmus states, â€Å"In man, will was so good and so free that even without additional grace it could have remained in a state of innocence, though not without help of grace could it attain the blessedness of eternal life, as the Lord Jesus promised his people.† Erasmus, therefore, believes eternal salvation is attainable with the help and mercy of God, but Erasmus also believes that Adam and Eve caused man to have original sin. Erasmus goes on to write, â€Å"In those without extraordinary grace the reason is darkened, but not extinguished. Probably the same occurs to the power of the will: it is not completely extinct but unproductive of virtuous deeds.† In short Erasmus believed that man has free will and therefore is punished or rewarded according to the choices he  makes. He backs his argument with many quotes from the scripture but so does Luther, thus the argument shifts, and the sense of scripture is the debate. Luther, who wrote The Bondage of the Will to refute what Erasmus had written in the Diatribe, disagrees; stating that man does not have freedom of the will. In the first few pages, Luther proclaims â€Å"The Holy Scripture is no skeptic, and what He has written into our hearts are no doubts or opinions, but assertions more certain and more firm that all human experience in life itself.† Furthermore, he goes on to say â€Å"The essence of Christianity which you (Erasmus) describe†¦is without Christ, without the Spirit, and chillier than ice†¦Ã¢â‚¬  Luther immediately implies that Erasmus has not been saved. Luther abhors those who claim to be self-reformers, once again contradicting Erasmus. â€Å"You say: Who will reform his life? I answer: Nobody! No man can! God has no time for you self-reformers, for they are all hypocrites. The elect who fear God will be reformed by the Holy Spirit.† Perhaps the quote that best exemplifies Luther’s position is as follows: Thus the human will is like the beast of burden. If God rides it, it wills and goes whence God wills; as the Psalm says, â€Å"I was a beast of burden before thee† (Psalm 72:22) If Satan rides, it wills and goes where Satan wills. Nor may it choose to which rider it will run, nor which it will seek. But the riders themselves contend who shall have and hold it.† This philosophy contends that both good and evil are worked by a higher being. Both authors in this work make reference to Judas and his betrayal of Christ. Both parties acknowledge the foreknowledge of God, but Luther proclaims that God willed it. Thus the Protestant faith grew on the principles of predestination and the absolute belief that the scriptures are to be interpreted literally. At no point does Luther ever stray from the central point of his refutation, proving Erasmus wrong by presenting the conclusive evidence needed. Erasmus, on the other hand, never really plants his feet in this argument. Erasmus covers his tracks by changing the terms of the debate throughout his work. For example, Erasmus fails to define the limits within which the reader should think that the will is being acted upon. One can not conclude that  Erasmus does not fully believe what he states in his Diatribe, but he admittedly discloses â€Å"I have always preferred playing the freer field of the muses, than fighting ironclad in close combat.† Erasmus proclaims that their debate is in the sense of scripture, yet how can one who defends free will pigeonhole the interpretation of the reader? Luther is much more direct in laying out his arguments and criticizes Erasmus for stating a bare definition without explaining its parts. The debate has very much become a personal matter by the time Luther’s discourse commences. There is no mutual agreement whatsoever, thus it is easy to see why the views of Catholics and Protestants were so divergent. Erasmus is clearly trying to convince his readers, most particularly Luther, that free will does indeed exist. Luther continues to stay his course and states that God wills all. Everything is preordained, evil included. Of the assertions, Luther simply states â€Å"one must delight in assertions to be a Christian at all!† While Erasmus seems leery to take a firm stance in his debate, he is changing the circumstances of the debate, which clearly is an attempt to prevent Luther from pinning him down in Luther’s The Bondage of the Will. After thoroughly refuting everything Erasmus has stated, Luther proclaims that Erasmus has â€Å"asserted nothing but made comparisons†. Whether there be complete merit in either man’s philosophy, Luther h as quite convincingly made Erasmus’ position appear flawed.

The Crucible; critique essays

The Crucible; critique essays In the film The Crucible, the character of Abigail Williams conjures up a lie in the hopes that her married boyfriend will leave his wife for her. The lie turns into a disaster when the whole community is sent into mass hysteria of the thought that their holy Puritan society had been invaded by witchcraft. The movie starts out with one of the girls of the colony going off into the woods to join her girlfriends in a midnight dance. They are not witches. Instead they are a group of adolescent girls intrigued by the mystery of the rituals performed by Tituba, a slave of one of the families. The girls dance in the moonlight chanting words that they think will make their love interests have mutual feelings toward them. In particular, Abigail smears her face with blood and prays for revenge on the wife of the man who scorned her, a farmer named John Proctor. They are caught and are arrested for consorting with the devil. This is when the lies begin. The girls make an agreement to name those whom they disliked in the town as witches. John Proctor and Abigail had a love affair that had gone bad, and Abigail was lovesick. Abigail uses the situation created by her lie to advance her position in society and wreak her vengeance on John Proctor. One of the first people Abigail names is Johns wife, Elizabeth. Abigail hated Mrs. Proctor because she was fired by her when she suspected that her husband was unfaithful. The girls begin to show signs that the devil is amongst them. They go into intense convulsions, see things such as birds, hear voices and faint when they are in rooms with those they accuse of being witches. The community responds to this by setting up trials for the people that were accused of being possessed by the devil. When the court, lead by Judge Danforth, declares that the only way to escape being hung is by confessing to being involved with the devil and vowing to expel the e ...

Michael Crichton essays

Michael Crichton essays Michael Crichton has presented the reader with some of the most engaging, timely, and thoroughly accessible tales to be published in the last twenty-five years. His works are well known to the public and are very popular due to the simplicity of the books context. Unlike the early writers, such as Steinbeck and F. Scott Fitzgerald, who use a lot of imagery, irony, and symbolism to illustrate the big picture and challenge the human mind, Crichton uses rather primitive but captivating dialogue. And his works show that a book doesnt require complex wording and vivid description to make it colorful and interesting. Michael Crichton adopts his writing to the modern generation of readers and gave them what they wanted, a unique story in addition to rapid plot development. Crichton by far has taken the lead with his novels that supersede the average modern writer. What his novels lack in literary merit and distinctive style they make up for in fast character development and edge-of-your-sea t suspense. The literary approach to a novel is an important factor that each writer considers before writing a book. From the early writers to the modern writers, they each considered how they should approach the book. Should they dazzle the reader with complexions, long descriptive passages, vivid images or just fast paced suspense using dialogue that the reader can relate to and understand? Most early writers took the more creative method, they used the language as it was spoken in the early times and used it in their descriptions. Often writers like Steinbeck who wrote in dialogue applied the dialect of the location that the event was taking place. In his book Of Mice and Men, Crooks says S'pose you didn't have nobody. S'pose you couldn't go into the bunk house and play rummy 'cause you was black. How'd you like that? S'pose you had to sit out here an' read books. Sure you could play horseshoes till it got dark, but then you got to re...

Personal and Professional Healthcare Communication Essays

Personal and Professional Healthcare Communication Essays Personal and Professional Healthcare Communication Paper Personal and Professional Healthcare Communication Paper The healthcare industry is among the pillars that determine the success and economy of a nation, because this involves the safety and future of the citizens inhabiting it. Which is why, it is always almost imperative for a nation to ensure that the healthcare programs are aligned with the goals and purposes of seeing to it that the people are functioning and living a healthy lifestyle, in a healthy environment. The process that ensures the efficiency of care involves the simple yet highly intricate manner with which the health care team interacts with one another.   Through communication, the goal of promoting wellness and making sure that the patient gets well comes into being. The effective communication among the health care personnel is the key to how a sick person gets well.   It is this premise that will be discussed in the succeeding paragraph, wherein the difference between personal and professional communication will be thoroughly defined and elaborated. Health care communication defined In health care communication, the personnel involved in this team confer with each other to consult and seek information, exchange ideas, advice, or instruction. All of which carry the goal of implementing the best possible care for the patient (Servellen. 2005). A nurse might consult with another nurse, such as when a primary nurse consults with a clinical specialist about a particular patient care. A school nurse might confer with the child’s teacher or a psychologist about certain behavioral problem. A community health nurse might confer with a physician about the patient’s activity regimen. Communication, in the healthcare setting is a continuous process, it is endless until the goal of wellness has been reached and begins a patient is admitted. In the healthcare setting, collaborative kind of care has long been instituted as the best approach to planning and implementing patient care. Such that all the aspect of the patient’s being is addresses and the over all wellness is involved. There is the physical, psychosocial, and even the spiritual aspect.   The kind of care given to a patient must always be holistic in approach.   This approach highly requires the participation of all discipline is science, such as, physical therapy, diet, counseling, and of course the medical aspect of care, which is the pharmacologic intervention as well as the nursing care. The coordination among members of the health care team requires for each member to constantly interact, update, and consult each other in order to promote consistency of care and ensures the success of the primary wellness objective. Relevance of personal and professional health care communication An effective personal healthcare communication is important in the health care setting, because it determines the success of the health care objective.   It determines whether or not the plan of action is as effective as it should be. The communication follows a trail of person involve, from those involve in the primary care up until the care necessary when the patient should be discharge to home.   Constant feedback, updates, and consultation is what makes the chain of communication effective (McConnel. 2002). With out proper channel, the objective could not be carried out, and the implementation of plan will falter even before it can continue. For instance, in the aspect of implementing pharmacologic intervention, if the physician orders the certain medication to be given to the client, the primary nurse will implement this order by informing the pharmacy about this need so as the pharmacy may dispense the quantity required by the patient while being admitted. The pharmacist will then dispense the medication back to the nurse for her to administer to the patient, but the nurse likewise is tasked to inform the rest of the health care team, such as the, the dietitian, the physical therapist, so that they will be aware of which and uses such information as the basis for each of their program to implement. Therefore, all team members must then heed notice of the physician’s medication order, so as to avoid any detriment along the implementation of this pharmacologic intervention. The dietitian, through this information will then be able to avoid any food that may enhance or create side effects to the patient, so over all, the main priority here is the effective communication among all team members in order to prevent any mistakes from being committed, and further ailing the already suffering patient. Professional communication on the other hand is the kind of communication that rather requires the essence of ethics and moral. How Personal and Professional contributes to healthcare outcomes. When nurses detect problems they cannot resolve because they lie outside the scope of independent nursing practice or their expertise, they make consultations or referrals to other professionals. The process of inviting another professional to evaluate the patient and make recommendation to our about his or her treatment is called consultation. The process of sending or guiding the patient to another source for assistance is called referral. A patient might be referred by a hospital to a community health nursing service for assistance with home care. The healthcare team members frequently confer with each other to plan and coordinate patient care. Such conferences are also used for instructing students and practitioner. It is the meeting of healthcare professional which are also consequently used in instructing students and practitioner. Nurses might invite other healthcare practitioner to a nursing care conference concerning the patient’s care (Darley.2005). For example a clinical psychologist might be invited in the preceding example to address the possibility that a mental disorder is influencing this patient’s behavior. Discuss the principles of therapeutic communication for the healthcare professional The ability to communicate with individuals or with patient and with other health care professionals is essential for effective implementation of wellness goal. Knowledge of communication process and of effective communication techniques is fundamental to all aspect and all steps of the nursing process. At the same time, the nursing process provides the nurse with patient effectively. Health care professional, enter the health care industry to help people. Relationships between health care professional and providers are not accomplished randomly, but through the purposeful relationships. A helping relationship exist among people who provide and receive assistance in meeting human needs. It exists in the climate for the participant to move towards common goals of meeting human needs. Therefore, need gratification occurs as a result of successful helping relationship. Reference Page Darley, Mark. (2005). Managing Communication in Healthcare. PA: Elsevier Health Science. McConnel, Charles. (2000). Healthcare supervisor on Effective Communication. NY: Jones and Bartlett Publishers. Gwen Marram Van Servellen. (2002). Communication Skills for Healthcare Professional. Concept and techniques. NY: Jones and Bartlett Publishers.

Johann Gutenberg and the Printing Press essays

Johann Gutenberg and the Printing Press essays Nearly five hundred and fifty years ago, Johann Gutenberg revolutionized the world when he developed the first printing press with movable metal type in Europe in 1450. History repeated itself thirty years ago, when the world was revolutionized again when the Internet was developed. The Internet provided, like the printing press, new ways for people to communicate ideas and is probably the most important way of communication and medium of the new "Millennium-Generation." In the past, in the present and especially in the future the Internet will certainly have a really great value for the society, economy and politics. This medium changed how information was spread throughout the world. and lowered the cost of spreading information. Five hundred years after the invention of the movable metal type printing press, the Internet was invented. A government project, the first type of computer networking began in 1969 to connect university computers across the United States. Unlike the printing press, the project was initiated to compete with Russia in the Space Race. The project was not the invention of just one person. This project was led by the Advanced Research Projects Agency and was further developed by BBN in Cambridge. By January 1971, over a dozen different universities across the United States were "online" with one another. For its first twenty years, the Internet was solely used and regulated by the government for research and education uses. In 1991, the University of Minnesota created the first friendly "Internet system" where a simple menu system was used to access files from a University based network. Similar systems named "gophers" were available over the world within a few years. In July 1992, the Internet became available for commercial uses. Widespread ownership of personal computers in the 1990's led to a commercial market for the Internet. Since the early 1990's, the Internet has become a place where informatio...

Free Essays on Time For Nation-building

Our nation is at a critical point in the â€Å"War with Iraq,† which I personally believe directly relates to the â€Å"War on Terror† we are waging against al Qaeda. Many people around the world think that war is not the answer, and that we need to give the U.N. inspections more time. Mona Charen, a syndicated columnist, provides that â€Å"more than a decade of resolutions, reproaches and failed diplomacy have demonstrated, there is no way short of war to remove Saddam or coax him into civilized behavior.† Time is not the answer. If anything it is hurting our cause. Charen points out that we now think those who argued for â€Å"peace† with Hitler are fools – rightly so. Not many would argue against that statement this day in age. She quoted Churchill as saying, â€Å"One ought never to turn one's back on a threatened danger and try to run away from it. If you do that, you will double the danger. But if you meet it promptly and without flinching, you will reduce the danger by half." The time to act is now, not once the bombs are in place. Saddam Hussein is well on his way to having weapons of mass destruction, and is desperately trying to cover his tracks. If the average war protester would realize that the U.S. intelligence agencies have more information than can be divulged to other countries, much less the media, and just trust that our president has all the facts and is doing the right thing, then maybe this war could have already been over and our troops well on their way back home. Granted, some will be left in place to handle the rebuilding process of Iraq, but as Charen comments, â€Å"we have an opening to affect the course of history for the entire Middle East the region that is the incubator for America's most dangerous enemies.† The transformation will not be an easy one, but the Arabs deserve to know democracy and human rights. â€Å"Of course war is risky, but avoiding war is sometimes even riskier,† charges Caren.... Free Essays on Time For Nation-building Free Essays on Time For Nation-building Our nation is at a critical point in the â€Å"War with Iraq,† which I personally believe directly relates to the â€Å"War on Terror† we are waging against al Qaeda. Many people around the world think that war is not the answer, and that we need to give the U.N. inspections more time. Mona Charen, a syndicated columnist, provides that â€Å"more than a decade of resolutions, reproaches and failed diplomacy have demonstrated, there is no way short of war to remove Saddam or coax him into civilized behavior.† Time is not the answer. If anything it is hurting our cause. Charen points out that we now think those who argued for â€Å"peace† with Hitler are fools – rightly so. Not many would argue against that statement this day in age. She quoted Churchill as saying, â€Å"One ought never to turn one's back on a threatened danger and try to run away from it. If you do that, you will double the danger. But if you meet it promptly and without flinching, you will reduce the danger by half." The time to act is now, not once the bombs are in place. Saddam Hussein is well on his way to having weapons of mass destruction, and is desperately trying to cover his tracks. If the average war protester would realize that the U.S. intelligence agencies have more information than can be divulged to other countries, much less the media, and just trust that our president has all the facts and is doing the right thing, then maybe this war could have already been over and our troops well on their way back home. Granted, some will be left in place to handle the rebuilding process of Iraq, but as Charen comments, â€Å"we have an opening to affect the course of history for the entire Middle East the region that is the incubator for America's most dangerous enemies.† The transformation will not be an easy one, but the Arabs deserve to know democracy and human rights. â€Å"Of course war is risky, but avoiding war is sometimes even riskier,† charges Caren....

What Is the SAT Experimental Section

What Is the SAT Experimental Section SAT / ACT Prep Online Guides and Tips In many regards, College Board has made the SAT a lot more transparent. As of March 2016, the majority of the test has a very clear and consistent format - with one exception. In recent months, some students encountered an unexpected 20-minute experimental section at the end of their tests. This guide will explain everything we know so far about thisexperimental section and how it differs from the experimental section on tests past. Read on to learn about this extra material and what it means for your test prep. What's the SAT Experimental Section? For many months leading up the new SAT, students and SAT experts thought the redesigned test had eliminated the experimental section.College Board made no mention of it, and thefree practice testsit released featured no trace of extra questions. Then, on February 4th, just a month before the new SAT was set to debut, a College Board officialsaid in a conference for test center coordinatorsin Boston that some students would get an experimental section. College Boarddidn't elaborate much further on what this meant. When counselors received theirAdvising and AdmissionHandbook, they saw these instructions: "The SAT given in a standard testing room (to students with no testing accommodations) consists of four components - five if the optional 50-minute Essay is taken - with each component timed separately. The timed portion of the SAT with Essay (excluding breaks) is three hours and 50 minutes. To allow for pretesting, some students taking the SAT with no Essay will take a fifth, 20-minute section. Any section of the SAT may contain both operational and pretest items."* *Emphasis mine. Operational items, by the way, are questionsthat count toward scores. Pretest itemsare not scored and don't factor in. Despite their declared commitment to transparency, College Board has been pretty opaque about the experimental section and whether or not it counts toward students' final scores! When the new SAT was administered in March and May, some students got an extra 20-minute section at the end. All the students that got the experimental section had chosen not to take the essay. All students who opted for the essay section did not have the extra experimental section. It could have been Writing, Reading, or Math. It's possible thatthis experimental section is unscored and meant to test out future material. It may be thatCollege Board is being vague on this point to make sure that students still take this section seriously. If students knew it was unscored, then they might not try as hard - or even skip it completely - and then College Board wouldn't be able to test out material for future tests. At the same time, no one seems to know yet whether or not this section indeed has "operational items." At this point, if you get an extra 20-minute section during your test, you should treat it no differently than you do the rest of the SAT. Before getting into additional tips on how the experimental section affects your test prep, let's compare it to the experimental section on the old SAT. What was that experimental section like, and what's the purpose of experimental sections on the SAT in the first place? What Was the Experimental Section on the Old SAT? The experimental section on the old SAT was much more easily understood than the one on the new SAT. College Board was transparent about the fact that there was an experimental section on every SAT. All students got this extra section. It was unidentified, so they couldn't know which section it was. The experimental, or variable, section was an extra 25-minutes that could have appearedasany subject - Math, Writing, or Critical Reading. It remained unscored, andtest-takers couldn’t predict which section was the experimental one. College Board kept it unidentified so that studentswould take it as seriously as any other section. In theory, the experimental section was indistinguishable from other sections of the SAT. In reality, though, and especially on test administrations immediately preceding the redesigned test, students noticed some strange questions unlike anything they’d prepared for on practice tests. Some of these unusual questions, as it turned out, resembled material that has sinceappeared on the redesigned SAT. So even though past students didn't know which section was experimental, they did know to expect one. On the new SAT, many students were surprised to be met with an extra 20-minute section. So why does College Board include these extra sections on the SAT?What exactly is their purpose? Why Are ThereExperimental Sections on the SAT? In the past, the SAT experimental section was given for three main reasons: to test out future material, to ensure fairness and gauge difficulty level, and to detect any evidence of cheating. Presumably, the experimental section on the new SAT hassimilarpurposes. Let's look at each function in a bit more detail. To Test Out Future Material College Board, or rather its contracted test developer, Educational Testing Service (ETS), used the experimental section for years to try out new questions and material for future tests. In the past, ETS mainly used this section for developing near identicaltests. More recently, though, the experimental sections included especially novel question types as ETS worked toward therevampedSAT. If you took the "old" SAT in 2014 or 2015, you may have felt likean SAT guinea pig. The fact that College Board's been unclear about the experimental section on the new SAT suggests that it's still being used to test out future material. They want students to take it seriously, so they can get an accurate sense of the quality of their questions. At the same time, College Board has suggested that any section on the SAT, including this extra 20-minute one, could have a combination of "operational" and "pretest" items. Therefore, we can't know for sure yet whether or not every question on the extra 20-minute section really is unscored, even though only a fraction of students are taking it. To Ensure Fairness and Gauge Difficulty Level In years past, ETS used the data from the experimental section to determine whether questions were fair and comparable to past tests. They also analyzed the results across gender, race, socioeconomic status, and other social categories to ensure that the questions were equally accessible to students across demographics. Of course, manywould argue that SAT scores have always correlated with levels of family income and parental education and will continue to do so. This correlationkeeps the SAT and its validity a matter of controversy.It alsounderlies the statements given bymany colleges about why they've recently adoptedtest optional or test flexible admissions policies. Beyond working toward fairness, ETS also used results from the experimental section to gain insight into the levels of questions. If 80% of students got a question correct, for instance, then ETS could categorize it in the "easy" level. This understanding helped test designers select and arrange questions on new tests. Presumably, College Board is analyzing data from the 20-minute experimental section of the SAT in a similar way. One notable difference, however, is that only students who opted out of the essay section weregiven this extra section. To Find Evidence ofCheating Finally, inrare cases, ETS used the experimental section to detect cheating. There have been a few cases where students gained access to questions and answers before test day. If a student performed amazingly on all sections except the experimental one, then ETS could audit the test to investigate for any unfair advantage. Any students who had access to the test beforehand would have known which section was experimental (and probably freak out a little on the inside). But of course,the majority of students would never cheat on this important test, and they also would have beenhard pressed to figure out which section was experimental. Let's consider that last issue in some more detail. Did takers of the old SAT know which section was experimental? How obvious is it to takers of the SAT now? CanTest-Takers KnowWhich Section IsExperimental? The answer to this question varies depending on whether students took the old SAT or are taking the redesigned SAT of today. As such, let's consider them separately, starting with takers of the SAT today (ie, in March of 2016 and after). Takingthe New SAT Takers of the new SAT could tell which section was experimental. The new SAT has a straightforward format. It starts with a 65-minute Reading section, followed by a 35-minute Writing section. Then you get a 25-minute Math No Calculator and a 55-minute Math with Calculator. Thus the unexpected20-minute section of unpredictable subject matter was clearly the experimental one. Students who registered for the SAT with Essay wentonto the 50-minute essay as their last section. Students who opted out of the essay likely thought they were all done, but many then had to takean extra 20-minute section. As this section was not represented in College Board's breakdown of the test and practice tests, it appeared to be the experimental one. Takers of the old SAT had it a little differently, as you'll see below. Taking the Old SAT Takers of theoldSAT, unlike many who took the new SAT, knew to expect an experimental section. However, they couldn't easily figure out which one it was. They knew that the experimental section was 25-minutes, but the old SAT also had fiveother 25-minute sections. At the end of their test, students could deduct which subject their experimental section covered, Math, Critical Reading, or Writing, byfiguring out where they had extra material. However, they had no sure way of knowing which Math, Critical Reading, or Writing section was experimental. There was one exception to this rule. While most experimental sections blended in indistinguishably from the rest of the test, a few on 2014 and 2015 tests stood out for their unusual question types. A few students noted that they got "evidence-based" questions on Reading, which asked for the evidence to their answer to a previous question. These question types were unprecedented on the old SAT, but they later showed up in abundance on the redesigned test, as you've seen if you've taken or prepped for it at all. Now that you have a sense of the experimental sections on the old and new SAT, let's figure out how this extra section affects your test prep, if at all. What can you doto prepare for an extra 20-minute section of unpredictable content? Should the experimental section affect how you trainfor the SAT? How Does the Experimental Section Affect Your Prep? Just knowing about the experimental section is one important way to prepare for the test. If you're taking the SAT without the essay section, then don't be too surprised if you get a 20-minute section in Math, Reading, or Writing as a fifth section, after the Math with Calculator. If you're taking the SAT with Essay, then so far it seems that you don't have to worry about the experimental section. Unfortunately, College Board hasn't been too explicit about this section, who gets it, or what it means. We'll try our best to give you advance warning if they end up adding an extra section to the SAT with Essay version of the test, too! Besides learning about the experimental section, there are a few additional tips to consider when prepping for the SAT. Take All Questions Seriously Let's say you've signed up for the SAT without the essay and made it through your first threehours of testing. Then you get an extra 20-minute section in Math, Reading, or Writing. It might feel all too easy to blow off this section and just start filling in random bubbles. This would be a mistake, though. College Board has said that all sections, including this 20-minute one, contain operational and pretest items. There's no way of saying for sure that your performance on these questions won't be counted toward your final scores at all. As you saw above, College Board also used the experimental section in past years to determine the validity of scores. If you did great on other sections but bombed the experimental section, then this inconsistency raised red flags. We don't know yet whether the 20-minute section is used for these same purposes, but dismissing it as insignificant doesn't seem worth the risk! While you may start to feel fatigued at the end of such a long test, try your best to finish up strong. That brings us to the next tip - prepare for a longer test. Prepare for a Longer Test If you're taking the SAT without the essay, then you might benefit from prepping with longer tests. Taking timed practice tests is an important part of your prep, as it allows you to hone your time management skills and get better at staying alert over a long period of testing. Since the experimental section adds 20 minutes, you could simulate the experience by adding extra questions to your own practice tests. There aren't actually any 20-minute sections on the official SAT practice tests - the one that comes closest is the 25-minute Math No Calculator section - so you might have to create this extra section from scratch by collecting extra practice questions. Since the 65-minute Reading section usually has 52questions, you could collect 16or so to answer. For Writing, you might answer about 25questions. Math No Calculator could stay about the same, perhaps taking away two or three questions. For the Math with Calculator, you could design a section with about 13 or 14questions. Don't worry about getting the proportion of time to questions exactly right. The important point is that you add 20 minutes or so of additional testing time with SAT practice questionsto train your focus over a longer period of time. Of course, it's unclear whether all students who are taking the SAT without the essay will get an experimental section. This unpredictability leads us to our final point - stay adaptable! Stay Adaptable For the most part, you can know exactly what to expect on SAT test day, from testing procedures to the structure of the test to the types of questions you'll encounter. The main source of unpredictability is this 20-minute experimental section, which may feature additional Reading, Writing, or Math questions. Since College Board has historically used the experimental section to test out future material, it may add unusual question types that you're not prepared for. If you encounter something weird, try not to let it mess with your head. Just doyour best and roll with the punches. While you can't know for sure and should take every section seriously, many items on this section might be "pretest," or unscored, anyway. At least, that's what you can tell yourself so you can keep your cool and stay confident! Again, you can largelyknow what to expect on test day. As long as you practicefor answering questions and managing your time, you can expect to achieve similar scores as you have on practice tests. By prepping with a plan, you can feel confident about the test, with or without an extra experimental section! What's Next? Are you curious about other changes to the SAT this year? Check out the ten major changes you need to know about the redesigned SAT. Once you've familiarized yourself with the changes, you're ready to start studying! This expert guide discusses the best ways to study for the SAT. Are you looking to hone in on a particular section? Check out our ultimate study guides for the Reading section, Writing section, and Math sections of the SAT, along with our step-by-step instructions for writing the essay! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Consumer Psychology and Buying Behaviour Essay Example | Topics and Well Written Essays - 2250 words

Consumer Psychology and Buying Behaviour - Essay Example On the other hand, the marketers need to incorporate their understanding in the involvement principle into the marketing campaigns in order to assist the consumer in their buying decision behavior. The marketing model that is most used by marketers has two distinctive parts. The first part entails a description of a population of ‘consumers’ who individual choose to buy various competing brands over and over again. The second one entails brand management especially when changing the attributes of a brand like the price, or quality in response to events in the marketplace. Several factors have been said to influence marketing. Once a company has carried out efficient marketing research, it is important to ensure that it introduces the approved product and/or service for the market. Location or place is an imperative aspect of marketing where products and or services are distributed. Marketing also entails promotion of products by given companies. It is used to inform cust omers about the new product that the company intends to bring into the market. The market must be dominated by the element of value for products and services. Most potential consumers tend to buy products or services sold at low prices. Loyalty denotes the likeliness of some consumers to stick to the same products. This serves as the key effect and determinism in the market. Psychology entails how and in what ways aspects of the actual products and /or services in the market influences people to make their choices, by possibly buying a product that is different from the previous one. Sociology entails the manner in which one person‘s buying is influenced by that of others. In essence, there is the tendency of people willing to buy the same brands as others leading to a lock in one product that dominates the market without even considering the fact that the competitors have more or less identical ‘qualities’ that may include price. Introduction Marketing is the sel ling of products and services to potential clients in a given environment at a given time. It basically entails the potential clients that are available and how to handle them. Hence, customer psychology and buying behaviour is necessary in any marketing plan because, clients are the most important elements in growth of businesses. Without marketing, potential customers are not able to learn about the existence of products and services they miss, and this leads to lack of success in business (Kinley et al 2010). Essentially, the large part of the marketing focuses on consumer behavior. Thus, application of psychology acts as a paradigmatic influence in explaining human behavior in terms of consumer perceptions and preferences of certain products and services. On the other hand, the marketers need to incorporate their understanding in the involvement principle into the marketing campaigns in order to assist the consumer in their buying decision behavior. In marketing, most consumer p roducts are designed in the manner that appeals to the customers, encouraging them to buy. Thus, industrial and manufacturer tend to focus more on understanding and manipulating products attributes (Kinley et al 2010). Nether the less, buying behavior is not a function product but also a function of the consumer, the social environment of other customers, the competing products in the marketplace, and the brand marketing strategy. Hence, it is important to first understand the psychology of the consumers, and the sociology of consumer groups or networks. The marketing model that is most used by marketers has two distinctive parts.

A nutritional disease of childhood associated with a maize diet Essay

A nutritional disease of childhood associated with a maize diet - Essay Example actor related to a dietary deficiency, perhaps a form of protein malnutrition, on account of a lack of some amino acids in the diet of the affected children which was entirely based on inadequate breast milk supplemented by a maize preparation. Despite certain similarities in the symptoms of the described syndrome and pellagra, Williams was quite certain that the disease was not pellagra or beri-beri. In this paper a new disease has been meticulously described with detailed information provided about the familial circumstances and dietary habits of the suffering children. However, as the author herself states, it was â€Å"impossible to conduct a scientific investigation into the cause, or to make any controlled experiments into the nature of the cure† (p.432). As a Woman Medical Officer in charge of maternal and child health in the British colony of Gold Coast, Williams’ job was â€Å"to hand out advice in clinics and treat acutely ill infants in the hospital, but she rapidly established the need for comprehensive medical services to sick infants, and in addition conducted clinical research† (Stanton, 2001, p 149). The disease, subsequently named by Williams as kwashiorkor, meaning ‘disease of the deposed child’ in the native Ga language, is now well-defined although the â€Å"descriptions and interpretations of kwashiorkor have changed over ti me† (Stanton, 2001, p 151). Kwashiorkor has come to be recognised as a form of malnutrition caused by inadequate protein intake in the presence of fair to good energy (total calories) intake (Van Voorhees, 2006). Fuchs (2005) describes protein caloric malnutrition as the most deadly form of malnutrition. According to the World Health Organisation (WHO), it is the primary or associated cause of nearly 30000 deaths of children under five each day (2000). The aetiology of kwashiorkor as understood today is clearly multifactorial and includes poverty or food insecurity, inadequate weaning and other feeding practices, and