Professionalism in Nursing - 2404 Words

There are many fields and professions in which professionalism is of the highest reputation, and nursing is among them. In the area of nursing, there is much importance to be placed with the improvement of professionalism within the profession. Nursing is a profession that depends on practitioners to perform in a way that characterized the goodness of the wider discipline, as all nurses are in a position of accountability and responsibility. This essay will further look into the topic of professionalism in nursing, the role of a registered nurse, and having competence in relation to this role. Furthermore, this will also discuss how a registered nurse demonstrates professional practice in relation to the New Zealand Nursing Council (NZNC)†¦show more content†¦Nurses should also ensure that they have the experience, skills, and training needed to carry out the task that they are expected to implement with evidence based research. These qualities are included in the second dom ain which is the management of nursing care. For example, a nurse should have an understanding of the theoretical frameworks which shape the nursing over the years. Such as an understanding of Jean Watson’s Theory of Care and its influence on the development of nursing practice. Furthermore, patients approach nurses due to physical or mental conditions. Thus, nurses should give the best care to address the needs of the patients. With effective communication skills and willingness of patient’s involvement, this relationship will continue to nurture with time as long as there is readiness to listen and harmony from both parties. This relates to the third domain which is interpersonal relationship. Another factor for being professional is collegiality. This connects to the fourth domain which is inter-professional health care and quality improvement. Collegiality is the relationship between colleagues who seek the requirement of respect, mutual trust, and cooperation between team mates (Lorenz, 2013). It is the duty of a nurse to maintain healthy relationships with their team to ensure the patient’s wellbeing. This involves critical teamwork skills particularly when it comes to referrals,Show MoreRelatedProfessionalism In Nursing1297 Words   |  6 Pagesno harm†. The history of nursing initially begins with Florence Nightingale. Before her era nurses had a tarnished reputation (Glasper, 2017). They were poorly educated and incompetent people. Nurses such as Mrs. Bedford Fenwick wanted to change the image of nursing. They did this by leading a campaign for professionalism. Which led to the culminated Nurse Bill receiving is royal assent in December 1919 (Glasper, 2017). July 27, 1921 was the official opening of the nursing register, there are currentlyRead MoreNursing Professionalism And The Profession Of Nursing1308 Words   |  6 Pages Nursing, at its inception, was a service provided mostly by women. Far from a profession, it was considered a vocation; often a mere extension of the wife/mother role. Nurses were perceived as servants to the physicians with little power or ability to function independently. The predominant male presence in medicine, lack of formal education offered to nurses, and the subservient nature of the work significantly hindered its professionalization. Over time, as educational standards were createdRead MoreProfessionalism: The Nursing Profession778 Words   |  3 PagesProfessionalism: The Nursing Profession Professionalism is something that is practiced on a daily basis by people in many different careers. Atsede Fantahun (2014) said, â€Å"professionalism is defined as the conceptualization of obligations, attributes, interactions, attitudes, and role behaviors required of professionals in relationship to individual clients and to society as a whole† (p. 2). A professional is expected to display competent and skillful behaviors in relationship with their professionRead MoreProfessionalism Of The Nursing Professional1007 Words   |  5 Pages Professionalism in the Workplace Marjorie Lopez Medical Surgical Nursing 144 February 15, 2015 Cathy Westberry 2 Professionalism in nursing is a fundamental factor between a profession and society that is based on trust and putting the needs of patients above all other considerations. The aim of this paper is to identify the characteristics of the nursing professional. These characteristics include motivation, communication skills, solving problems and making decisions, managingRead MoreNursing Professionalism Essay1675 Words   |  7 PagesWhat is Nursing Professionalism? Cathy Soto Nursing 408 Transitions in Professional Nursing Linda Jacobson 9/21/2011 Abstract According to Maister (1997) true professionalism means the pursuit of excellence, not just competence. Nurses must be competent in their pursuit of excellence. According to the American Association of Colleges of Nursing Position Statement, rapidly expanding clinical knowledge and mounting complexities in health care mandate that professional nurses possessRead More Professionalism in Nursing Essay996 Words   |  4 Pageswhen being evaluated on professionalism, a person is judged based on the clients; Attitude, Values, Communication techniques, and approachability. Clients who display a committed, dependable attitude will benefit more from work exerted, and overall be rewarded with incentives. Although professionalism may be in the eye of the beholder. A profession is defined as a trade or vocation, mainly one that involves some sort of higher education or special training. Professionalism is a stature that theRead MoreEthics and Professionalism in Nursing500 Words   |  2 PagesEthics and Professionalism in Nursing The combination of professionalism and ethics can be equated with an extraordinary nurse because they are core components in the nursing profession and crucial to patient trust, confidence and wellbeing. Having a degree in nursing is not what makes one a professional. Professionalism is defined as: The skill, good judgment, and polite behavior that is expected from a person who is trained to do a job well. It is further described as: the conduct, aims,Read MoreNursing Professionalism Essay2432 Words   |  10 PagesNursing Professionalism XXXXX Nursing XXXX Professor XXXXX XXXXX, 2012 Abstract Professionalism is a dynamic combination of several aspects of nursing. I think that the cores of nursing professionalism is caring and serving. This article examines the concept of professionalism in nursing along with my personal decision to enter this field. I got into the nursing profession because I wanted to help people and be able to advocate for their needs. Through my experience, I realize that nursingRead MoreProfessionalism In Nursing Essay1405 Words   |  6 Pagesread, offering insights that were thought provoking and informative. 1-We started out this with a dialog on the idea of professionalism in nursing. We journeyed from how this profession got its start then transformed into the career that we are working in now to include the rationale for the program we are taking, RN to BSN. Some challenges were discussed as part of the nursing field such as stress and ideas were given on coping to avoid burnout and maintain patient care. It is fortunate to knowRead MoreProfessionalism in the Workplace of Nursing Essay698 Words   |  3 PagesIn a highly respected profession such as nursing, professionalism is an important element to staying employed and setting one’s self apart from the rest of the applicants when competing for a potential job. By definition professionalism are the qualities and traits that describe a professional. While knowledge is crucial in any profession, according to an article published by the University of Kansas (2012), â€Å"all medical professionals must strive to retain those hu manistic qualities integrity, respect

The Defense of Poetry and An Apology for Poetry - 2888 Words

Written in 1821, and published posthumously nineteen years later, Sidney’s essay, known as both The Defense of Poetry and An Apology For Poetry, stands as one of the most enduring writings on the merits of poetry and was highly influential upon the views of the period. Written, partially as a response to Stephen Gosson’s ‘School of Abuse’ and wider challenges to poetry, such as those of Plato. COULD SAY MORE SPECIFICALLY WHAT CHALLENGES HE IS RESPONDING TO HERE The essay operates under the central premise that the highest function of literature is to guide man towards virtue and serves to argue that poetry is the best literary vehicle to accomplish this. Sidney’s opening assertion of the merits of poetry is to claim it: ‘the first light-giver to ignorance, and the first nurse, whose milk by little and little enabled them to feed afterwards of tougher knowledges.’ Sidney takes little time in arguing this point or considering challenges, holding it to be self-evident. In considering how convincingly Sidney makes his argument, it is important to explore and challenge this premise. Perhaps the best contender for a role of equal value in literature is that of catharsis. Aristotle’s poetics, from which the term first appeared, defines the process of catharsis as using vicarious experience through literature and drama to guide the audience through negative emotions and therefore ‘effecting the proper purgation of these emotions.’ The dissipation ofShow MoreRelatedMargaret Ellen Lamb s Exploration Of Sidney s Defense Of Poesy922 Words   |  4 PagesMary Ellen Lamb s exploration of Sidney s Defense of Poesy notes early modern cultural anxieties around poetry s potential power to effeminise and infantilize. Sidney challenges contemporary accusations against poetry, existing on concerns for the morality and virtuosity of its audiences. However Lamb supplies an additional stance regarding the masculine intellectual ideology of the Tudor education system. This suggests that poetry halts the indoctrination of young adult males into an emergin gRead More Apology for Poetry Essay1900 Words   |  8 PagesAn â€Å"Apology for Poetry† is a compelling essay refuting the attack on poetry by Puritan and fundamentalist Stephen Gosson. This complex article written by Sir Phillip Sidney represents the decisive rebuttal defending poetry. His strong emotive passages defend the uncongenial comments of poetry from Gosson. Although, his justification for the rebuttal is alluded to Gosson’s durable attacks on poetry; it is known Gosson’s remarks prompt Sidney’s attitude to defend not only against Gosson but as wellRead More Literature and Virtue in Sidneys Apology for Poetry Essay1197 Words   |  5 PagesLiterature and Virtue in Sidneys Apology for Poetry      Ã‚  Ã‚   In An Apology for Poetry Sir Philip Sidney attempts to reassert the fundamental importance of literature to society in general as well as to other creative and intellectual endeavors. Though Sidneys work does provide a synthesis (and in some cases an aberration) of much Greek and Roman literary theory, his argument aspires to go beyond an esoteric academic debate. Literature can teach and delight in a manner which other methodsRead MoreSidney Defends The Worth Of Poetry2624 Words   |  11 PagesSidney defends the worth of poetry by presenting us with a long defense written to William Ponsonby, a very popular publisher of the Elizabethan era. Sidney breaks his argument down into eight sections, each one arguing another point as to why poetry is worthy and should not be thought of as sub-par literature. His arguments are thorough, leaving no gaps between thoughts, and very persuasive in both content and style. I believe his argument is both successful and thorough, cover ing everything thatRead MoreBroken Family3761 Words   |  16 Pagesâ€Å"Personal background† Born: 384 BC Stagira, Chalcidice Died: 322 BC (aged 61 or 62) Euboea Nationality: Greek Era: Ancient philosophy Region: Western philosophy School: Peripatetic schoolAristotelianism Main interests: Physics, Metaphysics, Poetry, Theatre, Music, Rhetoric, Politics, Government, Ethics, Biology, and Zoology Notable ideas: Golden mean, Aristotelian logic, syllogism, hexis, homomorphism, Aristotles theory of soul Plato Philosopher Plato was a philosopher in ClassicalRead MoreLenses of Education 1051 Words   |  4 Pagestrial in the â€Å"Apology† and in â€Å"Meno.† One of the main factors discussed in both texts are the role of teachers in society and if Socrates is a teacher. Socrates also relates past stories or experiences when giving his dialogues. This allows him to explain his thoughts and reasons on certain topics. One final factor that plays a role in both the â€Å"Apology† and â€Å"Meno† is the role of the gods through the dialogues. Teachers, stories, and the role of gods all play a key role in the â€Å"Apology† and â€Å"Meno†Read MoreApology, By Plato s Apology1298 Words   |  6 Pagesknowing you know nothing.† In â€Å"Apology,† written by Plato, this ethical belief makes a bold appearance demonstrating that true ignorance only revolves around those who think that they know everything. In â€Å"Apology,† Socrates learns that the wisest men are those who do not think of themselves of wise, and rather make an approach of going beyond an authentic method of inquiry and helping others seek their personal philosophies which may result in conflict. In Plato’s â€Å"Apology,† Socrates demonstrates thatRead MoreSocrates Argument Of Wisdom1673 Words   |  7 Pagesdiscredits a defense or the way one undermines an argument, and sometimes they just bring things into question. A specific situation is Socrates’ defense in The Apology. One could assume that the gentlemen of the law were closely examining and judging Socrates’ words and statements, but possibly more than the gentlemen, philosophers examine Socrates’ words through the text. Many thinkers have found great and small contradictions throughout, one concerning Socrates’ statements of wisdom. In The Apology SocratesRead MoreMachiavelli s The Prince And Plato s Apology1697 Words   |  7 PagesMachiave lli’s â€Å"The Prince† and Plato’s â€Å"Apology† Philosophers have unique and yet similar ways of interpreting life through a variety of different values and beliefs appointed to oneself. Some philosophers have the ability and courage to stand up to what they are trying to accomplish or for what they believe in, even if consequences follow their actions. Machiavelli and Plato have different perspectives and goals in their writing, however their stories also have some underlining similarities suchRead More Socrates Essay1087 Words   |  5 Pagesof absolutes. This alternative is not without its faults. Socratic philosophy is plagued by a destructive element. It reduces the authoritative opinions about political life but replaces it with nothing. This is the vital stem from which the quot;Apology of Socratesquot; is written. Because of the stinging attack on Athenian life, and the opinions which they revere so highly, Socrates is placed on trial for his life. The question now becomes why and in what manner did Socrates refute the gods and

Should Class Attendance Be Required Free Essays

Word count 780 Should class attendance be a requirement? Many people ask should class attendance be a course requirement for students in college? There are two different opinions. Some people feel that it should be mandatory for college students to attend there classes everyday. Many other people however feel that students should be able to decide whether they want to go to there class or not. We will write a custom essay sample on Should Class Attendance Be Required or any similar topic only for you Order Now As far as I am concerned, no matter what unless the student is sick or has a family emergency they should be required to attend there classes every day whether the student likes it or not. Generally, students who do not like to attend classes have their own reasons. One of the main reasons is, many students feel they can learn some things better on their own rather than being in a classroom. If a student had to attend a class in which the professor teaches something they have already learned on their own, it would be a pointless. Some students that do not attend class, may feel they are able to learn some things better on their own but they may miss a lot of other important information given during a class. A student who attends all of his or her classes does have an advantage over a student who does not attend. In the first place, college professors often teach students many things that cannot be learned from a textbook. Like easier ways of figuring out a problem, or what something means. Many people believe that college is a place where professors are supposed to teach students what they know. In a textbook, normally there is just a lot of information and knowledge. However, how is the student supposed to understand and develop all this information? Students need to attend class; the professor is the best person to help them with these skills. Some students do not learn by just by reading the textbook, some people need things to be explained to them so they fully understand the concept. If the students went to class, the professor would be able to teach them how to learn, how to absorb information and how to apply what they have learned. When students attend class every day it also teaches them responsibility, discipline, and how to work together with other students. This prepares them for having a job, which requires people to work in groups. School starts at a certain time just like a job. Having to be at a certain place at a certain time also prepares students for getting a job in the real word. College is a lot like having a job. Students need to be responsible, and be in class on time just like people need to be at work on time. Being in class everyday and on time with an assignment-completed helps to prepare them for a career. College classes also teach students how to work with the other students in the class. Many times students will be given group assignments. In this activity, students will have to work with people from different backgrounds who they do not even know. In this situation, they learn how to handle working with people different from themselves, which is a very important factor in the work place. When students do not come to class they tend to miss many important things like discussions, due dates on work given during class, and class work. In college, professors teach student many things during discussions. This is when the professor lectures to the class about important things students need to know. During the discussion is the time to listen, learn and write down every thing the professor has to say on the given subject. If a student is not sitting in class to listen or write down information given by the professor he or she may never understand what was learned that day in class. In addition, students may miss due dates on assignments that were given during class which means the student will receive a zero on the assignment, and that is never good. Class work is a very important part of college. If a student does not attend class to complete his or her class there is a good chance that student will fail. I believe that students should be required to attend classes all the time. Student cannot just learn thing from reading a textbook they need a little guidance also. Professors can teach you the method of how to develop and use knowledge learned. In addition, college prepares you for a job by teaching discipline and responsibility. In short, attendance in all classes should be required. How to cite Should Class Attendance Be Required, Essay examples

Hook For Atomic Bomb Essay Example For Students

Hook For Atomic Bomb Essay Atomic BombThis report is about the Atomic Bomb, what it demolished, and what were different opinions on the war. Of course there were many different opinions, ranging from we didn’t have to do it. To it was the only thing that seemed possible to get the war stopped. And others wonder why it had to be over civilian homes and work places. Roosevelt knew all about the bomb. The bomb was under a top-secret name called. THE MANHATTEN PROJECT! Albert Einstein and other nuclear physicists persuaded Roosevelt to set up a program for a bomb of such destruction before the Nazis did. 12 days into Truman’s reign as President he was notified of the top-secret bomb. And was asked what he wanted to do. He decided to drop the bomb as we all know. Henry L. Stimson Sec. Of War was the chief advisor to Roosevelt about the bomb. After F. D.R died and Truman took over, Truman had to rely strictly on what Stimson told him about the bomb since Truman eventhough he was V.P knew nothing about the new bomb being developed. As I read Stimson, Roosevelt and Truman had all been for dropping the bomb. Ralph Bards was Under Secretary of the Navy at the time was for dropping the bomb but he thought that Japan deserved some type of warning 2-3 days before actually dropping it. After the bomb was dropped he said that Japan would have made peace with giving them warning and in turn we â€Å"gave them all the tremendous things we gave them in those 5 days†¦Participation in the war†. Eisenhower did not like that idea of using the bomb. He didn’t like the fact that the U. S would initiate such a devastating weapon.. On April 12, 1945 Truman was told that Roosevelt had died, shortly after he found out about the bomb. He never said if it was right or wrong. After talking to Winston Churchill Prime Minister of England he made the decision after Churchill said if it would help end the war then go for it. On August 6th 1945 at 8:09 a.m. the first of 2 Atomic Bombs was dropped on Hiroshima, Japan. The bomb devastated many millions of Square miles. Killed and burned many people. Hiroaki Ichikawa was 5 years old at the time and he said that People were so badly burnt that skin was hanging right off their bones. After many children had been quoted and in which I just read, the crew of the bomber plane said that he expressed awe and shock. The flash blinded some of the men after the bomb exploded. Crewman Carry could only say â€Å"Holy Moses what a mess†. â€Å"My god† Said another crewman. â€Å" What have we done†. â€Å" This war is over,† shouted one man. Yet one crewman could only say â€Å"Good God could anyone live through that down there. As the plane made its long trip back to its base one crewman wrote to his son and this is basically what he said. This isn’t meant to read until your older but now one single plane can destroy and devastate a whole city. A journalist said that Truman never actually said yes to drop the bomb. He described it as a little boy on a toboggan. He never was really given a chance to say yes. But he never uttered the words no don’t do it. Basically what he was trying to say was that Roosevelt and the people that knew about it before Truman were already making the decision. Many people ask if Japan was properly warned. People say that if Japan knew that the U.S would drop such a devastating bomb they would have surrendered right then and there. .u83474a61d509bbadebc8da79c4cb714d , .u83474a61d509bbadebc8da79c4cb714d .postImageUrl , .u83474a61d509bbadebc8da79c4cb714d .centered-text-area { min-height: 80px; position: relative; } .u83474a61d509bbadebc8da79c4cb714d , .u83474a61d509bbadebc8da79c4cb714d:hover , .u83474a61d509bbadebc8da79c4cb714d:visited , .u83474a61d509bbadebc8da79c4cb714d:active { border:0!important; } .u83474a61d509bbadebc8da79c4cb714d .clearfix:after { content: ""; display: table; clear: both; } .u83474a61d509bbadebc8da79c4cb714d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u83474a61d509bbadebc8da79c4cb714d:active , .u83474a61d509bbadebc8da79c4cb714d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u83474a61d509bbadebc8da79c4cb714d .centered-text-area { width: 100%; position: relative ; } .u83474a61d509bbadebc8da79c4cb714d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u83474a61d509bbadebc8da79c4cb714d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u83474a61d509bbadebc8da79c4cb714d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u83474a61d509bbadebc8da79c4cb714d:hover .ctaButton { background-color: #34495E!important; } .u83474a61d509bbadebc8da79c4cb714d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u83474a61d509bbadebc8da79c4cb714d .u83474a61d509bbadebc8da79c4cb714d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u83474a61d509bbadebc8da79c4cb714d:after { content: ""; display: block; clear: both; } READ: The Tell Tale Heart Essay But they say if the U.S had to drop the bomb they should have done it in a less populated area that would have just shown the enormous power of the bomb. I think that the bomb was the right thing to do. Maybe it shouldn’t have been dropped on such a populated area but you can’t second-guess what they did. They had to get this war over. This isn’t the first war that civilians have been killed in war. A lot of people who say that the bomb was the wrong thing to do doesn’t think of what the Japanese did to the U.S. They killed and sunk many ships in their air raid in Pearl Harbor. I think that the Japanese deserved some warning. After all the Japanese did give warning of the Pearl Harbor attack. It was probably the right thing to do at the time. After the bomb was dropped and all the devastation was seen I think that everyone that was a part of building or the decision to make the bomb felt extremely bad. I don’t think anyone realized the true devastation of this bomb. Terry Kimble

The U-2 Program Was Started Because The U.S. Needed To Have Informatio

U2 The U-2 program was started because the U.S. needed to have information about the Soviet nuclear capacity (The Long Peace 197). Many people believed that the Soviet Union had many more missiles than the United States did (Mayday 154). The Democrats, especially Lyndon Johnson who was head of the Senate Military Preparedness Committee, believed that there was a missile gap between the U.S. and Soviet Union (Mayday 237). Khrushchev claimed that the Soviet Union was cranking missiles out like sausages (Mayday 152). Eisenhower did not want to start an arms race. He believed that the greatest threat to national security was to be frightened into an arms race which could lead to nuclear destruction (Mayday 152). In 1954 C.I.A. Director Allen Dulles said that there were serious shortcomings in the accuracy of our intelligence regarding Soviet military capabilities(The Long Peace 197). In response to this, Eisenhower set up a secret Technological Capabilities Panel to develop ways to American History

Free Essays on Grieving

Grief is a natural and necessary process experienced by all people, to one degree or another, after the occurrence of a loss. Significant losses, such as the death of someone close to you, the breakup up of a close relationship/friendship, or the loss of hopes and dreams, are some of life’s most stressful occurrences. Grieving is an adaptive response to loss. It is not a weakness, but an experience which requires time, patience, and hard work.Grieving is a process unique to each individual. Different people (even members of the same family) experience their grief in different ways.Grief may be complicated by prior experiences of loss, traumatic events surrounding the loss (e.g. suicide), a history of difficult relationships, or other social or personal factors (e.g. lack of social support). It can be especially helpful to seek assistance when a grieving process is complicated by other factors or events. For most people, the intense emotional pain of grief subsides. Eventually, energy is refocused on the future. However, if your grief response does not gradually lessen in intensity or, over time, continues to interfere with your academic, social or occupational functioning, then you may benefit from receiving assistance. Many individuals report experiencing a period of numbness or shock immediately following a significant loss. This may occur whether the loss was anticipated (as in the case of a friend dying of a terminal illness), or was unexpected (as in the case of one partner suddenly announcing the dissolution of a relationship). Following this period of shock, people may experience a time of intense emotional upheaval, during which the full impact of the loss may be experienced. Here, your emotions may be overwhelming or frightening. They may temporarily interfere with your academic, social, or family life. The severity and duration of a grief reaction will vary from person to person.... Free Essays on Grieving Free Essays on Grieving Grief is a natural and necessary process experienced by all people, to one degree or another, after the occurrence of a loss. Significant losses, such as the death of someone close to you, the breakup up of a close relationship/friendship, or the loss of hopes and dreams, are some of life’s most stressful occurrences. Grieving is an adaptive response to loss. It is not a weakness, but an experience which requires time, patience, and hard work.Grieving is a process unique to each individual. Different people (even members of the same family) experience their grief in different ways.Grief may be complicated by prior experiences of loss, traumatic events surrounding the loss (e.g. suicide), a history of difficult relationships, or other social or personal factors (e.g. lack of social support). It can be especially helpful to seek assistance when a grieving process is complicated by other factors or events. For most people, the intense emotional pain of grief subsides. Eventually, energy is refocused on the future. However, if your grief response does not gradually lessen in intensity or, over time, continues to interfere with your academic, social or occupational functioning, then you may benefit from receiving assistance. Many individuals report experiencing a period of numbness or shock immediately following a significant loss. This may occur whether the loss was anticipated (as in the case of a friend dying of a terminal illness), or was unexpected (as in the case of one partner suddenly announcing the dissolution of a relationship). Following this period of shock, people may experience a time of intense emotional upheaval, during which the full impact of the loss may be experienced. Here, your emotions may be overwhelming or frightening. They may temporarily interfere with your academic, social, or family life. The severity and duration of a grief reaction will vary from person to person....

What Globalisation Means Essay Example | Topics and Well Written Essays - 3250 words

What Globalisation Means - Essay Example This paper stresses that globalisation and the initiation of new technologies have significantly changed the way business, government and society are organized. One of the key driving forces behind these changes is a new business model. Manufacturing technology, which began during the industrial revolution, making mass production possible; Transportation technology, like railways, motor transport, steam shipping and aeroplanes, allowing the movement of people, materials and finished products from country to country and continent to continent more quickly and cheaply; Information and communications technology, like the telephone, computers, the internet, satellite television, which have together contributed to both the globalisation of markets and the global co-ordination of worldwide business activities; all these contribute to the rapid pace of globalisation. This article makes a conclusion that major investments are being made by U.S. and European businesses, recognising the advantages of establishing offshore facilities that would complement their operations and production. Many businesses have resorted to interfirm cooperation to streamline and increase the efficiency in their respective operations. Interfirm cooperation is evident in research and development which allows firms to benefit from lower costs and high quality knowledge-based workers while the host country gains from technology transfer, acquiring new technologies and information from research and development efforts.

INDIAN NEGOTIATION STYLES Thesis Example | Topics and Well Written Essays - 750 words

INDIAN NEGOTIATION STYLES - Thesis Example destination for most investors a factor confirmed by the current trend where the country is ranked the third most attractive market for FDI globally (Low, 2010). With the flow of FDI there comes an immediate need for investors to create a rapport with the local business people, the government and in entirety local stakeholders. Otherwise, the chances of failure for a new entrant increase with every breakdown of new negotiations. Weiss (2008), brings to the fore the importance of international business (IB) negotiations. He cites that the numbers of IB negotiations have exploded in the past decade and there is clear evidence that they are not about to abate. At the same time, Weiss (2008), points that IB are not as straight forward due to the presence of existent nuances on how people behave, often represented by culture. In light of these differences, it becomes very important that a negotiating party understands the differences to avoid misunderstanding and thus build mutually benef icial relationships. The identification of India as the next frontier of development has helped draw a lot of attention to the emerging economy. At the same time, those who have taken time to study the economy realize that Indians are a highly cultural people whose cultural tenets dictate every activity they undertake. These cultural nuances are evident even in business negotiations. Based on studies such as those by Low (2010) and Cellich and Jain (2012) it is clear that culture takes on a very critical role in international business negotiations. It is thus very important for every business to immensely invest in understanding the other party’s culture to ensure a positive influence. The urgency to study a foreign culture increases especially when there are clear differences on the approaches, views and cultural cues. This can be said to be the case between India and the US. The latter is historically recognized as home to the world’s major investors while the former is as

Managerial Accounting Problem Essay Example | Topics and Well Written Essays - 500 words

Managerial Accounting Problem - Essay Example Depreciation only influences net income through taxes, but because I compute before-tax NPV, this doesn't matter. The net cash flow from each year is identical, so the present value of all cash flows can be calculated as PV of annuity with annual payment of 500,000 for 20 years. 2. When calculating after-tax NPV of the new lift, I continue using the data calculated in task #1, but expand it to include the effect of taxes. Depreciation is included in costs this time because it influences the income after tax and therefore the final cash flow. Depreciation is calculated based on MACRS recovery period of 10 years (taken from Table 6.4. on p.122, Brealey, Myers & Allen, 2006). The after-tax required return of 8% is used to calculate the net present value of cash flows from the project. Because the net cash flows for periods 12 - 20 are identical, I first found their net present value at the beginning of the 12th period and then discounted them back to period 0. 3. There is a number of subjective factors that can affect the investment decision apart from NPV of the project.

Role of the RAF in second world war Essay Example for Free

Role of the RAF in second world war Essay You ask, What is our policy? I will say; It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us: to wage war against a monstrous tyranny, never surpassed in the dark lamentable catalogue of human crime. That is our policy. You ask, What is our aim? I can answer with one word: Victory victory at all costs, victory in spite of all terror, victory however long and hard the road may be; for without victory there is no survival. 1 The Allied air forces based in Great Britain had numerous tactical advantages over the Luftwaffe. These included the use of anti-aircraft guns, the home field advantage, preference in mission profiles, slight technological superiority, and the use of land-based radar. Ground-based anti-aircraft fire from friendly allied units provided support for allied fighter and caused another threat for Luftwaffe bombers. A statement issued by the Air Ministry on September 15, 1940 stated that four enemy aircraft were shot down by anti-aircraft fire by 2000 hours. 2 Friendly anti-aircraft units provided an extra threat for the Luftwaffe, gave direct assistance to the Royal Air Force and were a psychological disadvantage for the Luftwaffe. When Allied fighter pilots were shot down during air battles, they had the ability to either eject or crash in friendly territory where local residents were willing to help the pilots return to action; Luftwaffe pilots who were shot down were most likely done flying for the duration of the war. In August of 1940, the ratio of destroyed planes to pilots reported Missing in Action was 49. 14:1. The same ratio for the Luftwaffe during August of 1940 was 1:1. 39. 3 This is the combat equivalent to home field advantage. The Allied pilots were familiar with the terrain, cities and countryside so that if they were forced to bail out, the chances of them returning to combat were much higher than Luftwaffe pilots. The Luftwaffe had to worry about one more problem that was hardly bothering allied air forces. The high Luftwaffe casualties in comparison to allied forces were a large advantage for the Royal Air Force and its allies. The only objective for scrambled Allied fighter pilots was to intercept inbound Luftwaffe air raids while the Luftwaffe fighters had to stay with the bombers to provide escort. This gave the Allied fighters much more freedom in terms of the engagement and allowed the Royal Air Force to dictate the engagement. The Luftwaffe fighter pilots were bound by a number of other similar problems also. For example, a dogfight uses a lot of fuel as fighters raise their speeds, roll, and climb. Fuel was something that the Luftwaffe fighter aircraft simply did not have enough of as they had to fly to Britain, engage the Royal Air Force (RAF) aircraft and still reserve enough fuel for the flight home, keeping in mind running out of fuel would result in the Luftwaffe pilots being captured as they would be over British soil if they were to eject. The RAF did not have this problem because they could return to their airfield as soon as they reached bingo fuel (the state at which there is only enough fuel to return to base with a small reserve to orbit). This gave the Allies a significant tactical advantage; they forced the Luftwaffe to react to their actions as soon as they reacted initially with a scramble. There is no armed force that wants to react to another and the Luftwaffe was no exception. This is simply because it gives the other armed force a tactical advantage. The Royal Air Force and her allies also had a slight performance advantage over the Luftwaffe on an objective to objective basis. There are two major classifications of fixed-wing combat aircraft: the fighter and the bomber. Due to the differences between the classes, which are caused by their role, some aircraft are better at specific targets than others. This was no exception during World War II or the Battle of Britain. During the Battle of Britain, Hurricanes, for the most part, were tasked to intercept the inbound bombers. The Hurricane was a very efficient design for intercepting bombers as it sacrificed speed for heavier armaments. 4 The Hawker Hurricane MkIs maximum speed of 521 km/h was enough to intercept any bomber in the Luftwaffes inventory, the fastest of which being the Junker Ju88A/D/H/S/T and the Dornier Do215 which both reached speeds of 470 km/h. The Hawker Hurricane also had eight . 303 machine guns that were beneficial for tearing up Luftwaffe bombers. 5 However, because very few bombers can hold defend themselves against a fighter, they are usually escorted by fighter aircraft. In the case of the Battle of Britain, it was usually the dangerous Messerschmitt Me109 that performed the role of sortie escort. Unlike the Hawker Hurricane, the Me109E1 was a fighter aircraft, designed to kill other fighter aircraft. This meant that it had a faster maximum speed of 560 km/h, which was more than enough to engage the Hurricane. 6 To counter this threat, the Royal Air Force deployed the Supermarine Spitfire. The early Supermarine Spitfire Mk1 was the Royal Air Forces answer to the Messerschmitt Me109. With a maximum airspeed of 594 km/h, the Spitfire Mk1 had a slight speed advantage of approximately 34 km/h. 7 In terms of weaponry, the Spitfire Mk1 had eight . 303 machine guns (which is equivalent to 7. 6962mm) compared to the Me109Es two 7. 92mm machine guns and two 20mm cannons; However, Me109 pilots did not have to worry about fire convergence for their 7. 92mm guns as they were located in the upper fuselage8. The largest advantage the Spitfires and Hurricanes had was that they simply out-turned Luftwaffe fighters. According to Douglas Bader, a Group Captain in the Royal Air Force, the Spitfire and the Hurricane both had smaller turning radiuses than the Luftwaffe fighters did9. Therefore, in order to keep out of an enemy gun sight, RAF pilots simply had to turn hard. If the Luftwaffe pilots tried to follow, the RAF pilot would be behind them after a couple of full turns. In March 1942, the Luftwaffe began flying the Focke-Wulf FW190 which did have significant performance advantages over the Spitfire Mk1 and Hurricane; However the Royal Air Force quickly answered by creating Supermarine Spitfire IXA which was the equivalent to the FW190i. The only other aircraft that outperformed the Royal Aircraft fighters was the Messerschmitt Me262; however it was introduced too late in the campaign to make a significant difference. 10 These performance advantages allowed the Royal Air Force to control the engagement and forced the Luftwaffe to react. One advantage that can not be overlooked in any war or conflict, World War II being no exception, is the element of training soldiers have been given. The Allies recognised this and created the British Commonwealth Air Training Program (BCATP). The British Commonwealth Air Training Program was under the control of the Royal Canadian Air Force (RCAF) and was a huge Canadian contribution to World War II and the Battle of Britain. Costing Canada $2 billion11 it trained 50,000 pilots, 25,000 navigators and 57,000 other aircrew members12. After the creation of the British Commonwealth Air Training Program, Royal Air Force pilots had a significant training advantage over the Luftwaffe pilots. The most significant advantage the Royal Air Force had was their Early Warning capabilities. The Royal Air Force made use of radar. Invented by Robert Watson-Watt, it allowed the Royal Air Force to find the speed and vector of inbound air raids by bouncing radio waves off airborne objects. 13 With a chain of radar stations along the southeast portion of England,14 it was very difficult, if possible at all, for the Luftwaffe to enter British airspace without being met by Royal Air Force fighter aircraft. This allowed the pilots in the Royal Air Force to stay in the air longer because they no longer had to hunt for the Luftwaffe aircraft; 15 they were given specific bearings based on intelligence gathered from the radar stations. This also made a reduction in Combat Air Patrols (CAP) possible because the RAF knew when and where the Luftwaffe bombers were. This allowed readiness to be increased as planes could wait as long as necessary at an airfield with a full loadout and full of fuel until it was most efficient to attack the inbound raid. The most important advantage of radar was depriving the Luftwaffe of the element of surprise, always a very important aspect of war. With the Luftwaffe lacking the element of surprise, yet another tactical advantage was handed to the Royal Air Force. The Luftwaffe had to fight the Battle of Britain with many disadvantages. These disadvantages included the Royal Air Forces training, the Royal Air Forces performance advantages, and having to fight away from home on another countrys ground. All of these factors led to the Luftwaffes defeat during the Battle of Britain, which ended officially on October 31, 1940. 16 However, combat has its price. Mary Kay Ash was correct in saying, People fail forward to success. 17 Endnotes18man, 1 Sir Winston Churchill (1874-1965), 1940 during his first address as the Prime Minister of Britain.2 Battle of Britain, www. spartacus. schoolnet. co. uk/2WWbritainB. htm, May 29, 2004. 3 Truman, C. , The Battle of Britain, www. historylearningsite. co. uk/battle_of_britain_statistics. htm, May 25, 2004. 4 Harrison, Nigel Jackson. Andy, The Battle of Britain, www. battle-of-britain. com, May 25, 2004. 5 Chris Chant, Aircraft of WWII (Etobicoke, Ontario: Prospero Books, 1999), p. 110, 161, 197. 6 Ibid. p. 299 7 Ibid. p. 222 8 Ibid. 9 Battle of Britain, www. spartacus. schoolnet. co. uk/2WWbritainB. htm, May 29, 2004.i After the war, the Royal Air Force released the Supermarine Spitfire MkIXB which was superior to the Focke-Wulf FW190. 10 Battle of Britain, www. spartacus. schoolnet. co. uk/2WWbritainB. htm, May 29, 2004. 11 Bolotta ,Angelo et al. Canada: Face of a Nation (Toronto: Gage Educational Publishing Company, 2000) p. 167 12 Ibid. 13 Truman, C. , Radar and the Battle of Britain, www. historylearningsite. co. uk/radar_and_the_battle_of_britain. htm. 14 Ibid. 15 Ibid. 16 DeltaWeb International, www. raf. mod. uk/bob1940/bobhome.html, April 16, 2004. 17. The Quotations Page, www. quotationspage. com, May 29, 2004. Bibliography 1. Bracken, Robert. Spitfire II. Erin, Ontario: Boston Mills Press, 1999. 2. Chant, Chris. Aircraft of WWII. Etobicoke, Ontario: Prospero Books, 1999. 3. Delta Web International Ltd. www. raf. mod. uk/bob1940/bobhome. html, April 16, 2004. 4. Gurney, Gene, Major, USAF. The War in the Air. New York: Bonanza, 1962. 5. Harrison, Nigel Jackson, Andy. www. battle-of-britain. com, May 24, 2004. 6. Imperial War Museum. www. iwm.org. uk/online/battleofbritain/intro. April 20, 2004. 7. Meyer, Corky. The Best WWII Fighter. Flight Journal, August 2003, p. 27-36. 8. Moncur, Michael et al. The Quotations Page, www. quotationspage. com, May 30, 2004. 9. Simkin, John. The Battle of Britain, www. spartacus. schoolnet. co. uk/2WWbritainB. htm, May 29, 2004. 10. Truman. www. historylearningsite. co. uk/radar_and_the_battle_of_britain. htm, May24, 2004. 11. Truman, C. www. historylearningsite. co. uk/battle_of_britain_statistics. htm, May 24, 2004.

Defining the Neurobiology of Insanity :: Biology Essays Research Papers

Defining the Neurobiology of Insanity: Law, Science, and the I-function Reconciled During the last week or so of class, after a semester of being teased with glimpses of, allusions to, and deferred explanations for the I-function, we at last came face to face with this previously elusive property of the nervous system which allows us to experience experience. The detour was necessary, for it corrected the general misconception that something like an I-function encompasses everything that makes one an individual and defines one's unique personality; it demonstrated the true importance of "the rest" of the nervous system. Indeed, we were shown how the I-function is, in some ways, superfluous, in that it is not necessary for survival. Not to downplay it, however, the I-function is key to understanding what makes us (human beings) what we are, to distinguishing our experience of the world from that of other species. It allows us to conceive of ourselves (our selves) as objects and to perform such behaviors as planning, dreaming, in short, imagining ourselves in situati ons other than the one in which we 'really' are. The last few classes were dedicated to addressing issues which still troubled the majority of the class, such as choice and the supernatural; I, however, found my self wondering about another issue, which no one had yet brought up: insanity. What does it mean to insane? What are the (if any) criteria which determine whether or not a person is sane? Are they reflected in said individual's neurobiological make-up? And finally, how does insanity relate to the I-function? As it turns out, research related to these issues is fairly recent, but increasing rapidly, thanks to technological advances and important contributions from several fields in the neurosciences. My goal here is to report on the answers I was able to find to my questions, as well as to ponder the questions raised by these and foreseeable answers. As might be expected, the term "insanity" has no neurobiological definition and, as a concept in everyday language, is extremely broad and vaguely defined. Not surprisingly, therefore, it is a concept which is neither used nor useful to professionals in the neurosciences, who regard so-called "insane" behaviors as the results of abnormalities or changes within the brain: "...a rough medical translation would be 'psychosis-that is, the more severe kinds of mental illness, involving hallucinations or delusions," (1). In searching for a working criteria of insanity, the closest I came to a formal definition was the criteria used in law to determine whether or not a defendant could be absolved of responsibility for his or her crime. Defining the Neurobiology of Insanity :: Biology Essays Research Papers Defining the Neurobiology of Insanity: Law, Science, and the I-function Reconciled During the last week or so of class, after a semester of being teased with glimpses of, allusions to, and deferred explanations for the I-function, we at last came face to face with this previously elusive property of the nervous system which allows us to experience experience. The detour was necessary, for it corrected the general misconception that something like an I-function encompasses everything that makes one an individual and defines one's unique personality; it demonstrated the true importance of "the rest" of the nervous system. Indeed, we were shown how the I-function is, in some ways, superfluous, in that it is not necessary for survival. Not to downplay it, however, the I-function is key to understanding what makes us (human beings) what we are, to distinguishing our experience of the world from that of other species. It allows us to conceive of ourselves (our selves) as objects and to perform such behaviors as planning, dreaming, in short, imagining ourselves in situati ons other than the one in which we 'really' are. The last few classes were dedicated to addressing issues which still troubled the majority of the class, such as choice and the supernatural; I, however, found my self wondering about another issue, which no one had yet brought up: insanity. What does it mean to insane? What are the (if any) criteria which determine whether or not a person is sane? Are they reflected in said individual's neurobiological make-up? And finally, how does insanity relate to the I-function? As it turns out, research related to these issues is fairly recent, but increasing rapidly, thanks to technological advances and important contributions from several fields in the neurosciences. My goal here is to report on the answers I was able to find to my questions, as well as to ponder the questions raised by these and foreseeable answers. As might be expected, the term "insanity" has no neurobiological definition and, as a concept in everyday language, is extremely broad and vaguely defined. Not surprisingly, therefore, it is a concept which is neither used nor useful to professionals in the neurosciences, who regard so-called "insane" behaviors as the results of abnormalities or changes within the brain: "...a rough medical translation would be 'psychosis-that is, the more severe kinds of mental illness, involving hallucinations or delusions," (1). In searching for a working criteria of insanity, the closest I came to a formal definition was the criteria used in law to determine whether or not a defendant could be absolved of responsibility for his or her crime.

Shanker’s Article on The Real Victims

Albert Shanker for 25 years was the columnist for â€Å"Where We Stand† in the New York Times and also president of the American Federation of Teachers. His article on the Real Victims addressed the need for alternative programs to resolve violence and disorder in schools. He agrees with Education reformers about setting high standards for students to achieve. But its worthless Shanker argues if students are continually in fear of a stray bullet hitting them or classes ruled by disruptive students. Shanker opens with an example of school violence, how it terrified one student witnessing the stabbing of another student. Fearful of herself being stabbed too, the girl dropped out of school but managed to earn a GED and further her education into college. Not many could follow the footsteps of this successful girl Shanker warns. Many students he states are scared and disarrayed and lost to school and learning. He gives an example of disruption and how if not equally more damaging it is when compared to school violence. If there is one student that is disruptive in a class then the teacher†s time will be spent on trying to contain this student rather than attend the many who want to learn Shanker states. As a consequence Shanker concludes this will wreck the concentration of the many learning students in that class. There is a high level of tolerance for this kind of behavior he states, and school officials seem to be at a loss. Shanker claims that students carrying guns or drugs or who have been violent to other students have simply been transferred to another school, and those students who are chronically disruptive seem to deserve more tolerance. He states that little is done to kids who keep others from learning. As a result of this failure to remedy the problem Shanker observes that parents that are very much aware of the situation go for vouchers and tuition tax credits. Hoping that by placing their children in schools that do not tolerate violence or disorderly conduct will shield them from it. Many education experts he points out argue that our first responsibility is to the minority of violent and disruptive kids. These kids they claim have a ‘right† to an education and that they deserve to stay in class too. He refutes this point by addressing the rights of the rest of the students making the majority of the class. Those he claims that are ready to work and willing to learn. Why he questions would we want to threaten their security and education. Shanker defends himself that he does not want to put the violent and disruptive children on the streets rather; he wants to see a change in the system. A system he urges that does not surrender the vast majority of willing and learning children for the few and violent children. A consequence of not finding an effective remedy to the system of things is that children with impressionable minds will learn the wrong lessons Shanker claims. To support his reasoning he gives an example of a child committing violence against another. The by-standers watching this happen are positive something bad will happen to this violent student. To the surprise of the children, the teacher gets in trouble for reporting the incidence. Children†s sense of right and wrong fades, a bad lesson taught and a violent child is automatically made a leader for the rest to observe and follow Shanker concedes. Shanker argues that the system is irrational and this is why irate parents demand vouchers and tax credits, anything that could save their children from the few violent children who take hostage the educational system. Rather than the majority of wiling and learning students move out, why not move the few aggressive and troublesome students, Shanker concludes.

Politics in Europe Essay

The move in the direction of higher levels of European integration over the years has concerned the changing of powers over a number of important public policy sectors from member state governments to the European institutions. Advancement towards higher levels of policy integration has been difficult and slow in some areas. After 1990, German objectives and actions were altered detectably and legitimately in two EC/ EU policy areas, the structural funds and the Common Agricultural Policy (CAP). New government positions in Brussels, which began with adjustments to federal policies, came about in response to the profoundly novel regional and agricultural challenges thrown up by unification and its aftermath. In each case, the eastern Land governments were at the forefront of pressure for changes in federal policy, and were able to utilize the access and information granted them under formal policymaking arrangements at the national and supranational levels to good effect (Loehnis and de la Dehesa, 83). In others it developed more quickly and completely because of the temperament of agreements hit when the Communities were forged and because of the interests of powerful member states. The establishment of the ECSC and the successful policy integration in these industrial sectors so vital for the economies of the 1950s resulted from a coincidence of member state interests and skillful institution building.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The organization of the Euratom and the EEC in 1958 led to further projects for common decision making. Central to the goal of forging an ever closer union among the people of Europe was the idea of an enmeshing of member state economies, in large part through the instrumentality of trade (Clout, 16). Thus came about the establishment of a customs union for intra-EEC trade in all industrial goods. This feature of the nascent Community was evidently of benefit to West Germany. With reverence to underlying, the organization of the EEC was one connecting the two most powerful founding member states, France and West Germany, whereby France, because of her large, and, in the European context, comparatively efficient agricultural sector, was accorded a general agricultural policy in return for the creation of a customs union for trade in all goods that was in the interest of the FRG, the budding Community’s most efficient industrial economy. Indeed, it became normal to refer to the European enterprise as a customs union with an agricultural guiding principle.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Common Agricultural Policy (CAP) replaced member states’ farm policies. Implemented to increase efficiency and productivity in the agricultural sector, to help bring about stable food prices, and to provide a secure supply of high quality foodstuff for the Community citizens, another objective, the maintenance of a fair standard of living for those gaining their livelihood in the industry, became preeminent. Agricultural goods are traded freely within the Community and policy decisions, including those on agricultural prices, are made in Brussels. The CAP consists of a structural fund that is intended to support financially modernization of agriculture. To realize the CAPS main objective and thus to maintain prices at levels that result in acceptable incomes for member state farmers, a levy is placed on agricultural imports form third countries. Locally, agricultural supplies are â€Å"purchased into intervention† once their price falls under a certain level. Because of the tendency for protectionist practices to lead to increased production, the CAP has often in the past led to huge oversupplies of such commodities as grains, meat, milk products, and wine, which have been bought up and stored at great cost so as not to depress prices. Exports of these high priced commodities are subsidized, again at great expense. These export subsidies have guided EU’s trading partners to accuse Europe of dumping these commodities and have even been the cause of major trade disputes with them over the years. The cost of the CAP reached 70 percent of the Community’s budget at times in the past. In recent years, measures have been implemented to reduce production of commodities in surplus supply, with the result that farm expenditures will gradually decline, and the EU’s trade officials have been able to convince her trade partners that decreased production will gradually lead to a less prominent role for EU farm products on international markets (Harris et al., 325).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Germany’s interests, on the whole, have not been well served by the CAP. Internationally, she is interested in peaceful economic relations in her role as one of the great trading nations of the world and the disruptions caused by disputes between the EC/EU and its trading partners over agricultural trade have not provided her well. As a highly industrialized country with a small agricultural sector and as a large net importer of foodstuffs, the high price European food policy is not in her national interest. Germany’s donations to the CAP amounted in 1993 to about 30 percent of total expenditures whereas receipts flowing to Germany amounted to only half that amount (Black, 323). And yet her agricultural ministers have often supported high prices in Brussels. This anomaly can be explained not so much by German government’s generally pro-integration attitude (although German governments know that a price has to be paid for European cooperation) as it can by domestic politics. Despite the small number of farmers, the agricultural sector is highly organized and dominant politically. In addition to this, public opinion is likely to be supportive of protecting the economic and social viability of rural areas and maintaining agricultural land in production. The CAP’s amplified importance on environmental concerns has helped to make it more pleasant to the ecologically cognizant German public.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unification has led to some extent increased importance of the CAP for Germany. Eastern Germany has in the past had excessively large agricultural sector, and the GDR had a large agricultural workforce of 800,000 as well as two times as much farm land per capita as West Germany. Because of its low productivity, GDR agriculture was extremely supported financially. It was severely challenged by the transition to the market economy after unification, and by 1994 the agricultural workforce in the five new LaÈnder had been reduced to 224,000. CAP funds contributed importantly in the adjustment to more efficient production and laying fallow of some 17 percent of farmland there. But even with the added CAP funds flowing to her as a result of the disproportionately large agricultural sector in the new LaÈnder, Germany still supply in a major way to the Community’s agricultural funds or treasury (Karcz, 227).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the ongoing rationalization in a sector that has lost 3.2 million jobs. And this took place in the years from 1960 to 1992, and in which a farmer who could generate enough harvest for ten people in 1950 can now provide for 80, political clout of farmers is in unremitting decline. Such rationalization is taking place apace at the European level, and the forces of free trade and globalization at the broader international level will ensure that one of the most prominent EU policies will reduce in significance as the Union is forced to adjust its very expensive and relatively inefficient subsidization policies (Dent, 162). With its decline in importance, the CAP will be less of a drain on German finances, but it will become controversial again if the Union decides to permit the attainment of Central and East European states such as Poland, Hungary, the Czech Republic, and Slovakia, all countries in which inefficient agriculture employs a much greater fraction of the workforce than the EU average, and where implementation of the CAP would be hugely expensive. Germany, positively in the direction of eastward development of the EU would then give a high percentage of the ensuing costs. For this reason, Germany’s outlook in the direction of the CAP is expected to be critical in this significant judgment or decision also.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both the European Community and its member governments administer programs designed to achieve a spatially balanced pattern of economic development. Typically, these programs designate assisted areas within which applicants are eligible for capital grants, soft loans, accelerated depreciation allowances, and tax concessions for business, as well as job training for workers and infrastructure grants to municipalities. There existed three main programs at the European level prior to Maastricht, which together constituted the EC structural funds: the European Regional Development Fund (ERDF), the European Social Fund (ESF), and the Guidance Section of the European Agricultural Guidance and Guarantee Fund (EAGGF) (Adams, 101). In West Germany, federal regional policy tackled two types of problem region: underdeveloped rural areas, and areas vulnerable to or suffering from the decline of a dominant industry. Administratively, the program was accomplished as a â€Å"joint task,† or â€Å"Gemeinschaftsaufgabe† (GA), in which official conferences among Land and federal representatives created annual framework strategies that set funding levels, designated assisted areas across the country, and instituted assistance rates. The LaÈnder were accountable for program execution and management. The designation of assisted areas followed from clearly defined decision rules and multiple statistical indicators. Certain regions were eligible a priori for assistance, that is, they were not requisite to meet the criteria via the indicators. Incorporated in this particular category, but assisted out of their own individual programs, were the zonal border areas (Zonenrandgebiete), a twenty-five-mile-wide narrow piece down the boundaries with Czechoslovakia and the GDR, and West Berlin. These regions, underprivileged by the postwar division of Germany, enjoyed the highest assistance rates. Prior to 1979, Germany, like other member states, received its EC structural fund allocations in the form of a fixed national quota negotiated in the Council of Ministers. Between 1975 and 1979, Germany garnered 8.4 percent of European Regional Development Fund allocations, and posted the second lowest per capita share of regional fund expenditure for its assisted areas: ECU8.6 per capita, as compared to the Community average of 27.2. These modest sums colored the position adopted by the Germans in Brussels. Germany blocked a Commission initiative in the early 1970s to establish a much larger regional fund, and thereafter remained wary of proposals to increase spending on the structural funds. That said, Bonn consistently endorsed efforts to improve the effectiveness of grants and to concentrate resources on the neediest regions in the Community. Reform of the structural funds commenced in 1979, and gained momentum throughout the 1980s as concern about the regional impact of a barrier-free internal market grew. 5 The structural funds budget expanded, approaching one-quarter of total EC annual outlays, and programs were oriented to Community-wide objectives and criteria set largely by the Commission, which also gained the capacity to interact directly with regional and sub-regional actors, on occasion bypassing the national governments. To improve the targeting of assistance, the Commission in 1988 recognized five main concerns: (1) Promoting the development and structural adjustment of lagging regions, defined as those in which per capita GDP is 75 percent or less of the Community average. These regions were to receive up to 80 percent of structural fund allocations; (2) converting regions seriously affected by industrial decline; (3) combating long-term unemployment; (4) facilitating the occupational integration of young people; (5a) promoting the adaptation of agricultural production, and (5b) promoting the development of rural areas (Leibfried and Pierson, 144). The Commission was authorized to draw up its own list of assisted areas, which did not extend beyond completely with those recognized in national regional programs. For the period 1989 to 1993, the Objective 1 regions include 21 percent of the EC population, and were located on the western and southern border of the Community. Objective 2 and Objective 5b regions contained 16 and 5 percent of the EC’s population respectively (Hannequart, 74). Until unification, the Federal Republic continued to receive modest amounts from the structural funds. Between 1979 and 1989, Germany’s share of ERDF commitments fell from 6.2 percent to 3.9 percent. As the wealthiest Community member, it had no Objective 1 regions, and a scattering of Objective 2 and 5b regions in all but one of the eleven LaÈnder. Moreover, in the 1980s, Germany became the target of sustained efforts by the Commission’s DG-IV to limit the area coverage of federal and state regional programs as well as their assistance rates. The pressures of EC competition policy produced results; in 1988, Bonn agreed to reduce the percentage of the population covered by federal and state assisted areas from 45 percent to 39 percent; a further reduction to a figure below 30 percent was scheduled for 1991 (Berg et al., 213). Bonn officials bridled at the Commission’s interventions, in disagreement that DG-IV’s actions impeded or got in the way with their legal responsibilities under Article 72 of the Basic Law to secure an equal opportunity of living standards within Germany. They also passed judgment on the EC competition authorities for undermining the delicate conciliations accomplished in the GA between rural and industrial LaÈnder. On the other hand, federal officials utilized the Commission as a welcome scapegoat in their efforts or endeavor to push expenditure cuts and decrease in area coverage through the GA in response to tapering federal budget limitations in the 1980s. At the European level, the structural resources established to be one of the more controversial substances to surface in deliberations connecting Bonn and Brussels (Hooghe, 171). Works Cited Adams, William James. Singular Europe: Economy and Polity of the European Community University of Michigan Press, 1992. Berg, Leo van den, Erik Braun, and J. van der Meer. National Urban Policies in the European Union. Ashgate, 2007. Black, Stanley W. Europe’s Economy Looks East: Implications for Germany and the European Union. Cambridge University Press, 1997. Clout, Hugh D. Western Europe. Longman, 1986. Dent, Christopher. The European Economy. Routledge, 1997. Hannequart, Achille. Economic and Social Cohesion in Europe: A New Objective for Integration. Routledge, 1992. Harris, Simon, Alan Swinbank, and Guy Wikinson. The Food and Farm Policies of the European Community. Wiley, 1983. Hooghe, Liesbet. Cohesion Policy and European Integration: Building Multi-Level Governance. Oxford University Press, 1996. Karcz, Jerzy F. Soviet and East European Agriculture. USA: University of California Press, 1967. Leibfried, Stephan, and Paul Pierson. European Social Policy: Between Fragmentation and Integration. Brookings Institution Press, 1995. Loehnis, Anthony, and Guillermo de la Dehesa. Flexible Integration: Towards a More Effective and Democratic Europe. London: Centre for Economic Policy Research, 1995.   

Biography of Sarah Grimké, Antislavery Feminist

Biography of Sarah Grimkà ©, Antislavery Feminist Sarah Moore Grimkà © (November 26, 1792–December 23, 1873) was the elder of two sisters working against slavery and for womens rights. Sarah and Angelina Grimkà © were also known for their first-hand knowledge of slavery as members of a South Carolina slaveholding family, and for their experience with being criticized as women for speaking publicly. Fast Fact: Sarah Moore Grimkà © Known For: Pre-Civil War abolitionist who also fought for womens rightsAlso Known As: Sarah Moore Grimkà ©Born: November 26, 1792 in Charleston, South CarolinaParents: Mary Smith Grimke, John Faucheraud GrimkeDied: December 23, 1873 in BostonPublished Works: Epistle to the Clergy of the Southern States (1836), Letters on the Equality of the Sexes and the Condition of Women  (1837). The pieces were first published in Massachusetts-based abolitionist publications The Spectator and The Liberator, and later as a book.Notable Quote: I ask no favors for my sex, I surrender not our claim to equality. All I ask of our brethren is that they will take their feet from off our necks, and permit us to stand upright on the ground which God has designed us to occupy. Early Life Sarah Moore Grimkà © was born in Charleston, South Carolina on November 26, 1792, as the sixth child of Mary Smith Grimke and John Faucheraud Grimke. Mary Smith Grimke was the daughter of a wealthy South Carolina family. John Grimke, an Oxford-educated judge  who had been a captain in the Continental Army in the American Revolution, had been elected to South Carolinas House of Representatives.  In his service as a judge, he served as the chief justice for the state. The family lived during summers in Charleston and the rest of the year on their Beaufort plantation. The plantation had once grown rice, but with the invention of the cotton gin, the family turned to cotton as the main crop. The family owned many slaves who worked in the fields and in the house. Sarah, like all her siblings, had a nursemaid who was a slave and also had a companion, a slave her own age who was her special servant and playmate. Sarahs companion died when Sarah was 8, and she refused to have another one assigned to her. Sarah saw her older brother Thomas- six years her elder and the second-born of the siblings- as a role model who followed their father into law, politics, and social reform. Sarah argued politics and other topics with her brothers at home and studied from Thomas lessons. When Thomas went away to Yale Law School, Sarah gave up her dream of equal education. Another brother,  Frederick  Grimkà ©, also graduated from Yale University, and then moved to Ohio and became a judge there. Angelina Grimkà © The year after Thomas left, Sarahs sister Angelina was born. Angelina was the 14th child in the family; three had not survived infancy. Sarah, then 13, convinced her parents to permit her to be Angelinas godmother, and Sarah became like a second mother to her youngest sibling. Sarah, who taught Bible lessons at church, was caught and punished for teaching a maid to read- and the maid was whipped. After that experience, Sarah did not teach reading to any of the other slaves. Angelina, who was able to attend a girls school for daughters of the elite, was also horrified at the sight of whip marks on a slave boy she saw at school. Sarah was the one who comforted her sister after the experience. Northern Exposure When Sarah was 26, Judge Grimkà © traveled to Philadelphia and then to the Atlantic seashore to try to recover his health. Sarah accompanied him on this trip and cared for her father. When the attempt at a cure failed and he died, she stayed in Philadelphia for several more months. All told, she spent nearly a full year away from the South. This long exposure to Northern culture was a turning point for Sarah Grimkà ©. In Philadelphia on her own, Sarah encountered Quakers- members of the Society of Friends. She read books by the Quaker leader John Woolman and considered joining this group that opposed slavery and included women in leadership roles, but first she wanted to return home. Sarah returned to Charleston, and in less than a month she moved back to Philadelphia, intending it to be a permanent relocation. Her mother opposed her move. In Philadelphia, Sarah joined the Society of Friends and began to wear simple Quaker clothing. Sarah Grimke returned again in 1827 for a short visit to her family in Charleston. By this time, Angelina was in charge of caring for their mother and managing the household. Angelina decided to become a Quaker like Sarah, thinking she could convert others around Charleston. By 1829, Angelina had given up on converting others in the South to the anti-slavery cause, so she joined Sarah in Philadelphia. The sisters pursued their own education- and found that they did not have the support of their church or society. Sarah gave up her hope of becoming a clergy person and Angelina gave up her dream of studying at Catherine Beechers school. Antislavery Efforts Following these changes in their lives, Sarah and Angelina got involved with the abolitionist movement, which moved beyond the American Colonization Society. The sisters joined the American Anti-Slavery Society soon after its 1830 founding. They also became active in an organization working to boycott food produced with slave labor. On Aug. 30, 1835, Angelina wrote to abolitionist leader William Lloyd Garrison of her interest in the antislavery effort, including mention of what shed learned from her first-hand knowledge of slavery. Without her permission, Garrison published the letter, and Angelina found herself famous (and for some, infamous). The letter was widely reprinted. Their Quaker meeting was hesitant about supporting immediate emancipation, as the abolitionists did, and was also not supportive of women speaking out in public. So in 1836, the sisters moved to Rhode Island where Quakers were more accepting of their activism. That year, Angelina published her track, An Appeal to the Christian Women of the South, arguing for their support to end slavery through the force of persuasion. Sarah wrote An Epistle to the Clergy of the Southern States, in which she confronted and argued against the typical Biblical arguments used to justify slavery. Both publications argued against slavery on strong Christian grounds. Sarah followed that with An Address to Free Colored Americans. Speaking Tour The publication of those two works led to many invitations to speak. Sarah and Angelina toured for 23 weeks in 1837, using their own money and visiting 67 cities. Sarah was to speak to the Massachusetts Legislature on abolition; she became ill and Angelina spoke for her. Also that year, Angelina wrote her Appeal to the Women of the Nominally Free States, and the two sisters spoke before the Anti-Slavery Convention of American Women. Womens Rights Congregational ministers in Massachusetts denounced the sisters for speaking before assemblies including males and for questioning mens interpretation of Scripture. The epistle from the ministers was published by Garrison in 1838. Inspired by the criticism of women speaking publicly which was directed against the sisters, Sarah came out for womens rights. She published Letters on the Equality of the Sexes and the Condition of Women. In this work, Sarah Grimke advocated for both a continued domestic role for women and the ability to speak out about public issues. Angelina gave a speech in Philadelphia before a group that included women and men. A mob, angry about this violation of the cultural taboo of women speaking before such mixed groups, attacked the building, and the building was burned down the next day. Theodore Weld and Family Life In 1838, Angelina married Theodore Dwight Weld, another abolitionist and lecturer, before an interracial group of friends and acquaintances. Because Weld was not a Quaker, Angelina was voted out (expelled) of their Quaker meeting; Sarah was also voted out because she had attended the wedding. Sarah moved with Angelina and Theodore to a New Jersey farm and they focused on Angelinas three children, the first of whom was born in 1839, for some years. Other reformers, including Elizabeth Cady Stanton and her husband, stayed with them at times. The three supported themselves by taking in boarders and opening a boarding school. Later Years and Death After the Civil War, Sarah remained active in the womens rights movement. By 1868, Sarah, Angelina, and Theodore were all serving as officers of the Massachusetts Woman Suffrage Association. On March 7, 1870, the sisters deliberately flouted the suffrage laws by voting along with 42 others. Sarah remained active in the suffrage movement until her death in Boston in 1873. Legacy Sarah and her sister continued to write letters of support to other activists on womens and slavery issues for the rest of their lives. (Angelina died just a few years after her sister, on Oct. 26, 1879.) Sarah Grimkà ©s longest epistle, Letters on the Equality of the Sexes and the Condition of Women, had a profound effect on the womens rights movement because it is considered the first developed public argument for womens equality in the U.S. Generations of advocates would take up the mantle of womens rights in later years- from Susan B. Anthony to Betty Friedan, who were both considered pioneers in the fight for womens suffrage and feminism- but Grimkà © was the very first to give full throat, in public fashion, to the argument that women should have equal rights with men. Sources â€Å"Abolitionist Newspapers.†Ã‚  Gale Library of Daily Life: Slavery in America, Encyclopedia.com, 2019.â€Å"Grimke Sisters.†Ã‚  National Parks Service, U.S. Department of the Interior.â€Å"Sarah Moore Grimkà ©.†Ã‚  National Womens History Museum.ï » ¿Ã¢â‚¬Å"Sarah Moore Grimke Quote.†Ã‚  AZquotes.com.

U.S. immigration policies Essay Example | Topics and Well Written Essays - 750 words

U.S. immigration policies - Essay Example Immigration policy in the United States reflects multiple goals. The laws were framed to accommodate the tourists, businessmen as temporary non-immigrants whose visits are confined to their particular purpose of visit.First, it serves to reunite families by admitting immigrants who already have family members living in the United States. Second, it seeks to admit workers with specific skills and to fill positions in occupations deemed to be experiencing labor shortages.Third, it attempts to provide a refuge for people who face the risk of political, racial, or religious persecution in their country of origin. Finally, it seeks to ensure diversity by providing admission to people from countries with historically low rates of immigration to the United States. Several categories of permanent and temporary admission have been established to implement those wide-ranging goals.The US immigration was primarily established to regulate the unlawful entry of the illegal anti social elements. M ajor changes in the world economy have propelled the immigrations after the world wars. The U.S immigration has evolved from various stages from federal regulations allowing the reunification of the families who have been isolated from their family members, to entice skilled low cost employees to propel the economy with more alien power leaving the natives jobless. The laws were framed to accommodate the tourists, businessmen as temporary non-immigrants whose visits are confined to their particular purpose of visit. Globalization and technological change have radically altered the nation's industrial and occupational structures to the disadvantage of organized labor's historic membership strengths. The skilled work forces were provided with permanent residents status to gain on their low wage status. The globalization and technological advancement round the world has equally added significance in the immigration norms. The refugees and asylum seekers were allowed to enter the U.S and were granted with permanent status after a period of one year dumping large numbers of unemployable people into U.S which indirectly drive the companies to look out for foreign brains. Outsourcing has shifted the jobs of America to low investment base countries in Asia. Both refugees and asylum-seekers may file an application seeking lawful permanent resident status after one year in the United States. In 2004, about 71,000 LPR adjustments were granted to refugees and asylum-seekers, accounting for roughly 8 percent of all legal admissions to the United States. The asylum policy resulted in providing permanent residential status to illegal immigrants who were initially not allowed into America. The asylum policy has encouraged more number of people to take the path of the former illegal entrants thus creating a cumulative effect of more requests from illegal immigrants waiting for their turn. The commotion has created a major issue of inducing unskilled laborers The statistics suggest that the employers in the U.S were adopting unhealthy practices to bring in cheap labour to fill up the vacancies and build up their balance sheets. The more the availability of skilled low cost labor who can start with much lesser wages the more difficult for the native workers to get the wage hike and career advancement. The local unemployed lot has to compete with the skilled low cost laborer from other countries The local workers were left with no job as the positions are imported from skilled labour from developing countries. Immediate relatives of citizens have generally accounted for the largest share of permanent immigrant admissions. The family dependent immigrations are largely accepted in the U.S These unification may bring in more uncalculated educated population into U.S unknowingly. The reforms should address these issues to stop the ill affect on the jobs created. The increase in the number of low cost employees by employers will ultimately project a rude economic disaster"the unemployment". The companies should be monitored to make them search for resources in the native country and then venture into other countries for employees with specific skills. The number of

Differiating Between Market Structures Essay Example | Topics and Well Written Essays - 1000 words

Differiating Between Market Structures - Essay Example The first part of the paper will identify the market structure of the high technology industry; outline the market share of Samsung Corporation, explain why I decided upon this marketing structure and how different the marketing structure is from other alternatives. Part two of the paper will identify four competitive strategies that may be used by Samsung to maximize its profits effectively within the high tech industry’s competitive environment. More so the paper will evaluate the efficiency of these strategies in the market structure. Market structure of the high technology industry High technology industries are prone to the same market forces just like any other industry, but there exist few forces that are stronger in the high tech industry. Research claims that these forces affected the market structure of high technology industry in the 1890s and are still affecting the same industry to date. The high technology industry falls under an imperfectly competitive market st ructure, which means that products and services are highly differentiated (Varian, 2001). There are vast factors that arise from effective price discrimination that affects the high technology industry. These factors include personalization of products and pricing, versioning, bundling, switching costs, lock-in and economics of scale. Differentiation of products and services - The information technology allows flexible observation and analysis of consumer behavior, which in turn brings in various kinds of marketing strategies that seemed impossible on a large scale. For instance, a seller can offer prices and goods that are differentiated through individualized behavior and characteristics. Ideally, the high technology industry allows the market of one phenomenon where customers can personalize their prices (Varian, 2001). The high technology industry customers can personalize their adverts on the front pages online and can still buy a personally configured computer. According to th e theory of monopoly first degree price discrimination in most industries charge the highest prices they can to each customer, but the technology industry’s case is different because online sellers face competition from each other as well as from online sellers; hence, further stiffening the competition. Versioning - Versioning is a second-degree price discrimination that usually falls under product quality, which means that sellers design product line that appeals to different market segmentation. For instance, the latest trend of DVD version sells at a higher price and has a lot of content, an aspect that studios uses to discriminate prices between collectors and viewers, as well as between buyers and renters. Bundling - Bundling is the process of selling two or more distinct goods together for a single price. In the technology industry, these goods are â€Å"small† information goods like the individual items of web content that are sold in extremely large bundles. B undling affects the economy by reducing the dispersion of willingness to pay as well as increase entry barriers, but it enhances firm profits and overall efficiency (Varian, 2001). For instance, instead of a soft w3are company selling a word processor and a spreadsheet separately at different prices, the company could combine the two products and sell them at a higher price. Switching cost - Unlike other industries, switching costs in the high technolo

Memorandum to Canada's National Leader Essay Example | Topics and Well Written Essays - 1250 words

Memorandum to Canada's National Leader - Essay Example It is recommended that mediation, negotiations and dialogue in addition to the application of the law be applied in the mitigation of the various security challenges which are facing the contemporary Nigerian society. National security challenge in Nigeria There is a lot of insecurity in Nigeria which manifests itself in different forms in various parts of the nation. In South West Nigeria there are many incidences of armed robbery (Eme and Anthony 172). The Northern part of the state on the other hand is characterized by operations of cross-border bandits. The south is full of kidnapping incidences which are reported on daily basis. It is notable that no citizen is spared. Children, the aged, government officials, professionals, titled men, professionals and women have not been spared at all from the security threats which are currently Nigeria’s talk of the day (Enu and Ude 254). The security challenge that the various parts of Nigeria are experiencing demonstrate how nation al insecurity in such a significant scare within the contemporary Nigerian society. Insecurity is so rampant in Nigeria that it is becoming a norm. The common wave of crime in Nigeria and the current use of explosives and other terrorist instruments further reveal how such crimes are a threat to the national security (Omede 90). The lawlessness which characterizes the modern Nigeria is attributed to the criminality which is ever becoming common within the state (Hills 92). It is notable that the response of the governing authorities to incidences of insecurity is very inadequate. Investigations are called after major security threats but they never lead to substantive mitigation of the security problem. On daily basis Nigerians face the fate of criminal activity which has led to many killings without the killers being arrested. As a result, there is little fear among the criminals within the country because they know that in one way or another they are likely to escape the long arm of the law. The social and economic insecurity in Nigeria which is perpetuated by the state of lawlessness in the country has led to misery within the society and threats to the well being of the citizens (Ayodele 301). The root causes of insecurity in Nigeria have been theorized. The armed robbery theory stipulates that the major cause of incidences of insecurity within the country is the increasing incidents of armed robbery. This theory recognizes that there exist groups in Nigeria with the intent for armed criminal activity. Moreover, the armed robbery theory explains the armed nature of Nigerian politics where elections are characterized by violence as the electoral tool (Omede 101). However what makes the insecurity problem in Nigeria worse is the fact that the modern armed groups within the country are more trained, sophisticated and armed than in the past which poses a challenge to the governing authorities and police departments. The wobble economic theory on the other hand describes the cause of the increasing insecurity within Nigeria as an adjunct of the ever growing number of youths who are scrambling for the labor market without success. Failure to acquire jobs makes the young people to indulge in criminal activities. The wobble economic theory further illustrates that the high level of poverty within the Nigerian society is the cause of people’s attraction to violence. The ruling opposition party theory has also been linked to the causes of Nigeria’

Emerging possibilities and ongoing reforms Essay Example for Free

Emerging possibilities and ongoing reforms Essay In 21st century, nations are increasingly becoming diverse, globalised, and complex and media structured. This rapidly changing world filled with fantastic new tribulations needs to be addressed using exciting new emerging possibilities. To adopt new possibilities, modern education reforms are progressively driven by a growing understanding of what works in education and how to go about productively improving teaching and learning in schools. This essay will focus on emerging possibilities and ongoing reform in primary education that are necessary for 21st century learning and hence need to be embraced both locally and globally. This essay will include the elaboration on emerging technologies that are being utilized with the purpose of meeting the global and local requirements and ongoing reforms on education such as Gonski for better schools, Melbourne declaration that acknowledges major changes in the world that are placing new demands on Australian education and globalization. People around the world are taking their education out of school into homes, libraries, internet cafes and workplaces, where they can decide what they want to learn, when they want to learn and how they want to learn. (Colin, Allan et.al, 2009, p3). This new learning model uses technologies to enable people of all ages to pursue learning on their own terms. Traditional class room based, single teachers as instructor model of education has now been replaced by emerging technologies that are being developed constantly in today’s fast moving digital world. It is an innovative technology that is reshaping the nature of education. Computer and network based technologies now hold great potential for increasing the access to information as well as a means of promote learning. (schoolcomputing.wikia.com/wiki/Emerging_Technologies). It redefines the way educators teach and the role of sole source of information to being a guide, facilitator and coach in the learning process. The major emerging technologies for primary education can be interactive whiteboard, I pads and cloud computing. Interactive whiteboard is designed to help students learn variety of ways and for teachers to teach in a range of ways with the ability of using online resources and fun presentation. It is an emerging technology in Australia but globally like UK it has been found to be successful and effective in teaching primary students (Torff Toritta, 2010). Now what is the rationale for using interactive whiteboard in primary classroom? It increases motivation and performance of student as teachers  can integrate flexibly a variety of pedagogical approaches and the power to efficiently deliver multimedia or multimodal presentation with a touch sensitive screen. It can also increase the student and teacher interaction and can make the teachers teaching process smoother and effective. An interesting element of interactive whiteboard is it allows students from different classroom around country and globally to interact through programs such as Skype or YouTube. This allows for an expansive online classroom, broadening the students own community of practice. Another form of emerging technology is the use of Ipad in the classroom, which is a creative, hands-on device which allows students through educational applications, eBooks and iTunes to engage with content interactively and instantly obtain information moving away from the industrial era model where the classroom is the central learning place. Why do teachers might use Ipad in primary classroom? There are number of reasons why Ipad can be very beneficial emerging technology but one of the most useful features is its sharing information, receiving updates and conducting research hence helpful in communicating and collaborating with the world outside the classroom. Ipad can be very useful tool to interact with others around the world so it connects and create extended learning. Final emerging new technology for 21st century learner is cloud computing. It refers to as the future of education and storing and accessing of applications and computer data often through web browser rather than running installed software on personal computer. (www.cloudcomputingdefined.com). It is an interactive tool where student and teacher can instantaneously collaborate both in and out of the classroom and learn in real time with instant feedback. Cloud computing provides transparency for teachers and their student; collectively they are able to communicate with each other. What is the rational for cloud computing being a useful emerging technology for 21st century learner? One of the reasons it can be useful is its versatility as it can be accessed from home or school therefore great for collaborative assessments or group based projects. This new technology will encourage students to develop and maintain ICT skills (http://cloud-computing3100.wikispaces.com/Rationale+for+cloud+computing). The driving force behind educational reform comes from new technologies that greatly enhance educational opportunities. These new emerging technologies  allow the improved pedagogy that will revolutionize learning. ( Molebash, 1999). In 21st century, ubiquitous availability of ICT had significant implications on education. A significant reform is needed in education, world-wide, to respond to shape global trends. Systematic education reform is needed that include curriculum like National education agreement, pedagogy, teacher training and school organization like GONSKI reform. (Mcgaw, 2009, p1). Earlier this year, Skidmore and Carmicheal mentioned in The Telegraph UK that â€Å"reform is not only necessary, it is essential if we are to ensure that pupils are equipped with the knowledge and skills for the twenty first century.’(Skidmore and Carmicheal, 2013). Being able to do my practical placement at Garfield Barwick School managed by Royal Institute of Deaf and Blind Children (RIDBC), I realized that there is a huge requirement of special education teachers not only in Australia but globally. In England, an education reform is passed where parents are given control over their children’s special education needs (SEN) budgets, allowing them to choose expert support rather than local authorities being the sole provider. (Quinn and Malik, 2012). This is described as being the biggest reform of SEN for 30 years. However, while this reform offer hope, it create anxiety among parents too, as it divides children into two groups School Action and School Action plus. Lorraine Peterson, chief executive officer of the Nation Association of SEN, fears teachers could be left with endless lists of pupils and too little expertise as to how to deal with them (Shepherd, 2012). Furthermore ,there is also a concern in relate to this reform that what impact it will have of forward planning and co-ordination of putting budgets in the hands of many individuals and families, keeping in mind that not all parents are best advocates of their children’s needs hence will not be able to provide the best expert assistance for their children. (Shepherd, 2012). This is one of the drawbacks of SEN reform in England. In comparison to that, Australian government has deferred this reform since 2009 in order to allow more time for further consultation. (Special education reform put on hold ABC News (Australian Broadcasting Corporation), 2009). An article by Philip Garner and Fiona Forbes in 2012 mentioned that Australia is appeared to slow down in some areas of special education and appearing to adopt wait and see approach. (Garner and Forbes, 2012, P 62). Currently Australia is investing $550 million in Improving Teacher Quality National  Partnership, in this reform agenda, priority and highest status should be given to inclusive environment to ensure that schools are given best possible teachers to be inclusive for the special need education. (Garner and Forbes, 2012, P 65). Special education need reform is not particularly focused locally but globally like UK it is getting implemented. The core principal behind this reform is proper funding to school and teacher training to allow every child to receive world class education and Australia is endeavoring to establish a reform around SEN. Gonski reform can correlate to SEN reform as it focuses on the funding of schools to support their student and help teachers to receive additional training and support, from pre-service teachers to principals. Under Better School Plans commencement in 2014, it is a plan to improve results of all schools and students by introducing education reforms that evidently improves results. This plan is based on five core areas; 1.Quality teaching 2.Quality learning 3.Empowered school leadership 4.Meeting student need 5.Greater transparency and accountability This plan aims to take Australian schools into top five by 2025 (What is the Better Schools Plan?, n.d. ). Therefore why do we need this plan? This plan is mandatory to meet the international standard as it has been revealed that even though Australian schools are good, our performance is declining and a greater gap has developed between highest and lowest performing students. The recent review of funding of schooling stumbled on current school funding do not fulfill the requirements necessary to meet the educational needs of all students (What is the Better Schools Plan?, n.d. ). In my point of view, Melbourne Declaration on education goals for Young Australians can articulate better school plans core reforms by overarching two goals for schooling in Australia where one goal promote equity and excellence in schools and secondly making creative individuals and active and informed citizen. Under this declaration, local education goals can collaborate with global education goals. The Melbourne Declaration supports National Education Agreement which articulates the commitment of Australian government to ensure that all Australian school students acquire the  knowledge and skills to participate effectively in society and employment in a globalised economy. (Educational goals | ACARA, 2009). This National Education Agreement (NEA) has been made between the Commonwealth of Australia and all State and territories. The key objective of this agreement is to enable Australian students to compete with world and participate effectively. Under this agreement, the state wise curriculum is abandoned and standardized curriculum is introduced which is called national curriculum. It is ongoing reform and changes to curriculum is commencing from next year starting from English then moving into Mathematics and Science. Consequently, all of these reforms are in cooperating emerging possibilities to meet the local and global requirement. (National Education Agreement, 2012). To meet the pace and acceleration of 21st century, these emerging technologies need to be embraced and in doing so reforms need to be constructed, this way we will achieve success both locally and globally. In conclusion, education is transformed by emerging possibilities and in this technology rich environment, one must remember that educational focus is on learning and instructional goal instead of technology itself, because technologies are merely tools or vehicles to deliver instruction and are just driving force for education reform. These emerging technologies shift the local education scale to global and hence promote to develop reform around these new emerging possibilities so we can meet the global standard. Thus, for successful 21st century learner, emerging possibilities and ongoing reforms are necessary and need to be embraced both locally and globally. References Cloud Computing Defined. (n.d.). Retrieved October 1, 2013, from http://www.cloudcomputingdefined.com Educational goals | ACARA. (2009). Retrieved from ACARA website: http://www.acara.edu.au/reporting/national_report_on_schooling_2009/national_policy_context/educational_goals.html Educational goals | ACARA. (n.d.). Retrieved October 3, 2013, from http://www.acara.edu.au/reporting/national_report_on_schooling_2009/national_policy_context/educational_goals.html Garner, P., Forbes, F. (2012). Disposable assets. Are special education teachers still needed in 21st