Alienation Essay

Metamorphosis is a change in physical form or structure. In The Metamorphosis, there is a literal change in the protagonist, Gregor Samsa’s, physical form from a man to an insect. This metamorphosis brings to light one of the major themes in the novel; the theme of alienation. Today’s society demands conformity to its norms and any individual who refuses to accept these faces alienation. Such is the fate of Gregor in the story. Before Gregor’s metamorphosis, he is alienated from his job, humanity, his family, and even his body. The metamorphosis, however, takes the alienation to a different plane. In the story, Gregor’s job precipitates his alienation from society, his family, and himself. Gregor’s initial alienation is from his physical body and as the story progresses we find that Gregor’s life as an insect is not much different from his life as a human. From the first few paragraphs we get the impression that Gregor’s metamorphosis has only transformed him from one body to a less convenient one. He does not seem frazzled by his transformation, but explores his new body and tries to work with it. He observes his â€Å"numerous legs, which were pitifully thin compared to the rest of his bulk† (Kafka, 494), he feels a â€Å"dull ache he had never experienced before† (495), and he discovers a place on his body that he cannot itch. Gregor does not seem to have any emotional change due to this transformation. This is evident when he wakes up after his transformation and is annoyed that he cannot go to sleep because he cannot turn onto his right side. He also thinks about how he can no longer attend work.

Explain how to support children and young people’s self-confidence and self-esteem Essay

It is important to support children’s confidence and self-esteem because it will help them grow into confident adults. Support will add value, faith and confidence and they will be more likely to lead a happy and productive adult life. Self-esteem is a way a child feels about themselves. Everyone has it in different degrees. A child with high self-esteem generally feels good about themselves and feels they have a lot to offer. A child with low or poor self-esteem generally feels worthless and that they have little to contribute. Without positive self-esteem it is highly unlikely that a child would have a full, happy and productive life. The development of self-esteem starts very early in life. For example, when a child learns to walk or talk they feel a sense of having achieved something. Praise and encouragement at this point from parents, or people important in their life, boosts the positive feelings they have about themselves and encourages the child to go on achieving. Love, praise and encouragement are essential elements in helping a child develop a positive self-esteem. Be positive and affirming of the child/young person in all situations. Believe in the child/young person and show it – let them know they are a worthwhile, lovable individual. Give praise and positive feedback – children and young people measure their worth and achievements by what other people think of them. For example, you might say â€Å"Well done, that was hard, and you managed it, clever boy/girl† Reassure them that it’s OK to make mistakes and that it’s all part of growing up. Avoid being too critical – this directly damages confidence. Acknowledge their feelings – and help them express their feelings in words. For example, encourage them to say, â€Å"I’m upset because†¦Ã¢â‚¬  or â€Å"I feel happy when†¦Ã¢â‚¬  Focus on strengths, not weaknesses highlight the things they are good at. Respect the child’s interest’s comment to show you’re listening. Accept that their anxieties are real to them, e.g. fear of monsters in the dark – even if they seem trivial to you, don’t just brush them aside. Encourage independence – encourage them to take chances and try new things. Succeeding gives a huge boost to confidence, and sometimes they will need to learn by their mistakes. Focus on their successes, whatever they can succeed at. Don’t focus on their failures. Help children discover and develop their talents. Finding something that they are good at provides a huge boost to their feelings of self-worth. Make sure your expectations of them are achievable and realistic. A small success boosts self-esteem while failures can chip away at their self-esteem. Make it easier for children to succeed and shine. If you are feeling particularly good about the child tell them. Children often hear negative comments but what you want them to remember and to take forward with them are positive thoughts. Sometimes small group works or just talking at circle time encouraging them to talk about things they enjoy. Help make them feel included in decision making and answer their questions in a thoughtful way

Philosophy vs. Ideology Essay Example | Topics and Well Written Essays - 500 words

Philosophy vs. Ideology - Essay Example While these modes of thinking share similar aspects, upon deeper inspection it’s clear that they differ on meaningful and profound levels. With reference to specific examples, this essay examines the difference between philosophy and ideology.   In further articulating this distinction it’s been noted that â€Å"Ideology refers to a set of beliefs, doctrines that back a certain social institution or a particular organization. Philosophy refers to looking at life in a pragmatic manner and attempting to understand why life is as it is and the principles governing behind it† (â€Å"Difference Between†). This distinction indicates that at the fundamental levels, ideology is concerned with advancing a notion of understanding that is linked to a social institution, while philosophy concerns the deep underlining aspects of existence. One example of this distinction can be witnessed in American notions of democracy. In the above context democracy would be unders tood as a Western ideology; conversely, the principle that democracy is an intrinsic value right of human existence would be a philosophical assumption.   While there is the above broad ranging distinction between philosophy and ideology, there is also an understanding that ideology oftentimes carries a sinister element, while philosophy is virtuous. In these regards, it’s noted that â€Å"At issue is an understanding of ideology as a source of manipulation† (â€Å"Stanford Encyclopedia of Philosophy†).

United Technologies Corporation - a Program of Compliance and Global Case Study - 6

United Technologies Corporation - a Program of Compliance and Global Ethics - Case Study Example The biggest hurdle that the company faced is the incorporating of a huge number of employees and who were composed of a variety of world’s cultures. Basically, the ethics of Chubb plc were nowhere near those of UTC- United Technologies Corporation. Just before embarking on this stand-alone case, it is of a high essence to look at a short background description to enable the reader has an easy time while studying the situation. UTC was a global corporation constituting of USD31 billion in terms of its value and this value was a combination of seven business undertakings and a single research center that was held responsible for any research concerning the divisions in entirety. This world’s conglomerate employed approximately 205,700 workers. After the acquiring of Chubb plc, it would lead to a situation where 138,000 of these workers would be sourced from beyond the USA borders. This corporation had above 4,000 locations in about 62 nations. Its business operations covered around 180 nations. In the year 2002 alone, 55% of the aggregate revenue of UTC was generated from foreign and the net income stood at USD2.2 billion and had an asset base of USD29.1 billion. In the year under focus (2003), UTC took position 49 in the Fortune 500 companies’ list. UTC’s first business can be traced back to 1853. One major name tarnishing event was the 1980s’ scenario. UTC was during that period the US’s major government’s contract with the Department of Defense being party to this and the case still remains. In the middle of this decade, the US’s DOD- Department of Defense was facing hard times due to the accusations of waste, fraud, and abuse. One of the divisions of UTC by the name Pratt & Whitney was put in the spotlight in connection with the same reputation tarnishing scandals. This ended up costing UTC an amount of USD 40 million from profits.

The Transforming Power of Suffering Essay Example | Topics and Well Written Essays - 1250 words

The Transforming Power of Suffering - Essay Example   At the time that this poem is written, Milton is one of the greatest writers of England, and this horrible condition called blindness is about to end his career, thus rendering him useless, much like the talent in the Bible which the third man buries and eventually becomes the reason for God to punish him (Matt. 25:26-30, The New International Version). For the poet, it seems that being blind is being useless, and being useless is tantamount to preparing oneself to get punished. This is the true cause of Milton’s suffering as he is writing this poem. ... H. Lawrence’s â€Å"The Blind Man.† In the story, Maurice secretly struggles with his blindness by keeping himself busy with daily chores on the farm: â€Å"He milked the cows, carried in the pails [and] attended to the pigs and horses† (Lawrence). These are actually a few things that a normal blind man can never get himself to do. Nevertheless, Maurice seems to be pushing himself to do these tasks. Why? The reason is one that he reveals to Bertie toward the end of the story: â€Å"What I am afraid of†¦is that [my wife Isabel will] find me a dead weight [and that] I feel it isn’t fair she’s saddled with me† (Lawrence). Maurice, therefore, just like the poet Milton, feels the same kind of suffering particularly because of their fear of being useless. Nevertheless, what Jernigan states – that â€Å"the blind tend to see [themselves] as others see [them]† (4) – is somehow true as most blind people tend to suffer only un til they realize that suffering brings them the gifts of humility, compassion, and hope. The virtue of humility is evident in the following lines of Milton’s â€Å"On His Blindness†: â€Å"†¦though my soul more bent/ To serve therewith my Maker, and present My true account, lest He returning chide† (Milton 4-6). In these lines of the poem, the poet himself admits that although he is ready to serve God, he has no choice but to humbly admit his â€Å"true account† – his actual circumstances or the fact that he is blind and that he cannot do anything about it. Indeed, humility is all about mustering enough courage to admit the true state of things and at the same time admitting one’s helplessness in the face of it.  

Critique Writing of Cinderella Essay Example | Topics and Well Written Essays - 500 words

Critique Writing of Cinderella - Essay Example The feelings lead to fear of rejection by the child giving them the distress of others being favored over them. Therefore, sibling rivalry arising. Among the fairy tales best known, â€Å"Cinderella† puts a mark. The story has its origin related to the German and Chinese culture. Bettelheim applies reasoning that the bona fide meaning behind the fairy tale, â€Å"Cinderella† is sibling rivalry. However, he theorizes that the use of stepmother and stepsisters is intentional to condone the antagonism present among actual brothers and sisters. Granted, realistic situation do not tend to be as inordinate as that of Cinderella, in the child’s perspective, they feel just as degraded. The phrase â€Å"Sibling rivalry† is used by Bettelheim to advert pattern of intense emotions evoked in a child. Sympathy and empathy are present in a child’s feelings toward Cinderella (Behrens & Rosen, 2008). A child may be aware that their situation is not as worse as Cinderella’s but not fully be able to look at his own predicament in an unbiased manner. Bettelheim points out that a child tends to see things in an abstract way, therefore in the majority of circumstances, the way they feel is an inconsistency of excerption on Cinderella. A child’s imagination brings a feeling of degradation by their siblings as Cinderella by her stepsisters. However, the other aspect of this story that brings appeal to children is the successful conclusion. A child will hope for the same ending, a rescue from the current situation. The happy conclusion gives conviction and optimism to the child lacking confidence to gain triumph in future. Bettelheim suggests that the fairy tale gives hope to children. At the same point, every child is overwhelmed by the feeling of debase due to lack of confidence; When something unpleasant happens to them, they feel as if they deserve it. The child craves for assurance of

Climate Change Debate Essay Example | Topics and Well Written Essays - 750 words

Climate Change Debate - Essay Example Debating on the natural and human actions which affect the climate of a particular region it can be inferred that natural actions takes resort of all the above mentioned factors while as regards to human activities the climatic changes are rendered through the generation of atmospheric and topographic changes. Another set of natural factors which also govern the climatic changes though in an internal way are alterations in the oceanic and atmospheric conditions which in turn emit a lot of energy into the outer atmosphere causing climatic changes. Owing to the intricate relationship of the variables involved the event of climatic change takes a debating turn as to the nature factors viz. human and natural. [1] Causes of Climate Change: The climatic changes in the modern periods have become the potential contributor to the event of global warming. The heating up of the climatic temperatures by the turn of the twentieth century are attributed to a number of natural factors. Many natural events like the happening of the El Nino factor, which has its emergence with the change in the oceanic currents, happen to affect the external atmosphere. Similarly the topography of the earth is also affected by events like volcanic activity and earthquakes, which also result considerable heat and energy to the earth’s atmosphere causing changes in climatic temperatures. The atmosphere of the earth also gets directly affected owing to changes in the flow of radiations emanating from the solar surface, which is also accountable for climatic changes. Further the huge amount of volcanic eruptions on the earth’s surface emits an abundance of harmful gases and chemicals along with heavy dust and ashes into the atmosphere. Some of the gases emitted directly affect the Ozone layer of the atmosphere, which henceforth becomes responsible for climatic changes. Like the host of natural factors mentioned above which contribute to the event of climate change and rising temperatu res the planet’s climatic system is also affected by various manmade activities. The human beings on the earth’s surface from time immemorial have contributed to the burning down of trees and other fossilized energy sources like petrol, which also emit lot of harmful gases and other substances into the atmosphere. Thus both natural and human factors are responsible for the environmental degradation and change in climatic temperatures. Further research conducted shows that the growth of human activities related to the burning of fossil fuels and the spread of the industrialization along with several scientific experiments have caused a great impact in altering the climatic conditions of the summer and winter seasons. It is found that owing to the growth of anthropogenic activities the days of the winter season have been considerably reduced while the summer days have got extended. The incidence of such factors has reduced the effect of the winter season while on the con trary the summer season has obtained a further impetus. Again the effect of the growth of manmade activities have led to such climatic changes that some regions are experiencing more amount of heat waves while other regions are getting considerably colder. The gaseous emissions from both the volcanic eruptions on the earth’s surface and as well as from large nature of human activities are also studied to affect changes in the oceanic temperatures causing it get much cooler than earlier. [2]; [3] Further studies conducted on the manmade factors which render an impact on the climatic temperat

The Effects of Disability on You Essay Example | Topics and Well Written Essays - 500 words

The Effects of Disability on You - Essay Example When my brother was involved in a car accident, his arm was seriously injured such that the doctors had to remove it. The only thing that made me happy is that he did not lose his precious life. However, the most challenging thing I discovered in him is that he could not perform some of the tasks which require the use of two hands on his own. I developed a positive feeling towards him such that I would help him in completing different tasks he could not perform on his own. The main aim of my action is to make him feel that he is just like any other normal human being despite the fact that he had lost his arm. I also wanted to make him feel loved so that he does not feel out of place as a result of his physical disability. Because of the brotherly love between me and my brother, his disability had an effect on me such that I could help him in performing tasks that were a bit challenging for him to do alone. I would help my brother to do things like washing and ironing his clothes. Indeed, he could perform some of these tasks on his own but he was facing some difficulties. Whilst he could do some of the things like bathing, I would always give him assistance whenever I saw that he was experiencing some challenges to do them. I would also help him carry things which were heavy after realizing that he could not do it on his own. In most cases, I would help to perform a bit challenging tasks such that he would not strain the other hand. I sympathized a lot with my brother such that I could feel the same difficulties he was experiencing.  Ã‚  

Marge Piercy's Barbie Doll as an Accurate Response to Gender Roles Research Paper

Marge Piercy's Barbie Doll as an Accurate Response to Gender Roles - Research Paper Example Again, people could not look past her large nose and fat legs to see all of these wonderful qualities (Piercy). While the article's character was encouraged to work on herself, she began to wear down mentally, feeling ugly. She was adequate in all other ways except for her looks. In the end, she killed herself, cutting off the parts of her that made her ugly. The funeral home put her back together for her open casket ceremony with a little nose and she was dressed up. The people at last at the nerve to compliment that she looked pretty. Everything that she had so longed for in life was now how others saw her in death. It was something she had always wanted and it ended in vanity (Piercy). By this little model that symbolizes beauty, Piercy's character experienced a decrease in self worth and a belief that beauty tops all other attributes that are positive such as intelligence and health. When considering this poem initially, the first thoughts that pop up are the fact that all girls have dreams. While many are successful in many aspects, beauty and glamour in a woman are inevitably what a little girl wants. A woman is influenced by everything around her as people are constantly influenced by the media of what a real woman should look like. Any person over a certain size or a woman that is muscular is considered too thick. Being thin and perfect in appearance is what women are looking for. If women were looking for something else, they would not spend so much money on clothes, shoes, false eyelashes, hair dye and other things that make them prettier. Barbies have typical features that a little girl would expect to possess if she were considered to be pretty. While Piercy's character has other attributes, the ones that are focused on are the physical ones. This provides an example of the pressures put on a woman that magnifies society's perception of what feminine beauty and attractiveness is. While the doll's description of having a â€Å"pee-pee,† Robert Perrin, whom also discussed this poem thinks that this terminology was used almost symbolically because it is a more feminine and less vulgar way of describing the Barbie's genitalia (Perrin 83). Another part of the poem in question is the way that the character handled herself by eliminating the parts of her body she disliked the most. Before her own ceremony of a funeral, â€Å"she cut off her nose and legs and offered them up,† (Piercy) which is rather a graphic display of how the character changed her appearance. It was described in a violent and shocking manner so as to imply that plastic surgery was never an option. Maybe she was doing this ceremonially as Perrin implies so that she does not have to live up to the standards that are pressured upon her such as the ones that the doll possess (Perrin 83). While the undertaker fixed up the corpse for mourners to see, she had been given a nose that was presentable. In addition, she wore a pink nightie as described by Piercy . It is almost as though ironically that in death, she was more so dressed up as Barbie in a way that she always had wanted to be. She was dolled up in a perfect little dress with a reconstructed nose so that she would be more appealing to those looking at her in the casket (Perrin 84). For visitors to her funeral to compliment her

Advantages Choose to Continue with Education in the Countries Essay Example for Free

Advantages Choose to Continue with Education in the Countries Essay Many student wish they can get goods education in their life. Not all students can get goods education especially for student low income families. So, universities in Malaysia have advantages can give goods education for students. The advantages choose to continue with education in the countries is cheap and affordable cost, the courses offered by Higher Education Institution is equivalent to the other countries and many Malaysia Higher Education Institution may be choose for learning. Firstly is the advantage of learning in our country is cheap and affordable costs are as low priority fees to local students. This is due to many students choose universities that offer low fees because they can not afford to fund the study. This is shown by Malaysia because Malaysia is not experiencing a seasonal climate and this will add value in terms of financial savings to students because they do not need different clothes according to the season at home in Malaysia. (Professor Badaruddin Mohamed, 2009). It also is in Malaysia, the government has allocated a total of RM232.8 billion for the implementation of all development and welfare of the people. (Prime Minister Dato Sri Mohd Najib Tun Abdul Razak, 2008). Then ,low – income families is the vast majority of low-income parents today are working but still struggling to make ends meet: struggling to find and keep a toehold in a changing labor market, to keep up with their bills, to pay the spiraling costs of essentials like health care and housing, and to raise children with a chance of future success. These families have much in common with other American families as they seek to balance work and family life, yet parents and children in low-income families are more financially vulnerable than those in higher-income families.( Annie E. Casey,2005). Secondly is the the other advantages in that the courses offered by Malaysia Higher Education Institution is equivalent to other countries are as there are more than 50000 international students pursuing tertiary courses ranging in Malaysia. This is many parts of the world attending international schools and pursuing tertiary courses ranging from diploma to degrees to PhD in private higher educational institutions and public universities in Malaysia.(Hamidon Zaini,2007) and Malaysia is acknowledged as one of the pioneers in this region in the development and promotion of transnational Bachelor’s degree programmes, starting way back in the early 1980s, collaborating with reputable universities from countries like the United Kingdom, USA, France, New Zealand, Germany, Australia, etc. (Hamidon Zaini,2007).Then is University in Malaysia collaborating with reputable university from another countries.Further,universities in Malaysia to work with reputable universities from other countries such as 1980s, university in Malaysia collaborating with university from United Kingdom, USA, France, New Zealand, Germany, Australia , etc.(Razali Awang,2008) and Malaysia private university established has many in other countries. Third is the last advantage of many Malaysian Higher Education Institutions can be selected for learning as studying in the country better than overseas. This is a study in local universities can save the cost compared to studying in universities abroad, students have to pay not only for our study but also for our living cost.(Salina,2011). This also is students who study abroad are exposed to culture shock and they will have communication barrier. In addition, you will miss your friends and family, feel homesick, at times lost or alienated.(Salina,2011). Then is local universities provide job opportunities such as if want to stay in higher education locally, draw a radius around your current institution and decide how far you can reasonably travel for another position.(Salina,2011). This is finding a job in higher education is part effort and part opportunity.(Salina,2011). In conclusion, we must take cognizance of the case studies appropriate to study whether abroad or studying locally. It is important for the learning process as a place that will change a soul either in choosing the place or abroad.

DNA Extraction From Chicken Liver

DNA Extraction From Chicken Liver Deoxyribonucleic acid (DNA) is the hereditary material in humans and almost all other organisms. Nearly every cell in a persons body has the same DNA. Most DNA is located in the cell nucleus (where it is called nuclear DNA), but a small amount of DNA can also be found in the mitochondria (where it is called mitochondrial DNA or mtDNA). The information in DNA is stored as a code made up of four chemical bases: adenine (A), guanine (G), cytosine (C), and thymine (T). Human DNA consists of about 3 billion bases, and more than 99 percent of those bases are the same in all people. The order, or sequence, of these bases determines the information available for building and maintaining an organism, similar to the way in which letters of the alphabet appear in a certain order to form words and sentences. DNA bases pair up with each other, A with T and C with G, to form units called base pairs. Each base is also attached to a sugar molecule and a phosphate molecule. Together, a base, sugar, and phosphate are called a nucleotide. Nucleotides are arranged in two long strands that form a spiral called a double helix. The structure of the double helix is somewhat like a ladder, with the base pairs forming the ladders rungs and the sugar and phosphate molecules forming the vertical sidepieces of the ladder. An important property of DNA is that it can replicate, or make copies of itself. Each strand of DNA in the double helix can serve as a pattern for duplicating the sequence of bases. This is critical when cells divide because each new cell needs to have an exact copy of the DNA present in the old cell. The extraction of DNA from cells and its purification are of primary importance to the field of biotechnology and forensics. Extraction and purification of DNA are the first steps in the analysis and manipulation of DNA that allow scientists to detect genetic disorders, produce DNA fingerprints of individuals, and even create genetically engineered organisms that can produce beneficial products such as insulin, antibiotics, and hormones.ÂÂ   Once the DNA has been isolated, it is essential to accurately determine its concentration for subsequent manipulation such as cloning or sequence determination. To quantify the amount of DNA that extracted by using spectrophotometry. The aims of this experience is to: To use the properties of DNA to isolate long strands of DNA from liver cells. To determine the yield of DNA isolated from a given amount of tissue. To examine the light absorbing properties of purified DNA. To examne the relationship between the concentration of a DNA solution and the absorbnce at 595nm of DNA-diphenylamine solution. To generate a standrad curve relating DNA concentraton with the absorbance of DNA-diphenylamine solutions. To use a standard curve to determine the concentration of an unknown DNA solution. Materials and Methods As per lab manual. Results Firstly, the chicken liver cell homogenate is treated with a salt solution such as NaCl and a detergent solution containing the compound SDS (sodiumdodecyl sulfate). These solutions break down and emulsify the fat proteins that make up a cell membrane. Finally, ethanol is added because DNA is soluble in water. After adding ethanol a relatively clear aqueous will be produced, the first layer is the milky solution that is the aqueous phase with DNA, the middle layer is the solid (precipitate proteins). The bottom layer is a clear solution (organic). The DNA can be spooled (wound) on a stirring rod and pulled from the solution at this point. The amount of DNA solution we got is 5.4ml.Than we put the DNA solution in 2ml tube (1.041g). The total weight of DNA solution and tube is 1.106g. The amount of DNA we got is 1.106-1.041g = 0.065g. Next we prepare 4 standard tubes by adding TE buffer (ml) to the DNA standard solution (ml). And also added to each of the 3 samples of my DNA. The total DNA (mg) is recorded in the table 1. The observed colour change of 4 standard tube and my 3 samples are recorded in table 2 and 3. We pipette the DNA samples and each standards tubes into separate wells of a 96 well microtitre plate. We measured the absorbance at 595nm of the DNA-diphenylamine solutions using the plate reader. Our results are shown in the graph with the used of the reading of table 4. Form the graph we find that the concentration of undiluted DNA is 0.232=0.46mg/ml. Discussion and Conclusions For this experiment we determinate the yield of the DNA isolate from given amount of tissue is: 1g -> 63mg 0.065g -> 4.095mg (wet weight of the DNA to dry weight) 3ml -> 4.095mg 5.4ml -> 7.371mg (DNA in the entire aqueous phase is collected) 3. 4ml -> 7.371mg 5.3ml -> 9.767mg The final calculation of the dry DNA is 9.767mg/g liver. For the experiment we examine that the light absorbing properties of purified DNA. The wavelength is range 220-300nm. The wavelength of the DNA is 260nm. We also calculated that the yield of DNA per g of liver from Lab 2 is: The amount (mg) of DNA contain => 0.461.5=0.69mg Aqueous from lab 1 = 5.4mg 0.69/2 =0.345mg (0.3455.4)/3 = 0.621mg The final value in mg of dry DNA/g liver is: 0.621mg/g. In the end of the experiments, we managed to complete our objectives. In summary, we learn that the alcohol can causes DNA to precipitate, or settle out of the solution, leaving behind all the cellular components that arent soluble in alcohol. As alcohol is less dense than water, so it floats on top forming two separate layers. We also learn that the advantage of spectrophotometry is that diphenylamine only reacts with DNA more accurate as RNA would not be determined. The disadvantage of spectrophotometry is that it always requires standard solution. The advantage of calculating of yield by its weight is that it does not require standard solution. The disadvantage of calculating of yield by its weight is that it is less accurate as RNA is counted in.

Physics of Whales Swimming :: physics whale swim

Animals can't rotate like wheels on a car. They must move by oscillatory motion. The resulting flow of fluids are complex and create agonizing studies for biofluid students. These students often find themselves at the forefront on research in fluid dynamics of unsteady, complex viscous flows. Often men have marveled at the dolphins and whale and at how gracefully they moved through the water. Jim Rohr, a fluid dynamicist working for the US Navy was on an evening cruise in the waters near San Diego when he saw nature doing what scientists had failed to do in the lab: reveal water motion to the naked eye. Watching the plankton bioluminesce as the boat moved by he realized that if he could measure that luminescing he could measure fuid dynamics, turbulence and laminar flow. But how do the plakton know that the water is moving? And what forces act on animals as they swim? The answer is mechanical strain of relative motion. Fluids flow around walls slower than they flow in the middle. As the fast molecules tug on the slow ones this creates shear stress. Since velocity is always zero, the faster the liquid, or the animal moving through it, the greater the sheer stress. This is laminar flow. But at some point laminar flow turns to turbulence. Turbulence decreases speed because it increases drag. The plakton were feeling the pull of the drag gainst their cells and luminescing. Whales create spectacular sights as they cruise through the ocean. We have observed them as they thrust with powerful tails and direct themselves with stiff pectoral flukes. To move forward they swing their tail in vertical motions. This powerful motion can push them for hundreds of miles during migration or jettison them out of the water in amazing aerial displays. Below is an animation of an orca as it moves its tail to go forward. Notice that the front of the body is fairly rigid as a planning surface. Other whales, like the Grey Whale, are more streamline for longer journeys. The gray whale migrates from Alaska to Baja twice a year in the spring and fall. Rohr believed that bioluminescence could solve a very large question: do whales and dolphins have frictionless skin and can we imitate it? Laminar flow creates much less shear stress than turbulent flow at the same velocity because there is no swirling or random motion.

Country of Origin Meat Labeling :: essays research papers

A large problem that has arose in our country is Country of Origin (COO) meat labeling. Imported meat is not labeled with its origin and has become a great problem because of the lack of universal packaging and processing laws. The United States imports meat from 26 foreign countries. This means when you buy a package of hamburger from your local grocery store it could contain meat from anywhere in the world. Other countries meat isn’t the same quality as US meat. Some meat comes from countries such as china where it is legal to feed livestock ground up bone meal from scraped animals. In which that bone meal can carry such diseases such as mad cow disease or a variety of other ailments. Other variances to US policy are things such as pesticides (rodent killer), insecticides (bug killer), and herbicides (weed killer). And when these poisons are used around livestock, they eat them also and are incorporated into the meat you buy at the supermarket. Furthermore, some foreign countries have no sanitation in the way livestock are produced. Some are grown on disease and urine infected water and food. So without labeling of meat origins, the consumer does not know what they are buying which should be immediately changed. The opposition to meat labeling laws claims it is â€Å"too much regulation and cost to gyrate through unnecessary protocols just to label the meat†. But obviously the opposition really has no defense and just doesn’t want their product to plummet once the truth is shown to the consumer. Once labels are applied to meat countries with notorious standards and unsanitary practices will be justly shut out of the market.

Black Swan Essay -- Film Analysis, Nina Sayers

The main character in the film Black Swan, twenty-eight year old female Nina Sayers, displays signs of numerous disorders through her abnormal behavior. Nina’s life is consumed by her occupation: professional ballerina/dancer. Nina resides with her mother and rarely socializes with others. She has difficulty concentrating, is restless, irritable, suffers from muscle tension, and sleep disturbances from nightmares. Nina also feels very uncomfortable in social and intimate situations. She appears to be unable to successfully interact with those around her. The interaction that Nina has with her fellow dancers appears to be strained and superficial. Nina exhibits behavior that indicates she views all other dancers as competition instead of potential comrades’ or friends. Being very introverted and unable to share any part of herself with those around her, even her mother, who appears to be the only person that has been remotely close to Nina, causes her to seek companio nship with parts of herself instead of healthy relationships with others. Nina exhibits signs of generalized anxiety disorder, social anxiety disorder, and paranoid personality disorder through these abnormal behaviors. Nina has also blacked out on several occasions and shows signs of mutilation to her body without her knowledge: bruises, cuts, and scratches. According to her mother, Nina used to self-mutilate when she was a child, but it has recently started happening again. Nina sees images of herself, but a different and â€Å"evil† version of herself. This could be the awakening of an alter personality or sub-personality. Nina’s stress level with the new performance in her ballet comapny may have played a part in this change. Dissociative identity disorder is said... ...ed with extensive amounts of individual psychotherapy. Free association must be applied in these therapy sessions; free association is when the therapist has the patient describe any thought, feeling, or image that comes to mind (Comer, 2011). Nina will hopefully relive past repressed feelings from her childhood, this is called catharsis, and it is extremely important for the progression of treatment. Catharsis is paramount for Nina to settle her internal conflicts and overcome her problems. Hypnotherapy should be applied during regular therapy sessions to combat Nina’s dissociative identity disorder. Her sub-personality must be integrated and merged into a single personality, before other sub-personalities appear. If these therapies and medications are continued consistently and Nina cooperates in treatment, the likelihood of a successful recovery is high.

Ku Klux Klan Essay

Introduction: In this essay I am going to compose a piece of text which will involve the tension of Segregation. In the 1930s, although 50% of the population of Southern towns were black, they had no vote and could not marry whites. Also in the 1930’s, many black people lived in the southern states. During that time, racism reached its highest point. For instance, the whites treated the blacks very poorly because they thought that the blacks were lower than them. Therefore, the blacks had to fight for the right to be treated equally. As a result, black people had to face the Jim Crow Laws and the Ku Klux Klan. In my own opinion I think that the 1930 was a turbulent time for race relations in America. Paragraph 1: The first racism incident that I have spotted out and chosen to write about in my essay is when the Wallace’s’ poured kerosene over Mr Berry and his nephews and lit them on fire. One of the nephews died, the other one is alive but has the same condition as Mr Berry. The reason why the Wallace’s poured kerosene over the Berry’s was because they caught them flirting with a white woman which wasn’t allowed back then. In fact, it was not even true! The Berry’s didn’t even flirt with her. They lied about it. The quote that goes with this event was when mama (Cassies’ mum) said to her kids, â€Å"The Wallaces did that, children. They poured kerosene over Mr Berry and his nephews and lit them afire.† â€Å"Everyone knows they did it, and the Wallaces even laugh about it, but nothing was ever done.† At this right moment I feel disgusted and baffled that people could actually do this in the 1930s. The sympathy for the Wallace’s has decreased because setting fire to someone is arson and that makes Mr Wallace and his clique an arsonist. Also it makes us feel that the Wallaces are black-hearted and atrocious people, because who would want to set a person on fire? Then laugh about it. The sympathy for the Berrys has definitely increased because of what happened to both Mr Berry and his two nephews is utterly excruciating and the fact that there is no reason behind why the Wallaces did it, makes the reader feel more sorrowful for them. On the other hand in the book it says, â€Å"Disfigured man lying in the darkness† In that quote you can see how dreadful his injuries were. He was even camouflaging with the darkness; see that is real bad? Paragraph 2: The second racism incident that I found very crucial was when Cassie bumped into Lillian Jean Simms by accident but Lillian Jean still DEMANDED for a sorry and for Cassie to get on her knees instantly. As well as this was racism, it was also bullying in some kind of way because Cassie didn’t want to get on her Knees but she still got forced. â€Å"Kicking at the sidewalk, my head bowed. It was then that I bumped into Lillian Jean Simms.† Cassie really didn’t mean to bump into Lillian Jean at all but she took it over the top& reacted to the bump by saying, â€Å"why don’t you watch were you’re going?† â€Å"Well apologize† â€Å"That ain’t enough. Get down in the road† This right here is what you call racism. Cassie didn’t intend to bump into Lillian Jean, it was just an accident but because Cassie is black they didn’t care at all. Cassie even got pushed around by Mr Simms. Mr Simms was even sticking up for his daughter even though she was in the wrong. Lillian Jeans’ father was saying to Cassie that when Lillian tells you that you should get off the sidewalk, you get off it. The sympathy towards Lillian Jean Simms has totally decreased because what she did was just too dramatic and it was just a ‘bump’. In my opinion Cassie did not have to go on her knees because she didn’t deliberately bump into her; all that should have been done was an apology to Lillian. My sympathy towards Cassie has increased more. The reason why I said this was because she was intimidated and forced to get on her knees even though she had already shed a tear; they didn’t care, they just wanted an apology from her. Conclusion: To sum up I think that Racism is totally unacceptable and utterly inglorious. In this novel I think that Taylor was trying to put across the fact of what the black people had to go through in the 1930s every day of their lives, and how their wouldn’t even be an us our even a peaceful world if racism was still occurring. I also think that Taylor is trying to compare today’s life to the 1930s and too see how much the black people suffered.

Employee Involvement Essay

The direct participation of staff to help an organization fulfill its mission and meet its objectives by applying their own ideas, expertise, and efforts towards solving problems and making decisions. From this definition, participation can include representative participation, direct communication, and upward problem solving. We will focus on the latter two categories because this article is more about understanding outcomes, tools, and methods. The direct participation of staff to help an organization fulfill its mission and meet its objectives by applying their own ideas, expertise, and efforts towards solving problems and making decisions. Based on the thinking that people involved in a process know it best, regular participation of employees in several planning and execution areas occur. Major areas are: (1) deciding how work gets done, (2) suggesting improvements, (3) setting goals, (4) planning, and (5) performance monitoring. That employees will improve their performance if t hey are more motivated by being more involved, is an observed trait. Borders on empowerment. Employee involvement means that every employee is regarded as a unique human being, not just a cog in a machine, and each employee is involved in helping the organization meet its goals. Each employee’s input is solicited and valued by his/her management. Employees and management recognize that each employee is involved in running the business. Employee empowerment is a somewhat different concept. It means that in addition to involving employees in running the business, employees and management recognize that many problems or obstacles to achieving organizational goals can be identified and solved by employees. Employee empowerment means that management recognizes this ability, and provides employees with the tools and authority required to continuously improve their performance. The management states its expectations about employees recognizing and solving problems, and empowers them to do so. Employee Motivation  is the â€Å"psychological forces that determine the direction of a person’s behavior in an organization, a person’s level of effort and a person’s level of persistence Using rewards as motivators divides employee motivation into two categories: intrinsic and extrinsic motivation. Intrinsic rewards are internal, psychological rewards such as a sense of accomplishment or doing  something because it makes one feel good.[7] Extrinsic rewards are rewards that other people give to you such as a money, compliments, bonuses, or trophies. â€Å"the willingness to exert high levels of effort toward organizational goals, conditioned by the effort’s ability to satisfy some individual need.† Theory XTheory x states that people are generally lazy. Since people are lazy they will try at all costs to avoid work. They will do what they can to waste time and find other things to do. Sigmund Freud the creator of this theory believed that the only way to get people to do work was to threaten them with punishment if they didn’t do their work. This idea is important because if it holds true, motivation becomes extremely important. If people don’t want to do any work it is necessary to motivation Theory X MIT Professor Douglas McGregor Theory X—assumes that people are basically lazy and will avoid working if they can. To make sure that employees work, Theory X managers impose strict rules and make sure that all important decisions are made only by them. Theory Y Theory Y assumes that people find satisfaction in their work. Theory Y managers believe that people are creative and will come up with good ideas if encouraged to do so. They tend to give their employees much more freedom and let them make mistakes. Theory Z is a business management theory that integrates Japanese and American business practices. The Japanese business emphasis is on collective decision making, whereas the American emphasis is on individual responsibility. McGregor’s Theories Theory X- Autocratic Dislike Work Avoid Responsibility Little Ambition Force/Control/ Direct/Threaten Motivated by Fear & Money Theory Y- Democratic Like Work Naturally Works Toward Goals Seeks Responsibility Imaginative, Creative, Clever Motivated by Empowerment

Food for Education Improves Girls’ Education the Pakistan Essay

In the last decade, access to primary education has improved significantly in many parts of the world (World Bank, 2006). Yet, 77 million children of primary school-age, are not in school and 57 percent of them are girls. Despite overall advances in primary enrolment, significant gender disparities remain particularly in certain regions, notably the Arab States, South and West Asia and Sub-Saharan Africa. Beyond the primary level, the gender inequalities in education are even more significant. In secondary education, only one-third of countries have reached gender parity and women account for 64 percent of the world’s illiterate adults – a figure, which has not progressed during the last decade (UNESCO, 2007). Girls’ education is affected by a variety of factors relating both to the demand and supply side of schooling: gender-stereotyped curricula and teaching practices, school infrastructure not adapted to the needs of girls (lack of separate toilets, school fencing, girls boarding facilities, etc. ) risks for girls’ safety on the way to and at school (girls being abducted, at risk of rape at school) or negative socio-cultural practices (early marriage, low value given to education of girls). One of the most significant obstacles to girls’ education is the direct and opportunity cost of schooling, which affects girls disproportionately. Girls from poor households register very low levels of school completion in many countries (Bruns, Mingat, and Rakotomalala 2003). In India, for example, a study found that, amongst poor girls, less than 10 percent had completed elementary education (grade 8), compared to 85 percent of rich boys (15-19 years age group). Educational attainment of girls was consistently lower than for boys across all income groups (Filmer 1999). Research from Guinea concluded that â€Å"Family income or wealth is a key variable that explains differences in educational opportunities and attainment between families. †¦ Poverty in a family will have a more detrimental effect upon the decision to enrol a girl in school than boys (Tembon and Al-Samarrai 1997). This is linked to the fact that girls spend a significant amount of their time on work, particularly domestic chores and agricultural labour. Their ‘child work benefit’ for parents, and thus the opportunity costs of their schooling, are thus greater than for boys. A survey in northern India found that girls’ responsibility for domestic labour and for sibling care was by far the most important reason for not sending them to school or for their dropping out (The PROBE team 1999). A study from Bangladesh came to the following conclusion: â€Å"Normally, a rural Bangladeshi woman works 10-14 hours a day, though most of this work is not visible or reflected in national statistics. †¦ The need to perform domestic chores to help their mothers impedes girls’ participation in formal education, forcing them into irregular attendance and/or to leave school† (UNESCO 1998). In addition, there is evidence that direct educational costs are higher for girls than for boys, for example because girls need safe transport to school or better school clothing to â€Å"look decent† (Herz and Sperling 2004). Where women and girls have low societal status, poor parents are often more reluctant to invest their meagre resources into the education of girls rather than that of their sons. Food for Education (FFE) programmes – school feeding (school meals or snacks) and, particularly, the provision of take-home food rations (THRs) – have proven to be an effective means of addressing these obstacles, enrolling more girls in school, keeping them enrolled, and enhancing their adulthood wellbeing and productivity as a result. In this paper we review the rationale behind FFE, particularly of THRs in supporting access to education  for girls and summarise the findings on the effectiveness of THR programmes available in the published literature. We then complement the evidence with a case study on a FFE programme in Pakistan designed to support girls’ education. Cost-effectiveness is central to policy-making on achieving gender equality in education; to date, however, there are very few studies that assess the costs and cost-effectiveness of FFE programmes. The Pakistan case study attempts to fill this gap by analysing the costs and benefits of the girls’ education programme. 2 Programme Description FFE programmes are widespread in developing and higher income countries. In 2005 the UN World Food Programme supported FFE programmes in 74 countries, benefiting almost 22 million students of whom 48 percent girls. Some 3 million girls received dry, take-home food rations in support of their education. Take-home food rations typically consist of food commodities that are of high value to families and part of their standard food basket, such as cereals or vegetable oil. They are distributed monthly or quarterly; sometimes, the distribution time is also targeted to the agricultural lean season, when family food supplies are lowest and little food available on the local markets. Receipt of the food ration is conditional upon the student’s regular attendance; in the case of WFP-supported FFE programmes, for example, a minimum of 80 percent monthly attendance rate is required. This helps to ensure that students don’t just enrol but actually attend school regularly. FFE interventions are generally designed to improve school participation amongst poor, vulnerable, food insecure populations and target areas where access to school and school completion are weak, particularly for girls. The risk of not accessing and/or completing primary school, a form of â€Å"educational vulnerability† anchored within a context of poverty and food insecurity, may be used to describe the common characteristic shared by the children targeted by FFE. This idea reflects the reality that household choices regarding education are often a result of complex decision processes, where poverty and hunger play an important role in determining the schooling outcomes (Dreze and Kingdon, 2001). As we have seen above, these factors are particularly significant in the case of girls’ education.. In a general model of FFE (WFP, 2007), the initial outcome that drives increased school participation is the incentive to the household to send children to school. Generally, the incentive is achieved by way of an income transfer to the family of the student and also through an enhancement of the services provided at school (Bergeron & Del Rosso, 2001). FFE also has an incentive effect on pupils actually wanting to go to school to receive some food, rather than staying at home and missing out. Both of these effects will contribute to shift, in the short-term, a households’ decision towards increased schooling. The effects are most significant amongst poorest populations and where education, including girls’ education, is not well established. Figure 1 summarises the main impact theory for THRs and traces the causal links between inputs and the desired educational outcome of increased access, promotion and completion for primary school children, particularly girls. Food for Education (FFE) programmes providing take-home rations are more suitable to target individual students such as girls and less complex to implement than conventional school meal programmes that require substantial investments both in terms of infrastructure and community inputs. For instance, THRs in the form of 4 litre vegetable oil cans are fairly easy to store and distribute, and THR distributions take place only once per month or less. More important, however, take-home food rations provide a more direct, higher value income transfer to families than school meals, which in turn provide the incentive for increased school participation. From this perspective, THRs provide an immediate, income based benefit, and another long-term benefit stemming from the returns to increased education, serving as both protective and promotive social protection (Devereux and Sabates-Wheeler, 2004). On the other hand, THR are not suitable to address nutritional and health issues affecting school children and their education, particularly cognitive capacity, which is a well established outcome of school meals (Kristjansson et al. , 2007). 3 MDG 2&3 Improved attendance Food Take-home rations distributed on condition of pupils’ regular attendance Targeted HHs received THRs on condition of their children’s regular attendance Incentive for HHs reduced drop-out Increased enrolment Better academic performance Changing parents’ attitude regarding schooling. Figure 1: Food for Education impact theory for take-home rations Impact of FFE programmes on girls’ education Evaluations of FFE programmes (see Adelman et al. , 2006) have shown that FFE programmes lead to increased enrolment and attendance, of girls in particular, reduced dropout particularly in the lower primary school grades, and for on-site meals or snacks programmes improved student learning capacity. Literature databases were searched to identify relevant studies on the physical and social benefits of FFE programmes to girls. The educational outcomes considered included school participation (including enrolment, attendance and drop-out). Primary school age children were the primary subjects of all the studies considered. Only one study was found on the impact of THR programmes highlighting the gap in evidence on this topic. Another paper was found on the comparative effects of the different modalities of FFE including THRs. One field-oriented evaluation of a WFP FFE programme was also identified in Pakistan and this is included in the main body of this paper as a case study. In Bangladesh, IFPRI and the World Bank evaluated the impact of a Government FFE programme (Ahmed and Del Ninno, 2002) that covered over 2 million children in 2000. The enrolment in FFE programme schools was found to have increased by 35 percent over the two year period between the programme start and after its first year. This increase was driven by a remarkable 44 percent increase in girl’s enrolment and by a 28 percent increase for boys. In non-programme schools enrolment increased by 2. 5 percent (5. 4 for girls and 0. 1 for boys) during the same period. Attendance in FFE assisted schools was found to be 12 points higher than in non-assisted schools (70 percent compared to 58 percent respectively). Drop-out rates were also found to be 9 points lower in FFE assisted schools than in non-assisted schools (6 percent compared to 15 percent respectively). The overall programme costs were reported to be US$0. 10 per child per day, though no analysis of the costs was provided. Another study analysed the comparative effects of the different modalities of FFE, including onsite meals combined with THRs (Gelli, Meir and Espejo, 2007). The results of this study of WFP monitoring and evaluation data showed that the provision of the FFE programme contributed to increasing absolute enrollment in WFP-assisted schools by 28 percent for girls and 22 percent for boys in the first year. Enrollment patterns after the first year varied according to the type of FFE program. Where provision of take-home rations for girls was combined with on-site feeding for all pupils, the increase in girls’ absolute enrollment was Increased access, promotion & completion, particularly for girls 4 sustained at 30 percent after the first year. However, in schools providing on-site feeding alone, the rate of increase in absolute enrollment after the first year reverted to the rates of increase found in the year prior to FFE implementation. The provision of take-home rations also appeared to reduce the dropout rate of female students, particularly in the higher grades. In addition, an analysis of WFP project expenditures in 2005 (Gelli, Al-Shaiba and Espejo, 2007) showed that the average cost of WFP THR programmes was US$29. 94 per child per year, the most expensive of FFE modalities. However, the cost driver for THR was mostly the large volume of food provided (72 percent of total programme costs, compared to 58 percent for school meal programmes). A study by Dreze and Kingdon from 2001 examined the effects of a wide range of determinants of school participation in rural northern India, focusing on school participation as a household decision. Amongst the school quality determinants, it was found that female school participation was about 15 percentage points higher when the local school provided a mid-day meal (MDM). Mid-day meals also were found to have a major positive effect on girls’ grade attainment; chances of completing primary education were 30 percentage points higher for girls living in a village with MDM. However, the MDM did not affect the enrolment of boys. The study confirmed that female schooling is far more influenced by household economic status than boys’ schooling: â€Å"parents are not generally opposed to female education but they are reluctant to pay for it. School meals could make a big difference here by reducing the private costs of schooling. † An earlier study found that the noon meal programme in Tamil Nadu in India attracted more girls to attend school and improved the attendance of those already in school (Devadas, 1983). The Pakistan Girls’ Education Programme Data on women’s participation in education in Pakistan shows low girls’ primary school net enrolment (59 percent) and female adult literacy rates (35 percent). Although female enrolment is increasing rapidly in all regions, girls’ participation rates at all levels are lower than that of boys and gender gaps persist, particularly in rural areas (WFP Pakistan, 2005). Since 1995, WFP has been providing food assistance to support the efforts of the Government of Pakistan (GoP) to improve access, retention and completion of girls’ primary education in 28 selected food-insecure districts of Pakistan, including seven districts of the North West Frontier Province (NWFP). The seven districts within the NWFP of Pakistan were identified by a WFP vulnerability analysis and mapping (VAM) study as being amongst the most food insecure areas in the country. Women and girls in these areas face huge barriers in terms of access to education. At the time when the project started, female literacy in rural areas was only around 10 percent and the primary participation rate of girls less than 30 percent. As a result, a take-home rations programme was introduced within these seven districts with the objective of increasing enrolment, retention and completion at girls’ primary schools. In 2005, THRs were provided monthly to 326,784 girls in 2,697 schools in vulnerable areas within 28 districts in the 5 provinces of Punjab, Sindh, Balochistan, Azad Jammu and Kashmir (AJK) and NWFP. Ration distribution was condition to regular school attendance. The monthly THRs consisted of a 4 litre tin of vegetable oil fortified with vitamin-A, and had an estimated value on the local market of US$5. Implementation Process Under the Country Programme agreement signed by the GoP and WFP, WFP is responsible for providing the commodities for the FFE programme to the port of Karachi. The GoP is responsible for the food distribution to the 28 districts, as well as the management of the timely delivery of the food in good condition from all the district warehouses to the assisted schools. Project Implementation Units (PIUs) were set up by the GoP in each assisted province to run the FFE programme. WFP provided a small truck for each district at the beginning of the project to facilitate the logistics and implementation. However, because of the very difficult terrain in the targeted low profile districts of NWFP, ensuring a timely 5 supply of the THRS to the schools has been challenging. As a result, many schools received the oil supply every second month or even later. Only two oil tins at the most, are distributed to a student to cover the back-log of non-supply during the previous period. At the school level, the head teacher generally receives the oil rations and supervises the distribution to the pupils, conditional to monthly attendance rates of at least 80 percent. The entitlement of each student is checked against the school monthly attendance registers before the THR is distributed. The District Officers Education & Deputy or Assistant District Officers also pay monitoring visits to the schools and verify this aspect. Programme costs Project expenditure data was reviewed in order to estimate the costs of the FFE programme. WFP reports annually on project expenditures, alongside other project statistics, in its standard project reports (SPRs). Expenditures are broken down into commodity, transport, landside transport shipping and handling (LTSH), other direct operational costs (ODOC), direct support costs (DSC) – which added together form the direct project costs (DPC). A percentage of the DPC is then factored in as indirect support costs (ISC) to support WFP Headquarters. Table 1 presents a breakdown of total WFP expenditures in the country in 2005 alongside an estimate of the expenditure on the FFE programme, broken down by WFP cost category. Table 1: 2005 WFP total and estimated FFE expenditures in Pakistan Country Programme Total WFP Country Programme expenditures (USD) 11,667,043 970,358 0 90,856 621,934 874,879 14,225,070 Estimated school feeding expenditure (USD) 6,133,819 510,155 0 47,767 326,975 459,958 7,478,673 % FFE over total expenditures 82% 7% 0% 1% 4% 6% 100%. Commodities Transport LTSH ODOC DSC ISC Total Regarding the government contributions to the programme, the 2005 expenditures for each of the PIUs, divided into direct and indirect expenditures, are shown in Table 2Table 1. Direct expenditures have been divided into two parts i. e. (i) PIUs expenses which include staff salaries, renting of stores/warehouses, and other running expenses and (ii) the Transportation Cost incurred on the transportation of oil from Karachi to respective districts/tehsils/schools. Indirect expenditures include the expenditures (adjusted by proportion of time spent on programme activities) of other staff members of government who manage the FFE programme i. e. distribute oil, monitor its distribution and send reports to PIUs from Districts / tehsils / schools level whose salaries are not charged to PIUs. These staff members include the Executive District Officers, District Education Officers (Female), Deputy District Education Officers, Assistant Education Officers, Store keepers, School Teachers and Peons etc. These expenditures have been calculated by WFP Pakistan based on estimates following discussions with each respective PIU. As the entire FFE programme is managed by the provincial governments, PIU expenditures include all cost items required to deliver and manage the FFE programme. In 2005, school feeding activities accounted for 53 percent of food distributed in the whole WFP Country Programme. There were no further expenses incurred by the community in the running of the FFE programme. 6. Table 2: A breakdown of GoP budgeted expenses in 2004/2005 for FFE (THR) activities PIU Provinces Punjab Sindh Balochistan AJK* NWFP Total PKR 328,568 6,444,556 7,612,000 1,162,000 3,306,300 18,853,424 Direct Expenditures Transportation US$ PKR US$ 5,569 109,230 129,017 19,695 56,039 319,550 9,004,158 2,490,927 1,778,225 6,678,000 3,495,000 23,446,310 152,613 42,219 30,139 113,186 59,237 397,395 Indirect Expenditures PKR 22,984,227 23,795,400 20,183,829 25,194,939 92,158,395 US$ 389,563 403,312 342,099 427,033 1,562,007 PKR 32,316,953 32,730,883 29,574,054 7,840,000 31,996,239 134,458,129 Total US$ 547,745 554,761 501,255 132,881 542,309 2,278,951. Having collected estimates for the different costs that are associated with the FFE programme, from the procurement of food down to the distribution of the THRs to the school girls, we estimated the total cost of FFE in Pakistan for 2005. WFP and GoP contributions for 2005 total $9,757,624 USD, and dividing this by the number of beneficiaries resulted in $29. 85 USD per school-girl per year. In 2005 in Pakistan, food costs accounted for approximately 63 percent of the total cost. The share of WFP expenses over the total cost was 77 percent, with the remaining share covered by the GoP. The cost per beneficiary increases to $63 USD per child per year if we adjust for full food distribution to all the planned beneficiaries, and assume perfect attendance. Key outcomes and Impact. In 2004-2005, a set of surveys were carried out to assess educational and other socioeconomic programme outcomes (WFP Pakistan, 2005). The evaluation included the collection and analysis of detailed school-level records from all the 826 WFP-assisted schools and a set of 79 randomly selected non-assisted schools (control) in the region. A secondary study of the available literature (GoP, WFP, and other partners) and data was also undertaken, including an analysis of data from the Education Management Information System (EMIS) and in-depth interviews with various partners involved such as government, WFP officials, community members, parents, teachers and students. The evaluation showed that the programme had multiple benefits for girls’ education: †¢ The overall enrolment at sampled schools increased by 135 percent between 1998/99 and 2003/04, whereas during the same period enrolment at control school increased by only 29 percent. There was a particularly strong increase in enrolment in the first grade of primary school (Kachi class): 211 percent at programme schools, compared to 5 percent in control school. This indicates that the programme was particularly successful in stimulating enrolment of girls who, until then, had never entered a school. On average, 88 percent of students attended school for twenty or more days per month (and were thus eligible for the take-home ration). Despite the positive effects on enrolment and attendance, completion of primary school remains a problem. Out of every 100 female students enrolling in 1998/99, only 44 percent reached grade 5. Although the primary school completion rate improved to 47 percent for the cohort starting school in 1999/2000, this only reflected a national trend, and programme schools actually showed worse results than control schools. This shows that the effect of the food incentive is not sufficiently strong to ensure that girls stay in school as they get older, and older girls of the family might be replaced by their younger siblings. †¢ †¢ †¢ 7 †¢ †¢ The programme also broke new ground and increased awareness of girls’ education. Before the programme started, 48 percent of households did not send any of their daughters to school; now all parents educate at least one daughter. While 38 percent of respondents said that the food incentive was the only reason for sending their daughter to school, 29 percent they would continue educating their daughters even if the programme stopped. 27 percent said that general hostility to girls’ education in the community was no longer an issue. The food incentive was much appreciated by the families and provided them with tangible benefits. 32 percent of community members interviewed said that their income had increased, generating savings in the family budget and that they had more free time for agricultural activities or business. Costs and benefits of the FFE programme A basic framework was developed by WFP in order to evaluate the cost and benefits of the FFE intervention designed to support girls’ education (Espejo et al. , 2006). In this model, the benefits from FFE are assumed to consist of two components; the first is the monetary value of expected lifetime additional earnings after successful completion of primary school, whilst the second is the market value of a monthly take-home ration, provided on condition to a girls’ school attendance throughout the programme duration. If we apply this cost-benefit framework to the FFE programme in Pakistan the results show that every USD spent on the FFE yields approximately 1. 68 USD in benefits. An alternative to estimating the benefits of education through the monetary value of expected lifetime additional earnings after successful completion of primary school is to estimate the extra school days gained through the effect of a particular intervention aimed at increasing school participation. Comparisons of actual pupil attendance days to the perfect attendance day total can provide a single measure of school participation that encompasses enrolment, drop-out and absenteeism, the three main educational outcomes linked to FFE. A simple model developed to estimate the gain in pupil attendance days in FFE schools using averages for attendance, drop-out and enrolment resulted in an estimated 25 extra school days per child per year (WFP, 2007). This translates into approximately $240 USD per additional year of schooling for girls in Pakistan. The cost and effects of the THR programme are summarised in Table 3. Table 3: Estimated measures of cost-effectiveness of THRs in Pakistan (Source WFP Pakistan 2005, WFP SSFS 2003). Enrolment Effect (per year) Cost 22% increase Education Attendance 10% increase Drop-out 5% decrease 25 extra school days per year per pupil 30-60 USD per child per year Lessons learnt â€Å"Of all the programmes initiated in NWFP, this one has made the most visible impact. It has contributed a lot in this province† Fazle Manan, Director of Schools and Literacy from the Ministry of Education, when asked of WFP’s assistance to girls’ primary education. The FFE programme triggered a marked increase in enrolment of girls in assisted schools in Pakistan. The enrolment more than doubled during the first three years of intervention. These types of incentives and awareness campaigns are imperative to boost girls’ education, to improve female literacy and reduce the gender gap, especially in remote rural areas. However, the retention of girl students in the school system and further improvement of the participation rate is essential to achieve universal primary education. 8 As a result of the increased enrolment, the nearly empty school buildings have become more used, providing a better return of investment to the community and the government. However, the quality of education, itself a major incentive for sending children to school, has been constrained by the lack of teachers. Moreover, many of the assisted schools suffer from a want of adequate facilities, including furniture, water, sanitation, and boundary walls. This issue highlights the need to ensure that once children are in school, efforts are made to enhance the learning environment, as well as to support pupil attendance and retention. The involvement of the community and the local government has been essential to mobilise the resources necessary for improving the school infrastructure. The FFE project has raised the awareness among the assisted communities about the importance of educating girls. Even the most reluctant parents are now sending their daughters to school. This change in attitude is a remarkable achievement against the backdrop of the social and cultural taboos that had prohibited the education of girls in the past. The mothers of the girl students now get out of their homes and visit schools to enquire about the progress of their daughters. Most of the females in far-flung rural areas were previously not allowed to step outside their homes; now girls are going to schools and their elderly female relatives visit schools to enquire about the attendance, progress in studies and probable dates of supply of oil. This change in social attitude and behaviour is an important achievement of the programme. Future plans The impact of the THR programme in supporting access to education for girls in rural, food insecure areas of Pakistan has been remarkable. Though WFP was involved in the design, management and implementation the FFE intervention, the ownership of the overall programme was, through the course of the programme, handed over to the Government of Pakistan. As of 2005, project implementation units staffed with senior level Government officials took-over the full responsibility of the programme in terms of food delivery to schools, programme monitoring and reporting. Financial contributions from the Government of Pakistan have also been essential to the success of the programme to date. The successful hand-over of the programme management will be critical to ensure the sustainability of the FFE programme in the future. 9 References Adelman S, Gilligan DO, Lehrer K. (2006). A review of the economics of Food for Education programs. International Food Policy Research Institute. Ahmed AU, Del Ninno C. (2002) Food for Education program in Bangladesh: an evaluation of its impact on educational attainment and food security. Food Consumption and Nutrition Division, Discussion Paper 138. International Food Policy Research Institute Bruns B, Mingat A, Rakotomalala R. (2003) Achieving Universal Primary Education by 2015: A Chance for Every Child. Washington, D. C, World Bank. Del Rosso J. (1999) School Feeding Programmes: Improving Effectiveness and Increasing the Benefit to Education. A Guide for Programme Managers. Devadas RP. (1983). The Honorable Chief Minister’s Nutritious Meal Programme for Children of Tamil Nadu. Coimbatore, India: Sri Arinashilingam Home Service College Devereux S, Sabates-Wheeler R. (2004) Transformative Social Protection’, Working Paper 232, Brighton: Institute of Development Studies. Dreze J, Kingdon G. (2001) School Participation in Rural India. Review of Development Economics. 2001; 5 (1), 1-24. Espejo F, Gabriele A, Gelli A. and Knips V. (2006) Submitted. Evaluating Food for Education Programmes: A Pragmatic Approach. International Journal of Educational Development. Gelli A, Al-Shaiba N, Espejo F. Estimating the cost of Food for Education Interventions. 2007. Filmer D. (1999) Educational attainment and enrolment profiles: A resource book based on analysis of demographic and health survey data; Development Research Group; Washington DC, World Bank Herz B, Sperling G. (2004) What works in girls’ education: Evidence and policies from the developing world. New York, Council on Foreign Relations Kristjansson EA, Robinson M, Petticrew B, MacDonald J, Krasevec L, Janzen T, Greenhalgh G, Wells J, MacGowan A, Farmer A, Shea BJ, Mayhew A and Tugwell P (2007) School feeding for improving the physical and psychosocial health of disadvantaged elementary school children. Cochrane Database of Systematic Reviews Issue 1. Tembon M, Al-Samarrai S. (1997) Who gets primary schooling and why? Evidence of gender inequalities within families in Guinea; IDS Working Paper 85; Brighton, Institute of Development Studies The PROBE Team (1999) Public Report on Basic Education in India; New Delhi, Oxford University Press United Nations Children’s Fund, World Food Programme. The Essential Package. Twelve interventions to improve the health and nutrition of school-age children. WFP, 2005. United Nations Educational Scientific and Cultural Organisation. Education For All Global Monitoring Report. Strong Foundations. UNESCO, 2007. United Nations Educational Scientific and Cultural Organisation. Education for All Global Monitoring Report. The Leap to Equality. UNESCO, 2004. United Nations Educational Scientific and Cultural Organisation Bridging the gap between intention and action: Girls’ and women’s education in South-Asia. Bangkok, UNESCO Regional Office for Asia and the Pacific, 1998. World Bank. From Schooling Access to Learning Outcomes: An Unfinished Agenda: World Bank, 2006 World Food Programme Pakistan. Situation Analysis: WFP’s Assistance to Girl’s Primary Education in selected districts of NWFP. WFP Pakistan, 2005. World Food Programme. Food for Education works: a review of WFP FFE monitoring and evaluation 2002-2006. WFP 2007. 10.

Family Assessment Essay

Gordon’s functional health patterns is a method developed by Marjory Gordon, a nursing theorist and professor. The functional health patterns are to be used during the nursing process to obtain a more comprehensive assessment. There are 11 functional health patterns to in place to create a comprehensive assessment. The functional health patterns are values and health perception and management, sleep/rest, nutrition, activity/exercise, elimination, cognitive-perceptual, role relationship, self perception, coping-stress tolerance, sexuality and religion. In this paper, I will discuss all of these functional health patterns as they pertain to my husbands perception of our family. Functional Health Patterns I interviewed my husband using Gordon’s functional health pattern guided questions. Miguel is a 41 year old father of four children, Trysten who is 6, Tyernen is 5, Lola is 3 and Eva who is 14 months old. Miguel has been married to Susan for 13 years. He has been running a household for the past 5 years at, taking on the newest role for men as a stay at home parent. The Health Perception–Health Management pattern involves health practices used to reach current level of health or wellness and the individuals actual health status. Questions should focus on the individuals perceived health status and meaning of health. During the assessment of this pattern, a nurse may unearth other patterns that may need to be explored. (Edelman) Rarely sick, Miguel goes to the doctor when necessary and is on Zoloft for anxiety. The kids have been to the doctor this year for their well check ups. Trysten is battling allergies, and just got over a sinus infection. Eva had an ear infection and is now teething. Tyernen had his tonsils out last year. Lola is relatively healthy and Susan just discovered she has been starting to get migraines and is trying different home remedies for these. Nutritional-metabolic patterns focus on the nutrient intake relative to metabolic need. This includes evidence of nutritional balance (physical examination) and reports and description of food and fluid consumption (history). (Edelman) Many meals are eaten out, fast food and restaurants are frequented. When foods are cooked at home, stews, steak, chicken cutlets, pastas, bread, and salads are usually made. Snacks include fruits and banana shakes he makes for the kids. He is overweight and states he knows so. The kids are healthier, and the parents make better choices for them then they do for themselves. Susan is, too, overweight. A very important factor when assessing the sleep-rest pattern is the perception of getting an adequate amount of relaxation and sleep. If the individual reports energy levels waning or fatigue this may provide some indication of the individual’s satisfaction. People have their own ideas about the roles that rest and sleep play in preparing the individual for desired or required daily activities. This pattern becomes extremely important when sleep and rest are reported as insufficient because it effects other aspects in the assessment. (Edelman) Miguel states that he has trouble sleeping and is often tired the next day. He states â€Å"the doctor ordered a sleep study for my sleep apnea I’m sure I have, but I never go. † Children sleep well through the night, approximately 10 hours. Susan just switch from working night shift to day shift, and is flipping her schedule around. Elimination patterns include bladder, skin and bowel function. Nurses ask the patient about regularity, quality, and quantity of stool and urine through reports from the individual any changes or perceived problems and about methods used to get regularity or control. Perspiration quantity and quality determine excretory skin function. (Edelman) In regards to his bathroom habits, he states he goes regularly. Miguels skin is clear, some dryness on elbows and knees noted. Hair and nails look healthy and clean. Children have normal patterns and skin is clear no dryness. Susan has drier skin, states bathroom needs are normal. The activity-exercise focuses on activity level, regular exercise program, and leisure time activities. Physical and subjective assessments include movement capability, activity tolerance, use of assistive devices, self-care ability, satisfaction with activity and exercise patterns, and any perceived problems. (Edelman) With the 4 children, he does get out and play with the kids, but there is no regular exercise routine. The children play everyday outside, wether in the park or in the yard. Susan doesn’t have a regular exercise program either. Cognitive patterns are the ability of the individual to understand and follow directions, make decisions, solve problems, retain information and use language appropriately. Auditory, olfactory, visual, gustatory, tactile, and kinesthetic sensations and perceptions impact the perceptual and sensory patterns. (Edelman) Cognitively, Miguel reads the news online and utilizes the internet to write to his family in Argentina. English is his second language, and he does need assistance expressing himself every once in a while. He does wear glasses, but they are more for driving needs. Children are developmentally on target for their respective ages. Susan is working full time, taking on line courses and running a home with the help of her husband. The sense of each individual’s personal identity, emotional patterns, goals, and feelings about the self is the self perception pattern. Self-image and sense of worth come from the individual’s perception of personal appearance, limitations, and competencies, including the individual’s self-perception and others’ perceptions. (Edelman) Miguel wants to go back to school, but his family is first. At this time, he is at home, allowing his wife to continue her education to better their situation. He feels trapped at times, wants to go back to work. He wants to go to the gym, but his children are more important at this time. He reads to better his knowledge base and fixes the cars, thriving on a bargain when it is found. Again, children seem to be on with their developemental milestones. Susan is having trouble with her physical appearance. Though she projects a confident persona, she is uncomfortable with how she looks at this time. Roles-relationships pattern describes the identity the individual assumes with in a social group and how they interact with others with in that social group and how they are connected. The individual’s perception is a large component of the assessment, as is the individual’s subjective level of satisfaction with the roles and relationships they are in. (Edelman) Miguel states â€Å"I am a daddy, husband, and a friend. † He describes himself in his roles, â€Å"daddy† being the most important to him. The childrens role are still being determined due to the fact they are so young. Trysten is big brother to all and best friend to daddy. Tyernen is a big brother and in competition with Trysten all the time, though it seems to make them want to be better. Tyernen favors his mother, but jokes around often with daddy. Lola seems to have taken on the role of trouble maker, and Eva is following her footsteps. Susan has taken on the role of mother, breadwinner, student, and nurse (not in any specific order). She tends to lead the family, get everyone moving. The sexuality-reproductive pattern is defined by the individual’s sexual functioning, sexual self-concept, methods of intimacy, and reproductive areas. The importance of sexuality to the individual’s life and health is related to the relationship and self-perception patterns. Body image, gender identity and role are linked to sexual identity. Sexual functioning involves, but is not limited to, sexual relations with a partner. (Edelman) Miguel and Susan have not been physically intimate in a long while. Either one of them remember the last time. This is mostly due to Susan’s self-perception/body image and the busy lives that are being lead. Miguel has expressed more than once that the physical aspect of their shared sexuality is unsatisfying. The ability to manage stress in life is a learned behavior. Stress is an inevitable part of life; without it there is no motivation to grow. Most stress comes from minor irritations that build over time, not great tragedies. Edelman) There are many stressors affecting this family. Four young childrens’ demands, being in Arizona when we would prefer to be in New York, working full time, going back to school, staying home with the kids, many many stressors are impacting the lives of the two parents. For the most part, the stress is handled well, though we both seem to be r eaching for food too often and may need to re evaluate our coping mechanisms so it doesn’t impact the childrens learned coping mechanisms. The values-beliefs pattern is defined as the individual’s goals, spiritual values and beliefs. Each of the 11 health patterns addresses the value systems of individuals, family, and society. Individual values or beliefs develop over time and guides the individuals life through societal influences and personal experiences with family. (Edelman) There is no firm religious influence in the home. The family is valued, belief in building a strong base for the children to grow. After compiling the data from the assessment of the family discussed in the paragraphs above, some nursing diagnosis that would be appropriate would be: Altered Nutrition more than body requirements related to using food as a coping mechanism. Sexual dysfunction related to change in body or self-image. Ineffective coping related to inadequate coping method. In conclusion, the functional health patterns gave me a better idea of what is happening in my family and how it is effecting my husband and our relationship. There is always an aspect of the health patterns that can be improved upon within a family, it is the nurses job when assessing to be thorough and helpful.

Curriculum and program review Essay Example | Topics and Well Written Essays - 1000 words

Curriculum and program review - Essay Example Having in mind the general goals and objectives in the Associate Degree Nursing program at North Central State College, on completion of this program, the graduate (RN) should have developed skills needed to be able to assist individual participation in health promotion, maintenance and restoration throughout the lifespan. As a provider and manager of care and member of the discipline of nursing, a RN should be able to demonstrate critical thinking. Furthermore, a RN should integrate the knowledge acquired in the nursing process to meet the needs of individuals and of groups that have similar health problems in a variety of settings. Maybe the most important goals include the RNs being able to safely perform technical procedures using judgment based on the previously acquired knowledge of biopsychosocial principles. Moreover, since establishing therapeutic relationships with clients and families is an integral part of nursing care, this is also an important objective of this program. However, besides the relationships with clients, being a member of the health care team, a RN should also obtain cooperative relationships with co-workers and assume responsibility for their own progress and learning that is ongoing in this profession. Finally, a RN should incorporate knowledge of ethical and legal responsibilities and be aware of individual limitations in nursing practice. Goals and objectives of the Associate Degree Nursing Program are more or less the same in other colleges besides the North Central State College. However, there are some additional ones that are relevant and will be enlisted further in the text. â€Å"Upon completion of the Associate Degree Nursing Program, the graduate, recognizing humans as unique individuals of worth, will be able to in a â€Å"caring† manner: implement individualized nursing care according to the client’s cultural background; apply basic knowledge of Maslow’s Hierarchy of Needs; apply basic knowledge of Erikson’s Stage of Growth and Development; utilize principles of nutrition in health and disease; utilize principles of pharmacology, understand rationale, and administer medications safely; utilize teaching principles to provide education to client, community and family; recognize and comprehend all information regarding clients is confidential and students are held accountable for knowing Health Insurance Portability Accountability Act (HIPAA) regulations.† (Southeastern Illinois College) Furthermore, in Chaffey College, besides being able to nourish the client’s physical health, a nurse’s goal should also be to â€Å"Utilize the nursing process to provide care for the client and his family that recognizes threats to normal physiological, psychological, developmental, spiritual and sociocultural needs.† (Chaffey College) However, â€Å"To provide an environment that promotes tolerance for diverse cultures, beliefs and opinions† (Nursing St udent Handbook, 2010, p. 4) is a goal that hasn’t been listed in neither of these colleges, except the Goodwin College. Equality of all races when it comes to providing help related to health should be an imperative. Every client should receive equal amount of attention and have the right to be treated with care and respect. According to the Behrend College, â€Å"The associate degree in Nursing is a concentrated two-year program†¦ and after earning an associate degree students are eligible to take the national examination for licensure (NCLEX) as registered nurses.†

Recruitment & Staffing Proposal Assignment Example | Topics and Well Written Essays - 1250 words

Recruitment & Staffing Proposal - Assignment Example One of the recruitment approaches that can be used is gamification. Top companies increasingly use this method, and it can help obtain quality and talented individuals into the company. It is the approach involving developing enjoyable, engaging and fun components to test skills by striking into a competitive spirit always like a game (Smith & Mazin, 2011). HSS interest is recruitment of top level employees and through gamification models, the company can benefit since there is a provision to the employer with a preview of how the senior applicant may perform or manage when doing that particular job. This is a positive outcome should the HSS company consider this recruitment approach. There are occasions when the organization hired a candidate only to find once in the job that he wasn’t okay. This approach helps solve such problems. The second approach of recruitment that human resource can adopt to help the company is employee referral programs. Reward can be used to entice w illing employees in assisting the human resource achieve its aim. The final approach that the HSS human resource will apply is mobile recruitments and social networks this is another current trend in recruitment. Human resource at HSS may explore this option. It involves sourcing for suitable applicants from company’s social sites (Smith & Mazin, 2011). The company through the human resource will observe and identify events across your social networks. They will monitor responses, questions, comments and other various interactions. This can provide indications where to focus and channel social media recruitment efforts. The approach also involves engaging top candidate and identifying where your social networks are very active; involve the best applicants with valuable content such as videos, webinars and blog posts There is three recruitment approaches that could be considered by HSS human

TELEVISION BROADCASTING, HISTORY OF Essay Example | Topics and Well Written Essays - 750 words - 1

TELEVISION BROADCASTING, HISTORY OF - Essay Example The researcher’s main goal is to reveal to the audience the chronological events that saw coming of age of the television and the television news. Vladimir K. Zworykin gave hope to Americans when he first patented the iconoscope television picture tube in 1923. NBC further developed this to broadcast an image and allow television transmission. The great depression and World War II delayed the first newscast, which eventually came in 1939. By this time, only a few television sets existed in New York area, limiting the number of audience reached by the cast. The number of television sets owned by homes increased considerably in 1946 and by 1948, almost one million homes owned television sets. The number of licensed television stations also increased to 108 serving a greater number of public. By 1950, television managed to change the old habits of attending movies, and sporting activities because many preferred the comfort of their home watching television (Landesberg and Pescato re 1024- 1028). Growth in programming played an important role in the television acceptance. For instance, television captured important functions in the other parts of the world, displayed good movies, discussions, and soaps attracting all kinds of audience. Undeniably, growth in technology played an important part in this transition and to the next level of digital technology. The Landesberg and Pescatore, the co-authors of this article have used literature review as a methodology to this article. Numerous literatures exist that explain some aspects of television, television news, and invention of television sets. In choosing to use existing literature, the authors avoid the challenges that go with the traditional qualitative methods. This methodology is appropriate to this research to some extent. First, this method is a cheaper one and thus appropriate in case of less funds. Secondly, the research involves historical events that occurred many years ago when the

Cime criminology and modernity Essay Example | Topics and Well Written Essays - 2000 words

Cime criminology and modernity - Essay Example When a bank makes a mortgage loan it is balancing risk with probability of repayment in an attempt to maximize profits. Firms engaged in international trade may hold reserves in a variety of currencies to minimize the risk of currency fluctuations. In each of these examples the company in question is trying to minimize risk. The following discussion will focus on the emerging term of risk management and risk minimization in the context of criminology. Initially, the term will be defined. Then the development of the concept will be outlined. Subsequently, the implications of the emergence of the risk minimization paradigm will be explored. Finally, a concluding section will examine the broadest implications of risk minimization for criminology and the future of the view of criminology as the art and science of reducing risk. Risk Management Defined More recently, the term has been adopted by the criminology field. In criminology risk management focuses on assessing the risk to society a given-offender presents and allowing that assessment to define the response of the criminal justice system. For example, offenders identified as the greatest risk to re-offend are treated more harshly and incarcerated or most closely supervised. Those presenting less of a risk are less closely supervised. The idea is to target the majority of resources and interventions at those most likely to act anti-socially in the future. Risk management is deemed to be a useful tool for determining the allocation of resources in the criminal justice system and a useful tool for determining the level of intervention (incarceration, length of incarceration, supervision, and level of supervision) necessary for a given offender. According to Kropp and Kropp (2002) risk management is prevention oriented approach as it attempts to match interventions with the level of risk (of recidivism) that individuals present.2 They define risk assessment as â€Å"the process of speculating in an informed way about the aggressive acts a person might commit and to determine the steps that should be taken to prevent those acts and minimize their negative consequences.†3 In criminological terms seeks to match resources to needs in an effort to minimize risk to society by matching intervention to the likelihood of an individual to commit future anti-social, violent or criminal acts. Robert S Cormier provides a useful summary of the range of contemporary risk assessment:4 Risk assessment has been commonly used to classify offenders in order to place them in suitable levels of institutional security.... Assessments are also done to assist in decisions regarding when and under what conditions an offender might be released from prison into the community, and are used to determine the appropriate treatment interventions and the level of supervision required to maintain an offender safely in the community. Risk assessment is the measurement tool, risk management is the act of pairing interv ention to level of need, and risk minimization is the objective of the risk management school of criminology. The Origins of Risk Management Kropp and Kropp acknowledge that risk management in criminology was initially crude, impoverished and inaccurate.5 Historically, â€Å"