Rumble in the Jungle Essay Example

Rumble in the Jungle Essay The documentary, Rumble in the Jungle is about an event of boxing that took place on October 30, 1974, in the Mai 20 Stadium, and it is now held at the Tata Raphael Stadium, in Kinshasa, Zaire (now Democratic Republic of the Congo). It has been the biggest boxing around, and it has made Muhammad Ali become such an inspirational sportsperson. Mohamed Ali was more than an outstanding athlete, he is a catalyst for social change, a model for positive imitation, an inspiration to generations of people of all races worldwide. Muhammad Ali is an inspirational sportsperson not simply because of his skill as a boxer or public speaker, but in his ability to maintain his humanity. His an inspirational because he was a great boxer and sportsman but because he taught the world how to believe in what you stand for. I believe that his an inspirational sportsperson because the inspirational aspect that Ali relates to the way he conducted himself in his personal life. Ali was never afraid to speak his mind or to stand up for the things he believed in. He never giving up on things. I strongly agree to the fact that he is an inspirational as a sportsperson, because of the way he treats other people around him equally, his a great personal honour, strength, and integrity. I believe that Mohamed Ali is an inspirational sportsmen because in the scene when he was pushing the kids from the road, that shows that his a loving and a caring person. We will write a custom essay sample on Rumble in the Jungle specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rumble in the Jungle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rumble in the Jungle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The reasons why I think his an inspirational sportsperson, is because what he does in the documentary that shows the audience, it shows that his nice and a great inspirational sportsmen. Muhammad Ali is an inspirational sportsmen because of the way he leads his fans, when they all listen to him and they get along well together. This shows that his respect by is fans and that is because his showing by providing the respect he has for them. Overall I think Muhammad Ali is an inspirational sportsmen because of the way he acts throughout the documentary, it shows that his a loving, kind hearted, amazing. He hasn’t let his illness stop him from being free to do what he wants. Ali is a good inspirational because has inspired so many people in so many different directions. Ali has shown that a sport can be more than entertainment; it can also be a cultural event with the power to change social values. And he has shown that a black man can stand up to social oppression.

A Feminist Criticism of a Farewell to Arms Essay Essay Example

A Feminist Criticism of a Farewell to Arms Essay Essay Example A Feminist Criticism of a Farewell to Arms Essay Paper A Feminist Criticism of a Farewell to Arms Essay Paper Essay Topic: A Farewell to Arms After completing A Farewell to Arms. I found it hard to accommodate Judith Fetterley’s feminist onslaught of the novel with my ain personal sentiments. I agree that Hemingway does kick adult females to the kerb in his portraiture of Catherine. but my grounds for traping this offense on Hemingway are different from hers’ . Although she means good. Fetterley makes the pathetic claim that by portraying Catherine as an angelic. altruistically loving â€Å"woman to stop all adult females. † Hemingway disguises misogynous attitudes and a deep-seeded hatred towards the XX chromosome. This claim is non supported by the text. If we look at Hemingway through the lens of his ain words. we find that his misogynism does non jump from a â€Å"too good to be true† portrayal of Catherine. but instead in his inclination to project her down into the dirt-Catherine is a dependent. baby-manufacturing trap that stifles Lieutenant Henry: â€Å"Poor. hapless beloved Cat. And this was the monetary value you paid for kiping together. This was the terminal of the trap† ( 320 ) . It is his preference for sex and his demand for feminine comfort that keeps Henry coming back to Catherine. non some impression of â€Å"love† or true connexion. This is Hemingway’s misogynism. nevertheless unwilled. unmasked. But to acquire a true sense of this â€Å"anti-Fetterley† feminist position of the novel. it is of import excessively look at the particulars of Hemingway’s building of Catherine-facts that stand in direct resistance to Fetterley’s declared onslaughts. First of all. Catherine is non Fetterley’s unique and unachievable goddess-she is an object in Henry’s existence. a banquet of esthesiss but nil more. She is kindred to good nutrient and good drink: â€Å"‘I was made to eat. My God. yes. Eat and imbibe and kip with Catherine† ( 233 ) . Indeed. Henry’s ideas about Catherine. both when he is at the forepart or by her side. mingle with yearnings for good vino and contemplations on deluxe repasts. In Henry’s universe. a good Capri would be nice. a nice hunk of cheese would be expansive. and kiping with Catherine would be empyreal. These things all equate to the satisfaction of basic human demands. Every now and so. Henry feels a rumble in his loins-a periodic hungriness for the â€Å"cheese† between Catherine’s legs. Hemingway dissolves Catherine into the least common denominator-the object. devoid of significance or existent importance ( when Henry isn’t hungry ) . How can Catherine be an angel. as Fetterley claims. when she is simply an object. a little. rocklike satellite revolving Planet Henry? This leads us to another facet of Hemingway’s intervention of Catherine. In the novel. she is a wholly dependent and subservient slave to Henry and his desires-she is placed steadfastly under his heel. This is apparent from her duologue: â€Å"‘I’m good. Aren’t I good? You don’t want any other misss. make you? †¦ You see? I’m good. I do what you want† ( 106 ) . Through her words. we get a sense that the lone thing that concerns Catherine is the degree of Henry’s satisfaction. She needs his blessing ; he is the beginning and terminal of her universe. This dependence resurfaces many times in the novel. In Milan. Catherine works herself to the bone all twenty-four hours. so that she can hold sex with Henry all dark. Throughout this period. her greatest concern is that she doesn’t tack up to the misss that he has had in the yesteryear: â€Å"‘I’ll state merely what you wish and I’ll do what you wish and so you will neer desire any other girls† ( 105 ) . When she is pregnant. her ideas and concerns continue to focus on wholly around Henry’s felicity: â€Å"‘But after she’s Born and I’m thin once more I’m traveling to cut it ( her hair ) and so I’ll be a all right new and different miss for you† ( 304 ) . Even during her long and backbreaking labour. Catherine’s individual concern is that she is a load on Henry: â€Å"‘Oh. I wanted so o have this babe and non do problem. and now I’m all done and all gone to pieces and it doesn’t work† ( 322 ) . Fetterley might claim that this amounts to â€Å"selfless-love. † but I think this phrase gives Catherine ( and Hemingway ) excessively much recognition. Catherine. as portrayed in the text. seems more like an obedient Canis familiaris so a virtuous. unselfish being of visible radiation ; she is like a cur that serves its maestro because it has no 1 else and can non last on its ain. By the terminal of the n ovel. Hemingway succeeds in portraying Catherine as both an object and a docile topic in Lieutenant Henry’s land. This building diminishes Catherine’s character and allows Henry ( and Hemingway ) to see her and the babe wholly in footings of the load they entail. They are a â€Å"trap†-flames that burn the log that â€Å"Henry the ant† scurries around on. This makes it much easier for Hemingway to kill off Catherine and rinse Henry’s custodies of all responsibility-the concluding pieces in his misogynous mystifier. This rough return is a more well-founded alternate to Fetterley’s womens rightist onslaughts on the novel.

Social Discount Rates Essay Example | Topics and Well Written Essays - 1500 words

Social Discount Rates - Essay Example The discount rate which is used in financial calculations is usually chosen to be equal to the cost of capital. Some adjustment may be made to the discount rate to take account of risks associated with uncertain cashflows, with other developments. Evaluating an investment project can require the use of approaches designed to integrate the consideration of the flexibility and uncertainties associated with the investment opportunity under study (Robert Wilson, 1982). Regardless of the approach adopted, a project evaluation, based on deterministic hypotheses, is nonetheless inevitable at some given moment. The problem that arises is the choice of the 'conventional' method which helps to determine the project value with due integration of the financing related aspects. As Brealey and Myers (Robert Wilson, 1982) show it, various methods can be used, including standard WACC, Arditti-Levy, equity residual and adjusted present value. Historically, with certain assumptions, the consistency of these methods has been demonstrated by comparing them in pairs by Robert Wilson, 1982. However, this consistency could also suggest the existence of a single approach underlying these different methods, and from which they could all derive. The NPV is greatly affected by the discount rate, so selecting the proper rate - sometimes called the hurdle rate - is critical to making the right decision. The hurdle rate is the minimum acceptable return on an investment. It should reflect the riskiness of the investment, typically measured by the volatility of cash flows, and must take into account the financing mix (Ross,1976). Managers may use models such as the CAPM or the APT to estimate a discount rate appropriate for each particular project, and use the weighted average cost of capital (WACC) to reflect the financing mix selected. A common practice in choosing a discount rate for a project is to apply a WACC that applies to the entire firm. Some believe that a higher discount rate is more appropriate when a project's risk is different from the risk of the firm as a whole(Ross,1976). In capital budgeting the correct risk adjusted discount rate for future cash flows is independent of whether the flow is a cost or a revenue. Contrary to a widely disseminated view in some popular textbooks and elsewhere, costs are not especially safe (nor risky), and accordingly costs should not be discounted at especially low risk adjusted discount rates (Robert, 1998). Three Methods for Determining Discount Rates 1. The historical approach: One approach to find discount rates is to assume that the average rate which has been observed in the past will continue into the future. Typically, those who use this approach rely on the real interest rates which have been reported over a decade. What analysis of these rates indicates is that real rates were fairly stable over the period 1950-1970, at approximately 3 percent. During the oil crisis, of the early 1970s, real interest rat

Introduction to Statistics Essay Example | Topics and Well Written Essays - 1500 words

Introduction to Statistics - Essay Example a) Proportion of affected patients was with the 95% confidence interval for the proportion of stroke patients who become clinically depressed given by . The confidence interval indicates with a confidence coefficient of 0.95 that the true proportion of stroke patients who become clinically depressed lies within this interval. b) To evaluate the claim of the health magazine, we check whether the confidence interval contains 60% of stroke sufferers. Since 0.60 is within the confidence interval, we conclude that the claim by the health magazine is consistent with the observed data (Mendenhall en Sinchich). c) The assumptions for the confidence interval to be valid include large sample size to ensure the validity of the normal approximation. The sample size of 79 is large enough to guarantee the validity of the normal approximation. d) Sample size to be used to achieve a 99% level of confidence that the sample proportion of stroke patients suffering from depression is within 0.025 of the true proportion is computed from the following formula. b) The main assumption for the validity of the confidence interval computed is that the sample should be drawn from a normal distribution or asymptotically, it should tend to a normal distribution. This assumption is violated since from the boxplot, the distribution of the temperature is right skewed. This is evident from the unequal length of whiskers of the boxplot, with a longer whisker for data to the right of the

My First Car Essay Example | Topics and Well Written Essays - 1500 words

My First Car - Essay Example It came to the point where I became very exhausted having to ask someone to take me to all the places that I want to go. Luckily, I have a great friend that does not mind doing anything for me. He once told me, â€Å"Emmanuel, just let me know if you need me to do anything for you.† One day, I decided to take my friend up on his offer. I called him at 5:30 pm on a Monday. I said, â€Å"Can I speak to James?† The person on the other line said to me, â€Å"This is James, who is this?† â€Å"This is Emmanuel,† I said. â€Å"Ok, Emmanuel, what can I do for you? I hope it’s not going out because I have to go to work.† I then replied, â€Å"Well, since you’re about to go to work, what time are you going to be available?† He told me that it depended on what I wanted to do. â€Å"I just want to drive around, James.† He said, â€Å"Well, I really don’t have the time to do that right now as I am busy.† I told him this was fine and that perhaps we could make plans for another time to which he agreed. On Tuesday, I was thinking very deeply about what I was going to do about James and the fact that he did not have the time to drive around with me. It was a difficult situation, to say the least. The next morning I called James to ask him for a favor. He sounded wary at first as he asked me what the favor was. I then told him that I wanted to learn how to drive. He sounded surprised by my request since I had previously told him that I was scared to learn. I swallowed the fear in my throat and said, â€Å"If I want to go places, I need to learn how to drive myself. It’s too hard having to ask someone for help all the time.† He paused for a long moment before agreeing to help; however, he did have one stipulation: I had to buy my own car first. Purchasing a new car was an interesting experience for me. I had absolutely no idea how to go about it. I knew that I would need James’ hel p. The next thing I know, I called him and said: â€Å"James, I have something for you.† He asked, â€Å"What is it that you have for me?† I replied, â€Å"I have some gas money for you if you will take me to buy my first car.† Fortunately, James was very happy to do this. We drove to numerous car lots that day, but we could not find a car that was good enough for me to crash and just when we were about to give up, we saw a nice little Honda Accord, 1987, driving by with a â€Å"for sale† tag on it. Instantly, I said to James, â€Å"Look! There’s a car for sale! We need to go after it.† We hurried and made a u-turn. We finally caught up with the Honda Accord and asked the driver to stop. When he stopped, we told him that we were interested in purchasing his car. The name of the owner of the Honda Accord was Broke and we asked him how much he was selling the car for. He said he was selling it for $850.00. I said, â€Å"How about $500.00?â₠¬  He agreed to my price offer. I asked Broke, â€Å"Does this vehicle come with any warranty at all?† Broke looked at me and said, â€Å"No, you buy it as it is.† I replied, â€Å"Well since I am buying it as it is, I need to make you a lower offer.† Broke then asked me how much. I offered $375.00 and Broke said, â€Å"That’s the too low man, you need to go a little higher.† I said okay and offered about $400.00 and Broke again said no, that the price I offered was still too low. So James and I turned around and pretended we were about to leave.  Ã‚  

Codification of Law in India

Codification of Law in India Douglas C. North in his book Institutions, Institutional Change, and Economic Performance talks about the importance of institutions, and how these institutions influence economic performance. Institutions include both informal rules  [1]  like code of conducts, traditions and customs and formal rules like constitution, laws and property rights  [2]  . People generally pay attention only to the formal rules that exist in the society and the informal rules dont get the attention and importance that they should get. The British in India did the same thing. But, North argues that these informal rules are also important and they shape the future of the economy. Institutions as defined by North are humanly devised constraints that structure economic, social and political interaction.  [3]   Entry of British in India When the British came to India in 1600s they saw a society which was not governed by any formal laws like the Bible (which was considered to be a divine source of power, law and rules for them) which governed the English; but a heterogeneous society where every individual followed his or her own custom and tradition which were varied. There was no uniformity in the practices that were followed by the people. The concept of formal law like being governed by a uniform system of law or a constitution was an alien concept to the Indians. Kautilya in Arthashastra recognizes existence of four sources of law which are dharma (scriptures), vyavahara (mutual agreement), charitra (local custom) and rajashasana (state decree).  [4]  Kautilya says that these were in ascending order and that the state order prevailed above all the scriptures and customary practices, when a conflict would arise. Similarly even Ashoka and Akbar developed laws which were to be followed by the subjects but they n ever mandated the people to follow these laws unless their customs were such so as to lead to communal disharmony. Thus, we see that the Indians had complete freedom to practice any norm, practice, custom etc. that they pleased as long as harmony was maintained. When the British stayed here as traders they did not interfere into these local customs and practices and were least concerned about it. When they came to the sub-continent the political power was weak as the power of the Mughal Empire in the center was crippling, thus making it easier for the British to gain political control and make a strong foothold in India. The English did gain the central control but their supremacy would only be recognized by the people if they would resolve disputes, which encouraged the British to develop judicial system in India. The law provided the British nothing less than a comprehensive ideology through which to rule.  [5]   The ideology which was used by the British was as Edward Said talks about in his path breaking book Orientalism.  [6]  They made the Indians believe that they were barbaric, uncivilized, in darkness and backward and it was their (British) duty to make the Indians civilized, modern, and progressive and bring them enlightenment. There was cultural hegemony which existed and the British believed that they could improve the Indian situation. The image of the cruel and superstitious natives who needed Christian salvation was deliberately constructed by the Evangelists.  [7]   Informal Institutions in early India and path dependence Initially the British tried administering the practices, norms, culture and traditions that were prevalent in the Indian society, but as there was lack of uniformity as everyone followed different customs and traditions the British found the administration to be difficult. James Mill and Thomas Babington Macaulay wanted to codify the laws in India and wanted to conduct an experiment and see how codified laws worked. They wanted to make the laws based on the principal of utilitarianism and wanted a code which was symmetric in all parts  [8]  and which would bring in uniformity. Thus, began Indias shift from an informal institution where interactions between parties were based on social norms and customs to formal institutions like codified laws. The natives in India for centuries had been following their own local customs and usages.  [9]  The Indians had been travelling on a path where they were not mandated to follow a particular law or text and were free to choose the norm or custom that they wanted to follow. Since there were no restrictions on them the Indians had complete freedom. The Indians had been on this path for a long time and thus there was path dependency.  [10]  This means that since the Indians had been traversing this path for a long time taking an alternative path would be difficult and there would be a high price for changing the path. Another definition of path dependency is that which states that history matters and this affects the possible outcomes in future.  [11]  The change in path in future becomes difficult because of the increasing returns or positive feedback  [12]  that is received because it has been being followed for a long period of time by large number of people. With the idea of the British to bring in formal rules and to codify laws there was a shift in the institution from informal to formal. Shift in the criminal sphere was not difficult as criminal law was universal and was to be applied universally on everyone. Warren Hastings agreed with this codification, but objected to the codification of the personal laws of the Indians as he knew it was dangerous and wanted to stay away from it.  [13]  Since the British could not impose their ideology  [14]  Hastings decided that there would be Indian officials like pandits and maulvis who would help the English judges take decision. Since, the English judges were unaware of the Indian jurisprudence, this help by the officials was essential for them to decide upon cases. Reasons leading to shift in institution from informal to formal The court wanted specific solutions to complex issues. The colonizers did not pay any importance to the existing diversity and would ask questions of general rule and the pandits would answer keeping dharma in mind.  [15]  The answers which the British got were never in tandem with the questions asked, as the pandits and maulvis had never faced such a situation before and the answers differed from one pandit to the other; and these answers were then accepted as general rule of law and were imposed upon the people. Different pandits came to different conclusions even when the circumstances were same because they would refer to different texts or scriptures as there was complete freedom to choose the custom that people wanted to. For example if an Englishman would ask how to turn into a Hindu, the method or the procedure told by different pandits would be different as there was no one particular way of doing it. Thus, there was no uniformity. The pandits in India were not an organization like the Pope of the church. The pandits did not interfere in the political sphere at all; unlike the church where the Pope would coronate the King and then only could he rule. There were varied customs prevailing and every pandit would interpret the text in a different way as there was no single interpretation like there was of the Bible. A well trained pandit would be in a position to cite numerous versus on particular topics or only those that made a particular point useful to a specific scenario or indeed he might express his own opinion on the matter  [16]  but these differed greatly from each other. The customs would change from place to place and the British were baffled at this dissimilar existence of customs. Thus, there was no uniformity and certainty in the decisions given by the pandits and the maulvis. This led to a mistrust of them by the British and hence they decided to codify the law. Another reason for codification of the laws were that they believed that there was popular demand for such changes; and the popular demand according to them consisted of group of elite Hindus who were a part of the British administrative structure itself.  [17]   Organizations acting as change agents North in his book also talks about the existence of organizations which are group of individuals bound together for purpose to achieve objectives  [18]  and are created to take advantage of the opportunities  [19]  that the existing institution provides them and then either work within the existing institutions or change and alter the existing institutions, depending on the objective to be achieved; and hence the organizations which are created out of the existing choice set act as major agents of institutional change.  [20]   When the British realized that administration in India was difficult because of the non-existence of any certain law they finally took the bold step of codifying the personal laws as well. Hastings had wanted to stay away from personal laws as he realized that marriage in India was tied to religion and they had decided on staying neutral towards the native religious affairs and secondly because they thought that there interference might lead to communal violence.  [21]  But the assistance of the pandits and maulvis was now looked at with mistrust and thus, Hastings selected 11 pandits to codify laws which would then be followed by everyone. The pandits came up with Vivadarnavasetu which literally means a bridge on the ocean of disputes was the original Sanskrit version. Later on these were translated in English (with which also there were problems which will be dealt ahead) under the name of A Code of Gentoo Laws. The meaning was totally transformed and words like code and law which were never a part of the original text were now legitimized.  [22]  Then again William Jones appointed Jagannath Tarkapanchanan, the legendary scholar on all branches of the Dharmasastras to compile Vivadabhangarnava which literally means a break wave on the oceans of disputes and it was later translated into English under the title A Digest of Hindu Law. Again the importation of British concepts of digest and law were used to legitimize the transformation of the prescriptive guidelines in the Sastras as legal rules to be administered by the court.  [23]   Initially the British gave regard to the customs that were ubiquitous while codifying the laws,  [24]  but even then they realized that there were uncertainties and they could not trust the Indian officials as there was a possibility of them defrauding the company for their own benefits.  [25]  Thus, many English jurists like William Jones, Colebrooke decided to translate the texts into English so that the judges could use it. But the translations were done by European scholars. When translations were done the essential meanings got lost and the entire meaning and its essence could not be understood and translated, as there are certain words the exact word for which might not exist in the other language. For example the word dharma which means the all en-compassing duty to do the right thing at the right time, at any point of ones life, was simply translated as law.  [26]   The English jurists who translated the texts into English were the organization which objected to the existing informal institution. This organization had the common objective (having political control over India) was the ease of administering laws. The goal which the organization sought to achieve of uniformity and stability could not be achieved with the existing institution of informal norms, code of conduct and behavior; they had to get in something more concrete like formal laws so that there could be certainty and uniformity. This organization emerged because of the existing choice set which was available to them because of the informal rules in place and they took advantage of the position that they had attained and acted as change agents or as North would call them entrepreneurs in economic terms and gave India codified laws. Importance of informal norms North in his book also states that move from informal to formal institutions is a slow process.  [27]  Although formal rules may change overnight due to political or judicial decisions, informal constraints embodied in customs are much more impervious to deliberate policies. These cultural constraints not only connect the past with the present and the future, but provide us with a key to explaining the path of historical change.  [28]   In India if we see the move from informal non-codified laws to formal codified laws was a slow process as the British initially tried to administer the informal rules only, but when the result was not to their satisfaction they decided to move towards codified formal rules. But, if seen from another perspective then we see that the change was all of a sudden as the British imposed these codified laws on the Indians when for a long time they had been following a different path altogether. This imposition of the laws on the Indians could not percolate into the society and could not become a part of the society easily as these were imposed from outside and were not from within the society itself and sometimes were not in conformity with the existing norms. Change from informal to formal institution has a cost Transaction Cost Now this institutional change from informal to formal could not be without any cost. There was a cost which the society had to bear, but this cost was not taken into consideration when the organization was taking the decision of altering the institutions according to its own benefit. The cost borne was the change of many customs that were existing, loss of many customs as they were not codified, freezing of identities, creeping in of foreign ideologies and biasness and death of plurality of customs, traditions and indigenous practices. This cost is known as transaction cost as it is the cost of changing the path upon which one has been travelling for a long period of time (non-codified laws) to a new path (codified laws). Transaction cost is a result of the institutional change, but this transaction cost also could have brought in Indians a feeling of unity which had not existed before within a group and also led to the abolishment of many evil practices that were being practiced by the people. Codification of Hindu law was a humongous task because there was no existence of anything called the Hindu law (its existence was presumed by the British keeping in mind the bible which was their source of law) prior to the colonial era, and secondly because what the British mistook to be the source of Hindu law was so vast that they were unable to codify everything as there were various norms being followed in the society which did not come from some ancient scriptures or religious texts. In England there existed a homogenous society with everyone following what the church told them and as already mentioned above the church was an organization and hence their interpretations of the bible (which was the divine source of their law) were also same. So when the English came to India they came with a framework in their mind that, there would be a homogenous society and that this homogenous society would have a divine source of law. But, the British were in for a surprise when they came t o India. They realized that a heterogeneous society with various different practices existed in India and they failed to find a divine source of law; but were adamant on finding a source of law something which was akin to the cannon law and hence in their desperate attempt to find a source, William Jones who was to then translate the sources of law in to English considered Manusmriti which were the Memories of Manu to be the source of law and the translation came to be known as the Institutes of Hindu Law.  [29]  India does not have a cannon law which legitimizes a uniform code for all the diverse groups of the community; but, because of this arbitrariness the British started patronizing education and interpretation of the shastras for their own.  [30]   The British thought that they would derive the law from the texts and scriptures but this task was cumbersome and impractical. They were influenced a lot by the legal theory especially that of Jeremy Bentham.  [31]  Bentham believed in the principle of utilitarianism. Utilitarianism means greatest good for the maximum number of people. In such a scenario it is the minority that is left out and their needs are not taken into consideration; but while codifying these laws the opposite happened. Codification of these laws was done by few pandits who had their own interpretation of the texts and it was done on the demand of a few people with whom the British interacted. Thus, what got codified were just a few traditions and customs and a large number of them were left out and hence got lost. There was strong impact when colonial law encountered the personal law. It led to customs like property rights which are important for the development of any society being substantially altered in Bengal and rights of women to hold property was also substantially changed.  [32]  There were two schools of thought that existed in India Mitakshara and Dayabhag with regards to property rights. Mitakshara was followed everywhere except in Bengal where Dayabhag school of thought was followed. When codification was done by William Jones he was influenced by the Dayabhag School and hence, most of their beliefs got codified and beliefs of the other school were left out leading to the death of many customs. The loss of customs was not only because they were not codified, but also because the judges refused to recognize the existing norms if they did not have any spiritual authority. Customs that the people followed were something which had been developed by the community on their own and h ad no spiritual backing and hence they were considered invalid by the courts. When there was a conflict between customary law and the official law, then the customary law had to be established and then only would the customary law prevail. But the standard set for proving customary law was so high that hardly any law could meet the requirements and slowly all of them withered away.  [33]  The judges also had the power to strike down the law on the basis that they considered it to be against public policy. There was no definition given as to what was against public policy and this gave unfettered power in the hands of the judge to decide which laws were valid and which were against public policy.  [34]   There was freezing of identities as Hindus were now considered to be a larger group of people and were considered to be a community while on the other hand the Muslims were considered outsiders.  [35]  This also happened because in courts the judges had to apply Hindu law to the Hindus and the Muslim laws to the Muslims; so now the people had to decide which religious community they belonged to, whereas initially there was no such pressure on them to identify themselves with a particular religion and were free to choose any custom of any religion they wanted to follow. The translation of the code was done by English jurists who were trained in English laws and customs. So when they translated the law they could not keep aside their biasness and facets of English law crept in. Thus, the new law which came into being comprised of first, the interpretation of the laws by the judges, in the form of case laws acting as precedents and secondly, through codification of the scriptures. T hey also used the principles of justice, equity and good conscience while deciding the cases. This led to the emergence of Anglo Hindu law.  [36]   As Anderson in Islamic Law says  [37]  : the construction of Hindu law in India by the British colonial government [and] the British effort to find Hindu lawà ¢Ã¢â€š ¬Ã‚ ¦assumed that the Hindu law would be found thoughà ¢Ã¢â€š ¬Ã‚ ¦deduction from precedent and a focus on cases. Hindu law gradually came to be based on previous judges decisions, not on Hindu sacred texts. These texts themselves were mistranslated and selected according to the conceptions of English civil law, so that Hindu law was ultimately defined in terms of European conceptions of Hindu law. But the transaction cost borne also helped as this death of plurality led to removal of many practices that were evil and were rampantly practiced in the society. Various acts were passed which made the social condition better, like the Sati regulation of 1829, the Caste Disabilities Removal Act 1850, the Hindu Women Remarriage Act 1856, and Child Marriage Restraint Act of 1929. Removal of Sati was an important step as this practice was highly followed in Bengal. Sati was so prevalent in Bengal because they followed the Dayabhag School of thought which gave property rights even to women. These acts helped improve the social conditions in the society at least on paper if not reality, as there is evidence to show that sati was more widely practiced after the regulation that came into being. There were retentionists as well who were unhappy with such codes, and in many areas the customs were not changed in accordance to the code and they still continued; as a stroke of pen cannot comple tely do away with or abolish customs that had been being followed for centuries. This could have brought in more unity as now the Indians had something to identify themselves with, which were common to all the people. North says in his book that the resultant path of institutional change is shaped by:  [38]   The lock in that comes from the symbiotic relationship between institutions and the organizations that have evolved as a consequence of the incentive structure provided by those institutions the new path of codified laws that India started walking on after codification was traversed on for a long time and the path became locked in history and thus, gave India codified laws which exist even today. This codification could only take place because the existing institutions did not provide for the political unity of India which gave British the incentive to codify the laws using their political power; and The feedback process by which human being perceive and react to change in the opportunity set keeping aside the costs borne because of codification, from British point of view this process of institutional change was beneficial as it helped in smoother governance of the country and better control over the people. Bengal as an illustration Now lets look at the existence of this framework through example of Bengal. During this time Bengal comprised of Bihar as well and was named Bengal presidency. The populace of Bihar consisted of Muslims as well and not only Hindus. As already mentioned above there were two schools of thoughts that existed. One was called the Mitakshara which was followed in all parts of India and the second being Dayabhaga which was followed in Bengal only. There was difference in the two Schools because they had different rules which governed them. for example: in Mitakshara the son had an interest in the property as soon as he was born, while in Dayabhaga School the son got the property after the death of the father. According to the Dayabhag School the women had substantial property rights. In some cases they managed the property on behalf of the male members and on other occasions they would hold property in their own name after the death of the husband. During the British era in the 19th century the amount of property that would be held by the women substantially reduced than what is was earlier. Their property was vulnerable to competing claims of the local powerful men. This change also happened because in England the British women did not have property rights and when the British saw this new scene in India while codifying the laws they brought this change and the right of women to hold property was substantially taken away. Warren Hastings had been the governor general of Bengal but towards the end due to financial instability he was replaced by Lord Cornwallis. One central aim of this project was to restore the landlord and property rights that existed a generation before.  [39]  Lord Cornwallis planned to give a constitution which would protect the personal property of the individual and thus help in the prosperity of the state.  [40]  Thus, he created new offices and courts to collect more revenue which was the aim of the British. When the British came to India they came with their English notions of how property was related to politics. So when they came to India lord Cornwallis could not disassociate this notion and believed that there would be the existence of same relation even in Bengal.  [41]   Using their pre-colonial notion of the existing offices and without bothering to understand the existing social institutions they removed Indian officials from important posts and made them mere informants or agents. During Warren Hastings stay he gave importance to the customs and usage of the local area, but when Lord Cornwallis came he thought that the information about the customs could be gained from the inhabitants of the place and thus abolished the office qanungu  [42]  who was the district officer and would be a ready source of information regarding the existing customs. But Lord Cornwallis removed the office thinking that the post had deep rooted immersion in the historical continuities of a particular society made them easily corrupt and there were chances of them defrauding the Company with the landlords.  [43]   This essentially happened because the British wanted to maintain their supremacy and did not want to lose their political power in India, but while being insecure about the hold of power politically they forgot to give due importance to the existing social institutions which would have made their rule easy. The constitution given by Lord Cornwallis had a paradox.  [44]  It was based on the Burkean philosophies of trust and customary practice, but sadly, when it came to Bengal both were nonexistent as there was severance and a distance existed between the world of government and the relations it governed.  [45]   The judges in the court had officials that would assist them, but then the British started mistrusting these officials who were either pandits or maulvis. Thus William Jones wanted a text which could help the judges decide cases and their dependence on these officials reduced. The book was a translation of Sanskrit commentaries on contracts, property and inheritance laws written by Jagannatha Tarkapanchanam who was the most respected jurist in India in the 18th century. This Digest was not to codify the laws but to compile all the usage so that administration would be easy and not an attempt to codify laws. The text was meant to supplement the decision taken by th

The Problem of Feminism in Female Art Essay -- Essays Papers

The Problem of Feminism in Female Art A review of the world’s great artists conjures familiar images: Michelangelo’s Sistine Chapel; Vincent Van Gogh’s Starry Night; Pablo Picasso’s The Tragedy. There are many more, of course: Monet, Moya, Warhol, Rembrandt, Kandinsky. What is immediately noticeable, however, upon any brief study of art, is the significant absence of women as heralded artists—not only in our ancient pasts, but even today, amongst valiant efforts for gender equality. The question â€Å"Why have there been no great women artists?† has been debated since the 1970’s, when historian Linda Nochlin released her book of a similar name. In the decades that have followed, the number of women pursuing education and careers in the arts has risen drastically; more women than ever are attempting to make a living as artists. Yet feminists are not satisfied: despite the growing numbers of women in the art world, female artists’ attempts at recognition have been dramatically less successful than those of their male counterparts. Feminist artists have been working since the women’s movement to create some kind of forum for women’s art in a history dominated by â€Å"good ol’ boys.† Yet the political stereotypes which surround feminism have caused some female artists to disassociate themselves with the concept. More and more women are choosing to delve into a profession where their work will very much remain subdued, and where their individual contributions will likely remain unheralded. This increase, certainly, is a hard-fought victory for women; the increase indicates increased awareness and opportunity for women artists. However, some contemporary female artists argue that feminism’s effort to reach the propr... ...onal interview. 22 Mar. 1998. Chadwick, Whitney. Women, Art and Society. New York: Thames and Hudson Inc, 1990. Crowell, Susan Elizabeth. â€Å"Reflections on a Feminist Aesthetic.† Studio Potter 20 (1991): 89-98. Dworkin, Andrea. â€Å"Feminism, Art, and My Mother Sylvia.† Social Policy, May/June 1975. â€Å"Guerrilla Girls.† [Online] Available. http://www.guerrillagirls.com, (assessed March 22, 1999). Mayer, Monica. â€Å"On Life and Art as a Feminist.† [Online] Avaliable http://web.ukonline.co.uk/n.paradoxa/mayer2.htm, N. Paradoxa 1.9, 22 Mar. 1999. Morse, Marcia. â€Å"Feminist Aesthetics and the Spectrum of Gender.† Philosophy East and West 42 (1992): 287-296. Strawter, Lisa Marie. Statistic compilation. [Online] Available. http://libweb.sonoma.edu/special/waa http://libweb.sonoma.edu/special/waa, (assessed March 22, 1999).

Person-Centred Approaches in Adult Social Care Settings Essay

1.1. Define person-centred values Person-centred values: -treating people as individuals -supporting people to access their rights -supporting people to exercise choice -making sure people have privacy if they want it -supporting people to be as independent as possible -treating people with dignity and respect -recognising that working with people is a partnership rather than a relationship controlled by professionals Person-centred care has its focus on the person with an illness and not on the disease in the person. To achieve truly person-centred care we need to understand how the individual experiences his or her situation if we are to understand their behaviours and symptoms. This requires in-depth understanding of the individual’s life circumstances and preferences, combined with up-to-date evidence-based knowledge about individualised medical and social condition and treatment. 1.2. Explain why it is important to work in a way that embeds person-centred values Characterises a person-centred care: see more:support an individual in a way that promotes a sense of identity and self esteem see more:define person centred values †¢ Has its focus on the person with an illness and not the disease in the person. †¢ Has the person’s own experiences as its point of departure. †¢ Strives to understand behaviours and symptoms from the perspective of the person. †¢ Tailors care and treatment to each individual. †¢ Promotes both patient empowerment and shared decision making. †¢ Involves the patient as an active, collaborative partner. †¢ Strives to involve the person’s social network in his/her care. We believe that all individuals have the following person centred characteristics Freedom of Movement The right of residents to move to an area or place of their preference within legal limitations 2.1 Describe how to find out the history, preferences, wishes and needs of an individual Person-centred working means that the wishes of the person are the basis of planning and delivering support and  care services. Therefore, you must find out exactly what people want and expect from the care and support they are planning. Person-centred working means that service provision fits around the person-not the other way around. If you are going to work with someone, it is important that you know as much about them as possible.To find out about people history, preferences, wishes and needs the best way is always to ask them. They will tell you about their lives, needs and wishes. Some people have problems with communicating so you can always read their care plan, ask your colleagues or just talk to the family. 2.2. Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support. In my work role I: †¢ Provide Home Care to individuals, taking into account the history, preferences, wishes and needs of the individual and identified needs †¢ Provide Care including general counselling, personal hygiene and Meals tailored preferences, wishes and needs of the individual †¢ Take individuals to appointments and activities †¢ Assist with exercises, physiotherapy and other medical and care plans †¢ Monitor wellbeing and other physical conditions, as required †¢ Follow medical and care instructions carefully and consistently †¢ Organize time and resources based on the individual needs of clients †¢ Manage any unanticipated events or unstable situations †¢ Administer Care Plan in order to ensure that it is delivered in an appropriate, caring and respectful manner †¢ Ensure that care is provided according to all relevant policies, procedures and regulations †¢ Monitor supplies and resources †¢ Identify individual’s requiring more interventions and personal input †¢ Listen to the individual, take their views into consideration and make recommendations for changes and improvements to their care needs, as required †¢ Discuss any issues and concerns with individual and then pass on any relevant issues to the appropriate person †¢ Ensure that all care needs are identified †¢ Coordinate appropriate care and equipment including appropriate resource, as required †¢ Conduct and maintain a current, accurate, confidential client reporting system †¢ Provide information to other health care professionals, as required †¢ Consult with family members and other supports to ensure that care is on-going and that all client needs are identified and met †¢ Encourage clients and families to be involved in care, if appropriate †¢ Encourage clients and families to take responsibility for care, where and if appropriate †¢ Liaise with all family, medical and other resources, as required †¢ Advocate on behalf of clients for additional service and resources, as required †¢ Establish and maintain current, accurate, confidential files for each client †¢ Inform clients, families on what can be provided and when to access other resources †¢ Perform other related duties as required 2.3. Explain how using an individual’s care plan contributes in a person centred way Care Plans are the primary source of Patient information. Every specialty, PT/OT/Nursing etc. do an evaluation of the individual and formulate a program of goals for the patient to attain, therapies needed, schedule of goal levels, etc. Each person interacting with the patient can refer to the care plan for any information needed. Done properly, the care plan reflects a total person and how to best help them fulfil the goals. A care plan may be known by other names e.g. support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed. Person centred thinking and planning is founded on the premise that genuine listening contains an implied promise to take action. PCP tools can be very powerful methods of focused listening, creative thinking and alliance building that have been shown both by experience and by research to make a significant impact in the lives of people who use human support services, when used imaginatively by people with a commitment to person-centeredness. Used well, with enthusiasm and commitment, these tools can be an excellent way of planning with people who might otherwise find it difficult to plan their lives, or who find that other people and services are planning their lives for them. 3.1. Define the term ‘consent’ Consent refers to the provision of approval or agreement, particularly and especially after thoughtful consideration. The question of consent is important in medical law. For example, a surgeon may be liable in trespass (battery) if they do not obtain consent for a procedure. There are exemptions, such as when the patient is unable to give consent. 3.2. Explain the importance of gaining consent when providing care and support the need for consent For one person to touch another without committing a criminal offence, he or she must have lawful justification. Consent is one such justification. This principle applies to medical treatment. Consent to a particular form of treatment allows that treatment to be given lawfully. Consent must usually be obtained before any treatment is given and can only be meaningful if a full explanation of the treatment has been given Consent can be either expressed or implied. For example, participation in a contact sport usually implies consent to contact by other participants, when contact is permitted by the rules of the sport. Express consent exists when verbal or written contractual agreement occurs. If a person signs a document stating that he or she is aware of the hazards of an activity, and that individual is then injured during that activity, the express consent given in advance may excuse another person who caused an injury to that person. How much information should I be given about the treatment? You should be given all the information you need to enable you to make a decision about giving consent to be treated. This includes what the treatment is, what it will achieve, any likely side effects, what will happen if the treatment is not given and what alternatives there are. Guidance issued to doctors says they should encourage you to ask questions and they should answer these fully. Can I be treated without giving consent to the treatment? Whether you are at home or in hospital, if you are an adult (aged 18 or over) and have the mental capacity needed to give consent to a form of medical treatment, you are generally entitled to refuse it and no undue pressure should be placed on you. However, the law does allow treatment to be given to an adult without consent where the adult lacks the mental capacity  needed to give consent and where certain sections of the Mental Health Act 1983 (MHA) apply – see Parts 2 and 3 of this guide for details. If you are experiencing mental distress and are offered treatment, you need to be aware of any legal powers that could be used if you refuse. However, the powers must not be used as threats to coerce you into consenting and if you feel this is happening, seek independent legal advice and consider making a complaint. Discuss any concerns you have about treatment with your doctor, making sure he or she knows what it is about the treatment you object to. You can always ask for a second opinion to discuss the treatment proposed. Your own GP can arrange this, or your consultant psychiatrist if you have one. If you are under 18, the law is complex and it is best to seek specialist legal advice. It may be that you can consent on your own behalf, but this does not necessarily mean you have the same right to refuse. Others, such as your parents, guardian, the local authority or the court, may be able to consent on your behalf. 3.3. Describe how to establish consent for an activity or action Every adult must be presumed to have the mental capacity to consent or refuse treatment, unless they are †¢ unable to take in or retain information provided about their treatment or care †¢ unable to understand the information provided †¢ unable to weigh up the information as part of the decision-making process. The assessment as to whether an adult lacks the capacity to consent or not is primarily down to the clinician providing the treatment or care, but carers have a responsibility to participate in discussions about this assessment. Carers have three over-riding professional responsibilities with regard to obtaining consent. †¢ To make the care of people their first concern and ensure they gain consent before they begin any treatment or care. †¢ Ensure that the process of establishing consent is rigorous, transparent and demonstrates a clear level of professional accountability. †¢ Accurately record all discussions and decisions relating to obtaining consent Valid consent must be given by a competent person (who may be a person lawfully appointed on behalf of the person) and must be given  voluntarily. Another person cannot give consent for an adult who has the capacity to consent. Exceptions to this are detailed below. Emergency situations An adult who becomes temporarily unable to consent due to, for example, being unconscious, may receive treatment necessary to preserve life. In such cases the law allows treatment to be provided without the person in the care of a nurse or midwife consent, as long as it is in the best interests of that person. Medical intervention considered being in the persons best interest, but which can be delayed until they can consent, should be carried out when consent can be given. Exceptions to this are where the person has issued an advanced directive detailing refusal of treatment. Obtaining consent Obtaining consent is a process rather than a one-off event. When a person is told about proposed treatment and care, it is important that the information is given in a sensitive and understandable way. The person should be given enough time to consider the information and the opportunity to ask questions if they wish to. Carers should not assume that the person in their care has sufficient knowledge, even about basic treatment, for them to make a choice. Forms of consent A person in the care of a nurse or midwife may demonstrate their consent in a number of ways. If they agree to treatment and care, they may do so verbally, in writing or by implying (by cooperating) that they agree. Equally they may withdraw or refuse consent in the same way. Verbal consent, or consent by implication, will be enough evidence in most cases. Written consent should be obtained if the treatment or care is risky, lengthy or complex. This written consent stands as a record that discussions have taken place and of the person’s choice. If a person refuses treatment, making a written record of this is just as important. A record of the discussions and decisions should be made. When consent is refused Legally, a competent adult can either give or refuse consent to treatment, even if that refusal may result in harm or death to him or herself. Carers  must respect their refusal just as much as they would their consent. It is important that the person is fully informed and, when necessary, other members of the health care team are involved. A record of refusal to consent, as with consent itself, must be made. The law and professional bodies recognise the power of advanced directives or living wills. These are documents made in advance of a particular condition arising and show the persons treatment choices, including the decision not to accept further treatment in certain circumstances. Although not necessarily legally binding, they can provide very useful information about the wishes of a person who is now unable to make a decision. 3.4.Explain what steps to take if consent cannot be readily established As a professional, you are personally accountable for actions and omissions in your practice and must always be able to justify your decisions. You must always act lawfully, whether those laws relate to your professional practice or personal life. 4.1. Define what is meant by active participation  Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. 4.2. Describe how active participation benefits an individual 1. Fulfil your desire to connect When you actively participate in a community, you experience your connection to other human beings. You share your ideas, bond with others who have similar interest, and get a sense that you are supported and accepted. Connecting with others deepens your sense of connection. Actively participating is a way to practice expressing your true Self and recognising that Self in someone else. 2. Build truer, deeper relationships When involved, are you there to â€Å"inform yourself,† or are you there to build relationships, or, foster relationships? As an active participant in an  ongoing group, or even a one time event, you give people the opportunity to interact with you. They get to know you and realise that you’re not just there for the contacts. It helps you to build trust. And trust leads to deeper, meaningful understanding of needs and requirements, relationships and friendships. 3. Establish yourself as an expert As an active participant, means that you are in the conversation. If the opportunity presents itself to share professional information, you are in the loop already. You’ll be involved and be part of or maker decisions that will aid your well-being and motivation to improve your life and your experiences. 4. Take ownership Participating in a group in the surest way to gain ownership. You become a stakeholder, your voice is heard. Better than that, you are in a position to do something to make the changes you want to see. You own a piece of the pie. 5. Managing life changes Active participants have involvement which is life changing and frees the individual up from some of the frustrations and angst that beset us all. It helps that others are involved and at the point of decision it is the individual who decides what is going to happen and how, within legal, moral and financial considerations 4.3. and 4.4. Describe ways of reducing barriers to active participation and describe ways of encouraging active participation Always treat people the way you would wish to be treated if you needed the same form of action or advice as you would in that circumstance. Earn individuals trust and respect by acting in a professional way. Set High standards for yourself and follow the established method and Procedures. Your attitude and actions affect how people feel about themselves. Everything about the carer sends signals and affects the way the individual feel and react to them; the way carers stand and move, their appearance and their demeanour Taking Steps to Break Down Barriers of Communication †¢ Openness †¢ Point out Discrepancies †¢ Facts †¢ Stay on Subject †¢ Be Specific / Example †¢ Key Words / Phrases †¢ Clarify †¢ Summarise †¢ Open Questions †¢ Treat As You Would †¢ Friendly Tone †¢ Body Language †¢ Time †¢ Interest †¢ Convey Warmth †¢ Empathy †¢ Respect, Listen, Non Judgemental †¢ Honesty Trustworthiness Reliability Truthfulness Dependability GUIDELINES FOR EFFECTIVE COMMUNICATIONS Communication must take place with employees at their level of understanding, using an appropriate manner, level and pace according to Individual abilities. †¢ Convey Warmth †¢ Show Respect with Active Listening and Without Passing Judgement †¢ Convey Empathy by Reflecting the Employee’s Feelings †¢ Show Interest †¢ Take Time to Listen †¢ Be Aware of Body Language †¢ Use a Friendly Tone †¢ Treat the Employee as you Would Wish to be Treated †¢ Ask Open Questions †¢ Summarise at Relevant Points in Your Own Words †¢ Clarify as Required †¢ Use Key Words or Phrases †¢ Be Specific, Ask for Specific Examples †¢ Do not Allow the Conversation to Go Off the Subject †¢ Stick to the Facts †¢ Point Out Discrepancies 5.1. Identify ways of supporting an individual to make informed choices Carer ethics concerns itself with activities in the field of care. Carers ethics have the principles of beneficence (The state or quality of being kind, charitable, or beneficial.), non-malfeasance (Not to have misconduct or wrongdoing) and respect for autonomy (The condition or quality of being autonomous; independence). It can be distinguished by its emphasis on relationships, human dignity and collaborative care. The concept of caring means that it tends to examine individual needs rather than ‘curing’ by exploring the relationship between the carer and the individual.   The progression of care has also shifted more towards the carer’s obligation to respect the human rights of the individual and this is reflected in the code of practice devised by the general social care council. Distinctive nature Generally, the focus of care is more on developing a relationship than concerns about broader principles, such as beneficence and justice. Carer’s seek a collaborative relationship with the individual in care. Themes that emphasises respect for the autonomy and dignity of the individual by promoting choice and control over their environment are commonly seen. This is in contrast to paternalistic practice where the health professional chooses what is in the best interests of the person from a perspective of wishing to cure them. Carers seek to defend the dignity of those in their care. It is because carers having a respect for people and their autonomous choices. People are then enabled to make decisions about their own treatment. Amongst other things this grounds the practice of informed choice that should be respected by the carer. The Principles of informed choice †¢ Services should be person centred in that they are flexible and responsive to need. †¢ Individuals continue to make a contribution to society and should be viewed as assets to society. †¢ Individuals want to live independently in their own homes or in a homely environment in their chosen community. †¢ Individuals want services that help them to help themselves. †¢ Individuals want local services to help them maintain their independence and safety in the community and promote good health.   Ã¢â‚¬ ¢ Services need to provided in a timely fashion as soon as possible once the need has been identified. †¢ Services will support informal care networks in terms of family, friends, and community. †¢ Individuals should be protected from harm, abuse, neglect and isolation. †¢ When they require treatment in an acute hospital setting they want: o the best quality treatment as close to home as possible a smooth transition of care between community services and hospital and between hospital and community services. to return home as soon as possible with appropriate support when required o access to rehabilitation services to maximise their level of independence †¢ Individuals want access to good quality information to enable them to make informed decisions about services they may need. †¢ Individuals want to retain control of decisions concerning their life and lifestyle. †¢ Admission to residential care will be made on the basis of positive and informed choice. These principles are consistent with the focus on Independence, Participation, Care, Self-fulfilment and Dignity. 5.3. Explain how agreed risk assessment processes are used to support the right to make choices Risk assessments are used in several different ways in order to deliver safe and effective services that have people at the centre. e.g. As you can see from the table above , risk assessments are carried out for various reasons, but they are always used in order to protect either the person using the services or the support worker, or both. Risk assessments should never be used as a reason to prevent people from making choices; they are there to protect and to ensure that risks are reduced. A good risk assessment allows people to make choices that are based on facts and on having the right information. It helps people to understand the consequences so that they are making informed choices. Managing risks and safeguarding ‘Giving people more choice and control inevitably raises questions about risk, both for individuals exercising choice over their care and support, and for public sector organisations who may have concerns about financial, legal or reputational risk.’ (‘Personalisation and support planning’, DH, 2010, para 133) ‘Personalisation and support planning’ indicates two aspects of risk that need to be addressed in practice: 1. Safeguarding, where staff will need to: †¢ implement the organisation’s procedures for safeguarding, including joint working agreements with partner agencies;   Ã¢â‚¬ ¢ work with other professionals and agencies to reduce risk and safeguard adults and carers; †¢ respond using the organisation’s procedures to signs and symptoms of possible harm, abuse and neglect; †¢ take appropriate action when there are serious safeguarding concerns, seeking advice from line managers and accessing specialist expertise; †¢ work with services when there is any indication of child safeguarding concerns. 2. Risk assessment and management, where staff will need to: †¢ implement the organisation’s procedures for risk assessment and management, including joint working agreements with partner agencies; †¢ use agreed approaches to the assessment and management of risks when working in situations of uncertainty and unpredictability; †¢ seek support when risks to be managed are outside own expertise; †¢ when necessary, work within the organisation’s procedures for managing media  interest in risk and safeguarding situations. 5.4. Explain why a worker’s personal views should not influence an individual’s choices Personal Beliefs and Care Practice 1. In good care practice, carers are advised that: 2.  Ã¢â‚¬ ¢ You must make the care of your individual client is your first concern you must treat your individual clients with respect, whatever their life choices and beliefs (paragraph 7). †¢ You must not unfairly discriminate against individual clients by allowing your personal views to affect adversely your professional relationship with them or the treatment you provide or arrange.

THE FIVE KEY TERMS OF DRAMATISM Example

THE FIVE KEY TERMS OF DRAMATISM Example THE FIVE KEY TERMS OF DRAMATISM – Coursework Example Reflection The five key terms of dramatism which are act, scene, agent, agency and purpose are universal theme present in most plays. Usually, when these terms are mentioned, one cannot help but associate them with Shakespearean plays which almost every kid in America and Western world are required to see and write a paper about it. Act suggests what took place or what happened against the backdrop or the scene or the situation it occurred. One can easily remember Hamlet who was consumed by vengeance against the backdrop of his murdered father. Agent is or are the characters that performed the act which in the example stated, is the brother of the older Hamlet which is Claudius who murdered him. The instrument is the object used and may not necessarily be a weapon. But of course in the example stated, it must be a weapon because it was used to murder a person. Modern narrative however does not necessarily follow the template of drama where the key terms are clearly specified. In our case as students, we often see the narrative of documentaries as part of our learning process in the academe. For sure the main purpose of the documentary is to educate more than to entertain. But regardless, it is still story-telling and one is bound to ask if the template of dramas key terms apply to documentaries or it is not really necessary for all the key terms are present. In the example of the documentary stated, there are some terms missing such as object or probably the agent making the template of five key terms not universally applicable in modern narratives.

A Short History of the Architecture Profession

A Short History of the Architecture Profession Architecture was not always thought of as a profession. The architect was the person who could build structures that didnt fall down. In fact, the word architect comes from the Greek word for chief carpenter, architektÃ… n.  In the United States, architecture as a licensed profession changed in 1857. Before the 1800s, any talented and skilled person could become an architect through reading, apprenticeship, self-study, and admiration of the current ruling class. Ancient Greek and Roman rulers picked out the engineers whose work would make them look good. The great Gothic cathedrals in Europe were built by masons, carpenters, and other artisans and tradesmen. Over time, wealthy, educated aristocrats became key designers. They achieved their training informally, without established guidelines or standards. Today we consider these early builders and designers as architects: Vitruvius The Roman builder Marcus Vitruvius Pollio is often cited as the first architect. As chief engineer for Roman rulers such as Emperor Augustus, Vitruvius documented building methods and acceptable styles to be used by governments. His three principles of architecture- firmitas, utilitas, venustas- are used as models of what architecture should be even today. Palladio The famous Renaissance architect Andrea Palladio apprenticed as a stonecutter. He learned about the Classical Orders from scholars of ancient Greece and Rome- when Vitruvius De Architectura is translated, Palladio embraces ideas of symmetry and proportion. Wren Sir Christopher Wren, who designed some of Londons most important buildings after the Great Fire of 1666, was a mathematician and scientist. He educated himself through reading, travel, and meeting other designers. Jefferson When the American statesman Thomas Jefferson designed Monticello and other important buildings, he had learned about architecture through books by Renaissance masters like Palladio and Giacomo da Vignola. Jefferson also sketched his observations of Renaissance architecture when he was Minister to France. During the 1700 and 1800s, prestigious art academies like École des Beaux-Arts provided training in architecture with an emphasis on the Classical Orders. Many important architects in Europe and the American colonies received some of their education at École des Beaux-Arts. However, architects were not required to enroll in the Academy or any other formal educational program. There were no required exams or licensing regulations. The Influence of the AIA In the United States, architecture evolved as a highly organized profession when a group of prominent architects, including  Richard Morris Hunt, launched the AIA (American Institute of Architects). Founded on February 23, 1857, the AIA aspired to promote the scientific and practical perfection of its members and elevate the standing of the profession. Other founding members included Charles Babcock, H. W. Cleaveland, Henry Dudley, Leopold Eidlitz, Edward Gardiner, J. Wrey Mould, Fred A. Petersen, J. M. Priest, Richard Upjohn, John Welch, and Joseph C. Wells. Americas earliest AIA architects established their careers during turbulent times. In 1857 the nation was on the brink of Civil War and, after years of economic prosperity, America plunged into depression in the Panic of 1857. The American Institute of Architects doggedly laid the foundations for establishing architecture as a profession. The organization brought standards of ethical conduct- professionalsim- to Americas planners and designers. As the AIA grew, it established standardized contracts and developed policies for the training and credentialing of architects. The AIA itself does not issue licenses nor is it a requirement to be a member of the AIA. The AIA is a professional organization- a community of architects led by architects. The newly formed AIA did not have funds to create a national architecture school but gave organizational support to new programs for architecture studies at established schools. The earliest architecture schools in the US included the Massachusetts Institute of Technology (1868), Cornell (1871), the University of Illinois (1873), Columbia University (1881), and Tuskegee (1881). Today, over one hundred architecture school programs in the United States are accredited by the National Architectural Accrediting Board (NAAB), which standardizes the education and training of US architects. NAAB is the only agency in the US that is authorized to accredit professional degree programs in architecture. Canada has a similar agency, the Canadian Architectural Certification Board (CACB). In 1897, Illinois was the first state in the US to adopt a licensing law for architects. Other states followed slowly over the next 50 years. Today, a professional license is required of all architects who practice in the US. Standards for licensing are regulated by the National Council of Architectural Registration Boards (NCARB). Medical doctors cannot practice medicine without a license and neither can architects. You wouldnt want an untrained and unlicensed doctor treating your medical condition, so you shouldnt want an untrained, unlicensed architect build that high rise office building in which you work. A licensed profession is a path toward a safer world. Learn More The Architects Handbook of Professional Practice by the American Institute of Architects, Wiley, 2013Architect? A Candid Guide to the Profession by Roger K. Lewis, MIT Press, 1998From Craft to Profession: The Practice of Architecture in Nineteenth-Century America by Mary N. Woods, University of California Press, 1999The Architect: Chapters in the History of the Profession by Spiro Kostof, Oxford University Press, 1977

Administrative Discretion PA301 wk 5 Research Paper

Administrative Discretion PA301 wk 5 - Research Paper Example He also emphasized the use of violence in a legal way as he categorized social leadership from rational to traditional and appeal (Turner, 1992, p. 57). His analysis suggested that the government institutions of his time started the development based on logic or reason. In totality, his works summed up the existence of rational and legal implications of capitalism and state development. Weber also influenced the concept of administrative discretion as he got into several sociological issues. Administrative discretion has been linked to bureaucracy. Bureaucracy allows the legal application of administrative discretion. According to Rosen (1998, p. 8), Weber listed three characteristics that allows administrative discretion: 3. Methodical provision is made for the regular and continuous fulfillment of the duties and for the execution of the corresponding rights; only persons with the generally regulated qualifications to serve are employed. The three characteristics provided may limit the actions and decision-making of the government leaders as laws may not cater a broad perspective. Since some laws are limited, there would be less room for progress. The author thinks that administrative discretion should be tolerated as long as the actions taken have rational basis. They must have a certain level of freedom in deciding and acting upon the policies they make and process since older policies may not cater the current needs of the state. With that, public administrators have the capacity to legally change or resist any changes without any sanctions. Having them enjoy the discretion allows them to resist or modify the decisions made by government leaders. They can do it to prevent themselves from becoming puppets of their leaders. In addition, they can also apply their knowledge regarding the policies for the public. With that, they are able to contribute in shaping the policies for the public to follow (Spicer, 1995, p. 67). It shows how the

Ernest Hemingway Hills Like White Elephants Essay

Ernest Hemingway Hills Like White Elephants - Essay Example As soon as the girl is pregnant, the American presses for an abortion saying that it will be a simple operation because he doesn’t want to settle down like the ‘white hills’ and still wants to enjoy life like the ‘elephant’. The emotional substance behind their togetherness is negated by the American’s attitude and Jig ultimately realizes this. While the American has choices, Jig is left with none. She has to either lose the baby or the man. She has to choose between her love and her responsibility. While she chooses to listen to the American because she loves him, she ultimately realizes that the element of love itself is lost, for, he doesn’t love her. Else, he wouldn’t have worn that facade of love only for pleasure and just to run away like a coward as soon as the trouble comes. The way they react to the problem in hand is also different. Jig is asking different questions and is genuinely interested in solving the problem. On the other hand, the American’s goal is to get rid of the problem instead of facing or solving it.