Men Are Superior to Women Essay Example for Free

Men Are Superior to Women Essay Men are Superior to Women for the Appellation of ChineseThe cultures in china, Men are stereotyped as a muscular, tough, and strong figure. Until now, the positions of men are still the same. In the traditional Chinese point of view, they deem that men are better. I don’t deny this opinion because I am a man. As a result, my assumptions for the man culture in china in the following aspects, parental training, education and social expectations. First of all, in my country, parents or grandparents used to treat sons better than daughters. According to my culture, â€Å"men should take care of the outside (means earn money), and women should take care of the business inside (means domestic). † My assumption is in the poor area, when a lady is young; she is not got the best from her parent. They used physical punishments when she was misbehaved; she can not allowed to sleep on the bed or couch, instead, she had to sleep on the ground; while she can not allowed to receive education. Besides parental training, education is another area that I think being a man is better in china. My assumption is there are more choices for men in either high school or college most of the time. It is because in china, the educational system in high schools is divided to two major which is art and science. There are no such requirements that woman couldn’t take the science streams. As well as the education and parental training, there are conscious different in social expectations between males and females in china. It is always true that there are more social expectations of males than females. My assumption is A male without a job is seen as somebody who is simply not fulfilling his or her major social role, whereas a woman without a job is more acceptable. The responsibilities for men are taking care of their soul mate and their family. After leaving school, men just work. All the entire life is about work. However, there are no such things for woman. No one will blame a woman who does not have a job. Even so, once I born as a male, I deserve the challenge. Is it become a men are easier than women? There is no certain answer for this question. I strongly believe that men cultures make their life easier in the following aspects, parental training, education and social expectations. As a result, my assumptions for the men culture in china in the following aspects, parental training, education and social expectations. I am proud of being a man and I know my assumption is negative for the women. Indeed, I do not deny that most of the Asian’ nations limit the female’s opportunities. Thus, encouragement needs to be given to girls to help them get past the societies limits on girls. Today, woman power going up and a lot of people talk about men and woman should be more equal. My positive assumption for the future is Chinese culture will start change due to china opens the door to accept new thing form the west. It should be good for women and I hope women’s life will be better. Now they start trust that men and women are equal in importance, either one side has a heavier proportion.

Snake Venom Effects on the Human Body

Snake Venom Effects on the Human Body Snake venom is adapted saliva that is formed by distinct glands of only certain species of snakes. The gland which secretes the zootoxin is an alteration of the parotid salivary gland of other vertebrates, and is usually located on each side of the head underneath and at the back of the eye, capitalized in a muscular case. It is offered with large alveoli in which the venom is stored before being transported by a vessel to the base of the fang across which it is expelled. Snake venom is a mixture of different enzymes and proteins which many of it not harmless to humans, but some are very toxic. Snake venoms are ordinarily not dangerous once ingested Chemistry: Snake venom involves enzymes, proteins and substances with a cytotoxic, neurotoxic effect and coagulants: Phosphodiesterases are used to affect the targets cardiac system to decrease the blood pressure. Phospholipase A2 lysing the cell membranes of red blood cells leads to hemolysis Snake venom hinders cholinesterase causes loss of muscle control. Hyaluronidase enhances permeability of tissue that boosts the rate of incorporation of other enzymes into the targets cells. Snake venom frequently contains ATPase which promote the hydrolysis of ATP Amino acid oxidases responsible for the yellow color of the venom of some species Some are Neurotoxins: Fasciculins Dendrotoxins ÃŽÂ ±-neurotoxins And other is Cytotoxins: Phospholipases Cardiotoxins Haemotoxins (Snake venom) Uses of snake venom: Hemostasis Snake venom contains molecules with hemostatins (coagulation modifiers) that may be activators or inhibitors of coagulation process and some are basis for hemostasis tests Such as Prothrombin Activators which are the best considered snake venom hemostatins. They are presently termed according to the taxonomic name of the snake of origin and advanced classification according to their cofactor condition Group Snake Uses Group A (no cofactor requirement) Echis Carinatus Ecarin A Group B (requires calcium) Echis Carinatus Carinactivase B Group C (requires calcium and phospholipid) Pseudonaja textilis Oxyuranus scutellatus Pseutarin C Oscutarin C Group D (requires calcium and phospholipids and Factor Va) Pseudonaja textilis Pseutarin D Less Common Uses: Thrombin-like enzymes (SVTLE) snake venom is used for fibrinogen breakdown assay and for the fibrinogen dysfunction detection. SVTLE are not repressed by heparin and therefore used for assaying antithrombin in heparin-containing testers. (Snake venom uses) Effect of Snake Venom on Human Body When human is bitten with hemotoxic venom by a snake, the venom decrease blood pressure and increase blood clotting. The venom also hits the heart muscle may causing death. Cytotoxic venom causing death of tissues. Many cytotoxic types of venom also extent through the body increasing permeability of muscle cells. Neurotoxic venom interrupts brain function and nervous system it produces paralysis or deficiency of muscle control. Some animals have normal protection to snake venom, and immune bodies can be brought through cautious applications of managed venom; this technique is used to make the anti-venom treatments. (Effect of Snake Venom) Types of snake venom As mentioned, snake venom is modified saliva which contains a variety of proteins and enzymes. Not all snake venoms are dangerous to humans as they contain phosphodiesterase, cholinesterase, hyalurinodase, ATPase. The venom is a clear, limpid fluid of a pale straw or amber colour, or it can be greenish, but very rarely and sometimes with a certain amount of suspended matter. The snake venoms that exist are categorized into several types such as hemotoxic venoms, neurotoxic venoms, cytotoxic venoms and myotoxic venoms. These venoms will be discussed in the next few paragraphs. 1-neurotoxics One of the major families of snake venom is the neurotoxins venoms; which means its the venom which attacks the central nervous system and brain. What happens when a snake bites? An exchange of ions across the nerve cell membrane sends a depolarising current towards the end of the nerve cell. When the depolarising current arrives at the nerve cell terminus, the neurotransmitter acetylcholine  (ACh), which is held in vesicles, is released into the space between the two nerves (synapse). It moves across the synapse to the postsynaptic receptors. If ACh remains at the receptor, the nerve stays stimulated, causing incontrollable muscle contractions. This condition is called tetany. So an enzyme called acetylcholinesterase destroys the ACh so tetany does not occur. It is subdivided into three groups: Fasciculins, dendrotoxins and ÃŽÂ ±-neurotoxins. 1) Fasciculins: These toxins attack cholinergic neurons (those that use ACh as a transmitter) by destroying acetylcholinesterase (AChE). ACh therefore cannot be broken down and stays in the receptor. This causes tetany, which can lead to death. Snake example:  Black Mamba 2)  Dendrotoxins: Dendrotoxins inhibit neurotransmissions by blocking the exchange of + and ions across the neuronal membrane ==> no nerve impulse. So it paralyses the nerves. Snake example:  Mambas 3) ÃŽÂ ±-neurotoxins: ÃŽÂ ±-neurotoxins also attack cholinergic neurons. They mimic the shape of the acetylcholine molecule and therefore fit into the receptors † Ã¢â‚¬â„¢ they block the ACh flow † Ã¢â‚¬â„¢ feeling of numbness and paralysis. Snake examples: 1-  Kraits  use erabutoxin (the  Many-banded krait  uses  Bungarotoxin) 2-  Cobras  use  cobratoxin. They often result in respiratory paralysis and heart failures. Their effect can range between mild seizures to death. Cobras, mambas,  sea snakes, kraits and  coral snakes  are known to possess this venom. The  king cobras (ophiophagus hannah) are the most infamous carriers of this venom. Neurotoxic venom is essentially nerve destroying. Hence, one can see speech and swallowing difficulties, drooling, difficulty in breathing, respiratory arrests, convulsions and sometimes even prolonged unconsciousness in the victims. The milder symptoms are dizziness, tunnel vision, blurred vision and increased sweating. This venom causes a very fast degeneration of the synaptic nerves and this is the reason for the blockage of nerve impulses sent to and from the brain to the muscles. 2- Cytotoxics 1)  Phospholipases: Phospholipase is an enzyme that transforms the phospholipid molecule into a lysophospholipid (soap) ==> the new molecule attracts and binds fat and rips a hole in the cell membrane. Consequently water flows into the cell and destroys the molecules in it. That is called necrosis. Snake example: The Japanese Habu snakes (low toxicity) 2)  Cardiotoxins: Actually cardiotoxins are muscle venoms. They bind to particular sites on the surface of muscle cells causing depolarisation ==> the toxin prevents muscle contraction. For example the heart muscle: the heart will beat irregularly and stop beating, which will cause death. Snake example:  King Cobra  and some other cobras 3)  Haemotoxins: The toxin destroys red blood cells (erythrocytes). This symptom is called haemolysis. As it is very slowly progressing venom it would probably not kill a human another toxin in the snakes venom would most certainly have caused death by then. Snake example: most  Vipers  and the members of  Naja  genus This is milder venom that generally causes only localized symptoms at the location of the bite. This is a cell destroying venom that destroys everything in its path blood vessels, cells and tissues. The symptoms of the invasion of this venom are generally seen around 10-15 minutes after the snake encounter (I meant bite, not the spotting). The results are generally localized pain accompanied by severe swelling and bleeding. One can easily spot the formation of red blisters near the bite area. This venom causes blue/black spotting due to limited blood circulation. The body often revolts against the invasion of this venom by causing nausea and vomiting. If this venom is not treated within four hours, it generally needs an amputation. Puff adders (bitis arietans) are the snakes to be avoided if one is pain phobic. 3-hemotoxic venoms They are toxins that destroy red blood cells, disrupt  blood  clotting, and/or cause  organ  degeneration and generalized  tissuedamage. The term  hemotoxin  is to some degree a  misnomer  since toxins that damage the blood also damage other tissues. Injury from a hemotoxic agent is often very painful and can cause permanent damage. Loss of an affected limb is possible even with prompt treatment. Hemotoxins are frequently employed by  venomous  animals, including  pit vipers. Animal venoms contain  enzymes  and other  proteins  that are hemotoxic or  neurotoxic  or occasionally both (as in the  Mojave Rattlesnake, the  Japanese mamushi,  and similar species). In addition to killing the prey, part of the function of hemotoxic venom for some animals is to aid digestion. The venom breaks down protein in the region of the bite, making prey easier to digest. The process by which a hemotoxin causes death is much slower than that of a  neurotoxin. Snakes which envenomate a prey animal may have to track the prey as it flees. Typically, a mammalian prey item will stop fleeing not because of death, but due to shock caused by the venomous  bite. This venom causes the poisoning of blood and affects the blood clotting mechanism to such a grave extent, that the victim can die of internal bleeding. Usually, neither pain nor any other symptoms can be observed for almost 1-3 hours (sometimes even 8). This makes it deadlier, as the victim is usually beyond medical help, by the time the cause is even ascertained. The effects of this venom can be seen as lethargy, headaches, nausea, vomiting, etc. The most scary observations of the outcome of a snake bite of this kind are bruising or blood spots beneath the victims skin. In extremely bad cases, blood is known to ooze out from all possible bodily openings. It is these venoms that usually cause exces sive (and hideous) scarring, gangrene and permanent or temporary loss of motor skills. Worst cases can even result in the amputation of the affected limb.  Dependent upon species, size, location of bite and the amount of venom injected, symptoms in humans such as nausea, disorientation, and headache may be delayed for several hours. Hemotoxins are used in  diagnostic  studies of the  coagulation  system.  Lupus anticoagulans  is detected by changes in the  dilute Russells viper venom time  (DRVVT), which is a  laboratoryassay based on-as its name indicates-venom of the  Russells viper. 4-myotoxic This venom is found in the bothrops moojeni snakes, commonly known as the Brazillian lancehead snakes. This venom is known to cause muscular necrosis. Its symptoms are a thickened-tongue sensation, dry throat, thirst, muscular spasms and convulsions. It also causes the stiffness of the jaw, neck, trunk and limbs along with severe pain in movement. The victims often start with drooping eyelids and then turn to more austere results like loss of breath and blackish brown urine discharge. Myotoxic venom contains peptides that destroy the muscle fiber proteins and result in myonecrosis (muscle destruction). In the very later stages (when treatment is delayed) of the spread of this venom, the muscle proteins enter the blood stream. The kidney overworks in trying to filter out this junk and often gives up trying. This kidney failure is the reason for the dark coloration of urine. Signs symptoms of snake venom: There is a variable symptom of snake venom poisoning, depending on the following criteria: Snake size and species. The quantity and degree of toxicity of the injected venom. The location of bite (As it is far away from the head and trunk, it will be less dangerous) The age of the person (since very old and very young people are in much more risk) The person with medical problems. Pit Vipers: Most pit vipers Bites cause pain immediately and usually within 20 to 30 minutes redness and swelling will occur. This bite can affect the whole leg or arm within hours. When the rattlesnake bites, it causes feeling of tingling and numbness in fingers or toes or around the mouth, also it causes metallic taste in the mouth. There are other symptoms including: Fever, chills, sweating, general weakness, confusion, anxiety, nausea and vomiting. Terror rather than venom itself causes some of these symptoms. After Mojave rattlesnake bites breathing difficulties can be developed. Also people could get a dry mouth, a headache, blurred vision, and drooping eyelids. In case of moderate or severe pit viper poisoning usually leads to bruise of the skin after 3 to 6 hours of the bite. The area surrounding the bite appears discolored, tight and it may contain bloody blisters. Unless treatment occurs, tissue of the bite could be destroyed. Bleeding gums may occur, and blood may be present in the persons vomit, stools, and urine. Coral Snakes: its bite may cause little or no rapidly pain and swelling. Severe symptoms may occur after several hours. The skin surrounding the bite could be tingle, and muscles almost become weak. Sometimes severe general weakness and Muscle incoordination occur. Other symptoms may include drowsinss, confusion, increase saliva production, blurred vision, double vision, and difficulties in swallowing speech. Also breathing problems may be present. Coral Snake Management of snake venom toxicity: Self-Care at Home: The patient needs tetanus shot if he has not had one within 5 years. Examine the wound for dirt or broken teeth. Person must get away from the snake to stop a second bite as snakes can continue biting and inject venom with continuous bites until they finish venom Remove squeezing items from the victim (like rings or other jewelry) which could take away blood flow if the bite spot swells. Using mechanical suction is not recommended as it does not remove any considerable amount of venom, and it increase damage of the tissue. Precautions: Victim must not cut into the bite spot can cause damage underlying tissues, also increase infection risk, and does not remove venom. Victim must not use ice because ice does not disable the venom effect and can result in frostbite. Victim must not use alcohol as alcohol can decrease the pain; however it dilates the local blood vessels that increase absorption of venom. Victim must not use bandages or narrowing bands these may increase damage of tissue. (Snakebite Treatment) The lymphatic system is responsible for spread of venoms. This spread can be reduced by the use of a safe bandage over a crumpled pad located over the bitten area. The firm should not be constricted that it stops blood flow. Bandage immediately over the bite area. A pressure bandage should be applied on bite area if it anywhere in body such as trunk. Special bites as in the head, neck, and back should apply a firm pressure locally if achievable. Medical treatment: Aid breathing, airway and circulation If respiration failed ventilate with 100% Oxygen Antivenom is given immediately Adrenaline intravenous should be given only for serious hypotension or anaphylaxis and cerebral hemorrhage the patient must be well hydrated to decrease the threat of acute renal failure Repeat blood tests, ECG, at clinically related breaks Abnormal coagulation must be corrected; watch for spread intravascular coagulation, heparin contra-indicated in DIC from snake bite Hypotension must be monitored Recommended for Tetanus prophylaxis Antivenom: Antivenin (Crotalidae) Polyvalent (ACP) equine (horse)-derived antivenin was the standard treatment in emergency departments. (Snakebite Treatment) Antivenoms are set from horse serum. The anaphylaxis risk is low but is increased in people who exposure to horses, horsey tetanus vaccines, and allergic history. It is recommended to pre-treatment with non-sedating anti-histamine (promethazine), subcutaneous, and intravenous steroids (hydrocortisone). (Chris Thompson) Antivenin is administered either through the veins or injected into muscle and works by neutralizing snake venom that has entered the body (Vincent Iannelli) Examples: Crotalidae polyvalent immune FAB (ovine): Mixed monospecific used as Crotalid bites antivenom. Accustomed to neutralize snakebite toxins it decrease tissue damage and need for fasciotomy deprived of allergic effects. (Brian James Daley) Antibiotics Antibiotics are given in hospital for severe conditions. Though, antibiotic prophylaxis is suggested such as Ceftriaxone (Rocephin) a Third-generation cephalosporin has wide-spectrum gram-negative action, it hinders bacterial growth by binding to penicillin-binding proteins. (Brian James Daley) Emergency Department Care: 1- Treatment consists of revising the ABCs and assessing the patient for marks of shock such as: Tachypnea Tachycardia Dry pale skin Mental status changes Hypotension 2- To decide the need for antivenin in victims envenomation grading is classified as: Mild envenomation: Characterized by there is no systemic toxicity signs, edema, local pain and laboratory values are normal. Moderate envenomation: Characterized by: Serious local pain Edema more than 12 inches nearby the wound Systemic toxicity involving nausea and vomiting Alterations in laboratory values such as the decrease in hematocrit and platelet count Severe envenomation: Characterized by: generalized petechiae Ecchymosis (subcutaneous purpura larger than 1 centimeter or a hematoma) Sputum with blood, hypotension, renal dysfunction, and abnormal results significant for consumptive coagulopathy. 3- Antivenin is given for patient that exhibits within 12 hours of the bite in spite of local or systemic symptoms. Neurotoxicity may progress unexpectedly and causes respiratory failure. (Brian James Daley) 4- antigen-binding fragment antivenom (FabAV) aids regulate local tissue effects and hemotoxicity, insistent antivenom treatment does not usually improve effects of neurotoxicity such as myokymia (which is impulsive, sufficient fascicular contractions of muscle without atrophy. The physician must keep continuous checking of myokymia patients mainly of the chest, diaphragm and shoulders to avoid progress of respiratory failure. (Brian James Daley) 5- Surgical treatment aims on the site of injury: Fasciotomy is specified only for patients with raised partition pressure. Liberal checking of compartment pressure is necessary. If not accessible, apply the physical seal of compartment hypertension, accompanied by distal pallor, paresthesia, or for the clinical valuation. Injury of tissue after compartment condition is not revocable but can be prevented. (Brian James Daley)

Refugees, Children in detention and rights

Refugees, Children in detention and rights Refugees, Children in detention Backdrop Half of the worlds refugees are children but their voices are amongst the least heard. Amidst the debate and conflict around refugees and border protection, the rights of refugee children have been neglected. The vulnerable condition of refugee children is evident from the statement of Ibrahim Ishreti, a refugee child living on bridging visa, he says: before coming to Australia we heard that everyones human rights and freedoms are respected here but nobody would believe what is happening to us†¦ We dont have any human rights and are treating like animals. Like other human beings our lives are not normal and our feelings and thinking are dead. We are depressed and can not smile[1]. Australia is signatory of significant number of human rights treaties including the1951 Refugee Convention and its 1967 Protocol and own affluent custom of providing shelter to refugees, however the current policy of mandatory detention for on-shore arrival including children (whether accompanied or unaccompanied) has acutely damaged its international reputation. The mandatory detention might be justifiable policy concerns but it advanced wide community pro and contra debate and discussion in the country. The writer is a Pakistani origin immigrant in Australia. Pakistan considers a poorest country of the world host over a million Afghan refugees enjoying ample freedoms, however in Australia where the number of unauthorized arrivals has never been much more than 4000 in any one year are placed indefinitely in detention camps with limited access to services, hence the motive for selecting this topic. Key Aspects of the Policy The inherent intentions for implementing the mandatory detention policy are to have an â€Å"ordered† approach to immigration and to make certain that the countrys boundaries are secure. But little or no consideration has been given to the impact of these polices on the children who are caught up in them. That policy ââ€"  Denies internationally recognised fundamental human rights to all children of particular social group; ââ€"  Children without committing any crime are put behind razor wire and are locks up. ââ€"  And fails to recognises the vulnerability and special needs of these children. United Nations being representative body of the international community has undertaken the responsibility for the promotion and protection of human rights of all human beings including children. Therefore the UN has adopted separate legislation i.e. â€Å"UN Convention on the Rights of the Child (UNCRC)† in 1989 for the protection of child rights to which Australia became party in 1990. The UNCRC is an exhaustive code of guidance and management for policy development and practices relating to children. This specific child rights legislation emphasizes that a child seeking refugee status is entitle for appropriate protection and humanitarian assistance. The various human rights treaties grant universal rights to refugee children like all other people and additional rights as children and particular rights as refugee. Therefore refugee children are entitled for special treatment and care and not to be treated discriminately. Nevertheless many Australian might support or oppose the governments policy of dealing asylum seekers but the indisputable reality is that subjecting children to any form of detention is a breach of their guaranteed rights. Imprisoning these children in the context of UNCRC is either â€Å"cruel and inhuman treatment† or in soft words is â€Å"harsh treatment†, which are undesirable under the convention. The concerns due to which these children fled from their countries, detention adds in their sorrows and concerns. Therefore if we cant recompense their grievances and concerns then we dont have the right to add into it. The UNCRC articulates[2] that â€Å"holding children in detention shall be used as a measure of last resort and only for the shortest possible time†. But the Australian practice seems to be the denial of this vested right since here refugee children are detained at the outset of their unauthorized arrival. Without going into the facts finding of their flight for a known country putting these children in detention is like closing eyes from their dilapidated conditions they suffered from in their home countries. Being national of this country our happiest lives can never comprehend the worse situations they passed from and pushing into confinement compel them to spend formative years of their lives in detention, which will obviously damage their future personality traits[3]. Keeping children in mandatory detention is denial of their internationally recognised basic human rights. Oftenly it has been experienced that during relief activities the children needs are not properly taking care of which are of vital importance for their normal development and growth. Every child has certain age-specific requirements that must be satisfied, for instance basic health care, nutrition and education are necessary for physical and mental development. Healthy psychosocial development depends in large measure on the nurturing and stimulation that children receive as they grow, and on the opportunities that they have to learn and master new skills. The healthy psychosocial development in refugee children should involve counseling and skills for coping effectively the multiple trauma of loss, uprooting and often more damaging experiences. Hence where the childrens developmental needs are not sufficiently met it results in long-term tragic consequences. Challenges and/or Controversies The Australia international obligations relating to refugees and children are not adequately publicised amongst public at large therefore everyone has their own perception about refugees. Majority believe that refugees are lairs, criminals, ‘forum shoppers, welfare cheats and queue jumpers[4]. It is interesting to note neither international law recognizes the terminology of ‘queue jumper nor other civilized nations use this terminology. The obvious reason for using this terminology could be that Australia is not willing to grant refugee status every individual opted for such status instead it has the intention to allow a carefully selected populace of pre-chosen countries to live as refugees in the country. A significant number of Australians also consider refugees a threat to economy and social services sector of the country. The arrival of children seeking refuge in Australia is comparatively less than the other developed countries, however still children remain a significant percentage of the total number of arrivals. Sometimes children flee alongwith their parents and/or guardians and sometimes alone (usually known as unaccompanied minors). The flight from homeland to the country of refuge subjects all including children to the notions of a new authority though a child neither has any motive nor has any voice in the decision of flight. Article 3 of the UNCRC gives overriding effect to the principle of ‘Best Interests of the child in these wording; â€Å"In all actions concerning children, weather undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interest of the child shall be a primary consideration†. The principle of ‘Best Interests of the child has been enunciated in different Australian laws however the law relating to onshore management of asylum seekers does not contain this principle. The Migration Amendment Act of 1992 identifies asylum seekers as designated persons.[5] Section 189 states that â€Å"a designated person must be detained during the processing of their refugee status†. Section 192 goes further giving two options for release obtaining a Temporary Protection Visa or being deported.[6] This section spells for mandatory detention of everyone including children till the decision of his/her status.[7] Here at this junction the lacking of distinction between immigration status of adults and children confuse the internationally accepted principle of ‘Best Interests of the child and same standard treatment is in contravention of the UNCRC. The policy of mandatory detention can not be justified on the plea that since childrens needs cannot be met in isolation, therefore they are kept with their caregiver in detention. As it is believed that children needs are normally meet most effectively within the context of family and community. It is therefore, necessary to strengthen the capacities of refugee families to meet their own needs and improve the participation and situation of adult refugees particularly women, in their child related activities and in this way they will contribute significantly to the welfare of their children. Selection of one challenge and its reflection on policy based solution Best Interest In relation to the refugee children whether accompanied or unaccompanied the primary goals of any action or program must be: To ensure the protection and healthy development of these children To achieve durable solutions appropriate to the immediate and long term developmental needs of these children. In absence of any uniform definition of ‘best interests for every child, a good indicator to judge whether a child best interests are being achieved, would be a childs aptitude that how much s/he enjoys his or her rights in a available environment.[8] Since the UNCRC also doesnt clearly define childs ‘best interest therefore in all actions and decisions affecting a child; â€Å"it is the best interests of that individual child which must be taken into account rather than children generally. The childs best interests†¦..must be the subject of active consideration†[9]. It necessitates to be established that childrens interests are of primary concerns and have adequately been conferred. The principle of ‘best interests reiterated in article 9(1) of the UNCRC states that children should never be separated from their parents against their will except when ‘necessary for the best interests of the child. The interaction between the ‘best interests principle, family unity and immigration can be enlightened by referring preamble of the UNCRC providing a reference point by recognizing that: â€Å"[T]he child, for the full and harmonious development of his of her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding†. In order to support the best interests of the refugee children many of the obligations under the UNCRC are relevant for instance, protection from violence, the highest attainable standards of physical and mental health, special care for children with disabilities, education, keeping confidentiality of their personal information, non-discrimination, recreation and the right to full cultural life (including language) are all factors that create a nurturing environment. Incorporating Children voices into policy debate UNCRC believes ‘voiced code for childrens participation in the programs affecting them. This legal instrument marks a change by respecting them as human being capable of full understandings and has power to decision and disregarded that they are being objects of adult intervention. The childrens right to participate in fellow societies has been accepted in articles 12-15 of the UNCRC. This convention has offered in addition to civil, political, social, economic and cultural rights, the right to freedom of opinion expression, information, religion and conscience; and the right to form associations[10]. Refugees children being most vulnerable members of Australian society, they should have the right to have their fundamental needs for shelter, food, physical and emotional care and education have been met, and to live freely and securely within our society. Our society should value and protect them. We are equally responsible alongwith the government to ensure these needs are met if a childs family/caregiver cannot or will not protect their rights. But due to their protracted legal status refugee children have concerns. They are not part of policy decision impacting their lives, hence condemned unheard and ignored. Purportedly three agencies the federal government, the private reformative firms and the state government are in charge of the management of detention centres. There is strong likelihood that these agencies would not consider childrens interests before their own. When the managers of such agencies are in chase of jurisdictional and policy issues where would children placed?[11] This management attitude proves the genuine worries, distress and concern of refugee children regarding their unresolved legal situation and their inability to move towards integration into the Australian community. Many children describe themselves as happy, good, but detailed their depression and distress that accompanied being in a limbo situation. The non-resolution of their migration or refugee situation is their paramount concern. The current manifestations of distress, while particularly concerning are equalled by the knowledge of the long term impact of ‘not belonging; to a community; to a state and to a nation. If a child cannot access normal citizenship, then their ability to grow emotionally and integrate themselves into their new country is diminished. These children have the possibility of becoming adults with a sense of frustration and anger that will impact on their lives and will impact on our lives in the Australian community in the forthcoming years. [NOTE: the writer considers the points of this paragraph as specifics impacting her local area of residence surrounded by refugee children] Conclusion If we step into the shoes of refugees and realize their sorrows and grieves then we will never deny the rights of refugee children to live with their families and reunite them when separated, having access to all basic necessities of life. If everyone of us recognize and struggle to make available all such rights to our children then why deny it for Iraqi, Afghan and Iranian children? We should provide them such harmonize environment where they can play, grow and learn. â€Å"We should keep ready ourselves to answer our children when they will look back on this time and ask what we did for refugee kids, at least we can say we gave them their childhood†[12].

Eva Smith in An Inspector Calls :: An Inspector Calls J.B. Priestley Plays Essays

Eva Smith in An Inspector Calls Do you agree that Eva Smith is presented as a victim in the play ‘An Inspector Calls’? How does J.B Priestly use the Inspector to make the Birling family aware of their responsibilities to individuals such as Eva Smith and how successful is he? When Eva Smith is presented to the audience by the Inspector, she is immediately shown to be the victim of the play. The Inspector highlights and describes how each of the members of the Birling family has used Eva Smith. The Inspector shows that each character has victimised her and that each of them has a part to play and a partly responsible for her death. The Inspector soon shows us that he thinks she is a victim as he describes her as â€Å"A pretty, lively sort of girl, who never did anybody any harm.† The Inspector tries to make each family member, including Gerald Croft, guilty for how they have treated Eva Smith. ‘An Inspector Calls’ is a play all about the social attitudes of the time. The play shows the attitudes of high class people such as the Birlings and how they see other members of the community. The Birlings are a rich family and they don’t feel that they should care for other people. They think that they should only be responsible for themselves and there family and not get involved with helping less well off people. Mr Birling put it that â€Å"if we were all responsible for everything that happened to everybody†¦it would be very awkward†¦Ã¢â‚¬  The play shows how Eva Smith is a victim of the attitude of society in 1912. It shows how hard it was for her as she was young, had no family and was unemployed, meaning she had no income to provide for herself. The play shows how some women were forced to beg charities for help to survive or how some young women were even forced into prostitution to provide themselves money to live on. The play highlights the bad way in which women, in a position similar to Eva Smith’s, were treated at that time by society, especially wealthy members of the public with high social statuses such as the Birlings. The Inspector targets each member of the Birling family and shows how they, as individuals, victimised Eva Smith and made her life harder. The Inspector firstly shows how Mr Birling treated her. Mr Birling is the father of the family and has a high status in the community. Mr Birling is a successful business man. He is involved in local politics and is hoping to be given a knighthood.

Iago, Master of Cruelty in Shakespeares Othello :: GCSE English Literature Coursework

Iago, Master of Cruelty in Othello Iago stands supreme among Shakespeare's evil characters because of his intense and subtle cruelty, perfectly combined with his exceptional powers of will and intellect. As a result of this, his motivations are unclear; however the innocent, loyal, and honest character Iago portrays to the others, does not reflect his true character. He is the ultimate puppet master. Every action is preplanned and manipulated for his audience to perceive him as this trustworthy decent man. Iago possesses such intelligence and acting ability that he forces others to act on and believe what he tells them. The other characters see him as what he wants them to see, and not for what he really is. The three main emotional weapons Iago uses to destroy everyone are reputation, desire and jealousy. A good reputation is the most important virtue to the characters of this play. Their good name is what keeps them in high standing in society. What family one comes from and how one uses that status permeates every facet of life. Iago uses this as a weakness. He does everything in his power to destroy the reputation of others by creating illusions and lies and sharing them with those whom would listen. Iago was so trusted by all, that people would continuously look to him for advise and he would use these opportunities to manipulate their opinions and thoughts towards others. The importance of reputation and its usefulness is shown when Iago says, "Good name in man and woman, dear my lord, is the immediate jewel of their souls."(Othello. Act III. iii. 182-183.) One way Iago uses others importance of reputation to destroy them is in the case of Cassio. Early on in the story, Othello, who is a Moorish general in the Venetian army has an opening for a second in command. Although Iago wants this position desperately, Cassio is chosen. When the opportunity arises for Iago to avenge this, he does. Iago convinces Cassio , known as a responsible, loyal and trustworthy man to abandon his night watch and go out drinking. He eventually gets into a fight with another lieutenant and is discovered by Othello. When asked to explain the situation, Iago lies and tells Othello that Cassio behaves like this all of the time. Using jealousy as a weapon is what prompts Iago to plot the ultimate downfall of the characters in Othello and especially Othello himself.

Organizing Function of Management Essay

The purpose of this paper will be to evaluate the organizing function of management. The organizing function of management develops internal organizational structure. A key role of the organizing function is to address how people interact in various business environments. Management uses organizing activities to allocate resources, define responsibility, establish expectations, and group employees. â€Å"At high-tech firms such as Google that rely on employee skills, knowledge, and creativity to remain competitive, the importance of people is evident as well† (Bate & Snell, 1, 2009). Human Resources Management at Google Human resources management is a formal system used to manage people in a business environment (Bate & Snell, 2009). Human capital is a source of competitive advantage that is irreplaceable. According to Bate & Snell, â€Å"human resource planning occurs in three stages: planning, programming, and evaluating† (2009). Perfecting the art of human resources management can provide strategic value to organizational performance. The Google Company has secured its place as one of the world’s leading employers. Goggles strategy for effective human resources management is providing employees with unparalleled benefits, perks, and opportunities. Lazlo Bock, Google’s vice president of people operations states freedom, curiosity and highly trained employees has forged Google’s success (HR Focus, 2008). Planning requires Google to forecast future job trends based market fluctuations and company growth. In 2005, Google was hiring about â€Å"10 people a day, adding to a workforce of more than 5,000† (Lohr, 2005). Currently, Google employs approximately 20, 000 people with various backgrounds and skills. Closely monitoring economic trends and labor supply forecast allows the company to manage all available resources. The following rules of engagement with employees, outline by Lazlo Bock, have contributed to Goggles effective human resources management. * Hire learners. They are inquisitive, and when they fail, they will ask how they can do better. * Give people the tools and resources to succeed; then let them. * Work on small projects in small teams. * Keep structures flat. Especially as the company gets big, information needs to flow up. * Discuss everything you can publicly. * Give performance-driven raises. This is helpful in controlling turnover and enhancing retention. * Reward success, don’t penalize failure. â€Å"If you don’t fail, you’re not doing your job well.† Quarterly goals are set and performance evaluations are based on these; the company aims for a 70% success rate. Technology at Google Google was founded on the principle of â€Å"organizing the world’s information and make it universally accessible and useful† (Google, 2009). The company original began as a search engine provider. The company quickly expanded products and services to include software, e-mail service, advertising platforms, desktop products, mobile devices, and mapping tools. Google’s list of services and products are too extensive and increasingly expanding. Google’s success can be attribute to the company’s’ expansion of technological services. Google recent advancement has been the development of a new operating system, Chrome, designed to rival its biggest competitors. â€Å"Unlike Windows, Chrome OS is an open-source project like the Linux operating system that’s popular with techies, which means outside software developers are welcome to work on it† (Graham, 7, 2009). The release of Chrome OS as a free open source operating system creates competition with Microsoft’s Windows. Google Assets Google’s ability to control the search engine markets has allowed the company to prosper from advertising campaigns. According to Schonfeld, â€Å"of the 137 billion estimated total searches performed in the U.S. last year, 85 billion were done on Google; nearly 90 percent of all the growth in search volume was also captured by Google (2008). Google’s profits should spike as the country climbs out of recession â€Å"because the company has weeded out a lot of frivolous expenses during the recession† (Liedtke & Girard, 2009). Google went public at $85 dollars a share 2004; current estimates place Google shares at $430 a share (Liedtke & Girard, 2009). The statistics indicated that Google has effectively organized companies assets during difficult economic time. Conclusion  Human resources management and technology play a crucial in business success. Google has perfected work environments that keep employees happy and provides the necessary resources to remain competitive as a company. â€Å"David MacDonald, who joined Google as an account manager in October 2001, says, It wasn’t groundbreaking – search engines had been around for years – but it had a different approach and was all about the people† (Smith, 6, 2008). Google remains one of the world’s leading companies engrossed in the technological revolution. Much of the organizations success arises from Google’s ability to venture into multiple applications. Google refuses to rely on the company’s search engine capabilities to sustain growth. The ability to adapt to economic demands and competition has facilitated Google’s organizational structure.

References for Assessment in Special Education Essay

Bendak, L. (2011). The role of individual educational plans in helping cycle one students with dyslexia to become better readers. Middle East Journal of Family Medicine; Nov2011, Vol. 9 Issue 9, p42-47, 6p. Retrieved January 18,2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=16696efa-2beb-42868b5ec73dca138979%40sessionmgr12&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The purpose of this study is to highlight the importance and role of Individual Educational Plans (IEP) in helping students with Dyslexia, ages six to nine at cycle one of their elementary education. This study emphasizes the need for special education departments in schools where special education teachers can enhance the educational development of students with Dyslexia through the IEPs that identify the individual points of strength and weakness of the student with Dyslexia. The results of this study showed that the efficacy of the IEP on the development of the reading level varied depending on the initial level of difficulty of the student. [2] Burns M. K. , Jacob S. , Wagner A. R. (2007) Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology 46 (2008) 263–279. Retrieved January 18, 2013 from http://faculty. winthrop. edu/armisteadl/SchoolPsychologyResources/attachments/Burnsi_ M_K__Ethical_a. pdf Abstract The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child’s response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included. [3] Capizzi, A. M. (2008) From assessment to annual goal. Teaching Exceptional Children; Sep/Oct2008, Vol. 41 Issue 1, p18-25, 8p. Retrieved January 19, 2012 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=66b5e959-686e-482bb3e7ead5ad631980%40sessionmgr11&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The article discusses the process of writing individualized education plans (IEPs) for special needs students and the decision making process that is involved to find and implement meaningful teaching methods and activities. It is noted that present levels of academic achievement and functional performance (PLAAFP) and other evaluation data must be utilized in the IEP plan. The impact that the U. S. Individuals with Disabilities Act (IDEA) has on IEPs demonstrates that the measurement of academic progress is a central goal of any IEP. [4] Dunn, Michael W. (2007) Diagnosing reading disability: Reading recovery as a component of a response-to-intervention assessment method. Learning Disabilities: A Contemporary Journal, v5 n2 p31-47 2007. Retrieved January 18, 2013 from http://www.eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ797663&ERICExtSearch_SearchType_0=no&accno=EJ79766 3 Abstract There is growing evidence that the current method of identifying students with a learning disability (LD) is ineffective. The wait-to-fail model of assessing students after second/third grade as well as conceptual problems in using intelligence tests for identification result in students not receiving the assistance they need during the earlyelementary school years. The educational community is discussing response to intervention (RTI) as an alternative assessment method. This study explored the assessment components of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant-function analysis, a retrospective study of thirdthrough fifth-grade students who participated in RR during first grade investigated assessment elements (beginning text level, ending text level, and number of weeks’ participation in RR) of this program. The results showed that RR assessment elements were significant predictors of first-grade students who were later identified as having a reading disability. Ending text level was consistently the largest predictor of students later classified as having a reading disability or not. (Contains 4 tables. ) [5] Dykeman, Bruce F. (2006) Alternative strategies in assessing special education needs. Education, v127 n2 p265-273 Win 2006. Retrieved January 18, 2013 from http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ765825&ERICExtSearch_SearchType_0=no&accno=EJ76582 5. Abstract The conventional use of standardized testing within a discrepancy analysis model is reviewed. The Response-to-Intervention (RTI) process is explained, along with descriptions of assessment procedures within RTI: functional assessment, authentic assessment, curriculum-based measurement, and play-based assessment. Psychometric issues relevant to RTI and standardized testing are discussed. [6] Dykeman, Bruce F. (2009) Response to Intervention: The Functional Assessment of Children Returning to School with Traumatic Brain Injury. Education, v130 n2 p295-300 Win 2009. Retrieved January 18, 2013 from http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ871665&ERICExtSearch_SearchType_0=no&accno=EJ87166 5 Abstract Children with Traumatic Brain Injury (TBI) face many demands when completing their rehabilitation and returning to school. Although the prognosis can be favorable for many children, the course of recovery poses unique challenges for children and staff alike. To this end, a functional assessment of TBI children within a Response-to-Intervention (RTI) model provides a comprehensive strategy of easing transition to the school and charting progress throughout the course of recovery. Literature is reviewed and applicability to the RTI model is discussed. [7] Fabiano, G. A. et. al. (2010) Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review; 2010, Vol.39 Issue 2, p219-239, 21p. Retrieved January 19, 2013 from http://0web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=639450fe-4a86-49fa-858914d34d130ecc%40sessionmgr4&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ% 3d%3d. Abstract Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child’s individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student-teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed. [ABSTRACT FROM AUTHOR] [8] Grigorenko E. L. (2010). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disability 42 [2] 111-132. Retrieved January 18, 2013 from http://ldx. sagepub. com/content/42/2/111. full. pdf+html Abstract This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A. [9] Haydon T. (2012). Using functional behavior assessment to match task difficulty for a 5th grade student: A case study. Education Treatment of Children, 35 [3], 459-476 Abstract We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based intervention was developed to target the student’s escape-maintained behavior during independent seatwork. The intervention consisted of matching task difficulty with the student’s level of performance based on his success in a special education resource room. During intervention the targeted student demonstrated lower rates of disruptive behavior, higher levels of on-task behavior, and higher percentages of correct responses. The student’s positive results were compared to his performance in a special education resource room. A discussion on study limitations, implications, and future research directions is included. [10] Kern L. (2007). Functional Assessment-Based Intervention for Selective Mutism. Behavioral Disorders; Feb2007, Vol. 32 Issue 2, p94-108, 15p. Retrieved January 19, 2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=652066c08587-4865-a2d7fd85e2d7e7c5%40sessionmgr11&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The process of functional assessment has emerged as an essential component for intervention development. Applications across divergent types of problem behavior, however, remain limited. This study evaluated the applicability of this promising approach to students with selective mutism. Two middle school students served as participants. The functional assessment included indirect and direct methods as well as a specially designed student interview that did not require speech. Individualized interventions were developed and experimentally evaluated. Results indicated that the assessment-based interventions effectively increased speaking in school contexts. [ABSTRACT FROM AUTHOR] [11]. Lynch, S. & Adams, P. (2008) Developing Standards-Based Individualized Education Program Objectives for Students With Significant Needs. Teaching Exceptional Children; Jan/Feb2008, Vol. 40 Issue 3, p36-39, 4p. Retrieved January 19, 2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=ca2e5664-4ebc-4a20800f8331f3bca0c6%40sessionmgr4&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ% 3d%3d.