Needle Stick Injury free essay sample

Method In 2003, a sharps awareness campaign began in San Martino Hospital in Genoa, Italy. In 2005, a safety catheter was introduced and healthcare workers were trained in its use. Data for all occupational accidents from 2003 to 2007 were collected and analysed. Results After introduction of the sharps awareness campaign and use of safety catheters, reported incidents of sharps injuries involving catheters fell from 19 in 2004 to two in 2007 and in neither of those two cases were needlestick prevention devices used. Overall, the rate of needlestick injuries was 24. 1 per 100,000 cases when conventional catheters were used and 0. 4 per 100,000 cases with safety catheters. Conclusion The sharps awareness campaign and newly adopted needlestick prevention device may have contributed to the prevention of percutaneous injuries caused by catheters. Until the onset of the campaign, the reported annual incidence of needlestick injuries was six. This increased to a peak of 19 reported injuries in 2004, which could be attributed to improved reporting effected by the campaign. We will write a custom essay sample on Needle Stick Injury or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Authors Dimitri Sossai, manager, Health Safety and Prevention Department, Azienda Ospedaliera Universitaria San Martino, Genoa; Vincenzo Puro, manager, Department of Epidemiology, Istituto Nazionale per le Malattie Infettive, Lazzaro Spallanzani, Rome; Luca Chiappatoli and Giulio Dagnino, biomedical engineers; Bernardo Odone, chemist; Annamaria Polimeri, biologist, Health Safety and Prevention Department, Azienda Ospedaliera Universitaria San Martino, Genoa; Laila Ruzza, Paola Palombo and Marian Stella Fuscoe, registered nurses, Azienda Ospedaliera Universitaria San Martino, Genoa; Paola Scognamiglio, epidemiologist, Istituto Nazionale per le Malattie Infettive Lazzaro Spallanzani, Rome, Italy. Email: dimitri. [emailprotected] it Keywords Needlestick injuries, risk prevention, safety needle system These keywords are based on subject headings from the British Nursing Index. All articles are subject to external double-blind peer review and checked for plagiarism using automated software. For author and research article guidelines visit the Nursing Standard home page at www. nursing-standard. co. uk. For related articles visit our online archive and search using the keywords. 42 march 24 :: vol 24 no 29 :: 2010 SHARPS INJURIES are one of the most common types of occupational accidents that healthcare workers experience (Elder and Paterson 2006). The Centers for Disease Control and Prevention (2004) in the United States (US) has estimated that around 400,000 percutaneous injuries occur in the hospital setting each year. However, true injury rates are difficult to assess as underreporting is assumed to be as high as 70% (Lee et al 2005). There is a risk of disease transmission of blood-borne pathogens with a sharps injury, particularly if it is caused by a hollow-bore needle used to access veins or arteries (Trim 2004). Worldwide, 2. 5% of cases of human immunodeficiency virus (HIV) and 40% of cases of hepatitis B and hepatitis C among healthcare workers result from occupational exposure to infected blood (Wilburn 2004). The risk of infection following percutaneous exposure to infected blood is notable, with rates of 6-30% for hepatitis B, 0-7% for hepatitis C and 0. 3% for HIV (White 2008). In addition to the hazard of disease transmission, the fear of potential infection may pose a considerable burden on the psychological, emotional and social wellbeing of the injured healthcare worker (Lee et al 2005). More than 38% of all occupational accidents involving biological hazards in the NHS result from skin contact, while 24% are caused by accidental puncture with injection needles (Sossai 2006). The rates for hospitals are even more concerning. According to a study of the Italian National Society for Prevention and Protection in the Health Service (Associazione Italiana Responsabili Servizi Prevenzione e Protezione in Ambiente Sanitario), more than 50% of occupational accidents in hospitals are caused by accidental puncture with injection needles (Sossai 2006). Exposure prevention remains the primary strategy for reducing occupational contact with blood-borne pathogens (Huber and Terezhalmy 2007). Over the past 20 years, numerous preventive measures have been implemented including educating and training staff, changes in practice, hepatitis B vaccinations, awareness campaigns and needlestick injury policies. One particular NURSING STANDARD preventive strategy uses engineered needlestick prevention devices to protect hospital workers from accidental injuries. There are two types. Passive needlestick prevention devices have a safety feature that is activated automatically, while active needlestick prevention devices require the user to activate the safety mechanism (Trim 2004). The use of needlestick prevention devices and the documentation of all needlestick injuries by healthcare workers has been enforced by law since 2000. Similar regulation efforts are under way in Europe (Hadaway 2001, Wilburn 2004, Hoban 2005, White 2008). In Italy, and elsewhere in Europe, employers have a statutory obligation (Directive 2000/54/CE and 89/391/CEE) to prevent occupational risks and protect workers. In line with these requirements, San Martino Hospital in Genoa, Italy, one of the largest hospitals in Europe with more than 1,400 beds and more than 4,400 employees, launched a sharps awareness campaign in 2003. This campaign consisted of specific staff training, education and the gradual introduction of needlestick prevention devices (safety catheters) to replace conventional intravenous catheters. By March 2005, almost all conventional catheters had been replaced by needlestick prevention devices. Aim The aim of this study was to verify the effect of the sharps awareness campaign and the introduction of needlestick prevention devices on the rate of needlestick injuries in San Martino Hospital. Method The hospital chose the passively activated Introcan Safety IV Catheter system (B. Braun). This has a self-activating safety clip that automatically shields the needle’s sharp bevel during retraction of the needle after cannula insertion. With regard to design and handling, this safety catheter is identical to the conventional catheter (Trim 2004, Wilburn 2004). At San Martino Hospital, a sharps awareness campaign was launched in 2003. In 2005, safety devices were first introduced, initially in departments at increased risk of needlestick injuries or infection (infectious diseases, general surgery and organ transplant departments). By the end of 2005, they had been introduced in all hospital departments. Healthcare workers in approximately 90 departments including outpatient clinics, operating theatres, intensive care units, day hospitals and surgery, received training in using the device. Training sessions were carried out by manufacturers of the safety catheter and by members of the hospital’s NURSING STANDARD department of health safety and prevention. Between 2005 and 2007 this practical training was supplemented by courses on the biological risk of needlestick injuries aimed at all long-term employed healthcare staff. In addition, a compulsory training course on the need for prevention and safety precautions related to needlestick injuries, and the correct practical application of safety devices for all new employees, began and was carried out monthly. During this period, 596 of 3,392 (18%) long-term employed physicians, nurses and technicians and 882 (100%) new employees received safety training. In San Martino Hospital, a specific protocol needs to be followed when an accident entailing biological risk occurs. The affected employee has to report the accident to the department of preventive and occupational medicine where health monitoring and infectious prophylaxis are initiated, if required, in collaboration with the Institute for Hygiene and Preventive Medicine. Subsequently, the injured person is required to register the accident at the hospital’s human resources department where detailed information on the injury and the injured person are recorded on a standardised incident report form and in an incident reporting file. Reports of the accident are forwarded to the National Institute for Insurance gainst Accidents at Work (Istituto Nazionale per Assicurazione Infortuni sul Lavoro) and the Hygiene Institute of Genoa University. The incident reporting file is the hospital’s internal administrative database for all occupational accidents and is used for statistical purposes. It provides the data for an annual injury monitoring report. The file began in 1994 and holds detaile d documentation of all occupational injuries occurring at San Martino Hospital. Documented details include the time, location and accurate descriptions of an accident, and the profession, department, ward or operating unit of the injured employee involved. The type of device responsible for sharps injuries and the use of any safety measures during the incident are also documented. In this study, occupational injury data collected between 2003 and 2007 were obtained from the incident reporting file and analysed retrospectively. Data of interest included all occupational incidents and all percutaneous injuries caused by catheter needles and sharps. In particular, needlestick injuries caused by catheters were investigated. For all needlestick injuries from catheters, the occupation of the affected staff member was examined. The total number of catheters used each year was the denominator. All hospital employees were included in the study. The human resources department supplied data on the number and march 24 :: vol 24 no 29 :: 2010 43 art science research type of staff in the hospital. Formal ethical approval was not required because the population used was recruited from the database of the occupational injuries register of the human resources department. The data used were taken from official declarations and total anonymity was guaranteed. conventional device is more than 25 times higher than the risk associated with the use of the safety device. Discussion The implementation of a sharps awareness campaign and the introduction of needlestick prevention devices at San Martino Hospital resulted in a significant reported decrease in needlestick injuries. Conventional catheters appear to carry a significantly higher risk of injuries than safety catheters (Table 1). This suggests that the needlestick p revention devices contributed to the prevention of percutaneous incidents. A potential problem of this type of surveillance results from factors that could influence healthcare staff to report injuries, especially those with a low risk of infection. In this study, reporting rates are unknown and these could have influenced the findings. Injury reporting was encouraged during training, so an increasing rate of underreporting appears unlikely. Similar results have been observed with other safety needle devices (Asai et al 2002, Trim 2004, Adams and Elliott 2006, Tuma and Sepkowitz 2006). These results are consistent with estimates in which the use of engineered safety devices accounts for definite prevention in 21% and probable prevention in 61% of needlestick injuries (Elder and Paterson 2006). However, the results of the current study are limited by the short observation period and initial findings need to be confirmed by a follow-up study. Three and two incidents occurred with catheters in 2006 and 2007 respectively. Only one of these incidents occurred with a safety catheter. The catheter’s safety mechanism was not activated because of an unexpected movement by the patient before insertion of the cannula. Risk for the healthcare worker was estimated at almost zero, as the needle had not come into contact with the patient’s blood. In the other four incidents, conventional devices were used that did not have a safety Results The overall number of employees at San Martino Hospital fluctuated annually between 4,447 and 4,636 individuals from 2003 to 2007. The number of occupational accidents documented decreased from 537 to 405 in the same period. During the study, the number of injuries with needles and sharps entailing biological risk reported annually reduced from 163 to 86. These accounted for approximately one quarter to one third of all occupational incidents. After launching the sharps awareness campaign in 2003, the number of injuries caused by catheters increased initially (n=10 in 2003 and n=19 in 2004), possibly because the sharps awareness campaign aimed to reduce underreporting. From 2005 to 2007 the total number of reported injuries decreased (n=10 in 2005, n=3 in 2006, and n=2 in 2007). During the study period, nurses were affected more often by needlestick injuries than physicians. The overall annual number of needlestick prevention devices used by the hospital after their introduction in 2005 (n=130,000) increased to 165,000 in 2006 and decreased to 163,000 in 2007 (Tables 1 and 2). The average number of annual injuries per 100,000 phlebotomies performed were calculated (estimated by needles used per year). The relative risks were calculated as the ratio of the injury rates for the conventional catheters and for the safety catheters. The results highlight a lower rate of annual needlestick injuries until the start of the sharps awareness campaign and an escalation of reported incidents after its launch. This phenomenon might have resulted from underreporting, confirmed by the low incident rate of reported needlestick injuries before the onset of the campaign. Underreporting of needlestick injuries is a common and serious problem. It is even observed after needlestick injuries with high-risk patients and occurs with all types of healthcare worker (Wilburn 2004, Hoban 2005, Makary et al 2007). True injury rates may be ten times higher than those reported (Elder and Paterson 2006). The increase in incidents in 2003 suggests that educational measures and training might have sensitised healthcare staff to the seriousness of the problem and increased their readiness to report needlestick injuries for their own safety. Only timely reported needlestick injuries allow for immediate preventive measures and effective post-exposure treatment (Lee et al 2005). Even after 2003, it may still be possible that not all needlestick injuries were reported. Although all new employees received training after 2005, accounting for approximately 25% of the hospital’s healthcare staff until 2007, before then only 18% of employees of long standing participated in safety education measures. Thus, the majority of employees lack theoretical education in sharps safety and may be more prone NURSING STANDARD to misjudge the risk of needlestick injuries and consequently fail to report incidents. It might also be possible that some long-term staff increased their risk awareness after observing colleagues. It is to be expected that the awareness of possible injury outcome and reporting will improve further as the sharps safety awareness campaign continues as a result of cumulative training of hospital staff (Makary et al 2007). Despite introducing continuous on-the-job training with all employees, a certain degree of underreporting is still likely to occur because, contrary to better knowledge, some employees will avoid the time-consuming effort associated with administrative and medical procedures involved in needlestick injury reporting (Lee et al 2005, Makary et al 2007).

Native Title Law In Australia

Native Title Law In Australia On June 3rd 1992, the Australian High Court trailed a man that would change property law in Australia, as we knew it. The case of Eddie Mabo vs. The State of Queensland was the first successful case to bring about recognition of the concept of native title in Australia. Native title is the name given to the traditional land system of indigenous Australians, which was developed over thousands of years. In 1992, with Mabo, the Australian High Court finally recognized that Australia was not simply an empty piece of land when Captain Cook sailed up the coast in 1770 and claimed the eastern part of a continent which had already been occupied by our indigenous people for at least 40,000 years as a piece of British real estate.Unlike 'land rights', which are created by governments, 'native title' is a right that existed before the coming of the Europeans to Australia.As you can imagine the concept of native title have had important consequences for property law in Australia. The precedent c ase judgement overthrew the legal fiction of 'terra nullius' stating that the land of Australia had belonged to no one when the British arrived in 1778. The judgement found that a native title to land existed in 1778 and may continue to exist provided it has not been extinguished by later government acts and provided Indigenous groups continue to observe their traditional laws and customs.In the Native Title Act 1998 it was decided that a claim of native title could be made over land in Australia, provided the following two elements are satisfied:(a) ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ That those indigenous people (Aborigines and Torres Strait Islanders) claiming the land or waters can prove a continuing association with the land claimed (physical, cultural or spiritual).(b) ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ That th ere has been no act...

Affixation In English And Vietnamese English Language Essay

Affixation In English And Vietnamese English Language Essay A purely human and non-instinctive method of communicating ideas, emotions and desires by means of a system of voluntarily produced symbols is defined as language (Sapir, Language, P.7). Therefore, every language itself provides attentive learners with a wide knowledge of the primary function, social nature as well as the important characteristic which is the system of symbols consisting of different levels from sound systems to meaning, such as phonology, morphology, syntax and semantics. Only the unity of these four systems can form what is so-called language. Correspondingly, with a purpose of researching on this field that is to bring you, Vietnamese learners of English, an in- depth look at how minimal meaningful English morphemes can be used again and again as building blocks to form different words and some relevance to the constitution of Vietnamese words, I hope this can be a useful material for you to approach English reading comprehension and bilingual translation work fr om a more efficient and interesting angle. Literary review According to Eugene A Nida, â€Å"morphemes are the minimal meaningful units which may constitute words or parts of words† (Nida, 1946:1) and are defined as units of semantic content or grammatical function. Morphemes are of two kinds: free morphemes, ones that can be uttered alone with meaning and bound morphemes, ones that cannot be uttered alone with meaning. Based on this definition, affixes are defined as bound morphemes because they occur before or behind roots or cores of all words and somewhat modify the basic meaning of the roots. e.g. Verb + – able Æ’Â   Adj: enjoy + – able Verb + – er Æ’Â   Noun: wait + – er, act + – or un + Adj Æ’Â   Adj: un + – productive, un + – easy Adj + – en Æ’Â   Verb: deep + – en, thick + – en Besides, like bound morphemes, affixes may also be derivational or inflectional, which means that affixes can create new words by deriving new words from other words or making minor grammatical changes necessary for agreement with other words without changing meanings or parts of words. From that point, affixation is assumed as the linguistic process speakers use to form new words by adding bound morphemes at the beginning, the middle or the end of words. Correlatively, affixes are divided into prefixes, suffixes, infixes, suprafixes or suprasegmental and so on. Some categories of affixes: Prefix un-do prefix -stem Appears at the front of a stem Suffix look-ing stem-suffix Appears at the back of a stem Infix Minneà ¢Ã¢â€š ¬Ã‚ ¹flippin’à ¢Ã¢â€š ¬Ã‚ ºsota st-infix-em Appears within a stem – common in Borneo-Philippines languages Circumfix a-scatter-ed circumfix-stem-circumfix One portion appears at the front of a stem, and the other at the rear Interfix speed-o-meter stema-interfix-stemb Links two stems together in a compound Duplifix teeny-weeny stem-duplifix Incorporates a reduplicated portion of a stem (may occur in front, at the rear, or within the stem) Transfix Maltese: k-i-t-e-b = â€Å"he wrote† (compare root ktb = â€Å"write†) s-transfix-te-transfixà ¢Ã¢â€š ¬Ã‚ ºm A discontinuous affix that interleaves within a discontinuous stem Simulfix mouse à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ mice Changes a segment of a stem Suprafix produce (noun) produce (verb) Changes a suprasegmental phoneme of a stem Disfix Alabama: tipli = â€Å"break up†

The Recruitment and Selection of Sales Staff Essay

The Recruitment and Selection of Sales Staff - Essay Example It aims at ensuring that an organization recruits the most competent work force that will help it to meet its goals and objectives. Therefore recruitment can be a source of success or failure for the organization. The cost of selection and recruitment can weigh heavily on the organization based on the way the whole process will be carried out. In order to have a competent workforce, many organizations have taken a systematic approach to the recruitment and selection of staff. They have put in place a mechanism that ensures that they attract and select the best workforce in the market. This has been achieved by ensuring that the process is based on selection on merit. The human resource department has been given the overall duty of ensuring that it comes up with the best selection plan that will ensure that the organization meets its objective in recruitment process. The human resource department must ensure that it upholds the policy of equal employment opportunity for all which is reflected theory the recruitment framework. (Gareth 2005, p. 21) Kids 'R' US is a super store that has specialized in selling of children's clothes and other equipments like toys. The store is owned byte the ABZee Group. The groups has decided to venture in the market in order to take advantage of the parent pound market which has been one of the growing market in the recent past. In order to achieve its objective, the company wants to o... Recruitment method The company will use external recruitment as compared to internal recruitment In this case it will be recruiting those from the local areas. Due to the size of the company, it may not be able to get enough staffs if it conducts internal recruitment. In order to get enough staff and bring more variety to the new store, the company will be recruiting different people but from the local area who understand the demands of the local people. The company will use physical interview in combination with e-recruitment in order to get the most qualified candidates for the job. (CIPD Factsheet, 2007) Kid 'R' US as an equal opportunity employer The company is an equal opportunity employer in the market and therefore the recruitment process will be targeting all the people the market based on their qualifications. In the recruitment process the company will continue to uphold it's the policy of being an equal opportunity employer. It will continue to recruit, hire, train and promote in all its job levels the most qualified and competent person without any discrimination based on race, color, religion, gender, nationality or the sexual orientation of the person. In this case the company will not base its employment on issues of gender favors or discriminate the applicant based on their disabilities. Therefore all the applicants should be treated as equal and the selection procedure will be based on the qualification of the candidate. The company will also continue to administer other personal mater as regards issues of compensation, benefits, transfers, layoffs, training and development, education and other social recreation programs that the company wishes to uphold. (Torrington and Taylor2005, p. 28) Recruitment

Evaluation of Job Recruitment Essay Example | Topics and Well Written Essays - 1000 words

Evaluation of Job Recruitment - Essay Example Looking at the website of Tivoli Lodge, the career information provided on vacancy available in the hotel is adequate for someone who may have an interest. The information include the names of the particular vacancies available, whether it is hourly or hourly, the amount paid per hour, and the job description or what the job requires of the applicant (Tivoli Lodge, 2014). On the other hand, a career information found on the website of Oxford Group Of Hotels is not quite elaborate. It has the name the job position and the specific hotel where the vacancy is available (Oxford Hotel Group, 2014). However, there is no information on either a salary or on the job description or what one is expected to do when offered the job. Information about the required qualification for the job is also not put in this website. The website of Tivoli Lodge at least gives some hint on the corporate culture of this company through describing the job requirement. The corporate culture realized through their way of doing things. Every company does their thing in a unique way, and some of these ways are strengths or weaknesses in these companies, to their performance. Therefore, by Tivoli Lodge, describing what activities a person is required to do for a particular job position, they are trying to make the potential candidates aware of their corporate culture. On the other hand, the website of Oxford Group of Hotels portrays the company as one that does not give the potential much information about corporate culture. The information on career on this website is too brief and does not explain much about the corporate culture. However, the candidates can also learn from this website that, the company is one that does not like sharing certain information meant for itself, with the entire public. Tivoli Lodges website attracts applicants through announcing the specific amount paid for each position, so that, all

High school Essay Example for Free

High school Essay CHAPTER ONE 1. 0 INTRODUCTION In an effort to improve universal access to education, the ministry of education made a decision to introduce the re-entry policy. The policy is meant to accord girls who drop out of school owing to early pregnancy an opportunity to be re-admitted six months to one after delivery. This initiative has since scored a number of successes as some girls have gone back to school and successfully completed their secondary education , though some, order the age initially would have done so, Fifth National Development Plan(2006-2010). Before October 13 1997, it was considered an expellable offence for girls who fell pregnant while at school. But the re-introduction of the re-entry policy on that date was a measure and recognition of the importance of addressing gender inequalities in national development and the need to narrow down the gender gap in the education, Ministry of Education (1996). Child pregnancy has been persistent factors in household and hence, the re-entry policy has enabled government and families to recoup the investment made in educating such girls and that the nation has been accorded the much needed educated human resource for national development. 1. 2 STATEMENT OF THE PROBLEM There has been a marked increase in the Forum for women educationist of Zambia has endeavored to play in the support and sensitization of the re-entry policy in enhancing girl child education in Zambia. However, despite this increase not all have been able to go back to schools. This is a serious omission particularly when a good number of girls can utilize the given opportunity and when concerted effort has been made to enhance girl child education. In addition, all efforts and resources pumped in will go to waste. 1. 3 THE PURPOSE OF STUDY The purpose of this study is to find out the role FAWEZA is playing in promoting the reentry policy in enhancing girl child education and to find out the response of the policy by the girl child. 1. 4 OBJECTIVES OF THE STUDY †¢ †¢ †¢ †¢ †¢ †¢ To find out the role of FAWEZA in promoting the re-entry policy. To find out whether school managers do comply with the policy. To find out the response of the re-entry policy by pupils. To find out whether the re-entry policy is a success or failure. To find out whether teachers and parents support the policy. To find out measures in improving the re-entry policy. 1. 5 RESEARCH QUESTIONS †¢ †¢ †¢ †¢ †¢ †¢ What is the role of FAWEZA in supporting the re-entry policy? Do school managers comply with the policy? What is the response of the re-entry policy by pupils? Is the re-entry policy a success or failure? Do teachers and parents support the re-entry policy? What measures can improve the re-entry policy? 1. 6 SIGNIFICANCE OF THE STUDY The study’s findings and recommendations may assist the Forum for Educationist of Zambia FAWEZA and the Ministry of Education in promoting and supporting the re-entry policy in enhancing girl child education in Zambia. 1. 7 LIMITATIONS OF THE STUDY Because it was an introduction to research at degree, this research only covered a small part of Lusaka urban district. Secondly, money was a problem to access at the right time hence it delayed the process of collecting data. However, the researcher tried by all means to use the available resources, time to make sure that this is a success. @siamef Page 2 1. 8 DEFINITION OF TERMS ENHANCE; To improves or adds to strength. RE-ENTRY; An act or instance of somebody going back to enter. POLICY; A set of principles on which they are based @siamef Page 3 CHAPTER 2 2. 0 LITERATURE REVIEW 2. 1 Policy Formulation In contrast to the policy of exclusion that preceded it, the re-entry policy advocates that girls who drop out of school due to pregnancy should be readmitted after giving birth. The aim of this policy is to find more innovative measures to help prevent the exclusion of young mothers from education. In the event of a girl being forced out of school due to pregnancy, the Ministry of Education in Zambia has provided policy guidelines to assist schools and other stakeholders such as FAWEZA etc. †When the women’s movement in Zambia grew in strength, one of the issues they decided to fight for was injustice for girls who were thrown out of school after getting pregnant. In June 1995, the Zambia Association for University Women organized a conference on the situation of the girl-child in Zambia. The conference, which was held in preparation for the Fourth World Conference on Women, proposed to government that girls who became pregnant should be re-admitted into school once care for the child was assured† (FAWEZA, 2008, Ministry of Education, 2009). The policy is grounded in the outcomes of the Beijing Conference of 1995, a conference at which the Women’s Movement drew up its own priorities and action plan. The conference demanded that girls who dropped out of school because of pregnancy should be readmitted. In addition to this, Zambia is a signatory to most of the international instruments that promote the rights of children and women. The country recognizes education of all children as a basic human right as enshrined in Article 26 of the United Nations Universal Declaration of Human Rights. It further recognizes education as a right that is also guaranteed by the policy of Education for All (EFA), the United Nations Convention on the Elimination of Discrimination Against Women (CEDAW), the United Nations Platform for Action, and the Millennium Development Goals. In addition to the international instruments, major national policy developments within the education sector were initiated, culminating in the development of the third Ministry of Education (Moe) policy on education in the document â€Å"Educating Our Future† (1996). In 2000, the government adopted a National Gender Policy. The policy states that it will facilitate the readmission of girls who become pregnant back into school as a way of readdressing imbalances and inadequacies in the provision of education. The 2001 FAWEZA @siamef Page 4 workshop made a number of recommendations to improve the implementation of the re-entry policy. The recommendations were sent to the Ministry of Education for approval. Though there was no official acceptance, some of the recommendations were adopted, and that has made the policy work well, (FAWEZA, 2010) 2. 2 Response of the Policy In Zambia, some girls, especially in rural and peri-urban areas, fail to continue with their education as a result of teenage pregnancies. Although the Ministry of Education has a policy of allowing teenage mothers to go back to school after delivery, few are doing so. They find it difficult to leave their babies and stay in school for eight hours and are often ridiculed by others. The men responsible for their pregnancies often abandon them without any form of support. Unlike boys, a girl-child seems to have so much on her shoulders. This is due to cultural inequalities that continue to define societys way of life. Maybe this should be the focus of most of the gender discussion going on. Some girls in rural areas who fall pregnant are normally kept at home to help with domestic chores, or care for terminally ill parents. Others are forced into early marriages and thus denied the opportunity to further their education. Government, through the programme, has been seeking to bring teenage mothers back to school. Educating a girl-child has been a high priority for the Zambian Government, (Zambia Online). In realizing the re-entry policy, FAWEZA (2009) reports that† Interviews with girls also revealed a high level of appreciation for the policy among schoolgirl mothers who had reentered after giving birth. They reported that they were grateful that the policy had given them a second chanceâ€Å" Achievements highlighted by the head teachers and teachers were with regard to the increased number of girls who were readmitted after giving birth each year and the level of awareness of the policy by the parents who sent back their daughters after giving birth. These positive stories are set however against the background of the high number of girls who fall pregnant before finishing school each year. 2. 3 Successes and Failures of the Re-entry Policy Despite the policy being put in place in Zambia, an increasing number of girls do not return to school after giving birth. Social economic and cultural factors have been commonly cited as reasons for this failure. The annual statistics from the Zambia Ministry of Education @siamef Statistical Bulletin shows increased number of pregnancies. In addition, data from the Zambia Page 5 Demographic Health Survey (CSO, 2007) reveals that each year approximately 30% of the girls who drop out from school, do so because of pregnancy. The main reason stated for dropouts is the lack of financial support. The survey reveals that generally girls from disproportionately poor backgrounds drop out of school due to pregnancy compared to those from better off households. The survey shows a link between poverty and early adolescent pregnancy, which consequently leads them to be temporarily excluded from school. Zambia has seen a tremendous increase in access to education with pupil’s enrolments growing Over 9% since 2000. Further, the illiteracy rate in Zambia has been halved over the past three Decades from 90% to 45%. In addition, in the past two decades, Zambia has vigorously embarked on formulating interventions to eliminate gender based discrimination against girls and women as a strategy towards creating more equal societies, FAWEZA ANNUAL WORK PLAN (2012). Despite this achievement, many challenges remain in education delivery in Zambia. There is a huge gap in reaching the millennium development goals (MDG) and Education for All (EFA) goals by 2015. This particularly is a challenge given the country’s significant population growth and deep poverty. In addition, gender inequality is a long way from being realized. Despite the significant rise in female enrollment at primary school, fewer, female compared to male, enroll in high schools (particularly in rural areas) as many tend to drop out before completing secondary school. According to the FAWE ANNUAL WORK PLAN (2005-2009), â€Å"Despite the challenges in the re-entry policy, the government-civil society interaction and the consultative process in Zambia represent one of the best-practice cases in sub-Saharan Africa. The policy is appreciated by a broad spectrum of people. Internationally, Zambia has been cited as a best example for implementing the policy. Representatives from a number of countries in the region, including Malawi, Botswana and South Africa have come to Zambia to learn about policy implementation. † Interviews with the ministry of education DEBs, the national coordinator from a civil society organization (FAWEZA), head teachers, teachers and pupils indicated a high level of optimism for the ultimate success of the policy. Schools confirmed that the â€Å"re-entry policy is a good policy and indeed a historical watershed to the government of Zambia†. FAWEZA has provided 4,750 scholarships at basic, high school and tertiary levels in ratio of 7:3 girls and boys respectively. With the aim of improving the performance, retention and contribute to progression and pass rates of boys and girls on the scholarship @siamef Page 6. programme, FAWEZA has created and continued supporting 390 Study Groups at upper basic school level and high school levels. FAWEZA will also facilitate the showcasing of the repackaged SMT Tele quiz DVDs in 25 schools aimed at inspiring girls to take up SMT subjects. The activity is intended to help FAWEZA track the impacts of using the media to sensitize communities, girls and women that girls are capable of performing well in SMT subjects as the boys. 2. 4 Compliance of the Policy by School Managers. According to the Strategic Plan close out Report (2005-2009:20) â€Å"The creation of gender responsive school environments is cardinal in fostering access, retention and completion of girls in their education. In consideration of this, FAWEZA conducted training for 40 High School Managers in guidelines for gender responsive school environments and gender analysis and mainstreaming, while 58 female school managers took part in training in public image projection, which included role modeling, public speaking force field analysis and gender budgeting. Further, using the MOE/UNICEF Girl-Friendly school module, provincial executive members and CWA members were oriented for them to orient school managers; Out of 63 school managers invited to the gender mainstreaming training, 54 attended; Various PECs and DECs met the newly appointed PEOs and DEBS to solicit support. † Hence if such interventions are being carried out, various doors will be open to allow the success of the policy. @siamef Page 7 CHAPTER THREE 3. 0 Research Methodology The purpose of this chapter is to show how this study was conducted. It looks at the instruments used. The methodology gives in depth principles used to analyze and collect data in the research. This is a qualitative case study research that makes extensive use of primary and secondary data. 3. 1 Research Design The research design which was used in this study was the descriptive survey. This study was aimed at collecting information from respondents on the role of FAWEZA and the re-entry policy in enhancing girl child education in Zambia. The researcher used both primary and secondary data. Primary data was obtained through interviews with the FAWEZA representative, DEBs and administering questionnaires to Head teachers, teachers, Parents and Pupils while secondary was found from the internet, policy documents, statistical bulletins, books and magazines. 3. 2 Description of the sample. The proposed study targeted a sample of fifty (50) respondents. The sample included representatives of FAWEZA, DEBs, Ten (10) parents, five(5) teachers, five(5) guidance and counseling teachers, twenty(23) pupils and five(5)school managers. The sample was drawn from five schools namely Matero Girls High school, Kamwala High school, Olympia Park High school, Kabuionga Girls High school and Libala High school within Lusaka urban District. In this study, purposive sampling was used in which both male and female were used in data collection. 3. 3 Sampling Procedure The study was purposively sampled on the basis of public secondary schools that had girls. The sampling of the schools was also purposive; this was done with the help of head teachers who reported that their schools had student-mothers enrolled or pregnant girls that dropped out of school. Of the several schools in Lusaka urban District; 5 schools were chosen. However, due to the fact that schools closed, the pupils were drawn from those that used to go for studies during holidays. While the head teachers of the five schools confirmed having had schoolgirl pregnancy cases in their respective schools. @siamef Page 8 3. 4 Description of Research instruments In the process of data collection, in depth interviews and questionnaires were administered. The use of both instruments formed a complementary approach towards collecting data using qualitative type of research 3. 5 Data Collection In this study, in depth interviews were carried out to the representative of FAWEZA and the DEBs because detailed information was needed. Questionnaires were administered to school managers, parents, teachers and pupils 3. 6 Data Analysis Data analysis commenced after the process of data collection exercise. This included systematic arrangement of data from the field. This study is more qualitative to the perspective of the objectives and hence making qualitative research more reliable. 3. 7 Questionnaires In this instrument,  data was covered over the required sample. The content of the Questionnaires included: †¢ †¢ †¢ †¢ †¢ Respondent’s role on the re-entry Policy in enhancing girl child education. Respondent’s compliance on the re-entry policy. Respondent’s support of the re-entry policy Respondent’s view on the measures to improve the re-entry policy. Respondent’s knowledge of the re-entry policy. 3. 8 Interview Guide Semi-structured interview were used as the main research technique in this study. The interviews covered various questions such as; †¢ †¢ †¢ †¢ The role of FWEZA in the re-entry policy. Measures to improve the re-entry policy. Successes and challenges of the policy. Compliance of the policy by school administrators. Page 9 @siamef CHAPTER 4 4. 0 Findings and Discussions of the study. This section presents research findings based on the data collected from the DEBs; FAWEZA; head teachers; teachers ,parents and students from Matero Girls High School; Olympia Park High School; Kamwala High School; Libala High School; Kabulonga Girls High school in Lusaka urban district of Zambia. The findings are given under full heading derived from the objectives of the study. 4. 1 The role of FAWEZA in the re-entry policy The FAWE representative was interviewed on the role that FAWEZA plays in the re-entry policy by enhancing girl child education in Zambia. The representative confirmed of the major role that FAWEZA has undertaken in the support and implementation of the re-entry policy. In realizing the re-entry policy guidelines, the organization has realized various initiatives to bridge the persistent gender gaps in education. To mitigate the problem, the organization conducts various initiatives. Some of the actions that are being undertaken include: †¢ Advocacy to ensure pregnant girls go back to school after giving birth and they mix freely with other pupils. †¢ Guidance and Counseling services are being offered to girls who fall pregnant in all the schools. †¢ Bursaries are offered to girls, orphans and vulnerable children. FAWEZA has been able to take over the financial responsibility for some of the most vulnerable girls. The support does not cover only the school requirements. A little extra money is given for the girls’ toiletries. Some of the girls who have had children fall into this category and benefit from the support, too. Girls who may have stayed away from school for financial reasons have been able to continue their education. Affirmative action for girls which lowers entry points into higher grades and tertiary have been implemented †¢ Workshops and discussion forums are being held to discuss challenges encountered by implementing the policy and how these can be addressed in order to reduce gender imbalance in the education sector. @siamef Page 10 †¢ Stiffer Rules have been instituted in schools that protect girl children from Gender Based Violence and other abuses. Schools have come up with strategies to help girls avoid pregnancies. One of them was Kabulonga Girls in Need Association. A teacher who saw the need for girls to talk about the problems they faced started the club. He adopted tactics that helped the girls gain selfconfidence. When FAWEZA visited the school, it was impressed by what had been achieved. The school was asked to transform the club into SAFE, an American concept that stands for the Student Alliance for Female Education. SAFE clubs, which are student networks for the promotion of female education, operate under the auspices of FAWEZA. SAFE aims to use peers or mentors to improve the wellbeing of the girl-child. The mentors come from institutions of higher learning such as the University of Zambia and the Evelyn Hone College. Girls who volunteer to become mentors are trained in adolescent reproductive health and counseling. They counsel victims of abuse, STI/HIV/AIDS and other related cases. The mentors help the club members to: ? Take responsibility and make informed choices ? Resist negative pressures ? Build their self -esteem ? Discuss issues affecting them openly and freely ? Avoid risky behavior The Kabulonga SAFE club has become a national model. SAFE clubs have been opened throughout the country. They now admit boys as supporters. This will help the boys and girls to work together and grow to respect each other. The clubs are helping remove the stigma against re-entry girls. Another intervention introduced by FAWEZA is the Communication Box. A locked box stands outside the school. Girls drop suggestions or complaints into the box. Only teachers trained by FAWEZA are allowed to open the boxes. If there are allegations against the school for further action. This has reduced cases of verbal and other abuse by teachers and students alike, FAWEZA REPORT (2004). @siamef Page 11 4. 2 Evaluation whether school managers comply with the policy In response as to whether school managers comply with the policy, respondents who responded to the Questionnaires and interviewed agreed that the Head teachers in their schools complied with the policy. Of the (5) school managers interviewed in the five (5) different schools,(100%) reported that they actually comply with the policy and follow the reentry policy guidelines. This can be attributed in the high increase in the enrollments rates. The Head teachers comply with the policy through the following processes. 4. 2. 1 Readmission of girls who dropped out. The head teachers reported that they have massively been recruiting the young mothers who had actually dropped out of school due to early pregnancies. They said they have been doing so in order to support and comply with the policy guidelines because they were involved in the formulation of the policy at its initial level, Hence they needed to add a hand in the support of the policy. The head teachers added that they do not hesitate to readmit the girls who had dropped out of school due to pregnancy or finance but the girls are supposed to produce the documents granting maternity leave and the medical report confirming pregnancy. 4. 2. 2 Moral support, encouragement and equal treatment. The head teachers reported that they have been offering moral support, encouragement and equal and fair treatment to the teen mothers with the rest of the students through the Guidance and counseling teachers in the schools. From the findings obtained, it was confirmed by the key informants that the head teachers comply with the policy. However, it can be stated that the policy faced much resentment by several figures of the public. According to FAWEZA Report (2009; 14) â€Å"In the first year or two, there were newspaper reports of head teachers who would allow girls back only after intervention by the Ministry of Education. † It can be said that at the early stages of the introduction of the policy, there was much needed sensitization on the benefits of the re-entry policy in enhancing girl child education in Zambia. In one case, during the collection and sampling stage of this research with the District Education Office (DEBs), when asked if he had any cases of pregnant girls or studentmothers in the schools, he stated that he had some â€Å"unofficial cases‘ as they are yet to be @siamef Page 12 reported to his office by the girls‘ parents. Upon further probing on the issue of officialising‘pregnancy cases and why he would not take the initiative to confront such cases, he pointed out that this is due to fear of parents‘reaction to news of their daughter‘s pregnancy. Depending on the prevailing religious and socio-cultural beliefs, parents are more likely to react negatively to news of their daughters‘pregnancy. This view was shared by two other teachers from the schools that took part in this research. 4. 3 Response of the Policy by the pupils Views of the girls who responded to the Questionnaires converged with those of the head teachers, teachers, and the parents. Both categories of girls interviewed stated that the policy was good and it was well responded to although it did not address most of their concerns. When asked what their concerns were, adolescent schoolgirl mothers reported that the policy should have spelt out the need for providing counseling sessions to those who returned. They reported that while at school, they felt stigmatized by their friends and teachers through derogatory remarks such as addressing them by their children’s names: â€Å"Bana Mary (Mother of Mary), aunt Lucy etc† which made them feel out of place. It was the view of the pupils that the Ministry of Education was doing very little to enforce the implementation of the policy and ensure that girls who  returned to school were protected from verbal abuse by the teachers. At least 63% of the girls reported that they faced challenges with regard to combining the two roles of being a mother and a schoolgirl particularly when their children fell sick or needed to be taken to Under 5 clinics. They reported that they absented themselves from school and missed classes whenever they had to take their children to hospital. They further reported that the policy should have put in place mechanisms for following up those who for some reason decided not to return. At the household level, three key factors prominently influence the likely-hood of young mothers returning to formal schooling. These factors are; fathers support over the decision to return to school, the structure of the house-hold, and finally the availability of financial support from either the young mother‘s children partners or the extended family. Evidently, household characteristics and behavior have a strong effect on the re-entry policy; more so parental and community willingness to support school re-entry for the young mothers, most of whom are jurally minors. At another level, how the households interact with other institutions and the external socio-cultural environment that mediates these interactions @siamef Page 13 may affect the chances of schools re-entry. These factors have to be identified and understood by policy makers and programme managers if education for all including student-mothers is to be realized. 4. 4 The re-entry policy a success or failure FAWEZA has been successful in implementing programmes to achieve its objectives. Among them are the programs designed to improve performance, progression and completion rates such as theScholarship program that has seen 2,426 girls and 1287 boys completing the 12 year cycle. Further,a total of 27 students completed tertiary education. Further, the SMT programmes have stimulated the interest of girls in participating in the activities and are performing well. In the quizzes held in SP2005-2009 there were more girls scoping prizes than boys. In program area two, FAWEZAcontinued to sensitize communities on the policies that protect girls’ education. At school level the informants were asked if the policy guidelines were clear enough to provide them guidance for implementation, more than half (60%) of the informants, a majority of whom were teachers and headteachers (4), reported that because the policy was new, they needed to be oriented to it, before being asked to implement it. 4. 5 Do teachers and Parents support the re-entry Policy? In response to the support of the policy, (8) 80% of the parents who responded to the questionnaires were in favor of the policy. Though, (2) 20% of the parents were not fully sure of the re-entry policy guidelines. Of the teachers who were against the policy, (3) 30% were men and (7) 70% were female who reported that they fully in support of the policy. Therefore, only male teachers have remained constant in opposition to the policy. Commenting on this, one girl said the male teachers and the boys who were still against the policy were afraid of facing the mothers of their children every day. A female teacher said men like to dominate. When they see an intelligent girl, they want to curtail her education. They will do all in their power to frustrate her, including making her pregnant. Parents reported that the policy has made both boys and girls reckless. There was a feeling that the re-entry girls were in a vulnerable position because male teachers and schoolboys perceive them as having low morals. They come back with the sole purpose to study and pass their examinations. Therefore, they become better students. There is fear among some groups e. g. the parents and the teachers that the policy has led to increased cases of pregnancy @siamef Page 14  among the school girls. The policy has been looked at as a lee way to immorality because the girls definitely know that they be returned to school. 4. 6 Support of the re-entry policy When informants were asked to state the kind of support they received from the ministry to implement the policy, the DEBs and the school level implementers reported that they had received funds neither to photo-copy the circular for the parents and/or the Parents Teachers Association (PTA) nor to conduct local sensitization meetings on the policy. At the same time, the DEBs stated that the ministry was committed to ensuring that the policy gets fully implemented in all schools. Funds were planned to be set aside to conduct â€Å"massive sensitization meetings† and workshops targeted at school level and members of the public. FAWEZA organization on the other hand reported that they were planning to advocate and lobby members of parliament and some permanent secretaries to ensure that the re-entry policy be included in the Education Bill which was to be tabled in parliament in July 2010. It is evident from this finding that the policy was introduced in schools before it was discussed and enacted in parliament. The finding echoes that of Hoppers (2007) in Uganda in which he described the decision by some policy actors to implement a draft version of the policy before it is submitted to parliament. Similarly, the re-entry policy in Zambia was first declared as a policy by the then minister of education before it was discussed in parliament. 4. 7 What measures can improve the re-entry policy Respondents were asked to give measures to improve the re-entry policy. Their views were critically assessed and analyzed. In order to ensure that re-entry programmes are successful; the following measures were outlined by the respondents in implementing the policy: 4. 7. 1Political Will: The Zambian government did not capitulate, even when there appeared to be more voices against the policy, than those which support it. It maintained that expelling pregnant girls would make gender equality in the education system impossible. Hence, there is need to follow the political will of the nation @siamef Page 15 4. 7. 2 Guidelines: Availability of proper guidelines on how re-entry policy will be conducted is very essential. The guideline development should involve all stakeholders including the teen-mothers. The policy should be geared upon providing an opportunity for these girls to obtain another chance into the education programme and not to perpetuate immoral behavior. 4. 7. 3 Acceptance of Change: There is a need for community to change and accept that this program is for the benefit of the girls and the community at large. In Zambia after seeing the benefits of the program many families have accepted and supported their children. 4. 7. 4 Financial Support Not only to take over the financial responsibility for some of the most vulnerable girls. A little extra money to be given to the girls’ for other needs such as sanitary pads is essential. Some of the girls who have had children fall into this category and can benefit from the support, too. Girls who may have stayed away from school for financial reasons can continue with education. There is great awareness that there is a fear among people that re-entry of young mothers to school might influence others to immoral behavior knowing that they will also be readmitted if they get pregnancies. But studies in the area have shown that there is no concrete evidence which reveal constructive societal returns from expelling pregnant schoolgirls and young mothers from education. However, parents, community and the government at large should provide life skills education for girls and boys to make them aware of effects of pregnancy and should be encouraged to be more responsible for building their future through education achievement 4. 7. 5 Strengthen rules regarding the policy. Regarding the strengthening of the rules, 45 (90%) of the informants reported that there was need to strengthen the rules. In Zambia, the policy guidelines states that once the girl has been given maternity leave, the father should also be suspended from school until the girl returns to school. If the teacher is the one responsible for the pregnancy, it states that the teacher should be disciplined.

Chemical Transport During Surface Irrigation :: Agriculture Farming Papers

Chemical Transport During Surface Irrigation Surface irrigation, the most prominent method used for irrigating agricultural crops, is the flowing of water across the field surface. As the water flows, it infiltrates into the soil. The amount of water applied to the field is regulated by the length of time that the water is allowed to flow. Surface irrigation can be subdivided into following four types based the amount of water flow control; wild flooding, graded boarders, level boarders and furrow irrigation. Wild flooding uses a series of field ditches running parallel or perpendicular to the fields' contour. Water is introduced into the field either be overflowing the ditches or by siphon. Once the water enters the field, the water is allowed to flow uncontrolled under the force of gravity. The water then infiltrates the soil as it moves across the field. The graded boarder method is similar to wild flooding except that the field is divided into a series of smaller narrower fields varying from 10 to 20 meters wide and 100 to 400 meters long. Each of these smaller fields is surrounded by a low ridge that keeps the water from spreading to much laterally. This method gives some control over the flow of water. Level boarder irrigation is similar to the graded boarder method except that the field is leveled within the low ridges surrounding it. Water can be introduced into the field at a faster rate so the field is covered much quicker. The water is then allowed to infiltrate into the soil. Furrow irrigation chanalizes the water into narrow furrows running the length of the field perpendicular to the contour of the field. This submerges only about one fifth of the soil surface. As the water flows down the furrow it infiltrates into the soil below and to the sides of the furrow. All four of these methods result in excess water being applied to the field to ensure that the far ends of the field are adequately watered. This means that there will be water running off the field on the downhill side of the field. A ditch is run along the side of the field to collect this water and remove it from the field. This excess water is of concern from a water quality standpoint. Almost all crops grown in the united states are done so under intense fertilization and pest control programs that result in large amounts of fertilizers and pesticides being applied to the soil and crop itself.

Philosophy, Deductive Arguments

Philosophy Homework 15/09/2011 Deductive Arguments: A deductive argument isn’t necessarily valid, it could be invalid. It also isn’t necessarily sound – it could be unsound. If the argument is valid and the premises are true then overall the argument is sound. You will always gain knowledge with a deductive argument. The first premise will link with the second premise in order to make a conclusion. Deductive arguments aren’t based on assumptions.Inductive Arguments: The premises are all true so therefore the conclusion is likely to be true; however it isn’t definite that the conclusion will be true. It is usually probable that the conclusion will be true, but there is a chance it’s false. For example: Katherine is a girl (premise) A lot of girls paint their nails (premise) Katherine paints her nails (conclusion) -Katherine might not like wearing nail varnish, it’s just an assumption that she does because she is a girl. Necessary truths : Something that will always be true no matter what the circumstances or situation is.An example would be that ‘I am a female’. Contingent truths: A truth that in some cases may be true, however it could also have been false. If there is anyway in which this truth could be false, it is contingent. An example of this would be ‘Dogs have 4 legs’; some dogs have to have legs amputated, therefore isn’t true in every case. A Priori: Knowledge that has not been supported by an experience or an actual fact. A Posteriori: Knowledge that is backed up by experience/observation or an actual fact.

History of the American West

As far as history is concerned, prior to the settling of what we now, the great United States of America, minority groups of inhabitants are the first to established their living in that continent. Their lifestyle, tradition and culture are admirable as well as unique. The first inhabitants of the area are peaceful living natives of the land. However, an entry has changed everything. The phrase mentioned above seemingly denotes the vast riches accumulated in American West from the national expanse that occurred during the westward American expansion.As per history, it connotes the successive flow of riches in their area considering every line of factors such as trade, climate, events and other causation proofs that are evident even in today’s generation. Analyzing the phrases in the statement reveals claims of chain successive economic blooms, which is stated without adequate basis. However, the aggressive entry of American people over the west side has greatly affected the li vings of various inhabitants in the area.Tremendous effects of this entry have brought countless lives to experience suffrage in the early west side. The advancing foreigners tremendously hit the established communities of the native inhabitants causing massive degradation as well as damage in the land of these natives. The advances may have triggered advancement in the side of American people; however, there are those minority individuals and communities that suffered the damage of their actions. Moreover, the land filled with natural blessings has been ravaged by the suppressive citizens of America.It is, indeed, a fact that the west side during those period of time is immersed in massive content of natural resources, geographically, topographically, climatic and most of all naturally. Another fact is, the resources have brought immense conquer in the land of the natives. For the American people, the west side has become their garden flowing with milk and honey. In this essay, we shall take a glimpse back in the past and analyze the scenario that occurred before and compare it in the statement imposed by Martin Ridge.The claims of this treasury build-up are refuted in this paper. Various factors need to be considered before adhering in these false causations. Subjective narration without substantial basis cannot support this kind of claims, especially if the claim is way to opposite from what is reality. We shall analyze the pieces of this statement piece by piece, and critically scrutinize it to prove that such wordings are not even appropriate. â€Å"The history of the American West is, almost by definition, a triumphal narrative†¦Ã¢â‚¬ Starting from the first part mentioned in the statement, connoting â€Å"triumphal narrative† depicts an entry of galore, glorious moment in the history and an event that everybody looks forward. However, does this statement really cover the facts embedded in the American West? Judging the factors, such as top ographical, geographical and the natural advantages present in the place, can we still conclude the same conclusion mentioned in the statement? Crude to say but actually, the United States that we see today is very different compared before when the American people is still starting to colonize the west side.Stephen H. Long, an American explorer who explored the some areas of the Louisiana Purchase in 1819, first gave the term, â€Å"Great American Desert† to illustrate the area roughly between the 98th parallel and the Rocky Mountains. In a series of maps and journals, Long described this region as â€Å"wholly unfit for cultivation and uninhabitable for those dependent on agriculture. † Americans largely view Long's negative impression of the trans-Mississippi as a barren wasteland for decades and most did not become interested in settling there until after the Civil War.During 1803, the President Thomas Jefferson has had a secret conversation through a secret note t hat he has given to the Congress ordering for an expedition into the place west of the Mississippi River to the Pacific Ocean. He has felt that a quality and smart military man with perhaps a dozen of handpicked crew can victoriously plot the entire route and do it on an estimation of roughly $2,500. Jefferson's message is regarded secret due to France ownership in that territory. If this is found by the French Government, the expedition can be branded as trespassing.This is the first view of those who seen this great desert; however, western boosters have come up with a plan in order to lure settlers in the area by promoting the â€Å"The Myth of the garden. † In addition, during this period, France has offered a piece of territory in the west side, which is the whole Louisiana Territory, for $15,000,000. That same year, President Tomas Jefferson has his mind patched up and agreed to take the offer. Surprisingly, after an overnight, United States grew by about one million sq uare miles, from the Mississippi to the Rockies and from the Gulf of Mexico to Canada.This event has greatly caused widening in the part of the America. During the late 1800’s, around 1870s and 1880s, climatic changes have begun to occur in this arid wasteland. This has encouraged the inhabitants to settle and stay put in this area. American settlers have started rampaging, packing up their luggage and migrated in the land of â€Å"Mythical West Garden†. This became the start of the native’s nightmare. The native settlers during this period are Indians and other minority groups; however, they have been driven away from their homelands by the aggressive and domineering Americans.The stampede has occupied 430 million acres of land, which is actually twice the size of the nation. Furthermore, these settlers carved out ten new states until the three western-based commercial â€Å"empires† are established. Around 1865 and 1890 the American settlers have began their territorial rerouting and their way of income have been through mining, especially gold and silver; farming; and the cattle industry. During the westward expansion, widespread beliefs, activities, and objects influenced the daily existence of western emigrants. Moreover, the American settlers discovered the wide resources present in this area.The long protected forests and the divine natural up-springs are all tarnished by the American advancement and modernization. Mining and deforestation has become two of the most devastating hazards accompanied by the advancement. The natural resources of the native Indians are greatly mistreated by the Americans. The trees are cut down in order to be replaced by the houses, establishments, and ranches for the American community. Homeland of the natives, and their territories have been pushed away without being considered by the Americans until, major forests and natural resources are greatly damaged and reduced.In the end, the original fo restry respected by the ancestors of Indian cultures and traditions have been tarnished and destroyed by the advancing colonizers. During the same year and time, Cowboys have been popularized. The estimate of 35,000 males has entered the profession of being a cowboy. 25% of them are black, 12% are Mexican and majority of them are White Americans, 63%. The herding of domesticated animals have lead into territorial overtake since, ranch requires these land hectares in order to place their animals. In the end, the space between Indians and American has grown smaller, particularly in the side of the Indians.Because of this continuous threat, reckless advances and cruelty of American colonizers, the North America’s Indian forces started their civil war with the Americans. Around 1865, the Indian people have fought fiercely using their axes, bow and arrows and spears. However, they are still no match from the gunpowders and advance tools of the Americans. In the end, large reductio n from their population occurred. This event has caused the forces of Indians to be weak and fragile. Many of their women have become slave workers for the Americans. Some have been persecuted and disregarded.In the end, the Indians have become useless human beings. In 1860s, the Western Frontier has emerged and their definite aim is to transform the savagery of civilians battling over territories, towards a decent, moral and civilized individuals. The frontier reproduces American democracy and individualism – the frontier requires Americans to develop new institutions and â€Å"free land makes free men. † The frontier migration targets the expanse of territory as well as accumulation of riches; however, savagery and conflicts have become the exchange of such actions.Racial oppression not only for the Indians but also towards other cultural backgrounds occurs. The race of Hispanics, Blacks and Chinese has been greatly looked down by the Whites. The Hispanics during tho se times are traders as well Chinese, and these people are considered low class merchants; hence, the treatment pattern for these people as also low class. Degradation, racial and social discrimination are also the biggest issues during this period. The blacks, aside from Indians, are the ones who suffered the tremendous discriminative character of the whites. They are regarded as lowly individuals and most of them are treated as slaves.People during this time are greatly quarrelling mostly about their material properties and belongings, but little do they know that there are people being stepped aside and being ignored by their reckless actions. In the end, the effect boils down to those discriminated races and they are the ones that suffered because of the reckless and greedy actions of the Whites. One of the biggest historical events in this period is the Gold Rush, wherein the substance of interest is non-other than gold. The out-migration of non-natives following the Gold rush has given the Indians renewed numerical importance.The discovery of Gold in California and other nearby mines has lead easterners to migrate in the said are in order to have their part in this gold galore. This event has caused great multitude of immigrants coming from local and foreign lands. The situation has damaged mines; natural resources and influx of people have led into chaotic way of life. The situation of the people especially the original inhabitants of the area, which is the natives, has greatly worsened by the migratory frontiers. Going back to the statement of Martin Ridge,â€Å"The history of the American West is, almost by definition, a triumphal narrative for it traces a virtually unbroken chain of successes in national expansion† This is indeed a refutable statement. The Americans may have entered the land of Mythical Desert Garden; however, there are many people that have suffered because of their ruthless actions. It may be triumphal because they have over taken the natives, but the natural resources and the craving of their hands have been diminished. In the end, the statement remains doubtful for there are so many sacrifices that are heavier that the rewards they have taken.

Google in China Essays - Alphabet Inc., Internet Search Engines

Google in China Essays - Alphabet Inc., Internet Search Engines Google in China Google, Inc., first entered the Chinese market in early 2000 by creating a Chineselanguage version of its home page. This strategy was part of a larger one for East Asia that included the creation of search technology that understood the characters in Korean, Chinese, and Japanese.50 Googles approach was to maintain a Chinese-language version of Google.com that was housed in the United States but that could handle search requests originating within China. In this way, the technology was not subject to Chinese censorship laws as the facilities were not within Chinas physical boundaries, and Google did not need a license from the Chinese government to operate its business. Usually, when users attempted to click on a banned site, a full, unfiltered list was produced and they would be blocked by Chinese filters. Users were able 47 Chandler, Inside the Great Firewall, 149. 48 www.rsf.org/print.php3?id_article=17936> (accessed June 9, 2006). 49 Chandler, Inside the Great Firewall. 50 Thompson, Googles China Problem. -13- BRI-1004 to see the complete list of all the information pertaining to their search, including the information that the Chinese government considered threatening.51 These search requests and corresponding search results all passed through one of nine Chinese international gateway Internet service providers, which were monitored and filtered by the Chinese government. In September 2002, Google.com was inaccessible for two weeks. When reinstated, it was slow and temperamental for all Chinese users and completely inaccessible for Chinese colleges and universities.52 According to Elliot Schrage, Googles vice president of Global Communications and Public Affairs, The average time to download a Google Web page was more than seven times slower than for Baidu, the leading Chinese search engine.53 In 2004, Google realized that its approach in China was not sustainable. Google was losing market share to Baidu, and others, including Yahoo! and Microsoft, were gaining ground through their local presence. Google embarked on a one-year analysis of the Internet in China by consulting both governmental and nongovernmental organizations, business partners, and Chinese experts such as Xiao Qiang, an Internet scholar at the University of California Berkeley.54 Meanwhile, in June 2004, Google purchased a 2.6% stake in Baidu for $5 million. Google announced two important appointments in 2005. First, Dr. Kai-Fu Lee left Microsoft to head Googles entry into China. Lees goal was to make advanced technologies accessible and useful to every user, as well as to be a part of the vibrant growth and innovation in China today. Then, Johnny Chou joined Lee in October as president of Sales and Business Development, Greater China. Chou assisted in building sales and distribution as well as a research and development center in China so Google would have the assets it needed to succeed. In January 2006, Google announced the creation of Google.cn, which was located in China and subject to Chinese filtering. This product was faster and more reliable, and provide[d] more and better search results for all but a handful of politically sensitive subjects.55 Google differentiated this product from those of its competitors by: (1) keeping personal information outside China through Gmail, its Web-based email service, and Blogger, its personal Web-blog-hosting service; (2) disclosing the presence of general filtering to users; and (3) continuing a Chinese-language version of Google.com.56 51 Thompson, Googles China Problem. 52 Thompson, Googles China Problem. 53 Elliot Schrage, testimony before the House Committee on International Relations Subcommittee on Asia and the Pacific and Subcommittee on Africa, Global Human Rights, and International Operations (February 15, 2006): 5. 54 Dean and Delaney, Limited Search. 55 Schrage testimony. 56 Schrage testimony. -14- BRI-1004 Personal information Although Google had decided to maintain Gmail and Blogger outside China, both services required personal information from users that, if hosted on servers located inside China, would be subject to requests for information by Chinese authorities. Recently, Yahoo! had provided personal information to Chinese officials, leading to at least one arrest for the posting of harmful materials. Microsoft had removed the postings of a journalist at the request of Chinese authorities. By keeping Googles email and blogging services outside Chinese

Cognitive Theorists Essay Example | Topics and Well Written Essays - 500 words

Cognitive Theorists - Essay Example In like manner, students in a vocational school who are required to finish certain skill within a period of time are expected to complete such task (2006). Furthermore, the participation of students and staffs in the attainment of the school’s goal reflects the other assumption of Tolman’s theory that behavior is analyzed through the actions of a larger group rather than the movements of individuals. Although, reward is not evident in the accomplishment of the school’s purpose, students still comply owing to their internal discrimination with the presentation of the goal. After all, the concept of Tolman’s theory indicates that learning and motivation is still possible even without a reward. Cognitive mapping of Tolman could also be applied to vocational trainings considering the performance of the participants. As the instructor teaches a skill, students paint an outline in their brain to indicate the route with how they could retain the sequence of skill s taught. Once a blueprint is fixed in their mind, they can repeat the skill even in the midst of changes or difficulties like when they are nervous.

Hypersensitivity Reaction Essay Example | Topics and Well Written Essays - 1250 words

Hypersensitivity Reaction - Essay Example Hypersensitivity Reaction This paper aims to review the immunological mechanisms giving rise to the four groups of hypersensitivity. It also compares and contrasts hypersensitivity reactions caused by antibodies and those caused by T-lymphocytes, while also discussing the clinical consequences of each of the reactions using examples. Hypersensitivity reactions can be divided into type I-IV, based on the various involved mechanisms. Type I, often associated with allergy, is mediated by IgE. IgE triggers basophil and mast cell degranulation cross linking with antigen. Type II occurs on binding of the host’s cells to antigens, which marks them for destruction (Phillips, 2006 p89). Mediation is by IgG and IgM antibodies. Type III hypersensitivity triggering occurs due to aggregates of IgM, IgG, complement proteins, and antigens deposited in tissues. Type IV hypersensitivity’s mediation is by macrophages, monocytes, and T cells. Infectious diseases and autoimmune involve this hypersensitivity in thei r reactions. Most hypersensitivity injuries develop due to interactions between antibodies and antigens or between sensitized T-lymphocytes and antigens. The general symptoms  accompanying the reaction depend on the involvement of either T-lymphocytes, or antibodies. During antibody involvement, immediate hypersensitivity results, while T-lymphocyte involvement results in delayed hypersensitivity reaction. Immediate hypersensitivity includes immune complex reactions, cytotoxic reactions, allergic reactions, and anaphylaxis. Delayed hypersensitivity includes infection allergies and contact dermatitis. Antibody Mediated Hypersensitivity vs. T-lymphocyte Mediated Hypersensitivity Antibody mediated hypersensitivity depends on the antigen nature, its frequency, and antigen contact route (Phillips, 2006 p11). It also depends on antibody type that reacts with the antigen. The initial antigen dose is known as sensitizing dose. On exposure, a latent period follows. Later, a dose of the sam e antigen, referred to as shocking or eliciting dose, sets off the reaction. This results in tissue damage. In T-lymphocyte mediated hypersensitivity, T-lymphocytes function rather than antibodies. These T-lymphocytes function in cell mediated immunity. They produce Lymphokines, which stimulate macrophage influx in order to perform phagocytosis. This results in immune response exaggeration. For both antibody mediated and T-lymphocyte mediated hypersensitivity reactions, local tissue destruction results. However, destruction of tissue by T-lymphocyte mediation occurs via phagocytosis. For antibody mediated hypersensitivity, reactions begin minutes after antigen administration (Phillips, 2006 p31). On direct administration of the antigen directly to the tissue, for example, injection or bee stings, a systemic reaction occurs. For instance, anaphylactic shock may result. When the contact involved is superficial, involving epithelial tissue, a localized reaction results, for example, ha y fever and asthma. These reactions can also be referred to as atopy or allergy. T-lymphocyte mediated hypersensitivity, on the other hand, requires one day or more in order to develop. It can manifest in the form of infection allergy, such as in the tuberculin test (Phillips, 2006 p34). A second manifestation of T-lymphocyte mediated hypersensitivity is contact dermatitis. Large blister like lesions accompany the reaction, with vesicles surrounded by redness. The vesicles usually itch intensely.