Definition of Geography

Definition of Geography Since the beginning of humankind, the study of geography has captured the imagination of the people. In ancient times, geography books extolled tales of distant lands and dreamed of treasures. The ancient Greeks created the word geography from the roots ge for earth and grapho for to write. These people experienced many adventures and needed a way to explain and communicate the differences between various lands. Today, researchers in the field of geography still focus on people and cultures (cultural geography), and the planet earth (physical geography).   Physical Geography The features of the earth are the domain of physical geographers and their work includes research about climates, the formation of landforms, and plant and animal distribution. Working in closely related areas, the research of physical geographers and geologists often overlaps. Cultural Geography Religion, languages, and cities are a few of the specialties of cultural (also known as human) geographers. Their research into the intricacies of human existence is fundamental to our understanding of cultures. Cultural geographers want to know why various groups practice certain rituals, speak in different dialects, or organize their cities in a particular way. New Frontiers in Geography Geographers plan new communities, decide where new highways should be placed, and establish evacuation plans. Computerized mapping and data analysis are known as Geographic Information Systems (GIS), a new frontier in geography. Spatial data is gathered on a variety of subjects and input onto a computer. GIS users can create an infinite number of maps by requesting portions of the data to plot. Theres always something new to research in geography: new nation-states are created, natural disasters strike populated areas, the worlds climate changes, and the Internet brings millions of people closer together. Knowing where countries and oceans are on a map is important but geography is much more than the answers to trivia questions. Having the ability to geographically analyze allows us to understand the world in which we live.

What Is a Subsidized Loan Definition and Explanation

What Is a Subsidized Loan Definition and Explanation SAT / ACT Prep Online Guides and Tips In looking over the financial aid packages that colleges provide, you might see some terms that are unfamiliar. You have a general idea of what a loan is - you borrow money now, and pay it back later (plus some extra) - but what's a Direct Subsidized Loan? As it turns out, subsidized student loans are pretty unique (in a good way). So what is a subsidized loan? How do you define subsidized and compare it to unsubsidized loans? A Direct Subsidized student loan is one type of financial aid provided by the US federal government, or more specifically, the US Department of Education. You can also get Direct Unsubsidized student loans as part of your federal financial aid package. Before we get into the specifics of subsidized loans, I'll talk a little bit about why these loans exist, and how loans usually work. A Brief History of Federal Student Loans You can thank Russia and the Cold War for the first government-backed student loan programs. The federal government first started offering loans to students in the 1950s under the National Defense Education Act, or NDEA. After Russia launched Sputnik, the US scrambled to boost education in the sciences - hence, a financial program that encouraged students to pursue higher education. Federal student loan programs have since been expanded to assist students to fund their education in a wide variety of disciplines, regardless of whether they plan on defeating Soviet Russia in an arms race. OK, So How Do Loans Work? The way that loans work is pretty standard, no matter where you're getting the loan from. You borrow a sum of money, or principal, from some lender - usually a bank. You also agree to particular loan terms, including interest rates and length of repayment. When you make loan payments, which usually happens on a monthly basis, you pay back a portion of the principal plus extra money: the interest, or a percentage of the principal that's accrued (accumulated).The longer you take to pay back the loan, the more interest accrues. The bigger your principal, the more interest accrues. You can think about interest as a charge or a fee that you pay to your lender. Interest is how lenders make money on loans. It usually starts accruing as soon as the loan is disbursed (when the money is given out, or provided to you. Sometimes, the interest that has accrued on your loan is added to your principle. When new interest accrues, it will be on this new, larger principle. This is called capitalization - when this happens, you start paying interest on more than your original loan amount, which means more interest. Loans can be really helpful when it comes to paying for school, but as you may have guessed, people generally don't love being in student debt. The less money you owe after you graduate, the better, right? What Makes Direct Subsidized Loans Unique? You're might already be thinking about how to decrease your loan payments in the long run. Subsidized loans can help you do that. Direct Subsidized loans are special because, during certain periods of time, the federal government pays your interest for you. In the long run, this can save you a lot of money. As I previously mentioned, interest on "normal" loans starts accruing as soon as the money is disbursed. When you have a subsidized loan, however, interest does not accrue during the following periods: When you're in school at least 1/2 time For the first 6 months after you leave school (this is called agrace period) During a postponement of loan payments (this is called adeferment period) It's almost like your loan is frozen while you're still in school, and for 6 months after you leave. You're not adding any extra money to the amount you owe because interest isn't accruing; you also don't have to make any payments. This is useful if you need some time to find a job in order to be able to afford payments. Ultimately, you're not being "charged" to borrow money - you're not building up any interest on your loan - when you're not in a position to be able to pay it back. Subsidized loans: a little bit friendlier than your average student loan Subsidized vs. Unsubsidized: How Much of a Difference Could It Make? I'll use an example here to demonstrate long-term financial outcomes of a subsidized vs. an unsubsidized loan. Say I take out a $3,500 loan to pay for school my freshman year, at an interest rate of 4.29%. The chart below outlines different outcomes based on loan type if I don't make any payments while still in school. UNSUBSIDIZED SUBSIDIZED Amount Borrowed $3,500 $3,500 Interest Rate 4.29% 4.29% Interest Accrued During School (4 years) $640 $0 Balance Owed at Graduation $4,140 $3,500 Time to Payoff at $50/month (Interest accrues for both subsidized and unsubsidized loans during this period) 99 months 81 months Total Amount Paid $4,950 $4,050 Standard repayment plans for federal student loans set a timeline of 120 months until payoff, but the minimum monthly payments are $50.In this example, it would take me much less time (and much less money) to pay back a subsidized loan vs. an unsubsidized loan. Direct Subsidized Loan Details There are some standardized limits, restrictions, and repayment terms for all students who take out Direct Subsidized loans. They're not quite as flexible as Direct Unsubsidized loans, but that's a small price to pay when you consider how much money they save you in the long run. First, there are limits to how much money you can take out in subsidized loans. These annual maximums depend on your year in school: Year Subsidized Loan Limit 1st Year Undergrad Annual Limit $3,500 2nd Year Undergrad Annual Limit $4,500 3rd Year Undergrad Beyond Annual Limit $5,500 Subsidized Total Loan Lifetime Max $23,000 There are also limits to eligibility windows for Direct Subsidized loans, unlike for Direct Unsubsidized loans.You can only receive subsidized loans for 150% of your program length; for example, if you're enrolled in a 4-year college, you can receive subsidized loans for a maximum of 6 years (4*150% = 6). Interest rates are standardized and are the same as for unsubsidized loans. Federal student loan interest rates are generally pretty competitive and are the same for all students regardless of credit history.For 2015-2016, the interest rate is 4.29%. Finally, repayment plans (including details about the amount you owe every month, and the amount of time you have to pay back your loans) can be customized, and will depend on variables such as your principle balance and your income.Standard repayment plans set up monthly payments so that you pay off your principle + interest in 120 months, or 10 years. Who's Eligible for Direct Subsidized Loans? If you're looking for aid to bridge the gap between what you have and what you need to pay for college, subsidized loans are smart options if you meet all the eligibility requirements. Direct Subsidized loans are only available to undergraduate students who demonstrate financial need. Because these loans are a form of federal aid, you must also meet basic federal requirements in order to be eligible. The following charts list these requirements. You must do all of the following: Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable, you can do this here https://www.sss.gov/Home/Registration Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA here https://fafsa.ed.gov/ Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the requirements listed in the chart above,you must be able to check one of the following options: Be aUS citizenorUS national Have agreen card Have anarrival-departure record Havebattered immigrant status Have aT-Visa How Do You Apply for a Direct Subsidized Loan? All things considered, eligibility requirements aren't too stringent for subsidized loans. The next step after meeting requirements would be to actually apply for this great financial aid resource. You can apply for all types of federal financial aid, including Direct Subsidized loans, by submitting a Free Application for Federal Student Aid, or FAFSA. The federal submission deadline to receive aid for the 2015-2016 academic year is June 30, 2016. You can find detailed instructions on submitting a FAFSAhere. What's Next? You can get an estimate of your federal aid eligibility, including the amount you could take out in Direct Subsidized loans, by following steps listed in ourPell Grant Calculator guide. Want more information on federal aid that youdon'thave to pay back? Learn more abouthow to get a Pell Grant, and check out our guide onPell eligibility requirements. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Describe and evaluate the current budgetary process in Congress. What, Essay

Describe and evaluate the current budgetary process in Congress. What, if anything would you change How would you change it - Essay Example at include outlays, subsidies for loans and insurance (Beranek), tax deductions among other tools; and enhanced public confidence and trust in the said process. This article discusses the various reform options available and focuses on presenting the best ways that are most likely to meet the required effectiveness and feasibility. A breakdown of the best way to do this is divided into three sections comprising of efficient and timely budgeting, accountability, and transparency (Beranek). Since the budgeting process starts at the time the president communicates his proposed budget to the Congress and is usually meant to be carried out by the first Monday of February each year and usually fails to happen, it is, therefore, almost impossible for any newly elected president to comply with a set timetable at the beginning of the year due to the existence of a strong case regarding pushing back the legislative and executive branch timetables at the time as noted by the House Budget Committee. The reform that should be carried out in enhancing the effectiveness of timely budgeting include:- The level of public trust in the budgeting process has over the years been eroded alongside the deteriorating status of the federal government and the Congress specifically. One cause of the mistrust is the prevalent credence that insiders are frolicking some sort of shell game that is designed to completely conceal the actual happenings in the process. Politicians frequently castigate against the budgeting process: Proclaiming that â€Å"Only in Washington is an expenditure increase labelled as a cut. When viewed from the stance of the ordinary mutual sense, these critics seem to have a point. For example, considering a family that uses the same location as their vacation spot every year (Beranek). The prices for lodging and travelling rises, between this year and the next year, increasing the overall vacations expenditure by $700, the family has two options either to take the cost

How to take a risk in a business Essay Example | Topics and Well Written Essays - 1250 words

How to take a risk in a business - Essay Example It is therefore imperative that to launch a business, risk taking must be embraced and this involves getting out of the comfort zone with an intention of triumphing both economically, socially and technically. All businesses in the current competitive world should take charge of their operations by specifying their target and their plans. This piece of writing offers detailed information on how businesses take risks and the risk taking processes. Various kinds of risks that affect most businesses are strategic risk, compliance risk, financial risk, operational risks, and reputational risks. Risk taking is simply opening oneself to change , honest appraisal of a situation, understanding the risks involved in taking action, weighing the pros and cons of taking the action, making a choice to take the required action and performing the action with full consciousness of the potential outcome. it further requires that a risk taker should accept the consequences of the action taken, ignore others approval in order to make the most appropriate risk, pursue the required action without fear of it affecting others negatively and committing to become an objective in pursuing a rational approach to the problem (Mankiw 605-610). It is especially important to pursue risky decisions to avoid some of the possible regretful situations such as lost business opportunities, avoiding something that one is passionate about, lost market share, outdated technology and finally lose of potential management team. The process of taking business risks starts with carefully calculating the risks by thinking about what the potential risk might be. Calculating risks greatly helps in minimizing some of the most dangerous decisions that may lead to the closure of the business. It is important to identify the risk you want to take and this requires massive intelligence and experience. Gather enough information concerning the risk you are just about to take by determining the most risky activities . Maximize on the actions that you know more about and keep away from the actions you know least about. Risk calculation should be aimed at taking an action that will solve long-term problems. Calculating risks involves consideration of how likely is a situation thus involves the probability and the overall cost of taking the risk. Risk exposures which can be used to prioritize risk, risk reduction leverage that calculates the return on investments are some of the formulas used (Mankiw 605-610). Another important step in risk taking process is minimizing the risks as much as possible by gathering enough information on how to do it. Risk minimization may require categorizing of the type of risk such as industrial changes or financial risks and list specific events and sources unique to the possible actions and list the probable consequences in dollar terms. Calculate each item in 1 to 5 point scale and the consequences that may remain completely vulnerable to the risk. After calculat ing all the costs of various risks, prioritize all the risks from the less costly to the more costly. The period predicted resources required such as financial support that is required to implement the project must be carefully calculated. However, the cost benefit analysis should be taken into consideration by considering the possible benefit that may be earned by taking the risk and the anticipated cost of the risk. Only a few of resources should be risked at once in order

Tutorial Response Essay Example for Free

Tutorial Response Essay Week 6 Referring to Christopher Pierson discussion of Offe’s work, explain the three â€Å"management crises† of the KWS. Offe (1984) points out that the present Keynesian Welfare System is a form of crisis management however within the system are three management crises; the issue of sustaining the funding for the upkeep of the welfare system, then   the issue of administrative willpower; were it battles between providing humane welfare programs and the issue of accountability. Lastly the issue of popular distrust of the states proclivity to help groups who it wants too rather than helping all citizens in need. 2. Marginson discusses ‘market liberals’ (New Right) views on the failures of the KWS and their proposals for addressing them. Explain their views. The market liberals said that KWS failed because the government had too much control over the economy of the country. They felt that too much spending of the government had distorted the market forces of the economy. The full employment logic is damaging to the market since it distorts the truth about unemployment rates but is harmful to the economic market. They have recommended that the government remove all of its regulation laws limiting the business sector. 3. According to Paul Pierson, why has it been difficult for the New Right in the 1970-80s to achieve their retrenchment goals? Although neo-liberals were gaining ground in that period, the retrenchment goals were not fully achieved because although the costs for keeping the welfare system running was too high, it was not possible for the government to reform its welfare programs as it was met with widespread disapproval. Voters were found to be averse of pay cuts and welfare marginalizing than they were of possible equivalent gains if reforms of welfare program was carried out. Week 7 According to Mishra, ‘globalisation is an economic phenomenon driven by politics and ideology’ (p.1). Explain his meaning. Globalisation is an economic force that is brought about by neo-liberal politics and ideology. This means that the neo-liberals have supported free market liberalization and driven by the ideology of minimum government control over the economy of the nation states; the liberal thinkers envisioned a global market. Globalisation extended the capitalism of major countries and city states to the international market where it is less controlled by any national government. 2. According to Kennet, what are the main defining features of the post-KWS economy? The main defining features of post-KWS economy are the decline in manufacturing and assembly lines, increases in service employment, the concentration of economic control by multinational firms and financial institutions, substantial change in the patterns of state interventions and reorientation of the welfare state, the cutting of pay-outs and stricter welfare qualifications. As well as the obsolescence of full employment and the dismissal of Keynesian policies on the economic market. 3. What does she mean by the ‘hollowing out’ of the nation state in relation to economic globalisation? Hollowing out means that due to economic globalisation the nation state have become less of a major player, it implies that the authority of the nation state to govern economic forces have become lesser in contrast to major cities that have taken on world city functions and become centers of economic, social and cultural developments. Moreover, the nation state’s important economic functions and political power to trade and negotiate in the international arena have been lessened or eased out. 4. According to Brietenfeller, what are some of the arguments in favour of economic globalisation? Economic globalisation has led to the increase of prosperity in much of the world, the exchange of goods and services and international capital have encouraged the growth of the business sector, thereby contributing to the growth of the economy in certain countries. With globalisation is also the widespread exchange of technology that has made it possible for countries to trade and market their services and goods unencumbered by state regulations. What problems doe he see arising from it? The greatest problem with economic globalisation is that it encourages stiff competition among a number of countries in terms of labour and capital, thus a country that offers less costs for labour to multinational companies would naturally get the contract, and if multinational companies do not agree with state regulations they can always take their plants to cheaper countries. The end result is that globalisation results in job losses and income inequality. Week8 Downes is a conservative liberal writing in the 1970s. What does he mean by ‘separating the planning and procurement of public services from their production and delivery’? Downes argued that the government should take the role of separating the planning and procurement of public services from their production and delivery. This means that he believes that the government could work more efficiently if it narrows its focus and concentrate on planning and procuring of public services which it does best and then assign the production and delivery of public services to private entities who can do it better and would be more cost efficient to the state. 2. What does Brennan mean by ‘separating steering from rowing’? By steering, Brennan means making policy decisions while rowing is the direct-service delivery of public services. When he says separating steering from rowing, he means that the government should do the steering because it is better and more effective in doing so. The division of these functions would enable the government to concentrate on what they are better at, looking for and raising revenues and planning for social programs that the citizens would benefit from. 3. McGuire discusses contracting out of public services and service delivery contracts for the public sector. To what kinds of developments is she referring? McGuire asserts that contracting out of public services and service delivery contracts for the public sector will answer the need of the government to transition from post Keynesian systems to neoliberalism. She says that contracting will result to competition that improves the efficiency and effectiveness of public service delivery it also defines what services to be delivered and it facilitates the blurring of traditional boundaries between public and private sectors. In what ways can these developments be understood as ‘steering not rowing’ by the state? Neoliberalism calls for the abolishment of government control over the economy, they believe that true economic prosperity depended on a true and free market. By contracting out public services, the government is basically concerned with policy decisions making – steering such as what services should be contracted out, what performance goals to measure etc, while the same act is rowing because the government awards contracts to private groups to deliver public services. How does Harvey characterise neoliberalism? Harvey defines neoliberalism as a political and economic theory that posits that individuals can only attain progress if the state grants its individual citizens the right to entrepreneurial freedom wherein the state must create laws that protect property rights, establish free markets and free trade. Aside from which, neoliberalism does not approve of state intervention and governance over the business sector as well as the encouraging of welfare dependency.   Week 9 According to Ransome, what distinguishes post-Fordism from Fordism? Post-Fordism is characterized by the belief in the sovereign consumer which has the power to dictate the market forces, what the market provides is based on what the consumer wants and needs. It is also seen as the emergence of personalized life-styles and the withdrawal of individuals into their private worlds. On the capitalist side, owners and means of production begun to implement organizational changes to accommodate the changing consumer profile. According to Ransome, what is the link between the flexible firm, flexible production, and the core-periphery structure of the labour force? Flexible firms are capitalist enterprises that are structured to accommodate organizational changes and production methods around the model of flexible specialization, wherein it can change the size of the workforce, redeployed to different tasks to meet the changes of consumer demands which are accommodated by the retaining of highly skilled workers (core) and transiently employed workers (periphery). Flexible production is the availability of new production methods and the ability to produce specialized goods by flexible firms. 3. According to Walters, what is the significance of neo-liberal notions of the `active society` to labour market policy? The active society seeks to make all individuals workers. It is thought of as a solution to the problem of the welfare state. In the welfare state, those who are on welfare are called inactive and contribute to the shortage of labour. If all individuals capable of getting paid work will be available in the market labour then there will be less need for state policies to protect or serve workers. Active individuals would lead to faster economic opportunity and combat poverty. What concerns does Combet raise in relation to the current Federal Governments ‘workplace agenda’? Combet argues that the workplace agenda is a radical plan that will strip every Australian worker the right to join unions and to collectively bargain with management to improve worker welfare. Then it also removes any protection from unfair dismissal without any right to representation. The plan also proposes to abolish the no disadvantage test and replace it with streamlined conditions that is a disadvantage for every worker. According to Leonard, what is the difference between Fordism and Post-Fordism? Leonard says that Fordism is a period where technological innovation was minimal, organizations were bureaucratic in structure, and workers joined mass unions and wage bargaining was centralized and welfare was standardized for all; as such it was a period wherein everyone thought and was treated alike. Post-Fordism on the other hand is a direct opposite of Fordism although it leaned more to the development of individual choices, specialization and independent thinking. Week 10 1. According to Williams, what is the main features neo-liberal of public sector reform? Neoliberals argue that government spending on welfare programs is too excessive and hence should be regulated. Any reform to the public sector should include cutting public spending and taxes, government should sell its business enterprises to private corporations, contracting out the delivery of services, creating markets out of monopolistic public or private industries and deregulating industries.   This would enable the government to focus more on what it should essentially do. 2. Williams refers to the ‘responsibilisation of individuals as market players’(p.250). What does he mean and why does he consider it a problem? Responsibilisation of individuals as market players to Williams mean that citizens of the state now become individualistic in their pursuit of needs and interests in a state that is structured as a marketplace. The problem with this is it encourages the rich to resort to arrangements beneficial to themselves and to disregard any obligation for the collective good. The poor however have no choice and have to contend to what is available to them. 3. According to Mendes, what are the five main concerns neoliberals hold regarding the welfare state? The main concerns of neoliberals regarding the welfare state is that the welfare state is captured by interest groups for their own purpose, it also deregulates the labour market since it preserves minimum wages and deny disadvantaged workers access to jobs. It also encourages welfare dependency, it also does not make any distinction between the undeserving and deserving poor and it reduced private individual’s ability to contribute to charities of their own choice. Rodger suggests there is a ‘new moral economy of welfare’. What does he mean by this? According to Rodger, the new moral economy of welfare means that individuals rather than society will carry the primary obligation to meet their own welfare needs in the future. He acknowledges that there is a relationship between the complex institutional provisions of health and welfare in contemporary society and the nature of social consciousness. The moral fabric of welfare will then be concentrated on preparing individuals to provide themselves with a comfortable future.   Week 11 Moss argues that the Mutual Obligation Scheme is morally flawed because ‘the unemployed have little choice about their contract’ and ‘there is insufficiently mutuality shown towards the unemployed’, and that the Scheme is accordingly ‘essentially punitive’. 1. According to Moss, what is the Mutual Obligation Scheme and what is new about it? The Mutual Obligation Scheme is based on the premise that those who depend on the community for long periods should give something back to the community that supports them. It is also made up of the Work for the Dole 2000 which refers to the obligations of the unemployed in terms of what they can give back in exchange of the help they were receiving like providing services to the local community. 2. What is the moral basis of Moss’s argument? Moss argues that receiving welfare and being obligated to give something in exchange for it is not morally binding. Those on welfare are there because they cannot find work through no fault of their own. Welfare is supposed to be a service that the state owes it citizens and should not be dealt with as a business and hence it is not obligation binding. The title of Mendes’s article is the phrase: ‘Blaming the Victim: the new assault on welfare state’. 3. What does this phrase mean? The phrase means that the reforms on the welfare state were designed to abolish the services that assist the less fortunate and able because it punishes the victims of poverty and disadvantaged for their own fate and to deprive them of the right to assistance. The welfare state existed because of poor people who are lazy and are blamed for the excessive spending of the state which should have been channeled to more necessary services. What evidence does Mendes provide? Mendes have cited a number of evidences that have led him to believe that the poor is blamed for the welfare state. There is the published critique of the welfare state by the New Right; there is the dob in a dole bludger campaign which in essence denigrates the poor with its reference to dole. Those who are unemployed are also forced to keep a dole diary and a review of the Young Homeless Allowance.   Week 12 Llewellen states that the Third World has been created – it is ‘in no way primal or natural’. What is the basis of his argument? Llewellwn states that the Third World is not a natural occurrence; it is a label developed by the First World to designate underdeveloped countries as such. But this designation is a function more of its place in relation to the First world rather than a natural occurrence. Third world countries are underdeveloped because they do not have the same technological advancements as the First world. Third Worldism evolved out of the military, political and economic expansion of the First worlds. 2. Hoogvelt argues that economic globalisation is another phase of the imperialist exploitation of the Third World by the ‘advanced’ world (western/industrialised nations). Explain the basis of her argument. Hoogvelt says that economic globalisation had allowed the advanced world to manipulate the economy of third worlds by imposing on them measures that are beneficial to the first world, the labour divisions that limited the Third world into providing the raw materials, producing and exporting unprocessed commodities to the first world, the profits that the first world gets out from technological rents and the global expansion of capitalists to third worlds are all imperialistic in nature. 3. Amin argues that most discourses of contemporary (economic) globalisation present this phenomenon as a kind of `natural law, thus marginalising any understanding of the social, political and economic factors which bring it into being’. Briefly outline the major points of Amin`s argument. Globalisation accordingly has been perceived as a natural law thereby it has taken off as a natural occurrence. It is a phenomenon that has been brought about by the interdependence of contemporary societies that allowed the deploying of economic dimensions on a world scale. It is founded on historical social compromises between nations and defined within the framework of political states, those who have greater power and resources control the global market. Brietenfeller argues in favour of ‘global unionism’. What difficulties stand in the way of workers ‘solidarity’ between North (west/industrialised) and South (Third World/developing) unions? Global unionism has been sought by many as an answer to the inequality of the conditions and wages of workers all over the world. But there has been strong opposition against the international worker organizations because states fear that it would lead to trade union imperialism, hence policies and reforms to recognize them have been ignored by the state. Factional differences within the group also exist and limit their collective representation in the world trade. Week 13 1. Referring to Esping-Anderson (2002) and Perkins, Nelms and Smyth (2005): Explain ‘social investment’ in your own words. Social investment is a concept that encompasses the states responsibility to invest in its human resources. It is seen that in order for the state to gain economic progress it has to design and give services that would benefit its human capital. It means that the government provide for the education, training and protection of its citizens that would prepare them to participate in the labour market. Social investment would also necessitate the drawing up of social policies that would prioritize government spending on programs and services that will generate the best outcome for the economy and society; like making sure that roads and facilities that would enable the exchange of goods and trades are well kept and in excellent condition. 2. Esping-Anderson suggests that ‘social justice’ should be an important facet of ‘social investment’. What is the proposed moral basis of ‘social investment’ to which Esping-Anderson refers? Social justice is the moral basis of social investment; it means that any action directed towards developing the state’s human capital should conform to the normative definition of justice of the culture. Hence providing opportunities for education and training to enable its citizen to participate in the labour market should be founded on equal opportunities, wherein anything that is beneficial to some should be beneficial to all. The state should also develop life skills for all kinds of people, basic social services should be rooted on the principle of equality and justice. However, priority should be given to those who are the weakest in the state and their welfare would be safeguarded. Social justice also dictates the rules for making choices and selecting priorities on what form of social investment should be given like a the need for having a healthy and educated workforce would take precedence over the need for developing cultural awareness. References Pearson, C. 1998. Beyond the Welfare State, 2nd, Cambridge: Cambridge University Press. Pp. 56-81 Marginson, S. 1997. Educating Australia. Government, Economy and Citizen since 1960, Oakleigh, Melbourne: Cambridge University Press. Pp. 73-81 Pierson, P. 1996. Dismantling the Welfare State? Reagan, Thatcher, and the Politics of Retrenchment, Cambridge University Press: Melbourne. Pp. 1-9 Mishra, R. 1999. Globalisation and the Welfare State, Cheltenham, UK: Edward Elgar. Pp. 1-16 Kennett, P. 2001. Comparative Social Policy, Buckingham: Open University Press. Pp. 26-29. Brietenfeller, A. 1997. ‘Global Unionism: A potential player’. International Labour Review, Winter 136:4. Pp. 533-37 Downes, A. 1998. ‘Separating the planning and procurement of public services from their production and delivery’, in Anthony Downes ed. Political Theory and Public Choice, Cheltenham UK: Edward Elgar. [first published 1976]. [4 pages] Brennan, D. 1998. ‘Government and civil society’, in P. Smyth and B. Cass eds. Contesting the Australian Way, Oakleigh, Melbourne: Cambridge University Press. Pp. 127-137 McGuire, L. 1997. ‘Service delivery contracts; quality for clients, customers and citizens,’ in G. Davis, B. Sullivan and A. Yeatman eds. The New Contractualism, Centre for Public Centre   Management, Griffith University, Queensland. Pp. 102-118. Harvey, D. 2005. A Brief History of Neoliberalism, Melbourne: Oxford University Press. Pp. 1-3, 64-67. Ransome, P. 1999. Sociology and the Future of Work. Contemporary Discourses and Debates, Sydney: Ashgate. Pp. 66-74. Leonard, P. 1997. Postmodern Welfare, London. Sage. Pp. 119-127 Walters, W. 1997. ‘The â€Å"active society†: new designs for social policy’, Policy and Politics, 25(3): 221-34. Pp. 224-31. Combet, G. 2005. ‘Whose Choices? Analysis of the Current Industrial Relations â€Å"Reforms†Ã¢â‚¬â„¢. Journal of Australian Political Economy, 56:243-253. Pp. 243-253. Williams, C. 1996. ‘Reinventing’ the welfare state: neo-liberalism and beyond’, in A. McMahon, J. Thomson, and C. Williams eds. Understanding the Australian Welfare State: Key Documents and Themes, Croydon, Victoria: Macmillan. Pp. 248-261. Mendes, P. 2000. Australia’s Welfare Wars: the Players, the Politics and the Ideologies, UNSW Press. Pp. 37-49. Rodger, J. 2000. From a Welfare State to a Welfare Society, London: Macmillan. Pp. 3-10. Moss, J. 2001. ‘The ethics and politics of mutual obligation’, Australian Journal of Social Issues, 36(1): 1-14. Pp. 1-14. Mendes, P. 2001. ‘Blaming the messenger: The media, social workers and child abuse’, Australian Social Work. 54(2):27-36. Pp. 27-36. Mendes, P. 1997. ‘Blaming the victim: the new assault on the welfare state’, Journal of Economic Social Policy, 2(1):41-53. Pp.41-53. Gardner, F. 2006. ‘Current Issues and Prospects’, Chapter One in Working with Human Services Organisations, South Melbourne: Oxford University Press. Pp. 3-13. Lewellen, T.C. 1995. Dependency and Development. An Introduction to the Third World, London: Bergin and Garvey. Pp. 19-25. Hoogvelt, A. 2001. Globalisation and the Postcolonial World. The New Political Economy of Development, 2nd, Hampshire UK: Palgrave. Pp. 29-34, 43-47. Amin, S. 1999. ‘Capitalism, imperialism, globalisation’, in R. M. Chilcoate ed. The Political Economy of Imperialism: Critical Appraisals, London: Kluwer Academic Publishers. Pp. 157-67. Brietenfeller, A. 1997. ‘Global unionism: A potential player’. International Labour Review, 136(4):531-555. 543-44, Pp. 549-51. Esping-Anderson, Gosta 2002. Why we Need a New Welfare State. Melbourne: Oxford University Press. Perkins, Daniel, Lucy Nelms and Paul Smyth. 2005. ‘Beyond neo-liberalism: the social investment state?’ Just Policy, 38:35-40.

Platos Meno :: essays research papers

The questions of what exactly knowledge, virtue and the soul are, are among the most important problems of philosophy The soul may be defined as the ultimate internal principle by which we think, feel, and exist. If there is life after death, the soul must be capable of an existence separate from the body. The mysteries of birth and death, the lapse of conscious life during sleep, even the most common operations of imagination and memory, which abstract a man from his bodily presence even while awake; all such facts suggest the existence of something other. The quest to put a solid definition on what exactly knowledge and virtue was the basis of Socrates' life. Socrates discusses these things all the time but they seemed to be better explained in two specific dialogues The Meno and The Republic. In the Meno, Plato justifies the possibility for one's mind to uncover knowledge. Plato presents a valid theory on how our minds can obtain knowledge. Socrates asks â€Å"What is virtue?† , when questioning Meno on the single definition of virtue, Socrates was never satisfied. He never accepted Meno’s answers because Meno gave â€Å"virtuous† definitions, not the definition of â€Å"virtue.† For example, Meno claimed, â€Å"A man's virtue, consists of being able to manage public affairs and in so doing to benefit his friends and harm his enemies and to be careful no harm comes to himself." Meno does not know what virtue really is, so he cannot apply which characteristics associate with virtue and which do not. So when Socrates asks, â€Å"Does anyone know what a part of virtue is, without knowing the whole?†, Meno agrees this is not possible. This presents a logical argument against Meno’s definition of virtue. Socrates believes th e conversation to search for what virtue really is should continue although they achieved no success in their first effort to form a definition. Meno questions Socrates, â€Å"And how will you inquire, into that of which you are totally ignorant? What sort of thing, among those things which you know not, will you put forth as the object of your seeking? And even if you should chance upon it, how will you ever know that it is the thing which you not know?†. Socrates explores the subject that one not only obtains knowledge through perception but can also obtain knowledge through reason and hard work. Socrates then tells Meno of the theory of recollection.

Bread Riots as a cause of the French Revolution Essay

Thomas Paine’s Rights of Man banned; Paine condemned in absentia (he is in France) for high treason. The British government, headed by Prime Minister Pitt, begins to arrest anyone publishing anything criticizing the government. William Godwin publishes Political Justice, a huge philosophical tract that argues Paine’s case from a theoretical point of view. Godwin is not imprisoned largely because his book’s price (forty times the price of Paine’s) means it is not read by the wrong people. Wordsworth writes the â€Å"Letter to the Bishop of Llandaff,† in which he declares himself â€Å"one of those odious people called democrats,† but never publishes it (likely because he feared prosecution). 1793 also sees the passage of the Traitorous Correspondence Bill, which empowered the state to open and read the Royal Mail. While some peasants could at least hope that they would grow enough grain to cover the money owed to their landlords and the government and provide food for their family, the urban poor– who, if not unemployed, worked primarily in factories and shops–were dependent on the affordability and availability of pre-baked bread. In the summer of 1787, a four-pound loaf, two of which were required daily to feed a family of four, cost eight sous. Due in large part to poor weather and low crop yields, by February 1789 the price had nearly doubled to fifteen sous. In his book Citizens: A Chronicle of the French Revolution, Simon Schama notes: â€Å"The average [daily] wage of a manual laborer was between twenty and thirty sous, of a journeyman mason at most forty. The doubling of bread prices–and of firewood–spelled destitution.† Urban workers, especially those in Paris, started to protest the price of bread. When two Parisian manufacturers, Rà ©veillon and Henriot, suggested in late April 1789 that the distribution of bread should be deregulated, thereby lowering prices and reducing both wages and costs of production, riots ensued. Laborers–not only those who worked for bakers–took violent action against Rà ©veillon and Henriot because they feared that other employers would use reduced bread prices as an excuse to cut their own workers’ wages. For some women, however, gathering together to discuss politics with leading philosophers or writing revolutionary pamphlets was hardly practical. To the  poorer women in Paris, access to affordable bread was the most important right. In October 1789 a large group of poor women marched to Versailles, the royal palace situated twelve miles beyond the capital, to demand bread, as supplies were limited within the city. Upon reaching the palace, a small delegation of women was granted an audience with King Louis XVI. The women eventually convinced the monarch to sign decrees agreeing to provide Paris with sufficient stores of affordable bread. The modest gains by the urban poor also proved short-lived. The decade-long revolution, which coincided with several wars against European foes, wracked France’s already vulnerable economy. Affordable foodstuffs continued to be a problem for urban families. Despite the riots and the efforts of the Convention to guarantee adequate provisions for the urban poor, the high cost of bread remained a problem. In 1792 hoarding caused a rise in the cost of sugar. Levy, Applewhite, and Johnson explain, â€Å"Speculators hoarded vast stores of colonial products such as sugar, coffee, and tea in expectation of future profits from depleted sup- plies.† Concerns over unequal allocations of eggs and butter led to riots in 1793. Urban workers lost the economic power they had gained when the National Assembly passed the Le Chapelier law in 1791, which prohibited all workers’ coalitions and assemblies. A September 1793 law placed limits on wages. Freedom from hunger and want had b een the right sought most fervently by the urban poor, but it was a right they were unable to enjoy. For peasants, change came swiftly and violently. In July 1789 France was wracked by what became known as the â€Å"Great Fear.† On the fourteenth of that month, a riot at the Bastille, a Paris prison and armory, had resulted in the death of more than one hundred people. The riot began when the citizens of Paris–fearful that troops recently sent to the city by King Louis XVI might decide to attack the populace–began collecting weapons at the Bastille. Similar uprisings against the government followed. Rural citizens began hearing rumors that King Louis XVI was ordering his troops into the French countryside to stanch peasant rebellions. Fearful peasants began burning and pillaging manors, destroying feudal records, and reclaiming what had previously been common land. On August 4, 1789, worried that these  demonstrations would not cease, the nation’s nobles agreed to give up most of their feudal rights. This decision was codified one week later by the National Assembly. Peasants were now free to earn their own wages, unencumbered by feudal tithes; the economic element of human rights was becoming a reality for the nation’s rural poor. The economic freedoms for urban laborers also widened during the revolution. The abolishment of guilds allowed artisans more oppor- tunities to find jobs, unburdened by a complicated hierarchical system. Workshops established throughout cities were sources of employment for poor women. Urban laborers frequently went on strike, with higher wages a common result. Bread became more affordable; in 1793, the price of a loaf was six sous. The urban and rural poor were also affected under Napoleon’s rule. Napoleon continued the ban on trade unions and introduced passbooks, which limited the ability of urban workers to move freely about the nation. However, he did set maximum prices for bread and flour, thus reducing the threat of either hunger or bread riots. According to Robert B. Holtman, author of The Napoleonic Revolution, peasants did not necessarily fare badly under Napoleon, as he maintained the work the revolutionaries had done (namely, abolishing feudalism). However, other scholars have asserted that Napoleon was largely uninterested in social and economic reforms that would improve the quality of life for his poorer subjects.

Police Corruption Essay

Police corruption is a complex issue. Police corruption or the abuse of authority by a police officer, acting officially to fulfill personal needs or wants, is a growing problem in the United States today. Things such as an Internal Affairs department, a strong leadership organization, and community support are just a few considerations in the prevention of police corruption. Controlling corruption from the departmental level requires a strong leadership organization, because corruption can take place anywhere from the patrol officer to the chief. The top administrator must make it clear from the start that he and the other members of the department are against any form of corrupt activity, and that it will not be tolerated in any way, shape, or form. So there are ways to prevent police corruption from happening. An investigation of a local newspaper or any police-related edited in an urban city during any given week would most likely have an article about a police officer that got caught committing some kind of corrupt act. Police corruption has increased with the illegal cocaine trade, with officers acting alone or in-groups to steal money from dealers or distribute cocaine themselves. Large groups of corrupt police have been caught in New York, New Orleans, Washington, DC, and Los Angeles, as well as many other cities. Corruption within police departments falls into 2 basic ranks, external corruption and internal corruption. Corruption in policing is usually viewed as the mistreatment of authority by police officer acting formally to fulfill their personal needs or wants. For a corrupt act to occur, three distinct elements of police corruption must be present simultaneously: 1) Mishandling of authority, 2) Mishandling of official capacity, and 3) Mishandling of personal attainment (Dantzke r, 1995: p 157). It can be said that power, it is necessarily so tends to corrupt. It is now to be  recognized that while there is no reason to assume that policemen as an individual is any less capable to make a mistake than other members of society, people are often shocked when policemen are exposed violating the law. The reason is simple; their deviance elicits a special feeling of betrayal. â€Å"Most studies support the view that corruption is endemic, if not universal, in police departments. The danger of corruption for police; is that it may invert the formal goals of the organization and may lead to the use of organizational power to encourage and create crime rather than to deter it† (Sherman 1978: p 31). Police corruption falls into two major categories– external corruption, which concerns police contacts with the public; and internal corruption, which involves the relationships among policemen within the works of the police department. The external corruption generally consists of one or more of the following activities: 1) Payoffs to the police, by people who essentially violate non-criminal elements, who fail to comply with stringent statutes or city ordinances. 2) Payoffs to the police, by individuals who continually break the law, using various methods to earn illegal mo ney. 3) â€Å"Clean Graft† where money is paid to the police for services, or where courtesy discounts are given as a matter of course to the police. â€Å"Police officers have been involved in activities such as illegal exaction of money and/or narcotics from drug violators. In order for these violators to avoid arrest, the police officers have accepted bribes, and accepted narcotics, which they turned around and sold. These police know of the violations, and fail to take proper enforcement action. They have entered into personal associations with narcotics criminals and in some cases have used narcotics. They have given false testimonies in court in order to obtain dismissal of the charges against a defendant† (Sherman 1978: p 129). A scandal is perceived both as a socially constructed phenomenon, and as an agent of change that can lead to state of agreement in the structure of power within organizations. Is there a solution to the police corruption problem? Probably not, because since its beginnings, many aspects of policing have changed, but one thing that has not, is the existence of corruption. Police agencies, in an attempt to eliminate corruption have tried everything from increasing salaries, requiring more training and education, and developing policies which are intended to focus directly of factors leading to corruption. Despite police departments’ attempts to  control cor ruption, it still occurs. Regardless of the fact, police corruption cannot simply be over looked. Controlling corruption is the only way that we can really limit corruption, because corruption is the byproduct of the individual police officer, and police environmental factors; therefore, control must come from not only the police department, but it also must require the assistance and support of the community members. If a police administrator does not act strongly with disciplinary action against any corrupt activity, the message conveyed to other officers within the department would not be that of intimated nature. In addition it may even increase corruption, because officers feel no actions will be taken against them. Another way that police agencies can control its corruption problem starts originally in the academy. Ethical decisions and behavior should be taught. If they fail to, it would make officers unaware of the consequences of corruption and do nothing but encourage it. Finally, many police depart ment’s especially large ones should have an Internal Affairs unit, which operates to investigate improper conduct of police departments. These units’ some-times are run within the department. Citation Dantzker, Mark L. (1995). Understanding Today’s Police. Officials Say Police Corruption is Hard To Stop. Sherman, Lawrence W. (1978)

Best Practices Education

Best Practices Education Introduction In recent years, there has been a dramatic preference among students for online learning in place of face-to-face classes. However, the hybrid format of providing education appears to be gaining increased popularity. In this regard, a number of researchers have documented the preference for a learning experience that incorporates the conventional, face-to-face mode of education delivery with online activities (Marcketti Yurchisin, 2005; Tang Byrne, 2007).Advertising We will write a custom research paper sample on Best Practices: Education specifically for you for only $16.05 $11/page Learn More Henize and Procter (2006) contends that a hybrid course is â€Å"not simply a matter of the combination of face-to-face and online instruction but it has to have elements of social interaction† (p. 247). While comparing online classes with the traditional face-to-face classes, most researchers reports of a lack of a significant difference in as f ar as the course outcome for the two is concerned (Newlin, Lavooy, Wang, 2005; Papastrergiou, 2006; Shelley, Swartz, Cole, 2007). Following the adoption of readily available technologies in the education sector, this has resulted in the recognition and incorporation of the hybrid instructions with the conventional approaches and the novel technological applications to education. Thanks to the high level of flexibility that characterizes a blended solution of learning, it has now become far much easier to make use of diverse forms of learning objects (Nash, 2005). However, there appears to be limited knowledge in as far as the pragmatic consequences of the hybrid design are concerned. In their study, Amrein-Beardsley, Foulger, and Meredith Toth (2007) reports how the implementation of a hybrid program, a decisive exchange of information among the administration, the faculty, and the students resulted in an enhanced understanding of the individual realities that each of the three gr oups was faced with. The initial conversations resulted in a better comprehension of the contributions practices that the instructors and the administrators thought were crucial for the success of students enrolled in the hybrid degree program. In his study, Sen (2008) reveals how the students in a hybrid class that he was investigating enjoyed limited time for practice with the nearby instructor.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When students were involved in difficult activities, there was no instructor to help in identifying the problem and as such, he could not offer the much needed guidance towards the attainment of the solution; rather, the students who were faced with such a difficulty sought to invest more in the assignments at hand with a view to overcoming the challenges facing them all on their own. There was also a lack of an immediate response to a probl em faced by a student from the instructor, unlike in the case of face-to-face class. Problem Statement It is important to note that the educational needs of an adult learner are different from those of the conventional students due to the diversity in the teaching approach to the two groups. There are a number of challenges often faced by the face-to-face classes in as far as the issue of increased student retention and enrollments are concerned. As a result of this decline, this has negatively impacted on the retention and enrollment of the graduate non-conventional adult student population who wish to enroll public administration degree studies. The problem has been compounded by such factors as an observed less engagement of the adult students in the instruction methodologies, the preference by the adult students for a specific method of instruction in place of another, along with the over learning experience. Significance In examining the significance of implementing blended/hyb rid classes, the study shall embrace the application of instructor and student data for purposes of informing the process of decision making. In addition, the implementation of blended/hybrid classes calls from an assessment of the instructors and student perception of the design of the hybrid instruction and course design, along with the administrative directives to enable the researcher better understand the individual concerns of each group. A full implementation of a blended/hybrid degree program leads to an accommodation of the needs of the modern day student through the provision of a flexible and accessible program (Bonk, Olson, Wisher, Orvis, 2002; Graham, Allen, Ure, 2003; Sikora, 2002). This is especially vital in a case whereby students have opted to assume multiple courses for completion in a given semester, in effect prompting them to schedule their internships and classes in such a manner at to enable them fully support their demanding schedule.Advertising We will write a custom research paper sample on Best Practices: Education specifically for you for only $16.05 $11/page Learn More Purpose of the study The aim of the study is to examine the significance of implementing blended/hybrid classes. This way, the study endeavors to provide best practices for application in blended/hybrid learning classes, along with its implication on the retention and enrolment in the face-to-face model of classroom setting. Reference List Amrein-Beardsley, A., Foulger, T. S., Toth, M. (2007). Examining the development of a hybrid degree program: using student and instructor data to inform decision- making. Journal of Research on Technology in Education, 9(4), 331-357 Bonk, C , Olson, T., Wisher, R., Orvis, K. (2002). Learning from focus groups: An examination of blended learning. Journal of Distance Education,  77(3), 97-118. Graham, C. R., Allen, S., Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Kh osrow-Pour (Ed.), Encyclopedia of  information science and technology (pp. 253-259). Hershey, PA: Idea Group Heinze, A., Procter, C. (2006). Online communication and information technology education. Journal of Information Technology Education 5, 235-249. Retrieved from http://jite.org/documents/Vol5/v5p235-249Heinze156.pdf Marcketti, S. B., Yurchisin, J. (2005). Student perceptions of a hybrid course.  Academic Exchange Quarterly,9(3), 317-320. Nash, S. S. (2005). Learning Objects, Learning Object Repositories, and Learning Theory: Preliminary Best Practices for Online Courses.  Interdisciplinary Journal of Knowledge and Learning Objects, 1, 1-12.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Newlin, M. H., Lavooy, M. J., Wang, A. Y. (2005). An experimental comparison of conventional and web-based instructional formats. North American Journal of  Psychology, 7, 327-336. Papastergiou, M. (2006). Course management systems as tools for the creation of online learning environments: Evaluation from a social constructivist perspective and implications for their design. International Journal on E-Learning, 5(4), 593-622. Sen, G. J. (2008). Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development. Journal of Information Technology  Education,7,1-18 Shelley, D. J., Swartz, L. B., Cole, M. T. (2007). A comparative analysis of online and traditional undergraduate business law classes. International Journal of Information  and Communication Technology Education, 3(1), 10-21. Tang, M., Byrne, R. (2007). Regular versus online versus blended: A qualitative description of the advantages of the electronic modes and a quantitative eva luation.  International Journal on E-Learning,6(2), 257-266.

Animal Rights Essay †Check A Sample

Animal Rights Essay – Check A Sample The issue of non-human or animal rights raises more and more discussions every year. Animal rights imply that it’s unacceptable to do certain things with animals. The ethical side of the issue pushes us to the idea that ill-treatment of animals is unacceptable. It’s very important to stop cruelty towards animals that are killed for food or clothing. One of the main points of view regarding animal rights is that it’s inadmissible to use animals for experiments. They cannot be used for food, which means human beings cannot breed them in order to consume them later. It’s inadmissible to make clothes out of animals, or to use them in medicine. Moreover, animal rights defenders now insist on the prohibition of using animal labor. For example, donkeys, camels and other animals cannot be used for hard labor, under any circumstances. As a rule, people tend to divide animal rights and human rights. However, in terms of morality, there should be no difference between adult animals and adult human beings, since animals also have rights, and humans are also mammals. Many people consider animals to be equal to people, and give a number of arguments in favor of such an assertion. Animals realize themselves, they understand that they are alive, they realize their biological structure. Animals understand what is happening to them; they like some things, and don’t like others. Animals are also capable of making decisions. In terms of ethics, you cannot hunt any animal. Hunting shouldn’t be considered acceptable under any conditions, nor on any grounds. Similarly, it’s immoral to use animals for entertainment, restricting their freedom in zoos, or using them to attract tourists. If we give the same attention to animal rights as human rights, it becomes obvious that any animal has the right to be treated with respect. We must realize the value of each animal as an individual. This means that we must take care of animals, but shouldn’t use them for our own purposes or, even more so, for simple entertainment. For many years, animals have been used for research. Due to such scientific tests, animals die, suffer from pain. Their rights are violated. The essence of this animal rights essay is that animals have the right to live with no human interference, especially in case of drugs testing or other experiments. People constantly use animals as pets. In terms of ethics, dogs, cats, birds and other animals have the right to live their own lives. In the opposite case, given the equal rights of people and animals, this can be considered slavery.

Qualitative analysis using the transcript provided Essay

Qualitative analysis using the transcript provided - Essay Example In this paper, the approach to analysing findings gathered through an interview and a presentation and analysis of the findings are presented. The overall approach to analysis data was based on content analysis. This was used for its advantage of analysing the outcome of interviews in its most natural way in which it was gathered (Bowling, 2009). There were three major stages involved in the content analysis procedure, all of which have been vividly presented below. Segmentation was a process that helped the researcher in coming out with categories based on which subsequent codes will be constructed. The segments were therefore broad categorisation of meanings from the content of the interview (Hennick, 2011). For form the segmentations, three major rules were set. The first rule was that an interview question was a fixed category and the question order was not relevant. Second, the meaning of analysis gained from direct answering to the question was a category. Third, a follow up question or follow up answer was considered a separate category. Based on these rules, three major categories representing three non-recurring segments were constructed. These categories also served as themes for analysis in the subsequent section where the findings are presented and discussed. Based on the broad segmentations, it was necessary to have a coding process which highlighted key words and put them in appropriate categories based on the segmentation done earlier. In effect, whereas the segments or categories were broader themes, the codes were key words that reflected each category (Braun and Clarke, 2013). To get the most appropriate codes, rules were set in identifying key words that were most relevant to segments. Generally, the codes were named units. The first rule was that words that had same meaning with component words in the

Food Quality and Safty Case Study Example | Topics and Well Written Essays - 1000 words

Food Quality and Safty - Case Study Example Manufactures should embrace certain systems that ensure the integrity of the food in terms of health and quality. In order to do this they need to follow certain safety and quality assurance systems, which have been developed to safeguard the food quality. Some of them are obligatory while others are voluntary the obligatory ones are known as safety assurance systems. The difference between mandatory and voluntary systems is based on good Hygiene practices GHP as well as good manufacturing practices GMP (Sikora and Stranda 2005, p.85). Good hygiene practices systems will ensure the firms production process adheres to the highest standards of cleanness and food such as meat would never be exposed to contaminants or foreign particles such as plaster since it would be thoroughly examined before being released into the market. The law does not require the other quality management systems although desirable to consumers and society such as having quality assurance control points, which are put in place strategically with the view of eliminating hazard (Sikora and Stranda 2005, p.85). Quality control points allow the manufactures to check the products in stages, for instance, in bread production; the manufactures can check the dough after it has been through the oven for soot burnt parts. If this were to be done at every stage of production, the hazards would be considerably reduced as well as the margin for error in the final product. Hazard analysis and critical control points(HACCP) is considered to be the most important method of controlling safety hazards in food and drugs, its effectiveness is enhanced by the fact that, instead of inspecting the finished product, HACCP identifies the physical, chemical, and allergic hazards in the food during the production process, as such it is considered a preventive method. It can be applied in any