Managing Organizational Change Research Paper Example | Topics and Well Written Essays - 1000 words

Managing Organizational Change - Research Paper Example o be answerable to each other on the same tier as well as to the owners and stakeholders of the organizations who have invested within them for so long. Perhaps it would be a good exercise to bring in the change smoothly. This shall make the entire process an easy one and put the crux of the exercise safely within the grasps of the people who are ready to undertake such a change for their own good. This change element within the domains of the organization could be handled if there are proper mechanisms in place and which look to provide the remedy for the quandaries that employees find themselves engulfed in every now and then. It is important that these employees know what they need to do in order to remain satisfied with their jobs. This will make them feel secure with the jobs that they have got and not try to hop on every opportunity that they can get. An organizational change setting that does not bring in a sense of optimism within the workplace realms is indeed a classic case of failure (Douglas, 2009). This is because organizational change has to happen smoothly and without any hindrances whatsoever. It makes the task pretty easier if things are handled in a proactive manner rather than something else. Also the organizational change should be such that the employees are told about the change beforehand because no employee appreciates the idea of changing every now and then. It has been a fact that change is a constant factor that takes place almost everywhere but since it is something that is seen as undesirable, it takes sheer resistance on the part of the employees regularly. In order to make sure that the organizational change is successful, it is imperative that this change is backed up with improving the morale of the employees because this will ensure... This report stresses that the impacts of resources that are available within an organization are severely significant nonetheless. This is because they have to find out the basics related with the organizational change and how this change is going to showcase better employee morale and more dedication at the end of the day. It would also mean that the employees remain satisfied with what they are receiving in terms of the resources and how contented they are in knowing the fact that their resources are being well-equipped nonetheless. The resources’ discussion is always an important one because it tells the employees beforehand how significant they are for the sake of the organization and what measures need to be taken to make sure that they become important with the passage of time. This indeed is a symbiotic relationship which should always be encouraged and supported across the board, at all levels. This article makes a conclusion that it is necessary to comprehend how sound an organizational change strategy would work for the sake of the organization under question. If this is proper and within the frameworks as has been suggested and decided upon, then this will mean serious success for the employees who are working at different levels as well as the employers who seek retention of their employees and better usability of the available resources at their disposal. One must understand that these are serious attributes that come attached with the morale discussions of the employees and should always be treated as such.

Collapse of Wilsonian World Order Essay Example | Topics and Well Written Essays - 1500 words

Collapse of Wilsonian World Order - Essay Example This means a way of collective means of recognizing, understanding and even addressing world problems beyond the capability of individual countries. The earliest origins of this word came from Woodrow Wilson who was the 28th president of the United States in the period after the severe damage of the World War I. Wilson believed that world democracies like the United States had the mandate of ensuring world stability. The whole idea involves promotion of peace and togetherness within the society while dealing with destructive individuals. In this respect it is important to understand the Wilson new world order, its implications and why it collapsed (Dunwalke 2007, p.3). Theory The concept of â€Å"Wilsonism† came into being during the regime of Woodrow Wilson where he wrote fourteen points about the issue. These points aimed at pushing America to join the League of Nations after the serious destruction of the World War I. Many modern commentators and politicians have used the t erm after World War II to mean a â€Å"new world order† in a bid to emphasize this policy.... The foreign policy that Wilson adopted was not only for protecting American welfare but instead his aim is to secure the interest of the entire humanity. In this ideology, it was sensible for Wilson to support the issue of free trade and international business relations to liberate the world. One of his major sayings cites that trade is â€Å"great nurse of liberal ideas† which meant that people can grow and develop with good business relationships. In addition, he stressed the need to enhance the true economy of America and then introduce it into the national sphere through world markets to make the country a democracy whose presence could be felt. It was clear that Wilson supported the power of embracing republicanism, which promotes democracy. This was clear from the National Security proposal he generate titled Engagement and Enlargement which had three major ideas that included advocating democracy globally, sustenance of a ready military group to meet the needs of the co untry, and expand America economy through the concepts of international trade (Wilson 2006, p.67). Immediately after the World War I, safeguarding democracy across the globe for Wilson meant defending the young republics within Latin America that had suffered for many years from corrupt authorities and pressures coming from the European powers. It also required protecting these republic from American dominance as it was during the presidency of Roosevelt. Wilson was keen on this foreign policy such that he spent most of his first years in power combating Latin American problems. For instance, he pushed Congress to revoke the 1912 Panama Canal Act in which most of

Ethical Issues In Information System Information Technology Essay

Ethical Issues In Information System Information Technology Essay My topic on this essay is about E-Learning sites the social, professional, and ethical issues in eLearning sites. This topic is a very wide one as there are various eLearning websites like Learn2.com, Blackboard, Intelinfo.com, Worldwildlearn.com, Wannalearn.com, Oasis plus, e.t.c. I will be choosing Oasis plus as my case study because I have use it and Ive seen out it works. First of all, as the world is becoming a global world day by day most University all over the world today revolves around the Internet. This consists of online studying or eLearning services over electronic systems such as the Internet and other means like using the CD-ROM and other electronic means to read instead of printed books. This brought about the name eLearning. The spread of high speed Internet among communities and the proliferation of eLearning among people create both opportunities and challenges for Websites. On one hand, eLearning may reduce many of disadvantages associated with an isolated locati on by decreasing distance, communication, and information cost and increasing access to lower cost suppliers and services. For example Oasis plus, This is an eLearning site which Middlesex university uses, where both student and staffs or lecturers of Middlesex university can access the site from any part of the world either at home or offices at any given time to get latest and updated information regarding their studies and academic status all they needed to access the site is the access to the internet web browser, it is very interactive that student can read or download their lecture slides online as well as getting updated information about their course work, assignment, result status, submission of assignment, online assessment e.t.c from any part of the world with just a click of a mouse and they can as well chat with their fellow students and lecturer online with just a click of a mouse on who is online link to interact and get updated information regarding their lectures or assignments submission e.t.c E-LEARNING Sites: e-Learning sites are sites with strategic means of education, that focuses on technology within an educational institute that is willing to adopt it however it is not only e-learning sites that requires technological innovation it is for business need as well, this is a strategic mode of learning or studying that can be achieved by using electronic delivery methods such as internet-based learning delivery packages, online video conferencing, websites or email to Administer the connections between teacher and students. It can also be any virtual act or procedure that people uses to secure information skills and knowledge via the internet. Advantages of e-learning sites: It decreases travel cost and time since you can access it from any where you are students will have the option to select their learning materials that meets their level of learning and interest Learners or students can study wherever they have access to Internet Flexibility to join discussions in the bulletin board threaded discussion areas at any hour. improvement of computer and Internet skills that are transferable to other facets of learners lives Disadvantages of e-learning sites: Lack of familiar structure and routine Unreliable Internet connections can be frustrating Some courses such as traditional hands-on courses can be difficult to simulate Unmotivated learners or those with poor study habits may fall behind. Ethical, Legal, Social and professional issues on e-Learning sites Ethically issues on e-learning sites: the ethical issues on e-learning sites mostly start from improper usage of this influential resource known as Internet. It is not difficult to cheat on the internet than vis a vis. Students either studying in a university or enroll on an online program can easily acquire fraudulent knowledge or information and use it for their coursework, projects, and Assignments. Therefore it is very important that the software developer for eLearning sites is cautious design and managed with adequate checks and balances to minimize unethical practices by which student can cheat. This ethical issues can be resolved if the e-learning site software developer pay attention to the design of the e-learning site software. Legal issues on e-learning sites: There are various legal issues surrounding the use of e-learning sites in studying which we all need to be aware of, The most difficult (and often overlapping) legal issues are found in the areas of copyright, data protection and licensing. Copyright: There is an understanding of fair use (unless specified otherwise) that allows reasonable use of materials for private study. Making multiple copies of resources without the express permission of the copyright owner, or a copyright statement acknowledging this as a fair use, is not acceptable. Data protection: The website of the Information Commissioners Office (http://www.ico.gov.uk) quotes eight principles of data protection that apply to all those processing and holding personal data. Personal data encompasses both facts and opinions about an individual, and the Data Protection Act applies to any personal information held in a structured filing system. Data must be: fairly and lawfully processed, processed for limited purposes, adequate, relevant and not excessive, accurate, not kept longer than necessary, processed in accordance with the data subjects rights secure, and not transferred to countries without adequate protection. Licensing: The license is the legal statement of how one can use an e-learning sites copyrighted material. In an educational setting, the license will usually state the number of machines a piece of purchased software may be used on. Normally, educational establishments will need a site license, a multi-user license or many copies of single-user licenses. Software and other resources must be used within the terms of the license. Social issues on e-Learning sites: To identify the social issues in development of an e-learning application in an educational institution, I will briefly legalize the introduction of the field of computer ethics as related to social issues. Storage of data: The ease with which data are saved makes the use of surveillance, monitoring and spyware methods really easy from the technical point of view. Unpredictability of identity: Present day vague identities make possible stealing other persons identity, forging of a message, or sending a message anonymously like spam for example. There is an ongoing ethical debate about the pros and cons of anonymity. When faced with social problems, a professional should be able to make rational and well-concluded choice that will extinguish the social factors that tend to repudiate the standards set by the education institution. Professional Issues on e-learning sites Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. The design of our interface and authoring system is influenced in part by the structure of the e-Learning content. Recommendation or things that should be put in mind when developing e-learning sites: I want to sketch out some best practices strategies for the eLearning. These strategies are not new. Most of these strategies are being used in some form in many colleges and universities it is use on oasis plus as well, I have compiled a list of what strategies can be implemented within the framework of given software. I myself have pass through some of this strategies when written my online assessment on Oasis plus. The following ways are means to tackle the issues of cheating, plagiarism, and copyright violation within the framework of an eLearning software like oasis plus. They can help to reduce or preventing the issue of cheating, plagiarism and copyright violations. Make online test available for just few days or a day that it would be taken Limit the time on the test Once chosen answer should not be revisit again Set deferent questions for each student to avoid leakage of answers Make student participate in an online discussion group Give a short quiz during online session Students should be requested to turn their project in for plagiarism check Conclusion: E-Learning site software content and Internet applications have change mode of teaching and learning and have also make new issues around ethics and accountability. The extremity consequence of the eLearning sites has made both advocates and detractors. Some experts say that the successful utilization of eLearning programs appears to hinge primarily on the trust and honesty of the targeted remote learners. But while creating engaging software, program or content, the honesty and integrity of the students is not necessarily a major consideration. Therefore like in any university traditional programs, the accuracy, right components, controls, activities and evaluation techniques have also become critical issues for eLearning sites. Therefore besides focusing on the look and fill of the e-learning site, close attention should be paid to the design, quality of content, delivery practices and management of eLearning sites.

Sichuan, China: An Earthquake that Brought Together Local, National, an

The Sichuan province in mainland china has had a long history of seismic activity. On May 12th, 2008 the village of Wenchuan County located in Sichuan province was struck by an 8.0 magnitude earthquake. According to the State Council Information Office, the causalities from this disaster were approximately 70,000, with approximately 10,000 confirmed to have been school children, whose deaths resulted from 7,000 collapsed classrooms and 18,000 more individuals, were reported missing (Teets, 330). The earthquake which struck Wenchuan County resulted in bringing together relief efforts from local, national, and international communities. A few examples are: Non-Governmental Organizations (NGOs), Volunteer crews, Military efforts, Sichuan airlines, Red-Cross and many donations from international communities. These relief efforts, a result of strong government communication also, led to strengthening the devastated village and the nation of China. The involvement in recovery effor ts strengthens civil society’s individual capacity through mass networks of volunteers and donors, learning new skills in project management, and demonstrating to the government potentially positive roles the community can do. Relief efforts by groups help to build trust and connect potential volunteers and donors on behalf of foreign governing institutions. This essay aims to discuss these efforts in greater detail and provide numerous examples of successful recovery projects in Sichuan province. The earthquake which devastated Wenchuan County was a result of stress built up between the colliding Indian plate and Eurasian plate tectonics. This disaster left more than 4.8 million residents homeless in this village, ironically the 2008 Beijing Summ... ...struction efforts: the emergence of civil society in China?." The China Quarterly 198 (2009): 330-347. Vià ±a, Andrà ©s, et al. "Effects Of Natural Disasters On Conservation Policies: The Case Of The 2008 Wenchuan Earthquake, China." AMBIO - A Journal Of The Human Environment 40.3 (2011): 274-284. Academic Search Complete. Web. 31 Mar. 2014. Ying, Liang, and Wang Xiukun. "Developing A New Perspective To Study The Health Of Survivors Of Sichuan Earthquakes In China: A Study On The Effect Of Post-Earthquake Rescue Policies On Survivors' Health-Related Quality Of Life." Health Research Policy & Systems 11.1 (2013): 1-21. Academic Search Complete. Web. 31 Mar. 2014 Zhang, Xia, et al. "The NHV rehabilitation services program improves long-term physical functioning in survivors of the 2008 Sichuan earthquake: a longitudinal quasi experiment." PloS one 8.1 (2013): e53995.

Freemasonry and United States Essay

Freemasonry, teachings and practices of the secret fraternal order officially known as the Free and Accepted Masons, or Ancient Free and Accepted Masons. Organizational Structure There are approximately 5 million members worldwide, mostly in the United States and other English-speaking countries. With adherents in almost every nation where Freemasonry is not officially banned, it forms the largest secret society in the world. There is no central Masonic authority; jurisdiction is divided among autonomous national authorities, called grand lodges, and many concordant organizations of higher-degree Masons. In the United States and Canada the highest authority rests with state and provincial grand lodges. Custom is the supreme authority of the order, and there are elaborate symbolic rites and ceremonies, most of which utilize the instruments of the stonemason–the plumb, the square, the level, and compasses–and apocryphal events concerning the building of King Solomon’s Temple for allegorical purposes. The principles of Freemasonry have traditionally been liberal and democratic. Anderson’s Constitutions (1723), the bylaws of the Grand Lodge of England, which is Freemasonry’s oldest extant lodge, cites religious toleration, loyalty to local government, and political compromise as basic to the Masonic ideal. Masons are expected to believe in a Supreme Being, use a holy book appropriate to the religion of the lodge’s members, and maintain a vow of secrecy concerning the order’s ceremonies. The basic unit of Freemasonry is the local Blue lodge, generally housed in a Masonic temple. The lodge consists of three Craft, Symbolic, or Blue Degrees: Entered Apprentice (First Degree), Fellow Craft (Second Degree), and Master Mason (Third Degree). These gradations are meant to correspond to the three levels–apprentice, journeyman, and master–of the medieval stonemasons’ guilds. The average Mason does not rise above Master Mason. If he does, however, he has the choice of advancing through about 100 different rites, encompassing some 1,000 higher degrees, throughout the world. In the United States, the two most popular rites are the Scottish and the York. The Scottish Rite awards 30 higher degrees, from Secret Master (Fourth Degree) to Sovereign Grand Inspector General (Thirty-third Degree). The York Rite awards ten degrees, from Mark Master to Order of Knights Templar, the latter being similar to a Thirty-third Degree Scottish Rite Mason. Other important Masonic groups are the Prince Hall Grand Lodge, to which many African-American Masons belong; the Veiled Prophets of the Enchanted Realm (the â€Å"fraternal fun order for Blue Lodge Masons†); and the Ancient Arabic Order of the Nobles of the Mystic Shrine (Thirty-second degree Masons who, as the Shriners, are noted for their colorful parades and support of children’s hospitals). There are also many subsidiary Masonic groups, including the Order of the Eastern Star, limited to Master Masons and their female relatives; De Molay, an organization for boys; and Job’s Daughters and Rainbow, two organizations for girls. Many of the orders maintain homes for aged members. Development of the Order The order is thought to have arisen from the English and Scottish fraternities of practicing stonemasons and cathedral builders in the early Middle Ages; traces of the society have been found as early as the 14th cent. Because, however, some documents of the order trace the sciences of masonry and geometry from Egypt, Babylon, and Palestine to England and France, some historians of Masonry claim that the order has roots in antiquity. The formation of the English Grand Lodge in London (1717) was the beginning of the widespread dissemination of speculative Freemasonry, the present-day fraternal order, whose membership is not limited to working stonemasons. The six lodges in England in 1700 grew to about 30 by 1723. There was a parallel development in Scotland and Ireland, although some lodges remained unaffiliated and open only to practicing masons. By the end of the 18th cent. here were Masonic lodges in all European countries and in many other parts of the world as well. The first lodge in the United States was founded in Philadelphia (1730); Benjamin Franklin was a member. Many of the leaders of the American Revolution, including John Hancock and Paul Revere, were members of St. Andrew’s Lodge in Boston. George Washington became a Mason in 1752. At the time of the Revolution most of the American lodges broke away from their English and Scottish antecedents. Freemasonry has continued to be important in politics; 13 Presidents have been Masons, and at any given time quite a large number of the members of Congress have belonged to Masonic lodges. Notable European Masons included Voltaire, Giuseppe Mazzini, Giuseppe Garibaldi, Franz Joseph Haydn, Johann von Goethe, Johann von Schiller, and many leaders of Russia’s Decembrist revolt (1825). Opposition to Freemasonry Because of its identification with 19th-century bourgeois liberalism, there has been much opposition to Freemasonry. The most violent in the United States was that of the Anti-Masonic party. Freemasonry’s anticlerical attitude has also led to strong opposition from the Roman Catholic Church, which first expressed its anti-Masonic attitude in a bull of Pope Clement XII (1738). The Catholic Church still discourages its members from joining the order. Totalitarian states have always suppressed Freemasonry; the lodges in Italy, Austria, and Germany were forcibly eradicated under fascism and Nazism, and there are now no lodges in China.

Nature in Sons and Lovers by David Herbert Lawrence Essay

In his introduction to The Letters of D. H. Lawrence, (Aldous Huxley, 1932) declared that Lawrence was ‘above all a great literary artist†¦one of the greatest English writers of any time. ’ Born in Eastwood near Nottingham, England on the 11th of September, 1885, D. H. Lawrence wrote novels that presented the dehumanizing effect of industrial culture and preached a glorified union with nature along with its corollary, sexual fulfilment. His experience growing up in a coal-mining family provided much of the inspiration for Sons and Lovers, his third novel, also considered his ‘crowning achievement’ (Qamar Naheed, 1998). Written in 1913, it is considered a pioneering work for its realism, vivid characterisation, treatment of sex complications and faultless control over tone and narrative method. Sons and Lovers is referred to as a Kunstlerroman (a version of the Bildungsroman), which is a novel charting the growth and development of an artist. The novel contains many autobiographical details, leading Mary Freeman (1955) to define Lawrence’s ‘most pervasive aim’ as the attempt to link experiences in his writing; she declares Sons and Lovers as the starting point from which Lawrence ‘moved towards more complex speculations’. Undoubtedly Lawrence used his own experiences very fully in the novel: his parents’ relationship, attitudes and personalities are mirrored in that of Morel’s. He remarked in a letter, ‘one sheds one’s sickness in books’ and Sons and Lovers is a way of his coming to terms with those formative experiences which made him the man he was (Jenny Weatherburn, 2001). Lawrence was an acute observer of the natural world who took great joy from it (Weatherburn, 2001) and the novel reveals a great preoccupation with nature. One of the important artistic features in Sons and Lovers is the symbolic meanings associated with nature. Lawrence applies the symbolism of nature to reveal Paul Morel’s complicated relationships with the three women in his life – Mrs. Morel, Miriam and Clara. These characters bond deeply in nature and Lawrence uses nature, and specifically flowers throughout the novel to symbolize these deep connections. Nature is used as a central symbol throughout Sons and Lovers and it is intricately linked to Lawrence’s presentation of Paul’s female relationships. Lawrence’s use of landscapes and nature images in Sons and Lovers directly contributes to the development of Paul’s relationship with his mother, Mrs. Morel. For Mrs. Morel, the garden proves to be a place of poetry, meditation and a means of escape from the ugly reality of her life. At the end of Chapter 1 when Mr. Morel, in a fit of rage and drunkenness, locks Mrs. Morel outside in the gardens to demonstrate his power in the household, the pregnant Mrs. Morel wanders into the garden and succumbs to ‘a kind of swoon’ – ‘her self melted out like scent’ – and the child too melted with her in the mixing-pot of moonlight. Her stillness in the garden where she contemplates the flowers and finds peace in their perfume highly contrasts with the noisy restlessness of her husband – ‘Mrs. Morel gasped slightly in fear. She touched the big, pallid flowers on their petals, then shivered. They seemed to be stretching in the moonlight. ’ (SL Page 31. ) Here Lawrence uses pathetic fallacy as the garden mirrors her emotions and she seeks refuge and comfort among her flowers. According to Stefania Michelucci, 2002; ‘In this nocturnal episode, the garden also represents a threshold from which she establishes a relationship with the unknown, with forces of nature which intoxicate and disturb at the same time. ’ (Page 38) Here the lilies in full bloom are symbolizing Mrs. Morel’s young exuberant life, while the pollen is breeding the new life. She and the embryo immerse and bond in the atmosphere all in a lethargic sleep; from the onset Lawrence uses flowers to reveal Paul’s and Mrs. Morel’s unordinary relationship. Lawrence was aware of Freud’s theory and Sons and Lovers uses nature to underscore the Oedipus complex present in Paul’s relationship with his mother. Paul is hopelessly devoted to his mother, and nature is used to reveal the love that often borders on romantic desire. Paul was born when she no longer loved her husband, and did not want to have this child. Ms. Morel decides to love this child well, as compensation for bringing him in to a loveless world. Nature, specifically flowers, connects the two, as Paul shows love by giving flowers to his mother from as early as infancy. Whenever Paul brings her flowers the mood is gay, lively, warm or poignant. In addition, Lawrence presents scenes that go beyond the bounds of conventional mother-son love: as the two spend a day in the country together at the Leivers’, the beauty and sensuality of the countryside are reflected in their relationship – ‘Then they went out into the wood that was flooded with bluebells, while funny forget-me-nots were in the paths. The mother and son were in ecstasy together’. (SL Page 145) Throughout the duration of this isit to the countryside, the beauty of nature entrances mother and son; so much in fact, that they both insinuate that their feelings of happiness can be attributed to this intimate, countryside visit. Upon leaving ‘his heart was full of happiness till it hurt. His mother had to chatter because she, too, wanted to cry with happiness’. (SL Page 148) The description of their unordinary relationship is replete with sensual descriptions of nature, of budding flowers and dew speckled grass, as well as of passion expressed through art. The imagery is clearly erotic and would have been unacceptable in Victorian England, therefore leading to harsh criticism upon publication. Similarly, Lawrence uses nature to symbolize Paul’s intricate relationship with Miriam. Nature has a strange fascination for both Paul and Miriam; the beauty of nature, her changing colours and forms stimulate them and Lawrence conveys this to the reader through descriptive paragraphs and dialogue. The nature aspects that are in the extract convey purity; the two characters are young and fresh and the descriptive language used reflects this. Miriam is eager to show Paul a ‘certain wild-rose bush she had discovered’ and the emotive language used reveals Miriam’s belief that until Paul has seen the bush ‘it had not come into her soul’; the bush is a way of representing the relationship between Miriam and Paul as whilst it holds great importance to Miriam it meant nothing unless it was shared with Paul. The language used to describe the nature suggests the writer finds euphoria in nature. The bush is described as ‘splashing darkness everywhere with great split stars, pure white’ which give is imagery of the night and the ‘stars’ are seen as the most beautiful aspect of the night. The ‘pure white’ reiterates the youth and beauty between the two characters. The ‘pure white’ can also be seen as representative of newness of the events. It is not only the characters’ love of nature that is portrayed in the extract but also the writer’s as the language Lawrence has used to describe the natural surroundings is beautiful and euphoric. Romanticism depicts that external nature is described accurately and sensuously and should be centered with human experiences and problems. The rose bush, described as having a ‘cool scent of ivory roses- a white virgin scent’, symbolizes the sexual tension between Paul and Miriam and reflects Miriam’s inner battle whether or not to have a physical relationship with Paul. Here again, Lawrence focuses unflinchingly on sexual experience and sexual feeling –‘She saw the dark yews and the golden crocuses, then she looked at him gratefully. †¦ And now he asked her to look at this garden, wanting the contact with her again. Impatient of the set in the field, she turned to the quiet lawn surrounded by sheaves of shut-up crocuses. A feeling of stillness, almost ecstasy came over her. It felt almost as if she were alone with him in this garden. ’(S L, p. 190). This chapter begins to suggest that Paul needs some connection beyond what he shares with his mother. In his free time, Paul is a painter, and he still needs his mother to do his best work, but Miriam allows him to take his work to another level; she makes him feel an intensity he has never before experienced. Miriam also seems to have some sense of this connection, evident especially when she feels that, until she shows him the rose bush, she will not fully have experienced it herself. The connection between Paul and Miriam may be one reason that Mrs. Morel dislikes Miriam – ‘She could feel Paul being drawn away by the girl. ’ She seems to view Miriam as direct competition for her son’s love and attention. Lawrence also links Miriam with nature in a psychological level. She is depicted as having a pantheistic worship of the natural world – ‘Miriam went on her knees before one cluster, took a wild-looking daffodil between her hands, turned up its face of gold to her, and bowed down, caressing it with her mouth and cheeks and brow. He stood aside, with his hands in his pockets, watching her. One after another she turned up to him the faces of the yellow, bursting flowers appealingly, fondling them lavishly all the while. â€Å"Aren’t they magnificent? † she murmured. â€Å"Magnificent! It’s a bit thick—they’re pretty! † She bowed again to her flowers at his censure of her praise. He watched her crouching, sipping the flowers with fervid kisses. ’ (SL Page 248) The disharmony between the two is evident from Paul’s annoyed reaction to Miriam’s almost sexual appreciation of nature – â€Å"Why must you always be fondling things? † he said irritably. â€Å"But I love to touch them,† she replied, hurt. â€Å"Can you never like things without clutching them as if you wanted to pull the heart out of them? Why don’t you have a bit more restraint, or reserve, or something? † (SL Page 248) Paul’s complex innermost feelings are evident; e is evidently fettered by Miriam and yearns for freedom – ‘When she bent and breathed a flower, it was as if she and the flower were loving each other. Paul hated her for it. There seemed to be a sort of exposure about the action, something too intimate. ’ (SL, p. 199) The way she holds the flower symbolizes her attitude toward Paul. Finally, toward the end of the book when Paul makes his final break with Miriam, he presents her with a bowl of flowers. A flower in the novel, seems to represent life. For Miriam, the flowers represent the rootless flowers of death. Nature is also used symbolically in the representation of Paul’s relationship with Clara. Lawrence uses nature to metaphorically symbolize the intense feelings Paul has for the women in his life and Clara’s connection to nature is portrayed to be totally antithetical to that of Mrs. Morel and Miriam – ‘The flowers were very fresh and sweet. He wanted to drink them. As he gathered them, he ate the little yellow trumpets. Clara was still wandering about disconsolately. Going towards her, he said: â€Å"Why don’t you get some? † â€Å"I don’t believe in it. They look better growing. â€Å"But you’d like some? † â€Å"They want to be left. † â€Å"I don’t believe they do. † â€Å"I don’t want the corpses of flowers about me,† she said. â€Å"That’s a stiff, artificial notion,† he said. ’ (SL Page 270) According to Mark Spilka (1980), Clara ‘doesn’t want to be ‘picked’ or taken by any man; she has separated from her husband and for her flowers become as proud and frigid, in their isolation, as she would like to be in hers. ’ This ritual of picking flowers causes Paul and Clara to engage in their first spirited conversation which reveals opposing values of both characters. The way they pick flowers reflects their values –‘Miriam with false reverence; Paul with love, like a lover; and Clara not at all – but at least she respects the life in them, and the flowers, in their turn, will defend her – whereas Miriam’s sheltered blooms will quickly die. ’ Lawrence entitles the lyrical chapter ‘Lad –and-Girl-Love’ and punctuates it with Paul’s intense enjoyment of the world of leaves and flowers, while relating it to the sexual attraction between Paul and the women in his life – Miriam Leivers and Clara Dawes. In the cene where Paul, Miriam and Clara are together on an open field in the country, Miriam is evidently aware of the attraction between Paul and Clara and uses it as a test to see if her spiritual hold over his soul will prevail over his desires for Clara’s body –‘Clara’s hat lay on the grass not far off. She was kneeling, bending forward still to smell the flowers. Her neck gave him a sharp pang, such a beautiful thing, yet not proud of itself just now. Her breasts swung slightly in her blouse. The arching curve of her back was beautiful and strong; she wore no stays. Suddenly, without knowing, he was scattering a handful of cowslips over her hair and neck, saying: â€Å"Ashes to ashes, and dust to dust, if the Lord won’t have you the devil must. † The chill flowers fell on her neck. She looked up at him, with almost pitiful, scared grey eyes, wondering what he was doing. Flowers fell on her face, and she shut her eyes. †(SL Page 271) The relation between man and nature is direct and vital. Lawrence’s characters experience moments of transcendence while alone in nature, much as the Romantics did. More frequently, characters bond deeply while in nature. Lawrence uses flowers throughout the novel to symbolize these deep connections. Sons and Lovers, perhaps more than any other of Lawrence’s books, is full of images of flowers. The different traits of the characters personalities are brought home to the reader through the help of flowers. Throughout the development of the novel, as intimacy is shared, it is only through nature and natural elements that we see this â€Å"intimacy† occur. This comparable relationship with nature metaphorically symbolizes and is intricately linked with the intense feelings Paul has for the women in his life.

Individual vs. Social Consciousness

Individual vs. Social Consciousness Free Online Research Papers Individual vs. Social Consciousness in Hobbes, Madison, Hegel, and Marx Hobbes and Madison derive their concept of politics in the liberal tradition of individualism, sketching out an ahistorical notion of human nature. By contrast, Hegel and Marx view the political as a social construction understood as dialectic. From this dialectic arises a progressive self consciousness. This is a historical process. Hobbes approach towards the nature of man is viewed from a mechanistic and ontological perspective: a vision rooted in a fixed state of being. Hobbes defines this as the â€Å"state of nature.† Through his liberalism, he conceptualizes all individuals as equals: â€Å"Nature hath made men†¦ equal in the faculties of body and mind† (74). He views the state of man without government as a constant struggle and competition over limited resources. This results in a life that is â€Å"solitary, poor, nasty, brutish, and short† (76). The solution to this problem is found through the â€Å"Leviathan.† This is the collective body of mankind united as the commonwealth. In Hobbes words: â€Å"the multitude so united in one person is called a COMMONWEALTH, in Latin CIVITAS. This is the generation of that great LEVIATHAN, or rather (to speak more reverently) of that Mortal God to which we owe, under the Immortal God, our peace and defense† (109). The Leviathan ensures mankind’s security against the state of nature in exchange for submission to it, and is therefore merely a contract that does not change mankind’s essential nature. The allegiance to the Leviathan lies in the Hobbesian choice: life or death. It is a system built on lowest-common-denominator politics. There is no teleological or transcendental goal or finis ultimus (57). It is a conservative rather than a progressive approach, in which the object is only to maintain peace and security amidst the constant threat of anarchy. Hobbes crudely defines a rational subject as one who seeks his own survival at the cost of his freedom. The desire for self-preservation remains constant and so self-consciousness will always be the same. Thus the conception of politics derived from Hobbes’ theory of human nature is ahistorical. There is no way for man’s self consciousness to evolve or change over time because the state of nature in which he exists is static. Man cannot escape his natural propensity towards violence. As in Hobbes, Madison conceives of a static, inescapable condition of mankind. He provides a similar ontological view towards man and his natural tendency towards violence and factionalism: â€Å"The latent causes of faction are thus sown in the nature of man† (Federalist No. 10, 2). Unlike Hobbes however, Madison allows for some historical thinking, because he believes politics and behavior to be influenced by society. He writes, â€Å"we see [factions] everywhere brought into different degrees of activity, according to the different circumstances of civil society† (2). Nevertheless the essential core of human nature remains unchanged. Madison posits a more pragmatic approach to human nature and its susceptibility to its passions. His preferred method for confronting the spirit of factions is the federalist system of government. The goal of federalism is to channel human nature, not create a model of absolute tyranny, as we’ve seen in Hobbes. Madison favors republicanism and describes it as a cure to direct democracy, which causes the tyranny of majority rule. The federalist republican system â€Å"promises the cure for which we are seeking† (4). It is characterized by the following three features: (1) place as much of the government as possible beyond the direct control of the majority (2) divide the powers of the different institutions (3) construct a system of checks and balances. The federalist system corrects the natural factionalism of human nature; it checks rather then reforms the soul. â€Å"It may be a reflection on human nature, that such devices should be necessary to control the abuses of government. But what is government itself, but the greatest of all reflections on human nature?† (Federalist No. 51, 7-8). Hobbes and Madison have a individualist view of self consciousness and politics. This ahistorical formation of mankind is limited to a single unit of consciousness, as it exists independent of another. Both the Leviathan and federalist papers describe social contracts, external forces that serve only to govern individual consciousness rather then create, form or alter them. In contrast Hegel and Marx characterize a dialectical formation of consciousness. In Hegel the Self is created only through recognition by the Other. In Marx self consciousness is determined through class struggle. These conceptions of consciousness are historical for they conceive of people in relation to one another. Therefore these relationships can shift, evolve and change as they are subject to historical contingency. Hegel imagines consciousness as defined through the dialectic. This means two beings are in correspondence with another yet each can only fully exist in their recognition by one another. Hegel writes â€Å"Self consciousness exists in and for itself when, and by the fact that, it so exists for another; that is it exists only in being acknowledged† (111). Only in being recognized by another can we conceive of ourselves. This relationship is caste by Hegel in the form of the lord/bondsman dialectic. Upon the meeting of the self and the other, the first instinct of the self is to attain primacy by destroying the other but the self then realizes without the other there is no recognition of its mastery and therefore will cease to exist. The master must enslave the other in order to continue to be recognized as master. Therefore master exists in relation to slave and slave in relation to his master. The slave endures the oppression of his master and can only understand himself through service to the master: â€Å"Through work however, the bondsman becomes conscious of what he truly is.† This process evolves over time as it gains a heightened awareness of itself. It is thus a historical changing idea of human nature. Hegel gestures toward an understanding of mental progression culminating in an ideal self consciousness. This is the finis ultimus that Hobbes does not allow for in his political visi on. Marx maintains the Hegelian dialectic but changes the idealism to historical materialism. In contrast to Hegel’s idealist philosophy, by which material reality is created by consciousness, Marx claims that material reality creates consciousness and the realm of knowledge. Marx plays out the dialectic along, material, economic and historical lines: Freeman and slave, patrician and plebian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-construction of society at large, or in the common ruin of the contending classes (473-474). This represents the historical realization of the master/slave dialectic, or dialectical materialism. The relationship between master/slave as seen in Hegel is equivalent to the Bourgeoisie/proletariat relationship in Marx. The abstract relationship is converted to an economic relationship. The Bourgeoisie understands itself in relation to the Proletariat and vice versa. This is what Marx called class consciousness. The understanding of class consciousness as a reciprocal process of recognition serves to empower and liberate the Proletariat struggle against the Bourgeoisie. In his manifesto Marx writes: â€Å"The Bourgeoisie itself, therefore, supplies the proletariat with its own elements of political and general education, in other words, it furnishes the proletariat with weapons for fighting the bourgeoisie†¦.these also supply the proletariat with fresh elements of enlightenment and progress.† (481) The working class gains heightened social consciousness through the understanding of the Bourgeoisie’s need for recognition. Marx posits a forward moving theory of change as history is propelled by the material dialectic of the stratified class system. This is an interactive process of becoming. Marx describes a change in subjectivity due to the capitalist mode of production: â€Å"the modern bourgeoisie is itself the product of a long course of development, of a series of revolutions in the modes of production and exchange† (475). For Marx material forces determine self consciousness. Desires are constantly informed and outlawed; the self is commoditized and transformed into an object of exchange. Marx would call this alienation, caused by the capitalist directive. Both the philosophies of Hobbes’ and Hegel are embodied in Marx’ political thought. His manifesto unites the materialism of Hobbes’ and Hegel’s idea of a socially formed consciousness to produce a doctrine of dialectic materialism. Unlike Hegel however, Marx destination was not an absolute or ideal self consciousness, but rather the end to the class based struggle in which capital overwhelms all human subjectivity. The central difference in the ahistorical verses the historical shaping of the political for these thinkers is rooted in the individualist means for survival. Through the ahistorical lens offered by Hobbes and Madison the nature of man is implied and the goal of life is not in reaching a transcendental state but, merely in staffing off the chaos inherent in nature. In contrast, Hegel and Marx envision an ultimate end, a progressive consciousness illustrated through dialecticism. Hegel gestures towards this understanding through recognition of the self by another, with the purpose of spiritual enlightenment in mind. These goals are actualized in Marx through the realization of social consciousness and the resolution of the stratified society. Bibliography Marx, Karl and Friedrich Engels. â€Å"The Communist Manifesto.† The Marx-Engels Reader. Ed. Robert C. Tucker. New Hegel, G. W. F. Phenomenology of Spirit. Tr. A. V. Miller. Oxford: Oxford University Press, 1977. Hobbes, Thomas. Leviathan. Ed. Edwin Curley. Indianapolis: Hackett Publishing, 1994. Madison, James. The Federalist No. 10 No. 51. Yale: Avalon Project. HYPERLINK yale.edu/lawweb/avalon/federal/fed.htm www.yale.edu/lawweb/avalon/federal/fed.htm York: Norton, 1978. 473-500. Research Papers on Individual vs. Social ConsciousnessComparison: Letter from Birmingham and CritoUnreasonable Searches and SeizuresRelationship between Media Coverage and Social andCapital PunishmentEffects of Television Violence on ChildrenQuebec and Canada19 Century Society: A Deeply Divided EraGenetic EngineeringThe Spring and AutumnOpen Architechture a white paper

Cultural Comparisons Between the Moche of Peru and Shang Dyn essays

Cultural Comparisons Between the Moche of Peru and Shang Dyn essays The first part of this paper will compare two ancient cultures, the Shang Dynasty China and the Moche of Peru. Initially we will look separately at the following aspects of each culture, physical technology, social technology, art and architecture, economy and social organisation. After which, the second part of this essay will consider any similarities and differences of each culture, and then investigate the factors that may account for both those similarities and differences. We will begin with Moche of Peru. The Moche period begins with the decline of the Cupisnique period at about the time of Christ, and disappeared about 700 years before the Incas reached the peak of their power (Online i, ii). The Moche did not conquer the Cupisnique; rather, there was a slow transition characterised by a number of developments such as ceramics, textiles and greatly improved metalwork (Online i). The development of architectural skills allowed the construction of huge pyramids and other structures (Online i). And increased leisure time, sparking art and a highly organised religion (Online i). The Moche were prosperous farmers who raised avocados, corn, peanuts, beans and squash, and some were fishermen who fished for clams and small coastal species (Online i). Along with hunting for deer and seals, the Moche also kept a stockpile of domestic animals like Muscovy Ducks, Guinea Pigs, and Hairless Dogs (Online i). While the Moche of Peru had no written word, they had developed the use of ceramics, and also built structures of clay bricks, stamped with the logo of its maker, and wood from the local Carob Tree (Online i). Although successful for many reasons the most amazing development was their use of irrigation to water the dry coastal plains all the way from the Andes (Online i). This ancient Peruvian culture has left impressive archaeological sites and some rather outstanding pottery (Online i). At one site in particular a 32 metre high p...

Presencia de padres para solicitar pasaporte de menores

Presencia de padres para solicitar pasaporte de menores Como regla general, para sacar el pasaporte de EE.UU. para un menor de edad es necesaria la presencia y el consentimiento de ambos padres o, en su caso, del guardin o tutor legal. Sin embargo, la ley reconoce importantes excepciones a esta regla general, ya que a veces es muy difà ­cil o imposible que ambos padres puedan acompaà ±ar al infante a solicitar el pasaporte. Por ejemplo, cuando no se hablan o, simplemente, no se puede ubicar a uno de ellos. Puntos clave: presencia de padres para solicitar pasaporte para menor en EE.UU. Regla general: es necesaria la presencia y consentimiento de ambos padresExcepciones: custodia no compartida, no es posible ubicar a uno de los padres, es imposible que se presente o uno de ellos se niega a dar su consentimiento para este trmite. Casos de In Loco Parentis (en el lugar de los padres).Costo pasaporte y/o tarjeta de pasaporte: 16 aà ±os o ms, 15 aà ±os o menos. Primera vez/renovar. Tarifa de tramitacià ³n urgente y servicio de mensajerà ­a. Regla general sobre presencia de los padres para solicitar pasaporte de EE.UU. para los hijos La regla general es que se necesita el consentimiento de ambos padres para sacar el pasaporte americano para un nià ±o menor de edad. La consecuencia de dicha regla es que para solicitar el pasaporte de un nià ±o estadounidense ambos padres deben presentarse con el menor en la Oficina o Agencia de Aceptacià ³n de Solicitudes de Pasaporte, si se est en Estados Unidos, o en una oficina consular si se est en otro paà ­s. Excepciones a la regla de presencia conjunta del padre y de la madre Las normas permiten tres excepciones a esta regla general de obligatoriedad de presencia de ambos padres en el trmite de solicitud de pasaporte estadounidense para un hijo menor de edad. En primer lugar, no es requisito la presencia de padre y madre en la Oficina o Agencia de solicitud de pasaportes o en la oficina consular cuando se puede probar que uno de los progenitores goza en exclusiva de la custodia sobre el hijo. Los documentos aceptados son las siguientes: Certificado de Nacimiento (forma larga) o Reporte Consular de Nacimiento en el Extranjero del nià ±o en el que figure sà ³lo el nombre del padre o de la madre.Certificado de Defuncià ³n de uno de los padres.Declaracià ³n de una Corte estableciendo que uno de los padres es incompetente para asuntos legales.Certificado de adopcià ³n, cuando el menor es adoptado por sà ³lo un hombre o sà ³lo una mujer.Orden judicial en la que se concede la custodia al padre o a la madre. Sin embargo, en este à ºltimo caso, es posible que el documento judicial expresamente prohiba al progenitor que goza de la custodia en exclusiva del derecho a solicitar un pasaporte para el menor. Si esa es la situacià ³n, no podr pedir sin el otro progenitor el pasaporte para el nià ±o. En segundo lugar, no es obligatoria la presencia de ambos padres cuando el pap y la mam tienen la custodia conjunta sobre el menor pero es imposible que uno de ellos acompaà ±e al nià ±o a realizar la tramitacià ³n de pasaporte. Pero para ello es necesario que el progenitor que no lo acompaà ±e complete el formulario DS-3053. Llenar todos los apartados desde el 1 al 4a, dejando en blanco los apartados 4b y 5. Adems, hay que obtener la firma de un notario y presentarlo en la oficina de solicitud de pasaporte o en el consulado. Llevar tambià ©n una fotocopia legible de un I.D. oficial del padre ausente. En tercer lugar, incluso es posible que ninguno de los paps acompaà ±e al infante. En este caso los padres deben hacer una declaracià ³n jurada ante un notario otorgando a favor de otra persona, como por ejemplo, la abuelita o un tà ­o, el poder para acompaà ±ar al nià ±o y representar a los padres para ese asunto concreto. Esto es lo que se conoce como In Loco Parentis (en el lugar de los padres).  ¿Quà © pasa cuando ambos padres tienen la custodia pero uno se niega a dar el consentimiento o no se puede localizar? Es frecuente que en casos de separacià ³n o divorcio no amistosos, uno de los padres se niegue a dar el consentimiento para que los hijos comunes soliciten el pasaporte. Siempre que ambos padres tengan la custodia, el padre o madre que desee que sus hijos tengan pasaporte puede explicar este problema en el apartado 5 del formulario DS-3053. Su explicacià ³n puede ser aceptada o no. Como recurso final siempre se puede pedir una orden judicial para conseguir la autorizacià ³n del otro progenitor. Pero la Corte solo dictaminar que el menor puede aplicar por el pasaporte si el viaje al extranjero que se pretende realizar es en interà ©s del menor y no hay riesgo de que se retenga al menor en el extranjero. Se trata de evitar que uno de los padres viaje con los hijos a otro paà ­s y no regresen a Estados Unidos. Si esto ocurriera, serà ­a un delito de secuestro internacional de nià ±os. Tambià ©n puede suceder que uno de los padres no pueda ubicar al otro progenitor para pedir el consentimiento. En este caso la solucià ³n tambià ©n es rellenar el formulario DS-3053, dejando en blanco el apartado 4a y el 4b y extendià ©ndose en el apartado 5 lo ms que se pueda explicando las gestiones realizadas para localizar otro progenitor. Presencia del menor Cuando se solicita un pasaporte para un nià ±o americano hay que seguir reglas muy estrictas sobre su presencia en la oficina en la que se realiza el trmite, tanto para la renovacià ³n como para solicitar por primera vez. Como regla general, el nià ±o debe estar presente para este trmite, aunque sea un bebà ©. Costo y formularios para solicitar pasaporte o tarjeta de pasaporte de EE.UU. para un menor Con el pasaporte estadounidense los ciudadanos estadounidenses pueden salir de e ingresar a EE.UU. por cualquiera de sus pasos migratorios. Por el contrario, con la tarjeta de pasaporte solo es posible utilizar controles migratorios terrestres o marà ­timos hacia/desde Mà ©xico, Bermudas, Canad y Caribe. Cada persona puede elegir un documento u otro o ambos, segà ºn sus necesidades. Segà ºn el Departamento de Estado, el costo de solicitar por primera vez o renovar el pasaporte o la tarjeta de pasaporte de un menor son los siguientes: Pasaporte estadounidense por primera vez: 16 aà ±os o ms: $110 costo de aplicacià ³n ms $35 tarifa de ejecucià ³n15 aà ±os o menos: $80 costo de aplicacià ³n ms $35 tarifa de ejecucià ³n Tarjeta de pasaporte: 16 aà ±os o ms: $30 costo de aplicacià ³n ms $35 costo de ejecucià ³n15 aà ±os o menos: $15 costo de aplicacià ³n ms $35 tarifa de ejecucià ³n Si se desea solicitar al mismo tiempo el pasaporte y la tarjeta de pasaporte se deben pagar el costo de aplicacià ³n de ambos documentos pero solo un coste de aplicacià ³n. Asà ­, los nià ±os entre 16 y 18 aà ±os pagan $140 por ambos documentos en concepto de aplicacià ³n ms $35 por ejecucià ³n. Es decir, un total de $175. En el caso de nià ±os de 15 aà ±os o menos, si se solicitan ambos documentos tendrà ­an que pagar un total de $95 por aplicacià ³n ms $35 en concepto de ejecucià ³n. La cuota de aplicacià ³n se paga al Departamento de Estado de los Estados Unidos mientras que la de ejecucià ³n, tambià ©n conocida como de aceptacià ³n, se paga a la Oficina de Aceptacià ³n que tramita la gestià ³n. Costo de renovacià ³n: 16 aà ±os o ms: $110 por pasaporte y $30 por tarjeta de pasaporte. 15 aà ±os o menos: mismas tarifas que cuando se aplica por primera vez Costos extra en la solicitud del pasaporte: Tarifa por tramitacià ³n urgente: $60Tarifa por entrega en por mensajerà ­a urgente: $16,48 Este à ºltimo servicio solo es posible dentro de Estados Unidos. No est disponible para tarjetas de pasaporte. Formularios para solicitar el pasaporte Menores de 15 aà ±os o menos: DS-11, para solicitar por primera vez y renovar16 aà ±os o ms: DS-11 para solicitar por primera vez, DS-82 para renovar Quà © hacer cuando el pasaporte no llega Puede suceder que la demora entre dentro de los plazos normales, ya que hay gran diferencia si se sigue el procedimiento ordinario o si se paga para una tramitacià ³n urgente. Pero tambià ©n puede suceder que se extravà ­e por correo. En este caso, es necesario reportar esta incidencia para que las autoridades vuelvan a emitir otro sin coste alguno. Documentacià ³n para el cruce de fronteras Una vez que se tiene el pasaporte, à ©ste es el mejor documento para que un ciudadano americano cruce fronteras, no sà ³lo las de otros paà ­ses, sino tambià ©n para salir y regresar a los Estados Unidos. Sin embargo, en algunos casos muy limitados el pasaporte no es necesario y se admiten otras alternativas para ingresar a Estados Unidos. Sin embargo, la mejor opcià ³n siempre es el pasaporte o, en su caso, la tarjeta de pasaporte. Tambià ©n es importante tener en cuenta quà © documentacià ³n se puede pedir cuando un infante viaja internacionalmente sin estar acompaà ±ado por sus dos padres. Finalmente, antes de viajar a otro paà ­s, verificar la fecha de expiracià ³n del pasaporte, ya que los de los nià ±os expiran a los cinco aà ±os si se emitieron antes de cumplir 16 aà ±os de edad. Si ya habà ­an cumplido dicho edad, los pasaportes son vlidos por 10 aà ±os.   Adems, verificar  si se necesita visa para el paà ­s al que se va a viajar. Este artà ­culo es sà ³lo informativo. No es consejo legal para ningà ºn caso concreto.

Health care and health insurance system in Canada- Comparison to Research Paper

Health care and health insurance system in Canada- Comparison to private Insurance Model - Research Paper Example It offers complete access to health care for all its citizens, by spending only 10.4% of its GDP. (The WHO website, 2014) This report aims at presenting a comprehensive overview of the Canadian health care and health insurance system, along with its comparative analysis with the private health insurance model. The Canadian healthcare system was established by the Canada Health Act which was adopted in 1984. According to the Act â€Å"the primary objective of Canadian health care policy is to protect, promote and restore the physical and mental well-being of residents of Canada and to facilitate reasonable access to health services without financial or other barriers.† (Canada Health Act, 1984: Section 3) For the most part publicly financed, this system is a single-payer system, consisting of thirteen provincial and territorial health plans. These regional plans are interconnected in terms of their compliance with the national principles laid down at the federal level. The Canadian government offers healthcare policy on a prepaid basis to all its eligible citizens, with no direct charges levied at the point of service. As a result, the Canadians have an equitable access to all sorts of health insured services. The role played by the federal government of Canada is very crucial in the smooth operations of its healthcare system. The federal government if the sole authority that lays down as well as implements the national codes or criteria for the insured health care services. It enables fund transfers to extend financial assistance to the provincial and territorial health care services. It arranges for direct health care services for certain niche groups of the nation such as the First Nation persons, federal prisoners and military personnel. Apart from all these direct functions, the federal government also gets involved in various allied activities like health promotion, health protection, and disease prevention. (Canada Health Act,

Nursing Philosophy Essay Example | Topics and Well Written Essays - 500 words

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Describe three historical characters in european history since 1450, Essay

Describe three historical characters in european history since 1450, and explain a life lesson you learned from each - Essay Example In a vast majority of cases, parents become tense when their child does not perform good at school or in studies. Albert Einstein happens to be the lesson for such parents because he himself was one of such students as a child. Owing to his great contribution in the knowledge of Physics, Albert Einstein was awarded the Nobel Prize in 1921 in Physics. Adolf Hitler (1889 – 1945) became a Ruler from a vagabond on account of his bravery. I adore Adolf Hitler for his boldness. Both of his parents had died when Hitler was a teenager and he was left in this world alone with his sister. Hitler did menial works to make both ends meet. In 1914, he voluntarily joined German Army and fought bravely in the First World War. Later, he joined politics and became world class ruler. Another thing that I particularly learned from Hitler was the power of effective speech. Hitler was a born painter. He knew the art of sketching as well as playing with words to gain the consent of audience. Not tha t I appreciate that he speaks of the power of lie, but I adore the way he plays with words to make the audience spell bound.

How does the loss of Kates parents affect Kates values and faith Essay

How does the loss of Kates parents affect Kates values and faith - Essay Example However, this passion for learning is matched by an equally strong iron clad sense of duty. This is the conflict that plays out in Kate’s brother Matt’s life where his sense of duty clashes with his love of learning and aborts his plans in the academic field. As a result, it is Kate who goes on to acquire the learning and become a biologist at Toronto – it is Kate who has the chance to spread her wings and leave Crow Lake, which leaves her with a strong feeling of guilt, since it was her brother Matt who should have been the one to achieve that. It was her brother Matt who was the real scholar of the family, who had a bright future before him as an academic, however the death of their parents forces him to take up farming jobs that ultimately makes him sacrifice his literary aspirations in order to end up becoming a menial farmer. While learning has been the valued goal in the family, the death of their parents is a tragic event for the four brothers and sisters. It is especially difficult for Kate to reconcile her bitterness and inner trauma at the death of her parents, because she feels that it is the direct cause that brought hardship on the family and made it difficult for Matt to be able to pursue his education. The suddenness of the event is a feature that adds to the trauma and shock that Kate feels at the death of her parents. She provides a foretaste of the ominous nature of the day as follows:â€Å"But for our family, there was an event that summer catastrophic enough to be the start of practically everything.† (Lawson 6). This catastrophic event she refers to is none other than her parents’ death, which ironically occurs just after the family has received some glad news. The eldest brother Luke has been accepted as a teacher at a nearby town and this is not only a joyful event but also a surprising one, because it is Matt who is the intelligent one of the family, acknowledged as the one to follow in the footsteps of

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Describe the symptoms, diagnosis, treatment and prognosis of chronic leukemia - Essay Example This is when leukemia cells grow more rapidly. One of the most common symptoms of chronic leukemia is swollen or enlarged lymph nodes. Other symptoms include fever, bone pain, weight loss, night sweats, reduced immunity, abdominal discomforts, and fatigue among many others. In the initial diagnosis, key factors include lack of significant circulating blasts, frequent thrombocytosis, and mild anemia. Chronic leukemia patients exhibit a cytochemical abnormality, characterised by low leukocyte alkaline phosphatase (Schiller 2003). A record of low leukocyte alkaline phosphatase is associated with relatively low levels of granulocyte colony- stimulating factor. Additional laboratory features include elevated elastase and uric acid levels. However, in order to confirm the disease, a bone marrow aspiration and biopsy is required to all patients considered to have chronic leukemia (Wiernik 2001). This helps not only to verify the diagnosis, but also to offer some essential information concerning the stage of the disease. In general, patients with chronic leukemia are diagnosed with immature leukocytes in their blood, and include increased number of white blood cells taking abnormal shapes (Skeel and Khleif 2011). However, the red blood cells and platelets tend to appear to be less than the normal quantities. Due to its nature of slow progression, chronic leukemia may not call for immediate treatment. However, it is vital for persons with this type of leukemia to seek frequent check ups for proper monitoring of the disease (Moini 2012). Nevertheless, there are five stages involved in treatment of this type of leukemia: chemotherapy is one of them and it is used to kill leukemia cells, which involves use of anti-cancer drugs (Swearingen 2008). Radiation is also used to kill cancer cells, which involves exposing them to high-energy radiation. Interferon therapy is

International politics and Law Essay Example | Topics and Well Written Essays - 1000 words

International politics and Law - Essay Example 47 states are currently the members of UNHRC of which African and Asian contribution is 13 states each, 12 states are from Europe, 8 from Latin America and Caribbean and United States of America is the only member from North America. The UNHRC was established in March 2006. The council adopted its Institution Building Package in its first meeting in June 2007 and the elements of the institution package were formulated to serve as guideline for future developments. The most important element is the Universal Periodic Review which is formulated for the assessment of the human rights situation in all the member states of the United Nations. An advisory committee looks after the human rights situation in the different regions of the world and gives recommendations to device strategies and plans of action for ensuring the delivery of human rights to each and every human in this world. The United Nations Convention on the Elimination of All Forms of Discrimination against Women was adopted and opened for signature, ratification and accession by the General Assembly resolution 34/180 of 18 December 1979 and was entered into force on 3rd September 1981. It is one of the nine major treaties of United Nations on Human Rights. All the state party to this human rights treaty are bound to observe the clauses of the treaty and the UN Human Rights Council gives recommendations to the governments for observing the human rights restrictions as mentioned in this convention. The convention is based on the UN Charter of fundamental human rights which states the dignity and worth of the human person and equal rights for men and women. The convention states that discrimination against any person based on race, creed, nationality or sex is unacceptable because all human beings are born free and equal in dignity and rights and each and every individual in this world is free to practice his beliefs and ideology and lead a life according to the way he deems suitable for himself. The con vention lays stress on the rights of women in the states party to the convention and states that equal economic, social, cultural, civil and political rights of men and women should be ensured. The convention establishes concerns over the women rights violation in the world and emphasizes the eradication of racism, aggression, deprivation of basic rights of food, clothes and shelter to women. Over the years the convention has been signed and ratified by almost all the countries of the world and has proven to be very effective in ensuring the provision of women rights in various regions of the world. The condition of women is very deplorable in various regions of the world which include South Asia, Africa, Middle East and Northern Africa. Certain inhumane traditions are still practiced in various countries of these regions and women are targeted in these traditions. The women in these regions are still not treated on equal basis in these regions of the world. The governments of these regions have established rules and guidelines and have passed constitutional laws and amendments for protecting the rights of the women but the situation in some of the regions is still very alarming. The United Nations Human Rights Council is working very effectively in reporting such incidents to the respective governments and United Nations bodies and taskforces. UNHRC also gives its recommendations to the governments and the United Nations bodies to enforce the human rights conventions in these areas. These efforts have been proved very

Describe the symptoms, diagnosis, treatment and prognosis of chronic Essay

Describe the symptoms, diagnosis, treatment and prognosis of chronic leukemia - Essay Example This is when leukemia cells grow more rapidly. One of the most common symptoms of chronic leukemia is swollen or enlarged lymph nodes. Other symptoms include fever, bone pain, weight loss, night sweats, reduced immunity, abdominal discomforts, and fatigue among many others. In the initial diagnosis, key factors include lack of significant circulating blasts, frequent thrombocytosis, and mild anemia. Chronic leukemia patients exhibit a cytochemical abnormality, characterised by low leukocyte alkaline phosphatase (Schiller 2003). A record of low leukocyte alkaline phosphatase is associated with relatively low levels of granulocyte colony- stimulating factor. Additional laboratory features include elevated elastase and uric acid levels. However, in order to confirm the disease, a bone marrow aspiration and biopsy is required to all patients considered to have chronic leukemia (Wiernik 2001). This helps not only to verify the diagnosis, but also to offer some essential information concerning the stage of the disease. In general, patients with chronic leukemia are diagnosed with immature leukocytes in their blood, and include increased number of white blood cells taking abnormal shapes (Skeel and Khleif 2011). However, the red blood cells and platelets tend to appear to be less than the normal quantities. Due to its nature of slow progression, chronic leukemia may not call for immediate treatment. However, it is vital for persons with this type of leukemia to seek frequent check ups for proper monitoring of the disease (Moini 2012). Nevertheless, there are five stages involved in treatment of this type of leukemia: chemotherapy is one of them and it is used to kill leukemia cells, which involves use of anti-cancer drugs (Swearingen 2008). Radiation is also used to kill cancer cells, which involves exposing them to high-energy radiation. Interferon therapy is

Martin Luther King Jr. Essay Example for Free

Martin Luther King Jr. Essay Two of his accomplishments were the Montgomery Bus Boycott which ended racial segregation starting with Rosa Parks being arrested for not giving up her seat on the bus which was illegal due to racial segregation laws. Qualities that made him a great leader was that he had the ability to shape a vision that was compelling enough to make others believe in it and participate in it. He had a strong system of values and morals. He was also courageous, decisive, bold, and strong. The path that led him to being a great leader started when he became a pastor. Afterward he became a civil rights activist, a humanitarian, and was involved in the African-american civil rights movement. Qualities of Martin Luther King Jr that I would want to emulate would be having the courage to stand up for what I believe even if it meant being hated by many people. Ultimately he was courageous enough to die for what he believed and I would hope to want to do the same if I truly believed in something that much. A world leader that I think was bad for their followers is Fidel Castro. Qualities that made him a bad leader was that he was power hungry and did whatever he wanted to retain that power even if included suppressing his own people through violence. He exerted power over others by using brutal punishment if people did not obey his every command. He used coercion in order to rule. He also used his position as president to withhold resources from his people. His leadership skills that contributed to bad results were using brute force  and severe punishment to gain control over his people. He would use firing squads to prove his severity when punishing those who stood up to him. References Fidel Castros greatest atrocities and crimes Introduction | Babalà º Blog. (2014, June 7). Retrieved January 26, 2015, from http://babalublog.com/fidel-castros-greatest-atrocities-and-crimes/ Martin Luther King Jr. (2015). The Biography.com website. Retrieved 05:43, Jan 25, 2015, from http://www.biography.com/people/martin-luther-king-jr-9365086.

Health Teaching, Health Literacy and Reflection

Health Teaching, Health Literacy and Reflection Introduction Health Education empowers individuals and their families to make informed health decisions and achieve optimum health. Nurses can educate clients in various ways based on clients knowledge and learning needs. They can teach a diabetic child on insulin administration techniques; adolescents on sexual health; factory workers on back safety procedures and a young mother on contraception and breast feeding techniques (McEwen Pullis, 2009). The following essay is divided into three parts. The first part provides a definition and a brief discussion on health literacy. The second part demonstrates the key strategies to be used to advance the health literacy skills of clients with low health literacy skills. The final part gives a reflection of my learning experience on health literacy and how my knowledge can contribute to provide an effective nursing care in future practice that can empower clients to make informed health decisions. Health Literacy Health literacy can be defined as â€Å"The degree to which individuals can obtain, process, understand, and communicate about health-related information needed to make informed health decisions† (Berkman, Davis, McCormack, 2010, p.13). The Ministry of Health (2010) Ko ¯rero Marama Health Literacy and Maori report clearly indicates that the majority of individuals in the overall New Zealand population have low health literacy skills and among them Maori are a higher proportion than Non- Maori. Therefore, those individuals with low health literacy skills have a limited ability to access, obtain, read, understand and communicate health information (Berkman et al., 2011). This results in less knowledge to use preventative measures such as screening programs and vaccinations; limited knowledge about their illness, treatment and medications; more work related injuries; therefore, leading to increased emergency services, hospitalizations and healthcare costs (Nursing Review, 2012). Health literacy is beneficial to individuals and their families in various ways to achieve optimum health. One of the ways the health literacy is beneficial to the individuals is that, it enables them to access to health clinics; fill out medical forms; communicate with health providers; interpret labels and health messages; understand about medications and their administration appropriately (Ministry of Health, 2010). In addition to that, health literacy helps people to be aware of prevention strategies such as breast and cervical screening programs (â€Å"Health Literacy,† 2013). Furthermore, health literacy enables individuals to make better health choices and self-manage their chronic condition, thereby, decreasing hospitalizations and health care costs (Ministry of Health, 2010). Strategies for enhancing health literacy In order to improve health literacy of clients, registered nurses have to implement the following strategies. First of all, make sure that the environment is shame-free, respectful, caring and supportive where clients can interact openly and productively with healthcare providers (New Zealand Nurses Organisation (NZNO) College of Nurses Aotearoa, 2012). It is very important to assess the clients level of knowledge to find out what they already know and what they need to know (Osborne, 2013). Health Literacy is a shared responsibility, which means; health information is communicated in a way that both the healthcare provider and the receiver can understand (Osborne , 2013). While communicating with clients with limited English language, it is important to speak slowly and listen carefully and use common words like â€Å"cancer† instead of â€Å"oncology†. Moreover, avoid using medical jargon such as hyperglycemia, hypertension, etc; patients may not understand medical terms, abbreviations and acronyms that health professionals usually use. In addition to that, make the written language on documents simple, easy to read and understandable. For instance, using headings and sub headings can easily identify key concepts and clients can easily go through the information they needed (Osborne, 2013). Moreover, it is important to breakdown the complex information into small chunks, organize information and convey the most important concepts that the client has to know regarding their health (U.S. Department of Health Human Services, n.d.). In addition to that, identify different learning styles of individuals, for example, some people may prefer a visual learning, some other may prefer auditory or tactile learning styles (McEwen Pullis, 2009). Inclusion of decision aids and other teaching tools such as videos, quizzes, maps, booklets, images etc. would also be more effective (Osborne, 2013). Furthermore, communicating with non-English speakers can be addressed by appointing an appropriate medically trained interpreter. It is very important for the health provider to address and acknowledge any cultural differences and provide health information appropriately. For example, they can make the clients feel welcomed by greeting them in their respective language, displaying multicultural artifacts and translated signs in the health settings (Osborne, 2013). Instead of making assumptions that the client understood the provided health information, it is important to pay attention to client’s non-verbal cues along with verbal statements (NZNO College of Nurses Aotearoa, 2012). While teaching elderly people, it is very important to assess their physical readiness to learn new information. For example, some elderly people may have hearing, seeing and alertness problems that make their learning difficult (Lowenstein, Foord-May, Romano, 2009). To overcome this, always speak in ways that elderly people can hear and always make sure that the written information is readable. Moreover, encourage elderly people to bring a support person or a trusted friend to reinforce and clarify the informed health information (Osborne, 2013). Furthermore, use a teach-back technique to assess and confirm whether the health information provided is clear to the client. This technique will help to know to what extent the client can recall the comprehensive message and whether the client interpreted it correctly (Osborne , 2013). For example, instead of asking the client â€Å" Do you understand?† it will be better stating that â€Å" I just want to make sure I explained things well, tell me how you take these medications?† . Reflection On reflection, I have realized that a thorough assessment of client’s learning needs based on their age groups and developmental stages given me an insight on how their physical, cognitive, psychosocial learning abilities change in each developmental stage; and what teaching methods and strategies would be more effective and appropriate for that particular target group. For example, preschool children cannot think abstractly and they learn by watching and interacting with others. Whereas, adolescents can think abstractly and they can effectively learn through web and computer based resources, books, pamphlets, games, movies and through interacting with peers (McEwen Pullis, 2009). Evaluation at the end of the teaching session in my practicum helped me to analyze the effectiveness of the teaching session. This given me an insight of what teaching strategies were more effective and what other strategies I need to implement to improve my future teaching session. I realized that some teaching tools such as videos, quizzes and games reinforced the target group to interact and co-operate well with our teaching session. In addition to that, I also realized that I have to use simple language and avoiding medical terms while stating objectives to the adolescents. Furthermore, I realized that it is very important to document the evaluation on teaching session. This will be a base for our team when we plan another teaching session in future for that particular age group. In my future practice, I will definitely prepare a lesson plan based on thorough assessment of clients learnings needs. I will also use effective communication strategies that can reinforce the target group during lesson delivery. At the end of the teaching session I will also document the evaluation for future references. Conclusion In conclusion, Health Literacy skills are very important for the health and wellbeing of individuals. Health literacy skills empower individuals to take informed health decisions. Thorough assessment of clients knowledge levels and learning needs are essential to develop a good lesson plan for a particular target group. Following effective communication strategies and teaching methods during lesson delivery will reinforce clients to participate effectively and make informed health choices for better health outcomes.

Gene-the Character Analysis Essay -- essays research papers

Gene-The Character Analysis Gene, one of the main characters in the book, has a complex personality with lots of conflicts and a struggle to find himself or, in other words, his own identity. Throughout the book, we come across acts and thoughts of Gene envying Phineas. Although he mentions that he’s glad having a boy like Phineas as a roommate and best friend in several places among the book, it’s clear that he has a feeling in himself against Phineas even he can’t describe himself. At the beginning and the first chapters of the book, Gene shows a very weak character accepting everything that’s offered to him by Phineas, not considering any other facts like his studies or anything he’s responsible of doing like the night he spent with Phineas in the Ocean when he couldn’t study for his trigonometry exam and almost missed it. Gene lacks self control until the last chapters of the book unlike Phineas who has a total control of himself and is pleased with the way he lives his life. Gene complains about the way of his life with Phineas and sometimes thinks Phineas is affecting his life in a bad way consciously whereas it’s his own fault not wording his thoughts to Phineas. Gene is never sure himself in many occasions and what his own properties are. He always thinks Phineas is good at everything and doesn’t give a second thought to what he is himself, a very successful student with a fine ability in sports. He becomes aware of his academic abilities when Phineas tells him s...

Free Essays on Homers Odyssey: Death and Rebirth :: Odyssey essays

Odyssey Death and Rebirth in the Odyssey The Odyssey, by Homer, is a classical piece of Greek literature. Throughout The Odyssey, the Blind Bard makes use of many literary techniques in order to lend meaning to the poem beyond its existence as a work of historic fiction and aid his readers in the comprehension of the tale. One of these techniques is the use of motifs. A motif is a recurring theme that is used throughout the work. In The Odyssey, Homer makes use of many motifs including eating/drinking, Odysseus's anger, bathing, and disguise, just to name a few. However, perhaps the most important of Homer's motifs is the symbolic death and rebirth theme. This motif is used throughout The Odyssey to emphasize the growth and enlightenment of the characters. The first example of this motif occurs with Telemachos early in the text. Telemachos, in book I, is visited by the goddess Athena in disguise. In their conversation, Telemachos reveals the pain and suffering that he is experiencing as a result of living without knowing the status of his father, fearing that he is dead. ". . . and he left pain and lamentation to me. Nor is it for him alone that I grieve in my pain now (The Odyssey, Latimore, I. 242-3)." Symbolically, at this point in the text, Telemachos is dead. He is willing to take no action to save his home from the suitors or take any initiative to determine the status of his missing father. However, his symbolic death is not without a rebirth. Athene, disguised as Mentes, brings Telemachos back to life. She convinces him that he must take action to preserve his household and determine the fate of his father. This prompts Telemachos to take over his father's role in the household and journey forward to gather information about his missing father. His rebirth is further carried out in the story when he is reunited with his father; together, the two act to regain control of their household from the derelict suitors. The next example of the death and rebirth motif occurs with our introduction to the story's main character and hero, Odysseus. Homer introduces Odysseus on the Kalypso's island. On a purely literal level, Odysseus's stay with Kalypso

Education and Religion Essay

1. Education and Religion were the two major foundations on which Charlemagne fortified his empire. The emperor had a profound love for the knowledge passed down by older civilizations. Specifically, he studied the culture and language of Ancient Greece and Rome, was able to speak Latin as fluently as his native tongue and could understand Greek very well and speak it a little. Under Alcuin he studied theoretics, dialectics and astronomy. He also tried to collect ancient manuscripts wherever they could be acquired which kept the knowledge of the ancients alive. Charlemagne employed religion as a unifying factor in his empire. He sought to convert to Christianity all the countries he had conquered. The Carolingian Empire was mainly agriculture based. He built roads to facilitate travel from one point of his empire to another. He relocated people from densely populated areas of the empire to the sparsely populated areas to even out the rate of production as well as he could and minimize the transport of necessities.. Lending with interest was forbidden. In general, our modern nations are still following Charlemagne’s strategy for agriculture with the focus on infrastructure development in poor countries, especially in Africa. The arbitrary relocation of people is somewhat of a problem. In the Philippines, squatters in the city who had been relocated to the provinces would not stay there since since communal agricultural labor is no longer in practice due to great possibility of land disputes arising from that arrangement. The squatters would have no job in the province and would return to the big city. the conduct of commerce and trade however, Charlemagne made no considerable contribution. Today, religious freedom is advocated globally. However, although not subscribing to the religion of the country you work in is not prohibited, subscribing to it provides a definite advantage. Many Overseas Contract Workers have converted to the religion of their host country to curry favor to its authorities. 2. In 1076, muslims captured Jerusalem on the pretext that the holy stone on which Muhammad prayed was there. But since Jerusalem was also the place where Jesus Christ died, Christian Europe organized campaigns to recapture it from the muslims. There were crusaders however who joined the campaigns for personal gain and riches to be found in the middle east. The crusades had both negative and positive effects. Many lives were killed, treasures were stolen, hatred was born between the Muslim and Christian peoples. On the other hand, Europe gained much by their introduction to the exotic treasures from the middle east like spices, brassware,rugs and silks which helped it boost its trade. Today we still see repercussions of the Crusades in the prolonged conflict between the Israelis and the Palestinians, a conflict which has largely implicated their allies in the modern world. 3. Research reveals 83% of learning is acquired visually and only11% through hearing. divided among the other sense organs. The retention of learning is lowes with purely audio learning, higher with visual learning and highest with audio-visual learning. In other words, learning by sound is really second in rank to learning by vision it did not become so because of the use of audio-visual techniques in education. The reverse is true. Advertisers have resorted to audio-visual devices because learning and retention of information is optimum in that mode.

Iiillegal Logging

According to Filipino officials, rampant illegal logging and mining were likely a part of the cause for the high casualty count from Category 5 Typhoon Bopha (Pablo), especially in the Compostela Valley where government officials had warned people to stop the illegal activities. So far, 370 people have been found dead on the island of Mindanao with another 400 missing. Waters rose so high even emergency shelters were inundated. â€Å"If you abuse nature, nature will get back at us,† Benito Ramos, executive director of National Disaster Risk Reduction and Management Council (NDRRMC), said. This is due to decades of mining and logging. Our forests are already deluded and there are tunnels left by small-time miners. † Illegal logging and mining has stripped many hillsides bare in Mindanao, which has forest cover of only 10 percent. Deforestation means flash floods flow unimpeded, leading to cataclysmic land and mud slides that can bury whole towns. â€Å"The water was as h igh as a coconut tree,† a local farmer, Joseph Requinto, told the Associated Press. â€Å"All the bamboo trees, even the big ones, were all mowed down. † Unfortunately these tragic environmental disasters are becoming a recurring theme in the Philippines, less than a year Typhoon Sendong killed over 1,200 people on the same island. The extensive destruction wrought by this storm—which impacted over 300,000 people—was also blamed at least partly on illegal logging. Logging has banned throughout the Philippines since February of 2011 in order to avert disasters such as this, but illegal logging remains a rampant problem. Yet, while illegal logging and mining certainly worsened the death toll of Typhoon Bopha, there may another component to the storm's wrath: climate change. Warmer world may equal worse typhoons, hurricanes â€Å"Climate change is now a clear and present danger and a national security concern for our country,† Filipino Senator, Loren Legarda, said last year after the devastating Typhoon Sendong. Scientists continue to debate the connection between climate change and hurricanes and typhoons (both names for tropical cyclones). However a general consensus is emerging that while climate change may not increase the total number of hurricanes, it is likely increasing the extremely intense ones, much like Hurricane Sandy that struck the U. S. East Coast a little over a month ago. Climate change is intensifying tropical cyclones in a number of ways: rising sea levels create worsening storm surges, while a warmer atmosphere draws in more water from the oceans leading to increased precipitation, worsening the chance for flash floods such as those spawned by Bopha. In addition, unseasonably warms seas may be extending both the tropical cyclone season and its geographical reach: Typhoon Bopha hit a region of Mindano that has never been hit by such extreme cyclones. It also hit late in the season. We have never had a typhoon like Bopha, which has wreaked havoc in a part of the country that has never seen a storm like this in half a century. And heartbreaking tragedies like this is not unique to the Philippines, because the whole world, especially developing countries struggling to address poverty and achieve social and human development, confront these same realities,† Naderev Sano, climate negotiator for the Philippin es, said today in an impassioned speech at the 18th UN Climate Summit in Doha, Qatar, which has been crawling along the last two week. Sano pointed to the disaster as more evidence to move aggressively on climate change at a conference where observers say little progress is being made. â€Å"I appeal to the whole world,† Sano continued. â€Å"I appeal to leaders from all over the world, to open our eyes to the stark reality that we face. I appeal to ministers. The outcome of our work is not about what our political masters want. It is about what is demanded of us by 7 billion people. I appeal to all, please, no more delays, no more excuses. Please, let Doha be remembered as the place where we found the political will to turn things around. † Anti-poverty and environmental NGOs are largely pointing the finger at wealthy countries—especially the U. S. , Canada, and New Zealand—for failing to raise their pledges on emissions cuts and providing little information on where climate financing will come from. The host nation, Qatar, has also come under heavy criticism for bringing little to the table, even though it is the world's largest greenhouse gas emitter per capita.