Rawls vs. Nozicks Essay Example for Free

Rawls vs. Nozicks Essay Entitlement Theory. Stated simply, the theory states that any distribution of â€Å"holdings,† as he calls them, no matter how unequal, is just if (and only if) it arises from a just distribution through legitimate means. One legitimate means is the appropriation of something that is un-owned in circumstances where the acquisition would not disadvantage others. A second means is the voluntary transfer of ownership of holdings to someone else. A third means is the rectification of past injustices in the acquisition or transfer of holdings. According to Nozick, anyone who acquired what he has through these means is morally entitled to it. Thus the â€Å"entitlement† theory of justice states that the distribution of holdings in a society is just if (and only if) everyone in that society is entitled to what he has. Any distribution is only just if it arises from a distribution of legitimate means. 1) The act of taking something (with no disadvantage to others) that is un-owned a.   2) The voluntary transfer of an object to someone else. (an agreement is setup) b. You sell someone your car with an agreement of monthly payments. 3) the rectification of past injustices in the attainment or transfer of holdings. c. You agree to sell your car to someone with an agreement of monthly payments setup. The purchaser fails to pay the payments so you take back the car. You are considered morally allowed to own that car. According to Nozick, anyone who acquired what he has through these means is morally entitled to it. Also, distribution of holdings is allowed only if everyone in that society is entitled to what he has. Principle of Justice: each person is to have an equal right to the most extensive basic liberty compatible with a similar liberty for others.

Oral Health Problems In Children Health And Social Care Essay

Oral Health Problems In Children Health And Social Care Essay Dental caries is the most common oral health problem in children. It is not a new phenomenon in children. Dental caries can arise in early childhood as an aggressive tooth decay that affects the primary teeth of infants and toddlers. Caries constitutes the single most common chronic disease of childhood, affecting as many as 40-50% of U.S. and British children (Pitts et al., 2007) and 60-90% of children worldwide between the ages of 2 and 11 years (Donahue et al., 2005). Dental caries is the localised destruction of susceptible dental hard tissues by acidic by-products from bacterial fermentation of dietary carbohydrates (Fejerskov and Kidd, 2003). The signs of the carious demineralisation are seen on the hard dental tissues, but the disease process is initiated within the bacterial biofilm (dental plaque) that covers a tooth surface. Moreover, the very early changes in the enamel are not detected with traditional clinical and radiographic methods. The disease is initially reversible and can be halted at any stage, even when some dentine or enamel is destroyed (cavitation), provided that enough biofilm can be removed. Dental caries is a chronic disease that progresses slowly in most people. The disease can be seen in both the crown (coronal caries) and root (root caries) portions of primary and permanent teeth, and on smooth as well as pitted and fissured surfaces. It can affect enamel, the outer covering of the crown; cementum, the outermost layer of the root; and dentine, the tissue beneath both enamel and cementum. Caries in primary teeth of preschool children is commonly referred to as early childhood caries. ECC is an alarming problem because the disease is so common and widespread amongst young children. Example, study done by (Zahara et al., 2010) prevalence of caries among preschoolers age 6 and 5 in Malaysia was 60%. And at rural Manitoba community the prevalence of ECC was 44% (Schroth and Moffatt, 2005). Previously, caries in the children was described by a variety of terms including nursing bottle caries, nursing caries, baby bottle caries, baby bottle tooth decay, milk bottle syndrome, and prolonged nursing habit caries. But the new terminology, Early Childhood Caries (ECC) helps us to better reflect that this problem is multifactorial etiologic process not only due to inappropriate feedings methods (Warren, 2008; Ismail 2008). Great needs are need for uniformity when diagnosing and reporting the early childhood caries condition, especially for research purposes. In this respect, a workshop was held in April 1999 in Bethesda, Maryland. In a report for this meeting, (Drury et al., 1999) defined the early childhood caries (ECC) as the presence of 1 or more decayed (noncavitated or cavitated lesions), missing (due to caries), or filled tooth surfaces in any primary tooth in a child 71 months of age or younger. In children younger than 3 years of age, any sign of smooth-surface caries is indicative of severe early childhood caries (S-ECC). From ages 3 through 5, 1 or more cavitated, missing (due to caries), or filled smooth surfaces in primary maxillary anterior teeth or a decayed, missing, or filled score of à ¢Ã¢â‚¬ °Ã‚ ¥4 (age 3), à ¢Ã¢â‚¬ °Ã‚ ¥5 (age 4), or à ¢Ã¢â‚¬ °Ã‚ ¥6 (age 5) surfaces constitutes S-ECC. 2.2 Etiology of early childhood caries Dental caries is an infectious and transmissible disease. Dental caries is a multifactorial disease that starts with microbiological shifts within the complex biofilm and is affected by salivary flow and composition, exposure to fluoride, consumption of dietary sugars, and by preventive behaviours (cleaning teeth). Caries is the result from prolong imbalance in the demineralisation and remineralisation process in the oral cavity. Dissolution of tooth structure by high level of acid concentration which produced by the metabolism of dietary carbohydrate by oral bacteria will promote a demineralisation of tooth structure when the pH of plaque drops below the critical level (pH 5.5) (Riva and Loveren, 2003). However, occurrence of dental caries is not as simple as that. The natural protective factors will try to repair the mechanism by promote remineralisation. It was helps by saliva which play a major role in protecting the teeth from acid challenge. The protective factors of the saliva are, the effective bicarbonate buffering affect, the flow and oral clearance rate and Ca2+, PO43- and fluoride ion contain in the saliva (Mount and Hume, 1998). Reposition of mineral (remineralisation) will occur after the pH of plaque rises (Riva and Loveren, 2003). Development of dental caries occurs when susceptible tooth surface colonized with cariogenic bacteria and present of dietary source of sucrose or refined sugar is present. (Axelson, 2000, Caufield and Griffen, 2000). Generally, it can illustrate under Figure 2.1 below; ETIOLOGY 001 Figure 2.1: Development of dental caries (Keyes, 1960) 2.2.1 Dental Plaque Dental plaque plays a major role in contributing a dental caries. Dental plaque is an accumulation of bacteria and intercellular matrix that form the biofilm that adheres to the surfaces of teeth and other oral structures in the absence of effective oral hygiene (Harris et al., 2009). 2.2.2 Dietary factor Diet plays an important role in preventing and promoting oral diseases including dental caries. Dental caries is a modern, life style dependent disease because of fermentable of carbohydrate. In populations which highly exposed to high sucrose containing food manifested with most severe forms caries (Caufield and Griffen, 2000). Increase frequency of carbohydrate intake will increase the caries risk especially in populations with poor oral hygiene habits and lack exposure to the fluoride. However, in populations with good oral hygiene and expose to fluoride either systemic or topical, frequency of diet intake will become a weak risk factor (Axelson, 2000). 2.2.3 Microbiologic factor Fitzgerald and Keyes in year 1960, persons who firstly demonstrate that the dental disease is an infectous disease and can be transmissible. The sources of bacteria that cause dental caries derived from bacterial populations in the oral cavity named normal flora. The most important bacteria in development dental caries are the mutans streptococci. Mutans streptococci are acidogenic and can adhere to tooth surface. It also can produce extracellular and intracellular polysaccharides from sucrose. So, it represent that mutans streptococci fulfill all the requirements of caries to induce bacteria (Axelson, 2000). Mutans streptococci and other bacteria colonies will colonize the oral cavity after emergance of infants first tooth(Caufield and Griffen, 2000). With present of fermentation of carbohydrate, bacteria pathogens will produce lactic acid, and this acid dissolves the hydroxyapatite crystal structure of the tooth (Caufield and Griffen, 2000). Newborn baby usually have a sterile mouth. Transmission of the microbes to the mouth can be derived from water, food, and other nutritious fluid, but the main route is via saliva. Studies have shown that the transmission of oral streptococci and Gram-negative species in children predominantly from the behaviour of mothers and primary caregivers through their intimate contact, sharing and tasting foods on a spoon or pacifier (Caufield et al., 1993). Infants acquired Mutans streptococci at a median age of 26 months. High level of Mutans streptococci in mothers saliva will put their infants to be acquired by these bacteria earlier. It is means that infants exhibit levels of Mutans streptococci corresponding to their mothers level (Caufield et al., 1993). Because of that, mothers need to be educating on how the caries transmissible and the importance of have good dental practice for themselves their childrens. 2.3 Determinants of oral health in children There were correlation between the etiologic factor in dental caries, determinants of caries (diet, fluoride exposure, microbial species) and involvement of cofounders in dental caries such as socio economic status, education level, knowledge, attitudes and behavior as Figure 2.2 below. fejerkov 001 Figure 2.2: Schematic illustration of the determinants of caries process. (Adapted from Fejeskov and Manji, 1990) 2.3.1 Socioeconomic factors Socioeconomic factors especially educational levels become the most important external factors related to dental caries nowadays (Axelson, 2000). There is a strong correlation between incidence of caries in children and the socioeconomic status of the families of those children. That is, children with caries tend to come from low-income or lower socioeconomic backgrounds and lower parental educational level (Leake et al., 2008, Finlayson et al., 2007, Schroth and Moffatt, 2005). 2.3.2 Behavioural factors Behavioural factors such as frequency of consumption of sugar daily, tooth brushing behaviour (Leake et al., 2008), inappropriate feeding practice either bottle feeding or breast feeding (Schroth and Moffatt, 2005, Mohebbi et al., 2008, Tyagi, 2008) and age of first visit to dental clinic (Rayner, 2003, Schroth and Moffatt, 2005) were related to the risk of dental caries especially in children. Parental attitudes towards oral health especially mother are is important to prevent occurrence of dental caries among children (Saied-Moallemi et al., 2008). 2.3.3 Environmental factors Environmental and cultural factors play a role in the development of caries. In newly industrialized countries, the incidence of dental caries increases when people previously eat a starchy staple foods and now move to refined carbohydrate diet. For most industrialized countries, high risk of caries related to persons in a lower socioeconomic and immigrant groups (Riva and Loveren, 2003). 2.4 The impact of early childhood caries to the children and parents Extensive dental decay among children, if left untreated will impact on both oral and general health, including quality of life. Physical function will affected because of pain, disturbed sleep, and difficulty to eat hard, hot and cold food. Mentally, dental caries cause fear and angry in children. The social functions also disturbed by missing preschool or day care, avoid playing with friends and not interested to join family activity. Emotionally, children disturbed with difficulty to say certain words (Cunnion et al., 2010). In other words, dental caries in children will effects physical, mental, social and emotional well being of the children. And most important things it causes lower quality of life of the children who are in growing stages. The impact of ECC on parents We know that parents contribute in their children oral health. But there are still limited study in investigating the relationship between the parents and their children oral health. (Schroth, 2007) found that parents with a better knowledge and attitude towards their children oral health more likely to have children with better oral health. In this study we are trying to explore the relationship between the parents oral health and their children oral health status. 2.5 The availability of children oral health related quality of life assessment Currently, there has been increase research development in measuring oral health related quality of life. The oral health-related quality of life (OHRQoL) instruments designed and used to investigate the impacts of oral problems in children, and recently have been designed to be use for 6-14 year old children. (Li et al., 2008, Easton et al., 2008, Klaassen et al., 2009, Cunnion et al., 2010). And very few have been developed for use in children mainly specifically for children age less than 6 years old. Child Oral Impacts on Daily Performances (Child-OIDP) were used to assess the prevalence and severity of the oral impacts in children age 10-12 years old. This questionnaire also can be used to assess oral health needs in population surveys, thus making it useful for planning services. The Child-OIDP assesses oral impacts on the following daily performances like eating, speaking, cleaning teeth, smiling, emotional stability, relaxing, doing schoolwork and social contact (BernabÃÆ' © et al., 2009). Instruments to assess oral health related negative impacts for children aged 3-5 years, recently was developed in the United States, in English language by (Pahel et al., 2007) called the Early Childhood Oral Health Impact Scale (ECOHIS) which derived from the Childhood Oral Health Quality of Life (COHQoL) instrument developed by (Jokovic et al., 2002). This questionnaire seems to be adequate to measure quality of life of children in the age 3-5 years old and their families. The instrument is short and concise to be completed by the childs parent or primary caregiver for use in epidemiological surveys to discriminate the quality of life between children with or without dental disease. (Li et al., 2008) was translated the English version of ECOHIS into French version for the questionnaire can be use in the French language population. (Klaassen et al., 2009) use ECOHIS questionnaire to explore whether oral health related quality of life in young children will improve after oral rehabil itation after general anesthesia. They also study any changes towards dental fear. Canadian researchers (Jokovic et al., 2002) have developed the Child Oral a health Quality of Life (COHQoL) questionnaire due to their concern about the measurement of child health status preciously was based on the reports by parents and caregivers. In their questionnaire, there are several questionnaires for parent or caregiver (Parental-Caregiver Perceptions Questionnaires, P-CPQ) and Family Impact Scale (FIS) for children aged 6-14 years and three Child Perceptions Questionnaires for children aged 6 to 7(CPQ6-7), 8 to 10 (CPQ8-10), and 11-14(CPQ11-14) years of age. The Infant Toddler Quality of Life (ITQoL) questionnaire was developed in year 1994 by Landgraf JM. ITQoL was designed to measure a quality of life for children as 2 months up to 5 years old. The ITQOL items and scales developed to measure physical function, growth and development, bodily pain, temperament and moods, behavior and general health perceptions. ITQOL also includes scales to measure parental impact (time and emotions). Study by (Raat et al., 2007), to evaluate feasibility, internal consistency, test-retest reliability, and concurrent and discriminative validity of the ITQoL, found five ITQoL scales showed a ceiling affect. They also suggest for developing and evaluating a shortened ITQoL version to reduce respondent burden. (Easton et al., 2008) were tried to ascertain reliability and validity of the ITQoL. They did a study among 2-6 years old Ohio, United State children to evaluate the effect of dental caries related to pain on pediatric quality of life. That study found that it was valid and reliable index among children there. 2.6 The role of parents to the children Children age less than 6 years old still depending on the family members especially their parents to take care of their oral health. Their inability to verbalize their emotions and needs increases their dependence on adult. Parents support and involvement in childs oral health are important in influencing the dental health of the child. Parents play a key role in attempts to achieve the best oral health outcomes for their young children (Cafferata and Kasper, 1985). Parents need to have an adequate knowledge and attitude towards the important of oral health for their children. Parents need to know the important of baby teeth and primary teeth tooth decay can impact childhood health. (Schroth, 2007) found that parents who believed that baby teeth are important were more likely to have children with better oral health (less decay) compared with those who thought otherwise. And parents of children with ECC were more likely to disagree that dental decay could affect a childs overall health. Brushing of young childrens teeth is important to prevent caries, but the parents cannot let their children do it by themselves. Parent need to be motivated and supportive enough to brush their childs teeth. The parents should belief that home oral hygiene is important and it is a parental duty to establish this behaviour with children (Huebner and Riedy, 2010). Their study also found that nearly all (91%) parents thought that brush a childs teeth twice daily a day was important, but only 55% reported that they did it every day. Parents reported that the most common barriers to tooth brushing were due to lack of time and uncooperative child. 2.4 Oral health related quality of life of the parents

Importance of Listening for Learning a Foreign Language

Importance of Listening for Learning a Foreign Language Listening is normal and frequent in daily life. It is one of the five traditional inborn senses of human being. Listening appears from the very beginning day that we were born to be human and it is the first mode of the four skills that a language learner acquires in learning a certain language since the language written form always develops after the spoken form, not the other way out. . Peoples need to listen is as natural as their need to breathe or eat. Thus, listening happens in all aspects of social life. Actually, we listen everywhere: at home, at work, in community, and for many purposes such as for entertainment, obtaining necessary information or for academic purposes. A vast majority of people in the world spend their communicating time mainly for listening. To be a successful listener, people can uncover the deep layer of meaning of language and communication styles. In addition, people may have a feeling of confidence in communicating with others, and it is more likely for them to gain good impression, trust and respect from the interlocutors. Hence, it is undoubtedly that listening is one of mankinds regular and important activities. To the process of learning foreign language, listening is no less crucial than that in everyday life. The learners cannot develop speaking skill unless they develop listening skill as Nunan (1998, p.1) saying that listening is the basic skill in language learning. Without listening skill, learners will never learn to communicate effectively. This can be understandable with ease that language skills are often integrated with each other in language use. Nevertheless, English language students, in fact, often live in a limited situation where they have few chances to expose to natural spoken English; therefore classroom listening practice is needed for them so that they can have good preparation for their later successful communicative ability. More importantly, listening to spoken English provides the learners with necessary input that serves as the basis for the language acquisition and pave them the way to investigate humans knowledge. Though important as stated, listening skill is commonly described in language literature as neglected, overlooked, or taken for granted skill as some people believe that aural competence comes naturally and develops automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. As for that, little attention from teachers, book designers and researchers has been paid to listening so far. With nearly ten year experience in working as a teacher of English at a high school, I myself have found that of the four skills, listening comprehension is the students weakest one. Together, most of my students of all three grades always complain that they find it so hard in learning the skill. They fell frightened when they enter listening lesson. While my students are relatively good at written texts such as reading, writing and able to find their own ways to improve those skills, their listening ability has been left behind. This is simply true since English listening is, in deed, the most complex and challenging competence for English as foreign language learners to develop and because it is a skill which involves a set of different sub-skills. With that in mind, on the one hand I would like to fill a small gap in the field of listening research. On the other hand, being an instructor, it is very essential to help students to solve their problems in the language learning process. Thus, this small research project is conducted as an attempt to discover what factors that strongly affect students listening skill. In other words, it is the cause explaining why the students meet so many difficulties when they implement classroom listening tasks. Then, some possible remedies may be given to help them to overcome the dilemma. Hence, a couple of questions guiding across my study is: What are some of the reasons leading to the students difficulties in listening skill? What should solutions be given to help them to defeat the problems and to get improved with their overall outcome of their listening? LITERATURE REVIEW 1. Hearing vs. Listening If you raise a question to a group of people in your community or to a group of your students What is listening?. Some of them would answer without hesitation hearing. In spite of the fact that in some African languages, hearing and listening have the same meaning. Listening and hearing, indeed, are different terms, mean different things and people often use them interchangeably (there is a similar distinction between seeing and looking). We all know that hearing is one of five inborn senses of human being. Hearing is the process that sound waves enter through our ears. At this sense, hearing is physical. Although hearing is scientifically proved to be a complex process, it is an automatic, passive activity Listening is somewhat dissimilar. It is much more than hearing. There have been so many definitions for this term so far. At its simplest, listening can be defined in some English dictionaries as the act of hearing attentively. This means that the listeners pay attention or concentration on the task in spite of surrounding distractions. In this case, they do not merely hear the sound but a purpose is combined in it. People who listen to music or listen to the news on television can be taken as an example. They consciously and deliberately hear the sound for relaxation or to get necessary information. Writers offer different definitions of listening to fit the purposes of their articles or their research projects. Listening, as Howatt and Dakin (1974) define, is the ability to recognize and comprehend what is being delivered by speakers in terms of their accent, pronunciation, grammar, vocabulary as well as the meaning of the message. In this point of view, the act of listening must include both hearing and understanding all aspects of the message delivered. Listening in this definition can be seen as listening comprehension. Forseth Rol, Forseth Carol, Ta Nguyen (1996, p.69) say that listening is decoding sounds and understanding the meaning behind those sound. It is noticeable that there is a similarity in these two definitions in which the authors emphasize listeners comprehension in listening. However, Hasan (2000) differentiates between listening and listening comprehension. He viewed listening as a process where the listeners merely listen to the speech without understanding and responding to it. In contrast, listening comprehension is a process comprising of interactivity and full comprehending of the text. To my perspective, listening in Hasans definition is somewhat similar to hearing. In the view of OMalley Chamot (1990, p.132) listening comprehension entails active and conscious process in which the listener constructs the meaning by using cues from contextual information and from existing knowledge In the opinion of Rubin (1990, p.309), listening consists of processing information which the listener gets from visual and auditory clues in order to define what is going on and what the speakers are trying to express. In fact, listening is a complex skill involving many micro skills; hence Rost (2002) defines listening as a multi-layered process which includes: receiving what that speaker actually says hearing correctly; constructing and representing meaning decoding; creating meaning through involvement and imagination applying prior knowledge of content and community norms, and predicting ahead; negotiating meaning and responding working out an appropriate response. In comparison with all the definitions above, I find the definition given by Rost the most convincing since it covers the nature of listening. 2. Kinds of listening 3. Some learner problems in listening comprehension. Listening comes naturally to human and develop automatically as some people say but it is, actually, not as simple as it seems. Consequently, it causes so many problems for the listeners both in mother tongue and in foreign language. So far, a large number of researches have been done to show common problems in listening. Before discovering various difficulties facing my students in listening comprehension, it is helpful to review the literature relating to this. Cherry (1957) suggest some uncertainties in second and foreign language listening. He uses the term uncertainty in stead to refer to factors leading to difficulty or problem . These uncertainties fall in to several major categories including: firstly, uncertainties in speech sound and patterns; secondly, uncertainties in language and syntax; thirdly, uncertainties in recognition of content; and lastly, uncertainties resulted from environmental noise and disturbance which create gaps in the message. Similarly, Hedge (2000) introduces some uncertainties by subdividing them into seven one. These consist of:1) uncertainties of confidence; 2) uncertainties deriving from the presentation of speech; 3) uncertainties because of gaps in the message; 4)uncertain strategies; 5) uncertainties of language; 6) uncertainties of content; and 7) visual uncertainties. According to Brown and Yule (1983), there are four main groups of factors which strongly prevent leaner from effective listening comprehension. These include 1) the speaker (number of speakers present, how quickly they speak, what kinds of accent they own); 2) the listener (the role of the listener whether they participate in the conversation or they eavesdrop, the level of response required, their interest in the subject); 3) the content ( grammar, vocabulary, information structure, background knowledge assumed); and 4) support (whether there are pictures, diagrams or other visual aids to support the text). Anderson and Lynch (1988) claim that there are a large number of factors leading to the difficulties when student listen and perform the listening tasks. They categorize them into three principal one. These are: 1) the type of language; 2) the purpose in listening; 3) the context in which the listening takes place. The writer also emphasize that we have to consider not only the number of factors involved but also the relationship between them. Anderson and Lynch, by a series of experiment, conclude that the difficulty of listening task is particularly influenced by: the organization of the information: When the information sequence is well and logically organized, it will be easier for the listener. In contrast, it creates so many obstacles for them. the familiarity of the topic: If the topic of the listening passage is familiar to listeners, it will be less harder for them to understand. the explicitness and sufficiency of the information: The information should not only be well organized, but also be clear or unambiguous . Besides, the passage should not contain redundancies. the type of referring expressions used whether the text described static relationships Yayang (1994) indicates that problems in listening resulted from: the message, the speaker, the listener, and physical setting. Problems mentioned above are for both the first language listeners and foreign language listeners in general. In particular, English as foreign language learners have the following problems: Trouble with sound: All the stages in the listening process are likely to take the learners much longer to recognize familiar sound elements as familiar, to see the relationships and transformations among them. The learners themselves fail to identify, discriminate, and understand them correctly. The sounds, stresses, intonations spoken and taught by teachers seem to be different from those said by the native speakers who they are listening to. Have to understand every word: Learners have a tendency to try their best to understand every word from the listening passage, thinking that everything that is said contains equally important information. In fact, there may be a lot of words they fail to recognize from the native speakers speech. If they do not have the ability to select important words from others, they may fail to get anything from it, and then may feel totally disappointed. Unable to understand fast, natural native speech: Most learners of English cannot understand natural spoken language as it seems too fast for them to follow. Normally, learners rarely have a chance to listen to native speech; instead, they only listen to their teachers slow utterances. If they do not understand any sentences from their teacher, they can ask for repeating or clarifying or slowing down. It is not always the case of speakers in listening text. Consequently, the learners are unable to keep up with and store incoming information in natural native speech. Sometime they feel overloaded and scared of it. Need to listen to things more than once: Very few learners can understand the message at the first listening. They often need to listen to it again and again before they can recognize and understand something from it, especially listening to tapes or radio where they do not have a chance of seeing speakers. When the comprehension is not achieved in spite of listener efforts, they will get tired, discouraged and frustrated as a result. In conclusion, there are various certain hindrances for the first language listeners, second language listeners and foreign language listeners. Though factors creating these difficulties might differ from each other in the number of categories divided by the author, they have many things in common and fall into two main group. The first group is internal factors that come from the listeners themselves. The other is external factors which originate from the speakers, the message, the surrounding setting

Dulce et decorum est and An Irish airman forsees his death :: English Literature Essays

Dulce et decorum est and An Irish airman forsees his death Analysis of two war poems I am going to compare the two poems â€Å"Dulce et decorum est† by Wilfred Owen and â€Å"Channel Firing† by Thomas Hardy. The poem by Hardy talks about the great German guns â€Å"Big Berthas† which fired across the channel at the nearest coastal villages, and how the noise of these guns is so terrific that it wakes the dead in their graves. â€Å"Dulce et decorum est† is a poem about a group of tired, worn out soldiers who are making their way back from the front line. They come under a gas attack and Owen describes to us the scene which is presented to him of a fellow soldier and companion â€Å"drowning† in his own mucus. Both poems portray a sense of helplessness to this exposure to the war! In the poem â€Å"Dulce et decorum est† we are being told of the gas attack directly by Owen in the first person plural. It is an immensely vivid description that Owen describes to us and his message is hits the reader right between the eyes with its certitude. In the poem â€Å"Channel Firing†, however, Hardy uses two narrative voices. One is the voice of the dead who describe being awoken by the noise of the great guns, the other is God! IN this the message is more abstract because of the way Hardy jokes with us about the war and Gods views on it. Wilfred Owen's poem "Dulce Et Decorum Est" was written during his World War I experience. Owen, an officer in the British Army, deeply opposed the intervention of one nation into another. His poem explains how the British press and public comforted themselves with the fact that all the young men dying in the war were dieing noble, heroic deaths. The reality was quite different: They were dieing obscene and terrible deaths. Owen wanted to throw the war in the face of the reader to illustrate how vile and inhumane it really was. He explains in his poem that people will encourage you to fight for your country, but, in reality, fighting for your country is simply sentencing yourself to an unnecessary death. The breaks throughout the poem indicate the clear opposition that Owen strikes up. The title of the poem means "It is good and proper to die for your country," and then Owen continues his poem by ending that the title is, in fact, a lie.

Krispy Kreme :: essays research papers fc

Case Discussion Reflection 1 KKD seeks to appeal to everyone in their mission to slowly take on the fresh pastry market. Krispy Kreme is not one to limit a target of the public. According to Holland (2003), the company is equally loved by 5-year-olds and 75-year-olds alike. They are also enjoyed by whites, blacks, Asians, and Hispanics. New Englanders and Southerners love them as well as Californians and New Yorkers. Race is definitely not an issue. Only three types of people claim that they do not like Krispy Kreme: nutritionists, Dunkin’ Donuts franchisees, and compulsive liars. Stan Parker, senior VP-marketing, says â€Å"no one looks at Krispy Kreme as a replacement for lunch or dinner. It’s a complement† (MacArthur, 2003). Krispy Kreme wishes not to be a fast food business or another doughnut store. President and Chief Executive of KremeKo, insures the public that they think long and hard before the considering expansion. He said, â€Å"Krispy Kreme doughnuts won’t suddenly become available everywhere because we don’t think that’s appropriate for the brand at this juncture in its evolution in the marketplace† (Krispy Kreme Steps up Wholesale Business in Canada, 2003,) Reflection 2 KKD openly shows it audit procedure online in a PDF. Form which shows great ethical poise. No company is void of legal woes whether casualty or accused. According to a Forbes Magazine article, KKD has been cleared in any wrong doings in regards to engaging in intentional misconduct related to the company's acquisition of a Michigan franchise. Krispy Kreme did not wait to get independent legal parties involved with the issue and allowed the SEC to review any sought impropriety. According to the Forbes report, KKB halted turning in its Q10 statement until all is settled but had to close a $4.6 million doughnut plant in northeast Ohio due to oversupply problems. Socially, KKB has done its part to open a store or fill a convenience store with its product which appeals to all who seek a tasty pastry. They have offered free donuts to masses of people including EMS, police personnel, military troops overseas which I would bet boosts morale. On there website, they support the Children’s Miracle Network which is a great benefit to society. Reflection 3 Taking into consideration all KKD's publics, it is no shocker that Krispy Kreme continues to grow. For the first time, it successfully expanded nationally during the late 1990s in California (Saltzman). A main point of Krispy Kreme’s continued financial success has been their expansion into international markets.

How to Avoid High Turnover Essay

Employee turnover is a ratio comparison of the number of employees a company must replace in a given time period to the average number of total employees. † In the recent years Operation department of Caulfield Racecourse experienced problems associated with high turnover, which is a pervasive and serious issue resulting in high direct expenditure as well as intangible costs, low performance level and job dissatisfaction. Operation department is looking after large numbers of employees: event managers and supervisors, administration and operation assistants, staff coordinators, caterers, set up teams, cleaners. The problem is not the lack of job applicants: the company receives endless stream of applications. The problem is that the quality employees are hard to keep. The talented employees do not stay for long before they get employed somewhere else. As an Operation Manager Executive Assistant the author has been asked to examine and analyse factors that may impact on staff turnover. Applying a combination of quantitative and qualitative techniques (form of structured questionnaire) to determine the reasons why workers leave their jobs at Operation department, this research tries to identify the root causes of job dissatisfaction leading to turnover and provides managerial implications that may assist managers in dealing with labor-related risks. 1. 1 Objectives This report is identified to achieve the following objectives: 1. To identify general factors that may cause high turnover within Operation department. 2. To examine and analyse levels of staff job satisfaction. 3. To suggest some measures in order to improve overall job satisfaction, performance and reduce high turnover. 1. 2 Methodology * Structured questionnaire (consist of multiple choices, ranking and descriptive questions). The survey method was selected to gather primary data by administering the structured questionnaire among the employee in Operation department of Caulfield racecourse. The questionnaire is chosen because of its simplicity and reliability. We can expect a straight answer, which is directly related to the questions asked. Interpretation of data under this can also be done correctly. An organisation perceived to be in economic difficulty will also raise the specter of impending layoffs. Workers believe that it is rational to seek other employment. 3. The organisational culture. Much has been written about organisational culture. It is sufficient to note here that the reward system, the strength of leadership, the ability of the organisations to elicit a sense of commitment on the part of workers, and its development of a sense of shared goals, among other factors, will influence such indices of job satisfaction as turnover intentions and turnover rate. . The characteristics of the job. Some jobs are intrinsically more attractive than others. A job’s attractiveness will be affected by many characteristics, including its repetitiveness, challenge, danger, perceived importance, and capacity to elicit a sense of accomplishment. A job’s status is also important, as are many other factors. 5. Unrealistic expectations. Another factor is the unrealistic exp ectations and general lack of knowledge that many job applicants have about the job at the time that they receive an offer. When these unrealistic expectations are not realised, the worker becomes disillusioned and decides to quit. 6. Demographics. Empirical studies have demonstrated that turnover is associated in particular situations with demographic and biographical characteristics of workers. But to use lifestyle factors (e. g. smoking) or past employment history (e. g. many job changes) as an explicit basis for screening applicants, it is important for legality and fairness to job applicants to verify such biodata empirically. 7. The person. In addition to the factors listed above, there are also factors specific to the ndividual that can influence turnover rates. These include both personal and trait-based factors. Personal factors include things such as changes in family situation, a desire to learn a new skill or trade, or an unsolicited job offer. In addition to these personal factors, there are also trait-based or personality features that are associated with turnover. These traits are some of t he same characteristics that predict job performance and counterproductive behaviors such as loafing, absenteeism, theft, substance abuse on the job, and sabotage of employer’s equipment or production. These traits can be measured and used in employee screening to identify individuals showing lower probability of turnover. It is important to note that the factors we have listed above can be classified as being within or beyond the control of the employing organisation. In order to actively participate in reducing costs associated with turnover, organisations need to identify those factors over which they do have some control and initiate necessary changes to reduce turnover attributable to these â€Å"controllable† factors.

Economic Growth in Cameroon

Background Information Notwithstanding the secular decline in real GDP experienced during the period 1987-93, the Cameroonian economy remains one of the largest in the CFA franc zone, with a GDP of about $9 billion in 1996. Compared with other sub-sharan African countries, Cameroon has one of the most diversified production and resource bases, as it produces and exports a broad range of commodities.Cameroon is a net oil exporter; oil production, although declinging steadily since 1986, still amounted to 37 million metric tons in 1996 and represented 8% of GDP. Nevertheless, agriculture has remained the mainstay of the economy and employs over 70% of the labor force. The recent history of cameroon’s economic and social development is characterized by two sharply diverging periods in economic performance.Most of the period from independence in 1960 to 1986 was characterized by fiscal balance, a rising investment-GDP ratio, rising human capital stock, and expanding real GDP. In c ontrast, the period 1987-93 was marked by declining terms of trade, deteriorating external competitiveness, a declining investment –GDP ratio, stagnating or declining human capital stock, rising fiscal imbalances, and shrinking output. Problem statementSince independence, private investment is creating employment, improving infrastructure and improving living standards of Cameroonians. Cameroon being a developing country with low income rates, unemployment, poverty, and under exploitation of natural resources, is a clear prove that the government incapable of meeting or giving Cameroon a favorable economic growth. This incapability of the government to give Cameroon a favorable economic growth, makes the government to leave out most of its companies for private investment, such as SONEL.Moreover most of Cameroonian important companies are run and own by private investors such as PILCAM,UNALOR,BOCOM,EURO OIL, and CONGELCAM just to name a few, that has led to the economic growt h of Cameroon. Romer’s (1986) model assumes that technological change is endogenous and that private investment raises the level of technology for the whole economy. In this model increases in private investment raise growth in the steady-state.This study contributes to the empirical growth literature in three ways. First, economic growth is analyzed for an individual country-Cameroon-with data covering form 1960 till date. In addition , an investigation of the growth determinants for Cameroonian economy and focus on the institutional and historical aspects of the country. Secondly, the contributions of private and government investments to the growth of the Cameroonian economy investigated.Thirdly, following the endogenous growth models by Lucas (1988), becker, Murphy and tamura(1990) and romer(1990), the role of human capital is investigated. The robustness of the effect of private investment on growth is examined by including variables related to monetary and fiscal polici es, external competitiveness, the terms of trade, and the influence of the oil sector. Objectives The main objectives of this research is to investigate the role of private investment in the economic development of the Cameroonian economy.The specific objectives of the study are * Identify the problems of economic growth in Cameroon * Assess private investment as an engine to economic growth * Make necessary recommendations Hypothesis Here, we are going to see if private investment actually enhance economic growth in Cameroon, we are going to use 2 types of hypothesis which are the null and the alternative hypothesis * Ho: private investment is an engine to economic growth in Cameroon H1: private investment is not an engine to economic growth in Cameroon. Significance Of The Study. The research carried out on the role of private investment in the economic development of Cameroon has its significance in 5 areas which are; * Africa as a whole; with the slow rate of economic growth is Africa, this research will help African leader to encourage and enable private investment in their economy since as it is the main backbone to economic growth. The Cameroonian society; this project will help many Cameroonians who are naive about the growth of the Cameroonian economy, to know the main reasons for its slow rate and what they need to do to improve on the economy. * The government; this project will help the government to better strategise in encouraging foreign and domestic investors, by reducing tax rates and interest rates, which will enhance economic growth. This project will serve as a resource base to students, who wish to carry out research in this field and better still inspire them to focus on investment given the low rate of employment in Cameroon. Limitations of study This area of is in Cameroon in general and the littoral region (douala) in particular. It does not extend to other areas due to the fact that there is inadequate timing and also, most private in vestments will not like to reveal all of their information to the researcher, thereby making it difficult for the researcher.