Steroid Pros and Cons

The effects of steroid use has been widely documented, especially in the past couple of years with all the high profiled athletes subjecting themselves to a tainted legacy because of the need to keep there competitive edge while there skills where slowly diminishing with age. Sending shock waves through the sports world and fans feeling disappointed and confused, athletes have been slowly coming out In the public eye for their past and current steroid abuse. These athletes have been emotionally distressed and this I imagine is extremely hard to adapt to and handle.But what bout the physical demographer bodies are enduring with these powerful anabolic drugs? This Is where a lot of different pollens come In to play, between the so-called experts and the self proclaimed experts. The so called experts being doctors and self proclaimed experts being â€Å"JUICERS† In the bodybuilding world. Some people would say â€Å"_Well look, he Is a doctor he must be right† _ and I woul d say that I rather take advice after a bad break up from a friend with the same experience than a happily married radio show love expert telling me what Is politically correct.But It Is very arid to argue science, which leads me to read up on many different articles from the other side. Rick Collins a writer for littleness. Com had a interesting article in 1999, that stated how the public was fooled by the physicians into thinking that steroids was not a performance enhancer and did not make people stronger. He then went on to say that congress, was more worried about making competitive sports pure and not so much on the actual health of steroid users. This being his own belief (not fact) says to me that he might be right.The United States of America has a way of gnashing athletes who use these drugs as criminals with huge penalties. This makes Rick Collins argument strong. Something that I also found pretty interesting was that the same physicians who said in the sass's that stero ids did not enhance ones performance retreated form that theory in the sass's. This left a bad taste in the sports communities mouths and made Doctors not look so bright. Where the physicians believed to be credible sources anymore? A majority of the sports and bodybuilding community said yes, they should be credible but Just not when it came to steroids.There is a large population of steroid users that believe the â€Å"JUICE† had a positive impact on their life. These feelings probably came from people who did the drug in proper dosages. But like anything, too much can be unhealthy. Example tanning, alcohol, sleeping and so on. What I feel bothers America about steroids Is not so much the health risks. Turn on a TV and flick through the channels. I would say you can probably come across something to do with steroids, but how much you want to bet It will be about a sports figure. Do the same thing on the Internet, Google steroids. Bet you won't get a story of a death due to steroids.Is It because there arena any stones on everyday people and steroids. No. I'm sure there Is someone who Is suffering from side effects from steroids. But who cares? It's truly about Integrity of competition. And I believe It Is truly blown out of proportion. I am so sick of seeing these ball players getting smashed through the media, getting critiqued on every little thing they say and do. When the concerns are not about health In the news It Is always about an athlete who â€Å"Cheated† -Always drama, I feel like newspapers and articles on two writers sitting on the other side of the fence on this topic.

Tragic Hero: Creon or Antigone

Joachim Ogundipe English Comp 2 Tragic Hero: Antigone or Creon? In Antigone, a play written by Sophocles, the characters Creon and Antigone both fit into a few of Aristotle’s criteria. They are both choices of tragic heroes. They both are neither good nor evil in the extreme but just a man like any of us; they are both born of a better social status than most of us, and both have a tragic flaw in their characters. But even though the story is called Antigone, it is not necessary for Antigone to be the tragic hero. Other things that only Creon does that make him the tragic hero should be responsible for his downfall, the misfortune they get should be greater than what he deserves, and should also have recognition of a truth about himself. By many of Creons actions, he shows all of the characteristics of a tragic hero and fits in these descriptions perfectly. Creon fits in all of the characteristics of Aristotle’s criteria and is the tragic hero. Creon is neither good nor bad. He is not completely bad because he didn’t really want to kill Antigone. Instead, he just wanted to keep all of the laws in order to make his men follow his orders. He was just a stubborn man who wanted to show his people that he was a man of his word. Creon is the king in the play and he is definitely more powerful than the rest of the characters. Creon makes it a point to show of his pride. Self-pride is the tragic flaw Creon faces in this play. He showed so much arrogance in every decision he made. Creon insisted on punishing Antigone and would not change his mind. He is responsible for his own downfall. Even though Creon sentenced Antigone, his misfortune is way worse than hers. All he wanted was to keep his country at peace, and did not want to let people go against his laws. In conclusion, the play titled Antigone by Sophocles has Creon as the tragic hero. Creon shows all of the characteristics of a tragic hero. He is neither good nor bad in the extreme, he is in a high status than us, he receives pity through the audience, recognizes his weakness, and his downfall comes from his own self-pride. Therefore, he is definitely the tragic hero of this play.

Conflicts of Law Course Outline

2011 CONFLICT OF LAWS COURSE OUTLINE AND READING MATERIALS Books: Morris, The Conflict of Laws (3 ed. ) 1984 Cheshire and North, Private International law (11 ed. ) 1987 Collier, Conflict of Laws (1988) Reference: Dicey and Morris, Conflict of Laws (11 ed. ) 1987 Casebook: Morris and North, Cases and Materials on Private International Law (1984) Other works: Anton, Private International Law (of Scotland) 1967. Cook, Logical and Legal Bases of the Conflict of Laws (1942) ; Graveson, The Conflict of Laws (7 ed. ) 1974; Wolff, Private International Law (2 ed. ) 1950. INTRODUCTION 1. Nature and Scope of the Subject Morris Ch. 1 (and 34), Cheshire Ch. 1 Collier, Ch. 1, 2, 21, 22 Anton Ch. 2. Mehrunnissa v Parves (1981) KLR 547 2. Reasons for the basis of the Conflict of Laws: Theories: Territoriality, Vested Rights, Comity, Local Law; see Davies (1937) 18 BYIL 49. Slater v Mexican National Rly 194 US 120, 126 (1904) Loucks v Standard Oil Co. of NY. 224 N. Y. 99 (1918). JURISDICTION 1. Preliminary Issues Patel v Singh (No 2) (1987) KLR 585 2. Common Law Position Morris Ch. 6; Cheshire, Chs. 10,11; Collier Ch. 6; Dicey, Ch. 11. (a)Presence, Submission, Effectiveness Colt Industries v Sarlie (No. ) (1966) 1 W. L. R. 440; Maharanee of Baroda v Wildenstein (1972) 2 Q. B. 282; Re Dulles (1951) Ch. 842; Manta Line v Sofianites (1984) 1 L1. R. 14. Union Bank of M. E. v Clapham (1981) â€Å"Times†, 20 July. Obikoya v Silvernorth (1983) â€Å"Times† 6 July The Messianiki Tolmi (1984) 1L1. R. 266 Williams & Glyn`s v Astro Dinamico (1984) 1 All E. R. 760. Kanti v South British Ins. Co. Ltd. (1981) K. L. R. 1 (b)Limitations Cheshire Ch. 13 British South Africa Co v Companhia de Mocambique (1893) A. C 602 Mackinnon v Donaldson Lufkin and Jenrette Securities Corpn. (1986) 1 All E. R. 563 Ministry of Defence of the Govt of UK v Ndegwa (1983) K. L. R 68 (c)Staying of Actions Morris, Ch. 8; Cheshire Ch. 12; Collier Ch. 7; Dicey Ch. 13. (i)General St. Pierre v South American Stores (1936)1 K. B. 382, at 398; Logan v Bank of Scotland (No. 2) (1906) 1 K. B. 141; Egbert v Short (1907) 2 Ch 205; Re Norton`s Settlement (1908) 1 Ch. 471. Maharanee of Baroda v Wildenstein (1972) 2 . Q. B. 283; The Atlantic Star (1974) A. C. 436; McShannon v Rockware Glass (1978) A. C. 795; The Wladslaw Lokictek (1978) 2 L1. R. 520. The Wellamo (1980) 2 L1. R. 229. European Asian Bank v Punjab & Sind Bank (1981) 2 L1. R. 65. Coupland v Arabian Gulf Petroleum (1983) 2 All E. R. 436 (1983) 1 W. L. R. 1136 The Abidin Daver (1984) A. C. 398 The Jalakrishna (1983) 2 L1. R. 628. The Traugutt (1985) 1 L1. R. 76; The Forum Craftsmen (1985) 1 L1. R. 291. Spiliada v Cansulex (1987) A. C. 460. E. I. Pont de Nemours v Agnew (1987) 2 L1. R. 585; De Dampierre v de Dampierre (1988) A. C. 92. Ocean Sun v Fay (1988) 29 A. L. R. 9. The Francois Vieljeux (1982-88) 1 KAR 398, (1984) K. L. R.. 1 United India Insurance Company and Kenindia Insurance Companyv E. A Underwriter &Anor (1982-88) 1 KAR 639, ((1985) K. L. R 898 (ii)Lis Alibi Pendens St . Pierre v South American Stores (above); McHenry v Lewis (1882) 22 Ch. D. 397; Cohen v Rothfield (1919) 1 K. B. 410; Ionian Bank v Coouvreur (1969) 1 W. L. R. 781; The Christianborg (1885) 10 P. D. 141; The Atlantic Star (1974) A. C. 436. Bushby v Munday (1821) 5 Madd. 297; Orr-Lewis v O-L (1949) P. 347; Sealy (orse. Callan) v Callan (1953) P. 135. The Tyllie Lykes (1977) 1 L1. R. 436 Castanho v Brown & Root (1981) A. C. 557; The Abidin Daver (1984) A. C. 398; Metall und Rohstoff v ACLI Metals (1984) 1 L1. R. 598; Societe N. I. Aerospitiale v Lee Kui Jak (1987) A. C. 871; South Carolina v Ass. de Zeven Provincien (1987) A. C. 24; Meadows Insurance v Ins. Corp. of Ireland (1989) 2 L1. R. 298; Pont de Nemours v Agnew (1988) 2 L1. R. 240; A-G v Arthur Anderson (1988) `Independent` 31 March (iii)Submission to Foreign Arbitration or Foreign Court Arbitration Act (Act N0. 4 of 1995)); Law v Garret (1878) 8 Ch. D. 26 ; The Fehmarn (1958) 1 W. L. R. 159; Mackender v Feldia (1967) 2 Q. B. 590; The Eleftheria (1970) P. 94; Evans Marshall v Bertola (1973) 1 W. L. R. 349. The Vishva Prabha (1979) 2 L. 1. Rep. 286. Carvalho v Hull Blyth (1979) 1 W. L. R. 1228. The El Amria (1980) 1 L1. R. 39; The Kislovodsk (1980) 1 L1. R. 183; Trendex v Credit Suisse (1982) A. C. 679; The Biskra (1983) 2 L1. R. 59; The Hollandia (1983) A. C. 565; The Benarty (1985) Q. B. 325. The Atlantic Song (1983) 2 L1. R. 394. Kisumuwaalla Oil Industries and PanAsiatic Commodities Pte Ltd v E. A. Storage Company Ltd Civil Appeal No 100 of 1995 Naizsons (K) Ltd v China Road and Bridge Corp (Kenya) (2001) 2 E. A. 502 Friendship Container Manufacturers Ltd. v Mitchell Cotts (K) Ltd (2001 2 E. A. 38 Tononoka Steels Ltd v The Eastern ans Souther Africa Development Bank 2 (2000) E. A. 536 Indigo E. P. Z. Ltd v. The P. T. A Bank (2002) 1K. L. R. 811 Raytheon Aircraft Credit Corpn & Anor v Air Al-Faray Ltd (2005) eKLR (iv)Proceedings abroad Settlement Corpn. v Hochschild (1966) Ch. 10; Smith Kline & French v Bloch (1983) 1 W. L. R. 730; Societe Nationale Industrielle Aerospatiale v Lee Ku i Jak (1987) 3 All. E. R. 510 British Airways v Laker Airways (1985) A. C. 58; Smith Kline & Bloch (No. 2) (1984) `Times` 14 Nov; Midland Bank v Laker Airways (1986) 1 All E. R. 526. 3. Statutory Position Service out of the jurisdiction under Civil Procedure Rules only with leave of the court: Order V Rule 21 a) General Principles: The Hagen (1908) P. 189; GAF v Amchen (1975) 1 L1. R. 601: Amin Rasheed v Kuwait Insurance (1984) A. C. 50: Spiliada Maritime v Cansulex (1987) A. C. 460. Mackender v Feldia (1967) 2 Q. B. 590; Evans Marshall v Bertola (1973) 1 W. L. R. 349; Attock Cement v Romanian Bank (1989) 1 W. L. R. 1147; Matthews v Kuwait Bechtel (1959) 2 Q. B. 57. b) Domicile: Re Liddell`s ST (1936) Ch. 365. (Ord 11, rule 4) c) Injunction: Rosler v Hilbery (1925) Ch. 250: The Siskina (1979) A. C. 210(CJ and J Act 1982 s. 25 ). X v Y and Y Republic of Haiti v Duvalier (1990) Q. B. 202. d) Necessary or proper party: Chancy v Murphy (1948) W. N. 130 Witted v Galbraith (1949) A. C. 326; The Brabo (1949) A. C. 326 Multinational Gas v M. G. Services (1983) 3 W. L. R. 492. Qatar Petroleum v Shell (1983) L1. R. 35. e) Contract: Finnish Marine v Protective Ins. (1990) 2 W. L. R. 914; Hutton v Moffarij (1989) 1 W. L. R. 488; Entores v Miles Far East Corporation (1955) 2 Q. B. 327: Brinkibon v Stahag Stahl (1982) 2 A. C. 34 Islamic Arab Insurance v Saudi Egyptian (1987) 1 L. R. 315; National Mortgage Co of NZ v Gosselin (1922) 38 T. L. R. 382; See cases on proper law of contract, esp. Amin Rasheed v Kuwait Insurance (1984) A. C. 50; The Magnum (1988) 1 L1. R. 47; The Chapparal (1968) 2 L1. R. 158; Johnson v Taylor (1920) A. C. 144: f) Tort: Handelskwerkerij be Bier v Mines de Potasse. (1978) Q. B. 708 Metall u Rohstoff v Donaldson Lufkin (1990) Q. B. 391. g) Land: Agnew v Ussher (1884) 14 Q. B. D. 78; Kaye v Sutherland (1887) 20 Q. B. D. 147: Tassel v Hallen (1892) 1 Q. B. 321: Official Reciever v Stype (1983) 1 W. L. R. 214. (h)Trusts: i)Administration of estates, probate: (j)Enforcement of judgement and awards 4. Brussels Convention (a)Objectives; comparison with common law: Berisford v New Hampshire (1990) 2 All E. R. 321; Arkwright v Bryanston (1990) 2 All E. R 335. Owusu v Jackson and Others Case C-128/01 Cheshire, Chs. 14, 16; Collier Ch. 9; Dicey, Chs. 11, 14. Part I. b) Interpretation: (Reference to European Court: arts 2, 3) LTU v Eurocontrol (1 976) ECR 1561; Bavaria & Germania v Eurocontrol (1977) ECR 1517; Netherlands v Ruffer (1980) ECR 3807; Gourdain v Nadler (1979) ECR 733; Bertrand v Ott (1978) ECR 1431; Somafer v Saar-Ferngas (1978) ECR 2183; Industrial Diamond Supplies v Riva (1977) ECR 2175; Duijnstee v Goderbauer (1983) ECR 3663; . Tessili v Dunlop (1976) ECR 1473. c) Sphere of application: civil and commercial matters (art. 1): LTU v Eurocontrol; Bavaria and Germania v Eurocontrol; Netherlands v Ruffer. Exceptions: De cavel v De C. (No. 1) (1979) ECR 105; (No. 2) (1980) ECR 731; W v H (1982) ECR 1189; see also The Deichland (1990) Q. B. 361. d) Jurisdiction (Arts 2-23): i) General rule: domicile of defendant (art 2); definition: (arts 2-3 The Deichland (1989) 3 W. L. R. 478 i) Special (concurrent) jurisdiction (Arts. 5-6) especially 1. Contract: place of performance of obligation: Effer v Kantner (1982) ECR 825; De Bloos v Bouyer (1976) ECR 1473; Ivenel v Schwab (1982) ECR 1891 Zelger v Salinitri (1980) ECR 89; Martin Peters v Zuid Nederlandsche (1983) ECR 987; Shenavai v Kreischer (1987) 3 C. M. L. R. 782 Tesam v Shuh Mode (1989) `Times` 24 October; Medway v Meurer (1990) `Time s` 7 May 2. Tort: where the harmful event occurred: Netherlands v Ruffer (1980) ECR 3807 at 3833; Kalfelis v Schroder (1988) `Times` 5 October; Bier v Mines de Potasse (1976) ECR 1735, (1978) Q. B. 708. Minister Investments v Hyundai (1988) 2 L1. R. 621 3. Branch, agency etc: Somafer v Sarr-Ferngas (1978) ECR 2183; De Bloos v Bouyer; Blanckaert & Willems v Trost (1981) ECR 819; Sar Schotte v Parfums Rothschild (1988) `Times`12 January. 4. Insurance (arts. 7-12); Consumer Contracts (arts. 13-15); Bertrand v Ott (1978) ECR 1431. iii) Exclusive jurisdiction (art 16) especially: 1. Immovables: Sanders v Van der Putte (1977) ECR 2383 Roessler v Rottwinkel (1985) CMLR. 806; Scherrens v Maenhout (1988) `Times` 5 September. 2. Companies or Legal Persons 3. Enforcement of judgment iv) Submission v) Contractual agreement (art 17). Elefanten Schuh v Jacqmain (1981) 1671;. Meeth v Glacetal (1978) ECR 2133; Salotti v Ruwa (1976) ECR 1831; Segoura v Bonakdarian, 1976 ECR 1851; Iveco Fiat v Van Hool (1988) 1 CMLR. 5757; Anterist v Credit Lyonnais (1987) 1 CMLR 333. National Law: Sanicentral v Collin (1979) ECR 3423 ; Ms Tilly Russ v Haven (1985) 3 W. L. R. 179; Other submission (art. 18) Elefanten Schuh v Jacqmain; Rohr v Ossberger (1981) ECR 2431; W v H (1982) ECR 1189; Gerling v Tesoro (1983) ECR 2503; Berghoefer v A. S. A. (1986) 1 CMLR 13; The Sidney Express (1988) 2 L1. R. 257. vi) Scrutiny of jurisdiction and admissibility (arts. 19-20) ii) Lis pendens – related action (arts. 21-23) The Nordglimt (198) Q. B. 183; The Linda (1988) 1 L1. R. 175; Gubisch Maschinenfabrik v Palumbo (1988) `Times` 12 January; Kloeckner v Gatoil (1990) 1 L1. R. 177; Berisford v New Hampshire; (1990) 2 All E. R. 335. viii) Provisional and protective measures (art. 24) CHOICE OF LAW 1. General Considerations Reading list: Kahn- Freund, General Problems of Private International Law Leyden, 1976 and 1980, 89-101 Wolff, Private International Law, 2nd ed, 96ff. Forsyyth, Private Interational Law, (first edition) Juta & co, 1981, 5-7. (2nd edition, 1989, pages 4-8) a)The History of the choice of law rule Lipstein, `Principles of the conflict of laws, National and International’ 1981, 1-46. Cheshire, op cit, chapter 2. Kahn-Freund, op cit, 97-101 Forsyth, 20-57. (b)Pleading Foreign Law The Evidence Act, section 60 A. G. of New Zealand v Ortiz (1984) A. C. 1 Vervaeke v Smith (1983) 1 A. C. 145 (c) Renvoi Kahn-Freund, op cit, 285-291. Anton, 55ff Morris, 469-480 Cheshire, 57ff Forsyth, 68-78. Munro, `The Magic Roundabout of Conflict of Laws’ 1978 Juridicial Review 65 Hicks, `The Lair Paradox in Legal Reasoning’ 1971 CLJ 275 at 284 and 289. In re Annesley: Davidson v Annesley [1926] ch 692 In re Ross, Ross v Waterfield [1930] 1 ch 377 Collier v Rivaz (1841) 2 Curt 855 Re Askew [1930] 2 ch 259 Re O’Keefe [1949] ch 124 Re Trufort (1887) 36 ch D 600 R v Brentwood Superintendent Registrar of Marriages, ex parte Arias [1968] 2 QB 956 Amin Rasheed Shipping Corporation v Kuwait Insurance Co [1984] AC 50 (d)The incidental question Kahn- Freund, op cit, 291-294. Morris, op cit, 489-492. Cheshire, Private International Law, 53ff. Forsyth, op cit, 2nd ed, 78-81. Gotlieb, `The incidental question revisited- theory and practise in the conflict of Laws’ (1977) 26 ICLQ 734. Schwebel v Ungar (1926) 42DLR (2d) 622 affd (1964) 48 DLR (2d) 644 Lawrence v Lawrence [1985] Fam 106 (e) Characterisation Kahn-Freund, op cit, 223-241 Cheshire, op cit, 43-52. Morris, op cit, 481-488 Falconbridge `Conflicts Rule and Characterization of Question’ (1952) 30 Canadian Bar Review 103 and 264. Anton,op cit 43ff Forsyth, op cit. , 59-69 Forsyth, `Extinctive Prescription and the Lex Fori’ (1982)99 SALJ 16 Forsyth, `Characterization etc’ (1987) 104 SALJ 4 Bennett, `Cumulation and Gap: Are they systemic defects in the conflict of Laws? ’ (1988) 105 SALJ 444 Ogden v Ogden [1908] p 46 Huber v Steiner (1835) 2 Bing NC 202 Re Maldonado [1954] p 223 Re Cohn [1945] ch 5 In re State of Norway’s Application (No 2) [1989] 1 ALL ER 701 (CA) and 745 (HL) (f)Domicile and Residence Morris, Ch. 2; Cheshire Ch. 9; Collier, Ch. 5; Dicey Ch. 7. Law of Domicil Act Cap 37 (i)Definition Whicker v Hume (1858) 7 H. L. C. 124; Gatty v A-G. (1951) P. 144; Udny v Udny (1869) L. R. 1 Sc. & D. 441; Re Annesly (1926) Ch. 692. (ii)Domicile of Origin Udny v U. ; Urquhart v Butterfield (1887) 37 Ch. D. 357; Re McKenzie (1951) 51 S. R. N. S. W. 293; Henderson v H (1967) P. 77; Re Jones 192 Iowa 78 (1921). (iii)Domicile of Choice Schiratti v Schiratti (1978) K. L. R 128; White v Tennant 31 W, Va. 790 (1888) ; Re Fuld (No. 3) (1968) P. 675; Bell v Kennedy (1868) L. R. 1 Sc. Div. 307; Winans v A-G (1904) A. C. 287; Ramsey v Royal Liverpool Infirmary (1930) A. C. 588; Ross v Ross (1930) A. C. 1; Buswell v I. R. C. (1974) 1 W. L. R. 1631; I. R. C. v Bullock (1976) 1 W. L. R. 1178. Puttick v A. G. (1980) Fam. 1. Re Furse (1980) 3 All E. R. 838. Brown v B. (1982) 3 F. L. R. 212; Re Clore (1984) S. T. C. 609; Cramer v C (1987) 1 F. L. R. 116; IRC v Plummer (1988) 1 W. L. R. 292; Re Lloyd Evans (1947) Ch 695; Tee v Tee (1973) 3 All. E. R. 1105 iii) Special Cases 1. Naturalisation: Wahl v A-G. (1932) 147 L. T. 382; Re Fuld. 2. Deportees: Boldirini v B. (1932) P. 9; May v May (1943) 2 All E. R. 146; Szechter v S. (1971) P. 286; Zanelli v Z (1948) 64 T. L. R. 556; Cruh v C (1945) 2 All E. R. 545. 3. Fugitives and Refugees: Re Martin (1900) P. 211; De Bonneval v D. B. (1838) 1 Curt. 856; Re Lloyd-Evans (1947) Ch. 695; May v M. 4. Invalids: Hoskins v Matthews (1855) 8 D. M. & G. 13; Re James (1908) 98 L. T. 438. 5. Servicemen: Sellars v S. 1942 S. C. 206; Donaldson v D. (1949) P. 363; Cruishanks v C. (1957) 1 All E. R. 889; Stone v S. (1958) 1 W. L. R. 1287. 6. Abandonment: In b. Raffenel (1863) 3 S. W. & Tr. 49; Zannelli v Z. ; b (1968) 1 ALL E. R. 49; Tee v Tee (1974) 1 W. L. R. 213. (iv)Domicile of Dependancy (see 37 M. L. R. 179) 1. Married Women: A-G. for Alberta v Cook (1926) A. C. 444; Re Scullard (1957) Ch. 107; Domicile and Matrimonnial Proceedings Act 1973, s. 1. Puttick v A-G (1980) Fam. 1. Oundian v O. (1980) Fam. L. R. 198. IRC v Portland (1982) Ch. 314. 2. Children: Johnstone v Beattie (1843) 10 Cl. & F. 42; Harrison v H. (1953) 1 W. L. R. 865; Potinger v Wightman (1817) 3 Mer. 67; Re Beaumont (1893) 3 Ch. 490; Hope v H. (1968) N. Ir. 1; Shanks v S. 1965 S. L. T. 330; Domicile Act, 1973 ss. 3, 4. 3. Insane Persons: Urquhart v Butterfield; Crumpton`s Judicial Factor v Finch-Noyes 1918 S. C. 378; Sharpe v Crispin (1860) L. R. 1 P. D. 611 (v)Residence 1. Habitual Residence: Cruse v Chittum (1974) 2 All E. R. 940; 24 I. C. L. Q. 1. ; Kapur v K. (1984) F. L. R. 920. 2. Ordinary Residence: Levene v I. R. C. (1928) A. C. 217; Hopkins v H. (1951) P. 116; Stransky v S. (1954) P. 248; Lewis v L. (1956) 1 W. L. R. 200. Re P (GE) (An Infant) (1965) Ch. 568. R v Barnet L. B. C. ex. P. Nilish Shah (1983) 2 A. C. 309. (vi)Corporations 1. Status National Bank of Greece and Anthens v Metliss (1958) A. C. 509; Adams v National Bank of Greece S. A. (1961) A. C. 225. 2. Domicile and Residence Ridsdon Iron and Locomotive Works v Furness (1906) 1 K. B. 49; Cesena Sulphur Co. v Nicholson (1876) 1 Ex. D. 428; De Beers Consolidated v Howe (1906) A. C. 455; Egyptian Delta Land & Co. v Todd (1929) A. C. 1; Swedish Central Rly v Thompson (1925) A. C. 495; Unit Construction Co. v Bullock (1960) A. C. 351; Gasque v I. R. C. (1940) 2 K. B. 80;. Shah v Barnet London Borough Council (1983) 1 All. E. R. 226; Kapur v Kapur (1985) Fam Law. Rep. 22 2. Substantive Choice of Law Rules (a)Marriage Bishop, `Choice of Law of Impotence and Wilful Refusal`, (1978) 41 MLR 512. Carter, `Capacity to Remarry After Foreign Divorce`, (1985) 101 LQR 496. Fentiman, `The Validity of marriage and the Proper Law`, (1985) CLJ 256. Hartley, `Polygamy and Social Policy`, (1969) 32 MLR 155; `The Policy Basis of the English Conflict of Laws of Marriage`, (1972) 35 MLR 571. Jaffey, `The Essential Validity of Marriage in the English Conflict of Laws`, (1978) 41 MLR 38; `The Incidental Question and Capacity to Remarry`, (1985) 48 MLR 465. North, `Development of Rules of Private International Law in the Field of Family Law`, (1980) I Recueil des Cours 17. Poulter, `Hyde v Hyde – A Reappraisal` (1976) 25 ICLQ 475. Smart, `Interest Analysis, False Conflicts and the Essential Validity of Marriage`, (1985) 14 Anglo-Amer L Rev 225. Stone, `Some Aspects of Fundamental Rights in the English Conflict of Laws` in Bridge et al (eds) Fundamental Rights (1973) London, Sweet & Maxwell, pp 232, 246-7; `Capacity for Polygamy – Judicial Rectification of Legislative Error` (1983) Fam Law 76. Brook v Brook (1861) 9 HL Cas 193 De Reneville v de Reneville (1948) P 100 Cheni v Cheni (1965) P 85 Lawrence v Lawrence (1985) 2 All E. R. 733 Re Paine (1940) Ch 46 Sottomayer v De Barros (No 2) (1879) 5 PD 94 Ogden v Ogden (1908) P 46 Vervaeke v Smith (1981) 1 All ER 55 Mohammed v Knott (1969) 1 QB 1 Pugh v Pugh (1951) P 482 Radwan v Radwan (No 2) (1972) 3 All ER 1026 R v Brentwood Marriage Registrar (1968) 3 All ER 279 Schwebel v Ungar (1964) 48 DLR (2d) 644 Breen v Breen (1964) P 144 Schezter v Schezter (1971) P 286 Way v Way (1950) P 71 Ponticelli v Ponticelli (1958) P 204 Berthiaume v Dastous (1930) A C 79 Starkowski v AG (1954) AC 155 Lodge v Lodge (1967) 107 Sol Jo. 437 Tackzanowska v Tackzanowski (1957) P 301 (b)Matrimonial Causes Forsyth, `Recognition of Extra-Judicial Divorces: The Transnational Divoce`, (1985) 34 ICLQ 398. Jaffey, `Vervaeke v Smith`, (1983) 32 ICLQ 500. Karsten, `Recognition of Non-Judicial Divorces`, (1980) 43 MLR 202. McClean, Recognition of Family Judgements in the Commonwealth (1983) London, Butterworths. North, The Private International Law of Matrimonial Causes in the British Isles and the Republic of Ireland (1977) Amsterdam, North-Holland Publishing Co. Stone, `The Recognition in England of Talaq Divorces`, (1985) 14 Anglo-Amer L Rev 363. Young, `The Recognition of Extra-Judicial DIvorces`, (1987) 7 LS 78. Schiratti v Schiratti (1978) K. L. R 128 Le Mesurier v Le Mesurier (1895) AC 517 Armitage v AG (1906) P 135 Indyka v Indyka (1969) 1AC 33 Re Meyer (1971) P 298 Salvesen v Australian Propety Administrator (1927) AC 641 Re Edgerton's Wills Trust (1956) Ch 593 Duke of Malborough v AG (1945) Ch 78 Cooper v Cooper (1888) 13 App Cas 88 Callwood v Callwood (1960) AC 659 Harvey v Farnie (1882) 8 App Cas 43 Travers v Holley (1953) P 246 Quazi v Quazi (1980) AC 794 Bater v Bater (1906) P 209 Kendall v Kendall (1971) 1 All ER 378 Merker v Merker (1963) P 283 Re Bankes (1902) 2 Ch 333 Re De Nichols (1900) 2 Ch 410 De Nichols v Curlier (1900) AC 21 (c) Contracts Cheshire, International Contracts (1948). Fletcher, Conflict of Law and European Community Law, Amsterdam, North-Holland Publishing Co, Chapter 5. Jaffey, `Essential Validity of Contracts in the English Conflicts of Laws`, (1974) 23 ICLQ 1; `Offer and Acceptance and Related Questions in the English Conflict of Laws` (1975) 24 ICLQ 603; `The English Proper Law Doctrine and the EEC Convention`, (1984) 33 ICLQ 531. Lasok and Stone, Conflict of Laws in the European Community (1987) Abingdon, Professional Books, Chapter 9. Libling, `Formation of International Contracts`, (1979) 42 MLR 169. Mann, `The Proper Law of the Contract`, (1950) 3 ICLQ 60 and 597; `Proper Law and Illegality in Private International Law` (1973) 18 BYIL 97. Morris, `The Proper Law of a Contract: a Reply`, (1950) 3 ILQ 197. North, `Varying the Proper Law`, in Multum non Multa, Festschrift for Kurt Lipstein (1980), Heidelberg, Muller, p 205. Pierce, `Post-Formation Choice of Law in Contract`, (1987) 50 MLR 176. Karachi Gas Ltd. v Issaq (1965) E. A. 42 Bonython v Commonwealth of Australia (1951) AC 201 Amin Rasheed Case (Supra) Campagnie D'Armement Maritime SA v Cie Tunisienne de Navigation SA (1971) AC 572 Broken Hill Pty Co Ltd v Xenakis (1982) 2 Ll Rep 304 Royal Exchange Assurance Corp v Sjofarsakrings Akt Vega (1902) 2 KB 384 The Adriatic (1931) P 241 Sayers v International Drilling Co NV (1971) 3 All ER 163 Rossano v Manufactures Life Assurance Co (1963) 2 QB 352 Coast Lines Ltd v Hudig and Veder Chartering (1972) 2 QB 34 Vita Food Products Inc v Unus Shipping Co Ltd (1939) AC 277 The Iran Vojdan (1984) 2 Ll Rep 380 The Mariannina (1983) 1 Ll Rep 12 De Dampierre v De Dampierre (1987) 2 All. E. R. 1 (d)Torts Briggs, `What Did Boys v Chaplin Decide? `, (1983) 12 Anglo-Amer L Rev 237. Carter, `Torts in English Private International Law`, (1981) 52 BYIL 9. Fawcett, `Policy Considerations in Tort Choice of Law`, (1984) 47 MLR 650. Jaffey, `Choice of Law inTort: A Justice-Based Approach`, (1982) 2 LS 98. Karsten, `Chaplin v Boys: Another Analysis`, (1970) 19 ICLQ 35. Kahn-Freund, `Delictual Liability and the Conflict of Laws`, (1968) II Recueil des Cours, 5. Law Commission Working Paper No 87, `Choice of Law in Tort` (1984). Lasok and Stone, Conflict of Laws in European Community (1987) Abingdon, Professional Books, Chapter 9. McGregor, `The International Accident problem`, (1907) 33 MLR 1. Morris, `Torts in the Conflicts of Laws`, (1949) 12 MLR 248; `The Proper Law of a Tort` (1951) 64 Harv L Rev 881. Morse, Torts in Private International Law (1978) Amsterdam, North-Holland Publishing Co. North, `Contract as a Tort Defence in the Conflict of Laws`, (1977) 26 ICLQ 914. Clarence Smith, `Torts and the Conflict of Laws`, (1957) 20 MLR 447. The Halley (1868) LR 2 PC 193 Phillips v Eyre (1870) LR 6 QB 1 Machado V Fontes (1897) 2 QB 231 Mclean v Pettigrew (1945) 2 DLR 65 Mackinnon v Iberia Shipping Company (1954) 2 Ll 372 Babcock v Jackson 12 NY 2d 473 Reich v Purcell 432 P 2d 727 Chaplin v Boys (1971) AC 356 Church of Scientology of California v Metropolitan Police Commr (1976) 120 Sol Jo 690 Coupland v Arabian Gulf Petroleum Co. 1983) 2 All E. R. 434 (e)Succession Re Annesley (1926) Ch 692 Re Ross (1930) 1 Ch 377 Re Cunnington (1924) 1 Ch 68 Re Fergusson’s Will (1902) 1 Ch 483 Re Price (1900) 1 Ch 442 Re Lewal’s Settlement Trust (1918) 2 Ch 391 Re Fuld’s Estate (No 3) (1968) P 675 Re Schnapper (1928) Ch 420 Re Hellman’s Will (1866) LR 2 Eq. 363 Re Martin (19 00) P 211 Re Miller (1914) 1 Ch 511 Phillip- Stow v IRC (1961) AC 727 Re Collens (1986) Ch 505 Re O’ Keefe (1940) Ch 124 Law of Succession Act, section 16 (f) Transfer of Property Inter Vivos Davis, `Conditional Sales and Chattel Mortgages in the Conflict of Law`, (1964) 13 ICLQ 53. Winkworth v Christie, Manson & Woods Ltd (1980) Ch 496 Adams v Clutterbuck (1883) 10 QBD 403 Re Smith (1916) 2 Ch 206 Bank of Africa Ltd v Cohen (1909) 2 Ch 129 Bank voor Handel en Scheepvart NV v Slatford (1953) 1 QB 248 Hardwick Game Farm v Suffolk Agricultural and Poultry Producers Association (1966) 1 All ER 306 RECOGNITION AND ENFORCEMENT OF FOREIGN JUDGEMENTS Morris, Ch. 9; Cheshire Ch. 15; Collier Ch. 8; Dicey, Ch. 14; Anton, Ch. 26; . 1. Recognition /Enforcement 2. Enforcement of Judgements in personam a) Action of judgement at Common Law Grant v Easton (1883) 13 Ch. D. 302 (GA) (b)Registration under Statute Foreign Judgements Reciprocal Enforcement Act (Cap 43) Trepca Mines (1960) 1 W. L. R. 1273 at 1282; Rossano v Manufacturers Life Ins. Co. (1963) 2 Q. B. 352; Sidmetal v Titan (1966) 1 Q. B. 828; Black-Clawson v Papierwerke (1975) A. C. 591. 3. Jurisdiction of Foreign Court Buchanan v Rucker (1808) 9 East 193; Sirdar Gurdyal Singh v Rajah of Faridkote (1894) A. C. 670; Emanuel v Symon (1908) 1 K. B. 302, 309. (a)Presence or Residence at time of service of process Carrick v Hancock (1895) 12 T. L. R. 59; Blohn v Desser (1962) 2 Q. B. 116; 1933 Act s. 4 (2) (a) (iv). b) Residence of companies Littauer Glove Co. v F. W. Millington (1928) 44 T. L. R. 746; Sfier v National Ins. Co. of N. Z. (1964) 1 L1. R. 330; Vogel v Kohnstamm Ltd. (1973) Q. B. 133; Adams v Cape Industries (1990) 2 W. L. R. 657. (c)Submission to Foreign Courts i) As Plaintiff: Schibsby v Westenholtz (1870) L. R. 6 Q. B. 155, 161, or as counterclaimant: Cap 43s. 4 (2) (a) (ii). ii) Contract of Agreement to Submit: Feyerick v Hubbard (1902) 71 L. J. K. B. 509; Cap 43 s. 4 (2) (a) (iii); Copin v Adamson (1874) L. R. 9 Ex. 345; Emanuel v Symon; Blohn v Desser; Vogel v Kohnstamn. iii) As defendant pleading to the merits: Cap 43 s. (2) (a) (iii); Copin v Adamson (1874) L. R. 9 Ex. 345; Emanuel v Symon; Blohn v Desser; Vogel v Kohnstamn. (d)Office or Place of Business Cap 43 s. 4 (1) (e) Italframe Ltd vs Mediterranean Shipping Co (1986) KLR 54 Gathuna v African Orthodox Church of Kenya (1982) KLR 356 4. Defence when Foreign Court has Jurisdiction d. (a)Fraud: Ochsenbein v Papelier (1893) L. R. 8 Ch. App. 695; Abo uloff v Oppenheimer (1882) 10 Q. B. D. 310; Syal v Heyward (1948) 2 K. B. 443; Jet Holdings v Patel (1990) Q. B. 335; House of Spring Gardens v Waite (1990) 3 W. L. R. 347; Cap 43 s. 10(1) (h) . (b)Natural Justice Price v Dewhurst (1837) 8 Sim. 279; Scarpetta v Lowenfield (1911) 27 T. L. R. 424; Jacobson v Franchon (1927) 138 L. T. 386; Gray v Formosa (1963) P. 259; Lepre v Lepre (1965) P. 52; Adams v Cape Industries (1990) 2 W. L. R. 657; Cap 43 s. 10 (1) (g) c) Public Policy Re Macartney (1921) 1 Ch. 522; Armitage v Nanchen (1983) 4 F. L. R. 293; Phrantzes v Argenti (1960) 2 Q. B. 19; Mayo-Perrot v M-P (1958) Ir. R 336. Cap 43. 4 (1) (a) (v). Israel Discount Bank of N. Y. v Hadjipateras (1983) 3 All E. R. 129. Vervaeke v Smith (1983) 1 A. C. 145; Cap 43 s. 10 (1) (n) 5. Requirements for and Method of Enforcement a)Must be â€Å"final and conclusive† Nouvion v Freeman (1889) 15 App. Cas 1; Colt Industries v Sarlie (No. 2) (1966) 1 W. L. R. 1287; Berliner Indusrie Bank v Jost (1971) 2 Q. B. 463; Cap 43 s. 3 (2) (b) (b)Must be for debt or fixed sum: Sadler v Robins (1808) 1 Camp. 253. Harrop v H. (1920) 3 K. B. 386; Beatty v B (1924) 1 K. B. 807; Cap 43 s. 3 (2) (a) (c)Must not be for ta xes or a penalty: Huntington v Attril (1893) A. C. 150; Raulin v Fischer (1911) 2 K. B. 93; Schemmer v Property Resources (1975) Ch. 273; SA Consortium v Sun and Sand (1978) Q. B. 279; U. S. A. v Inkley (1989) Q. B. 255; Cap 43 s. 3 (3) (a)

Power and Privilege Society and the Poor Essay Example | Topics and Well Written Essays - 750 words

Power and Privilege Society and the Poor - Essay Example Personal Experience. Like any person in modern society, I have witnessed poverty. While I have not slept on the streets of a major urban area or worked in a soup kitchen, I have seen people on the streets that were obviously poor and of course, the pictures in the media of homeless and desperate people. In reflecting over my own actions, I don't recall ever having thought or spoken out that they could only blame themselves for the condition they were in. My response has usually been one of sympathy, though I have to admit that I have been apprehensive when approached by someone who was begging or when a homeless person came up to clean the windshield while we were in traffic. I am not sure exactly how my experience relates to the broader issues, because I while I am certainly not a "victim-blamer" who thinks that people can boot-strap themselves out of the culture of poverty, neither am I convinced that the answer is one of "re-education and more tolerance of deviant behavior" (Klass 1). I don't blame the victims for their condition, but I am not sure tolerance of deviant behavior is the answer either. Legal Contribution. ... In fact, the not-so-subtle suggestion is that the poor are responsible for their own condition and as such contributors, have no remedy at law. I find this to be extraordinarily ironic since most justices, judges, and lawyers are tremendously affluent by comparison and have no concept of the culture of poverty on the level that most homeless people experience every day. For the law to focus on attempting to change the individuals without addressing the circumstances that contribute to their condition is to give the culture of poverty a significant boost in the wrong direction. It is a symptomatic treatment instead of a curative one. Sadly, the social dynamic of poverty does not provide a much brighter prognosis from the perspective of the disadvantaged. Social Will. Society has played a role in the culture of poverty, and should not be let off the hook so easily as to blame the victims or the legal system. As Bagdikian points out, "poverty may have been inexorable in biblical times, when there really was inadequate food...[but] affluent countries like the United States have enough rich resources" to ensure that such levels of poverty are not present (Bagdikian 1). I see this as a social will. Americans don't want to do what is necessary to obviate the conditions that contribute to the culture of poverty. Sure, we will participate in a canned food drive or give our old clothes to Goodwill, but when it comes down to supporting any idea of allocating significant resources to curing poverty there seems to be no public interest at all. From my own personal experiences, I have seen a small picture of the plight of the poor and somewhat understand the culture that keeps them out of

The Theories Of The Debt Essay Example | Topics and Well Written Essays - 3250 words

The Theories Of The Debt - Essay Example The influence and role of debt in both democratic and neo-liberal conditions are to be considered in the process of understanding how debt should be re-conceptualized and disciplined in the contemporary democratic situations. The morality, politics and economics of debt as an element of any financial and economic construct are highly debatable and complicated discussions. Though the pre-history of debt suggests that monetized debt are obligations for sustaining a society, the recent history of debt suggests that focusing on the human economy rather than the commercial economy would be a more valuable and practical way of viewing and imposing debt in a democratic society. Both debt and money can be related to subjectivity in two complementary and heterogeneous manners. The first is driven by social subjection while the second is based on mechanic control. While, social subjection functions on the basis of human factors like conscience, judgment and mutual benefits, mechanic control op erates on pre-individual and structural elements. Since the current state of the global economy has become more of a debt economy, therefore, the consideration of debt as a crucial contributor to economic and social structure and efficiency has become mandatory for developing economically, politically, theoretically and morally efficient global constructs. In the recent times, many social theorists and economists have presented their view on how debt has become the main determinant of social and economic relations in different countries while superseding the existing relations of consumption and production in the socially formative and economically dynamic contemporary nations.

Death Penalty Essay Example | Topics and Well Written Essays - 2500 words - 4

Death Penalty - Essay Example This has been replaced by the functional methods adopted by most of the modern governments. The new approach emphasises the killing of the convicted person and not upon the suffering that results from the punishment. This indicates a more humane approach to the killing of convicted persons. However, killing a convict is fundamentally wrong. Punishments serve the important function of averting the dissolution that is noticed in the moral and physical worlds. These punishments come to the notice of the public and remain fixed in their mind. Moral speeches, great truths, moving speeches and strong words cannot achieve what punishment does. In order to prevent violation of the law in the long term, it is essential to have a system of strong punishments. However, the death penalty fails to achieve these objectives. The deterrent effect of such punishment is no longer accepted in the world. When people have to live independently and in isolation, they are placed in a continuous state of war. The freedom enjoyed by such people is always in danger of being destroyed by others. This forces people to form societies that are governed by laws. These laws ensure that the rights of the people are not harmed. In order to live in a society that is subject to the rule of law, people have to forego a portion of their liberty. It is this sacrifice that provides people with a safe and peaceful life. In this manner, a depository of surrendered sacrifices is created. The total of the individual liberties constitutes the sovereignty of a country. Something more is required; namely, a defence of individual liberties against the attempts of others to take undue advantage. As such, people tend to retrieve their surrendered liberties. At the same time, individuals attempt to appropriate what belongs to others. In this situation, it is essential to have strong measures that prevent people from

Engineering Ethics Case Studies Essay Example | Topics and Well Written Essays - 1750 words

Engineering Ethics Case Studies - Essay Example Firstly, considering one of the codes of ethics indicated, if I am an engineer on a private practice, I may help the other engineer in interpreting the said project but I will not give false views and corrections as a form of injuring the reputation of the more experienced engineer. Moreover, even though I found some technical mistakes and found out that the project did not compensate the price being paid by the companies, I will remain neutral on the issue and will never attempt to make known my findings. However, if both of us or the three of us work for the government, as provided under the codes of ethics, if required, I will help in the interpretation and review of the project but there should be no statements that will damage my colleague’s reputation. In addition, I will not attempt to scrutinize the project of another engineer to gain confidence or a sense of superiority, instead, I would tell the young engineer to make some valid suggestions and forward it to the othe r engineer. 2. As a professional engineer, it is my responsibility to deliver correct, accurate and credible study on a certain material that will be produced by a certain company either for public information or consumption. If for instance, I would predict that there is something hazy or unclear and needs to be resolved, I would have to inform the companies or authorities concerned. First, I will make a presentation or I will explain to the company my findings about the potential problems or the questions underlying the said study. Since I have found out that there is still a need to undergo another deeper investigation, I will inform them about the problem and how this can be solved. I will make a proposal stating the need for an additional fund that includes the reason, the benefits and the necessary inputs needed for the resolution. This may show rundown of numbers to clearly explain to them where the money is to be used. As a professional engineer, it is my utmost responsibility to ensure safety and quality of life. Since I have found out something that I believed to be a potential threat for quality, then the best way to address this is to inform the authorities about your findings and present to them your solutions for these problems. 3. This particular case has a lot of concern. First, there is a manifestation of a risk for safety. Second, there is a potential conflict of interest in view of the fact that a certain component for the project has been seen to be not savvy enough and might cause the public safety. Consider this, â€Å"Engineers shall hold paramount the safety, health and welfare of the public†. In view of this fact, it is the responsibility of the engineer to ensure that the project will be safety for public use and consumption. However, since there was a malicious thing revolving, and consider that â€Å"If engineers' judgment is overruled under circumstances that endanger life or property, they shall notify their employer or client and such other authority as may be appropriate.†. Considering this, first I will present to the authorities the study that I have found out especially those findings concerning the safety and the durability of the materials being used. I will not disregard the issue; instead, firstly, I will talk to the project manager and inform him that there is a possibility of malfunction that might occur considering that there were some technical issues discovered like the computer controller card that does not allow software to procure certain features. Similarly, I will talk to the customer so that they will also know why the project will take more time and why there is a need for additional funds. 4. This case has something to do with prestige and money. The concerns are first, the company ABC has taken advantage of an engineering service to develop a next-generation product that will revolutionize the industry. ABS took

America's Perception of American Italian Mafia Essay

America's Perception of American Italian Mafia - Essay Example These immigrants who come probably from different ethic backgrounds have been found to grow under strange circumstances that encouraged various schemes and scams. The sucker mentality is found in this people and that is why they engage in the organized crimes. A petty crime if it organized by a group of individuals can grow to become bigger if the individuals have continuity in forming a criminal organization. The chief goal of such criminal organizations is money. This criminal organization may come as a chain of many organizations. (Abadinsky, 2003) Consequently, such participants become mafia. These criminal organizations include burglary, car theft, street fangs, outflow motorcycle gangs, drug posses, and international drug cartels. It has been observed that less formal and simplex criminal networks aged by the Italian mafia do not necessarily end up in complex criminal organizations. In recent years some Italian-Americans have felt discriminated against in regard to their repres entation within the hierarchy of the American Catholic Church. They cite statistics to justify their contention that the Church has been biased in favor of Irish and Germans prelates to the exclusion of Italian-Americans. The basic perceptions of the Italian Americans who migrated to the US are perceived by the natives as gangsters who are basically associated with drug trafficking and prostitution among other crimes. The issue of illegal immigrants to the United States has been described as a major contribution to the high crime rate. This has elicited numerous reactions from various prominent people in the United State. There has been even a proposal for the deportation of the illegal immigrants back to their countries. (Rolle, 1968) There is a connection between the language and also the existence of the Italian Mafia. Since the official language used in America is English and as such they are not able to get office or formal jobs and as such they resolve in crime as a source of income. The Italian mafias are generally referred to as the thieves' in-law or professional thieves the code. This is a misconception that is associated with the Italians in the United States. However, there are other Italian Americans who are very instrumental in positive development by providing highly skilled labor in the various industries. A large number of Italians are perceived as criminals in the United States. For this reason the Italian American population was always on trial on the grounds of suspicion. (Iorizzio & Mondello, 1975) From a wider prospective the term Mafia can be understood to refer to organized criminal groups; clans that control politics and the economy in particular regions; corrupt government employees of recent years the term Mafia has been used to mean a person who controls particular goods and services. When the control is done to the detriment of the consumer to personal benefit then those controlling this are called Mafias. The Italian Americans have also been perceived as people who are driven by self interests so as to gain economic advantage. For this reason they have been know to use dubious means to gain this economic advantages. These thugs have international connections that enable then to achieve their objectives. These people have been known to pose a security risk to the

READ ON THE INSTRUCTION Assignment Example | Topics and Well Written Essays - 250 words

READ ON THE INSTRUCTION - Assignment Example However, some critics argue that this program just influenced women to have a baby earlier, rather than to have more babies. Evidently, the fundamental intention of this program is to increase the number of babies a woman has and thereby increase the overall birthrate of the country. In order to improve the chances that this program’s economic incentives would truly increase the birthrate, it is recommendable for the government to increase the amount of payment with respect to the number of babies. When women are paid on the basis of the number of babies they have, they are likely to give birth to more babies. Similarly, it would be a good idea to double the payment to the women who deliver their third of fourth baby. The government can consider some other attractive offers such as cars, laptop, or free electricity to women who conceive third or fourth time. The government may also consider opening a bank account in the name of newborn infants and bearing their full life expenses till they reach a particular age limit. Such alterations to this program may influence women to have more babies rather than to have a baby earlier. In addition, the government must pay all the hospital bills related to pregnancy/delivery and provide women with nutritional foods for some months post delivery. So as to determine whether or not this program really assists the country to increase its birthrate, the government can perform periodical census programs. Evaluating the increases in the country’s total tax revenues is also a potential strategy to analyze the performance efficiency of the program implemented. Finally, analyzing school entry data at primary classes can be a practical way to assess the outcome of the

Womens Rights and Empowerment in Sula and A Room of Ones Own Essay

Womens Rights and Empowerment in Sula and A Room of Ones Own - Essay Example Room is Woolf's reflection on the state of women, and fiction by women from a historical perspective, concluding that "A woman must have money and a room of her own if she is to write fiction" (1). For Woolf, fictional production necessitates both economic and intellectual freedom, both of which allows the (woman) writer to cultivate the mind required to produce "great fiction" (29). After being chased off the lawns and refused entry into the library at the chauvinist Oxbridge (2), she bemoans the jobs and careers withheld from women because of fixed gender roles (6) and wishes their mothers had "gone into business" to allow her contemporaries the same economic and intellectual freedoms as men, though she concedes that this "would necessitate suppression of families altogether" (6) as child-bearing and economic freedom are mutually exclusive. She also deplores the poverty of a female literary inheritance. Due to the phallogentric nature of English society and literature, evident from even the newspapers (9), many books were written about women before the 1800s but they were exclusively by men who take liberty to preach, analyze and deprecate women (8). While Shakespeare wrote of strong-willed women who "have burnt like beacons in all the works of the poets from the beginning of time", in reality they were "locked up, beaten and flung about the room [and] all but absent from history" (11). More importantly, the woman "never writes her own life and scarcely keeps a diary" (12). In anger at being "told that one is naturally the inferior of a little man" (9), Woolf calls for a female literary voice which she pioneers by subverting masculine traditions. Instead of the weaker sex, she suggests that women have been a mirror that elevates man to his current status of glorious superiority (10), and she re-imagines the lives of women who didn't have the opportunity to become Shakespeares, and "that Anon, who wrote so many poems without signing them, was often a woman" (14). Woolf is hungry for information on women from a woman's perspective and wants historians (men) to rewrite history to include the suppressed stories (13). She notes the change in women's literary production in the emergence of a female canon, with distinct styles and concerns. While early women writers failed miserably at imitating the male voice, and wrote under the veil of male pen names, others like Bronte and Austen managed to cull out a female space within the canon, to their credit, and have prepared a literary tradition for contemporary writers. Bronte and Austen "wrote as women write, not as men", fomenting their voices in the space of the communal sitting room as opposed to the male-dominated war fields (20). While the writers of previous centuries faced incredible constraints such as gender prejudice and emotional strain (14-15), with a legacy and the vote, contemporary women are free from patriarchy and can have "a view of the open sky" (11). In Sula, the African-American novelist Toni Morrison is not as concerned with self-assertion through literary production as is Woolf, but through sexual freedom. Set in a black community in Ohio in the 1920s to 60s, the novel is concerned with empowerment but this issue is further complicated by race. Woolf's

Shared sacrifice Essay Example | Topics and Well Written Essays - 750 words - 1

Shared sacrifice - Essay Example But staff left behind has had to absorb workloads or do without support from which they previously benefited, so unless they had previously been underemployed or were enabled to approach their work in a different, less labor-intensive way, these were definitely cuts. This is no way to approach efficiency savings. Efficiency requires a mindset that focuses on improvement, an emphasis on quality, a genuine concern to do the best for the customer. Cuts come from a manipulation mindset, a style that could be described as command and control. While cuts involve zero-sum thinking, in which it is assumed that there is a game to be played, in which if I win you have to lose (and vice versa), efficiency needs abundance thinking. This takes as its starting point the assumption that if we work together to try to meet all our aims we will probably find a way of doing so, or at least get much closer to it than if we fight. Efficiency needs a good understanding of the processes of providing a service and of the way costs are structured. Cuts just need a change in a budget. Cuts are much easier, but ultimately self-defeating. Efficiency is hard work but yields long-lasting positive results. It is a tragedy that, in my opinion, many politicians and managers in the 1990s could not tell the difference, and that it has led to alienation of clinical professionals in a way that was quite unnecessary. Managing resources, then, requires you to understand processes, understand the way costs change with different levels of activity and understand the dynamics at play between people within the system. It also requires the courage to prompt people of high status to think constructively about changes they can make in the ways they work – not at all an easy thing to do. We will start by looking at what we can learn from the strand of thinking that

The City of London Essay Example for Free

The City of London Essay London is the capital city of United kingdom and it is considered as the chief city of British Commonwealth. It is considered one of the greatest and oldest centers of finance, industry and culture in the world. The city is also one of the largest in the world (How stuff works, par 1). It is preparing to host 2016 World Cup and for that matter, it is crucial to know what is behind the magnificent city of London. This essay seeks to explore on aspects that characterize the city right from its geography, history, culture and political jurisdiction. London is located at latitude 51.30’ north and longitude 0. 70 west. It is situated in Lambeth; south East of England in United Kingdom (Maplandia, par 1). The city is 2. 6 square kilometers (Easy expert, par 2). It also lies on the Thames river about 40 miles from the North Sea (How stuff works, par 2). Roughly, the river divides the city into two equal parts and it is on two hills on the bank north of Thames (How stuff works, par 2-3) . The river’s embankments are in central London. Along the great bend of the river, is the Victoria embankment. Other embankments include the Albert and Chelsea which are further upstream. This river is characterized by great bridges for example, Tower, London, Westminster and waterloo bridges (How stuff works 1, par 7). Geographical Features London has so many natural areas throughout the city. For example Meadows such as Kellaly; forests such as Meadow lily woods and Medway valley heritage forest; Wetlands like Westminster ponds among others. Moreover, it also harbors 22 kilometers paved paths for bikes along the Thames River (Tourism London All, par 1). Political jurisdiction The corporation of London is the one that administers the city headed by the Lord Mayor. The Greater London has 33 boroughs with the inner one having 14 and the outer London having 19 boroughs. The greater London has an elected mayor with an assembly and it is also the administrative entity in England (Britannica Encyclopedia, par 2). The city is governed following feudal system of government. The body that is involved with decision making is the court of common council which has 100 members who are elected directly from 25 wards in the city. This council meets every four weeks but committees meet more regularly. They have committees concerned with finance, education, policy and resources, planning and transportation. Some committees have members who have no voting rights in the corporation and are members because of their specialist expertise. The overall leader is the historic Lord mayor but the policy and resources committee’s chairman represents the body to the media (Stevens, par 6-7). The representatives of the boroughs form the assembly of the great London which boasts of its own constitution (Easy expert, par. 2). For one to be eligible for elections, he or she must be a free man in the city. Elections are not based on political parties. There is also the court of Aldermen where each ward elects one Alderman adding up to 25 Aldermen. The office of the Aldermen has diminished significance and today, they just discharge judicial function as magistrates and are also allowed to sit in the court of common council’s committees with no allowances (Stevens, par 10). Origins of This Great City The origin of London can be dated back to 43 AD. Before Romans invaded the land, no permanent settlement existed but only River Thames flowing surrounded by small islands of gravel and sand. When comparing the population of mosquitoes and people, the former were many (Britain express, par 1). London has been inhabited for more than 5000 years but it was only characterized by marshes and forests instead of a city. The city itself was started by Romans about 2000 yeas ago but originally, they called it Londinium. During the invasion, they landed in Kent and passed through River Thames sailing upwards. They knew the strategic importance of the river in controlling the crossing point at the river. So, they built on the north bank, a settlement. They carefully chose two spots in two hills, which were small and where the river was narrowing, and built a bridge. This is the London Bridge that is known today. They brought up buildings, a port and streets and they named the settlement Londinium which became the capital city of the Roman Britain (Barrow, par 2-3). The original London could only last for several years, little more than 10, and the ships could reach there making the city to become a trading center (museum of London, par 4-5). The bridge was very significant as it was the center for the road networks that sprung up from the crossing place, and thus it allowed the movement of the troops to be fast (Britain Express, par 4). The city later grew into a great trading center and by the second century AD, in the middle, the city had the largest town hall, a temple, and a governor’s palace among others. The Romans built a wall around 200 AD, surrounding the city and this defined the shape and size of London over a millennium. The area which was surrounded by the wall, is the one that is called ‘The city† (Britain Express, par 7-9). Urban And Street Patterns Prior to World War 2, London was characterized by very few buildings which were more that 6 stories high but today, the buildings with 20 stories and above can be found, for example, the towers of Barbican are 40 stories and above. The tower of Canary Wharf rising 80 stories and an office building, east of central London in the dockyards is the longest structure in Britain rising 800 feet high. The square of Trafalgar is in the west of the city, near the Thames River. Two large fountains can be found in the square and Admiral Lord Nelson’s statue; this square has been used mostly for celebrations in the city (How stuff works 1, par 7-9). The London streets follow bends and twists of the river and the Roman walls which have long disappeared. The current through ways came originally from the village lanes that existed there before. Strangers get confused most of the time because, these streets may have their names put in different places. One name may be found on one side of a street inter-section or a square and the other one will be found on other side. Contrary to streets in America, London roads have no numbering system which is logical and this makes it difficult to navigate through the streets. To learn the routes will take sometime (Geographers A-Z Map Company, par 1). When it comes to transportation system, it mainly consists of bus lines, surface and underground railways. The main railway stations include: Charing Cross, Waterloo, Paddington and Victoria lines. Two fifths of the city’s railway system covering 250 miles, is made up of London subways. The underground system is made of brick tunnels below the surface. The First line was made in the year 1863 but later, so many of them developed, built in deep tunnels lined with metals which are often called tubes. London boasts of three international airports and these include: Heathrow and Gatwick which is adjacent to the main railway line from London to Brighton. The third one is Stansted which is in the north east of the city (How stuff works, par 1-3). The London’s tower is a complex of buildings sitting on an 18-acre land. The walls and the grounds are on the Thames River, east side of the city. Mostly, the crown jewels are usually on display here. Yeomen warders in uniforms dating back to 16th century are usually used to guide visitors around the complex. Next to it is the mansion house which has been in existence since the 16th century and this is the place where the Lord Mayor of the city resides. North of this house stands Guildhall which was put up in the 15th century (How stuff works 5). South west London, rises a cathedral called St. Paul’s which was designed by Sir Christopher Wren. This church is among the largest in the world. The duke of Wellington and Lord Nelson are buried there. On the west side of the cathedral, there is a street called Fleet Street which was once, the center of newspaper publishing in Britain (How stuff works 4, par 2-5). Just next to it is the knights’ templar medieval headquarters which also harbors the courts’ inns, law schools and legal associations. The Fleet Street merges forming a strand which leads to the west and Westminster. Buckingham palace is situated in this place and it hosts the London sovereigns. Westminster Abbey is also found there and this is where the monarchs are crowned. 8 acres of land around this place is covered with the parliament building and one thing that distinguishes it from other buildings it is its famous clock tower, the clock having a bell called â€Å"the Big Ben†. The Lambeth place is just across Thames from the parliament and this is where the Arch bishop of Canterbury resides (How stuff works 4, par 2-5). White Wall is found between the parliament and the square of Trafalgar . White Wall is a street which is bordered by government buildings. Another one is called Number 10 Downing Street found in the west of the White Wall and it is the prime minister’s home. The district of West end theatre is also found there between Piccadilly Circus and Trafalgar square and it is London’s world renowned theatre district which harbors more than a 100 theatres. Soho is also found in the North and it is known for its famous foreign restaurants and entertainment sites. Mayfair is found in the west characterized by residential areas, hotels, department stores and embassies, which include the US embassy that is found on the Grosvenor square (How stuff works, 5). West end hosts London largest parks. Regents Park can be sighted there and it is on 472 acres of land. It has a lake, open air theatre, a rose garden and the London zoo. Another park, Hyde Park is also found there. It sits on a piece of land of 360 acres which includes a lake called Serpentine. Marble Arch and bridle path which is called Rotten Row . The speakers’ corner is also found there. Kensington gardens with 275 acres of land adjoin Hyde Park on the west and this is where Kensington palace can be sighted which also hosts the Albert memorial and Peter pan’s statue. Short distance towards west of central London, botanic gardens of the royalty can also be found especially in Kew (How stuff works 5). Major Buildings And Landmarks In London The first major building in city is the tower of London, a prominent building for over 900 years and attracting tourists from all over the globe. The tower serves the royalties as a palace and a fortress. Ironically, it is also a place where executions take place and jailing of law defaulters. Royal mint, arsenal, menagerie and jewel house are also found here (Barrow, par 1). One of the oldest buildings and the most important centers for religion is the Westminster Abbey. This palace has been used to burry so many queens and kings and there commemoration ceremonies are usually done there. It was founded by Edward the confessor who was later made a saint. Parliament houses are also found in the palace of Westminster. Buckingham palace has 600 rooms and it is surrounded by a 40-acre garden with 40,000 tulips (Barrow, par 6-10). The Canary Wharf is the tallest building and it is part of the dock lands in London. The Canary is estimated to be 244 meters high and stainless steel has been used o cover it. Another major building is St Paul Cathedral which was built 604 AD but it was later re-built twice after being burnt down twice. The current one was built in 1675 and 1711 . The other monument is the O2 millennium dome which is the largest one in the world covering 180 acres with 320m diameter and the height of 50 m. It also has support towers of about 100 m high. It was built to commemorate the new millennium and it sits on the Greenwich meridian, longitude 0 degrees. Another one is the London eye. It is one of the London’s modern landmarks, made up of the biggest ferries wheel in the world and it can carry passengers of about 800 in number at a time. Its highest point is about 450 feet and it provides a view that goes covers 25 miles (Barrow, par 10-18). In addition, 30 St Mary Axe was opened in 2004 and it was known as Gherkin because of its oval shape. It is very visible especially when traveling from different places into London. The outside of the building is made of 24,000 m square glass whish has been arranged in panes that are diamond shaped. Other monuments include the monument of Trafalgar square which was put up in commemoration of the great fire of London which happened in 1666; the tower is 62 meters high. It is just next to Pudding lane where the fire began in the bakers shop. It is also characterized by 311 stairs to the top and one can use it to view London (Barrow, par 18-24). Other buildings include: One Canada square, Tower 42, Millban tower, St. Paul’s cathedral, Tate modern, St. Pancras chambers, Royal courts of justice, St. Brides church, BT tower, Wembley stadium, Centre point, the Lloyd’s building, Westminster cathedral, the Ark and Christ Church Spitalfields (Emporis Corporation, par 1). London Industries London’s industries form the crucial part of the economy. The industries come in form of manufacturing, aircraft, ship building, and food processing including the chemical industries, offering employment to so many people. These industries comprise of both small and large scale industries and mostly, different business communities are involved in boosting the growth of these industries though the manufacturing one is the largest sector of London’s economy (Maps of world, par. 1-2). Of all the laborers in London, 16% are found in the manufacturing industry. The leading industries in London include: chemical, electronics, cable manufacture, food processing, vehicle manufacture, and ship and aircraft building. The names associated with aircraft industry include Sopwith Aviation Company, Fairey aviation, Handley Page, Green Engine Co. and Lucas Rotax among others (Maps of World, par 3-4). Vehicle industry is one of the most recognized industries in London and it is associated with companies such as Ford of Britain, Dagenham, Park ward, Power Drives among others. Those companies that deal with cable manufacturing include: British Insulated Callender’s cables, Siemens, North and Woolwich among others. Food processing is associated with companies such as Pura Foods, Park Royal, The Smith’s Snack Food company and the list is endless (Maps of World, par. 4-7). When it comes to ship building, the companies include; Woolwich Dock Yard, Samuda Brothers, Scott Russell and so on. Companies associated with chemical manufacturing are; Hackney Wick, Liford photo, Sir William Henry Parking etc. Lastly, is the electronics industry which is associated with companies such as Ferguson Electronics Racal, Plessey, Bush Radio and so on (Maps of World, par. 7-10). These companies vary in the number of the workers employed by each. This is given below in percentages: Manufacturing 16. 2%, trade 14. 7%, educational services 9. 7%, health care and social assistance 13. 5%. Accommodation and food services 5. 8%, finance and insurance, real estate and leasing 7. 3%, agriculture 1. 8%, transport and ware housing 3. 8%. Public administration 3. 0%, construction 4. 7%, business building 4. 8%, information, culture and recreation 4. 2 % and lastly, professional, scientific and technical services 5. 7%. Other industries which are not included amount to 4. 0%. All these companies are under the administration of London chamber of commerce and industries (Maps of World, par. 12). Tourism sector The Londoners benefit mostly from tourism especially in regards to economy and social aspects. It boosts employment rates generating huge income. The businesses have also benefited so much. 10% gross value in London is from the sector and it also employs 13 % of all the workers in London. The city has a record of getting tourists from other parts of the world more than New York, Las Vegas and Sydney. It also attracts these tourists more than any European state (Government Office for London, par 3, 4). Tourism sector generates 2 billion pounds yearly in West London; 14. 7 million tourists who make daily trips to the same region and 5. 4 million tourists visit attraction sites in East London yearly (London’s Councils, par 1). Cultural geographical aspects of London London is a diverse cultural centre and an international one for that matter. It harbors so many museums, theatres and art galleries, cinemas which offer entertainment of first class level to 300 nationalities and above. The architecture of this city offers the diversity and the historical buildings. Six of London cultural landmarks include: the tower of London, St . Margaret church, Palace of Westminster and the Westminster Abbey and last but not list, the Maritime Greenwich (Europe Cities, par 1-2). When it comes to language, London is considered a multi lingual city. It has 300 different languages within its boundaries which are often spoken. The city has proven that, compared to Europe and New York, it is the most cosmopolitan city with its internationalism (Buncombe and Mac Arthur, par 2). The most common languages spoken are:English,Bengali,Panjabi,Gujerati,Hindu,Turkish,Arabic,Yorubu,Somali,Cantonese,Greek,Portuguese, French, Spanish, Italian, Vietnamese and the list is endless (Woodlands Junior Academy, par 1). London is characterized by so many events and celebrations each year. Carnaval del pueblo is a Latin American festival which is usually the largest in UK. It is usually held in August. The other one is City of London festival usually held in June and July and it involves celebration of Music, film, architecture and art. Another one is the London Art fair which is usually held every year in the month of January (First for London, par. 1-3). London boat show is also a major event every January. Others include London Marathon, parade, Lords mayor’s show ,Notting hill Carnival , Rise festival, South West Fest, Spitafields Festival, St. Patrick’s Day, Streatham festival, The Great River Race, and the Mayor’s Thames festival (First for London, par. 4-16). In London, the largest religious group is Christianity according to the census that took place in the year 2001. This group consists of 58. 2% of all the religions in London. The city is characterized by three Anglican churches which are: St. Paul’s and Southward cathedrals and also Westminster Abbey which usually hosts the crowning of the king and queen of England (Barrow, par 1). The population of the Jews is concentrated in the city of about 56 % of all the Jews in Great Britain. 52% of all Hindus in Great Britain are found in London and they have built magnificent places of worship which include temples. 38% of all Great Britain’s Muslims also live in London from Bangladesh and Pakistan. 31 % of Sikhs and 36 % Buddhists that are found in country reside in London (Barrow, par 4-7). In conclusion, the factor that makes the city unique is its marvelous architecture which has a historical background. Not so many cites in the world are rich in history and culture as compared to London. Almost all the monuments and buildings have some history behind them and this makes them to be world treasures. More to that, these landmarks have a quality touch on them in that, they are unique in their own way. Right from the foundation of the city to its current state, the history is actually represented in the design and pattern of the city. Work Cited Amazon. Com . A-Z London, 2010. Web. 16 May, 2010, http://www. amazon. com/Z-London-Londons-Selling-Street/dp/0850397529. Barrow, Mandy. Buildings and Landmarks in London. Woodlands, 2010. Web. 16 May, 2010, http://www. woodlands-junior. kent. sch. uk/customs/questions/london/buildings. htm. Barrow, Mandy. The History of London. Woodlands, 2010. Web. 16 May, 2010, http://www. woodlands-junior. kent. sch. uk/customs/questions/london/history. htm. Barrow, Mandy. Religious Groups in London. Woodlands, 2010. Web. 16 May, 2010, http://www. woodlands-junior. kent. sch. uk/customs/questions/london/religion. htm. Britain express. Roman London. Britain Express. Web. May 16, 2010, http://www. britainexpress. com/London/roman-london. htm. Britannica Encyclopedia. Learn More about London. 2010. Web. May 16, 2010, http://www. britannica. com/EBchecked/topic/346821/London. Buncombe, A. and MacArthur, Tessa. London: Multilingual Capital of the World. 29 March, 1999. Web. 16 May, 2010. http://www. phon. ucl. ac. uk/home/estuary/multiling. htm. Easy expert. Geography. Easy Expert, 10 April, 2010. Web. 16 May, 2010, http://www. easyexpat. com/en/london/overview/geography. htm. Emporis Corporation. Famous Buildings of London. 2010. Web. 16 May, 2010, http://www. emporis. com/en/wm/ci/bu/mf/? id=100637. Europe Cities. Culture of London, 2009. Web. 16 May, 2010, http://www. europe-cities. com/en/600/uk_england/london/culture/. First 4 London. Events. Web. 16 May, 2010, http://www. first4london. com/directory/Events/. Government Office for London. Tourism. UK Government, 2009. Web. 16 May, 2010, http://www. gos. gov. uk/gol/Culture_leisure/Tourism/ tourism. How stuff works. General Plan and Description, 2010. Web. 16 May, 2010, http://geography. howstuffworks. com/europe/geography-of-london1. htm. How Stuff Works. Geography of London: Education and culture, 2010. Web. 16 May, 2010, http://geography. howstuffworks. com/europe/geography-of-london5. htm. How stuff Works. Introduction to Geography, 2010. Web. 16 May, 2010, http://geography. howstuffworks. com/europe/geography-of-london. htm. How stuff works. Landmarks and Place of Interest, 2010. Web. 16 May, 2010, http://geography. howstuffworks. com/europe/geography-of-london4. htm. How stuff works. Transportation, 2010. Web. 16 May, 2010,

Placement at a mental health rehabilitation centre

Placement at a mental health rehabilitation centre The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.

Understanding Diversity in Beliefs about Health

Understanding Diversity in Beliefs about Health Understanding diversity in beliefs about health Getting your child vaccinated is a choice every parent has to make. There are many attitudes, beliefs and perspectives on the topic. This essay will be comparing and contrasting these views between the two groups of parents, those being the ones that decide to fully vaccinate their children and those that put off certain vaccines or dont vaccinate their children at all. The majority group of 90.1% of parents in Australia decided to have their children fully immunised, with the remainder being the parents that choose to refuse certain or all vaccines (A. G. o. h. (2014)). Reasons for different attitudes leading to these decisions can range from the medical to the religious reasons (Douglas S. Diekema, M. D., M.P.H. (2012)). Recommendations and education about immunisation usually happens through the parents doctor or physician, since it is seen in the medical community as a big problem that parents don’t vaccinate their children (Douglas S. Diekema, M. D., M.P.H. (2012)). In so me countries such as Canada it is mandatory to vaccinate your child, but in countries like Australia and the US the choice is up to the parents (Walkinshaw, E. (2011))(Douglas S. Diekema, M. D., M.P.H. (2012)). This decision a parent can make for the child can have lasting effects into adulthood and with recent recurring outbreaks of diseases like whooping cough, there is a lot of stigma surrounding the topic (Walkinshaw, E. (2011)) . A vaccination is a medical procedure where a person is injected with a substance which can prevent illnesses and diseases being caught or spreading (Shetty, P. (2010)). Parents give their children shots for each disease and a few single diseases need multiple shots just for themselves (Pediatrics. (2011)). Such diseases that children might get vaccinated for would be polio, influenza virus and the measles (Douglas S. Diekema, M. D., M.P.H. (2012)). Most parents vaccinate their children (A. G. o. h. (2014)). But there is also a high number of the population which refuses to receive their vaccinations, mainly because of skepticism (Walkinshaw, E. (2011)). This is apparent even though many doctors such as Dr Ian Gemmill try to put across messages like â€Å"Immunizations are the safest, longest-lasting and most effective ways to prevent communicable diseases† (Walkinshaw, E. (2011)). Although this is the majority of the attitudes between health care occupations, surveys show that health workers still remain divided on this issue, with a à ¢Ã¢â‚¬ ¦Ã¢â‚¬Å" of emergency nurses in one survey expressing that they had concerns and didn’t fully trust the idea of immunizations and what the risk of side effects would be for themselves (Mary Ann Bell, P., Joseph A. Dake, James H. Price, Timothy R. Jordan, Paul Rega. (2012)). Doctors like Dr Gemmill emphasise their point by referring to statistics of immunizations, comparing disease related death from before vaccinations to after (Walkinshaw, E. (2011)). While Edda West, the coordinator of the Vaccination Risk Awareness Network has the counter argument that, a medical procedures that’s as invasive as vaccinations will always carry a risk of injury or death and this should be taken into consideration by the patients parents (Walkinshaw, E. (2011)). Also saying that many health professionals are persuading parents and not educating them about the fact that they themselves have a choice (Walkinshaw, E. (20 11)). Vaccinations have health groups divided but in the end it is up to the parents and their choice in end. Vaccines overall have strong effects on the health industry (Douglas S. Diekema, M. D., M.P.H. (2012)). Parents that have their children vaccinated Parents can have a positive attitude about vaccines for a number of reasons. Most parents know about the certain diseases that could be fatal for their babies (Dannetun, E. T., Anders ; Giesecke, Johan. (2007)). Vaccines have demonstrated to have positive effects in solving this problem and this is the main motivation for most parents to have their children immunized (Dannetun, E. T., Anders ; Giesecke, Johan. (2007)). Most parents dont give it a second thought since vaccines are widely accepted and promoted in today’s society (Douglas S. Diekema, M. D., M.P.H. (2012)). It is given out through schools and some schools even require children to be vaccinated before they can be accepted into a school (Douglas S. Diekema, M. D., M.P.H. (2012)). So one of the big influences on the beliefs of parents that are pro-vaccination come from the General health community and the government (Dannetun, E. T., Anders ; Giesecke, Johan. (2007)). The World Health Organisation (WHO) says that it wants most countries to vaccinate all their children (Dannetun, E. T., Anders ; Giesecke, Johan. (2007)). These groups push vaccinations by the parent receiving the advice from a health professional, or having the parents children face restrictions in the future like not being able to attend a certain school (Douglas S. Diekema, M. D., M.P.H. (2012)). Parents might get the feeling that they are obligated to vaccinate their child, they want the best for their child and the education they receive when looking for professional advice it leads parents to a pro-vaccination standpoint (Walkinshaw, E. (2011)). Another thing pro-vaccination attitudes are pushed with would be the parents own fear for their child (Mary Ann Bell, P., Joseph A. Dake, James H. Price, Timothy R. Jordan, Paul Rega. (2012)). Children are always at risk of getting sick, spikes in diseases like whooping cough occur in populations unvaccinated and babies die from this ((RCN), R. C. o. N. P. C. (2012)). Naturally, occurrences like these influence parents that might have not have been pro vaccine to maybe change their view. Pertussis vaccination is one of the most common and outbreaks among the unvaccinated community are not uncommon ((RCN), R. C. o. N. P. C. (2012)). Parents who are worried and don’t want to put their children at risk will mostly seek the simpler solution to ensure the safety of their child and that’s to vaccinate (Douglas S. Diekema, M. D., M.P.H. (2012)). The fear factor also leads to some pro-active attitudes to pro-vaccination. This is especially apparent in developing nations, where vaccines are on high demand and support from the government is lacking (Blecher, M. S. M., Filip ; Kollipara, Aparna ; Hecht, Robert ; Cameron, Neil A. ; Pillay, Yogan ; Hanna, Luisa. (2012)). There is a high burden of disease in places such as South Africa with high death rates due to preventable diseases such as pneumococcal and rotavirus (Blecher, M. S. M., Filip ; Kollipara, Aparna ; Hecht, Robert ; Cameron, Neil A. ; Pillay, Yogan ; Hanna, Luisa. (2012)). People of the pro-vaccine attitude might go as far to fund charities to distribute to poorer countries, with the intention that it will allow children in developing nations to receive vaccines. The most notable donator being Bill Gates, a parent himself donating $2Billion of his fortune in 1999 to vaccine distribution, his contribution has allowed many parents in poor countries to have better acce ss to vaccines for their own children. More has been donated since (Economist, T. (1999, 5 Nov)). These actions all stem from their attitudes to vaccinations, believing that more vaccines, means less death or injury. Parents that don’t want their children to be vaccinated Children that don’t get vaccinated are said to be put at risk of coming down with a deadly illness (Douglas S. Diekema, M. D., M.P.H. (2012)). Parents are of the anti-vaccine attitude, believe that they are doing better for their child because of their own reasons or lifestyle choices (Shetty, P. (2010)). Something that could have parents take an anti-vaccine opinion, could be for non-medical reasons like the family religion or philosophical reasons (Shetty, P. (2010)) (Douglas S. Diekema, M. D., M.P.H. (2012)). But the majority of parents that don’t vaccinate their children have reasoning mainly due to their own skepticism about the vaccine shots and their possible side effects (Shetty, P. (2010)). Parents say that they don’t want their children to be exposed to â€Å"unnecessary toxins† (Shetty, P. (2010)). The risks and benefits of vaccines are weighed up by parents, it is alleged by some anti-vaccine groups that immunisations can be linked to other dis eases such as autism or multiple sclerosis (Shetty, P. (2010)). The number of people with this attitude is rising globally, it is said that anti-vaccination groups would only be localised to specific areas in developed nations (Shetty, P. (2010)). But with the rise of the internet and social networking, the idea of greater safety from no vaccines in becoming to be known in more developing nations like India (Shetty, P. (2010)). Paul Offit, the chief of infectious diseases, says that many parents aren’t fully educated about vaccinations and that they shouldn’t buy into the anti-vaccination lobbies which said to basically that â€Å"vaccines are the devil† (Shetty, P. (2010)). It is also said that a possible reason for people to have this point of view is because people can see an association between, the drop in illness levels, while the rate of people that encounter either real or perceived side effects goes up (Shetty, P. (2010)). Doctors are expected to fully educate parents about such subjects, because of common misconceptions about statistics which might influence their standpoint, so parents can make a fully informed decision. Comparisons One of the similarities these two groups share is that their actions are driven by fear (Shetty, P. (2010)). Whether it be the fear of losing your child via a sickness, or the fear of the idea that they will be exposing their children to â€Å"biologicals of unknown toxicity† (Douglas S. Diekema, M. D., M.P.H. (2012))(Shetty, P. (2010)). Both parties want the best for their children. Governments are constantly pushing vaccinations (Economist, T. (1998, 5 Nov)), and Health professional anti-vaccine groups are more vocal about parents not being educated about their choice and not being able to exercise their freedoms (Shetty, P. (2010)). Parents that are anti-vaccine seem to be more scared of the side effects of the vaccine than the actual disease (Shetty, P. (2010)). Doctors of the pro-vaccination standpoint do express that there are vaccines that children might not need, but vaccines like Hep B are a must (Shetty, P. (2010)). This appeals to many parents that might be on the f ence about vaccinations, there is an appreciation for a middle ground between that two population groups (A. G. o. h. (2014)). There are a lot of diseases to vaccinate against (A. G. o. h. (2014)). Parents that are of the pro-vaccination standpoint may hold off on a certain vaccine if it doesn’t seem needed, until they decide they might want to go traveling with their children, to a place where it is needed, causes for this behaviour can be linked to someone’s financial standpoint (C, H. A. E. W. R. E. I. S. N. K. M. (2012)). The same idea applies for parents of the anti-vaccination standpoint, if there is an outbreak of a disease such a pertussis in the area where they live, some parents would be happy to makes sure that their children got a shot in that circumstance ((RCN), R. C. o. N. P. C. (2012)). Impacts on Health The main population group that affects the health community are the parents which dont decide to vaccinate, hence why doctors push it to their patients so strongly, because it is said to cause preventable traffic in the health system (Douglas S. Diekema, M. D., M.P.H. (2012))(A. G. o. h. (2014)). With more and more parents not vaccinating their children, they are pushing beyond the safe number of whats called the herd immunity (Douglas S. Diekema, M. D., M.P.H. (2012))(Shetty, P. (2010)). Herd immunity is based off the notion that it is safe to have a small amount of children in one area that are not vaccinated, but if there is a number of children not vaccinated in the same neighbourhood then outbreaks are more likely to occur (Shetty, P. (2010)). Vaccines are also expensive though (Blecher, M. S. M., Filip ; Kollipara, Aparna ; Hecht, Robert ; Cameron, Neil A. ; Pillay, Yogan ; Hanna, Luisa. (2012)). If everyone was anti-vaccine then it would free up expenses which could be used fo r arguable more important aspects of health (Blecher, M. S. M., Filip ; Kollipara, Aparna ; Hecht, Robert ; Cameron, Neil A. ; Pillay, Yogan ; Hanna, Luisa. (2012)). Poorer countries need to accommodate as the demand for vaccines rises, putting more strain on their current health systems (Blecher, M. S. M., Filip ; Kollipara, Aparna ; Hecht, Robert ; Cameron, Neil A. ; Pillay, Yogan ; Hanna, Luisa. (2012)). Conclusion Vaccinations are one of the many choices parents get to make for their children and any subject relating to life or death is going to be touchy. Although there are some countries such as slovenia that don’t allow for the freedom for parents to choose, with other countries like canada looking to do the same (Walkinshaw, E. (2011)). Mainly due to strong advocacy from the health systems as a whole (Douglas S. Diekema, M. D., M.P.H. (2012)). In the nations where you are allowed choice, doctors try their best to make sure parents are fully educated on the matter so there is less of a chance that parents make their decisions for the wrong reasons (Douglas S. Diekema, M. D., M.P.H. (2012)). References A. G. o. h. (2014). 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