Performance Management Essay

Activity 1: The business life today becomes more challenging for the companies and employees, where the organizations want to attract employees with high qualifications and professional experience with lower salary. On the other side the employees looking for jobs develop their qualifications with high (or reasonable) salary. And here is the challenge. This challenge could be managed by something called performance management, where it will give the balance to the relationship between the two sides. Performance management is process used to recognize, encourage, determine, evaluate, develop and reward the employee performance. And this will grease the circle and shrink the gap and toward achieving the organization objectives. Any effective performance management system must include these components: 1. Performance Planning: Performance planning is the first crucial component of any performance management process which forms the basis of performance appraisals. Performance planning is jointly done by the appraise and also the reviewer in the beginning of a performance session. During this period, the employees decide upon the targets and the key performance areas which can be performed over a year within the performance budget. This is finalized after a mutual agreement between the reporting officer and the employee. 2. Performance Appraisal and Reviewing: The appraisals are normally performed twice in a year in an organization in the form of mid reviews and annual reviews which is held in the end of the financial year. In this process, the appraisee first offers the self filled up ratings in the self appraisal form and also describes his/her achievements over a period of time in quantifiable terms. After the self appraisal, the final ratings are provided by the appraiser for the quantifiable and measurable achievements of the employee being appraised. The entire process of review seeks an active participation of both the employee and the appraiser for analyzing the causes of loopholes in the performance and how it can be overcome. This has been discussed in the performance feedback section. 3. Feedback on the Performance followed by personal counseling and performance facilitation: Feedback and counseling is given a lot of importance in the performance management process. This is the stage in which the employee acquires awareness from the appraiser about the areas of improvements and also information on whether the employee is contributing the expected levels of performance or not. The employee receives an open and a very transparent feedback and along with this the training and development needs of the employee is also identified. The appraiser adopts all the possible steps to ensure that the employee meets the expected outcomes for an organization through effective personal counseling and guidance, mentoring and representing the employee in training programmes which develop the competencies and improve the overall productivity. 4. Rewarding good performance: This is a very vital component as it will determine the work motivation of an employee. During this stage, an employee is publicly recognized for good performance and is rewarded. This stage is very sensitive for an employee as this may have a direct influence on the self esteem and achievement orientation. Any contributions duly recognized by an organization helps an employee in coping up with the failures successfully and satisfies the need for affection. 5. Performance Improvement Plans: In this stage, fresh set of goals are established for an employee and new deadline is provided for accomplishing those objectives. The employee is clearly communicated about the areas in which the employee is expected to improve and a stipulated deadline is also assigned within which the employee must show this improvement. This plan is jointly developed by the appraisee and the appraiser and is mutually approved. 6. Potential Appraisal: Potential appraisal forms a basis for both lateral and vertical movement of employees. By implementing competency mapping and various assessment techniques, potential appraisal is performed. Potential appraisal provides crucial inputs for succession planning and job rotation. Good performance management will result to good motivation for the employees. Such thing will take us to discusses theory x and theory y. If we assumes the employee is lazy and doesn’t like to work, where he will avoid taking responsibili ties and duties, and he works for getting the salary only. Then the attitude toward the employee will be similar to mind image, So, there is a hidden guidance line will prove that imagination in the real life. And the opposite thing is right. Where if we considered the employee is responsibility seeker and challengeable and like the work. We will consider him as creative, where we will motivate him and develop his career and knowledge to be innovative in the work. In the performance management system the organizations relies on the appraisal system to build the appropriate reward theme for employees who are under evaluation. Where the reward is the result of the employee performance and it will represent the pleasure of that performance by the organization or in other words it is the return on investment of the employee’s skills, time and efforts. The fair and reasonable reward will lead the employee to be in motivation situation, and on top of that it will give the feeling of loyalty in the organization, also the fair reward system w ill increase the satisfaction level and will make innovative culture in the organization. The reward that is given to the employee could be financially and could be non-financially. For example the financial rewards could be cash compensation, commission or bonuses which are considered as direct compensations, on the other hand there are non-financial rewards one example of them is the life insurance for the employee himself only or his family as well. We know that the performance management is a process not an event. Performance management is not another term for personal appraisal. It is a process that brings together and manages all the factors that affect performance, treating the individual as a vital component but not the only component in a multifaceted aspect of management Well, in the performance management, the key elements to be considered while managing the poor or good performance are: * The level of performance to be achieved. * the competences needed to achieve this level of performance * the activities and resources needed to motivate and empower people * the monitoring and review mechanisms that measure performance and compare results with targets * the measures taken to improve performance and attain best practice * the measures taken to ensure the planned targets and competences are the right ones for the organization and its stakeholders Performance Review & Development Plan is an evaluative tool to be used for all administrative staff and managers. It allows on an annual basis for each supervisor and employee to: Clarify and define areas of responsibility; jointly set performance objectives for the next review period; set measurable standards for performance; review objectives and performance; and identify and address developmental needs. In terms of potential outcomes of a performance review, high ratings (significantly exceeds expectations) will result in the recognition of extremely strong performance and lead to the identification of performance objectives or other assignments which may provide additional opportunities to obtain further skills and experience, as well as the establishment of development goals to continue the employee’s professional/personal development and growth. With moderate ratings (fully meets expectations), the supervisor and employee identify upcoming performance objectives and outline the ways in which job expectations and standards could be exceeded in future. Development goals that will support the employee to reach greater achievements should be established. In the event of low ratings (needs improvement), the supervisor and employee should clearly identify areas where performance can be improved, review what support and assistance may be required in order to realize such improvements, and establish development goals stemming from that discussion. During the course of the following review period, particular attention should be placed on areas needing improvement, with ongoing communication between the supervisor and employee regarding progress made. Frequency and Timing Performance reviews are conducted on an annual basis and should be completed by the immediate supervisor and submitted to Human Resources no later than August 1 of each year. All new employees undergo a performance review by the conclusion of their probationary term, and on an annual basis by August 1 thereafter. The supervisor may waive an annual performance review if it falls within three months of the probationary review Process 1. Setting Performance Objectives and Development Goals for the Review Period At the beginning of the cycle, the supervisor and employee meet to review the employee’s position and key responsibilities and establish performance objectives and development goals for the review period. Performance Objectives: * should establish between 3 and 5 objectives for a given year; * should be specific, measurable, and attainable within the time frame identified (multi-year objectives should be broken down into smaller components); * should be reflective of the employee’s role level; * should not be above and beyond the employee’s current duties, but reflective of his/her responsibilities within the context of the department’s goals and priorities for the upcoming year. Development Goals: In establishing new development goals, the supervisor and employee should consider: * areas of performance requiring improvement; particularly those with ratings of needs improvement; * training needs arising from the performance objectives set for the following review period, including situations where there are anticipated changes to responsibilities or technologies and where an employee may be assisted to gain the necessary skills and/or knowledge; and * Areas of personal interest for professional development and growth, as they relate to future potential opportunities at the university. The development plan should identify specific and measurable goals with a recommended course of action. Such goals may include: providing additional or more focused direction and guidance to enhance current performance; providing specific training opportunities related to job responsibilities; supporting enrolment in formal educational programs related to job responsibilities; encouraging the reading of publications related to work performed; supporting participation in professional organizations related to areas of responsibility; and/or delegating assignments to provide opportunities to acquire new skills. Throughout the year, employees should be provided with the necessary supervisory guidance, direction and feedback. Performance objectives should be periodically reviewed to ensure they remain valid and realistic and, if required, modified or removed. 2. Preparing for the Performance Interview: In late May or early June the immediate supervisor should: a. provide a copy of the Performance Review & Development Plan Guide and Form to the employee; b. schedule a review meeting with the employee with a minimum of two weeks’ notice; and c. prepare for the interview. 3. Conducting the Performance Interview The purpose of the interview is to promote increased communication and understanding between immediate supervisors and employees through discussion of the following: the accomplishment of performance objectives identified in the previous review, and any factors affecting their attainment; the degree to which development goals were met; strengths and weaknesses related to the performance factors; the development of performance objectives for the next review period; and the establishment of new development goals for the next review period. 4. Completing and Filing the Documentation – Comments and Signature by Immediate Supervisor and Employee – Approval stage. Activity 2: The discussed issue was the reduction in sales level from the side of excellent employee in the organization, where the employee has some strength such as he is well organized, answering too many queries and continues following up with the customers issues. On the other side he faced a problem where he was alone for last six months in the call center, where his colleague left the job. So, the overload was handled by only one employee, where it was terrible thing. But the weakness in the whole story was the bad communication from the employee to the management, where he kept quiet and didn’t report the problem to the management. After the discussion we agreed to give him promotion because of his great performance regardless the reduction in the sale, and he will follow a development program in communication skills. As well as that, I agreed with the management to hire another two employees with him to hold some duties with him. Here we can say that the problem solved and we guaranteed to do not repeat again, and established a development program to the employee to improve his skills. Reference: 1) C.LEATHERBARROW, J.FLETCHER and D.CURRIE (2010), Introduction to Human Recourse Management, a guide to human recourse practice. Second Edition. London, Chartered Institute of Professional Development.

Middle East Women Studying Abroad presents a potential Solution to Racism Essay

Middle East Women Studying Abroad presents a potential Solution to RacismIntroductionMiddle East is one of the regions that are known to steer racism, gender inequality, and religious prejudice with low concerted efforts to minimize the occurrences. This has been a problem to both the domestic populations and foreign populations living in the region. The racism exists in both lower social and higher social class and across different races. Citizens and political leaders play a major part in propagating racial prejudice across different races and particularly on women (Shalhoub-Kevorkian, 2004). Leaders use their selfish motives to gain power and in the end steer prejudice within societies (Price, 2003).   Citizens have always trusted their leader and tend to follow their ill promises ending up in hatred and sometimes mistreatment and brutality to other races. Traditional methods by leaders to solve conflict in Middle East have led to inconclusive outcome and attitudes colored by st rong emotions on populations (Saaty, & Zoffer, 2012). Arabs and Islamic quest for a conspiracy theory, explain the lack of development and rise of dictatorial regimes in the Middle East. This is evidence by the lack of western hallmarks for society development thus faulting Arabs themselves. This is a representation of intellectual and cultural affliction independent of any external forces (Ismael, & Measor, 2003). Middle East education system, religious platforms and leaders have shown no interest in ending the problem. The large group of victims of racial prejudice is females and children who experiences discriminations and denial to other basic human rights (Ruby, 2013). They are much hurt in cases of violence and are subjected to inhumane acts such as rape and murder. This shows there is need to find a solution to the problem and empower women through advocating their rights. The major contributor of racism has been linked by the high levels of illiteracy in the country (Golding, 2009). This hinders populations from knowing their rights and hence hard for them to fight and demand their rights through successive and peaceful negotiation forum with leaders and other stakeholders. People knowing their rights through education and other enlightening plat forms would achieve a solution to racism. Few women who have benefited from getting education abroad have been so vocal about bringing solution to racism in Middle East but their numbers and unsupportive illiterate women let them down. Illiteracy is one of the major sustenance of racism in Middle East (Golding, 2009). Thus, the problem ends propagating itself to worse levels. If such women could increase in number in the region, a solution to the eating racism problem would be found. This study will be very important to leader and especial women in leadership and those studying abroad. Through the study, they will realize their role in curbing prejudice through informed knowledge on human rights (Gordon, 2012). The government and leader will be important audience so that they can advocate for foreign education and put policies in place that would encourage women to study abroad. Education significance                      The solution of racism has always been linked to men and political leader in Middle East. However, they have continuously failed in addressing the matter comprehensively and bringing a long lasting solution. Few enlightened women who by luck had a chance to go and study abroad seem to understand their rights and the need of a lasting solution in Middle East. Studying abroad equip women with necessary human rights knowledge necessary to address the Middle East problem (Gordon, 2012). The research that have been done tend to address solution based on traditional methods such as diplomacy and face-to-face and leaders intervention (Saaty, & Zoffer, 2012). The resolution forums never advocates for the rights of citizens but only advocated for need of reconciliation and unity. This research will be a revelation to leaders, women and government in bringing a solution to Middle East racism. Western countries seem also to have firm human rights activist who women studying abroad can emulate. This will help them understand their human rights will then they can transfer to the wide population (Steinberg, 2012; Ruby, 2013). A higher number of men have studied abroad from Middle East but they have done very little on the issue. Thus, this study will be very significant to all its audience in empowering women to study abroad thus awareness of human rights and solution to Middle East bringing a new dawn to the populations. Literature Review                      Racism is one of the major problems in Middle East that causes conflicts and brutality within populations. Middle East has Arabs and Muslim religious and ethnic group. In this region, non-Arabs and non-Muslims people are faced with rejection and disapproval (Fluehr-Lobban, 2005). The region also has more 20 diverse ethnic groups. The discussion on the religious and ethnic groups in the area is a taboo in the society. The components that may help to discuss potential solution to racism by women include: According to Saaty, and Zoffer, (2012) dispute resolution in middle East has been on the routine cause where leaders (males), use traditional approaches such as face to face to engager to conflicting party. These means have not been fruitful at all and so, leadership should adopt more practical dispute resolutions approaches in Middle East, which focus on the rights of the people in their social, humanitarian, economic, geographic, and historical worth. This way will help minimize conflicts and racism. Skilled people who are aware of their rights would tend to concentrate on nation building rather than their differences. Medovoi, (2012) argues that religion has been of the group that has exemplified on racism dynamics. The author regards religion as one of the group that has supplemented the racial dynamics. From the perspective that most religions groups are headed my men, it is an obvious conclusion that men and other readers have failed to use their potential leadership and influential position to bring solution to the problem of racism in Middle East. This calls for a change in the ways of thinking and culture of Middle East to trust male dominated leadership in Middle East. Steinberg, (2012) view the cause of racism and other violence against human rights to originate from political selfish welfare. He refers the persistence conflicts between Arabs and Israel as a form of political involvement. The leadership rather than solving the problem on their citizens and populations have continued to instigate hatred among the citizens. It is worth noting that male characters dominate the leadership here. Therefore, the failure to resolve conflicts and racism issues heavily fall on them. Semati, (2010) argues that Islamic domination in the region is one of the key factors that have led to slow resolution of the problems differential racism in Middle East. He argues that Islamophobia is an ideological response, which conflates politics, societies, histories and cultures of the Middle East to a negative and unified attitude on Islam. This has led to incompatibility with other races thus propagating the racial prejudice. This can also be attributed to the failure of male leadership in Islamic religion. References Baker, J. (2013). Just Kids? Peer Racism in a Predominantly White City. Refuge, 29(1), 75-85. Chronology. (2011). Middle East Journal, 65(1), 103-131. Fluehr-Lobban, C. (2006). Why Muslims Rebel: Repression and Resistance in the Islamic World. Arab Studies Quarterly, 28(2), 72-74. Golding, A. S. (2009).  Multiculturism, America, and the Middle East. Bloomington, IN: Authorhouse. Hasso, F. S. (2005). Problems and Promise in Middle East and North Africa Gender Research. Feminist Studies, 31(3), 653-678. Ismael, T. Y., & Measor, J. (2003). Racism and the North American Media Following 11 September: The Canadian Setting. Arab Studies Quarterly, 25(1/2), 101-136. Medovoi, L. (2012). Dogma-Line Racism. Social Text, 30(2_111), 43-74. Price, R. (2003).  Fast facts on the Middle East conflict. Eugene: Harvest House Pub Rodenborg, N. A. (2013). Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World. Journal of Social Work Education, 49(4), 564-579. Semati, M. (2010). Islamophobia, Culture and Race in the Age of Empire. Cultural Studies, 24(2), 256-275. Shalhoub-Kevorkian, N. (2004). Racism, Militarisation and Policing: Police Reactions to Violence against Palestinian Women in Israel. Social Identities, 10(2), 171-193. Treacher, A. (2007). Circulating Emotions, Beliefs and Fantasies: The Middle East and the West. Psychodynamic Practice, 13(4), 345-360. Gordon, J. (2012). Human Right Education?. Journal of Law, Medicine & Ethics, 41(4), 754-767. Ruby, T. (2013). The Question 0f Muslim Women’s Rights And The Ontario Shari’ah Tribunals. Frontiers: A Journal of Women Studies, 34(2), 134-154. Steinberg, G. M. (2012). From Durban to the Goldstone Report: The Centrality Of Human Rights Ngos In The Political Dimension Of The Arab–Israeli Conflict. Israel Affairs, 18(3), 372-388 Steinberg, G. M. (2012). International Ngos, the Arab Upheaval, and Human Rights: Examining NGO Resource Allocation. Journal of International Human Rights, 11(1), 124-149. Boothe, I., & Smithey, L. A. (2007). Privilege, Empowerment, and Nonviolent Intervention. Peace & Change, 32(1), 39-61. Cakir, S., & Yerin Guneri, O. (2011). Exploring the Factors Contributing To Empowerment of Turkish Migrant Women in the UK. International Journal of Psychology, 46(3), 223-233. Kim, L. M. (2001). ‘I Was [So] Busy Fighting Racism That I Didn’t Even Know I Was Being Oppressed As A Woman!’: Challenges, Changes, and Empowerment In Teaching About Women Of Color. Nwsa Journal, 13(2), 98. Reardon, K. M. (1998). Combating Racism through Planning Education: Lessons from the East St. Louis Action Research Project. Planning Practice & Research, 13(4), 421-432.Rubin, J. (2008). From Patriarchy to Empowerment. Women’s Participation, Movements, and Rights in The Middle East, North Africa, And South Asia. Middle East Quarterly, 15(3), 84-85. Salime, Z. (2010). Securing The Market, Pacifying Civil Society, Empowering Women: The Middle East Partnership Initiative Securing the Market, Pacifying Civil Society, Empowering Women: The Middle East Partnership Initiative. Sociological Forum, 25(4), 725-745. Zuhur, S. (2003). Women and Empowerment in the Arab World. Arab Studies Quarterly, 25(4), 17-38. Burtonwood, N. (1990). Inset and Education for Multicultural Society: A Review Of The Literature. British Educational Research Journal, 16(4), 321.Osler, A. (2002). Education For Citizenship: Mainstreaming The Fight Against Racism?. European Journal of Education, 37(2), 143.Pettijohn Ii, T. S. (2008). Reducing Racism, Sexism, and Homophobia in College Students By Completing A Psychology Of Prejudice Course. College Student Journal, 42(2), 459-468. Short, G. (1996). Anti-Racist Education, Multiculturalism, and the New Racism. Educational Review, 48(1), 65. Source document

Earth Day

1 EARTH DAY SKIT: â€Å"How Earth Day Began† This skit can be performed at an Earth Day assembly for an entire school or a single class Scene 1: At Home A student returns home from school. While eating dinner, she discusses her day with her parents. The end of April is approaching and her school [insert your school name] is preparing for its Earth Week festivities. Teachers and students have been talking about the week’s event and she can’t wait – excitement is in the air! She tells her parents that Earth Week events begin tomorrow and that she will participate in a day of tree planting; bring a litterless lunch, and even wear something green! After helping her parents clean up after dinner, she heads off to bed. As she falls asleep she thinks of all that she has learned about Earth Day so far. Student: Hi Dad! Dad: You’re home a bit later than usual, how was your day? Student: Oh Dad, today was sooo exciting. Mrs. Ali taught us all about the history of Earth Day and she spoke about all the fun activities that we’re going to do for Earth Day. Dad: Really? Student: Yep! Our school is planning to have a week of festivities to celebrate how much we care about our earth. I’m so excited I can hardly wait! Dad: Let’s sit down and have some dinner. Your Mom and I prepared your favourite dish! Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 2 Mom: And while we eat you can tell us all about the activities. They sit around the dinner table. Mom: So, what’s the plan for tomorrow? Are you going around the community and picking up garbage? Student: Nope, that’s Friday, along with an assembly and guest speaker. Tomorrow we are planting trees, bringing in litterless lunches and wearing green. Does anyone know wear my green overalls are? Dad: We’ll have a look for them; we’ll make sure that you are as ‘green’ as can be. Student: I’m so eager to plant trees; I’ve never done that before. This is my first Earth Day celebration†¦all my friends are so thrilled. The class that plants the most trees wins a prize, we’re going to win for sure! Mom: I bet you will, now help us clean up the dinner table and off to bed you go! Student: (pleadingly) Do I have to? Mom: Yes, dear. They clean up the table. Student: (She heads to her bed, already laid out in the middle of the stage) Good night! Parents (in unison): Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 3 Sweet dreams! Parents exit. Narrator: As she falls asleep, she thinks only of tomorrow’s festivities. Curtains Close Scene 2: Her Dream_______________________________________________ The purpose of this scene is to provide students with a background of the history of Earth Day, to make them aware of the environmental degradation occurring then and now, and finally, ways in which students can act to help make our Earth healthier. Wisconsin Governor Gaylord Nelson (speaking to the history of Earth Day) will be in the middle of the stage, surrounded by the three groups (each representing a type of environmental degradation). Each group will be on stage at the same time as the governor. He will stand behind a podium discussing the creation/development/successes of Earth Day. As the governor speaks about each type of environmental degradation, the corresponding group will act out their part accordingly. Curtains Open Narrator: It’s 2005 and Wisconsin Governor Gaylord Nelson is making a speech about Earth Day. Governor: (in 1970s attire) Good afternoon and thank you for attending today’s event. How many of you are aware of the history of Earth Day? Pause] Well, here’s a bit of history that you might be interested in. In 1963, I began to worry about our planet, it was becoming more and more degraded, pollution was evident and plants and other species were disappearing. I began to talk with lawmakers in the US and to the president at the time, President Kennedy, about going around the country and telling people about these environmental concerns. However, while he did go around the countr y speaking of these concerns, this did not get the attention of enough of the country and Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 4 environmental degradation continued. I worried that the affects would be detrimental to the health of our environment†¦Ã¢â‚¬ ¦. Pause†¦first group proceeds with their segment First Group: Air pollution group Without speaking, this group (wearing white and symbolizing air) will stand together in a group of 5 or more while 2 other students dressed in red will burst through the ‘wall’ of white representing holes in the ozone. The red will represent chlorofluorocarbons (CFCs), halons, carbon tetrachloride, and methyl chloroform (option: have students in red hold or paste a sign on themselves that reads: †CFCs†). Move to second group Second Group: Deforestation group Without speaking, this group of 5 (wearing green) will have their hands in the air, standing tall and swaying (resembling trees). After a few seconds most will eventually fall to the ground representing trees being cut down and the spoiling of natural wilderness. Move to third group Third Group: Water group Without speaking, this group of 5 (wearing blue) will all lay on the ground symbolizing a river, watershed. Pollution (those wearing brown) will come up from behind and will lie down beside them representing pollutants entering the water stream and remaining there for long periods of time. Back to the Governor’s speech Governor: In 1969, I was still very concerned so I came up with another idea. I decided to have one special day to teach everyone about all the things that had to change in our environment to make it healthier. That day was EARTH DAY. The first Earth Day was held on April 22, 1970, with the help of Harvard University Student Denis Hayes and it was a major success. Since then, Earth Day celebrations have spread all over the country, and especially in Canada. Today, more than 6 million Canadians join 500 million people in over 180 countries in staging events and projects to address local environmental issues. Nearly every Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. school child in Canada takes part in an Earth Day activity. [pause] So, you want to know how to make every day Earth Day? Make a promise to the Earth to stop environmental degradation by: Spreading the message to your family and friends that idling their vehicles causes air pollution. Try taking public transportation! First group (Air pollution group) walks of the stage†¦. You can adopt a â€Å"zero waste† frame of mind at school, home, in your everyday-liv es. All you have to do is remember the 3 R’s – reduce, reuse, recycle. Also, how about planting some trees? Second Group (Deforestation group) walks of the stage†¦ Also, let everyone know that dumping garbage, household cleaners, pesticides, or oil down a storm sewer drain is harmful to the watercourse. Paint a yellow fish on storm drains in your area to remind your community that what goes down the drains ends up in our water systems†¦ Third Group (Water) walks of the stage†¦ That’s not all you can do! I challenge you and your class to think of more ways to help our planet. It only takes a small group of people to make big changes in the world. I wish you all a wonderful Earth Day! Curtains Close Scene 3: Back in students room ____________________________________ Mum: Wake up, its time for school. How did you sleep? Student: I had a great sleep mom, I dreamt all about Earth Day. Thanks for getting my clothes ready, Dad! Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 6 I have to run, I don’t want to be late for tree planting! All: Bye! Student exits off stage with her litterless lunch, dressed in green with a big smile on her face! THE END Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved.

Should people eat dog meat or not Essay Example | Topics and Well Written Essays - 1250 words

Should people eat dog meat or not - Essay Example ating is one of such long-standing problems and finding a solution cannot be postponed any more because being in hurry for a better life, it is impossible to catch it without finding common language with the Nature. Something familiar can be found even between the most different countries and Switzerland, China, Vietnam, Mexico, Indonesia, Philippines, Korea, Taiwan, Polynesia, the Arctic and Antarctic have a common spoilt reputation because of dog eating. Such a tradition appeared in those countries due to different cultural and historical moments. For example, Susan R. Friedland shares such Philippine cultural fact: Among the Benguet Igorots, the cleansing ritual known as tomo or temmo is performed for the warriors who had directly or indirectly participated in inner-village conflicts (faroknit). The ritual animal has to be the dog, based on the belief that its barks can drive away haunting spirits (74). Even though scientists have proved that China was the first country that domesticated dogs, at the same time, dog meat was one of the main food sources. It is still common to consume it but some changes are also visible. As Frederick J. Simoons noticed, â€Å"a ban on slaughtering and eating dogs had been in effect in Hong Kong since 1950, with severe penalties, a $1000 fine and six months in jail, for violations. However, because the law is so contrary to the tradition of the Chinese majority, it has been wildly ignored† (314). The situation in Switzerland differs because, on the one hand, people who eat dog meat are not punished for that and it is allowed but, on the other hand, the law persecutes its trading. Arctic and Antarctic appeared in the list because its inhabitants use dogs as nutrition in emergency cases what is opposite in Korea, where they have created a breed that is meant for eating: Importantly, whether dog meat consumption is considered a National tradition, culture or custom maybe a matter of semantics only; clearly the motivation in Korean

A Day in the Life of Ivan Denisovitch Essay Example | Topics and Well Written Essays - 1000 words

A Day in the Life of Ivan Denisovitch - Essay Example This political novel first appears in 1962 in the Soviet literary magazine Novy Mir which originally purposed to be modeled like the pre-Soviet magazine Mir Bozhy. However, it goes beyond that by publishing controversial issues on Soviet history in order to expose the cruel and brutal realities which have not been publicly unheard. A Day in the Life of Ivan Denisovitch becomes controversial because it marks the first mention of forced collectivization of farms and existence of labor camps.The political novel describes in full detail a day in the life of a prisoner named Ivan Denisovitch in one of the Soviet labor camps. Set in a cold winter morning in 1951, the novel opens with the main character waking up sick. Because he "hadn't feel right since the night before" (6), he decides to rise past the wake-up call thinking that the kindly guard is on duty. However, as a different guard is making the rounds, he is punished to clean the guardhouse after which he hurriedly went to the mess hall to have his breakfast. Noting that he should be excused to work because of his illness, he presented himself to the dispensary who concluded that his fever is not high enough for him to be excused.The next portions of the novel provide a description of Ivan's squad, the relationship among the prisoners, and the cruelty that they go through. Every morning and afternoon, each of the prisoners needs to undergo body checks and body count where they need to undress in the freezing cold in order to ensure that they do not possess any prohibited things. Their work is in a construction site where the work condition is hardly bearable. In the coldness of the winter, the mortar utilized in bricklaying readily freezes if not applied fast enough (180). Even in their hard labor, the prisoners suffer from the limited supplies of food (88-89). Ivan tries to survive by outsmarting the people in the kitchen to get a second serving and hiding things which he can exchange for food at a later time . A notable character in the story is Tsezar who is not required to render manual labor because of his intellect but is confined in the office. Ivan works for him late in the afternoon in exchange for food which is send by Tsezar's family. At the end of the day, Ivan prays and thanks the Lord for granting him good things during the day amidst the torture and cruelty that he suffers throughout it: "Thanks be to Thee, O God, another day over!(560)" The prisoner appreciates the simple things which he considers good fortune in a brutal labor camp. After reading the novel, I believe that the author has been very effective in communicating his main ideas and issues to his audience. His experience in one of these labor camps, together with the pain it might have caused him is clearly portrayed in every chapter. His illustration of the characters and their individual feelings is evidenced to have been a description of his internal emotions. Reading the novel can be likened to experiencing cruelty in the labor camps first hand because of the specific and vivid details he included. Amidst from the cruel workplace, people in the camp doesn't seem to care. Shokuv laments "Can a man who's warm understand one who's freezing" (124). I believe that the significance of the literary piece should not be only gauged in the artistry of the writer but more importantly, its impact to its readers. During the first time of its publication, A Day in the Life of Ivan Denisovich has stirred interest among Russia because of the controversy it unveils. A student in this modern world, I can attest the significance of this novel which goes beyond acquainting me to the Soviet history

Policy Evaluation Findings and Recommendations Paper WK5 BPA 303 Essay

Policy Evaluation Findings and Recommendations Paper WK5 BPA 303 - Essay Example Social service programs are to be devised that could identify the social needs of children and their parents such as food, clothing and housing and ensure that these services are continuously available to families. The company currently has a policy that they comprehensively meet cognitive and academic needs of children; however, the organization must be focused towards providing development of a child across all domains (Chicago Department, 2010). The Federal Government should form a body of stakeholders that could address the matters of the organization and to assemble their workforce. The government should convene a pool of professionals that could be able to provide their suggestions voluntarily to generate more funds for the organization. The Federal Government should also develop a team of researchers that could find out new ways to teach young children and to improve their learning standards. The involvement of the family is the key to early learning of childhood which could help in successful parent engagement (Chicago Department,

Questions on Laws in UK Assignment Example | Topics and Well Written Essays - 1750 words

Questions on Laws in UK - Assignment Example An example of this is the Dutch Bureau of Agricultural Land Management which is responsible for the buying of plots of a farmland in rural areas. This organization, as existing shareholders also enjoys pre-emptive rights over the purchase of all such land. Another example is the Flemish Land Company in Belgium who are entitled to override other candidates and buy out farmland should it be up for sale. (OECD, 1998, p.22) b) There are certain exceptions or disapplication of pre-emption rights. They are as follows. The right of pre-emption is not applicable to the sale of treasury shares, held by the company, i.e. issue of equity shares as given by section 560(2) (b) of the Companies Act 2006. Since Treasury shares are bonds or gifts of the government, no pre-emptive rights may be applied to them. If the directors of a company are given the power to allot equity shares by an article of the government or by a special resolution adopted by the concerned company (as stated in section 561 o f the Companies Act), the pre-emption will not apply. Even if it does apply, the allotment of equity shares will be done with some modifications as per the directors’ decisions. ... It is advisable for a company to take its own decisions for optimality. A company may decide that the pre-emption rights will not apply to a specified allotment of shares or it shall apply with some modifications stated in the resolution. The company may do this by putting a special resolution into effect. (Companies Act 2006, Elizabeth II, Part 46, n.d, p.276) If the resolution of the company benefits it and all its shareholders, it this move is welcome but if it is taken due to personal grudges between members of the management, it will lead to injustice and unfairness and harm the company. Answer: 2 a) â€Å"A Business Angel investor is a high-net-worth individual, who typically provides capital, in the form of debt or equity from his or her own funds to a small private business owned and operated by someone else who is neither a friend nor a family member†. (Talmor & Vasvari, 2011, p.16.1) A Venture Capitalist, on the other hand, is â€Å"not only a financier but also eit her an intelligent evaluator who performs due diligence on ventures, a venture’s partner who can add value to the venture, or both†. (Cumming, 2010, p.299) There are some advantages enjoyed by the Business Angels over Venture Capitalists. They are given as follows. i) The transaction costs incurred by business angels are much less than the transaction cost of venture capitalists. The transaction cost for business angels lies between the ranges of $100,000-2,000,000 whereas that for venture capitalists is higher than $2,000,000. ii) The operations of business angels are geographically more dispersed than those of venture capitalists. The existence of venture capitalists is limited to a few areas where there are many

Site Analysis Essay Example | Topics and Well Written Essays - 750 words

Site Analysis - Essay Example In designing project, we had to consider this; the housing complex must provide for means to exit or join this road. Consequently, Cheater road, leads up to the gate of the housing estate. Besides the existing structures, the estate design took into account the topography of the area. The region is generally flat thus making it easy to come up with designs that do not include major deviations to accommodate land irregularities. In order to complete the project, four phases will be undertaken. This is depicted the four housing complexes along with the parking area. The design separates these phases into complexes so as to make the project completion achievable. Another aspect taken into consideration when designing the housing estate is the projected population that lives and works around the area. Flats were chosen due to the high demand for housing in this area. The flats are supposed to accommodate a large number of people. The purpose of this proposal is to raise sufficient funds to complete the entire project. As it is now, the amount of resources available can only complete the first phase of the project and thus there is urgent need to raise the required resources before the project commences. Currently, there is limited space for housing in and around large cities. There has been a significant rise in demand for housing as more people move into cities in search of work. At the current pace, most of areas surrounding towns and cities will be absorbed into their ecosystem. This makes sub barns a hot cake for individuals in search of residence. As is with our case, the housing complex helps solve this problem. The demand for housing in the area almost guarantees return on investment for any investors. The fact that we already own the coveted piece of land, makes it a significantly smaller undertaking to develop it. The associated costs of the project are limited to the construction of the buildings and the parking lot. The

Management in Context Essay 2 Example | Topics and Well Written Essays - 2000 words

Management in Context 2 - Essay Example The restaurant is situated near the corner of the main street between a bookshop to the left and a winter garments store to the right. There is a local deli located a few shops down the busy road where people can be seen walking in the cold, shopping and tending to their routine businesses. From the outside the restaurant seems small, with a brick wall and a tiny wood and glass door which serves as the entrance for customers. Inside, the restaurant the atmosphere is warm and cozy, almost homely. Many wooden tables can be seen scattered around, some with colorful table cloths and different kinds of chairs, some wooden and some upholstered. In the dà ©cor there is a hint of the South East Asian, however despite being a Pakistani restaurant, it does not quiet seem as Pakistani as it should. The warm colored interior reflects bits of Moroccan and even Arabic inspired decoration. A corner sofa and coffee table set up in the extreme right near the window makes it appear like a pure European coffee shop. The restaurant seems inviting and welcoming when you step in the door. The walls a are painted hues of peach, and there are many colorful cloths and drapes hanging from the ceiling. Some handicrafts can be seen placed, hand painted pots, and embroider wall hangings which seem to be representing some form of Mughal art, a distinct culture in its own. The restaurant smells of masala and cheese a mixture of ingredients. The eatery specializes in Pakistani food; however the menu card lists dishes from many other Asian countries. The menu even includes Italian, fish and chips, and a variety of coffees, ice cream and other beverages. Some of the food on the menu seems to be Chinese. Besides the traditional yogurt drink lassi there is even other beverages such as milkshake made of European fruits such as strawberry and the tropical mangoes. Many of those who walk in are

Should Chinese Student Study Abroad Essay Example for Free

Should Chinese Student Study Abroad Essay With sustained economic growth in China, the option to study abroad has become more affordable for increasing numbers of Chinese families. For example, China Daily reported in 2007 that the number of students choosing to study abroad has increased by 11 percent over the last five years till 2007. However some problems occur when choose to study abroad destination, whether it is one-semester exchange or full-time engagement. Some of these problems include culture shocks and loneliness, language difficulties and financial hurdles. First, we will discuss the three arguments raised by the opponents against studying abroad. Second, we analyze corresponding counter arguments referring to research conducted by the International Education of Students (IES). Finally, the feedback from the alumni who experienced oversea studies will strengthen the stance on the obvious advantages of studying abroad. Though it is widely believed that it is beneficial for students to have an oversea education in developing students’ capacity (Bodycott 359), many opponents are skeptical about it. They claim problems of studying abroad are many, including language difficulties, homesickness and financial hurdles. In terms of language difficulties, they argue that most Chinese students have too poor language skills to handle the oversea life. According to Marilyn Renee (qtd in Zhang Brunton 126), the disadvantage in language skills directly influences the performance in academic activities and contributes to the lowered score of self-esteem. It is suggested that the students’ fluency in English may impact on cross-cultural relationship (Ward 544). In this respect, Toyokawa also finds that the poor English of an international student will result in a worsened situation of social interactions (qtd in Zhang Brunton 127). However, language difficulty cannot be a reason for Chinese students to quit international education. Firstly, most foreign universities provide extra classes or set up supporting departments to facilitate the language adaptation of foreign enrollers. Se condly, students may overcome this by interacting and associating with people from their native land or opt for a tandem partner. International students can also join clubs and participate in teams such as sports, drama and debate which all offer fabulous opportunities for learning a foreign language (King 1). According to the research by IES, 90 percent of the respondents state that being in a complete English environment forced them to learn English and helped a lot in developing a western way of learning and speaking. Another difficulty facing Chinese international students is loneliness in an entirely different environment and culture. A review by Toyokawa and Toyokawa (2002) demonstrated that â€Å"international students experience difficulty including culture shock, adjustment to customs and values, isolation and loneliness, homesickness and a loss of established social networks† (qtd in Zhang Brunton 126). The opponents also claim that Chinese students are from collectivist countries. They focus more on social networks than some of the individualistic western cultures. This may result in their helplessness confronting failure or frustration. Moreover, distance from families and friends and being situated in a different social environment and culture adds to their feelings of loneliness. Despite the truth of loneliness encountered by international students, chances are more for them to survive it. Suggestions are raised by Suraweera, an expert in the research of international students’ behaviour and psychology, in two aspects. For one thing, if students who study abroad put the best effort in their study and score a good academic performance, they are less likely to feel lonely but for a sense of success. On the contrary, bad academic performance may lead to depression which is one cause to stimulate homesickness. For another, students can seek new friends and new experiences. Through building a fine network with colleagues, homesickness is reduced by a large extent. In addition, engaging in a different experience, such as going on travelling or taking on a part-time job, will absorb students in more important things. With respect to intercultural development, the IES result shows that about 91 percent understand better of their own cultural values and biases. About 94 percent reported to make more multicultural friends and continue to explore a new culture. This result corresponds to the study abroad educators who often expect to train future global leaders to be more influential, respectful of other cultures and political and economic systems. In this respect, studying abroad is succeeding in its goal. The last potential difficulty is financial hurdles, which are often the biggest problem with studying abroad. Even for students on a semester exchange abroad program, the living expenses and tuition cost can probably add at least a couple thousand dollars excluding plane tickets and sightseeing. The opponents of international study hold the view that the expenses will never be covered and it is not worth the struggle. Nevertheless, while the financial prospect of a study abroad program can seem daunting, it is rewarding in the long run. According to the survey made by IES, a majority of participants give positive responses in terms of personal development. 96 percent said the unique experience increased their self-confidence. 97 percent reported studying abroad served as a catalyst for increased maturity and 95 percent stated that it had a vast influence on their world view. The data collected from the participants show that studying abroad is a critical moment in a young person’s life and continues to influence the respondents’ life in their future development. Moreover, Boycott (360) discovers that with an oversea education, a graduate can largely increase his chance of being employed. In summary, a number of Chinese students, pursuing higher education abroad, are reported to gain advantages while opponents hold different opinions against it. The advantages are shown mainly for students’ individual development if the opportunity abroad is seized and commanded properly. However, arguments against studying abroad are raised including three major ones. Firstly, the language difficulties can lead to the lowered performance of individual student, thus reducing the quality of overseas education. Nevertheless, most universities offer language support and the environment itself play as the impetus for language developing. The second problem lies in a negative reaction towards a foreign environment, which is loneliness. This can be addressed through network building and culture exploration. Lastly, the financial hurdle, seemingly daunting, cannot be an obstacle for the experience brings more to individuals in the long run than the initial financial input. The research conducted by IES acts as the major evidence of the positive examples for overseas learning. In a word, Chinese students should study abroad, despite the various opposing opinions. While more efforts are needed including overcoming the language difficulties and developing the personality that is flexible, adaptive, and it is clear that the efforts extended are well worth it in the end.

The Zika Virus (ZV): Causes and Features

The Zika Virus (ZV): Causes and Features The Zika Virus (ZV) is a mosquito-borne flavivirus that is transmitted by Aedes species, specifically A. aegypti, africanus, and the albopictus mosquitoes.1,2,3 ZV has recently gained global concern as recent outbreaks have occurred in the Americas. However, the virus was first isolated in 1947 from a macaque monkey in the Zika forest located in Uganda. The virus migrated to the Southeast Asian countries in 1945; the first human case was reported in Nigeria in 1952. Multiple epidemics have been reported since its first reported case in 1952. The first large scale outbreak occurred on Yap Island, Micronesia in 2007. Between April and July 2007, there were 49 confirmed and 59 probable cases of the ZV infection.4 During this time, no deaths were reported. Of the 6,982 Yap Island residents that were at least three years of age, 5,005 (roughly 73%) were estimated to be infected with ZV during this outbreak.4 The second major outbreak occurred in the French Polynesia between October 2013 and February 2014. As of February 14, 2014, 8,510 suspected cases were reported.5 The largest and current outbreak in the Americas began in Brazil. Brazils first reported locally transmitted case in Brazil occurred May 2015. The ZV entry into Brazil is not clear; however, it is proposed that travelers from ZV-infected areas of Chile, Asia, and Africa brought it during 2014 sporting events. This outbreak brought ZV back into the news as many athletes became weary of contracting ZV while participating in the 2016 Rio de Janeiro Olympic Games. Based on rates of asymptomatic infection, an estimated 500,000 to 1.5 million people in Brazil were affected with ZV.6 As of January 18, 2017, there are 738,783 confirmed cases, with the highest number of cases reported in Brazil, Columbia, and Venezuela.6 Mexico, Central America, the United States, and the Caribbean including the U.S. Virgin Islands and Puerto Rico reported confirmed cases of the virus. Regions outside of the Americas, specifically Singapore, Thailand, and Cape Verde reported confirmed cases of ZV. In January 2016, a traveler returning from Latin America to Texas reported the first U.S. case of ZV infection. As of March 22, 2017, more than 5,100 cases of ZV were reported.7 Of those reported, 4,861 cases were travel-related, 1,617 cases occurred in pregnant women, and 45 cases were sexually transmitted.8,9,10 The first case of transmission within the U.S. was in Florida. Those who were traveling to the U.S. from other affected areas reported many of the subsequent ZV cases. Every state has reported laboratory-confirmed symptomatic ZV disease. Only Florida and Texas have reported local-transmission of ZV.9 ZV is a member of the virus family Flaviviridae. The Flaviviruses include arboviruses that are transmitted through mosquitoes to humans. Ranging from 40-50 nm in diameter, the Flaviviruses are positive-sense and single-stranded RNA. The ZV is an icosahedral capsid enveloped virus. Several small proteins surround the RNA genome; the capsid proteins cover the core, creating its icosahedral shape. The lipid bilayer envelope membrane contains both the membrane and the envelope proteins, which are glycosylated in many flaviviruses.11 Vectors, generally mosquitoes, are infected when they feed on viremic hosts. Humans are generally the accidental hosts. The mosquitoes will take a blood meal from an infected host and transmit it to another individual. In the U.S., these mosquito vectors are isolated to the southeastern states. Aerosols or contaminated food products can also transmit Flaviviruses; however, this only occurs under certain circumstances. Other diseases associated with Flaviviruses include Japanese encephalitis, yellow fever, dengue fever, chikungunya fever, and hemorrhagic fever. ZV is an arthropod-borne virus (arbovirus) that infects their vectors after ingestion of a blood meal from aviremic non-human vertebrate. Some arthropods can be infected by saliva-infected transmission. The arthropod vectors develop chronic systemic infections as the virus will penetrate the gut and spread to the salivary glands. This dissemination to the salivary glands is known as extrinsic incubation, which lasts about 1-3 weeks in mosquitoes.12 The mosquito is not harmed by the infection. The ZV pathogen has two lineages that are based on phylogenetic analysis of viral envelope proteins:13 the African and Asian lineages. The African lineage is primarily restricted to the African countries of Central African Republic, Kenya, Nigeria, Senegal, and Uganda. The Asian lineage seems to be the strand that has been seen in recent outbreaks. This lineage has been circulating in the Southeast Asian countries since the 1950s, in French Polynesia in 2013, and the Americas in 2015. ZV is primarily transmitted by a bite of an infected Aedes mosquito. Humans are the likely main reservoirs; however, during outbreaks, human-to-vector-to-human transmission is common. Other modes of transmission of ZV are sexual transmission and maternal-fetal transmission during pregnancy. The estimated reproduction number of ZV infection during the Columbia epidemic in 2015-2016 ranged 2.2-14.8.14 During the Yap Island and French Polynesia epidemics, the estimated reproduction number ranged 4.3-5.815, that is comparable to dengue and chikungunya fevers, which are from the same family as ZV. Various sexual transmission has been reported: multiple cases of male to female transmission in the U.S. between January-April 201615, one case of male-to-male anal intercourse17, one case of female-to-male transmission18, and an asymptomatic case of male-to- female transmission.19 The duration of ZV RNA persistence in semen has been monitored to determine the degree of ZV infectivity. Detection of the viral RNA in semen was found up to 188 days after symptom onset in an Italian man who contracted ZV infection while traveling in Haiti.20 Additionally, it was found that ZV was found in semen up to 92 days after the illness onset.21 Various reports regarding vaginal secretions and bodily fluids have been monitored for ZV infectivity as well. Viral RNA in vaginal secretions were found up to 14 days after symptom onset.22 Viral RNA has been detected in urine and saliva in 54 days and serum up to 67 days.23 These findings were monitored in an infant whose mother displayed ZV infection symptoms during week 26 of her pregnancy and tested positive for ZV after birth. No reports of ZV in other bodily fluids of the reproductive tracts, specifically the follicular fluid, have been identified. There are potential modes of transmission that have been explored and discussed. Blood transfusion or blood products and breast-feeding have been linked to possible transmission.2 Viral RNA has been detected in the breast milk of those women who have been infected. There was a detection of ZV and viral RNA in breast milk collected 4 days postpartum from a woman who developed ZV symptoms during prenatal period.24 Breast-feeding is not a confirmed route of transmission, as it has not yet been thoroughly evaluated. Kissing is not a confirmed route of transmission. However, one case of transmission was reported from an elderly patient with a high viral load to a family member who reported kissing and hugging an infected patient, but had no known direct contact with infected bodily fluids.25 Saliva, urine, and conjunctival fluid have been detected sources, but transmission has not been confirmed. The incubation period of the ZV is usually 3-12 days. About 75-80% of ZV infections are asymptomatic.1 If ZV becomes symptomatic, disease is generally mild. Common symptoms include rash, fever, joint pain (known as arthralgia), and conjunctivitis. Symptoms generally resolve within a week. Pathogenesis of the ZV is not well studied; early data indicates that ZV will infect and replicate in dermal fibroblasts, epidermal keratinocytes, and immature dendritic cells.26 Infected epidermal keratinocytes will undergo apoptotic cell death. The viral replication prompts an innate immune response. As a result, type I interferons in infected cells are produced. The risk factors that put an individual at a greater risk for contracting ZV are those who live or travel to endemic or epidemic areas, mosquito exposure, and unprotected sexual contact with someone who has recently traveled to areas with active transmission. To determine if an individual is at risk, asking patients about travel history to ZV-infected areas, noting specific dates and location of travel, and discussing risk factors for transmission are important. The Centers for Disease Control and Prevention (CDC) concluded that ZV is a cause of microcephaly and other severe fatal neural defects, such as Guillain-Barrà © Syndrome. This is a complication associated with pregnancy. The CDC has determined this based on epidemiologic evidence showing an increase number of infants born with microcephaly during the French Polynesian and Brazilian outbreaks.3 Through cohort and case series studies, the CDC has found a cause and effect between the ZV and various brain defects, such as microcephaly, cerebral malformation, intracranial calcifications, neurologic dysfunction, and ophthalmologic abnormalities.3 Various studies have detected ZV in brain tissue of affected fetuses. Brain tissue was collected from infants with microcephaly who later died and in the placenta of mothers who suffered a miscarriage. As of result of these findings, the CDC has established two surveillance systems to monitor pregnancies and congenital outcomes in women with ZV infection: The U.S. Zika Pregnancy Registry and Zika Active Pregnancy Surveillance System (ZAPSS) for women in Puerto Rico. Due to the CDC findings regarding malformations of embryos, ZV is considered teratogenic. Microcephaly is a common defect of infants that have contracted ZV from their mothers. Microcephaly is a condition where a baby is born with a smaller than normal head or the head stops growing after birth.27 Because there is a delay in the growth of a head, there are neural developmental abnormalities. Babies born with microcephaly typically have physical and learning disabilities as they continue to grow and age. During ZV outbreaks, there was an increased incidence of microcephaly reported. During the 2013 French Polynesia outbreak, 8,750 suspected ZV cases were reported.28 Estimated risk of microcephaly reported 95 cases per 10,000 women who contracted ZV in the first trimester, while the baseline microcephaly prevalence for that area was two per 10,000 neonates.28 In 2015, an annual rate of microcephaly in Brazil increased from 5.7 cases per 100,000 live birth in 2014 to 99.7 cases per 100,000 in 2015.29 For diagnosing ZV, polymerase chain reaction, specifically quantitative or qualitative real-time reverse transcription polymerase chain reaction (RT-PCR) is considered the gold standard. RT-PCR distinguishes ZV from other flaviviruses such as dengue and chikungunya fevers. This test can be performed on serum, urine, or blood; however, serum and urine are commonly used. Sensitivity of RT-PCR can vary within 14 days of symptom onset. If symptoms are less than 14 days from onset, it is recommended that RT-PCR of urine or serum samples be performed. Cohort studies have found that RT-PCR of plasma samples appear more sensitive than RT-PCR of urine samples within the first 5 days of symptomatic ZV infection.30 In addition to performing RT-PCR, a physical examination must be done to diagnosis ZV. During physical examination, a clinician should examine a patient for fever, maculopapular rash, arthralgia, and conjunctivitis. Most symptomatic patients will present with rash and conjunctivitis.1,2 Clinicians should access the patients risk of exposure, such as travel history to an area of active transmission and unprotected sexual contact with someone who recently traveled to an affected area. Bloodwork should be completed. Generally bloodwork results are normal, but mild leukopenia (low white blood cell count), thrombocytopenia (low platelet count) and hepatic transaminitis (elevated liver enzymes) have been reported with ZV infection.31 Patients with suspected ZV should be evaluated for dengue and chikungunya virus infections as they all cause symptoms that overlap. The same mosquito vector transmits ZV, dengue fever, and chikungunya fever. Other illnesses to differentiate are malaria, influenza, infectious mononucleosis, and acute HIV infection. Other ZV testing options include serum virus-specific immunoglobulin M (IgM) and culture. IgM testing has a greater sensitivity at the end of the first week of illness. IgM has the potential to cross-react with other flaviviruses.2 The FDA approved the CDC IgM Antibody Capture Enzyme-Linked Immunosorbent Assay (Zika MAC-ELISA) as the first antibody test for emergency evaluation in selected laboratories.32 In addition to the Zika MAC-ELISA, Trioplex Real-Time RT-PCR assay can be used for ZV diagnosis. Culture is generally not used as a tool, but rather an aid to determine if any additional infections are present. If a patient is symptomatic or thought to have contracted the infection due to recent ZV exposure, these diagnostic tools are used to diagnose ZV. Coinfection with other viral illnesses transmitted by the same infected Aedes mosquito can occur. Dengue and chikungunya fever are the common illnesses that are associated with ZV. These coinfections were found in Nicaragua. Between September 2015 and April 2016, 356 patients in Nicaragua with suspected arboviral illnesses provided serum samples for ZV, dengue, and chikungunya fevers.33 A real-time RT-PCR confirmed the presence of a virus. Of those that provided serum samples, 263 had at least one of these viruses, 71 of these cases had a coinfection with 2-3 viruses. Suspected cases should be reported to local health departments in the U.S. for coordination of testing, care, and spread prevention. The CDC and selected state health departments perform more testing to confirm the diagnosis of ZV. The CDC provides instruction for sending ZV samples for testing. There are specific considerations for pregnant women. In 2016, the CDC provided guidelines for evaluation and management for pregnant women and infants with suspected ZV infections (Appendices 1 and 2). Possible Zika virus exposure should be discussed with all pregnant women during each prenatal visit. Testing symptomatic pregnant women should be based on the time of potential exposure. Additional testing is needed to rule out other illnesses, such as dengue, chikungunya, and yellow fever. Other illnesses to consider include malaria, rubella, measles, parvovirus B19 infection, influenza, rickettsial illnesses, enterovirus illnesses, acute HIV infection, and group A streptococcal infection.34 If asymptomatic pregnant women have an ongoing risk for exposure, routine ZV IgM testing should be performed at visits during the first and second trimesters. Offering RT-PCR testing for asymptomatic women with possible infection is recommended for those who have had exposure within the past two weeks of their prenatal visits. Positive results from RT-PCR testing confirm infection. However, a negative result does not exclude infection; IgM testing should be performed for further analysis. In addition to testing, if ZV is suspected or confirmed, serial ultrasounds are necessary every 3-4 weeks to monitor fetal growth and anatomy. Decisions on amniocentesis should be discussed as it is considered a high-risk procedure. Amniocentesis is a medical procedure where a small sample from the amniotic sac surrounding a fetus is sampled and examined for genetic abnormalities. The optimal time to perform this procedure to accurately diagnose ZV is unknown. Amniocentesis is generally performed after 15 weeks of gestation. Because of the uncertainty surrounding the accuracy of this test, amniocentesis should be discussed on an individualized basis. Currently there is no specific antiviral treatment available for ZV. The recommended treatment is supportive with a focus primarily on rest, hydration, and fever and pain control. Acetaminophen is preferred to address fever and pain. Until dengue fever can be excluded, aspirin and other nonsteroidal anti-inflammatory (NSAIDS), such ibuprofen and naproxen, should be avoided to reduce the risk of hemorrhage. Most infected individuals recover within a week. Hospitalization or severe disease is not common. Those individuals infected with ZV are encouraged to avoid mosquito exposure during the first week of symptom onset to reduce the risk of continued transmission.2,3 While infected, individuals should isolate themselves, refrain from sexual contact, and avoid mosquito exposure. Mosquito avoidance is the main option for prevention and further spread of ZV. This is the key to preventing illness while traveling to endemic or epidemic affected regions. Eliminating mosquito habitat is also recommended. Mosquitoes can breed in small amounts of water. Individuals traveling in affected locations should wear light-colored clothing that completely cover the body, use mosquito repellents with DEET, and utilize mosquito nets. There are additional precautions for pregnant women and women trying to become pregnant. Women should avoid traveling to areas of active transmission. Consulting healthcare providers before traveling is recommended. The CDC instructs pregnant women to avoid traveling to elevations less than

Fathers role in molding his sons adolescence

Fathers role in molding his sons adolescence Over the years so many theories have made it evident that the father is a role model to his children, especially his son during the adolescence years. But none have discussed in what manner he affects, what are the domains in which he is influential and what factors play role to have these effects. Even after being the third in the mother-child dyad, how come the father becomes so important once the child is in his/her puberty, more importantly the son. This paper is an attempt to analysis the findings of the earlier studies done in this domain, to summate their findings and conclude the role of the father in molding his adolescent sons life. According to Freudian psychoanalytical view the father is considered to be a fear instigating factor in a sons life due to which he identifies with him. In a research study based psychoanalytical view of role of father as being the one who castrates shows the importance of identification with him as a gender role model for son for healthy development of sexual orientation later in life (Ceccarelli and Horizonte, 2003). This study explains that the lack/absence of a father who demands respect from the son and lay strong secure base for him to project his oedipal complexes by constantly defining limits, can lead to the construction of the nostalgia of the fathers protection as the transformation of this father into the symbolic father and his projection of his need for a father figure onto his sexual partners and also defining his sexual preference (the cases described in the study were of sons who had homosexual orientation). Therefore a male role model needs to be present for the son to develop sexual preferences which invariantly becomes prominent during the pubertal years, as the boy experiences new bodily changes. According to Zoja (2001) in his book The Father: Historical, Psychological, and Cultural Perspectives with Jungian analytical view, points that a single mother can assume the role of a father in preadolescent years of the child because the woman has been able to reconcile her role of mother with her role of lover, but later due to change in group dynamics and development of concept of gender-identity in adolescent years, need for an actual male father figure arises, for these adolescents form gangs which have a crude and regressive masculine psychology and its unconscious function is to challenge the father just as the gangs of animals are placed in masculine hierarchy. Sipsma, Biello, Cole-Lewis and Kershaw (2010) show that sons of adolescent fathers were 1.8 times more likely to become adolescent fathers than were sons of older fathers, as they l acked proper father figure in their life as their father themselves have not been mature enough to provide them with the strong security which is associated with a father. Adolescent boys with their father-present have higher male sex- role preferences than father-absent boys, though both father-present and father absent adolescent boys imitate male sex-role and female sex-roles which is not in correlation to their sex-role preferences. Moreover the masculine preferences are well established by age seven, more in father-present boys than in father-absent ones (Bandaines, 1976), showing clearly the role model that a father assumes quite early in his sons life. According to findings of Almeida and Galambos (1991), fathers acceptance of adolescent son increases with time, and as they get more involved in each other life, a better understanding may develop helping the adolescent child to deal with his conflicts. Moreover in single-earner families fathers tend to spend more time with the ir sons than their daughter which may be it being easy to identify with the same sex both ways. Thus it is clear that the presence of fathers who involve in their adolescent sons can lead to better feeling of acceptance in the child. Jones, Kramer, Armitage and Williams (2003) showed that the perceived quality of father-son (and mother-son) relation was negatively correlated with psychological separation: better the perceived quality, the less psychologically separated they were. Adolescent boys with non-resident fathers who had more frequent contact with their fathers experienced less psychological separation and more of overall healthy separateness. studies show that males who experience separation from their fathers early in life (before age 5yrs), even though they developed unhindered masculine preferences, experience high rate of low self-esteem and self-confidence, while those who are separated from their fathers later in life due to divorce of parents are less likely to marry and more likely to have common-law relationships (Covell and Turnbull, 1982). Robertson (1999) in his study found out that, variation in family structure, lack sense of attachment to family or parents, lack of shared leisure experiences with adolescent sons beyond age 10yr, and lack of interest in the adolescent sons live, especially by fathers lead to increased rated of delinquency in these boys. In a study done on African-American adolescent males involved in delinquent activities showed that, there was a detrimental effect of low socioeconomic-status on the delinquent activities of father-absent pubertal boys than those living in dual-parent families. Moreover the study showed that the parental monitoring done by the fathers was inversely correlated to the delinquent acts of the adolescent as these adolescent males benefited from being in a dual-parent family where they received paternal supervision besides maternal control (Paschall et al. 2003). With emergence of adolescence, drugs-use becomes a major concern and the experimenting youth become easy prey to such addiction. In such times the father can be a major influential factor in his sons life, who can either make him more prone to adapt to the habit or easy for him to stay away from such indulgence. Brook et. al.(1983) findings show that affectionate, emotionally supportive, attentive, involved in their sons life and engaging in meaningful conversation fathers have sons who dont smoke. Moreover fathers of nonsmokers have higher expectations from their sons and help to cultivate their ideas therefore may be encouraging their need for independence, which foster in their sons a sense of competence and achievement. On the other hand adolescent boys who smoked were unable to identify with their fathers beliefs and values and more identified with the stereotypical macho-masculine roles and that helped them to compensate for the poor paternal masculine role, which tend to spend less quality as well as quantity of time with their sons, and most of them smoke themselves. Apart from these the smokers differed from the nonsmoker adolescent boys on many personality traits; they tend to be less frustration tolerant, less compliant to family situations, less responsible and more rebellious and impulsive. The smoking behavior helps them to compensate for the feeling of low self-esteem, which develops due to a poor paternal role model. In another study Brook et. al (1981) found that adolescent marijuana users are less likely to perceive their fathers as less affectionate and child-centered, and they lack paternal control. Another domain in which fathers make a big contribution to adolescent sons is the area of subjective well-being and values-judgments. James R. Barclay (1980) in his study defines the role of a father in his adolescent sons development of values as that of, the masculine role model, the communicator (listening to different views and offering problem-solving methodologies), the moral model (striving to live somewhere between the absolutist and complete relativist) and the fallible reinforcing agent. Further studies show that fathers support is positively related to the psychological well-being of adolescent boys, especially those who are constantly bullied at school or by their peer group. (Flouri and Buchanan, 2002). In men positive parenting(by both or either parents) influenced psychological functioning by lowering psychological maladjustment in adolescence and increasing the odds of being partnered in midadulthood, it protected against psychological distress by promoting educationa l attainment and physical health in adolescence and young adulthood, and by increasing the odds of being religious and partnered in midadulthood, and it predicted life satisfaction by lowering psychological maladjustment in adolescence. (Flouri, 2003) Thus the involvement of father in a childs adolescent years, especially the son is more important so as to provide him with better gender role; help in developing better self-esteem and confidence, overall feeling of subjective-wellbeing and trust in long term commitments; and thus keeping a check on childs maladaptive behaviors such as that of engaging in early sexual relations, committing delinquency and abusing substances. Refrences: Almeida D. and Galambos N. Examining Father Involvement and the Quality of Father-Son Relations. Journal Of Research in Adolescence. 1991. 1(2), 155-172. Bandaines J. Identification, Imitation and Sex-Role Preference in Father-Present and Father-Absent Black and Chicano Boys. The Journal of Psychology, 1976. 92, 15-24 Barclay, J.R. Values of Adolescent Males and Father-Son Relations. The Personnel and Guidance Journal, 1980, 267-269 Brook J. et.al. The Role of the Father in His Sons Marijuana Use. The Journal of Genetic Psychology, 1981. 138, 81-86 Brook J. et.al. Fathers And Sons: Their Relationship And Personality Characteristics Associated With The Sons Smoking Behavior. The Journal of Genetic Psychology, 1983. 142, 271-281. Covell K. and Turnbull W. The Long Term Effects of Father Absence in Childhood on Male University Students Sex-Role Identity and Personal Adjustment. The Journal of Genetic Psychology, 1982. 141, 271-276. Ceccarelli and Horizonte, May I Call You Father? Int. Forum Psychoanal., 2003, 12, 195-203 Flouri E. Subjective Well-being in Midlife:The Role of Involvement and Closeness to Parents in Childhood. Journal of Happiness Studies 2004. 5: 335-358. Flouri and Buchanan. Life Satisfaction in Teenage Boys: The Moderating Role of Father Involvement and Bullying. Aggr. Behav. 2002. 28:126-133 Jones et al. The Impact of Father Absence on Adolescent Separation-Individuation. Genetic, Social and General Psychology Monographs, 2003, 129(1), 73-95 Knafo, A. and Shwartz S.H. Parenting and Adolescents Accuracy in Perceiving Parental Values, Child Development, 2003, Vol.74.2, 595-611 Paschall M., Ringwalt C. and Flewelling R. Effects Of Parenting, Father Absence, And Affiliation With Delinquent Peers On Delinquent Behavior Among African-American Male Adolescents. Adolescence, Spring 2003. 38:149, 15-34 Robertson. Leisure and Family: Perspectives of Male Adolescents who engage in Delinquent activity as Leisure, Journal of Leisure Research. 1999,Vol.31(4), 335-358 Sipsma et al. Like Father, Like Son: The Intergenerational Cycle of Adolescent Fatherhood, American Journal of Public Health, March 2010, Vol. 100.3, 517-524. Zoja, Luigi. The Father : Historical, Psychological, and Cultural Perspectives. Taylor Francis Routledge, 2001 .

Pablo Picasso Essay -- Essays Papers

Pablo Picasso "Yet Cubism and Modern art weren't either scientific or intellectual; they were visual and came from the eye and mind of one of the greatest geniuses in art history. Pablo Picasso, born in Spain, was a child prodigy who was recognized as such by his art-teacher father who ably led him along. The small Museo de Picasso in Barcelona is devoted primarily to his early works, which include strikingly realistic renderings of casts of ancient sculpture. "He was a rebel from the start and, as a teenager, began to frequent the Barcelona cafes where intellectuals gathered. He soon went to Paris, the capital of art, and soaked up the works of Manet, Gustave Courbet, and Toulouse-Lautrec, whose sketchy style impressed him greatly. Then it was back to Spain, a return to France, and again back to Spain - all in the years 1899 to 1904. "Before he struck upon Cubism, Picasso went through a prodigious number of styles - realism, caricature, the Blue Period, and the Rose Period. The Blue Period dates from 1901 to 1904 and is characterized by a predominantly blue palette and subjects focusing on outcasts, beggars, and prostitutes. This was when he also produced his first sculptures. The most poignant work of the style is in Cleveland's Museum of Art, La Vie (1903), that was created in memory of a great childhood friend, the Spanish poet Casagemas, who had committed suicide. The painting started as a self-portrait, but Picasso's features became those of his lost friend. The composition is stilted, the space compressed, the gestures stiff, and the tones predominantly blue. Another outstanding Blue Period work, of 1903, is in the Metropolitan, The Blind Man's Meal. Yet another example, perhaps the most lyrical and mysterious ever, is in the Toledo Museum of Art, the haunting Woman with a Crow (1903). "The Rose Period began around 1904 when Picasso's palette brightened, the paintings dominated by pinks and beige, light blues, and roses. His subjects are saltimbanques (circus people), harlequins, and clowns, all of whom seem to be mute and strangely inactive. One of the premier works of this period is in Washington, D.C., the National Gallery's large and extremely beautiful Family of Saltimbanques dating to 1905, which portrays a group of circus workers who appear alienated and incapable of communicating with each other, set in a one-dimensional space... ...ods. This paperback version is the smarter buy. Also available: A Life of Picasso: Volume II, 1907-1917, which covers the critical Cubist Period. Picasso : The Early Years 1892-1906 This is the catalog to the blockbuster show of 1997, featuring the Blue and Rose Periods. The graphics are of exceptional quality, and the accompanying essays are enlightening, focusing on less well-known aspects of this period of Picasso's career. Picasso and Portraiture : Representation and Transformation William Rubin (Editor), Anne Baldassari, Pierre Daix This is the catalog to the blockbuster show of 1996, featuring portraits from the beginning to end of Picasso's long career. The graphics are again of exceptional quality. Rubin's essay in particular is critical in art historical writing on the Spanish master. Picasso's Variations on the Masters : Confrontations With the Past Susan Grace Galassi This is an extremely interesting look at Picasso's series paintings based on masterworks from the past, from Velazquez to Delacroix to Manet. It was as if he could not find sufficient competition among contemporary artists, and looked to outdo the masters of the past in their own works.

Persaid History :: essays research papers

Perseid History This is the most famous of all meteor showers. It never fails to provide an impressive display and, due to its summertime appearance, it tends to provide the majority of meteors seen by non-astronomy enthusiasts. The earliest record of its activity appears in the Chinese annals, where it is said that in 36 AD "more than 100 meteors flew thither in the morning." Numerous references appear in Chinese, Japanese and Korean records throughout the 8th, 9th, 10th and 11th centuries, but only sporadic references are found between the 12th and 19th centuries, inclusive. Nevertheless, August has long had a reputation for an abundance of meteors. The Perseids have been referred to as the "tears of St. Lawrence", since meteors seemed to be in abundance during the festival of that saint on August 10th, but credit for the discovery of the shower's annual appearance is given to Quà ©telet (Brussels), who, in 1835, reported that there was a shower occurring in August that emanated from the constellation Perseus. The first observer to provide an hourly count for this shower was Eduard Heis (Mà ¼nster), who found a maximum rate of 160 meteors per hour in 1839. Observations by Heis and other observers around the world continued almost annually thereafter, with maximum rates typically falling between 37 and 88 per hour through 1858. Interestingly, the rates jumped to between 78 and 102 in 1861, according to estimates by four different observers, and, in 1863, three observers reported rates of 109 to 215 per hour. Although rates were still somewhat high in 1864, generally "normal" rates persisted throughout the remainder of the 19th-century. Computations of the orbit of the Perseids between 1864 and 1866 by Giovanni Virginio Schiaparelli (1835-1910) revealed a very strong resemblance to periodic comet Swift-Tuttle (1862 III). This was the first time a meteor shower had been positively identified with a comet and it seems safe to speculate that the high Perseid rates of 1861-1863 were directly due to the appearance of Swift-Tuttle, which has a period of about 120 years. Multiple returns of the comet would be responsible for the distribution of the meteors throughout the orbit, but meteors should be denser in the region closest to the comet, so that meteor activity should increase when the comet is near perihelion (as has been demonstrated by the June Boà ¶tids, Draconids and Leonids). As the 20th-century began, the maximum annual hourly rates of the Perseids

New Criticism

New Criticism was a trend in literary theory that emphasized the predominance of the literary text: â€Å"New Criticism was the dominant trend in English and American literary criticism in the mid twentieth century, from the 1920’s to the early 1960’s. Its adherents were emphatic in their advocacy of close reading and attention to texts themselves, and their rejection of criticism based on extra-textual sources, especially biography. At their best, New Critical readings were brilliant, articulately argued, and broad in scope, but sometimes they were idiosyncratic and moralistic† (Wikipedia). The emergence of New Criticism coincided with the reaction from literary studies to the nineteenth century philological tradition and its emphases on extra-literary phenomena and biographism. Essentially, the adherents of the New Criticism school were opposed to the interpretation of literary texts in light of the authors’ lives, stating that the literary text is a self-sufficient entity and its significance is independent from reality in general. Also read: Absolute Statement Fallacy One of the aspects which is less known and discussed is that the main theses of the New Criticism school had many affinities with Prague Structuralist Circle which was developing at the same time. Such elements as the rejection of the extra-textual in the interpretation of literature or of the author’s intention are to be encountered in the studies of the Prague structuralists too. The common denominator between the two schools – and this explains the nature of their focus – is Russian Formalism, which was developed in the early twentieth century and which had a very strong impact on the critical approaches of both schools. The main theorists of New Criticism were: John Crowe Ransom, Allen Tate, R.P. Blackmur, Robert Penn Warren, I.A. Richards, William Empsom, Cleanth Brooks, William Wimsatt, & Monroe Beardsley. It was the 1941 book by John Crowe Ransom – New Criticism – that formally constituted the diverse critics into a school in its own right. The New Critics were highly prolific and, although they are largely rejected today, their studies on literature became famous and a necessary reference in the history of literary criticism. Some of the most influential studies were: Brooks’ The Well Wrought Urn, Empson’s Seven Types of Ambiguity, Brooks and Warren’s Understanding Poetry, and Richard’s Practical Criticism or Monroe and Beardsley’s essay â€Å"The Intentional Fallacy†. The main elements of New Criticism were: NC sees the text as an autotelic (a word that was a NC fave) artifact; it is something autonomous, written for its own sake, unified (an aspect never fully fleshed out in any logical or coherent way by the NCs) in form, & independent of the writer’s life, intent, etc. In fact- 3 of the major tenets of NC were: 1) self-sufficiency: the poem should be independent of biography, historical content or effect on the reader– which were called the Intentional, Historical & Affective fallacies. 2) unity: the poem should be a coherent whole- a very traditional view, albeit limited. 3) complexity: thought to be the central element of poetry. NC believed it was the reader’s duty to seek this out in the art. Violations of these tenets were examples of the Intentional Fallacy- that the artist’s intent is the primary value of the art (Schneider, 1). In other words, proper criticism was to avoid the three main fallacies and focus solely on the text. Ironically, it was these main assumptions that were challenged by later schools of criticism such as Reader Response or New Historicism, which argued for the importance of readership and historicity in our understanding of literature. The primacy of the text in unveiling the meaning of literature signified that the New Critics posited a direct relationship between form and meaning. Their analyses of literary texts consisted mostly of in-depth formal and structural discussions of poetic language and devices. For instance, William Empson’s Seven Types of Ambiguity focused solely on the semantic aspect of poetry, which he could grasp by an analysis of specific poetic devices such as paradox or metaphor. Many of the New Critics’ statements took on an absolute value, consisting of formulations which resembled inviolable laws of literature. For example, Cleanth Brooks’ The Well-Wrought Urn starts with a definition of the relation between paradox and poetry as absolute: â€Å"Few of us are prepared to accept the statement that the language of poetry is the language of paradox† (Brooks, 3). Perhaps a wiser stance towards this matter – especially when it comes to finding specificity in poetry – might be to argue for a poetics of differences and a more relativistic point of view from which to contemplate paradox in the particular context of its use. These absolute and generalizing stances towards literature were seriously challenged by many critics as reductive, eclectic and deterministic. As other critics from Reception or New Historicism schools have shown, a trans-historical or reader-blind approach to literature cannot do justice to the literary work, nor can it account for its meaning because there is a permanent dialogue between literature and reality, the text and its reader and the text’s significance can be redefined in these encounters. Works Cited: Brooks, Cleanth. The Well-Wrought Urn. Studies in the Structure of Poetry. Harcourt,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Brace and World, Inc., New York, 1947. â€Å"New Criticism†. Wikipedia. 18.12.2006 . Schneider, Dan. â€Å"New Criticism: Same Old Game Redux†. On American Poetry  Ã‚   Criticism & Other Dastardly –Isms. 18.12.2006 http://www.cosmoetica.com/D20-DES14.htm.            

Criminal Justice Process Essay

Generally speaking, the concept of the legal system can often seem very complex, confusing, and intimidating. However, to assist in comprehending the system, the state of Kansas has defined a sequence of events in processing criminal cases where each action encompasses a specific function. Whether it is the police officer who investigates the crime, the prosecutor who must gather the facts for action, the defendant who must obtain a lawyer and prove their case, or the judge and jury who determine the fate of the offender; having a basic understanding of the law is imperative in protecting individual rights. Within this paper I will discuss the Kansas state criminal justice process and the multifaceted decisions that ensure justice is provided to all. Although the Kansas criminal law process is disclosed, it still may be difficult for an individual to navigate through the system alone. Therefore, once a person is taken into custody, he/she should immediately seek counsel to assist in the legal process. The first step in the criminal process is the investigation by law enforcement before an arrest is made. Moreover, an investigation of a said crime may be initiated in many ways. For instance, it could be as simple as an officer who witnesses a vehicle speeding or something that requires a more collective effort such as a 911 call from a bystander. An officer may speak to only one person or it may involve multiple witnesses being interviewed where evidence may be gathered over time. If an officer believes that there is enough evidence of a crime, he/she can try to obtain a search warrant. This process includes a judge who will review the information and approve/disapprove the warrant based on probable cause. Probable cause, as it applies to a search, is the facts and circumstances that would lead a reasonable person to believe that evidence is in a particular place (Wright, 2013). After law enforcement has conducted their investigation, a criminal arrest will transpire. A person may or may not be aware that they will be taken into custody, but in either situation, it is important for that individual to obtain the representation of an experienced defense lawyer as soon as possible. An arrest is defined as a seizure of a person and/or deprivation of his/her personal liberty by a legal authority or under legal authority (Gale, 2002). In Kansas, an officer of the law may arrest a person for the following reasons: a warrant  commanding that person to be arrested; has probable cause to believe that a warrant for the person’s arrest has been issued in this state or in another jurisdiction for a felony committed therein; has probable cause to believe that the person is committing or has committed felony (KSA, 2009). No matter where or when an interrogation occurs, the person in custody (deprived of his or her freedom of action in any significant way), must be read their Miranda rights if the suspect’s answers are to be used as evidence at a trial (Merriam-Webster, 1996). A Miranda warning is not required if a person is not in police custody; however, anything the person says can still be used at trial if the person is later charged with a crime. This exception most often happens when the police stop someone on the street to question him/her about a recent crime and the person blurts out a confession before the police have an opportunity to deliver the warning. Therefore, it is critical that a person in custody does not answer the police/detective’s questions without having a lawyer present. This will ensure the individual’s rights under the Fifth Amendment are protected and they do not make any self-incriminating statements. Kansas divides crimes into two categories: felonies and misdemeanors. A felony crime can be defined as a crime that results in incarceration of one year or more in jail or prison (Wright, 2013). The state of Kansas has four types of felony convictions: drug felonies, non-drug felonies, off grid felonies and non-grid felonies. Drug felonies are related to the possession, use, manufacture, and the sale of illegal drugs. Off grid felonies, which frequently have a life time sentence, are typically related to murder and certain child sex crimes. While, non grid felonies are usually related to domestic battery or felony driving under the influence. Once the suspect is arrested, a defense attorney is assigned to the person if the individual cannot afford one. A defense attorney is a lawyer who advises, represents, and acts for the defendant in a legal proceeding or for the offender in post-conviction proceedings (Gale, 2002). A defense attorney appears with the defendant at the arraignment where the defendant will plead guilty, not guilty or no contest. If the defendant pleads not guilty, the defense attorney then represents his/her client during the various stages of the trial process. During the pre-trail stage, the defense counsel’s investigation should begin its own inquiry by interviewing witnesses,  obtaining police reports, and reviewing other documents. (Gale, 2002). Additionally, any exculpatory evidence that the prosecutor discovers which is helpful to the defendant must be given to the defense attorney. It is during this stage that the defense attorney assesses the strength of the prosecutor’s case and advises the client as to the possible outcomes. If it would be useful in the defense effort, the defense counsel could hire a private investigator in an effort to collect evidence in support of the case or to discredit elements of the prosecution’s case. While the defense attorney is collecting evidence to help the client from being convicted, the prosecutor initiates his/her own effort on the criminal actions against the alleged person who has committed the offense. A prosecutor can be defined as a lawyer employed by the state who seeks to obtain a conviction in a court against the defendant (Gale, 2002). After the police investigators have filed the paper work for the arrest, the prosecutor will review the paper work and apply the appropriate Kansas laws to determine if the person that has been arrested should be formally charged with a crime. Unfortunately, this period can last a few days, weeks, or months. The most serious crimes in Kansas, such has murder and terrorism, have no statute of limitations. Statutes of limitations are federal and state laws that set out time periods within which a certain type of civil or criminal action must be brought or the right to bring the action will be lost (Gale, 2002). This law is to ensure the defendant has a fair chance to rebut the claim. Since Kansas does not set a time period for murder and terrorism, this does not violate the due process of the Fourteenth Amendment. The prosecutor will continue to examine the files and he/she may contact the police and request that additional inquiries are conducted. During this time, it may be possible to convince the prosecutor not to file charges or to request a lesser charge. After a charge is filed, the number of court appearances may vary depending on the type of case. A court appearance can be defined as the act of coming to court to defend or prosecute a case and to enter an appearance to register with a court that a defendant intends to defend an action (Black, 2007). â€Å"The first court appearance is known as an arraignment in the state of Kansas. An arraignment is a hearing before a court having jurisdiction in a criminal case. When a court arraigns a person, the identity of the defendant is established, and the defendant is  informed of the charge and his or her constitutional and statutory rights. Bail can also be set at arraignment. The defendant is required to enter a plea, which distinguishes an arraignment from a defendant’s first appearance, where all other matters may be raised† (Gale, 2002). The arraignment process in felony cases cannot take place unless the prosecutor has prepared a written set of charges. In the state of Kansas, the prosecutor is required to convene a grand jury before charging a defendant with a serious crime. After the suspect is convicted of the crime, a sentencing process is started. On July 1, 1993, the Kansas Sentencing Guidelines Act was developed to assist in determining felony sentencing through a grid system. For this reason, Kansas law uses the following two primary factors to determine the punishment of a convicted felon: the severity level of the crime and the defendant’s criminal history. Sentencing is the penalty imposed by a court upon a person convicted of a crime. The types of sentences include capital punishment, imprisonment, fines, restitution, and probation (Gale, 2002). Since the 1980s, sentencing guidelines started utilizing a point system based on the criminal offense and the criminal history of the defendant. A higher number results in a more severe criminal sanction. Additionally, judges have little or no discretion to depart from these guidelines (Gale, 2002). Thus, sentencing guidelines that Kansas has established provide practitioners in the criminal justice system with an overview of presumptive felony sentences. The juncture of the severity level of the crime of conviction and the offender’s criminal history category is the presumed sentence (KSA, 2012). Once a person is convicted of a felony, either by pleading guilty or being found guilty at trial, the judge will order a pre-sentence investigation and receive a report from the probation office. This report will advise the judge of the severity level of the crime, which grid it is on, drug or non-drug, and the defendant’s criminal history. In Kansas, the sentencing grid is how the judge determines the sentencing of a felony conviction. Nevertheless, not all crimes will fit on the grid. Thus, the sentencing for those crimes is individually outlined by the legislature. The majority of the felony crimes in Kansas fall on the sentencing grid, where the criminal history and the severity level of the crime aid the judge in determining the sentence. Non-drug and drug are two grids on the sentencing range. The  non-drug grid contains ten severity levels of offenses that range from theft to rape and murder. A level one offense represents a significant transgression while a level ten represents the least serious of the crimes. The drug grid contains four levels of offenses encompassing possession, distribution, manufacturing and cultivation of controlled substances. Similar to the non-drug grid, a level one offense is a severe crime and a level four represents a minimum wrongdoing. After the judge or court reviews the drug or non drug grid, the next step is to look at the criminal history of the accused. Criminal history in Kansas is classified as â€Å"A† through â€Å"I†, depending on a person’s past criminal history (KSA, 2012). A criminal history score of â€Å"A† is the highest criminal history score and would likely be assigned to a person with three or more personal felonies. A criminal history score of â€Å"I† is the lowest criminal history score and would be allocated to an individual with only one misdemeanor conviction or no criminal history. Within each grid box there are three numbers which represent months of imprisonment. These three numbers provide the judge or court with a range for sentencing. The sentencing judge or court then has the discretion to sentence within these parameters. The middle number in the grid box is the average number that is intended to be the appropriate sentence time for a typical case. The upper and lower numbers should be used for cases involving aggravating or mitigating factors sufficient to warrant a departure. The sentencing judge or court may increase the length of a sentence up to double the duration within the grid box (KSA, 2012). The judge or court may also depart downward to lower the duration of a presumptive sentence. Moreover, the judge or court can impose a dispositional departure by electing to implement a sentence of prison to probation or probation to prison. Once the criminal history and the severity level of the offense are determined, the grids will dictate the sentencing range and disposition for the judge or court. For example, rape in Kansas is a severity level one felony. If the defendant has no prior criminal record, then the crime is punishable by 147, 155, or 165 months in prison. If the same crime was particularly cruel or violent, the judge may impose the aggravated sentence of 165 months in prison. A defendant with an â€Å"A† level criminal history who is convicted of a particularly brutal rape could face up to 653 months in prison. After the judge or court  has reviewed the grid and all the files for the case, sentencing can be deliberated. By Kansas law, judges or the court must impose a sentence shown in the appropriate grid box unless substantial and compelling reasons exist to depart from the sentences. The sentencing judge or court should consider all available alternatives in determining the appropriate sentence for each offender. The sentencing guidelines seek to establish equity among like offenders in similar case scenarios. Rehabilitative measures are still an integral part of the corrections process, and criminal justice professionals continue efforts to reestablish offenders within communities (KSA, 2012). The guidelines do not prohibit sentencing courts from departing from the prescribed sentence in atypical cases. The sentencing court is free to choose an appropriate sentence, or combination of sentences, for each case (KSA, 2012). In 2008, Kansas changed its sentencing guidelines by implementing a no downward dispositional departure for any crime of extreme sexual violence. A downward durational departure can be allowed for any crime of extreme sexual violence to no less than fifty percent of the center of the grid range of the sentence for such crime. Does the Kansas judge or court have to follow the guidelines in the grid box? The answer is no. The judge can deviate from the presumptive range within the box; however, in order for him/her to do so, there must be a substantial and compelling reason. This means, a specific fact should either illustrate that this case is either worse than typical for this type of crime, justifying a longer sentence, or better than typical for this kind of offense, justifying a shorter sentence. As long as the judge stays in the box, the sentence cannot be appealed. A conviction could be appealed, but not the sentence. Judges typically do not depart, either shorter or longer, unless both the prosecution and the defense agree that he/she should. In order for a judge to depart upward to a longer sentence than contained in the box, he/she must usually have a jury finding of the extraordinary fact justifying the longer sentence. In Kansas, the legislature has designated convictions as presumptive probation, presumptive prison, and border box. If a defendant is convicted of or pleads guilty to a presumptive probation offense, the legislature presumes that the defendant is entitled to a contract of probation. The defendant, on the other hand, could serve the underlying sentence if he/she violates the terms and  conditions of the probation contract. If a defendant is convicted of or pleads guilty to a presumptive prison offense, the legislature presumes that the defendant is not entitled to a contract of probation and must serve the underlying sentence. A defendant can avoid prison, only if, the court formally deviates from the sentencing guidelines by finding considerable and convincing reasons to grant probation. If a defendant is convicted of or pleads guilty to a border box offense, the legislature presumes that the defendant is not entitled to a contract of probation and must serve the underlying sentence. However, the court is allowed to grant probation at the request or agreement of the parties as long as the court is satisfied that a program is available to the defendant that will ensure community safety interests by promoting the defendant’s rehabilitation and reducing the likelihood of recidivism. There are special rules which could deprive a defendant of his/her presumption of probation and in turn can allow the judge to sentence him/her to prison. An example would be if the crime occurred while the defendant was already on probation or on bond for another crime. These special rules must be taken into consideration when determining what a judge might do at the time of sentencing. In conclusion, Kansas has established a concrete criminal law process that can be directly correlated to its own state legislation. The system provides reasonable and comprehensible guidelines for all to follow in the service of justice. The law is enforced to protect individuals; however, being aware of your fundamental rights is a personal responsibility. If you are stopped, questioned, arrested or searched by federal, state or local law enforcement officers, the most common approach should always be to ask for an attorney. Inevitably, the law is there to sustain the status quo, to protect property, vested rights, and established relationships. An ordered society cannot survive without some type of legal system, even if it is just one simple rule. In the end, the legal system is the only procedure which can guarantee that all human rights are respected. 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