Life of Fidel Castro Essay

The Life of Fidel Castro Fidel Castro, is the well-known dictatorial leader of Cuba for nearly five decades. His leadership has been the focus of international controversy. How is it that a man of this privileged upbringing, became the leader of a socialist revolution in Cuba, brought the world to the brink of destruction, and ultimately became one of the most famous political leaders in the history of Latin America. He was born on a farm in Biran, Cuba near mayan on August 13, 1926. He received a Jesuit education while attending a boarding school in Havana by the name Colegio de Belen. When he finished high school, he attended the University of Havana. In 1950 he graduated from the university with adegree in law. â€Å"A man is not entirely the master of his own destiny. A man is also the child of circumstances, of difficulties, of struggle. Problems gradually sculpt him like a lathe sculpts a piece of metal. A man Is not born a revolutionary, I’d venture to say. † (Castro, and Ramonet 23) In 1952 Fidel Castro became a candidate for Congress for the Cuban People’s Party. He was a superb public speaker and soon built up a strong following amongst the young members of the party. The Cuban People’s Party was expected to win the election but during the campaign. General Fulgencio Batista, with the support of the armed forces, took control of the country. Castro came to the conclusion that revolution was the only way that the Cuban People’s Party would gain power. In 1953, Castro, with an armed group of 123 men and women, attacked the Moncada Army Barracks. The plan to overthrow Batista ended in disaster and although only eight were killed in the fighting, another eighty were murdered by the army after they were captured. Castro was lucky that the lieutenant who arrested him ignored orders to have him executed and instead delivered him to the nearest civilian prison. In 1959 Cuba becomes the first Communist state in the western hemisphere after Fidel Castro, a 32-year-old lawyer, leads his rebels, known as the 26 July army, to victory on the streets of Havana, overthrowing the regime of US-backed dictator Fulgencio Batista. Castro appoints Ernesto â€Å"Che† Guevara to his government. Attempting to spread the revolution in South America, Guevara is captured in a firefight in the jungle with Bolivian government troops and executed two days later. He had disappeared from the Cuban political scene in 1965 amid growing rumors that he had becomedisillusioned by Castro’s drift towards less radical politics. During 1979 Cuba supports the Soviet Union’s invasion of Afghanistan. Later, Cuba controversially sends military assistance to influence civil wars in Angola and Ethiopia. Anglo-Cuban relations almost reach breaking point after a Cuban diplomat fires a gun in a crowded London street in 1988. Havana claimed that its attack was being followed by CIA agents plotting to force him to defect. The Thatcher government condemned the behavior of the Cuban diplomat and added that a man was wounded – he was a member of the British security services and not the CIA. The US tightens its longstanding embargo on Cuba during 1992, extending restrictions on travel and trade with the Cuban Democracy Act. Fearing a collapse, Castro slowly begins to deregulate Cuba’s economy, moving to allow limited individual private enterprise A boat rescue of a Cuban child, Elian Gonzalez, sparks a diplomatic row with the US. The six-year-old boy was picked up off the Florida coast after he and his mother attempted to flee Cuba. After a protracted court battle, he was sent back to Cuba to live with his father, despite a high-profile campaign by wealthy US-based Cubans for him to remain. On July 31, 2006, Castro delegated his duties as President of the Council of state, President of the Council of Ministers, First Secretary of the Cuban Communist Party and the post of commander in chief of the armed forces to his brother Raul Castro. This transfer of duties was described at the time as temporary while Fidel recovered from surgery he underwent due to an acute intestinal crisis with sustained bleeding. Fidel Castro was too ill to attend the nationwide celebration of the 50th anniversary of the Granma boat landing on December 2, 2006, which also became his belated 80th birthday celebrations. Castro’s non-appearance fueled reports that he had terminal pancreatic cancer and was refusing treatment, but on December 17, 2006 Cuban officials stated that Castro had no terminal illness and would eventually return to his public duties. Castro, who has not appeared in public since undergoing stomach surgery, said he would not seek a new term as president or leader of Cuba’s armed forces. He has retired and given the power to his younger brother Raul. â€Å"Fidel has outlasted seven U. S. presidents and five Soviet leaders. He has been in power longer than any world figure except King Hussein of Jordan. † (Bourne 305)

National Curriculum Subject Of Science

In this assignment I will be looking at the National Curriculum topic of Science. I shall be looking at be aftering a scientific discipline lesson and instruction to a whole category. I will look critically at facets of the scientific discipline course of study, including the Early Years Foundation Stage ( EYFS ) . Once the scientific discipline lesson has been taught, I will measure how good the lesson went, if there was any jobs and if there was, how they were overcome. When be aftering the lesson I will look at the misconceptions in scientific discipline and how resources/strategies help to put these misconceptions straight. I will besides look at ICT in the scientific discipline course of study and how ICT was used in the planned and taught scientific discipline lesson. The manner scientific discipline is taught has been good discussed with those who say that kids should be taught scientific discipline and those who say kids should be taught to hold an apprehension of scientific discipline. Cockburn ( 2001 ) provinces, â€Å" Others hold a well- established position that a chief purpose of school scientific discipline is to advance enthusiasm for the topic and to heighten students ‘ apprehension of, and, involvement in, scientific issues in big life. † ( Cockburn, 2001, pg 183 ) So Cockburn believes that instructors should teach kids in a manner that excites them, and wants them to be influenced in their adult/ calling life. However in the Independent reappraisal of the Primary Curriculum: Concluding study, it looks at the instruction of Science as, â€Å" Scientific and technological apprehension. † ( Rose, 2009, pg 47 ) Rose believes that kids should be taught to hold merely an apprehension of scientific discipline instead than hold learning that leads them to desire a calling in scientific discipline. As a practician I believe that the topic of scientific discipline should be taught to hold an apprehension of scientific discipline. This apprehension should be taught with such creativeness and enthusiasm that the kids will desire to detect and research on their ain. After looking at the National Curriculum for Science, and talking with the category instructor, it was decided that the subdivision on visible radiation and dark was to be taught following. The kids had a basic apprehension on light and dark, due to them holding a brief debut to the topic in a old hebdomad. As the kids are in Key Stage One, in conformity with The National Curriculum for Science ( 1999 ) kids are to be taught, â€Å" To place different visible radiation beginnings, including the Sun. † and â€Å" that darkness in the absence of visible radiation. † ( QCA, 1999, pg19 ) The instruction of light and dark at this phase helps to construct up a foundation for subsequently larning linked to light and sound. An earlier foundation is built in the EYFS, for a acquisition of Science. Such ends are, â€Å" Find out about their environment, and speak about those characteristics they like and dislike. † ( DCSF, 2008, pg 15 ) This builds a foundation for visible radiation and dark ; this is because light/dark is portion of their environment. This end besides allows for schoolroom treatment which is cardinal for their societal edifice accomplishments at this phase. Another foundation gal that is linked to the visible radiation and dark subdivision is, â€Å" Observe, happen out about and place characteristics in the topographic point they love and the natural universe. † ( DCSF, 2008, pg 15 ) This helps to construct a foundation, as the kids are taught about things that occur in the natural universe, i.e. visible radiation and darkness. After light and dark has been taught at Key Stage One, the acquisition continues into Key Stage Two. The first thing that kids are taught is, â€Å" That light travels from a beginning. † ( QCA, 1999, pg 26 ) Others include, that when visible radiation is blocked it forms shadows, that on brooding surfaces the light reverberates and eventually that the visible radiation has to come in our eyes to enable us to see. ( QCA, 1999, pg 26 ) The foundations are built in the EYFS with the kids being taught to detect the universe around them ; this creates a basic cognition needed to reassign to Key Stage one and two. I shall now critically reflect on the scientific discipline course of study, looking at the scientific discipline on a whole. Newton, 2000, pg 232 describes how the scientific discipline course of study faces issues on a whole, â€Å" Here we will look at the demand for you to see certain operational affairs in the primary scientific discipline schoolroom such as jobs of schoolroom administration and direction and the ways in which you and the kids interact during lessons. † So before contemplation on the course of study its ‘ ego, the agreement and way of the schoolroom has come under examination. Newton believes that administration affects the instruction of scientific discipline ; nevertheless Garson looks at how the resources are the precedence. â€Å" A utile manner of guaranting that the schoolroom a instructor plant in is contributing to making scientific discipline activities is to name the demands created by such activities and so guarantee that it is possible, within the peculiar restraints imposed by the school, to fit those demands every bit about as possible. † ( Garson, 2007, pg 78 ) Another issue has been brought up by the Houses of Parliament, â€Å" Factors within primary schools that may impact students ‘ involvement in scientific discipline, include ; whether scientific discipline instruction is adapted by single schools to reflect the involvement of their students ; the focal point on readying for SAT ‘s trials in the last twelvemonth of primary school ; primary instructors ‘ degree of scientific cognition and assurance in learning scientific discipline. † ( Houses of Parliament, 2003, pg 2 ) They believe that there are issues in the primary course of study that discourage the acquisition and enthusiasm of the kids in the schoolroom. However Mertler, 2005, pg 217, writes about a survey conducted with parents and kids. He summarises the decision of the survey, â€Å" 60 % of the parents considered their kids enthusiastic or really enthusiastic about larning scientific discipline both before and after the survey. † The survey was conducted one twelvemonth after the papers from the Houses of Parliament was published. It could be looked upon the papers assisting the instruction of scientific discipline ; by instructor improving and accommodating their instruction methods. Although it is possible that no alterations were implemented and the position of instructors, parents and kids changed for no ground. Another issue in scientific discipline is the job of misconceptions. As described by Tweed, â€Å" The word misconception denotes an mistake in believing about the scientific discipline construct, while prepossession is frequently more accurate, since the thoughts arose from their ain experiences and without formal scientific discipline direction. † ( Tweed, 2009, pg 104 ) Tweed believes that there are lone prepossessions instead than misconceptions. This is because kids perceive scientific discipline from their experience instead than holding a misconception due to deficient instruction. Dean discusses why there could be possible misconceptions in the scientific discipline course of study, â€Å" Children attack scientific discipline with thoughts of their ain about why things are they manner they are and these theories are frequently incompatible with the thoughts instructors want them to larn. † ( Dean, 2005, pg 80 ) The Committee on Undergraduate scientific discipline instruction, 1997, pg 27 looks further into the quandary of misconceptions in scientific discipline. They province, â€Å" Students are frequently able to utilize algorithms to work out numerical jobs without wholly understanding the implicit in scientific discipline construct. † They speculate that kids can cognize replies to inquiries, frequently through rote, but non hold any apprehension of the scientifical background. If kids have no apprehension of the scientifical background of things so how can this aid with their job work outing accomplishments? Looking more closely at misconceptions in scientific discipline, I will now concentrate on light and dark. Looking at the misconceptions in the visible radiation and dark subdivision will assist me be after my lesson subsequently. The first misconception that I come across was that some kids believe, â€Å" The oculus is the lone organ for sight ; the encephalon is the merely for thought. † ( Weiler, 2009 ) Although this is non straight elated to light and dark on the whole it is linked. This is because kids need to larn that the visible radiation helps us to see, but we can utilize our other senses to happen things. A survey conducted by Pine, Messer and St.John, 2001, pg 11, besides noted some misconceptions of kids, some of these include, â€Å" One kid thought you light a bulb by seting it in the Sun, another believed that visible radiations are the chief beginning of visible radiation. Four instructors highlighted the misconception that the Moon is a beginning of visible radiation. † St John, Pine and Messer, 2001 conducted a he-man with instructors on the misconceptions in scientific discipline. There were many misconceptions within the scientific discipline course of study. It is hard to understand how kids have these misconceptions/ prepossessions. Where the kid thought that a light bulb demands to be put in the Sun to visible radiation, it is possible that this is a prepossession instead than a misconception. The kids might hold experience with solar energy, but non hold the scientifical apprehension that the bulb could be powered in an alternate manner. However, if there are possible misconceptions for the visible radiation and dark subdivision, it is accomplishable and indispensable to get rid of them. There are many ways to subvert misconceptions ; the most good is published by the Committee on Undergraduate scientific discipline instruction, 1997, pg 30, â€Å" Carefully selected presentations are one manner of assisting pupils overcome misconceptions. † This peculiar system of get the better ofing misconceptions helps kids who are kinesthetic scholars, as kids learn best by making. If the instructor was to utilize shows with the kids, the ‘hands on ‘ larning attack will assist to overcome the misconceptions. Bing able to place possible misconceptions and how to get the better of them is acute to assist when be aftering lessons. Planing lessons is important to assist raise the accomplishment of the kids and to run into the standards set by the National Curriculum, â€Å" There are four chief schemes for raising accomplishment. They are: a planned course of study that has both comprehensiveness and deepness ; strategies of work that break down the course of study into manageable balls ; effectual lesson programs ; distinction, so that each kid is able to work to his or her ain potency and non execute undertakings that are either excessively easy or excessively hard. † ( Smith, 2002, pg 96 ) If instructors are to learn to the right criterion and beyond so they should be after their lessons with links to the National Curriculum. Using the QCA strategies of work will assist every bit will the use of distinction. As cited earlier the kids will be looking at the visible radiation and dark subdivision of the scientific discipline course of study. The misconceptions faced earlier are assistive towards the planning of the lesson. This is because presentations will be projected to help kids repress their misconceptions. Teachers besides need to be after for distinction during any topic, nevertheless from experience it can assist to hold assorted ability groups that will back up each other. Newton, 2000, pg 216 describes how instructor should travel about planning for scientific discipline, â€Å" When planning for scientific discipline there are four peculiar standards you need to thing about ; comprehensivenesss, balance, continuity and patterned advance. † Newton conceives that to be after a scientific discipline lesson, instructors should believe about ‘breadth ‘ . The ‘breadth ‘ agencies to cover a broad scope of each subdivision ; non merely concentrating on each sub-section separately. The ‘balance ‘ of the planning is the balance of learning for an apprehension and consecutive frontward learning. ‘Continuity ‘ is linked with the appraisal, guaranting that the kids to the full understand before traveling on to the following subject. Finally ‘progression ‘ can besides be associated to continuity. It focuses more on guaranting the kids have a full apprehension and any misconceptions have been overco me. When be aftering the lesson I felt it was needed and good to re-cover any anterior cognition they may hold. Walker, 2008, pg 9 besides suggests utilizing this clip to recap old lessons/ cognition, â€Å" In a typical hr lesson this will take 5-10 proceedingss. Its intent is to give pupils a spirit of the lesson and to acquire them believing. Alternatively it could be an activity to arouse what they remember from a old lesson. † The starting motor of the lesson will be a PowerPoint that will be synergistic and able to be used on the SMART Board. I decided to utilize PowerPoint as it is package that can be projected onto the SMART Board which will enable the kids to interact with the PowerPoint. Likewise PowerPoint is package that I have a batch of experience with, so I am able to determine that it is an exciting stimulation for the kids. Miller, Averis and Sherran, 2004, pg 7 describe in item how good utilizing PowerPoint/ synergistic whiteboard in the schoolroom can be. They suggest that it can motivate both the kids and the instructor ; in many instances it can help concentration. It is besides non clip consuming, leting farther clip for independent work. Potter and Roberts, 2002, besides study on the benefits of utilizing PowerPoint, â€Å" Using a computing machine helps pupils to widen their concentration and doggedness ; since they are extremely motivated to win in their undertaking, students will persist for far longer that they would with a undertaking on paper. † PowerPoint helps all kids with their concentration non merely those who are ocular and kinesthetic scholars. Looking at my ain experience in the schoolroom, when other instructors have used PowerPoint I have observed kids, who ne'er typically answer, seting their manus up and holding a attempt. I chose to utilize PowerPoint over any other package because of the broad scope of interaction and media available when utilizing it. Besides it is compatible with about all laptops and desktop computing machines, so there would be no issues, during the lesson, with compatibility. However some believe that there are issues when utilizing PowerPoint in the schoolroom, Brown, 2007, pg 1 notes that in some instances people/children can go un-affected by PowerPoint ‘s if they are used excessively much and in emanation. However it could be argued that if the presentations were synergistic and prosecuting so neither the kids nor the instructor would go tired of them. Chin, 2004, pg 29 besides notes a frequent issue when utilizing PowerPoint in the schoolroom. He believes that some instructors can be allured by the broad scope of media available and over usage it, therefore doing it endearing but besides deflecting for some kids. On the other manus the scope of media used, could, show a benefit to those in the schoolroom. This is because each type of media ( exposures, sketchs, picture, sound or graphs ) is suited to cover all of the different acquisition manners that the kids have. ICT should be used in the schoolroom at a assortment of times whether it is to ; present a subject, re-cap old lessons work, to informally assess kids or as an educational activity for those kids who have finished their work early. However there are besides times when ICT should non be used, the main clip is when a kid is fighting with their work ; this clip should be a one to one instructor focal point clip. The PowerPoint I used in my lesson links to the larning nonsubjective, â€Å" That there are many beginnings of visible radiation. â€Å" ( QCA, 1998, pg 2 ) This is taken from the QCA Schemes of work for Science. The PowerPoint ( Appendix A ) links to this peculiar acquisition aim. This is because it asks kids what kind of beginnings of visible radiation they can believe of. Then to widen their cognition the kids are so able to play a game placing the light beginnings. As I used PowerPoint during my lesson instead than any other ICT, I feel that the lesson flowed more easy. Besides as I used ICT at the beginning of the lesson I sense the kids were focused. By utilizing an synergistic piece of package I was able to detect the kids and inquiry them, whilst they were playing the game. Sing the PowerPoint and the kids in footings of accomplishment I feel as though it did assist the kids to carry through. The PowerPoint helped the kids meet the required acquisition aim, it besides help the kids to derive an apprehension of the many available light beginnings. When be aftering the independent portion of the lesson, I felt that this was the best country to assist get the better of the kids ‘s misconceptions. As radius about earlier the best manner to get the better of the misconceptions is through presentation. Wragg and Brown, 2001, pg 15 besides back up the theory of ‘how ‘ , â€Å" Wrapped inside a ‘why? ‘ inquiry is frequently a ‘how? ‘ inquiry. † The best manner to reply ‘how? ‘ is to actively include the inquirer in a presentation, this is frequently more helpful as the kids learn best by making, which Wragg and Brown ( 2 ) , 2001, pg 56 besides back up, â€Å" Most kids ( and grownups ) learn best when actively involved. † I decided to cover the learning aims, â€Å" That visible radiation is indispensable for seeing things † and â€Å" That when it is dark other senses can be used to assist us happen things and place things. † ( QCA, 1999, pg 2 ) To make this I covered three of the school desks with blinds, towels, covers and other stuff, I so ensured that under the tabular array was in darkness. I so laid out a assortment of objects under the tabular array and on the roof of the tabular array for the kids to happen. ( Appendix B ) I chose a few kids at a clip out of the category, before they went under the tabular array I questioned them as to how they were be aftering to happen the objects as it was traveling to be dark, this was to re implement the ‘different senses ‘ portion of the acquisition aim. Once the kids had found two or three objects, they were so asked to come out and place the object and state the others what they thought it was. For the plenary of the lesson I decided to garner all the kids on the rug to discourse they activity that they had merely done. I asked the kids about what they had used to happen the objects e.g. their custodies. I besides asked them about how they knew what each point was, this was to guarantee that they had achieved the lessons larning aim. The appraisal of the kids was done throughout the lesson ; this was done by observation of the kids ‘s apprehension during the lesson debut. This was besides done through oppugning the kids during the chief portion of the lesson on what senses they will utilize to happen the objects. The usage of oppugning during the lesson is as fast and easy attack of appraisal, â€Å" Questioning is one of the most utile methods of distinguishing appraisal. Oral and written responses to varied degrees and types of inquiries help the instructors officially and informally acquire an thought of how the category and single pupils are understanding the constructs of the unit of survey. † ( Northey, 2004, pg 146 ) As there was no written work, observation and oppugning were the most expert methods of appraisal during this lesson, it besides helped as I could en-visage if any of the kids were fighting during the starting motor and give them excess support. As this was a scientific discipline lesson none of the kids were split into ability groups. This was besides because for most of the lesson the kids were on the rug, those who were of lower ability were given excess support from the Particular Support Assistants, Farrell affirms this belief, â€Å" However, the chief ways of differentiating can be brought together in six attacks. These are: distinction by result, undertaking, support, schoolroom administration, resources and extension. † ( Farrell, 1999, pg 50 ) After learning the lesson, I experience that the lesson had really few major jobs. It is evident that the usage of play/demonstration helped the kids to larn, this is supported by many theoreticians. An old Chinese adage says, â€Å" I hear I forget. I see and I remember. I do and I understand. † ( Conficius, 551BC- 479BC ) If kids are to hear they bury, if they see something they will remember it, nevertheless if they do it they will grok the construct behind it. One job during the chief instruction activity was that under the tabular array, it was non dark plenty, which would consequence the result of placing the object. This was easy overcome by adding more stuff to do it darker. The kids were engaged while the PowerPoint was on during the lesson, although the game did over run into the chief instruction of the lesson, with respects to clip ; as a effect there was small clip for me to make inquiries with the kids. This nevertheless was overcome by oppugning them, whilst they were waiting to make the undertaking. The inquiring was an indispensable portion of the lesson, as mentioned before it was portion of the appraisal of the kids. In future when composing lesson programs, I shall compose approximative timings in each box, to guarantee that there is clip for oppugning. As I had planned portion of the lesson to get the better of any possible misconceptions or prepossessions I can be certain that the kids did non complete the lesson with any of them ; this is critical to the scientific discipline lessons subsequently in each cardinal phases. I feel as though the usage of ICT did better the instruction and acquisition of the lesson, I felt as though it helped to better and keep their concentration and apprehension. Williams, 2003, pg 8 besides agrees, â€Å" If the admiration and exhilaration of scientific discipline is non to be lost, so it is imperative that ICT should be included, non merely to streamline to treat, but to actuate the kids and heighten the quality of their acquisition. † However Farmey, 2002, page 131, notes a logical point that many instructors should inquire themselves, the followers, when believing about utilizing ICT, â€Å" Is the usage of ICT a better method than pencil and paper? The method hence being considered must offer advantages over the other attacks ; if it does non so the usage of ICT should be questioned. † In response to Farmey ‘s thought, looking at my usage of ICT in the lesson, I do non believe that the kids would hold benefited every bit much as they did if I was to hold used another method of learning. The acquisition was synergistic, and all the kids desired to hold a attempt at replying. Although another job faced was some of the kids gave unhoped replies in order to seek and utilize the synergistic whiteboard. If I were to utilize this type of presentation once more I would turn it into a merriment game where if they were to give a cockamamie reply I would be able to steal one of their points. On farther analysis of my lesson I do experience as though farther distinction was needed. Upon reiterating a similar lesson I would guarantee that those of lower ability were observed and assessed ( informally ) to guarantee that they had a clear apprehension. Upon looking back at the lesson program and the lesson itself, I have found three cardinal countries to look upon in the hereafter. These are ; the timing of the lesson, guaranting full distinction of the kids and besides guaranting the resources/ activity are equal. The first affair that asks for attending is the timing of the lesson ; this is indispensable to guarantee that the kids are covering all that is planned, â€Å" Regularly running out of clip alters the balance of the lesson and means the decision is neglected. † ( Overall & A ; Sangster, 2003, pg 181 ) Clocking demands to be kept in order for a full and proper plenary to take topographic point. The plenary of the lesson is where the chief portion of appraisal is done, if there is limited clip to make the appraisal so this does non organize an accurate history. Differentiation is another thing that needs attending in the hereafter. Although there was distinction, with the particular support helpers assisting the lower ability kids ; I feel as though there could hold been more accent on it. Hayes, 2006, pg 63 expressions at distinction being in two classs, â€Å" There are two chief types of distinction used by primary instructors. The first type is where all students are given similar undertakings to make but the outlook differs consequently to the student ‘s academic competency. The 2nd type of distinction is where students of different academic proficiency are given typical undertakings and activities on the same topic but with differing degrees of challenge. † Looking at Hayes, 2006, pg 63 If I was to make the lesson once more I would guarantee that the lower ability had more focussed help/encouragement, besides that the higher ability was given more ambitious objects to place. Finally it is besides indispensable that all resources/ activities are checked and ascertain that they will enable to better the kids ‘s acquisition. At the beginning of this assignment I discussed how I was traveling to look at be aftering a lesson in the scientific discipline course of study. I planned a lesson and utilizing the Hagiographas of assorted theoreticians the lesson was planned with cardinal characteristics remembered. I besides looked at how there are differing positions on the scientific discipline course of study subdivisions and besides the usage of PowerPoint/ ICT in the schoolroom. I besides evaluated the lesson I taught and looked at the jobs that I faced and so how they were overcome. From this I found three cardinal facets that I need to retrieve when be aftering future lessons. When be aftering to utilize ICT in the lesson I did happen it difficult to believe of an ICT constituent to utilize, so I decided to research some. Upon researching I did come across many theoreticians who did non favor utilizing ICT in scientific discipline, which did alarm me as to if there was traveling to be any benefits in utilizing ICT. However this encouraged me to make farther research and I did happen a batch of theoreticians who supported the usage of ICT. Upon composing and researching this assignment I feel as if I have gained more understanding of composing lesson programs. I have gained cognition of theoreticians contrasting positions and I have besides gained more whole category learning experience.

Hazards to food safety Essay

College of Hospitality Management FOOD SAFETY & SANITATION – HFOODS Lesson 2: HAZARDS TO Food Safety General Symptoms of Foodborne Illness – Headache- Abdominal Pain – Nausea- Diarrhea – Vomiting- Fatigue – Dehydration- Fever When a living, disease-causing microorganism is eaten along with a food, it can cause a foodborne infection. After ingestion, the organism burrows into the lining of the victim’s digestive tract and begins to grow in number. This can lead to the common symptoms of FBI like diarrhea. A common type of foodborne infection is salmonellosis. The disease is caused by Salmonella bacteria that are frequently found in poultry and eggs. CLASSIFICATION OF FOODBORNE ILLNESS 1. Infection Caused by eating food that contains living disease causing microorganism. Ex. Bacteria, virus, parasites / grows inside the body and stomach FBI: Salmonella bacteria that are frequently found in poultry and eggs. 2. Intoxication Caused by eating foods that contains harmful chemical or toxin produced chemical waste or toxin. If the food containing the toxin is eaten, the toxin causes an illness. Ex. Food Poisoning, common examples of food intoxication are Clostridium botulinum and Staphylococcus aureus. Intoxication may also occur when an e person consumes food that contains man-made chemicals such as cleaning agents or pesticides. 3. Toxin-mediated infection Caused by eating food that contains harmful microorganisms that will produce a toxin once inside the human body. (as in the case of an infection) A  toxin-mediated infection is different from intoxication because the toxin is produced inside the body. An example of an organism that causes this type of illness is Clostridium Perfingens. On set time Is the number of hours between the time a person eats contaminated food and when they first show symptoms of the disease. Individual onsets vary depending on factors such as age, health status, body weight and the amount of contaminant ingested with the food. FOODBORNE HAZARDS Refers to a biological, chemical or physical hazard that can cause illness or injury when consumed along with the food. Biological Hazards Include bacteria, viruses, parasites and fungi. These organisms are very small and can only be seen with the aid of a microscope. Bacteria are single-celled microorganisms that require food, moisture and warmth to multiply. Chemical Hazards Are toxic substances that may occur naturally or may be added during the processing of food. Ex. Include agricultural chemicals (pesticides, fertilizers, antibiotics), cleaning compounds, heavy metals (lead mercury), food additives, and food allergens. Chemicals and other non-food items should never be placed near food items. Physical Hazards Are hard or soft foreign objects in food that can cause illness and injury. They include items such as fragments of glass, metal, unfrilled toothpicks, jewelry, adhesive bandages and human hair. These hazards result from accidental contamination and poor handling practices at many points. BACTERIA Are one of the most important biological foodborne hazards for any food establishment. Bacteria are reported in more cases of FBI than any hazards. All bacteria exist in a vegetative state. Vegetative cells grow, reproduce,  and produce waste just like other living organism. Some bacteria have the ability to form spore. Spores help bacteria survive when their environment is too hot, cold, dry, acidic or when there is not enough food. Spores are not able to grow or reproduce. CLASSIFICATIONS OF BACTERIA Spoilage Bacteria Degrade (break down) foods so that they look, taste and smell bad. They reduce the quality of food to unacceptable levels. Pathogenic Bacteria Are disease-causing microorganisms that can make people ill if they or their toxins are consumed with food. Bacterial Growth – the reproduction of bacteria and an increase in the number of organisms. Binary Fusion – a process which bacteria reproduce when one bacterial cell divides to form new cells. SIX CONDITIONS BACTERIA NEED TO MULTIPLY (F-A-T-T-O-M) 1. Food – High in protein and Carbohydrates 2. Acid – Mildly acid environment of pH of 4.6 – 7.0 3. Temperature – between 41oF (5oC) and 135 oF (57oc) 4. Time – four hours 5. Oxygen – depending on the type of bacteria (with Oxygen or without 0 or both) 6. Moisture – Water activity greater than 0.85 FOUR PHASES OF BACTERIAL GROWTH (Lag – Log – Stationary – Decline) 1. Lag Phase – in which the bacteria exhibit little or no growth. The bacteria adjust to their surroundings during this phase. The lag phase last only a few hours at room temperature. 2. Log Phase – bacteria growth is very rapid during this phase with bacteria doubling in numbers every few minutes. Keeping bacteria from reaching the log phase of growth is critical for food safety 3. Stationary Phase – the number of new bacteria being produced equals the number of organisms that are dying off during this phase. The bacteria have made up much of the space, nutrients and moisture in the food by this phase. 4. Decline Phase – in here bacteria die off rapidly because they lack nutrients and are poisoned by their own toxic waste. SIX CONDITIONS BACTERIA 1. Source of FOOD Most bacteria prefer foods that are high in protein or carbohydrates like meats, poultry, seafood’s, dairy products and cooked rice, beans and potatoes.(Microbes eat the same food we do) 2. ACIDITY – the pH symbol is used to designate the activity of alkalinity of food. You measure pH on a scale that ranges from 0 to 14. Most foods are acidic and have a pH less than 7.0. Very acid foods (pH below 4.6), like lemons, limes and tomatoes, will not normally support the growth of disease-causing bacteria. Pickling fruits and vegetables preserve the food by adding acids such as vinegar. This lowers the pH of the food in order to slow down the rate of bacterial growth. A pH above 7.0 indicates the food is alkaline. Examples of alkaline foods are olives, egg whites, or soda crackers. Most bacteria prefer a neutral environment (pH of 7.0) but are capable of growing in foods that have a pH in the range of 4.6 to 9.0. Since most foods have pH of less than 7.0, we have identified the range where harmful bacteria grow; from 4.6 to 7.0. Many foods offered for sale in food establishment have a pH in this range. 3. TEMPERATURE – commonly measured in degree Fahrenheit denoted as oF), degrees Celsius (denoted as oC), or both. Psychrophilic Bacteria – grow with a temperature range of 32 oF (0oC) to 70 oF (21oC). They can survive at refrigerated and room temperature. Mesophilic Bacteria – (Middle Range) grow at temperatures between 70oC (21oC) & 110oF (43oC) with most rapid growth at human body temperature (98.6 OF, 37oC). Thermophilic Bacteria – grow best at temperatures above 110oF (43oC). All Thermophilic bacteria are spoilage organism Temperature Danger Zone Most disease causing bacteria can grow within a temperature range 41oF (5oC) to 139oF (60oC). Time and Temperature are the most critical factors affecting the growth of bacteria in foods. â€Å"Keep it hot, keep it cold or don’t keep it!† (Hot 135oF – Cold 41oF) Temperature Abuse – is the term applied to foods that have not been heated to safe temperature or kept at the proper temperature. This could result in a foodborne illness. 4. Time – under ideal conditions, bacterial cells can double in number every 15 to 30 minutes. Clostridium Perfringens bacteria can double every 10 minutes. For most bacteria, a single cell can generate over one million cells in just five hours. Proper storage and handling of foods helps to prevent bacteria from multiplying. Bacteria need about four (4) hours to grow to high enough numbers to cause illness. â€Å"In danger Zone† 5. Oxygen – also differ in their requirements for oxygen. Aerobic Bacteria – must have oxygen in order to grow Anaerobic Bacteria – cannot survive when oxygen is present because it is toxic to them. Usually grow well in Vacuum packaged foods or canned goods) Facultative Anaerobic – can grow with or without free oxygen but have a preference. -Controlling oxygen conditions may not be an effective way to prevent foodborne illness. 6. Moisture – is an important factor in bacterial growth. Drying is the oldest and the best method to preserve food. Many foods are preserved by lowering their water activity to 0.85 below. Drying foods or adding salt and sugar reduces the amount of water. (frozen foods) Water Activity (Aw) Is a measure of the amount of water that is not bound to the food and is, therefore available for bacterial growth. Aw such as dairy products, poultry & eggs, meats, pasta, steamed rice etc. Below 0.85 Aw such as Dry noodles, dry rice, flour jam & jellies etc. POTENTIALLY HAZARDOUS FOODS (PHF) Some types of foods have the ability to support the rapid and progressive growth of infectious and toxin-producing microorganism Usually: high in protein or carbohydrates / have a pH above 4.6 / have a water activity above 8.5. Common examples of PHF: Red meats Poultry Raw Shell Eggs Fish & Shellfish Dairy Products Others: Vegetables, Cooked rice or potatoes, refried beans & fruits such as cut cantaloupe. Must not be held at Temperature Danger Zone within 41oF (5oC) to 135oF (57oC) for 4 hours or more. Ready to Eat Foods – foods are items that are edible without washing, cooking, or additional preparation by the consumer or by the food establishment. These foods can become contaminated if not handles properly. Examples of ready to eat foods that can be eaten immediately: Delicatessen items such as cheeses and luncheon meats Fruits and vegetables Salad items Hotdogs Hard-boiled eggs Foodborne Illness Caused by Bacteria Classified as Sporeforeming – enable a cell to survive environmental stress such as cooking, freezing, drying & high salt. Non-Sporeforeming – easily destroyed by proper cooking Spores are not harmful if ingested, except in a baby’s digestive system. If a spore turns into a vegetative cell, the vegetative cell can grow in the food and cause illness if eaten. Sporeforeming bacteria found in foods grown in soil like: Vegetables / Spices / Animal Products. BRIEF PROFILE OF COMMON PATHOGENIC BACTERIA CAUSATIVE AGENT TYPE OF ILLNESS SYMPTOMS ONSET COMMON FOODS PREVENTION BACILLUS CEREUS-Sporeforming bacterium that can survive with or without oxygen. Bacterial intoxication or toxin mediated infection Diarrhea type: abdominal cramps (8-16 hrs) Vomiting type:vomiting, diarrhea, abdominal cramps(30 min.-6hrs.) Diarrhea type: meats, milk, vegetable Vomiting type:rice, starchy foods, grains, cereals Properly heat, cool, and reheat foods CLOSTRIDIUM PERFRINGENS-is a nearly anaerobic.(must have very little oxygen) Bacterial toxin-mediated infection Intense sbdominal pains and severe diarrhea, (8-22 hrs.) Spices, gravy, improperly cooled foods(especially mets and gravy dishes) Properly cook, cool, and reheat foods CLOSTRIDIUM BOTULINUM-Is an anaerobic(must not have oxygen) Produces NEUROTOXIN-Which is one of the most deadliest biological toxins known to man. Bacterial intoxication  Dizziness, double vision, difficulty in breathing and swallowing, headache (12-36 hrs.) Improperly canned foods, vacuum packed refrigerated foods;cooked foods in anaerobic mass. Properly heatprocess anaerobically packed foods; Do not use home canned foods. CAMPYLOBACTER JEJUNI- is a major cause of foodborne infection.It requires a very strict amount of air for growth.As microaerophile,it can tolerate 3-6% oxygen for growth Bacterial infection Watery, bloody diarrhea (2-5 days) Raw chicken, raw milk, raw meat Properly handle and cook foods; avoid cross contamination SHIGA TOXIN-PRODUCING ESCHERICHIA COLI- Anaerobic bacteria found in the intestines of warm blooded animals, especially cows. Bacterial infection or toxin mediated infection. Bloody diarrhea followed by kidney failure and haemolytic uremic syndrome(HUS) in severe cases,(12-72 hrs.) Undercooked hamburger, raw milk, unpasteurized apple cider, lettuce Practice good food sanitation, handwashing; properly handle and cook food LISTERIA MONOCYTOGENES- is a facultative anaerobic(can grow with or without oxygen) This microbe has the ability to survive under many conditions such as high-salt foods and can grow at refrigerated temperatures (below 41F;5C) Bacterial Infection Healthy adult: flu like symptoms At risk population: septicaemia, meningitis, encephalitis, birth defects (1day-3 weeks) Raw milk, dairy items, raw meats, refrigerated ready-to-eat foods, processed read-to-eat meats such as hot dogs, raw vegetables and seafood Properly store and cook foods; avoid cross contamination; rotate processed refrigerated foods using FIFO to ensure timely use. SALMONELLA SPP.- Facultative anaerobic, found in the intestinal tract of humans and warm blooded animals. Bacterial infection Nausea, fever, vomiting, abdominal cramps, diarrhea (6-48 hrs.) Raw meats, raw poultry, eggs, milk, dairy products Properly cook foods; avoid cross contamination  SHIGELLA SPP.- Facultative anaerobic, found in the intestines and feces of humans and warm blooded animals,The bacterium produces a toxin that reverses the absorption of water bach into the body. Bacterial Infection Bacillary dysentery, diarrhea, fever, abdominal cramps, dehydration, (1-7 days) Foods that are prepared with human contact: salads, raw vegetables, milk, dairy products, raw poultry, non-potable water, ready to eat meat Wash  hands and practice good personal hygiene; properly cook foods STAPHYLOCOCCUS AUREUS- Facultative anaerobic bacteria that produces a heat stable toxin as it grows on foods. Grow well when alone. Bacterial intoxication Nausea, vomiting, abdominal cramps, headaches (2-6hrs.) Foods that are prepared with human contact, cooked or processed foods Wash hands and practice good personal hygiene. Cooking WILL NOT inactivate the toxin. VIBRIO SPP.- Vibrio cholera, parahaemolyticus, vulnificus†¦ all these three are very resistant to salt and are common in seafood Bacterial infection Headache, fever, chills, diarrhea,vomiting, severe electrolyte loss, gastroenteritis, (2-48 hrs) Raw or improperly cooked fish and shellfish Practice good sanitation; properly cook foods; avoid serving raw seafood FOODBORNE ILLNESS CAUSED BY VIRUSES CAUSATIVE AGENT TYPE OF ILLNESS SYMPTOMS ONSET COMMON FOODS PREVENTION HEPATITIS A- Foodborne virus that has been associated with many foodborne infections. It causes a liver disease called infectious hepatitis Viral infection Fever, nausea, vomiting, abdominal pain, fatigue, swelling of the liver, jaundice (10-50 days) Foods that are prepared with human contact; contaminated water Wash hands and practice good personal hygiene; avoid raw seafood NORWALK VIRUS- another common foodborne virus that has been associated with many foodborne infections. Viral Infection Vomiting, diarrhea, abdominal pain, headache, low grade fever; onset 24-48 hrs. Sewage contaminated water, contaminated salad ingredient, raw clams, oysters and infected food workers Use potable water; cook all shellfish; handle food properly, meet time, temperature guidelines for PHF ROTAVIRUS- Is a leading cause of severe diarrhea among infants and children Viral infection Diarrhea, vomiting, low grade fever;1-3 days onset; lasts 4-8 days Sewage contaminated water, contaminated salad ingredients, raw seafood Good personal hygiene and handwashing; Propr food handling practices FOODBORNE ILLNESS CAUSED BY PARASITES CAUSATIVE AGENT TYPE OF ILLNESS SYMPTOMS ONSET COMMON FOODS PREVENTION ANISAKIS SPP.- are nematodes(roundworms) associated with foodborne infection from fish. The worms are about1-1/2 inches long and a diameter of a human hair. Thay are beige, ivory, white, gray,brown,or pink. Other names for this parasite are â€Å"cod worm† and â€Å"herring worm† Parasite Infection Coughing, vomiting onset 1hour-2weeks Raw or undercooked seafood; especially bottom feeding fish Cook fish to the proper temperature throughout; freeze to meet FDA Food code specifications CYCLOSPORA CAYETANENSIS- is a parasite that has been reported much more frequently beginning in the 1990’s Parasitic Infection Watery and explosive diarrhea, loss of appetite, bloating (1 week) Water, strawberries, raspberries and raw vegetables Good sanitation, reputable supplier CRYPTOSPORIDIUM PARVUM- Single cell microorganisms called protozoa. Found in water that has been contaminated with cow feces. Parasitic infection Severe watery diarrhea within 1 week of ingestion Contaminated water, food contaminated by infected food workers. Use potable water supply; practice good personal hygiene and handwashing GIARDIA LAMBLIA- Found in the feces of wild animals, domestic pets and infected persons Parasitic infection Diarrhea within 1 week of contact Contaminated water POTABLE WATER SUPPLY; good personal hygiene and handwashing TOXOPLASMA GANDII- Common in warm blooded animals including cats, rats, mice, pigs, cows, sheep, chickens, and birds Parasitic infection Mild cases of the disease involve swollen lymph glands, fever, headache, and muscle aches. Severe cases may result in damage to the eye or brain (10-13days) Raw meats, raw vegetables and fruit Good sanitation, reputable supplier and proper cooking. TRICHINELLA SPIRALIS- roundworm that causes parasitic infection Parasitic infection from a nematode worm  Nausea, vomiting, diarrhea, sweating, muscle soreness (2-28 days) Primarily undercooked pork products and wild game meats( bear, walrus) Cook foods to the proper temperature throughout FOODBORNE ILLNESS CAUSED BY CHEMICALS Chemical hazards are usually classified as either naturally occurring or man-made chemicals. NATURALLY OCCURING CHEMICALS- include toxins that are produced by a biological organism. Allergens Ciguatoxin Mycotoxin Scombrotoxin Shellfish Toxin NATURALLY OCCURING CHEMICALS CAUSATIVE AGENT TYPE OF ILLNESS SYPMTOMS ONSET COMMON FOODS PREVENTION FOOD ALLERGENS- causes a person’s immune system to â€Å"overreact† An allergic reaction usually involving the skin, mouth, digestive tract, or airways Skin- hives, rashes, and itching Mouth- swelling and itching of the lips and tongue Digestive tract- vomiting and diarrhea Airways- difficulty breathing, wheezing Foods that contain: milk, eggs, wheat, nuts, and peanuts, fish and shellfish Packaged and prepared foods must be properly labelled if they contain common food allergens so that sensitive people can avoid it CIGUATOXIN- The toxin is found in tiny, free swimming sea creatures called algae which live among certain coral reefs Fish toxin originating from toxic algae of tropical waters Vertigo, hot/ cold flashes, diarrhea, vomiting (15min- 24 hrs.) Marine finfish including grouper, barracuda, snapper, jack, mackerel, triggerfish, reef fish Purchase fish from a reputable supplier; cooking WILL NOT inactivate the toxin SCOMBROTOXIN- also called histamine poisoning, is caused by eating foods high in a chemical compound called histamine Seafood toxin originating from histamine producing bacteria Dizziness, burning feeling in the mouth, facial rash or hives, peppery taste in mouth, headache, itching, teary eyes, runny nose(1-30min) Tuna, mahi-mahi, bluefish, sardines, mackerel, anchovies, amberjack, abalone Purchase fish from a reputable supplier, store fish at low temperatures to prevent growth of histamine-producing bacteria; toxin is not inactivated by cooking SHELLFISH ROXINS:PSP, DSP, DAP, NSP- The toxins are produced by certain algae called dinoflagellates Intoxication Numbness of lips, tongue, arms, legs, neck; lack of muscle coordination (10-60 min) Contaminated mussels, clams, oysters, scallops Purchase from a reputable supplier MYCOTOXINS- Mycotic organisms or fungi are molds, yeasts, and mushrooms, some of which are capable of causing foodborne illness.Fungi are larger than bacteria. And they prefer foods that are high in sugar or starches Intoxication 1.Acute onset hemorrhage, fluid build up 2. Chronic onset cancer from small doses overtime Moldy grains, corn, corn products, peanuts, pecans, walnuts, and milk Purchase food from a reputable supplier; keep grains and nuts dry; and protect products from humidity ADDED MAN-MADE CHEMICALS MAN-MADE CHEMICALS- include substances that are added, intentionally or accidentally, to a food during processing. Cleaning solutions and sanitary supplies Food additives Pesticides- Leave residues on fruits and vegetables and can usually be removed by a vigorous washing procedure. Chemicals from containers or food-contact surfaces of inferior metal that are misused may lead to heavy-metal or inferior –metal poisoning (cadmium, copper, lead, galvanized metals, etc.) FOODBORNE ILLNESS CAUSED BY PHYSICAL HAZARDS PHYSICAL HAZARDS- Are foreign objects in food that can cause illness and injury Fragments of glasses Metal shavings Unfrilled Toothpicks Human hair And Jewellery Bandages Stones, rocks or wood particles Staple wires

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WAN, Architecture Overview Research Paper Example | Topics and Well Written Essays - 1500 words

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If no law is broken, is there anything wrong with dumping If so, when is it wrong - Essay Example According to Case 1.1, it is evident that the materials disposed of in the other countries are illegal in the US. Once there is an identification of products and goods as hazardous, all humans require warning about the damages associated with their use. Observation points out that the manufacturers in the US have no considerations regarding the human health because they disposed of the pajamas even after the CPSC labeled them as deadly to the health of the children. The toxicity in the pajamas causes kidney cancers to the children that foster their suffering, and it is wrong to allow their use. It is wrong to cause deaths knowingly to the fellow humans. For example, the baby pacifiers led to deaths of innocent children despite their banning. The case of exporting contaminated wheat and barley initiated deaths of 400 Iraqis while hospitalizing 5,000 others. The instance followed the export of the banned organic mercury fungicide from the US. The exporters had knowledge about the contamination of the wheat and barley but went ahead to sell them to the other nations. The morals hold that it is wrong to initiate death to the fellow individuals but proposes the spread a word of caution. Regardless of no laws broken, it is cruel to cause human suffering and sudden death. Morals should be self-guiding to keep the human race in

Homeland Security HLSS311 Forum 5 Assignment Example | Topics and Well Written Essays - 500 words

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Turtles Hatching Essay Example for Free

Turtles Hatching Essay English Essay In the poems ‘Turtles Hatching’ and ‘The Pairing Of The Terns’, Mark O’Connor explores the idea of the circle of life and compares nature to human beings to show how much more evolved nature is then humans are and also the experiences that we go through. O’Connor’s use of visual imagery in ‘Turtles Hatching’ not only tells us, but shows us about the life cycle of the turtles. When the baby turtles are trying to get to the water the seagulls and crabs try and catch them so that they can eat them, which leaves only a few that make it to the water. Slipping in, as it left, the shadow, a thousand times larger, of a parent come shoreward to lay; two ends of the earthbound process linked in the uncomprehending meeting of kin’. This quote tells us, that when a baby turtle has hatched and made its way to the water to begin its life in the ocean, a mother turtle has come to shore to lay her eggs. ‘I gathered a living brother, hiked it over the rock-flats, (fighting on in my hand). Through this use of personal pronouns, O’Connor helps us to connect with the environment he is describing. In this way, O’Connor enables the reader to feel for the turtles. In O’Connor’s poem, ‘The Pairing Of The Terns’, he links the terns to humans. ‘Human lovers know it only in dreams, the wild mating flight of the terns’. This quote tells us that human couples can only dream about what the terns feel when they are flying. When the terns fly they stay motionless in half gales then suddenly they plunge down and across the sky, their strong wings beating into thick vortices of the air. As much as humans wish they could feel free like the terns do when they fly, we humans can only dream about it. ‘locked in pairs by invisible steel’. In this quote, O’Connor explains to us that no matter which way the terns move, they will always be together because they are so in sync with each other. Humans can never have the same love that the terns have, and O’Connor hopes to evoke in the reader a feeling of wonder and desire. O’Connor deliberately compares nature to human beings because it shows how different they are and that humans can only dream about what it feels like to be a part of something more evolved. The experiences that humans go through help to change the way they view the life of nature.

Computer Information Systems Brief Essay Example for Free

Computer Information Systems Brief Essay In order for the company to continue to thrive, consideration of growth opportunities will also be analyzed. In addition, the threats that Kudler may encounter if changes are not implemented will also be discussed throughout this evaluation. The owner of Kudler Fine Food stores offer gourmet foods and fine wines all within one location. All store locations offer baked goods, meat, seafood, produce, cheese, dairy products, and wine with little or no preservatives added. The success of Kudler Fine Foods is in part from the systems that the stores have in place. For example, the current computer system is available 24 hours a day, seven days a week, the owner provides training to all employees and is, therefore, understood by all employees. This understanding of the computer system enables the daily operations of the business to thrive as sales increase. As the company moves forward and introduces changes with technological advances, continued employee training is a must with the installation of new hardware and software programs. The number of products that must be accounted for, on a daily basis, at the Kudler locations is extensive. Presently, Kudler’s accounting data is collected by point-of-sale (POS) terminals in each store. The terminals are used as cash registers when customers check-out. The POS system records all sales, items, quantities, prices, taxes and totals for all transactions. â€Å"These intelligent terminals use keypads, touch screens, bar code scanners, and other input methods to capture data and interact with end users during a transaction, while relying on servers or other computers in the network for further transaction processing† (O’Brien Marakas, 2008, p. 81). Furthermore, functions are available for various types of sales reports to be created with the current system. However, the current system does not meet the needs of the business as the computer system is outdated. Furthermore, the founder of the company, Kathy Kudler, is having great difficulty with monitoring the needs of the three stores and the situation will soon become overwhelming with further expansion. Ms. Kudler needs a computer system that will accommodate her current and future needs for her growing gourmet food business. Currently, each of locations operates with a stand-alone POS system. Ms. Kudler must travel between stores to ensure the managers are meeting her high standards and creates a substantial loss in productivity. The lack of remote access also presents an issue for the future expansion plans for the business. With no way to access accounting, inventory, and sales information, successful expansion will not be possible. Ms. Kudler’s presence is a daily requirement at each location to manage the operations, inventory, sales, etc. and without updated computer technology the company cannot see any further growth. Not only is the company facing limited expansion possibilities, but current security measures are not sufficient. Although Kudler’s present system is password protected and has backup capability, financial information may be in jeopardy. With the implementation of a new system can easily remedy this situation giving added security to the company. In addition to the company’s financial information, protection to the company’s customer base should also be of great concern. In particular, the customer’s credit card information is at high risk. Additional security measures addressing such concerns as passwords, employee identification numbers, and restricting employee personal use must be applied. For example, a proxy server can limit the employee’s internet access to approved websites (Bargranoff, Simkin, Strand, 2008). Not only will a proxy server prevent counterproductive activity from employees, but it will also limit the exposure to threats from viruses, theft, and internet hackers. There are both strengths and weaknesses with Kudler’s Fine Foods current computer technology practices. Kudler Fine Foods uses the POS system to record sales, items, quantities, prices, taxes and totals for all transactions. However a continuous challenge Ms. Kudler faces is the purchasing of additional inventory. The company uses forecasting, which allows the company to replenish its inventory based upon historical sales information. For the company to monitor its supply, a system must be implemented that will track individual items and allow managers to re-order necessary inventory from this information. The issue with a forecasting inventory system is that the decisions are based upon past performance, 2 to 3 years old. Unfortunately, sales do not follow the same pattern from year to year. In addition, sales from holidays, birthdays, weddings, and the like are not accounted for under the forecasting system. Every year orders will continue to change depending on the economic stability of the state. Furthermore, holidays will not always be on the same day and will subsequently affect the forecasting information. In the event that too much inventory is order, the excess is donated to charity if in good condition, if not the excess is thrown away. Inventory management is crucial due to the perishing potential of the inventory items. It is a delicate balance because to satisfy customers, there must be enough on hand merchandise to avoid sales losses. It is imperative that Kudler Fine Foods increase the use of technology, if the company is to continue to grow and thrive. Most importantly that is a definite need for a network to assist Ms. Kudler with her communication needs between her stores and add updated software to handle the company’s inventory needs. To implement the new technology, funding and training will be required. The procurement of new software will be required for Ms. Kudler and her employees to run effectively and efficiently.

Types of social assistance policies

Types of social assistance policies Social policy incorporates the provision of basic services – healthcare, education, water and sanitation and other and social protection. Social security includes three principle parts: social insurance, social assistances, labour market intervention and community based or informal social protection. Social protection covers contributory projects covering life course and work-related contingencies. Social assistance contains tax financed programmes managed by government agencies and addressing deprivation and poverty. In the labour market it provide active and passive labour market policies securing basic rights while enhancing the employability. 1. Social assistance There are various diversity in designs of social assistance in developing and developed countries. In developed countries social assistance depends on an income maintenance design, and providing income transfers that aimed at filling in the poverty gap. In developing countries, it includes a variety of programme design, including pure income transfers as in non-contributory pensions or child grants and allowances; income transfers combined with asset accumulation and protection as in human development conditional transfer programmes or guaranteed employment schemes; and integrated anti-poverty programmes covering a range of poverty dimensions and addressing social exclusion There is also diversity in scale, scope and institutionalisation in social assistance across countries, and across programmes within countries. (Pellissery, Barrientos, 2013) Various social assistance whether cash transfer or employment or kind etc. is being implemented around the globe. The efficacy of the policy and programme depends upon the implementation and the impact that it create on the society, I this view the later part describe about the various form of social protection either promotive, protective, preventive or transformative. 1.1 Cash transfers â€Å"Although cash transfers are not a panacea, they have been demonstrably effective and are seen as a viable mechanism in both developmental and humanitarian contexts. Conditional Cash Transfer (CCTs), implemented in Latin America with great success, are seen to be a way of mitigating the risk of cash transfers being misused. CCTs yield rapid, positive impacts (poverty alleviation, improved health and education outcomes) and break the ‘vicious cycle’ of intergenerational poverty in the long-term. However, CCTs are criticised for having high administrative, monitoring and enforcement costs, being too reliant on targeting, having a disempowering effect on recipients and negatively affecting overall levels of consumption amongst both beneficiaries and non-beneficiaries.† (Scott, 2012) 1.2 Cash transfers in emergencies Cash transfer can be effective during emergency or crisis while offering a protective mechanism which has immediate effect on the person through various means either innovative like mobile banking etc or tradition by cash in hand or in bank. It support when the formal institution of protection is failed and there is no other alternative for social protection. 1.3 Social Pensions It is a non-contributory pension which include a targeted cash transfer by age or widow or people with disability. Various study shows that the cash transfer in the context of social pension gave confidence and support to the targeted person or household. In general the literature suggests that social pensions have been employed particularly successfully in southern African context. 1.4 Public works programmes It is a type of conditional transfer where cash or food is given in exchange for work on public infrastructure projects, such as road building. During recent times these social protection measure is widely applied around the globe due to consequence of food and financial crisis. This measure create assets, produce jobs and somehow targeted as it be unattractive to the non-poor due to low wages or ration are paid. Though the sustainability of this measure is till when the state is willing to provide because it creates a dependency on state. Available study indicate that while short term public works create and promote consumption and demand during the market failure but the long-term social protection function is likely to be limited unless guaranteed employment is introduced. 1.5 In-kind transfers â€Å"In-kind transfer’s non-cash assets went to vulnerable or deprived individuals and households, often with the aim of modifying or influencing the behaviour of recipients. There is considerable debate over whether in-kind transfers should be favoured over cash transfers, despite the latter being popular for providing beneficiaries with choice in accordance with needs, as well as providing an opportunity for investment†. (Zoe Scott, 2012) 1.6 Food There has been numerous debate on food vs cash transfer around the globe since and prior to 1970s, on whether food transfer can be used as an alternative to cash or both are complementary to each other, whether food transfers are a nutritional or economic intervention, whether they aim to only ‘feed people’ or aim to support livelihoods. It has been thought that when there will be food crisis either by market failure or shortage due to lack of supply, or there be a crisis when food are needed, food transfer are preferable, beside other protective measure. 1.7 Utility subsidies Protection in the form of utility such as housing, electricity and water are provided to lessen the burden of expenditure on these items by people, though despite having the provision of Indira awas yojana along with various scheme, it has been widely accepted that the benefits of utility subsidy doesn’t reach the target people or communities living in an area withought electricity and water. It has been seen as more costly to implement than other form of social assistance. Despite being costly housing subsidy runs with less risks of excluding the most vulnerable. 1.8 Health fee waivers There is large debate going on Universal health care and targeted health care. One provide a system through which everyone are eligible for health care while contributing up to the fiscal budget whereas targeted has its own flaw of selection and implementation and reach to the targeted people. Though it has been inferred that health service waivers or health fee waiver or exemptions will only be effective if there would be a nationwide policy which effectively monitored and enforced at local and national levels 1.9 In India context In India the introduction of social assistance were introduced since the British period but it was only for the employee in formal sector and a large portion of population, those who were employed in informal sector were excluded from this. And again after independence until the 1990s the main focus of central government were rural development and social protection didn’t get much attention. There were many rural development program such as integrated rural development program or anti-poverty program, which aimed to provide food and nutrition, basic services like education, healthcare, and housing and employment generation came. In meantime many state introduced various program such as +pension for agricultural landless labourer, maternity benefits, disability benefit etc. depending upon the need but very often these program were introduced as electoral instruments to gain votes. It is important to notice the welfare regime in India could be classified as clientelist or populi st. In the last two decades, there has been a reversal of the story.† The central government has enacted a number of social assistance measures by enacting court enforceable right-based promises to the erstwhile directive principles (such as right to education, right to employment and others) enshrined in the Constitution of India. From the point view of social assistance, three developments are important. First, in 1995 the central government introduced the National Social Assistance Programme (NSAP) under which five different benefits were provided. They complemented existing provision by federal states. These benefits were the Old-Age Pension Scheme (reaching 8.3% of elderly households), Widow Pension Scheme (6.2% of widow households), Disability Pension Scheme (reaching 14.1% of disabled households), Family Benefit Scheme (onetime relief for the families where main breadwinner accidently died) and Annapurna (food for the elderly households† (Pellissery, Barrientos, 2013) The second and third development took place when the Congress Party-headed United Progressive Alliance government assumed power in 2004. A clamour for food security were supported by civil society movement along with right to employment boost the fillip of decade in the context of social protection. Later the UPA government put forth the social security program for unorganised sector workers, Rashtriya Swasthya Bima Yojana, designed particularly for the workforce in the unorganised sector. That has already provided insurance against hospitalisation to 40 million households. Along with other social protection scheme or program there come various rights which insures social security but the reality seems different. One of the most interesting and effective social assisistance in the developing world is the Brazil’s Bolsa Familia. The Brazilian constitution enshrined a right to social protection and that led to consideration on the role and scope of social security and on the rol e of government to providing it is based on the citizenship principle and for all Brazzilians. 2. Social insurance .â€Å"Social insurance schemes are contributory programmes in which beneficiaries make regular financial contributions in order to join a scheme that will reduce risk in the event of a shock. Because health costs can be very high, health insurance schemes are a popular way of mitigating risk from illness. However, some people argue that they are too expensive for the Poor and should be complemented with social assistance. Other types of social insurance schemes include contributory pensions, unemployment insurance, funeral assistance and disaster insurance. Social insurance is strongly linked to the formalised labour market, meaning that coverage is determined by number of formal workers in a country. The informal labour market therefore presents a strong challenge to the success of social insurance programmes†. (Scott, 2012) 3. Labour market interventions Labour market interventions give protection to poor people who are able to work. Interventions are both active and passive. The active programmes or policy in the context of social protection include training and skills development and employment counselling, whereas passive interventions include, income support, unemployment insurance and changes to labour legislation, for example in Establishing a safe working conditions or minimum wage. Labour market social protection provide various social assistance and cash transfer programmes and can be integrated into longer-term development strategies 4. Community-based social protection Formal social protection framework do not offer complete coverage and exclude a section of society. â€Å"A variety of conventional or ‘informal’ ways of providing social protection to households, groups and networks fill some of the gaps left by formal social protection interventions and distribute risk within a community. There is also considerable interest in the potential for community-based mechanisms to be scaled up in order to undertake wider development activities, and in how to create links between social security schemes and community-based approaches with the aim of extending coverage to meet the challenge of providing adequate health services to the developing world.† (Zoe Scott, 2012) 2. Residual and institutional social welfare Residual idea of social welfare says in the distribution of social welfare, government should have a limited role. The underlying assumption is that the individual is free to do anything unless it doesn’t harm other and majority of population will find their sustenance and assistance by their own, either by market mechanism, family or social network. So the state only intervene when they fail to support themselves and unable to find any support system. Whereas the institution school of thought describe state as protecting individuals from the social cost of capitalist economy. does Social protection a residual social welfare The â€Å"Directive Principles† of the Constitution give obligation to the government and its policy to lay down goals and direction for the realisation of the rights. Article 41, 45 and 47 gave a sense of social protection but for the nuanced understanding of the rights and its realisation we have to look at the reality of its content and implementation. Article 41. which directs the state to â€Å"within the limits of its economic capacity and development, make effective provision for securing the right to work, to education and to public assistance in cases of unemployment, old age, sickness and disablement, and in other cases of undeserved want†; Article 45. by which â€Å"the State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children.† Article 47. by which â€Å"the State shall regard the raising of the level of nutrition and the standard of living of its people and the improvement of public health as among its primary duties. (Constitution of India, ministry of law and justice) Society exist because it is in everyone interest to have peace and peace can only prevail if there is sovereign authority to punish those who breach it. There are various indication and updates about the failure of government machinery in india.in the context of social protection the policies and programme that are intended to reach the beneficiary doesn’t reach to them and in the lack of proper institution mechanism the policy itself became a residual in approach. Be it old age pension scheme or MGNREGA. The dominant logic is that the poor are the ward of the state and the state have the responsibility of taking care of its citizen especially poor. But the other school of thought says that the bigger the size of government the larger the burden on the populace. The more government subsidies the resources for the poor the more likely to vulnerability during the failure of support system by the state because of their dependency on the state. A key challenge faced at the time of introduction of all social assistance programme is from the right-wing that social assistance expenditure is both ineffective and wasteful. What been effective to counter such a position has been the discourse on inequality? The growth story of India has widened inequality rather than bridge the gap. Therefore, introduction of social assistance was seen as helping to act as an inclusive instrument for the poorer sections. Pellissery, Barrientos, 2013). The presence of institutional mechanism but the delivery of services create an atmosphere where the social protection turn up as just a residual kind of thing to the people. There are around 300 different type of anti-poverty scheme in India that is spread over 13 different ministries. But the integration among them is hardly seen visible. In the name of financial inclusion the still â€Å"Krishna get the credit but nobody think about Sudama†. The millennium development goal vow for eradicating poverty but still some part of the globe still suffering from hunger and malnutrition and chronic poverty

The Analysis of Autism Facilitates Neuroanatomical Investigations :: Biology Essays Research Papers

The Analysis of Autism Facilitates Neuroanatomical Investigations Studying the functions of the various structures of the brain is best carried out through analysis of brain defects. For example, individuals with autism exhibit particular behaviors that are not considered normal. Assuming that behavior originates from the brain, then it becomes clear that in order to discover the causes of the abnormal behavior a comparison must be made between and healthy brain and the brain of an autistic person. By finding structural differences such as size and composition, the role that the structures play in the behavior of the autistic can be inferred while also investigating the normal functions of brain structures. There are several differences between a healthy brain and the brain of an autistic person. Dr. Joseph Piven from the University of Iowa noticed a size difference . In the autistic brain, the cerebellum is larger and the corpus callosum is smaller. Another study showed that the amygdala and the hippocampus are different in an autistic brain. In an autistic these structures have densely packed neurons and the neurons are smaller than those in a healthy brain. Also, in the cerebellum there is a noticeable reduction in the number of Purkinje cells. Structure and function can not be separated from one another and changes in one indicate alterations in the other. Because an autistic person has brain defects, a reasonable assumption is made that changes in structure will alter the behavior. An autistic person is characterized by having impaired social interaction, difficulty with communication both verbal and nonverbal, trouble with imagination, and limited activities and interests. By analyzing the abnormal behaviors of the autistic person, the roles that the cerebellum, the corpus callosum, the amygdala, and the hippocampus play in the disease can be inferred. The cerebellum is usually associated with motor movements. Concerning this topic it is interesting to note the research of Dr. Eric Courchesne. He found that the VI and VII lobes of the cerebellum were smaller in autistics than those of a normal brain. This condition is called hypoplasia. The reverse condition, which is what Piven encountered, is called hyperplasia. Courchesne linked the cerebellum with attention shifting . He proposed that the autistic takes longer time to change the focus of his attention. He believed that this condition was caused by lack of development of the cerebellum in utero caused by perhaps oxygen deprivation, infection, toxic exposure, or genetically.

Business Cycle Theory :: essays research papers

The Sticky-Wage Model In this model, economists pursue the sluggish adjustment of nominal wages path to explain why it is that the short-run aggregate supply curve is upward sloping. For sticky nominal wages, an increase in the price level lowers the real wage therefore making labor cheaper for firms. Cheaper labor means that firms will hire more labor, and the increased labor will in turn produce more output. The time period where the nominal wage cannot adjust to the changes in price level and output signifies the positive sloping aggregate supply curve. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The nominal wage is set by the workers and the firms based on the target real wage, which may or may not be the labor supply & demand equilibrium, and on price level expectation. W =   Ã‚  Ã‚  Ã‚  Ã‚  Ãƒ ¹   Ã‚  Ã‚  Ã‚  Ã‚   *   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pe Nominal Wage = Target Real Wage * Expected Price Level After the nominal wage has been set but before any hiring, firms learn the actual price level (P). From this the real wage is derived W/P = à ¹ * Pe/P Real Wage = Target Real Wage * Expected Price Level/Actual Price Level From the equation, real wage = target real wage when expected price level = actual price level real wage > target real wage when expected price level < actual price level real wage < target real wage when expected price level > actual price level The bargaining between workers and firms determine the nominal wage rate but not the actual level of employment. This is determined by the firms’ hiring decisions and the labor demand function L = Ld(W/P) Output is determined by the production function, Y = F(L). The aggregate supply curve, under the sticky-wage model, summarizes the two functions and the relationship between the price level and output. Any unexpected changes in the price level cause a deviation in the real wage, which in turn, affects the amount of labor and output. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The major weakness of the sticky-wage model however, is that in any model with an unchanging labor demand curve, unemployment falls when the real wage falls. Under this model the opposite happens, which means that the real wage should be countercyclical. Economic data over the past decades in the U.S. shows that the real wage in fact tends to rise along with output. This is evidence contrary to Keynes predictions in the General Theory. The Imperfect-Information Model Characteristics: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Assumes that the market is clear – all wages and prices are free to adjust in order to balance supply and demand – and that differences in the short-run and long-run aggregate supply curves are from misperceptions about prices

Terror of the Middle Passage :: Slavery

A popular literature has painted this part of the slave experience as uniquely evil and inherently more inhuman that any of the others horrors of the slave life(Klein 130). Slaves were taken from their homes and was forcibly traded.One cannot, of course, mention the Middle Passage without eliciting the horrors of tightly packed men, women and children chained together, to keep them from rebelling, or from choosing the suicidal fate of jumping overboard. The mortality of captives in Africa, therefore, included not only losses among those headed for export at the Atlantic coast but the additional losses among those destined for export to Orient among those captured and transported to serve African masters(Engerman and Inkori 117). The death that the slaves went through while they were being shipped was crucial and insane. It shows how the Middle Passage was the most terrifying journey for the slaves. The terror of the slaves in the manner in which they was carried and the mortality tha t they suffered, proves how the slaves was treated ruthlessly during the Middle Passage. Klein indicates the slavers carried 1.6 slaves per registered ship’s ton, with 5 to 7 square feet of deck area given to each slave. Most of the ships were outfitted with partial decks and platforms in the space below, the main deck and above the second or between the deck (Klein 132).The ships were different lengths and could hold only a certain amount of weight. The Brooks weighed 300 tons, and it held about 609 slaves. This arrangement gives a deck estimate at over 3,000 square feet, which provided an average of just under 7 square feet per slave. The LaVigilante is shown at 240 tons with 347 slaves and probably marks the lowest bound estimate with a deck area that results in 5.6 square feet per slave(Klein 133). Most slaves were crammed in into their designed spaces like loaves of bread on a shelf, with an average of six to seven square feet and rarely more than two or three feet of head space (Postma 23). Many slaves who, were in their nakedness, crouched on the lower ba ck. Men slaves were generally shackled two by two , making movement extremely difficult, and small groups were strung together by longer chains to take them to the upper deck for meals and fresh air. Women and children were generally confined to a separate deck space or in cabins and allowed greater mobility(Postma 23).