Ethical Issues in Organ Donation

A relatively recent issue of The New York Times presents a story about Mirtala Garcia and Sebastiao Lourenco (Grady 2011). Mirtala was the wife of a deceased organ donor Julio Garcia. Julio died of blood hemorrhage, and since he had previously agreed to donate his organs, Sebastiao Lourenco received his heart (Grady 2011). Mirtala and Sebastiao are now close friends, and Mirtala is glad that at least her husband’s heart is still alive (Grady 2011).Advertising We will write a custom research paper sample on Ethical Issues in Organ Donation specifically for you for only $16.05 $11/page Learn More Stories like this one have become relatively frequent in the press, and they are bound to incite positive emotional reactions. However, the organ donation practice faces many problems and challenges, which have to be overcome. This paper will deal with the specific issue of how to determine when a potential organ donor has deceased, and his or her organs ca n be transplanted. It will argue that the best approach is to treat a person as dead when the irreversible loss of bodily functions and the irreversible loss of consciousness have both occurred. In addition to the romantic side of organ donation practices described in Grady (2011), there are many problems that medicine faces in this domain, and the current state of affairs has to be improved. Satel (2006) presents some devastating statistics related to the current state in the organ donation practice. In the United States, 70 000 people have their names on waiting lists for kidney transplantations (Satel 2006). According to some estimates, most of them will wait from five to eight years until they finally receive the organ and continue with their lives (Satel 2006). If, to this number, one adds those who are waiting for a donation of some other organ, it becomes clear how many lives depend on the practice of organ donation. Nonetheless, there are many problems which have to be solve d in order to reduce the number of people on those lists significantly. Some authors, politicians and activists have put forth their own ideas of the solution to the crisis in organ donation. For instance, Richard Brodsky, an Assemblyman of the Democratic Party in New York, introduced a bill which would enlist all American citizens as potential organ donors (Should Laws Push for Organ Donation? 2010). The bill would, of course, give an opportunity to those who, for some reason, do not want to be potential donors to exempt themselves by simply signing one document. While discussing some other ways in which countries could encourage potential organ donors, Rampell (2009) cites the case of the Israeli government.Advertising Looking for research paper on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Israeli authorities gave priority on organ donation waiting lists to those people who had agreed to be potential organ donors themselve s. However, before addressing those practical issues, the governments have to address some fundamental questions related to the legal treatment of organ donation. The practice of organ donation is a controversial topic in areas as diverse as law, medicine and philosophy. Furthermore, as with any issue that is related to human life, religion also plays and important role in the debate. Medew (2008) writes about an academic article that dealt with the issues related to organ donation and attracted a lot of public attention. The author of the article, James Tibballs, a professor of pediatrics, argues for the reassessment of the legal definition of death and the methods by which death is certified by the physicians who perform organ transplantation procedures (Medew 2008). Tibballs argues that the legal definitions of death are designed to accommodate for organ donation practices and are problematic on several grounds. The Australian law defines death as â€Å"either irreversible cessa tion of all functions of [the] brain or irreversible cessation of blood circulation† (Mewdew 2008). Tibballs finds these criteria unacceptable because, according to him, the cessation of functions of the brain cannot be determined with certainty, and the criterion related to the cessation of blood circulation is too loose because according to it, a person is dead after his or her heart fails to restart for two minutes (Mewdew 2008). The criterion of â€Å"brain death† in terms of the cessation of functions of the brain is problematic because it is too vague. For example, many doctors would characterize a person as brain dead even though many of his or her brain cells are still active. In addition, clinical assessment of brain activity, according to Tibballs, is insufficient because the brain activity can be assessed with certainty only by using blood flow measurements, which is rarely done in medical institutions (Mewdew 2008). A comprehensive study by the National Heal th and Medical Research Council (Certifying death: The brain function criterion 1997) addresses most of the challenges raised by Tibballs. The study presents a philosophical investigation into the nature of death, which is then used to argue that organ donation practices are conducted in accordance with the strictest ethical standards. According to the authors of the study, death is defined as, â€Å"the irreversible loss of the integrated and coordinated life of the person as a single living organism† (Certifying death: The brain function criterion 1997, p. 3 ­).Advertising We will write a custom research paper sample on Ethical Issues in Organ Donation specifically for you for only $16.05 $11/page Learn More The authors examine the three traditional approaches to the definition of death in the Western philosophical tradition in order to establish the best approach. According to the first definition, death is seen as the permanent cessation of breathing. This definition is rejected by the authors because modern medicine can keep a person alive by means of artificial ventilators even though his or her lungs cannot operate by themselves (Certifying death: The brain function criterion 1997). The second definition that relies on the cessation of the heart beat is rejected on the same grounds (Certifying death: The brain function criterion 1997). The third definition that sees death as the irreversible loss of consciousness seems to be the most useful one, but it too needs some further improvements. When dealing with the third definition the problem is essentially reduced to the question of what constitutes consciousness. One approach that can be found in the literature is the so-called â€Å"only higher brain† approach. The most famous advocate for this approach is Peter Singer who sees the cortical structures of the human brain, which are related to higher cognitive faculties, as being crucial for personhood (Singer 1994). The destruction of these structures, according to Singer (1994), results in the death of a person. However, this approach is deeply problematic. The first problem that arises with this definition is that it would characterize people in the so-called vegetative state and anencephalic children as non-persons, which entails that it would be perfectly ethical to take their organs for donations (Certifying death: The brain function criterion 1997). The second problem is that it is extremely difficult to be certain whether cortical structures have been destroyed in a person whose lower brain structures still function (Certifying death: The brain function criterion 1997). Consequently, this approach has to be rejected. The approach which should be taken in order to determine if a person is dead is one that includes the examination of both the higher brain and lower brain structures. Accordingly, National Health and Medical Research Council (Certifying death: The brain function crit erion 1997, p. 6) argues that â€Å"human consciousness is dependent on the function of both the cerebral hemispheres †¦ and the reticular activating system in the brain stem†. From the above definition, it follows that death takes place after both the subcortical structure and the neo-cortex have suffered extensive injuries.Advertising Looking for research paper on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The final question raised by Tibballs is whether or not the current practice in organ donation is in accordance with the legal definition. The current law defines death as â€Å"the cessation of all brain function† (Certifying death: The brain function criterion 1997). It has to be recognized that the current definition is too vague, and whether or not the current practice is in accordance with it is a matter of interpretation. If under â€Å"all function† one assumes the functions of each particular cell in the brain, it would follow that the current practice is often in breach of the law. However, such a definition would be absurd because death is a process, and many cells in the body continue to live long after the person has died. The definition can also be interpreted as a reformulation of the definition offered by the National Health and Medical Research Council (Certifying death: The brain function criterion 1997) in which â€Å"all brain function† is see n as the integrated function of the entire brain. The legal definition should be made more precise in this respect because the definition offered by the National Health and Medical Research Council is both theoretically sound and practically viable. In conclusion, before dealing with the issues of encouragement of the public and other practical problems, the organ donation authorities have to reach consensus around certain fundamental questions. The key ethical issue of the organ donation practice is the question of when a person can be regarded as dead. It has been argued that the National Health and Medical Research Council (Certifying death: The brain function criterion 1997, p. 3), which defines death as â€Å"the irreversible loss of the integrated and coordinated life of the person as a single living organism,† offers by far the best theoretical approach to the issue. What has to be done next is to implement that theoretical framework into the legal system in order to a void misunderstandings that damage the popularity of the practice. References Certifying death: The brain function criterion 1997, National Health and Medical Research Council, Canberra. Grady, D. 2011, One Death Provides New Life for Many. Web. Medew, J. 2008, Donors not truly ‘dead’ when organs removed. Web. Rampell, C. 2009, How Can Countries Encourage Organ Donation? Web. Satel, S. 2006, Death’s Waiting Lists. Web. Should Laws Push for Organ Donation? 2010. Web. Singer, P. 1994. Rethinking Live and Death, Text Publishing Co., Melbourne. This research paper on Ethical Issues in Organ Donation was written and submitted by user Maya D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Root Causes of Financial Crisis in the 1990s The WritePass Journal

Root Causes of Financial Crisis in the 1990s Introduction Root Causes of Financial Crisis in the 1990s ]. Bisgnano J. (1999). Precarious Credit Equilibria: Reflections On The Asian Financial Crisis. BANK FOR INTERNATIONAL SETTLEMENTS Monetary and Economic Department Basle, Switzerland Working Papers. Joosten W. (2004). The Asian Financial Crisis in Retrospect. What Happened? What Can we conclude? CPB Memorandum. CPB Netherlands Bureau for Economic Policy Analysis. Li, K., Kwok m. (2008). Output volatility of five crisis-affected East Asia economies Japan and the World Economy,  In Press, Corrected Proof,  Available online 24 April 2008. Lopez-Mejia, A. (1999), â€Å"Large Capital Flows: A Survey of the Causes, Consequences, and Policy Responses†, Working Paper 99/17, IMF. Mahui, M. N., Maru, J. (2010), â€Å"Financial Liberalisation and the Impact of the Financial Crisis on Singapore†,   Third World Network 131 Jalan Macalister, 10400 Penang, Malaysia. Pathan, S., Skully, M. Wickramanayake, J. (2008) Reforms in Thai bank governance: the aftermath of the Asian financial crisis, International Review of Financial Analysis, 17 (2), 345-362. World Bank (2000), East Asia: Recovery and Beyond, New York: Oxford University Press.

Assess the claim that both sex and gender are systems of social Essay

Assess the claim that both sex and gender are systems of social classification - Essay Example This essay will involve the analysis of whether sex and gender are part of the social classification systems. Just like races and ethnic categorization in the society, gender and sex are socio-historical determined. Gender develops as people grow in the society, and it depends on the societal beliefs and cultural practices. It does not fall into the group of things people are born with but rather something that people do. Sex refers to the biological differences in the hormonal profile and the external sex organs while gender refers to the characteristics of the society or culture, and they categorize the people in the community as either masculine or feminine. For instance, societies have responsibilities and identities associated with either the masculine or feminine in the society. The acquisition of gender characteristics come through the socialization process and the interaction of people in the society (Strathern 1995). Socialization involves the acquisition of the values and traditions in the society and it takes place in a gradual form as one grows. A child born in a given setting will grow up holding on the values applicable in that community. This indicates that the society plays an i mportant role in defining the gender roles according to the sex of an individual. The common sense in the current society differentiates culture into two different aspects of human beings. The biological sense of womanhood lies in the womb, however, culture and societal values have transformed the definition of a woman (Stolcke, p.18). The analytical concept of gender challenges the universal biological concept because of the variations in the societal values. Martin egg outlines that the society believes in the cultural values to define biological concepts regarding human beings. The scientific books define male and female as egg and sperm. The society believes that the biological

Bend It Like Beckham and 10 things I Hate about You - comparison Essay

Bend It Like Beckham and 10 things I Hate about You - comparison - Essay Example That being said the themes of the two movies are a lot more similar despite their obvious differences. Both films include theme of stereotyping and labeling, a depiction of personal values, conformity, accepting differences, domesticity vs. freedom, parents vs. children, self definition and change (Lawson, 2003). These themes are highlighted and portrayed through the central characters of these films. The character of Jasminder Bhamra, the British-born daughter of orthodox Sikh parents, who is perceived by others to be very much like any other Indian girl; polite, family oriented and spiritual. It is presumed that she will fall into her parent’s plans of completing school, learn to prepare a full traditional Punjabi dinner, and then marry a proper Indian boy. However appearances can be deceptive as Jess has other plans for her life. She loves David Beckham. Her room was a partial shrine dedicated to the Manchester United star. Her love for Beckham was not due to his good looks but she herself happened to be a footballer, and she admired his athletic skills in particular. â€Å"Nobody can bend it like Beckham,† she often beamed, referring to his extraordinary ability to get the ball to the goal and wishing one day her dream of scoring for Manchester United alongside him could come true. She takes every opportunity she can to play, away from her parents scrutinizing gaze who highly disapproved of her soccer playing and her mother often described her idol as ‘this skinhead boy.’ This brings us around to the fact that the only thing keeping Jess from fulfilling her ambition was her heritage (Fuchs, 2003). Katerina Stratford from ’10 things I hate about you’ is the central character of the movie whose character is analogous with that of Jess. She also does not fall into the typical category of a high school girl. Based in the American city of Seattle, in Padua High School the society which Kat Stratford is a part of is create d in this high school and it â€Å"mimics and exaggerates aspects of a main stream, late 20th century, American high school† (Nebo literature, web). Conformity is an issue that is a lot more prevalent in ‘10 things I hate about you’ than in ‘Bend it like Beckham’. As a character Michael from ‘10 things I hate about you’ uses the terms ‘basic beautiful people, coffee kids, white Rastas, cowboys, future MBA’s, yuppie breed’ to class the various students at Padua (Nebo literature, web). Kat Stratford did not fall into any of these categories she was strong, independent, and feministic and rejects boys who did not have any relevance to her feministic style. She had a sense of style and was attractive but did not show it to the outside world simply because it did not fit in with her behavior and how she was perceived. Her dream was to get through high school and go to a university far away from her home, something her fath er disapproved of. Personal values are what both the main characters in these two movies have in common. Jess bound by her heritage and yet hopeful and struggling to fulfill her dream while at the same time striving to not incur her parent’s disapproval. Kat on the other hand dreamt at excelling at her education, standing up for what she believed in and was indifferent to high school norms. Both these women did not conform and stood out from everyone else. However

Measuring the development of rural women

Measuring the development of rural women Although it has been difficult to break down the gender blindness of development history, since 1970, gender’s role in family welfare was made as a visible social construct in development (Kingsbury et al., 2004; Bannon and Correia, 2006). Parallel to improvements made in womens position in many societies, the importance of gender to economic analyses (Kadam, 2012) and their active participation in development has been one of the most troubled aspects of the development debate (Kingsbury et al., 2004). In the rural sector, the attention to gender issues is even more challenging. This means that understanding the linkages between gender equity and development effectiveness is essential aspect of rural studies. Therefore, gender issues have been a core priority of governments including Iran. Although Iran has made considerable progress in terms of human development, its rural areas face some important challenges. Today rural people have, more than ever before, access to educatio n, health facilities and occupational opportunities. But close examination of their living conditions indicates that although the aggregate level of production and consumption has increased, the distribution of benefits continues to show persistent inequalities, including the need for more equitable income and wealth distribution, improved access to health and basic sanitation services. The concern for increasing the development of the rural women makes researchers eager to focus on enormous diversity of pathways to human development monitoring and evaluation. These attempts lead to determining list of indicators for monitoring and evaluation a range of economic, social and environmental goals. However, various life domains directly contribute to individual development. Perhaps, human development approach presents an opportunity not only to review achievements in human development domain, but also to determine challenges at different global, national and regional levels, systematica lly. Not surprisingly, the human development approach, which proved very popular in public discussion, has a crudeness that is somewhat similar to mechanical devices of economic development. Besides, this approach is concentrating on what remains undone especially for different regions. Therefore, the validity of the original human development vision has been criticized on a number of fronts. This paper discusses a modified index for measuring rural women development. The present study outlines different concepts important for concerning rural women development, specifically: (1) quality of life; (2) income; (3) social capital; (4) health and sanitation; (5) food security; (6) rate of education; and (7) life expectancy among rural women in Choram County, South-Werstern of Iran. These concepts provide understanding that rural communities are both an environment of care and a cause of disease. Background Since 1990, the United Nations Development Programme (UNDP) has published a series of annual Human Development Reports (HDRs) in which the human development index (HDI) is computed for each country (Sagar and Najam, 1998). HDI embodies Amartya Sen’s â€Å"capabilities† approach to understanding human well-being, which emphasizes the importance of ends (Stanton, 2007). This framework has continued to be the keystone of annual reports from the UNDP on dimensions of human development demand most attention in the contemporary world: to lead a long and healthy life, to acquire knowledge and have access to resources for a decent standard of living. Adult literacy and combined enrolment ratios have been selected as indicators for the knowledge dimension, life expectancy at birth as the indicator for a healthy life and an adjusted GDP as the indicator for the standard of living. In essence, the HDRs have pushed the development debate boundaries beyond a traditional economic per spective (Sagar and Najam, 1998). Despite the positive view of these qualities by many scholars (Streeten, 1994), yet not all sides of the story are positive. However, substantial progress has seen in many aspects of human development, even in countries facing adverse economic conditions (Human development report, 2010). In the other words, the progress was proved in improving health and education and raising income, which expand people’s social capital (power to select leaders, influence public decisions and share knowledge). But not in poverty and deprivation reduction to end the inequality and insecurity around the world. As much as the HDI has introduced new way of development thinking, it has also been faced with a number of criticisms (Sanusi, 2008). Unfortunately, over the years, the HDRs seem to have become stagnant, repeating the same rhetoric without necessarily increasing the HDI’s utility. Progress has varied, and increasing inequality has also seen among people in different countries, across regions, and especially rural areas both within and across countries. The HDI is a measure which reflects its aims imperfectly; and other important questions concerning human development are left out of the HDI altogether. Srinivasan (1994) summarizes the HDI critiques in five main categories: poor data, incorrect choice of indicators, various problems with the HDI’s formula in general, incorrect specification of income in particular, and redundancy. In fact, the authors have modified the index to address many of its sharpest criticisms, and thus the HDI has evolved over the seven issues of the Human Development Report. Plans that maximize the modified index directly trade-off the allocations to consumption, education and health against each other. This leads to plans that balance expenditures across the three components. Engineer et al (2008) consider net income, in education and health expenditure domain, as indicating capabilities not already reflected in the index and argue for a modified HDI that replaces the income component with a net income component; i.e. income that is net of expenditures on education and health. The multi-dimensional nature of poverty is being emphasized by many analysts and policy makers. Addressing these issues requires new tools. Hicks (1997) proposed a method of incorporating distributional inequalities of three measures of income, education and longevity into the HDI framework. He believed that Gi ni coefficients could potentially measure inequalities in human development (annual income, educational, and life-span attainment). A number of attempts have been made to adjust the raw measure of life expectancy to take into account quality of life and time spent in poor health. One concern is that while females generally live longer, their quality of life may be lower due to poorer health than men. The Global Burden of Disease project popularized one such measure, namely disability-adjusted life expectancy (Murray and Là ³pez 1996). The World Health Organization (WHO) measures healthy life expectancy (HALE) based on life expectancy at birth adjusted for time spent in poor health. Although, these new thinking approaches and thus the new measurement tools reinforce the continuing validity of the human development vision (HDR, 2010), the study of development in regional contexts, rural areas, bring a second debate on the fore, that focuses on the extent to which the definition and experience of development is culturally specific. And, are the standardised indicators appropriate applied devises for all regions? Even when progress in the HDI is experienced in the country level, this does not necessarily excel in the local and regional levels. In the other words, as averages can be misleading, it is possible to have an acceptable rate of progress in HDI and be unequal. These patterns pose important challenges for how to think about human development dimensions, its measurement and the policies to improve outcomes and processes over time especially in regional areas and among the mass development neglected target groups, rural women. Perhaps, the understanding, measurement, and improvement of human development especially in local level have been commonly expressed by the term quality of life (QOL) across multiple disciplines (including sociology, economics, psychology, environmental science, and medicine). The term QOL is a complex, multi-faceted concept (Farquhar, 1995; Carr et al., 2001; Holmes, 2005) which according to Costanza et al (2007) is generally meant to represent either how well human needs are met or the extent to which individuals or groups perceive satisfaction or dissatisfaction in various dimensions of their lives. Similarly, Calman as stated by Vyavaharkar et al (2012) defined QOL as a gap or difference between hopes and expectations of a person and the person’s present experiences at a given moment in time. The limited amount of research has focused on QOL in development studies. However, it seems that QOL in the rural setting according to Phillips (2006) is a multifaceted phenomenon determined by the cumulative and interactive impacts of numerous and varied factors (Zaid and Popoola, 2010) like housing conditions, services, infrastructure, access to various qualities and amenities, income, living standards, satisfaction about the physical and social environment (Phillip, 2006). An integrative definition of quality of life contains two sets of subjective (Carr et al., 2001; Holmes, 2005; Phillips, 2006; Costanza et al., 2007) and objective indicators (Phillips, 2006; Costanza, 2007). The subjective indicator focuses on respondents own assessments of pleasure as the basic building block of human satisfaction, happiness well-being or some near synonym of their lived experiences. However, so-called â€Å"objective† indicators of QOL on the other hand, focuses on indices and data that can be gathered without a subjective evaluation being made by the individual being assessed (economic production and security, health, food security, literacy rates, life expectancy, †¦) and may be used singly or in combination to form summary indexes, as in the UNs Human Development Index (Costanza et al., 2007). However, there are well-documented differences in subjective QOL between men and women, and in different localities as reflected in various researches. While discussing the definition of well-being, Arku et al (2008) emphasized that the indicators can differ between urban and rural residents within a country and similarly between men and women within the same society because of differences in needs, priorities (Chambers, 1997). Shek et al (2005) and Diener and Suh (2000) mention that the indicators are socially and locally constructed based on the cultural values of communities. Veenhoven (2005) also arguing for the need of incorporation of cultural-specific indicators in determining people’s quality-of-life. Similar results are found in the study of happiness. In a recent exploration of this theme, Camfield et al (2009) revealed that the definition and experience of happiness is culturally specific. To understand the position of Iranian rural women in the development debate, it is necessary to modify HDI and thus examine the status of women within household and community structures regarding indicators which were chosen to reflect the average quality of life (QOL) – defined as subjective social well-being, food security, social capital, education and training, income, and life expectancy. Women living in rural areas of Kohgilouyeh and Boyer Ahmad, Iran, are generally known to be suffering from general deprivation including access to and control over land and other productive resources, services and infrustructures, opportunities for employment and income-generating activities, and access to health care. This paper sets out to evaluate development status of rural women in Choram County, Kohgilouyeh and Boyer Ahmad province, South-Western Iran. It proposes ways in which the modified HDI can be improved to better reflect its conceptual intent. The scope of this essay then is not to nit-pick on the finer details of the proposed index, but rather to conceptualize a constructive discussion on how the modified proposed index can be improved to better fulfill its own goal of measuring human development in rural areas.

A Skit on Dr Apj Abdul Kalam

Grade 6 Fill in the blanks with appropriate words: IWhen a child enters school at his/her first level, he/she is not _____________ to __________ his/her mother’s hand. He/she is in a ____________ state of mind. He/she exhibits emotions of ___________ and ____________. The teacher welcomes the child _______________. This first step of the child is a great change in his life. When he/she enters the class, he/she has been compared to a ___________ and the class has been compared to a ___________ (pupa).It is here that the child, with the help and teachings of his teacher, gains ___________ over time and they are now compared to young ___________ who are ready to step into the _____________. IIChoose the correct answer 1What happens every year? Athe children leave the teacher to move on to the next class. Bthe teacher tells the children to go away. Cthe children are not happy with the teacher. Dthe children are sad to leave their mothers at home. 2 The teacher is amazed to see suc h a miracle. By the word miracle she means Ahow the children have grownBchildren leaving her and going away. Chow children grow into confident young children ready to move on to the next class. Dwonders what she has done to the children 3 By the term rustling of their wings she means Ashe can hear the rustling of the butterfly’s wings. Bthe butterflies make too much noise as they fly. Cthe flying of the birds. Dthe voices of children and their movement as they move out. 4 The teacher feels proud and is in a mood of celebration because Ashe is happy that these naughty children are leaving her. Bshe is eagerly waiting for the new batch of children.Cshe is happy that the children have successfully moved on with life. Dshe loves to celebrate. ALLITERATION:It means repetition of the same initial sound in words that appear in close proximity. Some examples: 1Betty bought some butter2Luke Luck likes lakes. But the butter was bitterLuke’s duck likes lakes. So she bought some b etter butterLuke Luck licks lakes. To make the bitter butter better Luck’s duck licks lakes. Duck takes licks in lakes Luke Luck likes. Luke Luck takes licks in lakes duck likes. 3 Mo mi mo me send me a toe, Me me mo mi get me a mole, Mo mi mo me send me a toe,Fe me mo mi get me a mole, Mister kister feet so sweet, Mister kister where will I eat? IIIWrite a paragraph on ‘Experiences of my first year in school’. Ask your mother/father/other family members the following questions to write about your first year in school: 1What was your reaction on your first day to school? Where you scared/happy/reluctant to go? 2Did you want to go to school the next day? 3How many days did it take for you to settle down in class? 4How would you speak of your teacher when you returned home? 5What did your teacher tell your parents about you? What were the areas you needed to work more at? 7What type of a bonding did you share with your teacher? 8What were your feelings when you lef t your teacher after the academic session? 9How long did you take to adjust in the new class? 10For how long did you stay in touch with your first teacher? 11Do you still remember the teacher? METAPHOR: Stating one entity is another for the purpose of comparing them in quality. For e. g. in the poem a child’s first year at school is compared to metamorphosis, the life cycle of a butterfly. Young children have been referred to as caterpillars.Read the statements that contain metaphors. Then tick the option with the correct answers: 1Ramesh was a wall; he saved every goal against his team. This metaphor compares Ramesh to a wall because ________ Ahe was very strong Bhe was very tall Che kept returning the balls Dhis body was made of cells 2We were not left with much food because Manohar had eaten most of it. He is such a hog. Manohar has been compared to a hog because he _____ Alooked like a hog Bate like a hog Csmelled like a hog Dwas as smart as a hog 3The old man had no chan ce to run. The speeding car, a bolt of lightning, hit him hard.The car has been compared to a bolt of lightning because it was _______- Avery fast Bvery bright Cnot fond of fleas Dvery old 4He refused to listen to anybody. He is such a mule. The metaphor compares him to a mule because he was _________ Aalways eating oats Bable to do hard work Craised on a farm Dvery stubborn 5she could leave her little son with anyone and he didn’t trouble them. He is such an angel. The child has been compared to an angel because _____ Ahe is cute Blooks like an angel Che does not trouble anybody at all Dthe mother calls him an angel He has so much energy in him that he can work non-stop for hours. He is really a horse. He has been compared to a horse because ______ Ahe resembles a horse Bhe has the energy and stamina of a horse Che is as big as a horse Dhe loves horses Quiz of Prefixes 1What does the word unhurt mean? Ahurt badly Bhurt Cnot hurt 2If you take away the prefix im from impolite, then the root word is polite. AtrueBfalse 3if you add the prefix un to the word wrap, what is the correct spelling of the new word? AunrapB unnwrap C unwrapD unwrapp 4What do you do if you re-read a book?Aread it again B read it for the first time C don’t read it 5if you take the prefix il away from the word illegal, what is the right word? Allegal B legal Clegall 6If you add the prefix im to the word mature, what is the correct spelling of the new word? Aimature Bimmature C neither of these 7Is the word illogical spelt correctly? Ayes B no 8The prefix re used in the words reopen and reapply means: Anot B again C wrong 9If you misjudge someone, you: Adon’t judge them B judge them wrongly C judge them again 10To not approve of something means that you:Aunapprove B disapprove C disapprove Given below is a list of some statements. How often do the following prove to be true to you? Mark the statements as a) always b) usually c) sometimes d) never †¢I feel very comfo rtable sharing my secrets with my father/mother. †¢My mother is not very educated. I am embarrassed to introduce her to my friends. †¢Given a choice, I’d love to spend time with my parents. †¢I consult my parents whenever I am in a fix. †¢I could give up my favourite activity to take care of my parents. †¢I can discuss my personal problems with my father. I don’t feel embarrassed to express my feeling for my parents. †¢I hate my parents when they do not allow me to have my way. †¢I feel that my parents love my sister/brother more than me. †¢I’d rather celebrate my birthday with my parents than with my friends. Read the passage and answer the questions that follow: Enid Blyton was born in London in 1897, the eldest of three children. She began her career as a teacher, but soon turned to journalism, and often wrote about education. She then began to write children’s books. Her first book was a collection of poems for children.In the late 1930s, just before the Second World War, she started publishing Noddy stories for very small children and adventure stories such as The Famous Five and The Secret Seven for older children. Not long after this she began writing her school series, like Malory Towers and The Naughtiest Girl. Enid Blyton’s stories carry a clear message of right and wrong. Generations of children have enjoyed and continue to enjoy her work. She wrote over 600 books during her career of forty years. She died in 1968 at the age of seventy-one. 1Enid Blyton is best known for being a a)teacherb) writerc) journalist Her first book was a collection of a)Noddy storiesb) adventure storiesc) poems 3)Name four series of books written by Enid Blyton. 4)What is the message in Enid Blyton’s books? 5)When was Enid Blyton born and when did she die? 6)Frame sentences with these words from the passage: a)careerb) adventurec) message 7)Right and wrong is a common English phrase. Join pai rs of words from this list with and to make four phrases. Blackgoodherebuttereverywherewhitebadredtherebreadjam 8)Fill in the blanks with the correct form of the words in brackets: a)This bag is _____________ than the one we saw in the other shop. expensive) b)May and June are the __________ months of the year. (warm) c)My _________________ storybook character is Harry Potter. (favourite) 9)Circle the correct words: a)Rita has (much/many) friends in Dubai. b)Very (few/less) people attended the meeting yesterday. c)I have finished reading (many/most) of the book. d)Salma does not like sweets and _____________ (rarely/usually) eats them. e)My family __________ (often/seldom) visits the cinema as we are all fond of watching films. f)I take my pet dog for a walk ___________ (every/twice) a day.

Business and management Essay

Introductions (Task1) In this task I will talk about the interpersonal and communicational skills, in the task I will demonstrate a role play to identify my interpersonal and communicational skills. After I demonstrate the role play my colleagues will give feedback where I need to improved it, than i will mention how can i improve my interpersonal and communicational skills. Lastly i will mention how key management functions may be met more effectively through the use of key interpersonal and communicational skills. Findings P4) What interpersonal and communication skills can you bring and why? Interpersonal skills are the skills connected with dealing with the people and working with other efficiency to make the business success. Interpersonal skills are used often into business contexts to refer to the measure of a person’s ability to operate within business organisation. Interpersonal skills including:   Working with other harmoniously Evaluating and excepting responsibilities   Understanding measured to respond conflicts   Working in team effectively Working with other harmoniously means we need to make sure the teams are get on with there responsibly and to check them whether if they are working together with out no arguing, it is better individuals to work together to achieve the success of the business. Evaluating and excepting responsibilities means as a manager we have set a target for the employees and they can be used for the individual or teams, the manager has to chase the employees whether if they getting on the responsibilities that is been given individually or as teams, after that the manager has to evaluate the have achieved the target that is been sat if its acceptable or not. Understandings measured the respond of conflicts first full its generally understood that communicating respect other people or professionals within the work place will enable to reduce the conflicts. And increase participations or assistance in obtaining information or completing tasks. Working in team effectively this is one of the important of the interpersonal skills, as a manger we have to check employees are work together as team cooperatively. The business to achieve a success it require employees working together effectively, effective teams are an intermediary goal toward getting goods, sustainable result, and at the end of the if the business become success the employees a accomplish they goals and will share the credit with the business. Communication skills are also skills connected the dealing with the people in the process by which the information exchange. Communications skills used often into business contexts, there are skills related to communication skills, these are: Formal and informal Tone of voice Body language Visual communication Formal or informal style of communication can also be used in written, some pieces of written such as letter or journal tend to be a formal whereas email and popular magazine article tends to be informal. The important thing with communication is to use the right form for the right purpose. Managers needs to think carefully about how to communication the employees appropriately. Tone of voice: Their impress are based on tone and the quality of voice. Verbal communication extends beyond words, audible sound, transfer meaning, in additional tone or attitude communication some times. Body language: Open body stance and positioning invite communication and interaction, whereas the close body stance a positioning impedes communication, using an open body language posture improves the communication with the employees, both managers and employees to learn to read each other body language. Visual communication: People communicate with the ayes as well as the ears. Communication occur cues of body language and facial expression, aye contact is the communication connector, making ayes contact helps confirm attention and interest between the manager and the employees. M2) Based on my experience of the role play, Explain how you could improve your own interpersonal and communicational skills. My role play I am a manager in new retail which owns a business man called Mr Tosh. And I feel that I have a problem to solve when i saw the feelings of the staff are unmotivated and feel that their job is not secure. In the class i discuss with my staff, i sat a SMART to ensure the business get back on track, we agree, me and my staff. One of the our agreement was if you achieve the target that in October if the sales go up 20% i will pay 10% bonus, and if you continue performing well and achieving the goal that we have agreed you job will be secure. Other points that we agreed was. To give continuation training Give bonus (reward the staff if they met the target) Cut the reward (if they done bad, down the sales performance) My interpersonal and communication skills Through the role play in the class, i got a feed back of my interpersonal and communication skills, after i get the recommendation. They suggested me that i need to improve some areas below. In verbal skills- i am not good at controlling my tone of voice in discussion, because i feel when i speak to my staff my English is not good enough. That makes me can not use the vary tone, pace, and loudness to stand out the points when i speaking. Non verbal skills_ my body language, i haven’t performed an aye contact and i haven’t smile in the conversation with my employees; because I my self I haven’t got enough confidence and that make me deal tense in the conversation. Improvement In the tone of voice; if I have varied of tone pace and loudness that can stand out the main points of my speech; that makes my audiences easier to grasp and got interest to listen my speech, in my problem, my English is not good enough to make my speech tense, i should be calm and concentrate first, a think what i have to say before i speak, make more preparation before i speak, and try excise with my tone, pace and loudness at home. My SMART objectives are: Spend 30 minute at each time for preparation before the role play and read newspapers with tone, pace and loudness in another 20 minute every two weeks. If it improvement my speaking skills after practice, that may let me speak more clear smooth and with vary tone, this also improve my English. The non verbal skills_ i haven’t look at staff with smile when i was performing my role play, because i was feeling that i am tense. I looked down when i was talking which may see the staff that i am weak, and not smiling the also may see that i am angry, anxious and not honesty. I should be calm, concentrate and make more preparation, so I set my self a SMART target to let me achieve: Spend 10 min more in preparation for the role play, and do more preparation as I said above, if I make more preparation, i can stay be more relax, calm and confidence than before, so that i can make an aye contact with a smile to the others. Start from now I will practice speak to the people with aye contact and smile when I talk, and i believe it will become a habit, then i can do that without thinking every time when I am suppose to speak. D2) Evaluate ways in which key management functions may be met more effectively through the use of key interpersonal and communicational skills. There are some key management functions, such as management resource, employees’ motivation, performance monitoring, reward and leadership. Those skills i have mentioned above can be met through the use of interpersonal and communication skills, that are the skills managers must be known, the reason is because having identified the roles of management its important to look at the employees’ capable of fulfilling the role and meet the challenges. There are examples below: Employees’ motivation: when we set a plan or target for the employees, we need to motivate then to cooperate and achieve it; employees usually work efficiency when they feel that they have been consulted about their target that they need to achieve. If the employees perform well and achieve the target, we need to reward them with appreciation and persuade them to set a new target. For example in the role play, i have sat a target and encouraged and motivated my staff to achieve it, after i have informed them and discuss what needs to be done, they really feel that they have achieved the target. Those are the interpersonal and communication skills the managers needs to persuade the employees to achieve it. Management resources: the management resource i have chosen to give and example in Human Resource. Sometimes managers may curry out decision the staff might not agree with, in that case manager needs to use interpersonal skills to persuade the employees to agree with him, at the end if the staff can not accepted, that might create conflict and they may curry out industrial action. Managers also need to resolve any conflict that comes up. Skills of management of conflict needed at all levels and all type of organisations. Performance monitoring and reward management needs to have good interview skills, for example an appraisal purpose, this has one technique to encourage them in the interview and make them relax and co-operate with the other staff. This is needs a body language such as tone of voice posture eye contact to suit the interview, if the employees feel relax, it easier to persuade them to achieve the target. The aim of appraisal is to set objective to the employees, usually at the start of the interview, they will look at if the staff achieve the objective set before the next interview, if they achieve the target, them you will pursued them to set another target again and again, at the end of the every quarter the manager have pay bonus to the staff to motivate. If they are not achieve the target the manager needs to persuade the staff to improve the performance or even discipline them they have continue achieve bad performances Introduction (Task2) In this task I will be giving two scenarios of how management activity can raise performance. Mr Tosh believes a good management lies in the planning and monitoring of system in place. For me to pass the second part of the show I will be given and open book time constraint covering the following. To explain how the aims and objectives may be achieved through planning and monitoring. Finding All businesses need to plan and monitored regardless of how small or large they are. For example, possibility plans need to be prepared in the eventuality of a setback which has a direct impact upon the way which the business goes about behaviour its business activities, normally by the same token, the importance of strategic planning for an organisation cannot be stressed enough. The strategic plan acts as a purpose for which the business seizes to exist; it highlights aims and objectives which need to be fulfilled by all the members of staff in order for the company to achieve both its short and long term objectives.