Opinions about balancing between information sharing and information Assignment

Opinions about balancing between information sharing and information protection - Assignment Example Information sharing and information protection are the two sides of the same coin. Without the existence of a possibility to share information, the concept of information protection sounds absurd. The other way round, without the existence of the systematic mechanisms for protecting information, information sharing is not possible. For, to put it simply, the crux of entire information sharing and protection is to enable the sharing of information with the right individuals and agencies, in just the right format, at just the right time and to just the right extent. The entire scope of online data sharing is hinged on the trust that the concerned individuals and agencies will safeguard the information they receive and will do their best to protect the awkward situations arising owing to information sharing (Smith, 1994, p. 114). Hence, information protection is primarily about trust. So information protection stands to be a pivotal aspect of all the processes aimed at information sharing. Respecting this trust necessitates the envisaging of designing the apt practices that assure that the information being shared does not get into the hands of unauthorized elements (Smith, 1994, p. 114). Information protection also assures the reliability and accuracy of the information being shared and that the right information happens to be accessible as and when required. In a practical context, data protection is not a barrier to information sharing, but rather assures that the information accrued from individuals and organizations gets shared appropriately and within the constraints of a disciplined framework. So, information protection deals with the recognition of benign considerations that protect the safety and confidentially of the sources that may be drastically impacted by the revelation of the information pertaining to them (Nissenbaum, 2010, p. 106). Yet, it is also a fact that too much safeguarding of information may turn out to be constraining and

Paniqui Water Essay Example for Free

Paniqui Water Essay Dried water lily stalks woven into fine handicrafts became the livelihood of women, housewives, out-of-school youths, and senior citizens of Paniqui, Tarlac, Philippines. A wide range of products like shoes, sandals, slippers, bags, baskets, wallets, pouches, belts, trays, placemats, boxes, tissue holders and many others can be crafted by Paniqui folks using stalks of dried water hyacinths. The ample visibility and fast growth of this plant caused a problem of obstructing the flow of water as the region is traversed with many rivers, swamps, and creeks, causing flooding during heavy rains. The local government started this project with 25 weavers which increased to 50 within 12 months as demand from local and foreign tourists poured out. The BusinessOver a wide variety of handicrafts can be made from dried water hyacinths. It’s light yet strong fiber property can be woven to different products according to the clients’ preferences. Because it is organic, it can be used for packaging of goods which will substitute plastics that are non-biodegradable. The abundant yield of high quality dried water lily straws with the hard-working weaving skills mean that the plant harvesters and weavers of Paniqui have very good potential to enter the market of producing high quality hand-made water lily handicrafts in different designs and products. Furthermore, the same raw materials and weaving techniques can be applied to develop a range of good quality and attractive water lily fashion ware like slippers and handbags. The production of the water lily baskets and boxes would be undertaken by the Paniqui Women Association and the PAGASA Youth Association both recognized and supported by the local government. High quality fabric materials for fastenings, linings, gloss, water-proofing, and highlights were sourced from the locality. Production of water lily mats, trays and other handicrafts would enhance the quality and value of products produced by the local groups and should give in a major income increase for their own households. The target market for water lily handicrafts would be predominately the local market of wealthier Filipinos, overseas Filipino workers, expats and foreigners. The local government unit of Paniqui plans to engage on supplying water lily handicrafts for wholesale to a number of domestic distributors and retail networks. The aim of water lily boxes, baskets, and handbags will primarily be environment conscious consumers who do not use plastic bags or plastic containers. These consumers and other unaware consumers will be targeted through direct marketing and direct and indirect advertising campaigns backed up by the local government unit of Paniqui, the Provincial Government of Tarlac, and the Department of Trade and Industry. There are three main market targets for the water lily handicrafts. The target for the water lily fashion items (mostly handbags, slippers, wallet, etc.) will be established domestic handicraft wholesalers and retailers in Luzon, Visayas and Mindanao, as well as exporters for the United States, Japan, and European markets. It is anticipated that domestic sales to cater to the large tourism market all over the Philippine islands will make up the majority of water lily fashion item sales. The target market for water lily handicrafts (mostly lampshade, decorative household products, placemats, etc.) will initially be the Filipino community living abroad. This embodies a significant market, as there are many Filipinos working around the world-over 860,000 not mentioning Filipino immigrants, so the overall potential market size is large. The main potential competitors would be other communities all over the country who also started this water lily weaving project, as this is promoted by the Department of Trade and Industry to local government units with trouble with the pesky water plant. Another is handicrafts made of other indigenous materials. Water lily products could compete well on the basis of price with other indigenous materials as the raw materials are freely harvested. The distinctive promotion about the water lily products is that they are well crafted by hand utilizing indigenous materials and the designs are decorative emphasizing the Filipino heritage. Also, the use of the product is very helpful to the environment as it substitutes the use of plastic materials and at the same time ceases the clogging of flow of water on rivers and creeks. However, the selling price of the handicrafts is very reasonable. The handicrafts could also be made to order. The Entrepreneur Management The water lily project started as a livelihood program for the Paniqui women, out-of-school youths, and senior citizens organized by the Local Government Unit of Paniqui. Management is directed by the Municipal Mayor with the help of the Municipal Social Welfare and Development Office. The Program is in coordination with the Provincial Government of Tarlac which also gives the needed promotional and advertising campaign with the national agency, the Department of Trade and Industry who assist the weavers for needed training and development. Development It started from 12 housewives to 25 women and youths and then to 50 within a year. Handcrafting eventually became a constructive activity for people who were once dawdling outside their homes playing cards and getting drunk the every day. Some weavers take their work at home with the whole family joining the making of the water lily handicrafts. While others chooses to work at the Paniqui Livelihood Center were materials are readily available. A household would earn roughly around three hundred pesos (Php 300) weekly during slack season and about six hundred pesos (Php 600) weekly during peak season. Before it became a livelihood program last August 2008, the conceptions for these water lilies are pests to the community as it hampers the flow of water in rivers and creeks during heavy rains causing flooding in the area. It is projected that by the fourth year of operation the total income for the workers from handcrafting activities could increase roughly 3 times by the year 2012.| Starting out as a backyard industry nearly a decade ago, the water lily handicraft business especially in Las Pià ±as City is booming as more people take notice of the wide range of products that can be made out of the plant that grow in abundance even in urban waterways. Some of these products were put on display at the 7th Water Lily Festival held on Thursday at Carnival Court, BF Resort Village, Las Pià ±as City, a brainchild of former Rep. Cynthia Villar that promotes water lily-based livelihood projects. These included baskets, trays, chests, bags, traditional bags (bayongs), hampers, cabinets, lamp shades of different shapes and sizes—and even a dining table complete with chairs. The smaller items range from coasters to slippers. But as an added demonstration of the plant’s artistic and commercial uses, the festival also featured a beauty pageant wherein contestants donned gowns fashioned completely from dried water lily stalks and leaves. â€Å"This goes to show that with creativity, you can do a lot with water lilies,† Villar said at the sidelines of the event. Villar noted that aside from providing livelihood for hundreds of families in Las Pià ±as, the water lily business has also cleaned up the city’s waterways. â€Å"The industry has become so successful our Zapote River is now free of water lilies and fish have begun breeding here again. We are now getting our water lilies from the Laguna de Bay, and I hope the lake will also be cleared of water lilies because of this business,† she said. Holiday season demand Sales go up during the holiday season when orders for popular Christmas gifts like baskets, trays, and ornamental pots shoot up. To cope with demand, the foundation hires about 100 more workers, in addition to the 50 who work during off-peak seasons. â€Å"It’s a very profitable business, especially since you really don’t need a big capital to start this up. You just need to harvest water lilies, dry them, and start working on them. So many workers become interested in this livelihood,† Torres said. How it works The recycling process is straightforward. Once harvested, the plants are dried under the sun and then cured in an oven. Then they cut, and bent around a wire frame and dyed before they are woven into craft articles. Step 1 Water Lily Stalk Harvesting Step 2 Sun drying Step 3 Oven drying Step 4 Wire cutting Step 5 Wire bending Step 6 Wire frame welding Step 7 Weaving Step 8 Trimming Step 9 Blow torching Step 10 Glue application Step 11 Varnishing Step 12 Finished product The finished items are tissue holders, baskets, hampers, and other products. Each item is sold per piece and the amount of money one takes home depends on one’s diligence. Because output is directly rewarded, workers are motivated to be more productive. Cynthia Villar highlighted the importance of water lily in improving the lives of Las Pià ±as residents by declaring the 27th of July as the day of the Water Lily Festival.

Polycultural Education: Overview and Reflection

Polycultural Education: Overview and Reflection The problem of enhancement of education belongs to a number of those pedagogical problems which dont lose the relevance eventually. The modern situation in modern society is characterized by the growth of the local ethnic conflicts. Tasks of preserving safety in modern society require continuous work on studying the nature of the conflicts between representatives of various ethnic groups, their influences on the social and economic life of society, and also search of ways of their overcoming. All this sets serious problems for education which cant but react to the taking place events in society. The experience of foreign countries, in particular, the USA, shows that educational institutions are the main structures where the purposeful uniting and peacekeeping policy is pursued. Therefore, education can help society to bring up youth in the spirit of the humane attitude towards representatives of other cultures and to find effective methods of a decrease in international hostility whi ch can be applicable in a social environment in one hand and in another hand can help to improve students grades. Nowadays, researchers propose a theory of culturally focused pedagogy that might be considered in the reformation of teacher education. According to Lopez, (2016), some researchers assert that culturally responsive teaching (CRT) improves academic achievement because it views students culture and language as strengths. All schools have their ratings, and parents usually want to send their children to that school where the ratings are very high. Also, parents look for schools where their children can feel themselves comfortable in other words, in their plates. As an educational leader, I would like to incorporate cultural pedagogies at my school. According to that place where teachers will work, we should prepare future teachers with following requisite teacher beliefs. They are high expectations, cultural knowledge, cultural content integration, and of course language. Firstly, I would like to speak about high expectations. There are so many cultures, which are mixed in every country during the globalization and the role of all teachers be closer to their students helping them to overcome any academicals issues which they will face. According to Villegas and Lucas (2002) state, Teachers attitudes toward students significantly shape the expectations they hold for student learning, their treatment of students, and what students ultimately learn (p. 23). It means that all teachers are responsible for their students performance. Teachers should make standards-based content and curricula accessible to students and teach in a way that students can understand using aspects of their cultures. Once students feel comfortable with how a teacher talks and discusses academic material, they will feel comfortable enough to focus and try to learn the content. For example, in my country when I became a class teacher, I had a class with bad ratings. There were many children from problematic families. I mean, not full families, where they dont have father or mother or both of them. Children were psychologically closed in their inner world. All teachers didnt want to go and teach them because children didnt take a part in discussion or activities during the lesson. And of course, their marks were really bad. It was for me very hard to understand those children, but I did. I started to spend more time with them, and every time I told them you are the best and you can change the world. I encouraged them with sports and they won sports competition at the school. They were very happy. Next, my step was to improve their knowledge. I told them that they won sports Olympiad at the school and it means they are not bad. If they could do it, they can do the best in their subjects too. And they did. I was very satisfied when all my children started to show good results at school. The second, in my opinion, is much important to have cultural knowledge. To know how to teach them using their cultures, traditions and teaching styles. I mean how to behave yourself. New teachers should know all about students culture and the books which they will use in their classes should have included famous and well-known people from local culture. It will keep students attention during the class in one hand and in another hand they will learn many interesting facts which they didnt know before. The treatment of differences as traits, however, may be in part due to the emphasis on differences in ways students learn, and how these merit considerations by teachers. Gay (2002), for example, states that Culture encompasses many things, some of which are more important to know than others because they have direct implications for teaching and learning. Among these are ethnic groups cultural values, traditions, communication, learning styles, contributions, and relational patterns (p .107). The CRT literature is consistent in the need to validate students cultural experiences as knowledge. Avoiding the reduction of cultural experiences as traits, cultural knowledge is also represented in constructivist views of learning, where learners use their prior knowledge and beliefs . . . to make sense of the new input (Villegas Lucas, 2002, p. 25). Ladson-Billings (1995a) shares the constructivist view in her conceptions of self and others, where teachers believed in a Freirean notion of teaching as mining or pulling knowledge out (p. 479), as well as the use of student culture as a vehicle for learning (Ladson-Billings, 1995b, p. 161). According to Crystal Kuykendall, a former executive director of the National Alliance of Black School Educators, culture determines how children perceive life and their relationship to the world. Because culture also influences how and what children learn, educators can use culture to improve self-image and achievement. Not only must tea chers show an appreciation of cultural diversity, they must also incorporate teaching strategies that are congruent with the learning styles of their students (1989, pp. 32-33). The ways culture has been represented in practice, however, have proven to be problematic, as reflected by Ladson-Billings (2014) in her statement, Many practitioners, and those who claim to translate research to practice, seem stuck in very limited and superficial notions of culture (p.77). She elaborates, The idea that adding some books about people of color, having a classroom Kwanzaa celebration, or posting diverse images makes one culturally relevant seem to be what the pedagogy has been reduced to (Ladson-Billings, 2014, p.82). The teacher is the person who has to create a bridge between students home and school lives. So, they should learn students culture from them and their families. The third significant role is playing cultural content integration. To represent students culture as a way to create new knowledge, teachers have to add to the educational process cultural information, resources, and materials reflected in all subjects taught in schools. What information should be included in the curriculum, how it should be integrated into the existing curriculum, and its location within the curriculum, this content integration was described by Banks (1993). And the CRT scholars explain that incorporating students culture into the curriculum affirms the legitimacy of cultural heritages of different ethnic groups, both as legacies that affect students dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum (Gay, 2000, p. 29). This is also one of the element to increase students cultural attitudes, which also will be positively reflected on their knowledge. The last one and very important is language. It is not enough to be an attractive teacher after the teacher should follow his or her followers. Thats why the teacher should know students native language. Teachers may not know a 100% of that language but should understand and sometimes use it to explain some kind of hard theme in students language. If the teacher will know students language it will give the opportunity to respect him or her. It is always good to understand each other when the student didnt understand some materials from the book. Gonzà ¡lez (2001) states, to speak of language is to speak of our selves. Language is at the heart, literally and metaphorically, of who we are, how we present ourselves, and how others see us. . . . The ineffable link of language to emotion, to the very core of our being, is one of the ties that bind children to a sense of heritage. (p. xix). Look into blends have reliably supported methodologies that support understudies in their local dia lect (e.g., August Shanahan, 2008; Salazar, 1998; Slavin Cheung, 2005), and the advantages of utilizing students non-English local dialects as a part of direction are not restricted to psychological advantages (e.g., Peal Lambert, 1962). The matter of examining language and its role in achievement trajectories, however, is not simply a conceptualization that applies to non-EL students. As described by Garcà ­a (2009): In cases when bilingualism is developed after the language practices of a community have been suppressed, the development of the communitys mother tongue is not a simple addition that starts from a monolingual point. . . . Therefore, bilingualism is not simply additive, but recursive. (p. 52). Consistent with the view of language as not being limited to ELs, Darder (2012) asserts, It is critical that educators recognize the role language plays as one of the most powerful transmitters of culture, and as such, its central role in both intellectual formation and the s urvival of subordinate cultural populations (p. 36). For instance, when I was teaching, in my class were many children from other nationality. There were Uzbeks, Tatar, Turkish, Russian and other. I tried to speak using all these languages. And you know what, my children tried to correct me if I were wrong. In this way, we could be close to each other. When a teacher knows students language, students usually start to respect their teacher. And this is fact. To conclude, polyculture education is the special mentality based on the ideas of freedom, justice, equality; the educational reform aimed at transformation of traditional educational systems so that they corresponded to interests, educational needs and opportunities of pupils irrespective of racial, ethnic, language, social, gender, religious, cultural origin; the cross-disciplinary process penetrating the content of all disciplines of the training program, but not separate courses, methods and the strategy of training, relationship between all participants of the teaching and educational environment; process of familiarizing of pupils with richness of world culture through consecutive assimilation of knowledge of native and national cultures, arms of pupils ability to critically analyze any information in order to avoid fallacies, and also formations of the tolerant attitude towards cultural distinctions the qualities necessary for life in the multicultural world. References: Anderson, L. M., Stillman, J. A. (2013). Student teachings contribution to preservice  teacher development: A review of research focused on the preparation of teachers for  urban and high-needs contexts. Review of Educational Research, 83(1), 3-69. Antrop-Gonzà ¡lez, R., Và ©lez, W., Garrett, T. (2004). Challenging the academic (MIS) categorization  of urban youth: Building a case for Puerto Rican high achievers. Multiple Voices for  Ethnically Diverse Exceptional Learners, 7(2), 16-32. Antrop-Gonzà ¡lez, R., Và ©lez, W., Garrett, T. (2008). Examining familial-based academic success  factors in urban high school students: The case of Puerto Rican female high achievers.  Marriage Family Review, 43(1-2), 140-163.   Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice.  Review of Research in Education, 19(1), 3-49.   Darder, A. (2012). Culture and power in the classroom: A critical foundation for the education of  bicultural students. Boulder, CO: Paradigm Press.   Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,  53(2), 106-116.   Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York,  NY: Teachers College Press.   Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York,  NY: Teachers College Press.   Ladson-Billings, G. (1995a). Toward a theory of culturally relevant pedagogy. American  Educational Research Journal, 32(3), 465-491.   Ladson-Billings, G. (1995b). But thats just good teaching! The case for culturally relevant  pedagogy. Theory Into Practice 34(3), 159-165.   Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard  Educational Review, 84(1), 74-84. Research: Prevalence of Induced Abortions Research: Prevalence of Induced Abortions Shahida Abbasi Literature Review: Prevalence of induced abortion Prevalence of inducedd Abortion in KP, Pakistan Introduction: Maternal morbidity and mortality (MMR) due to complication of unsafe inducedd abortion constitute a major public health concern in many countries. It is assumed that most of the induced abortions are performed by unskilled personnel. Opting unsafe abortion may lead to severe morbidity and infection which results in affecting quality of life. The ultimate result of unsafe abortion is death, which is one of the contributing factors to increase MMR. Low literacy levels, ineffective use of contraceptive and high unmet need are major contributing factors for unintended pregnancies. World Health Organization (2008) most recent report estimated that each year 80 million unintended pregnancies occurs, of these 33 million are caused by ineffective use of a contraceptive methods. The World Health Organization defines† unsafe abortion as a procedure for terminating an unintended pregnancy carried out either by persons lacking the necessary skills or in an environment that do es not conform to minimal medical standards, or both†(p.1). Nearly all unsafe abortions (97%) are in developing countries. Grimes, et.al. (2006) estimated that 68 000 women die worldwide as a result of complications due to unsafe abortion. In addition, it is estimated that in 2008, in developing countries the rate of inducedd abortion has been increased from 78% to 86% in 1985. South-Central Asia accounts for 200 deaths per 100,000 abortions. In our country the actual data related to induced abortion are scarce due to under reported cases because of legal implications. Naqvi and Edhi (2013) revealed that Pakistan is among the top six countries where atmost half of the world’s all maternal deaths occur. Grimes, et.al. (2006) reported that in Pakistan, abortion rate was estimated 29 per 1000 women per yea. Unlike other causes of MMR, death due to induced abortion is absolutely preventable. It is hypothesized that abortion rate is to be higher in the communities with poor socioeconomic status where contraceptive use is lower and rate of unwanted pregnancies is higher. Significance of the study: There is scarcity of community base studies of induced abortions, especially in KP. Most of the studies on prevalence of induced abortion have been conducted in hospital setting. Only women, who develop complications after induction, visit for treatment. Consequently the hospital studies do not represent the true profile of the abortion seekers living in community level. Moreover, findings of this study will purely represent the profile abortion seeker and determinants which will enable the health professionals to plan safe and better care for them. Finally, findings of this study will be used to improve the standards of care in terms of knowledge and practice for induced abortion. Purpose: The purpose of the study is to determine the profile of abortion seeker, prevalence of inducedd abortion, determinants, complication in the community level. In addition, this study also aims to identify standards of safe abortion care provided in the clinic in community level. Study Question: To explore the prevalence and determinants of induced abortion in the community level in the Khyber Pakhtoonkhwa Pakistan. What is the prevalence rate of induced abortion in the community level? What is the level of knowledge of the women who seeks induced abortion? What are the standards of safe abortion care in the abortion clinic? Search Strategies: Pub Med, CINAHL and Mosbys Nursing Consult used as data source for this paper. Studies published between February 2000 and February 2014 on the topic â€Å"induceds abortion† were included. To retrieve relevant literature, electronic databases were searched using a combination of the key terms, namely: (MMR), inducedd abortion, unsafe abortion, causes and complication. Net search was also extended to Google scholar, Population Council of Pakistan and WHO web search to capture the relevant studies. Search generated 150 articles, and through a selection process, 100 were rejected after reading the title and abstract of the article. Inclusion Criteria: Articles with the same key words published after 2000. Exclusion Criteria: Articles were excluded if the study explored: (1) Abortion due to fetal anomalies (2) Illegal abortion (3) Abortion when the mother health is in danger Critical Review Analysis/ Synthesis Determinants of inducedd abortion: Rehan, Inayatullah, and Chaudhary, (2001) and Shah, Hossain, Noonari, and Khan,(2011) Study conducted in 32 clinics 452 women were interviewed to find out characteristics of Pakistani women seeking abortion. A majority of the women (36.6%) were aged 35 years, 61.0% had given birth to 5 children, among them only 40.2% were illiterate. among them (62.8%) were illiterate. The major cause for abortion were â€Å"multi-gravidity† (64.4%), contraceptive failure was the second highest cause (20.3%). Most of the abortions were performed by incompetently trained persons. Saleem and Fikree (2005) study also substantiate these findings (e.g., example multiparous). Most of the women irrespective of their education who undergone for induced abortion wanted a small family. Similar study conducted by Shah, Hossain, Noonari, and Khan,(2011) reported that n= 43 women who were admitted for treatment of induced abortion related complications. Of these (35%) die d due to abortion related complications which accounts for 9.7% of total MMR. DC is the most preferred method used for unsafe abortion (68.4%) despite the fact that manual vacuum aspiration (MVA) is safest technique for induced abortion. Most of the inducedd abortions were performed by untrained abortion providers (84.6%). It is assumed by the researcher that most of the doctors refuse to perform abortion because of having inadequate knowledge. On the contrary Rehan, (2003) reported that among 114 health professionals all of them were aware of the country abortion law. Of these 67.3% have negative attitude towards the induced abortion. One study conducted in field sites by Saleem and Fikree (2005) reported that the causes for unplanned pregnancies were ineffective use of contraceptive and desire to have small family size. The profile of abortion seeker is similar to reports from Rehan, et.al. (2001). Complication of unsafe abortion: A case study of a 29-year old woman who underwent for an unsafe abortion for  unintended pregnancy reported by Naqvi and Edhi, (2013) that the unskilled person perforated the uterus during DC and pulled out the intestine through vagina. Another study conducted by Shah, Hossain, Noonari, and Khan(2011) identified that septicemia was the most common complication (79%) followed by uterine perforation or bowel perforation (30.2%). Hemorrhage accounts for third frequent complication (20.9%). Shaikh, Abbassi , Rizwan, and Abbasi (2010) conducted a study n=230 on admitted patients with complication due to unsafe abortion. induced abortion for 80% of the women were performed by the trained health professionals while for 20% abortion performed by Traditional Birth Attendant (TBA). Major complications included uterine perforation and gastrointestinal injury, observed in (54.0%) women. Hemorrhage was observed in (26.0%) women. Of these 50 women, (12.0%) women died due to septicemia developed because of delay to avail health services after having unsafe abortion and related complications. Saleem and Fikree (2005) study findings shows that 61% of the women reported heavy vaginal bleeding and fever. 19 of these admitted for treatment due to complication of unsafe abortion. (7/19) received blood transfusion. DC was the most frequent method for induction. This report indicates that induced abortion is a significant reproductive health problem causing morbidity and fatality, which needs special attention of the policy makers. Moreover, Rahim, Shafqat, and Faiz, (2011) study findings revealed that 9 women out of 268 died due to unsafe abortion in Peshawar, Pakistan, which accounts for 3.4% MMR. Gap analysis: Despite the fact that induceds abortion is prohibited by the law and religion findings of the studies suggest that it fairly prevalent in the country. Majority of women, who develop complications, seek treatment from public hospital. Consequently the hospital studies do not represent the true profile of the abortion seekers living in community level. Moreover, findings of this study will purely depict profile abortion seeker and their problems which will enable the health professionals to plan safe and better care for them. Emphasis should be placed on improving the technical expertise of the health professionals in order to enable them to provide safe abortion care and treat unsafe abortion related complication. All those facilities which provide abortion care should be monitored against the WHO standards. Post abortion family planning counseling should be the part of the service. By preventing abortions related complications and deaths we can save our children from becoming motherless. References Grimes, D. A., Benson, J., Singh, S., Romero, M., Ganatra, B., Okonofua, F. E., Shah, I. H. (2006). Unsafe abortion: the preventable pandemic.The Lancet,368(9550), 1908-1919. Khan, A. (2013). inducedd Abortion in Pakistan: Community Based Research.JPMA. The Journal of the Pakistan Medical Association,63(4 Suppl 3), S27-32. Korejo, R., Noorani, K. J., Bhutta, S. (2003). Sociocultural determinants of inducedd abortion. Journal of the College of Physicians and SurgeonsPakistan: JCPSP, 13(5), 260. Ç ºhman, E., Shah, I. H. (2011). New estimates and trends regarding unsafe abortion mortality.International Journal of Gynecology Obstetrics,115(2), 121-126. Naqvi, K. Z., Edhi, M. M. (2013). The horror of unsafe abortion: case report of a life threatening complication in a 29-year old woman.Patient safety in surgery,7(1), 1-4. Rahim, R., Shafqat, T., Faiz, N. R. (2011). An analysis of direct causes of maternal mortality.Journal of Postgraduate Medical Institute (Peshawar-Pakistan),20(1). Rehan, N. (2003). Attitudes of health care providers to inducedd abortion in Pakistan. J Pak Med Assoc, 53(7), 293-6. Rehan, N., Inayatullah, A., Chaudhary, I. (2001). Characteristics of Pakistani women seeking abortion and a profile of abortion clinics. Journal of womens health gender-based medicine, 10(8), 805-810. Saleem, S., Fikree, F. F. (2005). The quest for small family size among Pakistani women-is voluntary termination of pregnancy a matter of choice or necessity?. quest. Sathar, Z. A., Singh, S., Fikree, F. F. (2007). Estimating the incidence of abortion in Pakistan.Studies in Family Planning,38(1), 11-22. Shah, N., Hossain, N., Noonari, M., Khan, N. H. (2011). Maternal mortality and morbidity of unsafe abortion in a university teaching hospital of Karachi, Pakistan.JPMA-Journal of the Pakistan Medical Association,61(6), 582. Shaikh, Z., Abbassi, R. M., Rizwan, N., Abbasi, S. (2010). Morbidity and mortality due to unsafe abortion in Pakistan. International Journal of Gynecology Obstetrics, 110(1), 47-49. WHO, Unsafe abortion: Global and regional estimates of the 2011. 22 Feb. 2014 http://whqlibdoc.who.int/publications/2011/9789241501118_eng.pdf> World Health Organization. Unsafe abortion incidence and mortality World Health Organization. 2012. http://apps.who.int/iris/bitstream/10665/75173/1/WHO_RHR_12.01_eng.pdf> Unsafe Abortion: Unnecessary Maternal Mortality. 2009. 22 Feb. 2014 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2709326/> Safe and unsafe inducedd abortion World Health Organization. 2014. 22 Feb. 2014 http://apps.who.int/iris/bitstream/10665/75174/1/WHO_RHR_12.02_eng.pdf?ua=1> Newhouse, RP. Advanced Practice Nurse Outcomes 1990-2008: A Systematic Review. 2011. https://www.nursingeconomics.net/ce/2013/article3001021.pdf> Rehan, N, Attiya Inayatullah, and Iffat Chaudhary. Characteristics of Pakistani women seeking abortion and a profile of abortion clinics. Journal of womens health gender-based medicine 10.8 (2001): 805-810. Shah, Nusrat et al. Maternal mortality and morbidity of unsafe abortion in a university teaching hospital of Karachi, Pakistan. JPMA-Journal of the Pakistan Medical Association 61.6 (2011): 582. Shah, Nusrat et al. Maternal mortality and morbidity of unsafe abortion in a university teaching hospital of Karachi, Pakistan. JPMA-Journal of the Pakistan Medical Association 61.6 (2011): 582. Rahim, Rehana, Tanveer Shafqat, and Nasreen Ruby Faiz. An analysis of direct causes of maternal mortality. Journal of Postgraduate Medical Institute (Peshawar-Pakistan) 20.1 (2011). Maternal and Perinatal Health in Developing Countries. 22 Feb. 2014 http://books.google.com/books?id=tPi0-hLbTtECpg=PA112lpg=PA112dq=Shaikh,+Abbassi+,+Rizwan,+and+Abbasi+(2010)source=blots=crdQlY4AHgsig=1ZNnZdi8q-99Pg7_vd1BOC0Gock>

Comparing Power and Freedom in Invisible Man and Notes From Underground

Comparing Power and Freedom in Invisible Man and Notes From Underground      Ã‚  Ã‚   The quest for power is an endless one for humanity.   Countless tales of greed, strife, and triumph stem from this common ambition.   Similarly, men universally seek freedom, a privilege entitling an individual to make independent decisions and express personal opinion.   Exploration of the connection between these two abstract concepts remains a topic of interest, especially in the works of Ralph Ellison's Invisible Man and Fyodor Dostoevsky's Notes From Underground.   Two distinct definitions of "power" exist: one deals with societally defined power, generally represented by wealth, leadership, and authority over the lives of others.   The other defines a power within oneself, in which an individual gains a true picture of his human condition and relationship to society.   In Invisible Man, the protagonist enters a Negro college, only to be expelled to New York.   He then begins a career with the Brotherhood, a group to promote civil rights and support bl acks. The narrator of Notes From Underground outlines a series of autobiographical recalled events that comprise the background for his philosophy concerning the human condition and freedom.   Both Invisible Man and Underground Man, in their direct conflicts with power inequality, illustrate the universal human conflict in the pursuit of power.   In each protagonist, heightened awareness of their human condition onsets a retreat underground to compile notes on the nature of power and freedom.   Both conclude that freedom arises as a result of self-awareness and of ability to both recognize and accept a powerlessness of self amidst oppressive societal power.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Invisible Man's first major encounter ... ...on.html Bakhtin, Mikhail. Problems of Dostoevsky's Poetics. Ed. and trans. Caryl Emerson. Introd. by Wayne C. Booth. Theory and History of Literature. Minneapolis: U. of Minnesota Pr., 1984. Dostoevsky, Fyodor. Notes from Underground: A New Translation, Backgrounds and Sources, Responses, Criticism. Norton Critical Edition. New York: Norton, 1989. Ellison, Ralph. Invisible Man. New York: Vintage Books, 1952. Fabre, Michel. "In Ralph Ellison's Precious Words." Unpublished Manuscript. 1996. Accessed 30 November 2001. http://www.igc.org/dissent/archive/ Ellison/early.html Howe, Irving. "Review of: Ralph Ellison's Invisible Man" Pub. The Nation. 10 May 1952. 30 November 1999. http://www.english.upenn.edu/~afilreis/50s/howe-on-ellison.html. O'Meally, Robert, ed. New Essays on Invisible Man. Cambridge; New York: Cambridge University Press, 1988.

Voltaires Candide Essay -- Voltaire essays research papers

Candide, written by Voltaire and published in 1759, is based in the Age of the Enlightenment. Candide is a satiric tale of a virtuous man's search for the truest form of happiness and his ultimate acceptance of life's disappointments. The illegitimate son of the Baron's sister; Candide is raised in the Castle of Westphalia and taught by his friend and philosopher of metaphysico-theologo-cosmolo-nigology, Dr.Pangloss. Candide is abruptly cast out from the castle when he and Lady Cunegonde are found indiscreetly kissing behind a screen. Broken hearted and emotionally lost by the separation from Lady Cunegonde, his true love; Candide wanders off. After being tricked into servitude with the Bulgar army, Candide discovers that his one and only love Lady Cunegonde is dead and his friend Dr. Pangloss is deathly sick; Candide then decides that all is not lost and that a cure must be found for Pangloss. Tragedy, adventure and a series of horrible events follow Candide as he is forced to over come misfortune to find true happiness; in the end he determines that all is not well and that he must work in order to find even a small amount of pleasure in life. The principal theme presented throughout majority of the novel is "Optimism" by the main character Candide and how that theme is incorporated into his winning outcomes of terrible situations. His good friend and philosopher Dr.Pangloss first introduces this Optimism that Candide believes. Yet this optimist foundation is being con... Voltaire's Candide Essay -- Voltaire essays research papers Candide, written by Voltaire and published in 1759, is based in the Age of the Enlightenment. Candide is a satiric tale of a virtuous man's search for the truest form of happiness and his ultimate acceptance of life's disappointments. The illegitimate son of the Baron's sister; Candide is raised in the Castle of Westphalia and taught by his friend and philosopher of metaphysico-theologo-cosmolo-nigology, Dr.Pangloss. Candide is abruptly cast out from the castle when he and Lady Cunegonde are found indiscreetly kissing behind a screen. Broken hearted and emotionally lost by the separation from Lady Cunegonde, his true love; Candide wanders off. After being tricked into servitude with the Bulgar army, Candide discovers that his one and only love Lady Cunegonde is dead and his friend Dr. Pangloss is deathly sick; Candide then decides that all is not lost and that a cure must be found for Pangloss. Tragedy, adventure and a series of horrible events follow Candide as he is forced to over come misfortune to find true happiness; in the end he determines that all is not well and that he must work in order to find even a small amount of pleasure in life. The principal theme presented throughout majority of the novel is "Optimism" by the main character Candide and how that theme is incorporated into his winning outcomes of terrible situations. His good friend and philosopher Dr.Pangloss first introduces this Optimism that Candide believes. Yet this optimist foundation is being con...

inaugural address Essay -- essays research papers

On Thursday January 20th 2005, President Bush delivered his second inaugural address after being sworn in for his second term. In his address Bush promised to keep his word and fulfill his duty as president of the United States. These duties have not been upheld according to the numerous protestors who showed up at his Inauguration. In his Inaugural Address Bush discussed many things.   Ã‚  Ã‚  Ã‚  Ã‚  The inaugural address was a speech which would reassure the American people that President Bush will lead us to victory. In the Address Bush promises to fulfill the oath that he has sworn. He said â€Å" The survival of liberty in our land increasingly depends on the success of liberty in other lands The best hope for peace in our is the expansion of freedom in all the world† (www.cnn.com). This meant that in order to maintain peace and freedom we must help the countries who suffer in dictatorship and terrorism. Peace and freedom are America’s vital interests. Every person in this world is said to have equal rights. â€Å" No one deserves to be a slave† said Bush (www.cnn.com). The address says that the United States policy is to support the growth of democratic movements. Bush also said that he will tighten security. The government is working to improve security tactics and make sure its is strong and effective. Bush will make clear to other nations the choice between oppression and freedom. He said that the people do not and will not be â€Å"bullied†. He wants them to stand fo...

Walking and Word Swag

Got Swag? 1. What is â€Å"swag†? Being a commonly used word in the 21st century, â€Å"swag† has arisen from song lyrics and populated through postages on popular online websites such as â€Å"Facebook†, â€Å"Twitter†, and â€Å"Tumblr†. It has stemmed from the word â€Å"swagger†, which is a noun that means a very confident and typically arrogant or aggressive manner. This manifestation of the word â€Å"swag† has caused most teenagers to use this term to define themselves. Swag is utilized as a noun to describe a person’s mannerisms as â€Å"cool† when compared to the ordinary layperson.In the contemporary society, a key judgment of one’s character is whether their actions contain swag or not. Swag can be defined either negatively or positively through judgment of everyday actions such as walking, talking, and self-appearance. 2. As aforementioned, the way a person walks or talks may show whether they have swag or not. Someone who would be considered to have swag would walk in a confident and self-assured manner. Key characteristics of such a person’s walking habits are having a straight posture, meticulous foot placing, and a subtle arm sway.In addition to walking habits, smooth-talking teenagers are believed to show swag by the way they speak. For example, a guy can smooth-talk and flirt with a girl to persuade her on a date with him. On the other hand, a girl can talk with swag by conveying a more confident tone. She can assertively talk about her unique qualities (e. g. her curvy body) as a sign of swag. Aside from being able to â€Å"walk the walk† and â€Å"talk the talk†, having a unique fashion sense also differentiates the layperson from one who has swag. 3. The appearance, grooming, and outfits of people may or may not indicate that they have swag.Regarding clothes, swag is gauged by one’s sense of style. The median used for this gauge is the dressing habits of many celebrities in the music industry. For instance, outfits like adjustable snapback hats, Jordan sneakers, varsity leather jackets, or sweatshirts by the label Obey are types of swag clothing. Celebrities such as rappers, Soulja Boy, Tyga, and as well as singer, Justin Bieber, wear swag type of clothing. The iconic status of celebrities influences people to dress like them. Conversely, there are many people who see the style swag in a negative manner.People such as myself do not like to dress that certain style and would rather dress in a more formal style. For example, my style of clothes would be considered GQ or Gentlemen Quality-like, which comes from a fashion magazine style regarding formal clothes. My GQ style is different from the swag style because it consists of classy clothes such as polo shirts, button downs, ties, and suits. The style dichotomy between GQ and swag shows how different types of people can have opposing opinions on the use of the word swag. 4 . My opinion of the word is in a negative connotation but others use the word as a compliment.Teenagers use swag in their everyday lives to describe their activities. For examples some teenagers consider swag as sexual activity, buying the newest swag style clothes or doing what they believe is â€Å"cool†. Everyone has different opinions of what action is considered â€Å"cool† or not. As a result, many people have the opinion that swag is an unprofessional word with unnecessary and meaningless content. The different views of the word show two different opinions. 5. A personal story involving the word swag involved one of my achievements on the dance floor of a party.My friend George and I were always partying on the weekends and were invited to a private high school party. On the night of the party, I got the chance to dance with one of the best looking girls there. As I was dancing, I saw George point at me and heard him say, â€Å"Now that is swag† to anothe r girl standing next to him. George was indicating that I had swag because I was dancing with a beautiful girl. After my dance, I told him to not label anything I do as swag. The reason why I said this stems from my non-conforming personality. I told him that I view swag has a negative description and would prefer not to change my opinions about it. . The slang word swag is common in this new generation. Therefore, the use of the word is more popular among teenagers. Having swag or what is considered to be swag is simply a word for people to describe what they believe to be as â€Å"cool†. As portrayed in the narrative, telling a person they have swag may even be taken offensively; especially if that individual does not believe in the society – defined definition of the word. Conclusively, the different aspects of walking, talking, and style can be gauged as a negative or positive outlook on swag based on one’s personal opinions.