Dr. Bhimrao Ramji Ambedkar

Dr Bhimrao Ramji Ambedkar A Social Reformer Introduction â€Å"OURS IS A BATTLE FOR FREEDOM, OURS IS A BATTLE NOT JUST FOR ECONOMIC GAINS AND POLITICAL POWER, OURS IS A BATTLE FOR RECLAMATION OF HUMAN PERSONALITY WHICH HAS BEEN SUPPRESED AND MUTILATED BY THE HINDU SOCIAL ORDER AND CONTINUED TO BE SUPPRESED AND MUTILATED† These lines itself indicates that the speaker of these lines is a reformer, democratic leader and great orator. There have been a number of great people in the world who have dedicated themselves to struggle of emancifipation, uplift of the powerless victims of system in their countries.Above lines are spoken by such a person who is a champion of human rights none other than Dr. B. R Ambedkar. He was a multi – dimensional personality. He was a great thinker, philosopher, true revolutionist, profolic writer and at the top a devoted reformer. Antonio Gramsci, a German philosopher hailed him as an â€Å"organic intellectual† his magnifier of 1940s. An Advocate Of Reform A reformer is one who wants a non violent revolution for a change in society, same was our Babasaheb. Not only for India he fought for the world, he fought for humanity.Numerous authors, Indians as well as foreigner have described his contribution to the economic development and emancipation of Indian masses in different ways. One such author said – â€Å"Dr . B. R Ambedkar was a intellectual, a educationist, a thinker and advocate of humanism† Ambedkar as A Writer Even Ambedkar himself was a great and renowned writer. He wrote many books mostly on caste system. He wrote book â€Å"The Buddha and His Dhamma† which was published posthumously. He completed his final manuscript â€Å"The Buddha or Karl Marx† on December 2, 1956.His Donation for Future Students He was fond of reading books too. His library was one such proof that he donated to a college which is founded by him for students of Depressed Classes. Even today his books are b ecoming a reason behind the triumphs of students. Knowing the great value and importance of education in 1924, he founded an association called Bahiskrit Hitakarni Sabha. The main objectives of Sabha were; to promote and expand education among the depressed classes by opening hostels.These hostels proved a boon for low caste students. Voice of Downtrodden According to him for a successful revolution it is not enough that there is discontent, what is required is profound and thorough conviction of justice. He even proved this in a very systematic way. Ambedkar efforts to eradicate the social evils like untouchablility and caste restrictions were remarkable. The leader, throughout his life fought for his rights of Dalits and other socially backward classes with his sword of a peaceful agitation.One may love it or hate it but one has to accept and acknowledge the fact that Amberkarism has been a movement of assertion of downtrodden in the history of India in recent times. B. R Ambedkar has been a voice of downtrodden of our country and for their cause he has dedicated his whole life and worked. Dalits have placed Ambedkar at the top of the world and he is no more than god for them. He wrote extensively on the problems of caste, Muslims, minorities and women in India. He richly contributed towards construction of democratic independence. Ideas That Were ExperienceThe operation of caste , his views on women’s oppression, his reinterpretation of the role of monk prove him to a social reformer that warrant a close examination of his biography and his lion’s share to set a perfect platform for world ‘s biggest democracy country . His observation, attachment to the lower classes or any kind of incidents was not the reason behind his dalit movement. The reason was his own experience as a dalit. He was born in a Mahar family which is considered as untouchable caste. He spent his whole life fighting against system of untouchablility and caste system.Wh at He Was? Dr. Bhimrao Ramji Ambedkar was born on 14 April 1891at Mhow a small town in princely state of Indore. He was the 14th child of father Ramji Sakpal and mother Bhimabai At a very tender age, he had to face humiliation and disgrace at the hands of upper caste Hindus when he started education in primary school. He was made to sit outside the classroom so that his presence did not pollute other students. Even if they needed to drink water, they (untouchables) were not allowed to touch the water or the vessel that was for high caste Hindus.This task was usually performed for the young Ambedkar by school peon and if the peon was not available then he had to go without water Ambedkar status this situation as â€Å"No Peon No Water†. But at last overcoming numerous social and financial obstacles, Ambedkar became one of first Dalits to obtain a college education in India. Ambedkar was a very disciplined, sincere and intelligent student of the school; affected by his sincerit y and punctuality his teacher Mahadev Ambedkar changed his sir name from Ambavadekar to Ambedkar.That was the memorable day of all for the young Ambedkar. He knew that for every great step or we must say for accomplishment of every work Education plays the lead role. A Change Was Needed When he was at Sydenham College, Bombay in 1918. He found a Marathi newspaper â€Å"Mook Nayak† (Leader of Dump) to champion the cause of the untouchable. When he came back to India from London in 1923, he knew that nothing had change. His qualifications meant for nothing as far as the practice of untouchablility is concern – it was still an obstacle to his career.In 1927 Babasaheb presided over a conference at Mahad in Kolapa District . There he said: It is time we rooted out of our minds the ideas of high and low, we can attain elevation only if we learn self –help and regain our self respect. Because of his experience of the humiliation and justice would not be granted by othe rs. Those who suffer injustice must secure justice for themselves. A Peaceful War The peaceful agitation led by Dr. Ambedkar suffered through many attacks of high caste Hindus but throughout his last breath, agitation worked for the rights of untouchables.At last the result was good as the Bombay Legislature had already passed a Bill allowing everyone to use public water tanks and well, but this was just a step, He want a religion that teaches liberty, equality and fraternity . He knew that Indian society especially Hindus is still a tribal society stooped in orthodoxy and superstitions, divided in thousands of casts and sub caste and it need a reform, a revolution. Caste and Morality According to Mr. Ambedkar, caste destroyed the concept of ethics and morality. The effect of cast on ethics of the Hindus is simply deplorable. Cast has destroyed the sense of public charity.A Hindu‘s public is caste. His responsibility is to his caste. His loyalty is restricted only to his caste . Virtue has became caste bound. Independence comes with Babasaheb In 1930 a Round Table Conference was held by the British Government to decide the future of India. Babasaheb represented the untouchable, He said – â€Å"The Depressed classes of India also join in demand for replacing the British government by a government of the people and by the people. Ours wrong have not been righted all through 150 years of British rule rolled away. What good is such a government to anybody? These lines show that he was very much hopeful that the independence will be from both The Britishers and the Orthodox ideas and misbelieves. In the second conference, he demanded a separate electorate for depressed classes. He strongly believes that in Hinduism conscience, reason and independent thinking have no scope for development. British government agreed but Mahatma Gandhi saw it as a division between Harijan and Hindus, Gandhi ji felt that these small divisions will be a barrier in independe nce of a united India. At last this debate between Mahatma Gandhi and Ambedkar ends with a pact called Poona Pact.According which certain number of seats were reserved for especially for backward and depressed classes. Framing Future Dr Ambedkar‘s legacy as a socio- political reformer, had a deep affect on modern India. His reputation as a scholar led to his appointment as free India’s Law minister and Chairman of the drafting committee of constitution. I think he was the right one who had all the qualification needed to draft constitution . Our Father of Constitution not only have the experience of lower class people(as per Hindu community) and the high classes of not only India but foreign too , he very well knows about their demands and needs.These experiences he used to make all of us stand equal and liberal. He was called as a modern Manu who gave India a new and democratic regime, paying tribute to Dr Ambedkar for his tireless efforts in the constitutions another fellow Maharastrian said â€Å"I call this constitution the Mahar law because Dr. Ambedkar is a Mahar and now†¦we shall have the law of Manu replaced by the law of Mahar and I hope that unlike the law of Manu under which there were was never a prosperity in country, the Mahar law will make India virtually paradise† Dhamma Is EternalHe is also credited for having sparkled the Dalit Buddhist movement . On October 14, 1956 Dr. Ambedkar organized a public ceremony to convert around five lakh of his supporters into Buddhism . Dr. Ambedkar travelled to Kathmandu to attend the 4th World Buddhist conference . He quote that the teachings of Buddha are eternal but even then Buddha did not proclaim them to be infallible . The religion of Buddha has capacity to change according to time, a quality which no other religion can claim to have. The Last Breath â€Å"I WILL NOT DIE AS A HINDU† He completed his vow by dying as a Buddhist.Since 1954-55 Dr. Ambedkar was suffering from serious health problems including diabetes and week eye sight. On December 6, 1956 he died at his home in Delhi. A Buddhist style cremation was organized for him. The ceremony was attended by hundreds and thousands of supporters, activists and admires. After the death The day of 14th April is best remembered for the birth anniversary of this great reformer as Ambedkar Jayanti and it is a public holiday. Various Dalit organizations carry out huge processions on this day in the memory of the great soul.On this day various organizations organize several activities including rally and cultural programs. â€Å"We Are Indians Firstly And Lastly† This well said by Babasaheb should be the disciple of all the citizens of India. As I earlier mentioned that the Ambedkar Jayanti is celebrated on 14th April every year. This year our Baba sahib completed his 122 years as a reformer. Yes! Your doubt is right 122 years how? He died 56 years ago. My answer may not be satisfying for you but it is right according to me. So, I want to say that he was alive, alive as his ideas, his contribution.We are developing but our views are same. Those rotten social rules are same. So it means that the all liberty, freedom we have, is useless for us? The hard work of this reformer is wasted, No, the way of ours to use these is not right or at first we should analyze that how we are using these. â€Å"What are we having this liberty for? We are having this liberty in order to reform our social system, which is full of inequality, corruption and other things which conflict with our fundamental rights† By- Aparajita Srivastava Kendriya vidyalaya

Flashbulb Memory

Flashbulb memory is a distinctive and vivid memory. They are also long lasting, accurate and detailed. These memories are from personal circumstances surrounding a person’s discovery of shocking events. People remember these memories with clear details of the emotions they were feeling, the place where they were, and what they were doing when they first heard the news. These memories are so vivid that people can even remember irrelevant details, such as, weather or what they were wearing. Even though a flashbulb memory could be from previous years early, people can remember these memories like they just happened yesterday.Although, people remember what events happened on these certain days they can’t remember what they did the day before or possibly the day after. The aspect that makes these memories a lifelong memory is the emotion behind the memory. The emotion felt at the time of the event is what turns the memory from a regular memory in to a flashbulb memory. Emoti onal reactions stimulate the release of hormones that have been shown to enhance the formation of long term memories (Saundra K. Ciccarelli, 2009) In addition, people remember emotional trauma better than they remember every day events.The initial shock or stress caused by these extreme events can cause people’s memory to be misread. It has been suggested by a newsletter titled, Memory Disorder Project (2006), that a person has to require participation of the amygdala to actually have had a flashbulb memory. Amygdala is a brain structure involved in emotional memory, and possibly other brain systems which regulates mood and alertness. Amygdala also can regulate the encoding, storage and retrieval of episodic memory. The amygdala may be vital to the retrieval of memories from emotional public events.There have been horrible events that have been perfect examples to research people’s flashbulb memories. In past decades, events such as assignations of John F. Kennedy, Mar tin Luther King Jr. , and the explosion of the space shuttle Challenger have been used to research flashbulb memories. In more current events, people’s memories of the 9/11 attacks have been studied to find out more information about flashbulb memories. An individual can have flashbulb memories of their personal life experiences too. Examples of these would possibly be the death of a family member, or just the opposite, the birth of a family member.A couple personal flashbulb memories I have are the memories of my son being born, and the moment my sister was diagnosed with a life changing brain malformation. I remember exactly what I was feeling, and even what I was wearing during the instant these events occurred. The psychologist, Colegrove started writing in 1899 described how middle-aged people remembered exactly what they were doing thirty-five years ago, when Abraham Lincoln was shot. In the late 1970’s two people Brown and Kulik, started doing research on flashb ulb memories.Their theories seemed to support the idea of adrenaline effects on memory. In the 1970’s the classic example of â€Å"Where were you when you heard about Kennedy being shot. †. Brown and Kulik introduced the term flashbulb memory, along with the first model of the process in developing flashbulb accounts. They suggested a flashbulb memory cannot occur without a high level of surprise or emotional arousal. The four models they proposed was the photographic model, comprehensive model, emotional-integrative model, and the importance driven emotional reactions model.Even further studies of flashbulb memories led people to look in to their accuracy of the actual events. A psychologist named Neisser argued that flashbulb memories are not as accurate as people think they are. He suggested that flashbulb memories are really like â€Å"life markers†. When a significant event occurs, it becomes part of your life history. â€Å"We know our world is changed fr om that moment on, but that doesn’t mean they are accurate. † (Flashbulb Memory). There have been disagreements debating whether flashbulb memories are accurate enough to be categorized in their own group.One reason over this disagreement is because flashbulb memories fade away over time, which is also how regular memories work. Another reason, flashbulb memories are doubted is that they can be very unstable. Flashbulbs can seem extremely vivid because the memories are often retold over and over again. They are not remembered as vividly without constantly thinking about it. â€Å"Accuracy reduces during the first three months and levels at about twelve months. †(Wikipedia, 2010). Flashbulb memories are sometimes classified as a type of autobiography memory.Autobiography memory is memory used in our everyday life. A memory goes through the first stage, encoding. At this stage, a set of mental operations that people perform on sensory information to convert that in formation into a form that is usable in the brain’s storage systems. The next step is storage, where a person’s brain holds on to information for an amount of time. Finally, the last memory process is retrieving. This step can be difficult, as well as impossible. During retrieval, memories can be distorted.Flashbulb memories can still be distorted like all other memories, but they seem to be more vivid in our minds. Normal everyday memories are entered in to our sensory memory. We perceive information with our senses. Then, information goes from sensory memory to short term memory. This transfer occurs because of selective attention, which is the ability to focus on only one stimulus from among all sensory input. Information then is processed in to long term memory. These are long lasting memories that can be stored for a long period of time until memory is retrieved.This transfer can only occur through elaborative rehearsal (Saundra K. Ciccarelli, 2009). Three items t hat are thought to have significant affects on flashbulb memories are consequentiality, distinctiveness of an event, and personal involvement and proximity. Consequentiality is the main characteristic for determining flashbulb memories. The consequence of an event is a particular variable in the making and keeping of flashbulb memory. Two models of flashbulb memories state that the consequence of an event determines the intensity of emotional reactions.Distinctiveness of an event has been considered to be a large contribution to the efficiency of flashbulb memories. Flashbulbs memories have been identified as unique and distinctive from everyday memories. It has been documented that people actually involved in the event are going to remember the event better over time. People who had no direct experience will not have a precise flashbulb memory of the event the way people who were involved or in close proximity (Wikipedia, 2010) Even through the controversy of how accurate flashbulb memories are, or how they work, no one can deny the mystery of them.A person in their own curiosity has to wonder how they remember so many details of the day of a impacting event on their life ten years ago, but they can’t remember what they ate the for breakfast yesterday morning. Flashbulb memory is an appropriate name for the phenomena because these memories can be like clear flashes of what really happened during the time when a person heard this information and felt the emotions at that time. Those emotions stimulating the amygdala makes the memory last longer.Through research of people’s reactions and memories of catastrophic public events, we as a society have learned more details about flashbulb memories. Even though, the research started over a century ago, there are many other unclear topics of flashbulb memories. Such as, exactly what types of memory a flashbulb memory is, how it is retrieved, and how is it different from regular everyday memories. As long as memories have consequentiality, distinctiveness, proximity, or involvement, it will be a long lasting memory. Until proved otherwise these memories will be known as flashbulb memories.

Auroas Essay Example | Topics and Well Written Essays - 2750 words

Auroas - Essay Example The subject of these auroras and related issues such as the aurora borealis and aurora australis are of great significance and importance, and in order to come to a clearer and more knowledgeable understanding of these issues, the related information must be addressed thoroughly. The aim of this paper is to discuss all of this, as well as explain how each of the sub-subject matters are related and correlated. This is what will be dissertated in the following. Auroras are caused by high energy particles from the solar wind that are trapped in the Earth's magnetic field. These particles, as they spiral back and forth along the magnetic field lines, come down into the atmosphere near the north and south magnetic poles where the magnetic field lines disappear into the body of the Earth. "The delicate colors are caused by energetic electrons colliding with oxygen and nitrogen molecules in the atmosphere. This excites the molecules, and when they decay from the excited states they emit the light that we see in the aurora." (Csep, n.d.). More intricately, the sun sends a constant stream of charged particles, known as a solar wind, into space; then these energized particles interact with a protective magnet shield that shrouds the planet Earth. The Earth's magnetosphere is a sort of shield, which is made up of invisible lines that radiate out into space from the northern and southern poles. The charged particles squeeze the magnetic field into a teardrop shape, and "In the magnetosphere, researchers say, the interaction creates electric fields and electromagnetic waves that transfer their energy to electrons, which then plunge into the atmosphere." (Britt, 2000). "The aurora varies in intensity from brightness equal to that of the Milky Way up to the equivalent of a full Moon," says climatologist Jan Curtis, who photographs auroras from his home in Alaska. "Colors range from mostly greens to reds, and take on the forms of discrete rays, homogenous brands and arcs, or diffuse glowing clouds. Their movement can be stationary, or zip across the entire sky in seconds." (Britt, 2000). Primary auroral particles have energies between few tens eV and few hundred keV, being higher on the nightside than on dayside. Some of them are even accelerated in the field-aligned direction, which indicates the presence of a special auroral acceleration region. "It can be shown that for 2 keV (100keV) electrons the maximum ionization rate occurs at the altitude of about 130 km (85 km)." (Space, 1998). Whereas the average ionization potential of atoms and molecules is about 15 eV, some experimental data show that fast electrons and protons produce one ion-electron pair per 36 eV, and some excess energy is also left for the product electron; this is what leads to electron heating when the energy is being distributed through and among the ambient electron gas. Auroras are considered to appear as "a glow observed in the night sky, usually the polar zone." (Wikipedia, 2006). It is for this reason that some scientists call auroras 'polar auroras' or 'aurora polaris'. In more northern of latitudes, this occurrence is known as 'aurora borealis', which is Latin for

Dahab Plastics Case Study Example | Topics and Well Written Essays - 250 words

Dahab Plastics - Case Study Example He still sticks to the outdated methods used by his father. For example, on the production line, he still keeps an old machine regularly improvised by his workers to improve efficiency. The machine also needs more operators, increasing cost of labour. Production data is manually logged into a notebook (Pg 177). A financial difficulty is also suggested here, because he cannot afford new equipment. Quality control methods are not standardized, allowing for erosion in quality (Pg 178). In his human resource structure, he does not acknowledge the hierarchy. Credit for meeting goals goes to supervisors. He does not pay workers for additional hours to meet targets (Pg 178). Competitors are also copying his molds and selling cheaper than him. Additionally, many of them are ISO certified. Amer needs to modernize his equipment. Automated machinery will improve quality and cut down on production costs. Volumes will also increase, with a marked reduction in workers, and hence cost of labour. This will enable him reduce the cost of products, giving him an edge above the competition. An ISO certification is also required as a quality assurance to the market. He should also engage the services of professionals in Human Resource management (Pg

South Korea Market Assignment Example | Topics and Well Written Essays - 1000 words

South Korea Market - Assignment Example Through planning, direct or indirect ownership and control of enterprises and financial institutions, regulation of foreign exchange, and implementation of appropriate monetary and fiscal policies, the Government played a crucial role in making market adjustments and maximizing incentives. This was aimed at pursuing the fulfillment of its desired economic, social, political, and cultural objectives. However, economic success, the increase in complexity of the economy, the emergence of a more democratic and pluralistic society, and increasing international competitiveness were crucial factors in bringing about a decline in governments’ role in the South Korean economy. The reformist thrust of government economic policy, realized in the 1980s, was underlined by the renowned emphasis on the need for greater efficiency in the economy. In addition, it improved labor productivity and enhanced competitiveness in order to meet the demands of globalization. The admission of South Korea , in December 1996, to membership of the Organization for Economic Co-operation and Development (OECD) was another watershed, which heightened the importance of economic reform, which is a step away from negativity – the Asian financial crisis, which highlighted long-standing structural weaknesses in the South Korean economy (Paik 69). Demographic Information of South Korea South Korea is, in fact, regarded as one of the world’s most densely populated countries, with 440 people per square kilometer. However, most people are concentrated in the major cities (Lie 16). The principal cities in South Korea include Seoul, Busan, Daegu, Ulsan, and Incheon. In these four cities, the population density is about two-thirds of the whole population of South Korea (Caselli 129). The country’s capital city is Seoul. It covers about 12% of the total country’s area. Like the other cities, it is home to approximately 45% of the country’s population; as such, the 3r d largest and populated urban center in the world. Current statistics show that more than 50% of the immigrants are moving to the capital city. Indeed, it has been speculated that about 55% of the national population will be living in the capital city. South Korea is officially recognized as the Republic of Korea with an area of 99,268 km2. According to information published by the World Bank, the total population is 48.747 million by 2009. Figure I. Republic of South Korea (Source: U.S. Department par. 1) The official language in the region is Korean, and it is closely related to Mongolian and Japanese. Although there is a clear difference in grammar with the Chinese language, a large number of the Chinese cognates still exist in the Korean language. Modern Korean articulates to hangul—a phonetic writing system—in their writings. The country borders North Korea on its Northern part. The country is also surrounded by a mass of water encompassing the Sea of Japan and th e Yellow Sea. It is separated from Japan by the Sea of Japan (Paik 77). Korea’s ethnical group has been regarded as the most linguistically homogenous in the whole world. The region is occupied by Koreans, however, about 20,000 people of Chinese descendants occupy some parts of the country. Indeed, all Koreans have a common linguistic and cultural heritage. The South Korean political system is based on the Republican form of governance. The President is the Head of State, and the Prime Minister acts as the Head of Government. The power is shared between the legislature, executive, and judiciary. Currently, the South Korean president is Lee Myung-bak, while the Prime Minister is Han Seung-soo.

Putin's russia democracy, is it a dictatorship Essay

Putin's russia democracy, is it a dictatorship - Essay Example It cannot elucidate why Putin opposes becoming the president ahead; why, he has declared his sole objective to resign at the end of his second constitutional term in 2008 (Peter Baker, & Susan B. Glasser, June 7, 2005). It cannot explain what distinguish Putin's and Hugo Chvez's notion of 'supreme ruler's democratic system'. The suspicion power had wrapped up the Kremlin. For more then 5 years, Putin had done everything that is promising to assure that no one ever dares to challenge his power. Traditionally, Russian democratic liberalism approached in various colors. Along with the diverse adaptations to power-of-the-period, one mind of absolute sovereignty shows up. When the USSR crumpled, though, he was virtually unaided among Russian liberals in regarding to the overthrow of Gorbachev as an upheaval. After a year or two, he worked for the Gorbachev Foundation, and then came again to the School of Sciences, where he carried out researches at Europeans' Institute, and a prolific author on the entire zone enclosed by the previous USSR (Peter Baker, & Susan B. Glasser, June 7, 2005).. Vladimir Putin has conceivably the most worked out, orderly view of earlier Communist growth of any scholar in Russia at present.

A Short Discussion on the Use of Imagery in James Joyces Araby Essay

A Short Discussion on the Use of Imagery in James Joyces Araby - Essay Example James has explained this side of the world and bitter realities in various parts of the story. For example, the North Richmond Street has been described as a cold silent street with a dead-end. James has also highlighted the details of other parts such as the young boy’s house, the gloominess that surrounds his house and his street, his relationship with his aunt and uncle, the details related to the priest who died in his house and about his belongings that raises the spiritual feelings in young boy’s heart and mind and lastly, the boy’s two trips that took him on the quest of discovering the meaning of real life and bring him back to state of consciousness that unfolded the blindness before his eyes (Donschikwoski). The background of the place where the young boy lived, well illustrates the true and real meanings of the life. Furthermore, as described by the author that the people who lived there including the boy’s aunt and uncle had a limited vision of life, conservative in their opinions and were unable to value anything in life; bounded to live an isolated life. In his story James Joyce has used various symbolic presentations which helped him to make his reader understand the real background of the story. For example, the belongings of the dead priest which included the priest’s old bicycle pump that was getting more corrosive in the rain and his old yellow books. These simple things indicate the character of the priest and his devotion towards God and his fellow men through his services. But after his death, his books became more old and yellow as well as his bicycle pump turned rustier. This whole effect signifies the downturn in the spiritual and intellectual condition of t he present state in which the young boy was living (Thurston). And in such environment of â€Å"spiritual analysis† the young boy endures his first love, experiences the arousal of sensuous desires and romantic fantasies. The religion has its strong roots entrenched in the lives of the people of North Richmond Street, but it was merely just a religion with shattered faith. However, for a young boy who is enduring the experiences of first love, finds the interpretation for his feelings from his religious learning and the romantic books he read. This ultimately resulted in confused and disillusioned understanding of love combined with religion, faith and pure romance. This developed the world of dreams inside him (Atherton). Gradually, at different levels the boy encounters the reality and irony of life that he ignores at first but his trip to Araby; a bazaar, which he believed as an â€Å"Oriental enchantment† uncovers the hidden reality which made him to believe that l ife and love have no similarity between them and both of these are different from a person’s understanding of dream and imagination. James Joyce has described the Araby market as a narrow and a dark place, where one could only hear the voice of falling coins and profits, a world that opposes the young boy’s dreams of romance and ideal. His late arrival at the bazaar with majority of stalls closed, brought him to an opened stall where he received a very cold attention from the saleslady. She was more interested in her conversation with the two gentlemen and paid no attention

Modern French History Essay Example | Topics and Well Written Essays - 1000 words

Modern French History - Essay Example This political development, particularly the French Revolution, is related to the European authoritarianism in the sense that it influenced significantly the trajectory of this political thought. It was recognized as a new approach – a transformative social upheaval – crucial in influencing the development of future European regimes with its successes. The French Revolution has led to a strategic shift in the political landscape in Europe, particularly in the growth of authoritarian governments. The democratic ideology of the revolution were power is being given back to the people became popular. Even when the revolution and the ensuing governments turned antidemocratic, the French became enamored with the government and supported it with a strong sense of nationalism (Hampson and Crocker, 167). Under Napoleon Bonaparte, the empire became popular and France’s neighbors became wary not just about the French expansionist ambitions but also about the developments in the country. Interstate conflicts such as the Crimean War flared in Europe. In addition, however, there was a widespread fear that the revolution would be replicated in each of the European countries. As a result European governments started cooperating and enforcing policies such as White Terror aimed at preventing the spread of democratization and nationalism. Many of European governments became more authoritarian, rejecting demands for constitutions, electoral and social democracy and national self-determination (Hampson and Crocker, 167). With the French Revolution, the concept of a new type of revolution has been brought forward. Here, there was the ideology for struggle but without establishing democratic governments afterwards. The principle underpinning this development is how power vacuum is created during revolutions, and authoritarianism became critical in the maintenance of the balance of power. This can be demonstrated in the case of the Russian experience. Lenin and M arx heavily used the French revolution as a model for their vision for Russia. Lenin embraced the French conception of revolutionary democracy, which Marx’s theory of revolution has also recognized (Clarke and Foweraker, 770). Based on their doctrines, Bolshevism emerged. Its Jacobin type of revolution became successful in toppling the Russian monarchy and the state descended into extreme authoritarian regime under Joseph Stalin. The French Revolution is also linked to the revolutions in many states in Europe such as Germany, Poland, Italy and Austria in the year 1848. Also known as the Spring of Nations, it was considered a Europe-wide revolt, event extending as far as Latin America. While the upheaval was eventually crushed, it has brought about changes such as the limitation to Denmark previously absolute monarchy and how serfdom was abolished. The legacy of the French Revolution, with its democratic ideology and imperialist practice, rested on the manner and degree by whi ch countries in Europe reacted in their respective circumstances. An important dimension to the French Revolution is how preceding scholars and nationalists recognized the necessities of terror and the mix of violent and murderous personalities who led it. According to Shlamentokh, there emerged a benevolent attitude towards the participants to the revolution in contemporary Europe or immediately after uprising. For example, there was the manner by which the terrorist Collot

The underground man Essay Example for Free

The underground man Essay The underground man is amusing and thought-provoking. His assertion that his intelligence is the reason for his isolation must have some truth; that he should be so socially inept at his age is probably explained by his acute sensitivity, but it is interesting to think that it might also have been his isolation that has led to his extreme sensitivity. Since he is situated outside of the normal social structure, he is able to make observations that â€Å"normal† persons could not. He is like an ugly man who cannot bear to show his ugliness to the world, yet one who also desires intensely to become part of it. This is a maddening aspect of his character. For all his intelligence, he is remarkably stupid for refusing to understand. He states that it is his choice to live in isolation because he suffers from acute consciousness, but despite all this it is obvious that he desires to have a â€Å"normal† life. However, the predominant feeling that I had from reading the story is frustration. Most frustrating is that he does not even try to resolve his problems. This attitude of his is exemplified when he says: â€Å"Ha! you may object sarcastically, this way youll soon find pleasure in a toothache. Well, Id answer, theres pleasure in a toothache too. (p. 99) His greatest â€Å"toothache† here is his alienation and isolation from â€Å"normal† society. I, as I suspect almost everyone, have had feelings of alienation and isolation that, during the time of their occurrence, I could only have described as profound; although looking back these feelings become easier to rationalize and to see the cause of. But he insists in the fact that he is always rational, and that his intelligence is superior and furthermore correct. He knows that he is negative and destructive towards himself and others, but he makes no effort to resolve this. He seems disillusioned, but he is actually a pitiful victim of self-deception, attaching the wrong sort of â€Å"superiority† to his miserable intelligence, and believing himself superior to everyone else. When he says: â€Å"You know, ladies and gentlemen, probably the only reason why I think Im an intelligent man is that in all my life Ive never managed to start or finish anything† (p. 104), he means that only the stupid can be so sure of themselves; this is one thing that is irritating and frustrating about him. His intelligence has rendered him immobile because he is aware of all the uncertainty inherent in nature, and he will not believe that he has a full understanding of reasons, as the stupid man does. He finds comfort in justifying his plight by asserting that he is intelligent But in his portrayal of his â€Å"misadventures† in the second part of the story, I felt a distasteful sort of sympathy. One almost feels elated on his behalf, in the instance when he is almost joyous that he would at last have an â€Å"encounter with reality†: So this is reality, I mumbled, dashing downstairs, finally Ive met it head on. † (p. 159) At last a decisive event will happen in his life, one over which his excessive rationalizing has no effect. He hides from from life, and he feels alive only by being destructive. But in him one finds a sort of friend who will probably understand your every ill emotion because he has experienced it all, but who will also probably scorn you and make you feel foolish. His intelligence has allowed him – or perhaps has forced him – to live a life of constant rationalizing, thus robbing him of he ability to relate to the â€Å"lower† level of ordinary human life. But he is also subject to pride despite his intelligence. I could almost sympathize with what happened when he â€Å"did make a friend once, but I was already a tyrant at heart and wanted to be the absolute ruler of his mind. I wanted to instill in him contempt for all those around us; I demanded that he break with his world† (p. 147). I have had my share of instances of a vague sense of contempt for everyone, but I am far from rejecting society as he has. His rejection of society has led to society rejecting him, and this has robbed him of tangible experiences and made him desperate.

Pharmacological rationale for the use of beta blockers and nitrates in the treatment of patients with ischaemic heart disease Essay Example for Free

Pharmacological rationale for the use of beta blockers and nitrates in the treatment of patients with ischaemic heart disease Essay The goals of treatment in acute myocardial infection are the restoration of blood flow to the coronary arteries and salvaging as much as possible of a functional myocardium. Nitrates and betablockers are some of the main medications used in the management of acute myocardial infarction. Nitrates are beneficial due to their vasodilator effect. Nitrates are metabolized to nitric oxide in the endothelium of blood vessels (Rubenstein et al, 2006, pp261). The nitric oxide has the effect of relaxing vascular smooth muscle causing the blood vessel lumen to dilate. Vasodilation leads to a reduction in cardiac afterload and preload. This decreased the oxygen requirements of the myocardium. Vasodilation in the coronary arteries leads to an improvement in the flow of blood through the partially obstructed coronary vessels and also through the collateral vessels. Nitrates reverse the vasoconstriction that occurs during coronary occlusion (ACC/AHA, 2006). When administered intravenously or sublingually, nitroglycerin has a rapid onset of action. Evidence for the use of nitroglycerin has shown substantive benefit in the long term following therapy for MI. It is useful in such cases when there is no residual ischemia or a severe pump dysfunction (McInnes, 2008, pp255). The use of nitroglycerin is however limited by side effects such as headache, low blood pressure and tachyplaxis (Reid et al, 2006, pp62-63). The tolerance to nitrates can be overcome by providing a nitrate-free interval of eight to twelve hours or by increasing the dose of nitrates. Beta blocker therapy is usually initiated within twelve hours of the start of myocardial infarction symptoms and usually continues for an indefinite period of time. Betablockers are started intravenously and then continued orally with the dose being titrated upward until the maximal dose that can be tolerated (Mozayani and Raymond, 2004, pp220-221).Treatment using a beta blocker has the effect of decreasing the occurrence of ventricular arrhythmias, reinfarction, and recurrent ischaemia. When given early enough, the beta blockers also reduce the size of the infarct and have overall reduce short-term mortality associated with myocardial infarction (ACC/AHA, 1999, pp). Beta blockers act by decreasing the force and rate of myocardial contraction. This decreases overall myocardial oxygen demand and with reduced oxygen supply, there is minimized myocardial death and injury (Roach and Ford, 2006, pp 350). Betablockers inhibit the sympathetic actions mediated by epinephrine. In blocking the sympathetic nervous system, beta blockers lead to a release of renin that in turn causes a reduction in the aldosterone release which causes the blood pressure to fall. They reduce the effect of physical exertion or excitement on the heart rate and also reduce the force of contraction as well as dilation of blood vessels (Mozayani and Raymon, 2004, pp224). The antianginal effects of the betablockers result from inotropic and chronotropinc effects that reduce the workload of the heart and the oxygen demand of the cardiac tissue. The negative chronotropic properties of beta blockers are responsible for the lifesaving property of control of heart rate. Betablockers have a number of adverse effects. Heart failure is the most recognized amongst this and the most serious. Other side effects include bronchospasm and bradycardia. The benefits in reduction of the risk for reinfarction and mortality however outweigh the side effects thus there are no absolute contradiction to the use of beta blockers in myocardial infarction. In addition to beta blockers, statins are also given for the purpose of lipid management. High LDL cholesterol levels are likely to increase incidents of acute myocardial infarction (Bolooki, 2009). Other hypertensive drugs helpful in controlling blood pressure Other treatments that can be used in the management of acute myocardial infarction include angiotensin converting enzyme inhibitors class of drugs which have been shown to decrease the mortality rates of patients who have reduced left ventricular ejection fraction. ACEIs reduce myocardial afterload by causing vasodilation. ACE Inhibotros also reduce the size of myocardial infarction and improve the remodeling of the ventricles. These effects have a benefit in reducing the mortality and morbidity of patients post infarction (American Family Physician, 2001, p1). Patients who cannot tolerate the ACEIs there Angiotensin receptor blockers are used. The angiotensin receptor blockers act by causing vasodilation and reducing the secretion of vasopressin. The angiotensin II receptor blockers also Case Presentation: Management of the patient Initial treatment for acute myocardial infarction is directed toward restoring perfusion so that the as much of the jeopardized myocardium as is possible can be salvaged. One of the ways through which this can be achieved is through thrombolytic therapy. Thrombolytic therapy is administered within twelve hours of the beginning of the symptoms (McInnes, 2008, pp255). Prehospital thrombolysis is indicated when there time of call to arrival will probably be over thirty minutes (ACC/AHA, 2006, pp240-241). The aim of thrombolytic therapy is to restore circulation through a blood vessel that has been occluded by a pathological embolus or thrombus. There is however a risk for bleeding complications especially with aspirin administration (Antithrombotic Trialists (ATT) Collaboration, 2009, pp1851). The potential for haemorrhaging increases with age, thus careful consideration is important in Andrew’s case (he is 70years old). Andrew will also have aspirin administered to him. The aspirin can be chewed or dispersible.   Aspirin has antiplatelet activity which interferes with platelet cohesion and adhesion an effect which benefits all patients with coronary syndromes (Mozayani and Raymond, 2004, pp338-339). Clopidogrel can be combined with low dose aspirin in cases of myocardial infarction with ST-segment elevation (Reid et al, 2006, pp61).The patient should also be put on supplemental oxygen to ensure that the red blood cells are fully saturated to the maximum carrying capacity. This consideration is important because myocardial infarction impairs the function of the heart in circulation which could lead to decreased oxygen uptake. To determine what treatment is appropriate it is important to view MI as part of a wide spectrum of coronary syndromes (ACC/AHA, 2006, pp238). This spectrum includes ST elevated myocardial infarction; non ST elevated myocardial infarction and unstable angina. Those patients who persistently have an elevated ST are considered for reperfusion therapy (ACC/AHA, 2006. pp238-239). Andrew is one of these hence thrombolyis is a very significant factor in his treatment process. For those who there is no ST elevation, this indicates that there may be no myocardial injury. Thus such a patient may not require immediate thrombolysis but can receive anti-ischemic therapy. The initial focus of the ECG is to determine whether there is an ST elevation or not. Once identified, then thrombolysis should be started. Because the pain from MI is intense, it requires adequate and prompt analgesia. The agent of choice for pain management is morphine sulfate. The morphine sulfate will be given at five to fifteen minute intervals. Precaution should be taken administering morphine as it has the likelihood of making hypotension worse which Andrew has. Additionally it also has the side effect of nausea which can lead to an increase in nausea. Since morophine increases the incidence of nausea, it should be administered with an anti-emetic. When myocardial ischaemia is reduced, the patient’s pain is also reduced, thus nitrates, oxygen therapy and betablocker agents all serve to complement the effect of morphine. Nitroglycerin should also be administered as it helps to relax the smooth muscles of vessels causing their dilation. It can be administered intravenously or sublingually. These modes provide a rapid onset of action. Nitroglycerin has its serum concentrations increased by aspirin thus dose adjustment may be necessary when giving both nitroglycerin and aspirin. Specific prehospital care will thus include, obtaining intravenous access, providing supplemental oxygen and providing pulse oximetry to monitor oxygen saturation levels. Immediate administration of aspirin will then follow coupled with administration of nitroglycerin to reduce the chest pain. Additionally, telemetry and a prehospital ECG will be provided for monitoring of the patient’s cardiac activity. Blood will also be taken for renal function tests, electrolytes, clotting screen, cardiac enzymes, C reactive protein, glucose, lipids and full blood count. Precaution however needs to be taken in administering nitroglycerin as Andrew already has a low systolic blood pressure. The patient is in hypotension with a blood pressure of 90/60 mmHg. Questions to ask the wife and patient Some of the questions that Andrew or his wife may be asked relate to compliance with the treatment that has been prescribed for him. Other questions include any life style habits that he may have. There is a possibility for difficulty in compliance with treatment due to the long term nature of the medication such aspirin and the beta blockers. Andrew will thus be asked about his compliance to the medication to find out whether he has been taking the medication as prescribed. It is also important to find out what effects the medication have when the patient takes them; that is does he feel relieved, does he have symptoms of nausea, haemorrhaging and   unawareness of hypoglycaemia. These are important to identify as they are some of the side effects of the drugs that could have a negative impact on his adherence to treatment. It is important for Andrew to maintain his lipid levels at a low point so other questions will revolve around the patient’s lifestyle such as whether he has modified his diet to decrease the intake of foods high in cholesterol, whether he is taking the statins to reduce cholesterol levels and whether he smokes or not and whether he has been participating in exercise. References ACC/AHA, 1999, ACC/AHA Guidelines for the Management of Patients with Acute Myocardial Infarction, 1999, A report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines (Committee on Management of Acute Myocardial Infarction). J Am Coll Cardiol. 34: 1999; 890-911. American Family Physician, 2001, Use of ACE Inhibitors in Treating Acute MI, available at http://www.aafp.org/afp/20000501/tips/4.html ACC/AHA, 2006, ACC/AHA clinical performance measures for adults with ST-elevation and non-ST-elevation myocardial infarction: a report of the American College of Cardiology/American Heart Association Task Force on Performance Measures (Writing Committee to Develop Performance Measures on ST-Elevation and Non-ST-Elevation Myocardial Infarction). J Am Coll Cardiol. 47: 2006; 236-265 Antithrombotic Trialists (ATT) Collaboration, 2009, Aspirin in the primary and secondary prevention of vascular disease: collaborative meta-analysis of individual participant data from randomised trials, Lancet.  May 30  2009; 373(9678) pp1849-1860 McInnes G, 2008, Clinical Pharmacology and therapeutics of hypertension, Elsevier Health, ISBN-13: 978-0-444-51757-9 Mozayani A and Raymon LP, 2004, Handbook of drug interactions: a clinical and forensic guide, Humana Press Reid JL, Rubin PC and Walters RM, 2006, Lecture notes: clinical pharmacology and therapeutics, Wiley-Blackwell Roach SS and Ford SM, 2006, Introductory Clinical Pharmacology, Lippincott Williams and Wilkins Rubenstein D, Wayne D and Bradley, 2003, Lecture notes on clinical medicine, Wiley-Blackwell

Instrumentalism Theories

Instrumentalism Theories Introduction. The course which I teach within is to prepare new employees for working within a manufacturing environment within a highly regulated industry. All learners are required to show competence on a range of skills ranging from health and safety through to industry specific manufacturing skills. The qualifications may be in the form of a National Vocational Qualification (NVQ) or in an industry specific internal training event. Learners ages will range from 19 to 55 and they will come from a wide range of employment backgrounds such as retail, construction or other industrial roles. Ideologies and Theories of Learning. As identified by Scrimshaw (1983) cited by Armstrong et al (2003), â€Å"Instrumentalism: a curriculum delivering a specific product such as the development of a skilled workforce.† The instrumental curriculum is focused on practical skills and is teacher led. This is only one of five educational ideologies identified but is the one most comparable with the course that I teach. (Should I list the others) Curriculum Models. The closest match for my course is the ‘Product model for curriculum development which is closely associated with Ralph Tyler (1971) cited by Armitage et al (2003). Neary (2002) describes the product model as a curriculum which has been entirely designed around the meeting of clear objectives. My course has clear aims and expected outcomes to which methods of learning and assessment are clearly mapped. The evaluation methods are designed to identify any shortfall and for corrections to be made to enable learners to meet the objectives that have been set. As the expected outcomes are clear from the outset it allows for clear design of content and also ensures an accurate and fair assessment process. However as the course structure is rigid it limits creativity both for lesson design but also for learner activities. However as with most models applied to an actual teaching environment there is an element of overlap with one or more of the models identified by Smith (1996, 2000) www.infed.org/biblio/b-curric.htm . Although the ‘Product model is the main influence on my course the ‘Process model must still be a consideration as it is designed around how individuals learn and focuses on teacher and learner activities. By acknowledging the ‘Process model it allows an emphasis to be placed on the learners current and prior experiences. The context of the course will impact substantially on curriculum design, delivery, assessment and evaluation, my own teaching philosophy and profession values will have an effect on the course delivery. As my course is influenced by an instrumentalist ideology and using the ‘Product model for the design the links with behaviourism can clearly be seen; however as previously mentioned this is an over simplification as I do consider the other learning theories and do take a cognitive approach. Critical reflection. As previously recognised there are elements of the ‘Process model within my programmes curriculum; however I feel that it relates most closely to the ‘Product model as the objectives are clearly defined from the outset. To analyse the effectiveness of this model I shall answer the questions set by Tyler (1971) as cited in Armitage et al (2003:201), â€Å"which, he claims, must be answered when developing any curriculum†. 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives? 3. How can these learning experiences be organised into a curriculum programme. 4. How can this programme be evaluated. 1. What are your curriculum aims and objectives? The aim of my programme curriculum is to deliver the necessary learning to satisfy our external regulators and to meet the skills and capabilities required by AWE plc. To meet the requirements of our external regulators we must demonstrate competence in the following element. * General safety. * Mandatory safety * Role specific. 2. Which learning experiences meet these aims and objectives? 2.1 General Safety. This element is delivered by theory based classroom sessions that will include practical tasks where appropriate. 2.2. Mandatory Safety. Delivered as a series of theory lessons and practical tasks within a simulated work environment. 2.3. Role specific. Training delivered in the work area by subject matter experts. 3. How can these learning experiences be organised into a curriculum programme.

Manic Depressive Treatments Essay -- Psychology Lithium Medical Essays

Manic Depressive Treatments Introduction Lithium was discovered in 1949 by John Cade as a treatment for bipolar disorder. Since then, lithium has become a highly utilized medication for manic depression. Chemistry of Lithium and Route of Access Name: Lithium Group number: 1 Symbol: Li Group name: Alkali metal Atomic weight: [6.941 (2)] g m r Period number: 2 CAS Registry ID: 7439-93-2 Block: s-block Standard state: solid at 293 K Color: silvery white/gray Classification: Metallic Lithium is a Group 1 (IA) element containing just a single valence electron (1s22s1). Group 1 elements are called "alkali metals". Lithium is a solid only about half as dense as water. A freshly cut chunk of lithium is silvery, but tarnishes in a minute or so in air to give a gray surface. Lithium is mixed (alloyed) with aluminum and magnesium for lightweight alloys, and is also used in batteries, some greases, some glasses, and in medicine. Lithium would not normally be made in the laboratory as it is so readily available commercially. All syntheses require an electrolytic step as it is so difficult to add an electron to the poorly electronegative lithium ion Li+. The ore spodumene, LiAl(SiO3)2, is the most important commercial ore containing lithium. The a form is first converted into the softer b form by heating to around 1100Â °C. This is mixed carefully with hot sulphuric acid and extracted into water to form lithium sulphate, Li2SO4, solution. The sulphate is washed with sodium carbonate, Na2CO3, to form a precipitate of the relatively insoluble lithium carbonate, Li2CO3. Li2SO4 + Na2CO3 Na2SO4 + Li2CO3 (solid) Reaction of lithium carbonate wi... ...y, Robert L. (Eds.) (2004). Psychology Treatment of Bipolar Disorder. New York: The Guilford Press. Kalat, James W. (2004). Biological Psychology. Canada: Wadsworth. Knable, Michael B. and Torrey E. Fuller. (2002). Surviving Manic Depression. New York: Basic Books. Leavitt, Fred. (1995). Drugs and Behavior. California: Sage Publications. Lithium's Effects on Bipolar Disease. Retrieved: March 5, 2005. From: http://sulcus.berkeley.edu/mcb/165_001/papers/manuscripts/_422.h tml Opresko, Dennis M. (May 1995). Toxicity Summary for Lithium. Retrieved: March 3, 2005. From: http://risk.lsd.ornl.gov/tox/profiles/lith.shtml. Winter, Mark (1993-2003). Chemistry: WebElements Periodic Table: Professional Edition: Lithium: Key Information. Retrieved: February 28, 2005. From: http://www.webelements.com/webelements/elements/text/Li/key.html. Manic Depressive Treatments Essay -- Psychology Lithium Medical Essays Manic Depressive Treatments Introduction Lithium was discovered in 1949 by John Cade as a treatment for bipolar disorder. Since then, lithium has become a highly utilized medication for manic depression. Chemistry of Lithium and Route of Access Name: Lithium Group number: 1 Symbol: Li Group name: Alkali metal Atomic weight: [6.941 (2)] g m r Period number: 2 CAS Registry ID: 7439-93-2 Block: s-block Standard state: solid at 293 K Color: silvery white/gray Classification: Metallic Lithium is a Group 1 (IA) element containing just a single valence electron (1s22s1). Group 1 elements are called "alkali metals". Lithium is a solid only about half as dense as water. A freshly cut chunk of lithium is silvery, but tarnishes in a minute or so in air to give a gray surface. Lithium is mixed (alloyed) with aluminum and magnesium for lightweight alloys, and is also used in batteries, some greases, some glasses, and in medicine. Lithium would not normally be made in the laboratory as it is so readily available commercially. All syntheses require an electrolytic step as it is so difficult to add an electron to the poorly electronegative lithium ion Li+. The ore spodumene, LiAl(SiO3)2, is the most important commercial ore containing lithium. The a form is first converted into the softer b form by heating to around 1100Â °C. This is mixed carefully with hot sulphuric acid and extracted into water to form lithium sulphate, Li2SO4, solution. The sulphate is washed with sodium carbonate, Na2CO3, to form a precipitate of the relatively insoluble lithium carbonate, Li2CO3. Li2SO4 + Na2CO3 Na2SO4 + Li2CO3 (solid) Reaction of lithium carbonate wi... ...y, Robert L. (Eds.) (2004). Psychology Treatment of Bipolar Disorder. New York: The Guilford Press. Kalat, James W. (2004). Biological Psychology. Canada: Wadsworth. Knable, Michael B. and Torrey E. Fuller. (2002). Surviving Manic Depression. New York: Basic Books. Leavitt, Fred. (1995). Drugs and Behavior. California: Sage Publications. Lithium's Effects on Bipolar Disease. Retrieved: March 5, 2005. From: http://sulcus.berkeley.edu/mcb/165_001/papers/manuscripts/_422.h tml Opresko, Dennis M. (May 1995). Toxicity Summary for Lithium. Retrieved: March 3, 2005. From: http://risk.lsd.ornl.gov/tox/profiles/lith.shtml. Winter, Mark (1993-2003). Chemistry: WebElements Periodic Table: Professional Edition: Lithium: Key Information. Retrieved: February 28, 2005. From: http://www.webelements.com/webelements/elements/text/Li/key.html.

Leprosy Essay -- Hansens Disease Health Medical Essays

Leprosy Leprosy (Hansen's Disease), sometimes called "Hanseniasis" or "H.D.," is a chronic my cobacterial disease of man, caused by Mycobacterium leprae (infectious in some cases), primarily affecting the peripheral nerves and secondarily involving skin and certain other tissues/organs, in particular the eye, mucosa of the nasal and upper respiratory tract and also the testes. In most cultures, HD still carries a strong stigma that sometimes makes more trouble for the patient that the actual leprosy itself. One of the main characteristics of Leprosy is its ability to affect the various nervous systems of the body, particularly the peripheral nerves. The key targets of M.leprae (Mycobacterium leprae) are the nerves' Schwann Cells. Leprosy does not affect the Central Nervous System. Where the sensory nerves are damaged, in varying degrees, they cannot register pain. Where those nerves supply the extremities of hands and feet, the latter are vulnerable to burns and other injuries that can often result in the loss of fingers and toes and sometimes hands and feet. Where the eye is affected, corneal anesthesia. Cranial Nerve involvement, can often lead to blindness, where the lack of health education makes the sufferer unaware of the means to prevent injury due to dust or other irritants. Where the motor nerves are involved, various forms of paralysis such as "Dropped Foot", "Dropped Wrist", "Clawed Hand", "Lagophthalmos" (eye cannot close due to nerve paralysis) can result. Where the autonom ic nerves are damaged, the hair follicle, particularly in the cooler areas such as the eye-brows, can often result in the loss of hair in the affected parts. Damage to the autonomic nerves also can result in poor or no function of the sweat and sebaceous glands. This causes a drying of the skin and consequent cracking, exposing the sufferer to secondary infection. Leprosy is not a curse from the gods or divine punishment for some sins committed in the past. Leprosy is a disease like any other disease and it is TOTALLY CURABLE. Another myth that still prevails, even in "educated" societies, is that the disease causes flesh to rot and fingers and toes to "drop off". Nothing could be further from the truth. Tragically, limbs that are damaged, because the victim cannot feel pain, sometimes have to be amputated but, we can now detect the disease before the patient is conscio... ... dissolves the germ by certain chemicals or enzymes. The second type of protective mechanism is specific and the body's defense system can only "recognize" a foreign invader if it has experience in this identification of certain antigens. In Lepromatous patients, their macrophages can ingest the M.leprae but cannot digest (kill) because there are no "T-Type" ("T" for Thymus, the gland that programs these cells) lymphocytes to assist the macrophages to produce the needful digestive juices or enzymes. So, in the case of Lepromatous leprosy, the very cells that are meant to kill off the bacilli, are actually transporting them around the body and providing an environment in which they may even be able to multiply. At the present time though, leprosy cannot be prevented. Research on a preventive vaccine, however, is slowly progressing. This vaccine will be used the same way we use vaccines of Smallpox, Typhoid, Cholera, Plaque, and etc. A vaccine of killed or weakened leprosy bacilli will be used to immunize everyone from the disease. Already, a vaccine of killed leprosy bacilli has been used to immunize mice and armadillos against leprosy. Millions people will need to receive MDT.

Study skills for distance learner

This type of education has gained its growing popularity with the developing of Internet, even paving in the different parts of the world, students can simply interact with their teachers and exchange materials over the net. Distance learning has a lot of advantages that make It really a strong and potential competitor against a traditional education. For example, by attending a distance learning course, learners can study at their own place, with their own time and flexible schedules combine different actively simultaneously. It Is also useful for people over 25 who mostly have a full time Job and can study after It.Also It Is a great financial advantage as during stance learning, travel expenses and educational fees are significantly lower. Distance learning is defined as a form of education in which learners and instructors are separated during the majority of the instruction; furthermore, learners have the opportunity to learn whenever a computer is accessible to them Monsoons, 2 003; Andre, 2005, Anderson, 2008). Within this new technology era, nothing is possible anymore. Prosthetic (2010) agreed and added that increasing web-based technologies have significantly influenced the dynamics of teaching and learning.The online aroma has lead distance learners and their Instructors Into new possibilities for interaction and Information access Monsoons, 2003; Prosthetic 2010). In many circumstances, respond to distance learning and education programs have been positive, although more research is needed. There are many different techniques that are used in the distance learning. The most popular and efficient are e-mails, forums, faxes, print materials, video recordings, internet radio, telephone, live streaming and many more.Thanks to all these technologies, distance learners can receive the same learning source such as terrestrial, worksheets and writing assignments same as full time students on campus. Definition of study skills Study skills can be defines as a combination skills of ability knowledge and experience that enables a person to do something well (http:. ‘/ skill is vital for distance leaner in order to help them to cope with their studies. Research shows that learning skills influence academic achievement whereby they enhance increasing in academic skills and performance.The significance of learning skills is also shown in the many instruments that have evolved. There are several hypes of study skills. Students will need to improve deferent skills at different times in their career. They will also wish to use different methods according to their particular need and learning style time. What then are the study skills that students need to improve, apart from those taught inside the program? They can be divided into four stages: time management, note taking, information seeking and communication skills.Distance learning program tend to have a looser structure and many students are studying alongside a Job or personal commi tments. Working out hen you can study and how to make best use of precious study time is essential if the student is going to succeed. Good organizational skills are also essential to deal with course materials and administrative matters. Knowing how to get advice, are skills worth developing, including when and from whom, as distance learners often have to be their own advocates and need to develop the resourcefulness to do this.Time management Time Management skills are crucial for successful people. These are the useful techniques that have helped the leading people in sport, business and public service each the high points of their careers. Time management is the way you regulate or schedule your time. Learning good time management techniques can motivate you to accomplish your goals. (Rite O' Donahue, Mill, M. A. (Deed) 2005-2006) National University of Ireland, Galway) by keeping Journal activity for several times helps you to know when you perform at your best and understand how you spend your time.Don't change your daily routine, note down everything that you always do. Every time you change activities, whether working, making coffee, opening mail, talking with colleagues or whatever, note down any changes. Same goes with recording activities, note your feeling, whether, flat, tired, alert, energetic, etc. Do this regularly throughout the day. Time management has been described using many terms including balance, spontaneous, flexibility, and having control over time (Laurie – Ann M. Hellenizes (2012) What do we know about time management; Lankier 1973).Many people experience time management problems and suffer from time pressure and an increasingly fast pace of life (Hawkins & Klaus, 1997; Major, Klein, & Rather, 2002; McCullough, 1984; Attachment, Dotterels, & Parker, 1996; Heisenberg, Bergsten, Cote, Craver, & Heath, 1982). There are several skills in time management, such as planning, proportioning, organizing, and list making and perseverin g. By having a good time management its helps us to become more productive, stress free and you will be able to create your own free time when you are needed.As a distance learner, time management skills are vital in order for you to cope with your studies. Management effectives in increasing your learning skills. However, individuals who participated in a time management program did perceive more control over their mime after the program. Perceived control over time was related to positive outcomes. Individuals who perceived having more control over their time reported fewer Job induced tensions, fewer stresses, and greater Job satisfaction than individuals who did not perceive themselves as having control over their time.Note making and note taking Note making and note taking is one of the important study skills for distance learners. What to note down and how detailed the notes should be, takes time to develop. It is difficult therefore you need to develop you self with basic ski lls of note asking and note taking. The ability to take good notes will help you save time and focus on your studies. The difference between note taking and note making is, notes taking is happen when you listen to e-tutorial lecturer, seminar or writing down what other people say by taking important notes from it.In dissimilarity, note making involves a process of personal understanding. You will remember the entire note that you making by your own because you are learning and understand the topic. This may take several time to complete. Yet, it is much more efficient and effective in arms of learning than trying to sort out lecture notes and read text books in great haste before an important test or exam. Note taking its difficult than making note. Some of the approaches from reading note-taking also been apply to listening note- taking.This is because you cannot control the flow of a speech, you cannot expect the tutor to repeat the entire tutorial. You need to prepare yourself b efore coming to the class, such as do a pre revision or pre read of the topic so that you can easily understand during the lecture. Note making will reinforce your understanding of hat you have read for the course. As such, you are urged to use these skills effectively to prepare yourself for the tutorial class. J Song, M. (2012) agreed that note taking and note making effectives in enhance personal skills especially in learning skills.Information seeking skills As a distance learning student, one of the crucial challenges for us to success in our studies is our information seeking skills. This is because in the current era we are living now, the way people post, store and even seek information make it easier for us to access faster and easier for all sorts of information. Students need to have knowledge on seeking the correct and proper information that related to their studies. On top of that, it is important for students to have a good decision making skills and critical thinking to be successful in the learning process.First of all, students need to identify the various sources available for the information. One of the sources which are superior in quality of results which is from the OPAC or Online Public Access Catalogue which is an electronic or online catalogue for materials available from the library. Another source for distance learners to search the information is from electronic databases such as Emerald, Prosiest, NSP e-Media and BLISS to name a few bibliographic records of books, Journal articles, reports, book famous form of searching information in this information age is the Internet.Web search engine such as Google or Yahoo have developed their own search algorithm that can help students retrieve information, Journals, e-book, articles etc. Easier and faster. Research has shown that distance learners decide on using the Internet resources as their primary source in seeking for the information for their studies. Sati and Appropriator (2008) co nsider that almost all students use the Internet because it is convenient, easy and quick access.While the web search engine may be the easiest and fastest way to search for information, distance learners must remember that the accuracy and validity of information retrieved on the internet should be concerned. However most distance learners still choose web search engine such as Google to search for their daily information needs. Thompson, A. J. (2007) found that 83 percent of students from her research used web pages as their daily information resources. The tendency of distance learners uses the Internet for information searching because of the time constraint distance learners have.Many distance learners are studying alongside a Job or family commitments. Communication skills Communication is one of the most important aspects in distance learner. Julia Wood defines communication as a â€Å"systemic process in which people interact with and through symbols to create and interpret meanings† (pa topic 4 module English Communication). Communication is effective when the recipient of the message understands its meaning and can express that meaning back to the speaker or the ender of the message. In a meanwhile, an ineffective communication occurs when the meaning is not understood.Good communication is important in helping you to enhance the quality of work, develop a stable relationship and inhibit misunderstandings, and navigate daily deadlines. Good communication skills also give people an edge in getting the Jobs they want and help them move up the ladder to better paid positions. There are three types of communication in the workplace, which are formal communication, informal communication and non-verbal communication. Formal communication is a message or information delivered wrought the organization.Bartok and Martin, define formal communication as â€Å"Formal communication refers to vertical and horizontal communication that flows path specified by the official hierarchical organizational structure and related task (http://thebusinesscommunication. Com). Example, in a workplace where employee getting information or instruction from superior is consider as a formal communication. The formal communication is aimed to complete a tasks to meet the management goals. Informal communication can be defined as informal and spontaneous or also known as a grapevine. Grapevine is an informal network of information among employees.Grapevine can be defined as rumors, even though they are rumors it is also useful to management. This is because through the grapevine, management is capable to deliver information and receive feedback faster without involving too much high cost in achieving it. Informal communication is designed to express the individual desires and interests. People are more relaxed and comfortable when they are in an informal gathering where they sharing or barriers. Example, when you communicate with your lecturer after c lass, you are ore comfortable because it is more flexible and no formal communication required during that time.Nonverbal communication is a type of communication that does not involve writing, either words or verbal. Nonverbal communication is the best technique to communicate emotions. Nonverbal communication involves many different channels that express meaning beyond what is being said. These include body movements, facial expressions, gestures and even vocal tone and pitch. Much of the nonverbal information we get from people comes from the eyes (Bloomberg Business Library – Survive Office Politics. 006, pop-45. App). Nonverbal communication represents you to other people.Nonverbal communication plays an important role in the workplace, especially when you are dealing with the public. Your body gestures, the way you talk and eyes contact can tell a lot about yourself to the other person whether or not you are care, if you are being honest, and how well you are listening. The public can gain trust, clarity and rapport when the nonverbal signal match up with the words you are saying. Otherwise, when they do not understand the message or the message not received well this can create tension, struts and confusion.Eye contact, by looking a person in the eyes when making conversation is often considered the ultimate form of respect. You also can tell them by looking in the eyes that what they are saying is important and understood. Tone of voice also one of the important element in nonverbal communication skills. Tone of voice provides powerful clues into your true feelings throughout pitch, inflection and volume. For example, tone of voice is a quick sign of sarcasm, confidence, frustration or agreement. Nonverbal communication is not only crucial in workplace but also in our daily routine life especially for distance learner.Whether interviewing for a Job, working with a client, or interacting with your colleague, by being able to understand and use no nverbal signals is a powerful tools in enhance human interactions and working skills. Communication skills whether it's formal, informal or nonverbal, it is vital for distance learner. This is because it is helping you to understand better about the studies. Effective communication starts with you. It may require some time and effort to get it right, but you will see the benefits in outstanding performance and purport.Conclusion It is proven from the research studied shown that study skills is vital for distance learners. As a distance learner, it is essentially important to plan your study and monitor your progress to make sure that you were on the right track with your studies. There are many information in the student services and website to help you with your learning. This page provides information that distance learning students, in general may find it useful for their studies. It helps them to understand and cope with their studies.

Police Influence on Society Essay

Police Influence on Society CJA/344 Historically, this nation of the United States has proven many times over its dominance over those who are different to those in power. The United States has proven time and again that it can and will discriminate against others it considers less than equal. This is proven and demonstrated to all U. S citizens and those who are not, in our history books throughout school. Every year affording student’s new information of how the United States demonstrates its power over those that are different. From the demise of many Native American tribes; the internment of Japanese Americans after Pearl Harbor; the discrimination and segregation of African Americans; to the constant current discrimination to those people of different origins, whose language and customs differ from that of the status quo. The United States; although, has demonstrated preference to what is referred to as â€Å"White privilege† has consistently demonstrated countless efforts and successes against preju dice and discrimination that have led this country to focus continually on equality and justice for all. The dominant group is the group in power and so by definition is the group that establishes control. In order for a nation, such as the United States, to establish a dominance that will encourage all people to follow suit, the key lies in establishing a common ground. Control in itself is a trait that no one wants as a descriptor, but as a way to describe a united front it is more than acceptable. Having control over a population through laws and regulations that the people themselves agree to is control through the general consent. Laws and regulations meant to establish order and protection to its people also establish control within the government that governs over the people. Policing is a primary way for the government to serve and protect its people as well as its own interests. Policing serves many purposes but the primary purpose is to protect. But, who do the police protect? The wealthy have an economic position that frees them from the need to commit crimes such as theft, while the poor live in economic despair that tempts them to commit these crimes, or so it is believed. In reality, no one is exempt of crime; anyone is capable of committing crimes and need is not always the deciding factor. Those fortunate of economic wealth also enjoy the privilege of a high social status, and those of high social status do not need nor do they commit crimes. A myth, of course, but still believed by many. On the other hand, the less fortunate suffer discrimination based on their poor economic status among other factors. â€Å"Minorities experience unequal treatment and have less power over their lives than members of a dominant group† (Robert McNamara, 2009). To understand how discrimination has changed throughout the years, it is important to understand the gradual but never ending influx of people from different countries into American soil. The concept of discrimination is fairly odd considering all people within the United States with the exception of Native Americans are all immigrants to this great nation and yet generation after generation people continually do to new cultures that which was once experienced by them and is possibly still experienced by their race or ethnic group. People that have lived within the United States eventually gain a sense of â€Å"national identity† and â€Å"identify with being part of the larger society† (Robert McNamara, 2009). With so many different people coming in to the country they not only bring everything which is good about their culture but also that which is negative and affects the U.S as a whole. Discrimination is not based solely on a different culture; race, etc. but rather the negative aspects endured by the American public by a few anti-social individuals that bring disgrace upon a certain group. The events occurring on September 11th were not the actions of all Arabs or Muslims, but rather of a few and because of them all that resemble those who attacked have become the target of discrimination. Because of the actions of certain individuals, the groups that they belong to or are associated with tend to be at the receiving end of discrimination to the point that law enforcement finds it necessary to profile in order to perform their duties (Bass, 2001). Policing in the United States reflects discriminatory actions much like many other countries. The race or ethnic background in American history, when it refers to discrimination is not relative because discrimination is not limited to certain groups. Discrimination is an act that affects those that are different from the dominant population. Law enforcement discriminates not because someone is from a different race or because a race or ethnic group commits a certain amount or types of crime. Discrimination in its purest form is simply â€Å"White America† unwilling to accept difference and those with â€Å"national identity† forgetting their own history. References Bass, S. (2001). Policing space, policing race: Social control imperatives and police discretionary decisions. Social Justice, 28(1), 156-176. Retrieved from http://search.proquest.com/docview/231906243?accountid=458 Chan, J. (2011). Racial Profiling and Police Subculture. Canadian Journal Of Criminology & Criminal Justice, 53(1), 75-78. MacNamara, R. H., & Burns, R. (2009). Multiculturalism in the criminal justice system. New York, NY: McGraw-Hill. The Criminology and Criminal Justice Collective of Northern Arizona University. (2009). Investigating difference: Human and cultural relations in criminal justice (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Right to Free Education Act

The Right of Children to Free and Compulsory Education Act  or  Right to Education Act (RTE), which was passed by the  Ã‚  on 4 August 2009, describes the modalities of the importance of free and compulsory education for children between 6 and 14 in  Ã‚  under Article 21A of the  . India became one of 135 countries to make  Ã‚  of every child when the act came into force on 1 April 2010. History Present Act has its history in the drafting of the Indian constitution at the time of Independence[5]  but are more specifically to the Constitutional Amendment that included the Article 21A in the Indian constitution making Education a fundamental Right.This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill. A rough draft of the bill was composed in year 2005. It received much opposition due to its mandatory provision to provide 25% reservation for disadvantage d children in private schools. The sub-committee of the Central Advisory Board of Education which prepared the draft Bill held this provision as a significant prerequisite for creating a democratic and egalitarian society.Indian Law commission had initially proposed 50% reservation for disadvantaged students in private schools. []Passage The bill was approved by the  Ã‚  on 2 July 2009. passed the bill on 20 July 2009  and the  Ã‚  on 4 August 2009. It received Presidential assent and was notified as law on 26 August 2009  as The Children's Right to Free and Compulsory Education Act. The law came into effect in the whole of India except the state of Jammu and Kashmir from 1 April 2010, the first time in the history of India a law was brought into force by a speech by the Prime Minister.In his speech,  ,  Ã‚  stated that, â€Å"We are committed to ensuring that all children, irrespective of gender and social category, have access to education. An education that enables t hem to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India. â€Å"[13] []Highlights The Act makes  Ã‚  of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. It requires all private schools to reserve 25% of seats to children from poor families (to be reimbursed by the state as part of the public-private partnership plan).It also prohibits all unrecognized schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission. The Act also provides that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. There is also a provision for special training of school drop-outs to bring them up to par with students of the same age. The RTE act requires surveys that will monitor all neighbourhoods, identify children requiring education, and set up facilitie s for providing it.The  Ã‚  education specialist for India, Sam Carlson, has observed: The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrollment, attendance and completion on the Government. It is the parents' responsibility to send the children to schools in the U. S. and other countries. The Right to Education of persons with disabilities until 18 years of age is laid down under a separate legislation- the Persons with Disabilities Act. A number of other provisions regarding improvement of school infrastructure, teacher-student ratio and faculty are made in the Act.The Act provides for a special organization, the  , an autonomous body set up in 2007,  to monitor the implementation of the act,together with Commissions to be set up by the states. []Implementation and funding Education in the  Ã‚  is a concurrent issue and both centre and states can legislate on the issue. The Act lays down specific responsibilities for the centre, state and local bodies for its implementation. The states have been clamouring that they lack financial capacity to deliver education of appropriate standard in all the schools needed for universal education.Thus it was clear that the central government (which collects most of the revenue) will be required to subsidize the states. A committee set up to study the funds requirement and funding initially estimated that  Ã‚  171,000  Ã‚  or 1. 71 trillion (38. 2 billion) across five years was required to implement the Act, and in April 2010 the central government agreed to sharing the funding for implementing the law in the ratio of 65 to 35 between the centre and the states, and a ratio of 90 to 10 for the north-eastern states. However, in mid 2010, this figure was upgraded to Rs. 31,000  , and the center agreed to raise its share to 68%. There is some confusion on this, with other media reports stating that the centre's share of the implementation expenses would now be 70%. At t hat rate, most states may not need to increase their education budgets substantially. A critical development in 2011 has been the decision taken in principle to extend the right to education till Class X (age 16)  Ã‚  and into the preschool age range. The CABE committee is in the process of looking into the implications of making these changes. Advisory Council on ImplementationThe Ministry of HRD set up a high-level, 14-member National Advisory Council (NAC) for implementation of the Act. The members include Kiran Karnik, former president of NASSCOM Krishna Kumar, former director of the NCERT Mrinal Miri, former vice-chancellor of North-East Hill University Yogendra Yadav – social scientist. India Sajit Krishnan kutty Secretary of The Educators Assisting Children's Hopes (TEACH)India. Annie Namala, an activist and head of Centre for Social Equity and Inclusion Aboobacker Ahmad, vice-president of Muslim Education Society, Kerala. [24] [edit]Status of ImplementationA report on the status of implementation of the Act was released by the Ministry of Human Resource Development on the one year anniversary of the Act. The report admits that 8. 1 million children in the age group six-14 remain out of school and there’s a shortage of 508,000 teachers country-wide. A shadow report by the RTE Forum representing the leading education networks in the country, however, challenging the findings pointing out that several key legal commitments are falling behind the schedule. [25] The Supreme Court of India has also intervened to demand implementation of the Act in the Northeast. 26] It has also provided the legal basis for ensuring pay parity between teachers in government and government aided schools [27] Haryana Government has assigned the duties and responsibilities to Block Elementary Education Officers–cum–Block Resource Coordinators (BEEOs-cum-BRCs) for effective implementation and continuous monitoring of implementation of Right to Educat ion Act in the State. [28] [edit]Precedents It has been pointed out that the RTE act is not new. Universal adult franchise in the act was opposed since most of the population was illiterate.Article 45 in the Constitution of India was set up as an act: The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. As that deadline was about to be passed many decades ago, the education minister at the time, M C Chagla, memorably said: Our Constitution fathers did not intend that we just set up hovels, put students there, give untrained teachers, give them bad textbooks, no playgrounds, and say, we have complied with Article 45 and primary education is expanding†¦They meant that real education should be given to our children between the ages of 6 and 14 – M. C. Chagla, 1964[29] In the 1990s, the World Bank funded a number of measu res to set up schools within easy reach of rural communities. This effort was consolidated in the Sarva Shiksha Abhiyan model in the 1990s. RTE takes the process further, and makes the enrollment of children in schools a state prerogative. [edit]CriticismThe act has been criticized for being hastily-drafted,[30] not consulting many groups active in education, not considering the quality of education, infringing on the rights of private and religious minority schools to administer their system, and for excluding children under six years of age. [31] Many of the ideas are seen as continuing the policies of Sarva Shiksha Abhiyan of the last decade, and the World Bank funded District Primary Education Programme DPEP of the '90s, both of which, while having set up a number of schools in rural areas, have been criticized for being ineffective[32] and corruption-ridden. 33] [edit]Quality of education The quality of education provided by the government system remains in question. [34] While it remains the largest provider of elementary education in the country forming 80% of all recognized schools, it suffers from shortages of teachers, infrastructural gaps and several habitations continue to lack schools altogether. There are also frequent allegations of government schools being riddled with absenteeism and mismanagement and appointments are based on political convenience. Despite the allure of free lunch-food in the government schools, many parents send their children to private schools.Average schoolteacher salaries in private rural schools in some States (about Rs. 4,000 per month) are considerably lower than that in government schools. [18] As a result, proponents of low cost private schools, critiqued government schools as being poor value for money. Children attending the private schools are seen to be at an advantage, thus discriminating against the weakest sections, who are forced to go to government schools. Furthermore, the system has been criticized as cat ering to the rural elites who are able to afford school fees in a country where large number of families live in absolute poverty.The act has been criticized as discriminatory for not addressing these issues. Well-known educationist Anil Sadagopal said of the hurriedly-drafted act: It is a fraud on our children. It gives neither free education nor compulsory education. In fact, it only legitimises the present multi-layered, inferior quality school education system where discrimination shall continue to prevail. [30] Entrepreneur Gurcharan Das noted that 54% of urban children attend private schools, and this rate is growing at 3% per year. â€Å"Even the poor children are abandoning the government schools. They are leaving because the teachers are not showing up. [30] However, other researchers have countered the argument by citing that the evidence for higher standards of quality in private schools often disappears when other factors (like family income, parental literacy- all corr elated to the parental ability to pay) are controlled for. [edit]Public-private partnership In order to address these quality issues, the Act has provisions for compensating private schools for admission of children under the 25% quota which has been compared to school vouchers, whereby parents may â€Å"send† their children in any school, private or public.This measure, along with the increase in PPP (Public Private Partnership) has been viewed by some organizations such as the All-India Forum for Right to Education (AIF-RTE), as the state abdicating its â€Å"constitutional obligation towards providing elementary education†. [32] [edit]Infringement on private schools The Society for Un-aided Private Schools, Rajasthan (in Writ Petition (Civil) No. 95 of 2010) and as many as 31 others[35] petitioned the Supreme Court of India claiming the act violates the constitutional right of private managements to run their institutions without governmental interference. 36]The pa rties claimed that providing 25 percent reservation for children from economically weak section in government and private unaided schools is unconstitutional. Forcing unaided schools to admit 25% students has also been criticized by saying that the government has partly transferred its constitutional obligation to provide free and compulsory elementary education to children on â€Å"non-state actors† like private schools while collecting a 2% cess on the total tax payable for primary education. 32] On 12 April 2012, a three judge bench of the Supreme Court delivered its judgement by a majority of 2-1. Chief Justice SH Kapadia and Justice Swatanter Kumar held that providing such reservation is not unconstitutional, but stated that the Act will not be applicable on unaided private minority schools and boarding schools.However, Justice KS Radhakrishnan dissented with the majority view and held that the Act can not apply to both minority and non minority private schools which do not receive any aid or grant from the government. 37][38][39] In September 2012, the Supreme Court subsequently declined a review petion of the Act. [40] [edit]Barrier for orphans The Act provides for admission of children without any certification. However, several states have continued pre-existing procedures insisting that children produce income and caste certificates, BPL cards and birth certificates. Orphan children are often unable to produce such documents, even though they are willing to do so. As a result, schools are not admitting them, as they require the documents as a condition to admission. [41]