Wednesday, November 27, 2019
Talking on the Phone in Japanese
Talking on the Phone in Japanese Even when you start to understand a language better, it is still difficult to use when talking on the phone. You cant use gestures, which can be helpful at times. Also, you cant see the other persons facial expressions or reactions to what you are saying. All of your efforts must be spent listening very carefully to what the other person is saying. Talking on the phone in Japanese might actually be harder than in other languages; since there are some formal phrases used specifically for phone conversations. The Japanese normally talk very politely on the phone unless speaking casually with a friend. Lets learn some common expressions used on the phone. Dont be intimidated by phone calls. Practice makes perfect! Phone Calls in Japan Most public phones (koushuu denwa) take coins (at least a 10 yen coin) and telephone cards. Only specially designated pay phones allow international calls (kokusai denwa). All calls are charged by the minute. Telephone cards can be purchased in almost all convenience stores, kiosks at train stations and vending machines. The cards are sold in 500 yen and 1000 yen units. Telephone cards can be customized. Occasionally companies even them as marketing tools. Some cards are very valuable and cost a fortune. Many people collect telephone cards in the same way postage stamps are collected. Telephone Number A telephone number consists of three parts. For example: (03) 2815-1311. The first part is the area code (03 is Tokyos), and the second and last part are the users number. Each number is usually read separately and the parts are linked with the particle, no. To reduce confusion in telephone numbers, 0 is often pronounced as zero, 4 as yon, 7 as nana and 9 as kyuu. This is because 0, 4, 7 and 9 each have two different pronunciations.The number for directory enquiries (bangou annai) is 104. The most essential telephone phrase is, moshi moshi. It is used when you receive a call and pick up the phone. It is also used when one cant hear the other person well, or to confirm if the other person is still on the line. Although some people say, moshi moshi to answer the phone, hai is used more often in business. If the other person speaks too fast, or you couldnt catch what he/she said, say, Yukkuri onegaishimasu (Please speak slowly) or Mou ichido onegaishimasu (Please say it again). Onegaishimasu is a useful phrase to use when making a request. At the Office Business phone conversations are extremely polite. Yamada-san (o) onegaishimasu. Ã¥ ± ±Ã§â€ °Ã£ •ã‚“ã‚’ã Šé ¡ËœÃ£ „ã â€"㠾ã â„¢Could I speak to Mr. Yamada?Moushiwake arimasen ga, tadaima gaishutsu shiteorimasu. 熳ã â€"è ¨ ³Ã£ ‚り㠾㠛んã Å'ã Ÿã 㠄㠾å ¤â€"å‡ ºÃ£ â€"㠦㠊り㠾ã â„¢Im sorry, but hes not here at the moment.Shou shou omachi kudasai. Ã¥ °â€˜Ã£â‚¬â€¦Ã£ Šå ¾â€¦Ã£ ¡Ã£ ã ã •ã „Just a moment, please.Shitsurei desu ga, dochira sama desu ka. Ã¥ ¤ ±Ã§ ¤ ¼Ã£ §Ã£ ™ã Å'㠩㠡ら㠕㠾㠧㠙㠋Whos calling, please?Nanji goro omodori desu ka. ä ½â€¢Ã¦â„¢â€šÃ£ â€Ã£â€š ã Šæˆ »Ã£â€šÅ 㠧㠙㠋Do you know what time he/she will be back?Chotto wakarimasen. 㠡ょ㠣㠨分㠋り㠾㠛んIm not sure.Mousugu modoru to omoimasu. も㠆㠙ã æˆ »Ã£â€šâ€¹Ã£ ¨Ã¦â‚¬ 㠄㠾ã â„¢He/she should be back soon.Yuug ata made modorimasen. Ã¥ ¤â€¢Ã¦â€" ¹Ã£ ¾Ã£ §Ã¦Ë† »Ã£â€šÅ 㠾㠛んHe/she wont be back till this evening.Nanika otsutae shimashou ka. ä ½â€¢Ã£ ‹ã Šä ¼ ã ˆã â€"㠾ã â€"ょ㠆㠋Can I take a message?Onegaishimasu. ã Šé ¡ËœÃ£ „ã â€"㠾ã â„¢Yes, please.Iie, kekkou desu. ã „ã „ã ˆç µ æ §â€¹Ã£ §Ã£ â„¢No, its O.K.O-denwa kudasai to otsutae negaemasu ka. ã Šé› »Ã¨ © ±Ã£ ã 㠕㠄㠨ã Šä ¼ ã ˆé ¡ËœÃ£ ˆã ¾Ã£ ™ã ‹Could you please ask him/her to call me?Mata denwa shimasu to otsutae kudasai. 㠾ã Ÿé› »Ã¨ © ±Ã£ â€"㠾㠙㠨ã Šä ¼ ã ˆã ã ã •ã „Could you please tell him/her Ill call back later? To Somebodys Home Tanaka-san no otaku desu ka. 熰ä ¸ 㠕ん㠮ã Šå ®â€¦Ã£ §Ã£ ™ã ‹Is that Mrs. Tanakas residence?Hai, sou desu. 㠯ã „ã 㠆㠧ã â„¢Yes, it is.Ono desu ga, Yuki-san (wa) irasshaimasu ka. Ã¥ ° 野㠧ã ™ã Å'ゆã 㠕ん㠯ã „ら㠣ã â€"ã‚Æ'㠄㠾㠙㠋This is Ono. Is Yuki there?Yabun osokuni sumimasen. Ã¥ ¤Å"分é …ã 㠫㠙㠿㠾㠛んIm sorry for calling so late.Dengon o onegaishimasu. ä ¼ è ¨â‚¬Ã£â€šâ€™Ã£ Šé ¡ËœÃ£ „ã â€"㠾ã â„¢Can I leave a message?Mata atode denwa shimasu. 㠾ã Ÿå ¾Å'㠧é› »Ã¨ © ±Ã£ â€"㠾ã â„¢Ill call back later. How to Deal With a Misdial Iie chigaimasu. ã „ã „ã ˆé •ã „ã ¾Ã£ â„¢No, you have called the wrong number.Sumimasen. Machigaemashita. 㠙㠿㠾㠛ん éâ€"“é •ã ˆã ¾Ã£ â€"ã ŸIm sorry. I have misdialed.
Saturday, November 23, 2019
The History of Containment Policy
The History of Containment Policy Containment was a foreign policy strategy followed by the United States during the Cold War. First laid out by George F. Kennan in 1947, the policy stated that communism needed to be contained and isolated, or else it would spread to neighboring countries. American foreign policy advisors believed that once one country fell to communism, each surrounding country would fall as well, like a row of dominoes. This view was known as the domino theory. Adherence to the policy of containment and domino theory ultimately led to U.S. intervention in Vietnam as well as in Central America and Grenada. Containment Policy The Cold War began after World War Two when nations formerly under Nazi rule ended up split between the conquests of the U.S.S.R. and the newly freed states of France, Poland, and the rest of Nazi-occupied Europe. Since the United States had been a key ally in liberating western Europe, it found itself deeply involved in this newly divided continent: Eastern Europe wasnt being turned back into free states, but rather being placed under the military and political control of the Soviet Union. Further, western European countries appeared to be wobbling in their democracies because of socialist agitation and collapsing economies, and the United States began to suspect that the Soviet Union was deliberately destabilizing these countries in an effort to bring them into the folds of communism. Even countries themselves were dividing in half over the ideas of how to move forward and recover from the last world war. This resulted in a lot of political and military turmoil for the years to come, with such extremes as the establishment of the Berlin Wall to separate East and West Germany due to the opposition to communism. The United States developed its policy of containment to prevent communism from spreading further into Europe and the rest of the world. The concept was first outlined in George Kennans Long Telegram, which he sent from the U.S. Embassy in Moscow. The message arrived in Washington, D.C., on February 22, 1946, and was circulated widely around the White House. Later, Kennan published the document as an article titled The Sources of Soviet Conduct - which became known as X Article because Kennan used the pseudonym Mr. X. The policy of containment was adopted by President Harry Truman as part of his Truman Doctrine in 1947, which redefined Americas foreign policy as one that supports the free people who are resisting attempted subjugation by armed minorities or outside pressures. This came at the height of the Greek Civil War of 1946-1949 when much of the world was waiting to see which direction Greece and Turkey would go, and the United States agreed to help both countries to avoid the possibility that the Soviet Union would lead them to communism. The Creation of NATO Acting deliberately (and at times aggressively) to involve itself in the border states of the world and prevent them from turning communist, the United States spearheaded a movement that would eventually lead to the creation of the North Atlantic Treaty Organization (NATO). The group alliance represented a multi-national commitment to halting the spread of communism. In response, the Soviet Union signed an agreement called the Warsaw Pact with Poland, Hungary, Romania, East Germany, and several other nations. Containment in the Cold War: Vietnam and Korea Containment remained central to American foreign policy throughout the Cold War, which saw rising tensions between the United States and the Soviet Union. In 1955, the United States entered what some historians consider a proxy war with the Soviet Union, by sending troops into Vietnam to support the South Vietnamese in their battle against the communist North Vietnamese. The United States involvement in the war lasted until 1975, the year the North Vietnamese captured the city of Saigon. A similar conflict took place during the early 1950s in Korea, which was likewise divided into two states. In the fight between North Korea and South Korea, the United States backed the South, while the Soviet Union backed the North. The war ended with an armistice in 1953 and the establishment of the Korean Demilitarized Zone, a 160-mile barrier between the two states.
Thursday, November 21, 2019
Communication Essay Example | Topics and Well Written Essays - 1000 words - 3
Communication - Essay Example This new innovative technology came into being in 1998 and within a short span of time became popular specially among youngsters. The reason for its increasing popularity is the ease of usage and accessibility it has brought in communication. Moreover, certain scholars call it as an innovative tool and an interesting mode of communication. This is because electronic communication has brought ease not only for young people but also for businesses and students of all ages. Even elders are benefited with it since electronic communication has given birth to virtual communication, which has made it convenient to talk face-to-face with relatives overseas. Yet where this communication medium has benefited the society, it has brought with it certain downsides as well. This is because where virtual communication and networking has helped bring people closer, it has also developed certain negative consequences in numerous ways. In this paper we will be evaluating both the positive and negative contributions of electronic methods of communication in our society (Middlewood & Abbott, 124; Krus, 28-1 to 28-8). First off, we will discuss the benefits electronic communication has brought to our society. Firstly, on a personal level, virtual means of communication has helped people build closer ties with their family and friends living overseas. This is due to the social networking websites like Skype and Facebook through which people could communicate with their friends and relatives no matter what place or country they are in. Both the networking sites provide the facility of video calls which allow face-to-face conversations with the other person anywhere in the world (Middlewood & Abbott, 124; Krus, 28-1 to 28-8). On academic level, virtual communication has enabled the students to communicate more conveniently with teachers/instructors at a faster speed. Also, the networking sites mentioned has enabled the students to take virtual classes on Skype. Email facility and Face book communication (which includes the study groups made on Facebook nowadays and other academic groups) provides student with the ease of getting instant feedbacks from teachers. Also Smart phones have further enhanced the communication since through smart phones, students and instructors can instantly communicate with each other. Moreover, the new trend of Colleges and Universities developing their own grading software on their websites has made it easy for professors to update student grades online in minutes. On the other side, students could immediately log in and see their results without waiting for the next day or so to get their reports in paper form. In addition, electronic communication through social networking websites have enabled professors to upload study materials on their College website account or on the Facebook group, which could be accessed by students within seconds. Most importantly, virtual/electronic communication has turned our environment into a paperless environment, since everything is documented and managed online (Middlewood & Abbott, 124; Krus, 28-1 to 28-8). On a business level, virtual communication has enabled businessmen to conduct meetings online without having to travel to another city or country. Emails, faxes and social networking websites have benefited the businesses in the fields of marketing, finance, public relations and all kinds of management. It is with the help of social networking and
Tuesday, November 19, 2019
ISO 14000 Essay Example | Topics and Well Written Essays - 250 words - 1
ISO 14000 - Essay Example Industrial waste is the largest contributor to the environmental pollution; it is an unwanted by-product of the raw materials. It is the utmost responsibility of the corporate to dispose of this materials that the contamination to the nature i.e. air, water and soil to the least levels. Recycling is also regarded as the most preferred â€Å"waste management strategy†(Cheremisinoff,2001). Along with it local and community based initiatives should be taken to control the emission of toxics from the waste. Researchers suggest that prevention from the pollution, by the usage of less pollution producing products, helps the organization to increase the efficiency, this also boosts the financial stability of the company (Maystre and Spiegel, 2011). In order to make the corporate to put in the right amount of efforts the consumers as well as the government also needs to play in their role and should force the corporations to take the right
Sunday, November 17, 2019
Ethics of Compliance Southwest Essay Example for Free
Ethics of Compliance Southwest Essay The purpose of this paper is to present, discuss, and examine the topic of ethical and social responsibility. It will discuss Southwest Airlines failure to comply with the Federal Aviation Administrations rules on inspecting aircraft and what violations occurred. On March 6, 2008, Federal Aviation Administration (FAA) inspectors submitted documents to the United States Congress, alleging that Southwest allowed 117 of its aircraft to fly carrying passengers despite the fact that the planes were not airworthy according to air safety investigators. In some cases, the planes were allowed to fly for up to 30 months after the inspection deadlines had passed, rendering them unfit to fly. Records indicate that thousands of passengers were flown on aircraft deemed unsafe by federal standards. Clearly, this is an issue tied to social responsibility and ethics at the highest level, ignoring the safety inspections put peoples lives in jeopardy. This situation actually began in 1988, when an Aloha Airlines Boeing 737 suffered an accident that killed a flight attendant. The top of the planes fuselage tore off, opening up a large section of the planes roof, killing the flight attendant. The accident occurred because of cracks in the planes fuselage. Since then, the FAA has required regular inspections of 737 fuselages to ensure an accident like this does not occur again. In 2007, two FAA inspectors began to question documentation and inspections at Southwest Airlines. They had reason to be concerned, because they felt their concerns were being ignored, and their supervisor was not investigating their complaints. FAA inspectors Bobby Boutris and Douglas Peters testified before Congress about their experiences, and asked for whistleblower status, meaning they could not be fired from their jobs because of their testimony. Boutris was the first to question records kept by Southwest about airplane inspections. In 2003, he was in charge of inspecting engines for the 737, and he could validate the Southwests reports. He told an NPR Radio reporter, I had found a lot of inconsistencies with the records, Boutris says. They were different from aircraft to aircraft; it was very hard to determine compliance' (Goodwyn, 2008). He notes that he complained to his supervisor, Douglas Gawadzinski, but he ignored Boutris complaints. In 2006, Boutris took over safety responsibility for the entire 737-700 series aircraft, and when he reviewed Southwest, he found the same recordkeeping problems he had uncovered in 2003. He notified his supervisor and wanted to send a letter of investigation, again his supervisor G awadzinski refused to acknowledge his concerns. Boutris believes it is because Gawadzinski had a close friendship with Paul Comeau, a former FAA employee who went to work for Southwest as their manager for regulatory compliance. Anything to do with Southwest and the FAA went through these two men, and Boutris believes they routinely covered up inspection irregularities or lack of inspections. Boutris continued to complain, and Southwest asked for him to be removed from their inspections. Reporter Goodwyn continues, At first, Gawadzinski refused to remove Boutris. But it wasnt long before the supervisory maintenance inspector told Boutris he was out and that his career was in jeopardy because there had been undisclosed complaints from anonymous Southwest officials (Goodwyn, 2008). At this point, Douglas Peters, another FAA inspector, were brought in to review Boutris investigation into Southwests compliance. Goodwyn notes, The more he looked into the matter, the more he agreed with Boutris that the flying public was in danger. Peters says the situation defied logic. That something so critical would be not addressed I cant explain it. Its a mystery' (Goodwyn, 2008). People from Southwest began to contact Gawadzinski directly, instead of going through Peters. Another reporter states, The whistle-blowers complained repeatedly in memos written in 2007 that their concerns about Southwest were not being taken seriously. The underlying safety concern  the airline was unable to keep up with mandatory inspections  had been raised as early as 2003, one charged (Levin, 2008). Finally, in March 2007, Southwest admitted to flying 47 737s without completing the problem fuselage inspections, which triggered a Congressional investigation. Even more disturbing, the airline continued to fly the planes even after disclosing they had not been inspected – it took almost a week to ground the planes. The two men testified before Congress in April 2008, and the FAA fined Southwest $10. 2 million for the blunders. Reporter Levin continues, Last month, nearly a year after the initial problems were discovered, the FAA levied a $10. 2 million fine against Southwest. The vast majority of the fine was imposed because Southwest had certified that it stopped flying the planes as soon as it learned of the missed inspections, FAA officials said (Levin, 2008). These are the basic facts and timeline of the case. The major overriding issue in this case is that the FAA and Southwest conspired to cover up inspection information, and they did so at passengers and crewmembers expense. The inspections were mandated because the FAA knew this particular plane had critical safety issues. By not inspecting planes and allowing them to continue flying, they were putting everyone on those planes in jeopardy, and they knew it. That is perhaps the biggest ethical concern of this case, that the company knew they had not completed checks, but continued to fly the planes anyway. One of the whistleblowers was told they did not ground the planes because it would disrupt Southwests service and flight schedule (Goodwyn, 2008). Every airline has a social responsibility to keep their passengers and crews as safe as possible. Flying is a relatively safe form of travel, however accidents do occur. Maintaining high maintenance and safety standards is simply the right thing to do in the transportation industry; it is the ethical, moral, and socially responsible choice. For an airline to lower those standards, especially because of worries about disruption of service, is simply incomprehensible. For example, the entire airline would be in jeopardy if one of the planes had crashed, and it was found to have been because of a crack that was not detected because of a missed inspection. Indeed, inspections on the aircraft did turn up cracks in some of the planes in question, cracks that had to be repaired before the airplanes took flight again (Wilber, 2008). Thus, Southwest put people in danger, and that is a major ethical violation that has not thoroughly been addressed in the media or by the airline itself. In addition, the FAA was compliant in this ethical transgression, because they allowed it to happen, calling into question the integrity of the organization that is supposed to be primarily concerned with airline safety and maintenance. If the agency doing the oversight is questionable, it brings the entire system into question. This issue should be studied further because it raises so many moral and ethical questions, and it should be studied because it seems, since there seem to be no lasting ramifications for the FAA, that it could happen again, which is even more disturbing. The stakeholders in this case are the people who fly on Southwest Airlines. Southwest damaged their reputation by letting down their stakeholders, and that is extremely disturbing. They put passenger safety in jeopardy over worries about income and disrupted flights, when their first concern should have been safety and only safety. This calls into question the entire integrity of the company. This is more than just the classical interpretation of right and wrong, it is a moral dilemma that should have had an extremely simple solution. Ground the planes, inspect them as quickly as possible, and get them back in the air. The fact that there was any other solution seen to the problem indicates just how unethical and morally irresponsible Southwest was, and the stakeholders should demand compensation for the threat this decision made to their safety. Southwest simply got lucky that one of the affected planes did not develop more serious issues, and the $10. 2 million dollar fine seems quite low in retrospect, considering the damage that could have occurred to people and property had a plane crashed. The economic responsibility of this situation is clear; Southwest had to pay a large fine and ground the planes, losing revenue anyway. Their reputation suffered, although it did not seem to make a dent in their passenger. Most people did not even seem to care that Southwest had endangered them and only a few spoke out in blogs or in other areas when the news broke. Southwest has a serious responsibility to keep its passengers and crews safe, and they lost the trust of at least some people because of their callous disregard for safety. That is a huge moral responsibility, and Southwest has never really acknowledged their failure, which is an even larger ethical concern, it seems. In a statement before Congress, Southwest CEO Gary Kelly said, Our compliance with certain specific Federal Aviation Administration (FAA) airworthiness directives has been called into question. We have committed to a thorough review and to make any changes necessary to ensure that we are in full compliance with FAA airworthiness directives and our own maintenance programs, policies, and procedures (Kelly, 2008). However, in previous testimony before Congress, Kelly and Southwest Executive Chairman Herb Kelleher both maintained that Southwest did comply with all FAA requirements, and the safety of passengers was never in question (Kelly, 2008). Thus, Southwest maintains they complied with all FAA regulations and did inspect the aircraft, only under a different maintenance directive than the one the two whistleblowers charged had not been done. It seems like a technicality, and that Southwest is not taking true moral or ethical responsibility for the incidents. They also stated that they did not think they would be fined for the maintenance issues, and it seems as if in their testimony, they were attempting to lay groundwork to fight a fine. However, they did eventually back down and stop contesting the fine, probably because they felt they looked bad enough already. Some recommendations for this case have already been completed. The FAA inspector, Gawadzinski, was transferred to another division, without contact with Southwest. Southwest placed several maintenance and safety personnel on leave, and developed new maintenance and safety guidelines. The two top executives maintain they did not know about the 2007 maintenance charges until March 2008, and as soon as they learned of them, they implemented stronger maintenance and communication directives so they would be notified and aware of any problems. These would have been at least some of the recommendations made in this case. Another would be for Southwest to undergo a major campaign to gain back the publics trust, as many people would seem to have trust issues in flying on Southwest planes. This would include a media campaign that would address trust issues, and perhaps even a campaign including top executives flying on their own planes. This would not be too costly or difficult to administer, and it would let people know that the company is actually sorry about its actions and is going to be more responsible in the future. It also seems as if the company should apologize to their stakeholders and their crewmembers, not in front of Congress, but in front of them, and with humility. Frankly, their testimony and apology to Congress sounded defensive and insincere, and a true measure of humility might be to offer anyone who flew on those planes some type of compensation or personal apology to make the situation even a little bit more palatable. Of course, that would entail a large expense, but it would make their intentions a bit more acceptable. Finally, they have to be open and above board with their maintenance issues and they have to make quite certain there is nothing questionable about any of their practices. Their maintenance and safety department must be impeccable, and it must always be open to scrutiny not only by the FAA, but by the public, as well. They owe that, at the very least, to the people that choose to fly on Southwest Airlines. In conclusion, this case indicates how deeply ethical issues can affect a business. Allowing planes to fly uninspected is a terrible disservice to the passengers and crews of this airline. It indicates a deep-seated lack of respect for the public, the employees, and the agency created to maintain air travel safety. It also indicates an arrogance that the company can flaunt the system and win. Southwest Airlines has deeper issues than maintenance and safety. It has to take a strong look at its ethics and principles, and alter them to create a more socially responsible organization that respects and values the people it serves. Without a change, the organization will certainly suffer more ethical violations in the future.
Thursday, November 14, 2019
How Art Relates to Oscar Wildes The Picture of Dorian Gray Essay
How Art Relates to Oscar Wilde's The Picture of Dorian Gray Oscar Wilde's The Picture of Dorian Gray is a novel about a young, handsome, and vain man who has his portrait painted, and impulsively wishes that he could forever remain just as handsome as he is in the painting -- that the painting would age instead of him. He gets his wish in a most eerie way; as, with passing years, he becomes increasingly dissolute and evil, while the changes that one would expect to appear on his face are reflected in the portrait instead. What this book is about, clearly, is feelings and appearances becoming real. This motif is echoed and re-echoed throughout the book. Early in the novel, Sir Henry Wotten -- a cynical hedonist -- gives Dorian a book about people who tried to experience everything, both good and evil, and Dorian decides to try it; in other words, he models his life after a work of art. The fact that Dorian's one female love is an actress -- a person who wears masks and pretends to be someone she is not -- reinforces this motif. When she reveals herself to be real, his repugnance for her is so overwhelming that it reaches out like an evil spirit and kills her; Dorian therefore murdered Sybil as surely as he would murder Basil later on. We tell small children that their feelings are not actions and therefore have no repercussions of their own, but deep in our psyches we know this is not so. The reason tribal...
Tuesday, November 12, 2019
The Treatment of Somali Refugees in Kenya and Ethiopia: an Assessment
Introduction1.1 BackgroundAfter the end of the Cold War, the international community had to build an entirely new agenda for human rights, democracy and development in the world’s most troubled regions (Forsythe, 2006: 210-215; Normand & Zaidi, 2008: 316-323). In Africa, conflicts in the Congo, Rwanda and Somalia left the region tormented by an ongoing refugee crisis. The lack of stable political institutions and representative democracy in these countries necessitated the revision of international legal standards, in order to cope with the refugee crisis and to provide security and shelter. With over 3 million recognized refugees at present, Africa is considered by the UNHCR the biggest challenge, absorbing the largest proportion of the budget and humanitarian programmes (Zolberg et. al, 1989). This paper will focus on the treatment of Somali refugees in two of the neighbouring countries – Kenya and Ethiopia, which reportedly host the largest proportion of the refugees at present (UNHCR, 2011a;b;c). The reason why Somali refugees were chosen as the subject of this paper is because this is one of the longest ongoing political and humanitarian crises, and its implications upon regional politics and the local populations are perpetual. It also demonstrates the discrepancies in international law in dealing with displacement and human right violations of the Somali refugees. The paper will assess the treatment of refugees in these two countries. Based on this assessment, the author will make recommendations for the improvement of the treatment of the refugees.1.2 Res earch questionThe purpose of this essay is to explore the treatment of Somali refugees in Kenya and Ethiopia. Their treatment will be looked at through the prism of basic human rights conventions and will ideally seek to provide a broader understanding on the status of the refugees in a global era. It will highlight the main challenges, which refugees from Somalia face on the territories of Kenya and Ethiopia and will explain how these challenges are posed by inconsistencies in international law. In order to do this, the author will first critically approach the definition of the term â€Å"refugee†. Next, the author will attempt to trace whether basic provisions stipulated by the 1951 Convention on the Status of the Refugees have been met by the authorities in Ethiopia and Kenya. Before this, a brief historical overview of the main events leading to the refugee crisis will be provided. The Somali refugee crisis – the prelude In Somalia, the transition to political independence has been scarred by factionalism and division. In the early 1990s, the clan based opposition groups ousted the military government, which led to the outbreak of decade long civil war, throughout which various factions were competing for power (Waldron & Hasci, 1994). In 2004, the Transitional Federal Government (TFG) was formed. Its opposing faction was the Islamic Courts Union (ICU), which soon lost power to the TFG in the south. Subsequently, the TFG split into radical groups, Al-Shabaab being one of them. Since then, the Al-Shabaab has been fighting the TFG over political and economic supremacy (UNHCR, 2011c). The civil war resulted in the displacement of millions of Somali people, turning them into the third largest refugee group in the world, after the Iraq and Afghanistan refugees (UNHCR, 2011c). Apart from Western countries such as UK and Italy, Somali refugees travel to neighbouring countries, mostly Ethiopia and Kenya. As of July 2011, on the territory of Ethiopia there were 160,000 Somali refugees, residing in six large camps in the eastern and south-eastern part of the country. In 2011 the number of new arrivals increased dramatically with up to 23,000 people arriving per month. In Kenya, currently there are around 280,000 Somali refugees, and as of July 2011, their number has dramatically increased because of the draught in East Africa (UNHCR, 2011b). 3. Problems of definition The purposes if this essay would not be fulfilled, if the author does not provide a definition of the term â€Å"refugee†. According to Article 1 (2) of the 1951 UNHCR Convention on the Status of the Refugees, the term â€Å"refugee†shall apply to any person who: â€Å"[†¦]owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable, or owing to such fear, is unwilling to avail himself of the protection of that country [†¦]†(UNHCR, 1951). The same definition can be found in the OAU 1969 Convention on the Refugees in Africa (Article 1). The main criticism, which this definition obviously provokes, is the lack of prescriptions for the state of origin, and the obligations of the host countries. The definition exhausts the basic connotation of a refugee, which has not changed much to this day, but does not define the responsibilities and actions, which the host authorities are obliged to take under international law. The definition explains the confines of the country of persecution, but not the terms of protection of refugees in foreign territories. This is not a technical flaw of the definition, as embedded in the convention, but a general weakness of international law, when it comes to the treatment of refugees in host countries (Marfleet, 2006; 9-20; Gibney, 2005:6-13). This raises several issues related to legitimacy, and they are not, as proposed by Zolberg et.al (1989) related to the debate who is a refugee under international law. These controversies are related to the lack of legally binding prescriptions for the host countries, sheltering refugees. Despite the fact that there has been ongoing development of the understanding of the term persecution since 1951, it remains unclear how persecution of refugees can be prevented in the host territories. Therefore, it is important to trace the implications of this inconsistency in terms of policy and treatment of the Somali refuges in Ethiopia and Kenya and identify problems, which might arise from the lack of a clear definition of persecution and the responsibilities of the host countries. The following sections will demonstrate the practical implications of this gap in international law in relation to the treatment of Somali refugees in Kenya and Ethiopia. 4. Treatment of Somali refugees in Kenya According to the UNHCR, more than 600, 000 Somali refugees are now residing in neighbouring countries (2011). At present, Kenya is the country, where largest proportions of the Somali refugees are seeking shelter. Currently, it is hosting around 280 000 refugees, residing in three large camps, located in the North Eastern Daabab camps (UNHCR, 2011b). Although it is clear that Kenya has been unable to cope with the intense wave of Somali immigrants without the assistance of the international community, in 2010, Amnesty International has reported grieve violations of rights of the refuges on behalf of the Kenyan authorities (Amnesty International Report AFR 32/015, 2010). The report says that thousands of refugees were forcibly returned to Somalia, and asylum was not provided to the individuals which claimed for it. The report also reveals the implications of the fact that a large proportion of the refugees were not screened because of the closure of the immigration centre at the Kenya-Somali border. It was closed because Kenyan authorities were concerned that ongoing violence in Somalia and persistent acts of terrorism could spread on their own territory (Amnesty International Report AFR 32/015, 2010). The other conclusions of Amnesty International are related to police harassment in the camps, and violation of the principle of no n-refoulement (Amnesty International Report AFR 32/015, 2010). The principle of non-refoulement, which is embedded in the UNHCR Convention for the Refugees prohibits â€Å"the expulsion, extradition, deportation, return or otherwise removal of any person in any manner whatsoever to a country or territory where he or she would face a real risk of persecution or serious harm†(UNHCR Convention on the Status of the Refugees, 1951). The report reveals that when the Kenyan authorities closed the border, around 4000 Somalis were trapped alongside and 360 were refouled. In 2009, 93 Somali asylum seekers were forcibly refouled back to Somalia. It is now clear that by choosing to close its border, Kenya has violated the principle of non-refoulement of the UN and the 1967 Protocol, as well as its own 2006 Refugee Act. Further implications of the closure of the transit border centre is that the newly arrived refugees are no longer screened for health purposes, and some of them have suffered exhaustion and malnutrition on their way to the camps (which are located about 80 km from the border). Another type of violations is related to the security and well being of the refugees, often threatened by the Kenyan security forces. As of December 2010, issues related to limited access to water, shelter, sanitation and other essential services due to overcrowding have been reported. In addition, the refugees are not allowed outside the camps unless in exceptional circumstances such as relocation to third countries (Amnesty International, 2010). Other violations include sexual harassment, forced marriages in the camps, as well as the involuntary recruitment of refugees for military service. Based on this report, it is not difficult to determine that Kenyan authorities have allowed the unlawful treatment of Somali refugees by local militias, and have committed violations related to their treatment on the territory of the host country. In sum, a closer look at the treatment of the Somali refugees in Kenya reveals that there have been violations of key provisions, related to the status of the refugees. From a legal perspective, this is due to the fact that there are no legally binding provisions, which define the responsibilities of the host countries, or penalties in case of violations. By no legally binding it is meant that the existing rules and regulations remain prescriptive of how the hosting countries need to treat refugees, seeking shelter on their territory. As stated earlier before, there is not a clear definition of persecution and the counter-measures, which it entails, therefore the actions of the Kenyan authorities remain unaddressed under international law. As the next section will reveal, the situation in Ethiopia is quite similar. 5. Treatment of Somali refugees in Ethiopia As mentioned earlier in the essay, Ethiopia is the country, where the second highest proportion of Somali refugees resides. An estimate of 280, 000 refugees have fled to Ethiopia since the beginning of the conflict in Somalia more than two decades ago. They have been accommodated in eight camps along the Ethio-Somali border (UNHCR, 2011). Similarly to the case in Kenya, the refugees are denied access to education and work opportunities, as well as free movement and access to healthcare. According to Markos (2011), the main reasons for the unlawful treatment of the Somali refugees in Ethiopia generate from the gap between national legislation and international legal standards, related to the status of the refugees. Despite the fact that Ethiopia has ratified key international refugee instruments such as the 1951 Convention, the 1967 Protocol and the 1969 OAU Convention, the treatment of the Somali refugees on the territory of the country is a signifier that constraints to the implemen tation of their provision on national level are ostensible. Understandably, the Ethiopian authorities are trying to protect their scarce national resources and infrastructure, which explains why their tolerance to the refugee influx is not high (Waldron & Hasci, 1994). From the perspective of the international community however, this does not ameliorate the fact that many Somalis face grieve human rights violations in the camps on the territory of Ethiopia. Some of the key provisions of the 1951 Convention have been violated such as the right of freedom, the right to choose their place of residence, the right to move freely within the country, as well as the access to elementary and religious education. In sum, although the situation with the treatment of the refugees in Ethiopia is not so grieve as the one in Kenya, Somali refugees in Ethiopia still face deprivations and human right violations. This is due to the scarce resources in the country, as well as the gaps in national legislation, which do not allow the direct implementation of key provisions of international law, related to the status of the refugees. Based on the above observations on the treatment of the refugees in these two countries, a brief set of recommendations will be provided in the following section. 6. Recommendations This section will provide a brief set of recommendations for policy reform and action for the improvement of the treatment of Somali refugees in Kenya and Ethiopia. The recommendations have been divided in four groups – general recommendations, recommendations for Kenya, recommendations for Ethiopia, and recommendations for the international community.6.1 General recommendationsThe previous sections have shown that without clear definition on persecution and the responsibilities of the host countries, it would be impossible to provide shield of refugees and displaced people under international law. Therefore, a revision of the legal provisions related with the refugees is necessary. In the near future however, a revision of existing refugee legislation might be a cumbersome and formidable process, because it would involve redrafting existing legislation, its ratification and its incorporation into host countries’ judiciary system. In addition, it is not clear how this would help overcome other challenges, related to refugee protection, such as the ones mentioned by Landgren (1998) – agents of persecution; the notion of political offence in extradition treaties; the criminalization of illegal departure; and the precipitation of repatriation. Despite the fact that the principle of non-refoulment remains one of the strongest refugee rights, and despite the presence of â€Å"minimum rights clauses†for the treatment of refugees in the 1951 Convention, their enforcement in countries, where poverty and political instability are persistent, remains a challenge. As a result, existing legislation needs to be revised in order to meet the new security threats, raised by globalization and the incapacity of many states to protect their own civilian populations. At present, the definition of the term refugee is problematic because it does not provide a clear direction of what responsibilities the host countries need to have. Therefore a revision of the definition, as well as existing legislation is necessary. As a result, the responsibilities of the host countries-signatories to the refugee instruments should be legally binding.6.2 Recommendations for KenyaThe most important recommendation for the Kenyan authority is to open the border control camp which would facilitate the registration of the refugees, and the access of the newly arrived to healthcare, food and clean water. At present Kenyan authorities are concerned that if the border is open, this might provide access to Kenya of the militant members of Al-Shabaab, which is a major security threat for the civilian population (Daily Mail, 2011). However, a stronger border control and the allocation of additional police and military units, which would perform thorough checks on those wishing to cross the border, is a possible solution. The most important recommendation for the Kenyan government in order to improve the situation with the refugees is to ensure that the security forces do not violate the principle of non-refoulement. This can take place if more international observers are allowed in the camps and on the Somali-Kenyan border.6.3 Recommendations for EthiopiaIn Ethiopia, the revision of national legislation is crucial for the implementation of the international provisions, related with the rights of the refugees. In a country with feeble political and judiciary institutions, the process will be cumbersome, but legal revision is necessary in order to provide refugees and asylum-seekers protection.6.4 Recommendations for the international communityAs far as the actions of the international organisations, regional organisations and the donor countries are concerned, they need to be related with raising awareness of the situation, and stronger measures related to monitoring and accountability of the actions of the security forces on the territory of both countries. This means that institutions such as the UNHCR, and regional organisations such as OAU and ACHPR (African Commission on Human and Peoples’ Rights) need to play a more proactive role in liaising with local governments and observing the situation in countries like Kenya and Ethiopia. This can be implemented using two channels – a liaison with government agencies, and regular reports, provided by non-governmental organizations on the situation within the camps. It is important that efforts for the protection of the refugees are made on all four of the above levels. Only the vertical harmonization of actions between national authorities and the international community, wrapped in an appropriate legal framework, can eventually lead to the creation of a safer environment for the Somali refugees, and the determination of their international status in the global era. Conclusion This paper has shown that despite the efforts of the international community, there are problems, related with the treatment of Somali refugees in Kenya and Ethiopia. The lack of commitment of the host countries, and the lack of coordination between national governments and international organisations have perpetuated the crisis. In order to fulfil its commitments for democratization and political stability on the African continent, the international community needs to revise key legal provisions relating to the status of the refugees, and to ensure that there are no constraints for their implementation on national level. In addition, the international status of the refugees needs to be determined, in order to give them legitimacy and protection in a global world. Bibliography Amnesty International (2010) â€Å"From life without peace to peace without life. The treatment of Somali Refugees and Asylum-seekers in Kenya†, 8 December, Index: AFR 32/015/2010, Available at: http://www.amnesty.org/en/library/asset/AFR32/015/2010/en/1eb8bd34-2a5c-4aa4-8814-83e0e8df8ebf/afr320152010en.pdf Retrieved: 12.02.2012 Daily Mail (2011) â€Å"Somalian militants vow revenge suicide attacks after Kenyan army crosses border following kidnappings†, updated 17 October, 2011 Available at: http://www.dailymail.co.uk/news/article-2050240/Somalian-militant-group-Al-Shabab-threatens-Kenya-suicide-attacks.html Retrieved: 15.04.2012 Forsythe, D. (2006) Human Rights in International Relations, Cambridge: Cambridge University Press Gibney, M.J. (2005) The Ethics and Politics of Asylum. Liberal Democracy and the Response to Refugees, Cambridge: Cambridge University Press OAU (1969) Convention Governing the Specific Aspects of Refugee Problems in Africa, Available at: http://www.africa-union.org/Official_documents/Treaties_%20Conventions_%20Protocols/Refugee_Convention.pdf Retrieved 12.02.2012 Marfleet, P. (2006) Refugees in a Global Era, Basingstoke: Macmillian Markos, K. (2011) The Treatment of Somali Refugees in Ethiopia under Ethiopian and International Law, International Journal of Refugee Law, Vol 9, Issue 3, p. 365-391. Landgren, K. (1998) â€Å"The Future of Refugee Protection: Four Challenges†Journal of Refugee Studies, Vol. 11, Issue 4, Pp. 416-432 Normand, R. & Zaidi, S. (2008) Human Rights at the UN: The Political History of Universal Justice, Indiana University Press UNHCR (1951) Convention Relating to the Status of the Refugees, Resolution 2198, Adopted by the United Nations General Assembly Available at: http://www.unhcr.org/3b66c2aa10.html Retrieved 12.02.2012 UNHCR (1967) Protocol Relating to the Status of the Refugees, Resolution 2198, Adopted by the United Nations General Assembly Available at: http://www.unhcr.org/3b66c2aa10.html Retrieved 12.02.2012 UNHCR, UN Refugee Agency (2011a) â€Å"Ethiopia. 2012 UNHCR country operations profile – Ethiopia†, Available at: http://www.unhcr.org/cgi-bin/texis/vtx/page?page=49e483986 Retrieved 12.02.2012 UNHCR, UN Refugee Agency (2011b) â€Å"Kenya. 2012 UNHCR country operations profile – Kenya†Available at: http://www.unhcr.org/cgibin/texis/vtx/page?page=49e483a16&submit=GO Retrieved 12.02.2012 UNHCR, UN Refugee Agency (2011c) â€Å"Somalia. 2012 UNHCR country operations profile – Somalia†Available at: http://www.unhcr.org/cgibin/texis/vtx/page?page=49e483ad6&submit=GO Retrieved 12.02.2012 UNHCR (2011d) â€Å"The International Protection of Refugees: Interpreting Article 1 of the 1951 Convention Relating to the Status of Refugees†, Available at: http://www.unhcr.org/refworld/pdfid/3b20a3914.pdf Retrieved 12.02.2012 Waldron, S., Hasci, N. (1994)â€Å"Somali refugees in the Horn of Africa: state of the art literature review†, Report No.3, Refugee Studies Programme, Queen Elisabeth House, Oxford: Oxford University Press, Zolberg, A., Zuhrke, A. & Aguayo, S. (1989) Escape from Violence. Conflict and Refugee Crisis in the Developing World. Oxford: Oxford University Press
Sunday, November 10, 2019
Multiplication and Addition
If students see that addition and altercation is similar because In multiplication you simply repeat the Dalton problem several times then they will have an easier time learning to multiply numbers. A way in which students can relate Dalton and multiplication Is by teaching them and having them work on grouping. By grouping the students will need to draw circles for the first number that Is being multiplied and starts Inside the circles for the second number that Is being multiplied.For example In the student will need to draw 3 circles and then the student will need to draw 5 stars inside each circle. This way the student will be able to see that they are simply adding 5 three times. The commutative property states that the order in which you add or multiply two numbers does not affect the result. (ABA=baa) For example 3*5=5*3=15. A way that this property is connected to thinking strategies is by grouping. The teacher may have the students first draw 3 bubbles and 5 stars inside eac h bubble and then have them count the stars for the total of 15 stars.Then the teacher can have the students draw 5 bubbles and put 3 stars inside each bubble ND once they have done this the teacher can once again make the students count the stars and they will realize that it once again equaled 15 stars, signifying that the two ways came out with the same answer, teaching them the commutative property. The associative law states that when you add or multiply numbers, the grouping of the numbers does not affect the result ((ABA)c=a(BC). For example (2*6)3=2(6*3)=36. The associative property can be worked out by drawing it out and grouping together.For example for the (2*6)3=2(6*3) problem the students can draw 3 bubbles and raw 12 stars inside each bubble or draw out 2 bubbles and draw 18 stars inside each bubble, if the students count both of the different group of stars there will be 36 stars in each picture, therefore showing the students that the order In which the numbers are m ultiplied does not affect the outcome. The distributive law states that multiplying a number by a group of numbers added together Is the same as doing each multiplication separately. When the distributive property Is used you distribute a number to get the same answer. (b + c) = ABA + AC and (b + c)a = baa + ca) For example 2(3+4)= With the deliberate property the students can connect It to a thinking strategy Is by skip counting. For example In the problem 2(3+4) the students can either break the problem apart and do It separately or do It together, they can skip count by as 3 times and then by as 4 times and add the numbers or skip count by as 7 times, both will equal 14. One conceptual error that may be associated with addition and multiplication Is that students may rush themselves ND not look at the sign if it is addition or multiplication.One way to help the worksheet using highlighters. Once the worksheet is handed out to the students the teacher can ask the students to take out their highlighters and when they are working out each problem they must first highlight the sign, whether it is addition or multiplication, this way they will take their time and look at the sign to correctly answer the problem. A second misconception associated with multiplication is that the students may not correctly work out the distributive law.In a problem such as (2+4) they may forget that they must distribute the 3 to each number and instead do 3*2+4. A way to help the students not commit this error is to first hand them out a worksheet that they only need to write the next step they will take, such as 3(2+4)=3*2+3*4. A second way to help the students not commit this error is to have them draw an error from the number three to the number to and a second arrow from the number three to the number 4 for each problem, this way the students will remember that they must multiply the first number to each number inside the parenthesis first.
Thursday, November 7, 2019
Phrasal Verb Overview and Resources
Phrasal Verb Overview and Resources Phrasal verbs are verbs that are made up of two or more words. For example: Turn onLook forward to turn on - He turned on the TV.look forward to - I look forward to meeting you. Why are Phrasal Verbs Important? If you are unfamiliar with phrasal verbs, this guide to what are phrasal verbs explains everything. Phrasal verbs are used in everyday English by native English speakers to express a wide range of ideas. Unfortunately, phrasal verbs are often ignored because students focus on only the verb. Its important to take notice of the attached prepositions to phrasal verbs when learning new vocabulary. Phrasal verbs can be literal or figurative in meaning. For example, the phrasal verb get into can mean enter - He got in the car - or figuratively accept - He got into Harvard. Phrase verbs are made up of a verb, plus one or more particles. make up - I made up the story.get over - She got over her illness.put in - I put in three hours on the project. In two-word phrasal verbs, the particle is a preposition. In three or more word phrasal verbs the last particle is generally a preposition. look forward to - She looks forward to going on vacation.get ready for - Im getting ready for a competition.get on with - Lets get on with this job. There are four types of phrasal verbs. Phrasal verbs can be separable or inseparable and they can take an object or not. Phrasal Verb Reference Materials There are so many phrasal verbs. The Cambridge Phrasal Verb dictionary is 432 pages long! Luckily, not all of these phrasal verbs need to be committed to memory. Phrasal verbs with to get are some of the most common phrasal verbs. There are also certain common prepositions used to build phrasal verbs: Departures and arrivals with off and onIncreasing and decreasing with up and down Learning Phrasal Verbs in Context Phrasal verbs can also be learned in context by relating synonyms to the new phrasal verbs you learn. Here is a series of exercises that provides listening examples from which you match the phrasal verb to its definition or synonym. Build your phrasal verb vocabulary - 2 Phrasal Verb Quizzes Learning phrasal verbs also takes a lot of repetition. Quizzes provide some of the best practice. These quizzes provide feedback on phrasal verbs: Phrasal Verbs with BringPhrasal Verbs with LookPhrasal Verbs with PutPhrasal Verbs with TakePhrasal Verbs with TurnMixed Phrasal Verbs
Tuesday, November 5, 2019
That Is Not Always Necessary
That Is Not Always Necessary That Is Not Always Necessary That Is Not Always Necessary By Mark Nichol Try this: Go to a content Web site and click on an article, or open a Word document you’ve created, and search for the word that. This wallflower word is likely to appear with surprising frequency but it shouldn’t seem very surprising, because that has five distinct grammatical functions: 1. As a pronoun used directly in the form of a replacement for a noun: â€Å"That’s my ball.†â€Å"Where are you going after that?†2. As a pronoun used to introduce a relative clause: â€Å"The vase that I just bought is missing.†â€Å"I’ve gone every year that it’s been held.†3. As a conjunction: â€Å"She said that she’d be here.†â€Å"Be grateful that you got any at all.†4. As an adjective: â€Å"I’ve been to that restaurant.†â€Å"That friend of yours is no friend at all.†5. As an adverb: â€Å"The joke was not that funny.†â€Å"I’ve never been that far.†It also appears in expressive phrases â€Å"at that,†â€Å"and all that†and in certain affected statements that often call for exclamation points: â€Å"Oh, would that you were here!†â€Å"That I should be subject to such ridicule!†It’s such a ubiquitous word, it might relieve you to know it’s often optional. As a matter of fact, I managed to avoid using it twice each in the initial paragraph and in this one (though I couldn’t easily get around using it once other than in the sample sentences and phrases in the previous paragraph; â€Å"often calling for†would be an awkward substitution). How’d I do that? Notice, in usages no. two and no. three above, you can write each of the sample sentences without that (and notice I omitted the word as a conjunction both in the sentence previous to this one and in this parenthesis itself). Just because that is often optional doesn’t mean you have to omit it, but sentences often flow more smoothly without it. Take these two examples: â€Å"The water district informed its customers that summer that they would have to endure no mandatory water restrictions.†Because the sentence has an adjectival (essential) that, you might as well delete the second, conjunctive one: â€Å"The water district informed its customers that summer they would have to endure no mandatory water restrictions.†â€Å"I wouldn’t say that that’s the best way to go about it.†When sentence construction calls for two consecutive uses (no. 3 and no. 2 respectively), delete the optional one: â€Å"I wouldn’t say that’s the best way to go about it.†For uses 1, 4, and 5, that isn’t optional as the sentences are written, but you can often write around it: â€Å"That’s my ball†could be written â€Å"You have my ball.†â€Å"Where are you going after that?†could be written â€Å"Where are you going after you drop the mail off?†â€Å"I’ve been to that restaurant†could be written â€Å"I’ve been to this restaurant.†â€Å"That friend of yours is no friend at all†could be written â€Å"Your friend is no friend at all.†â€Å"The joke was not that funny†could be written â€Å"The joke was not very funny.†â€Å"I’ve never been that far†could be written â€Å"I’ve never been there.†The point is not to eradicate that, but to notice when it’s overused and to know how to apply solutions. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?Excited ABOUT, not "for" 48 Writing Prompts for Middle School Kids
Sunday, November 3, 2019
Epidemiologists Analyzing Disease Frequency Essay
Epidemiologists Analyzing Disease Frequency - Essay Example Measures: Attributable proportion among total population is the appropriate measure. In the present scenario, freshman students who gained weight in a period of one year are calculated from total freshman college students. Total number of college student is the denominator. Measures: The cumulative incidence is a measure of occurrence of new cases of the disease of interest in the population. It is the proportion of individuals who, on an average, will contract the disease of interest over a specified period of time. The estimated risk (R) is a proportion between the new cases and the persons at risk. The numerator is the number of newly affected persons (A), called cases by epidemiologist, and the denominator is the size (N) of the unaffected population. R= New cases (A)/Persons at risk (N) Prevalence indicates the number of existing case of the disease of interest within a population. Specifically, the point prevalence (P) refers to the proportion of a population that has the disease of interest at a particular time, for example, on a given day. This value is estimated by dividing the number of existing affected individuals or cases (C), by the number of persons in the population (N). Prevalence (P) = Cases(C) / Number of people (P) Measures: Relative risk (RR) is the ratio of the incidence of the disease or death among those exposed and the incidence among those who are not exposed. The term 'risk ratio' is also used to refer to relative risk. RR = incidence among exposed / incidence among unexposed. In this case, the incidence is 60/1000 among those exposed and 20/1000 among those who are unexposed. Therefore, the relative risk is 60/20 = 3. This indicates that risk of death among exposed group is 3 times than that of the unexposed group. The prevalence of a health condition is the existing number of cases of that condition in the population. State whether the factors listed below are likely to increase or decrease the prevalence of a
Friday, November 1, 2019
(just related to the details below) Essay Example | Topics and Well Written Essays - 1000 words
(just related to the details below) - Essay Example The resulting paralysis caused his gradual inability to move, forage and hunt. This, therefore, resulted to Chris’ death from starvation. He died in a converted bus that was used as a shelter in backcountry, near Lake Wentitika (Krakauer 218). Chris was born in El Segundo, California. His family settled in Annandale, Virginia in 1976. This was after his father got employed as an antenna specialist for the NASA. His mother was a secretary at Hughes Aitcraft. She later assisted her husband in a home-based consulting company that he had opened in Annandale. At school, Chris was unusually strong-willed. During his adolescence, he showed physical endurance and intense idealism. He was the team captain of the cross-country team. Chris used to urge his teammates to consider the running exercise as a spiritual exercise of running against darkness forces, all the hatred and evil in the world. Chris graduated from high school in 1986 in Fairfax, Virginia. After the graduation, he travel led he travelled throughout the country using his car. This was one of Chris’ major adventures. His academic success and middle class background acted as drivers for contempt of seeing the materialism nature of the society. In 1990, Chris graduate from college with a Bachelor’s degree in anthropology and history. ... Chris loved reading and most of the people he encountered described him as intelligent. He worked at a grain elevator in Arizona, California. Chris survived being washed away by floods. However, his car was washed out, which made him to dispose off his license plate. In 1991, Chris paddled a canoe in the remote stretches of River Colorado to the California Gulf. He crossed the border and travelled to Mexico, where he got lost in the many dead-end canals. Later, Chris was rescued by duck-hunters who took him to the sea, where he stayed for some time. This made him to take pride in surviving with less funds and gear. All his life, Chris wished for an Alaskan Odyssey, where he would live in the wilderness of the land of Alaskan, free from civilization. He hoped to find his real self while in the wilderness. He kept a journal that described his progress physically and spiritually as he faced forces of nature. In 1992, he was given a ride by Jim Gallien from Fairbanks to Stampede Trail. G allien showed concern for Chris, who showed little surviving the experience in the wilderness and had minimal supplies. He did not even have a compass. He tried to persuade him to defer the trip and offered to give him a drive to Anchorage to buy supplies and suitable equipment. McCandless, however, turned down offer. Gallien allowed Chris to wander off, believing that he would head back to the highway after being struck by hunger within a few days. This was the last time Chris was seen alive. In the wilderness, McCandless came across an abandoned bus that was parked near Denali National Park and was used as a hunting shelter. He started living in the bus, off the land. He had 4.5kg of rice, a semi-automatic rifle, 400 rounds of ammunitions, some camping
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