The 10 Most Important Dinosaurs of North America

Adaptation for Workplace Diversity A Report - 665 Words

Adaptation for Workplace Diversity: As todays organizations have become characterized with employers from diverse backgrounds, workplace diversity has become a common facet of todays working environment. Such diversity is basically due to the existence of a workforce with staffs from different ages, backgrounds, educational levels, genders, and professional experience. Managing this diversity can become a major challenge in some situations though a diverse workplace provides unique benefits. Actually, workplace diversity provides an opportunity for a great and differing corporate environment with varied perspectives and experiences to contribute to improved results of an organization. Diversity management has attracted huge debates as both proponents and opponents provide many reasons for their positions. Adaptation of diversity in the workplace is critical for reversing discrimination, language and cultural barriers, and lessening costs. Consequently, it enables these employees to m aximize their potential that result in an improved corporate image and enhanced product and service ideas. There is a great need for huge adaptation of younger workers, the older worker, the disabled, the recent immigrant, and the gay/lesbian worker because of increased globalization across the world. The increase in globalization has in turn contributed to the need for more interaction among individuals from varied cultures, beliefs, and backgrounds than the previous years (Green et. al.,Show MoreRelatedThe Understanding Of An Individual Culture Background1334 Words   |  6 Pageslanguages, and who have different culture context. Know their sensitivity and habits. We all have different thinking patterns. All cultures have different mindset, like overcoming cultural barriers, but we have to leverage ourselves to cultural diversity. 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Ict in Teacher Education Free Essays

ICT in Teacher Education Dr. R. Sivakumar Assistant Professor Department of Education Annamalai University Annamalai Nagar – 608002. We will write a custom essay sample on Ict in Teacher Education or any similar topic only for you Order Now Abstract Information and Communication Technologies has a great potential to contribute positively towards knowledge dissemination, effective learning and the development of more efficient education service. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in today’s teacher education programs. The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes. ICT enabled education will ultimately lead to the democratization of education. Introduction Teacher is considered to be the architect of the nation. One can realize how important education is which makes one a teacher. Teacher education is looked after by a systematic operation of various agencies involved in it. Various education commissions and a number of expert committee have discussed the aims of teacher education in India. One of the main reasons is the inadequate academic, professional and pedagogic preparation and insufficient level of knowledge and the skills of the faculty. Besides this, traditional versus modern methods of teaching, outdated knowledge and information and lack of skills, teachers attitude, aptitude and authenticity of their sources of knowledge are some of the other core issues. Owing to knowledge explosion and tremendously fast changing ICT, the teachers sometimes find it rather difficult to cope with the new intellectual challenges being thrown up by the changed global and local context. Therefore, they need to acquire new knowledge, and reliable and authentic information. In present scenario, teachers need to help their students in: how to learn, how to grow in future, how to develop study skills, how to conduct fundamental research, how to examine, evaluate and assess information This is necessary if the teachers really want to survive in the ICT world of education. A teacher plays a significant role not only in class teaching learning situation but in social engineering too. Society gives a respectable place to teachers who are really perspective empowered. This empowerment is not at in terms of physical perspective. It is in academic, intellectual, social, and national perspectives. ICT in Education Information and Communication Technologies has a great potential to contribute positively towards knowledge dissemination, effective learning and the development of more efficient education service. Information and Communication Technologies are becoming increasingly pervasive in reaching schools. It is essential that teachers and teacher-educators have a thorough working knowledge of these media and their influence on the performance and engagement of their students. ICT includes, but is not limited to, personal computers, laptops, printers, LCD projectors, palm devices, iPods, fax machines, cell phones, Internet, Intranet and Web-Based Education that offers accessibility, flexibility and innovativeness in teaching and learning. Teachers have ability to use digital technology, communication tools, and networks appropriately to solve information problems in order to function in an information and knowledge society. This encompasses three areas of ICT literacy, namely cognitive, technical, and social. ICT integrated teacher education is more important to Indian education system that is committed to maintain global partnership as well as leadership in knowledge-based society. ICT in education are not only new tools bringing evolution and changes. They raise new fundamental paradigms, new fundamental concepts, which change profoundly our societies, which change knowledge and access to knowledge. The digital natives will bring this new context, whatever the schools do or not. This is a new challenge for schools and for teachers. Digital natives are not only new pupils, a kind of new step in the humankind; they are the main actors of the new digital society, the new citizens of the knowledge society. Learning and teaching in the digital society. It should be no surprise that teachers who, like other professionals, are expected to be lifelong learners, must also meet the challenges of digital and mobile technologies. It is not simply a matter of mastering new technology; since the entire traditional paradigm has been up-ended, they must re-examine their profession and redefine their role of the teachers in the learning process. Understanding and mastering technology is the starting point of a process of creating a new school. ICT in Teacher Education Information and Communication Technology (ICT) have the potential of educational challenges. In teacher education, student-teachers acquire appropriate knowledge, skills and competences on how to integrate technology in education. The knowledge and competences are how to use ICT in teaching and learning has gained enormous importance in today’s teacher education programs. This is because student-teachers’ adoption of ICT use in the classroom has strong positive correlation with the pedagogical training rather than technical skills a particular ICT-related teacher education program or course must seek to promote the following aspects of knowledge so as to help students-teachers know how to use technology in the teaching and learning processes: * Knowledge of problems or situations that can be solved by technology. * Knowledge of the kind of technology that can solve this kind of problem. * Knowledge of how the technology can solve a specified problem. This kind of knowledge is known as Technological Pedagogical Content Knowledge (TPCK). It is important that student-teachers are trained on how to use ICT in delivering of education to make learning more meaningful for using Education Technologies to support instruction. Student-teachers should be introduced to TPCK concept and should work in an environment that promotes this understanding for effective integration of technology in their future teaching. ICT courses in teacher education must also strive to develop a sound understanding of the learning theories and ways how ICT can be used to enhance teaching and learning. It is expected that ICT courses in teacher education should make student-teachers appreciate that the choice of any particular technology should be grounded not only on specific learning theory but also on pedagogical needs and the context. This ICT course must promote among student-teachers the knowledge and competences related to the application of ICT to promote teaching and learning process. Using ICT in education includes: * the use of ICT as object of study: which refers to learning about ICT which enables student-teachers to use ICT in their daily life. the use of ICT as aspect of a discipline or profession: meaning that ICT is used for development of ICT skills for professional or vocational purposes. * ICT as medium for teaching and learning which focuses on the use of ICT for the enhancement of the teaching and learning process. To effectively use the new information and communication technologies (ICTs) to improve learning, the following essential conditions must be met: * Students and teachers must have sufficient access to digital technologies and the Internet in their classrooms, schools, and teacher education institutions. High quality, meaningful, and culturally responsive digital content must be available for teachers and learners. * Teachers must have the knowledge and skills to use the new digital tools and resources to help all students achieve high academic standards. Teacher education institutions are faced with the challenge of preparing a new generation of teachers to effectively use the new learning tools in their teaching practices. For many teacher education programmes, this daunting task requires the acquisition of new resources, expertise and careful planning. In approaching this task it is helpful to understand: * the impact of technology on global society and the implications for education, * the extensive knowledge that has been generated about how people learn and what this means for creating more effective and engaging student- centred learning environments, * the stages of teacher development and the levels of adoption of ICTs by teachers, * the critical importance of context, culture, leadership and vision, lifelong learning, and the change process in planning for the integration of technology into teacher education, * the ICT competencies required of teachers related to content, pedagogy, technical issues, social issues, collaboration, and networking, * the importance of developing standards to guide implementation of ICTs in teacher education, * the essential conditions for successful integration of ICTs into teacher education, * important strategies to consider in planning for the infusion of ICTs in teacher education and managin g the change process. Integrating ICT into teaching The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. To achieve these objectives, teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool. ICT enhancing teaching and learning process Introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology. The use of ICT will not only enhance learning environments but also prepare next generation for future lives and careers. The integration of ICT into teaching and learning processes contributes to increase the interaction and reception of information. Such possibilities suggest changes in the communication models and the teaching and learning methods used by teachers, giving way to new scenario which favours both individual and collaborative learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools. The influence of the technology on supporting how students learn will continue to increase. In the past, the conventional process of teaching has revolved around teachers planning and leading students through a series of instructional sequences to achieve a desired learning outcome. Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centred settings and by enabling learning to be related to context and to practice. Use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes, the more pronounced the impact of this will become. Teachers generate meaningful and engaging learning experiences for their students, strategically using ICT to enhance learning. ICT enhancing the quality of education ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to improve the quality of learning. In concert with geographical flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with special needs. Students are starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With the help of ICT, students can now browse through e-books, sample examination papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments. Wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new international educational markets. As well as learning at any time, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 24Ãâ€"7 teaching and learning. Choosing how much time will be used within the 24Ãâ€"7 envelope and what periods of time are challenges that will face the educators of the future. Thus, ICT enabled education will ultimately lead to the democratization of education. Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide. Uses of ICT in language arts How ICT improves the teaching/learning of language or how to improve language teaching through intelligent and informed use of technology * Searching and using Internet resources for language materials and lessons * Searching literature-based, creative writing, problem-solving Internet projects with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning. * Constructing technology-enhanced lessons or lesson plans within a language art curriculum Uses of ICT in science * How ICT improves the teaching/learning of science or how to improve science teaching through intelligent and informed use of technology * Searching and using Internet resources for science materials and lessons * Science education on the Internet Use of computers software and calculators for science teaching * Use of computer to simulate scientific phenomena and use of graphic calculators to collect and analyse data * Constructing technology-enhanced lessons or lesson plans within a science curriculum Uses of ICT in mathematics * How ICT improves the teaching/learning of mathematics or how to improve mathematics teaching through intelligent and informed use of technology * Searching and using Internet resources for mathematics materials and lessons * Use of computer software and ca lculators for mathematics teaching * Use of computers and graphic calculators to collect and analyse data and to build and test mathematical models of the real-world * Constructing technology-enhanced lessons or lesson plans within a mathematics curriculum Uses of ICT in social studies How ICT improves the teaching/learning of social studies or how to improve social studies teaching through intelligent and informed use of technology * Searching and using Internet resources for social studies materials and lessons * Searching problem-solving, enquiry and creative thinking materials with the option of using interpersonal exchanges, virtual gatherings, peer feedback or mentoring to support student learning * Constructing technology-enhanced lessons or lesson plans within a social studies art curriculum Conclusion The teacher education system empowered by ICT driven infrastructure can have a great opportunity to come up to the centre stage and ensure academic excellence, quality instruc tion and leadership in a knowledge-based society. ICT has revolutionized the entire concept of education. It is really a challenging task to strengthen ICT in teacher education because a large majority of the teacher education institutions are unequipped or under-equipped in the terms of digitized and high-tech infrastructure. References Ahmed, S. and Singh, M. (2010). Multimedia in Teacher Education Empowering Accessible, Flexible and innovative learning,  Shikshak – Shikha Shodh Patrika  Vol. (04) No (1) pp. 32-33. Flecknoe, M. (2002). â€Å"How can ICT help us to improve education†? Innovations in Education Teaching International, Vol. 39, No. 4, Pp; 271-280 Mishra, P. , Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Montgomerie, C. , Irvine, V. (2001). Computer skill requirements for new and existing teachers: Implications for policy and practice. Journal of Teaching Learning, 1(1), 43-55. Moore, M. amp; Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA: Wadsworth. Paliwal A. K. (2006). Faculty development in teacher education perceptions and changing context, sovinier 7th National conference MATE pp 10-11. Takwal, R. (2003) Problems and Issues faced by Indian Education system UGC Golden Jubilee Lecture serie s. pp. 5. Venna S. K (2010) Teacher Education some qualitative consideration,  Shikshak – Shikha Shodh Patrika  vol (04) NO (1) pp. 10. Yusuf, M. O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal Vol. 6 No. (3), Pp; 316-321. How to cite Ict in Teacher Education, Papers

Social Preferences or Sacred Values †Free Samples to Students

Question: Discuss about the Social Preferences or Sacred Values. Answer: Introduction: This news article discusses whether positive discrimination should be allowed in the workplace. Particularly female firefighters in Australia have stated that they are not in favor of positive discrimination in the workplace. Rachel Cowling, an experienced firefighter is afraid that the new recruitment procedure as introduced by the Metropolitan Fire Brigade would not involve the stringent physical training firefighters are require to go through to combat difficult situations. She fears that for the purpose of promoting gender diversity the fire brigade would make the recruitment fast paced. However the MFB denied the claims of Cowling and argued that they had been encountering claims of positive discrimination as put forward by the unions for decades(Barrow, 2015). The Fire brigade department has been warned that they are not compromise their standards for the purpose of propagating any underlying political agenda. However in reply the Jim Higgins, the CEO of the MFB has stated that they have not lowered the standards to make it favorable for the applicants to get recruited. The CEO further stated that the Fire Brigade puts every applicant equal opportunity and puts ever applicant through the same selection process to promote gender diversity in the workplace without compromising the standards. According to the philosophy of Utilitarianism it can be stated that the actions of individuals should aim to promote the greatest good for most number of people. Thus to determine whether actions of the Fire Brigade is in compliance with the theory of Utilitarianism it is important to assess whether it creates the greatest good for the most number of people. It can be analyzed that providing equal opportunity to all applicants prevents discrimination of any sort and thus creates the greatest good for the most number of people. According to the Deontological theory of KANT as opposed to the theory of Utilitarianism, it can be said that the actions of individuals should be based on what is morally good(Chen Schonger, 2017). It focuses on the duty or obligations to promote what is morally good. Thus by applying the deontological theory to this scenario it can be said that the act of promoting gender diversity is the moral duty in order to prevent gender discrimination(Zamir Medina, 2017) However, as opposed by Cowling the act of recruiting more female fire fighters without putting them through the intense and stringent training program just to promote gender diversity will compromise the skill and ability of the fire fighters. If these skills are not developed combating fire in difficult situations will become a challenge to fire fighters and the same is likely to adversely affect the lives of the fire fighters as well as the members of the society(Davey, 2018). It can be said that if female fire fighters are recruited more just to promote gender diversity without putting them through proper selection process as alleged by Cowling, it will create positive discrimination. It can be argued that one has the moral duty to prevent positive discrimination. Moreover jeopardizing the lives of the fire fighters and the people of the society at large can be considered to be unethical and immoral. Bibliography Barrow, R. (2015). Utilitarianism: A contemporary statement. Routledge. Chen, D. L., Schonger, M. (2017). Social preferences or sacred values? theory and evidence of deontological motivations. Davey, M. (2018, March 12). We dont want positive discrimination,' say female firefighters.the Guardian. Retrieved from https://www.theguardian.com/australia-news/2016/jan/29/we-dont-want-positive-discrimination-say-female-firefighter Zamir, E., Medina, B. (2017). Deontological Morality and Economic Analysis of Law.

Effect of Turkeys Integration into The EU on the Migration Policies

Introduction Turkey’s intent of joining the European Union has a long history. The country applied for Associate Membership in 1959, two years after the formation of the European Economic Community (EEC), which was the precedent of the European Union (EU) formation. The EEC formed an association agreement with Turkey three years later in 1963, which was known as the Ankara Agreement.Advertising We will write a custom essay sample on Effect of Turkey’s Integration into The EU on the Migration Policies specifically for you for only $16.05 $11/page Learn More Among the goals of the agreement was the formation of a customs union with the EEC before 1995, a step that would facilitate Turkey becoming a full member of the EU. However, there was no definite time set for the country to join the EU (Sulamaa Widgrà ©n 2). In 1996, the EU came to an agreement that Turkey would join the EU’s customs union. However, the agreement covers a limite d number of goods; it covers only industrial products and processed agricultural goods (Sulamaa Widgrà ©n 2). Up to date, the country is yet to become a full member of the EU. The intent of the country to join the EU has been very controversial and has elicited widespread debate among the EU member countries. Turkey’s migration Turkey’s migration policy is mainly influenced by several factors; in fact, Turkey has been traditionally known as a country of emigration. During the 1960s and 1970s, many Turkish nationals migrated to other western European countries such as West Germany. However, Turkey has recently become a transit country of other migrants into Europe. Most of the migrants are irregular and mainly come from the Central Asian countries such as Bangladesh, Afghanistan, Iraq, Iran, and Pakistan. The country is also a destination of most irregular immigrants from the former soviet countries (Kirisci, 2003). Germany has by far the largest number of Turkish imm igrants. However, after joining the EU the free migration of the Turks into other EU countries is expected to increase the number of Turkish immigrants in Germany to 3.5 million (Flam 15).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The illegal migration from the Caucasus (central Asia and Middle East countries) usually poses a security threat to the residents of both Turkey and the European Union. However, some parties believe that the number of illegal migrants from the Caucasus would reduce if Turkey were allowed into the European (Hug 15). This would mainly be because Turkey’s integration into the EU would have significant economic benefits to the country, thereby reducing the number of immigrants who illegally migrate to EU in search of better economic opportunities. The current adjusted per capita income in the EU is far much greater than that of Turkey. In fact, the PP P – adjusted per capita income of the EU – is more than three times than that of the EU. However, economic conditions of entry of the country into the EU will make it catch up with per capita of the EU, albeit after several years (Flam 12). Upon entry of Turkey into the EU, large-scale immigration from the country is expected to cause several problems in the other EU countries. The EU-15 is of concerned by the possibility that the immigrants will lead to the reduction of wages, increase unemployment and cause social and political tensions in the EU. This will at the same time, lead to an increase in wage level in Turkey, greatly benefiting the residents (Lejour, de Mooij Capel 11). However, the effect of the large-scale immigration from Turkey is not expected to have significant impact upon entry of the country into the EU. This is due to the fact that the EU member countries can restrict immigration of citizens of new member countries for a period of up to seven year s during the transition period. In fact, this transition restriction has been applied to other countries that have joined the EU recently with notable examples being Greece, Portugal, and Spain (Flam 13). Similar restrictions are expected to be imposed to the country upon entry into the EU to avoid destabilization of the EU and to help the EU and Turkey in adapting to the conditions. Turkey’s Migration policies Turkey is a country that has among the most conservative policies to regulate settlement of foreigners and asylum seekers in the country. Turkey’s Law of settlement passed in 1934 was used by the country to cater for the large number of expulsions of Turks into other countries.Advertising We will write a custom essay sample on Effect of Turkey’s Integration into The EU on the Migration Policies specifically for you for only $16.05 $11/page Learn More The law facilitated the settlement of people of Turkish background who were spread throughout the central Asia, Middle East, Nazi Germany, and other parts of Europe from settling into the country. In addition, the law facilitated the accelerated citizenship of the people while offering Land or loan to the migrants. A large number of the beneficiaries of this law were Turks who were from Greece and Bulgaria (Tolay-Sargnon 6). During the Nazi Germany, a large number people who did not have Turkish origin were also given residency as they were fleeing from the persecutions by the Nazis. After the tragic effects of Europe during this period, Turkey adopted the Geneva Convention regarding the status of refugees in 1951. The Convention indicated that refugees will only be accepted temporarily and would have to come from European countries. By signing the convention, Turkey added â€Å"refugees† into the legal category of migrants. However, with time, the category has included other people due to the development in the world and the increase in the number o f people who are moving from one country to another. These include tourists, international students, and temporary migrant workers (Tolay-Sargnon 7). Turkey now copes with large numbers of migrants of non-Turkish origin whose classification is difficult to make. Most of these migrants are seeking asylum but do not come from Europe, hence cannot befit from being given the refugee status according to the Geneva Convention. Most of the migrants usually use Turkey a transit point into other European countries, as entry into the country – legally or illegally – is easier compared to the other European countries. However, upon entry into the country, these people find it difficult to enter the European countries. Most of these migrants are petty traders from the former Soviet countries and are considered illegal by the Turkish authorities (Tolay-Sargnon 8s). The survival of this migrant group is usually left to themselves, the local Turkish population, and many other NGOs wh o offer services to the migrants. This usually exposes the migrants to abuses and makes most of them to live under very difficult conditions. However, lack of funds for administration of the migrants makes it difficult for the government to arrest, detain, or deport the migrants.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This has mainly facilitated inclusion of clauses such as â€Å"temporary guests† in the immigration policy of the country to facilitate settlement of certain groups of people without making legislature changes (Tolay-Sargnon 9). This has made the country not to have any immigration crisis. However, the large number of illegal immigrant in the country poses problems in the EU-Turkey relations. EU view Turkey’s immigration policy of non-regulation negatively as it creates uncontrollable illegal immigration and human trafficking. Turkey’s immigration policy is generally different from that of the EU, which seeks to control people who are entering the EU (Tolay-Sargnon 11). The EU is concerned about the immigration policies of Turkey due to several reasons. There has generally been a migrant influx into Turkey. Turkey had to provide shelter to the Iraqi civilians who have fled during the multiple crises, which have happened in the country. Another reason that has le d to the interest of the EU in the immigration policies of the country is due to the increase in the number of illegal immigrants into the EU, most of who are from Turkey or use the country as their transit location into the EU. The illegal immigrants pose different problems to the EU and thus making it to take measures to address the problems of the immigration policies of Turkey as its integration into the EU is bound to cause different (Tolay-Sargnon 12). The EU mainly uses criticism of the immigration policies and practices. However, after the recognition of Turkey as a viable candidate for integration into the EU, the EU has used more active and technical cooperation to help in solving the immigration issues which the country faces (Tolay-Sargnon 13). The major aim of the cooperation is to help in the harmonization of the immigration policies of the country with that of the EU, pending integration into the union. Most of the changes that require technical and administrative cha nges have already been implemented by the country. However, not all the changes have been effected as some of the changes go against the traditional roles of the country as a sovereign state. According to Turkey’s National Program for the Acquisition of the Acquis (NPAA) of 2001 and 2003, the government put upon itself an obligation to undertake a wide range of policy reforms on the management of its borders. The policy changes would overhaul the asylum, immigration and visa policies to ensure that they are harmonized with those of the EU. Through the NPAA, Turkey promised to lift the limitation of entry of migrants into the country. However, Turkey requires that the EU should share the burden (material) of implementation of the policy and protect the country from mass influx of refugees into the country (Kirisci 3). In this case, year 2012 was proposed as the deadline for putting up necessary infrastructure to facilitate the changes before the initiation of the legislative p rocess. This has facilitated the introduction of several measures to improve Turkey’s asylum policy. However, the reforms undertaken by the country have not been able to form an administrative and legal capacity to handle people from outside Europe who may seek asylum in the country. This has resulted in a deadlock between the EU and Turkey on the issue of asylum (Kirisci 3). Due to the fact that most of the illegal immigrants into Europe use Turkey as a transit route, the EU has proposed that upon integration of the country into the EU, any illegal immigrant should be deported back to Turkey. Turkey would then have to deport the immigrants to their home countries. Turkey has vehemently objected to this idea, resulting into major disagreements between the EU and Turkey (Kirisci 4). Moreover, Turkey has introduced several legislative and administrative measures to help in the combat of the illegal transit migration and human trafficking. The visa policies of Turkey have also d rawn wide criticism from the EU due to their flexibility and falling short of the EU standards. The visa policies provide a category of immigrants from certain countries whose residents can stay in the country for a predetermined period, usually three moths, without having to obtain a visa. The policy also specifies certain countries whose nationals must first obtain visas prior to entering the country. However, the practice which has attracted widespread criticism by the EU member countries is the Turkey’s practice of issuing Visas at the frontier in return for a fee which varies from country to country, a practice known as â€Å"sticker visa† (Kirisci 5). Conclusion Harmonization of the immigration policies with that of the EU has been faced with so much resistance by Turkey. This is mainly due to the fact that the citizens or the parliament is not involved in the harmonization of the policies. Instead, the process involves mainly officials from the Ministry of Forei gn Affairs, the Ministry of the Interior, the military and the police (Kirisci 6). These officials report directly to the prime minister, thus showing that the government regards the integration into the EU very highly (Alessandri 8) In addition the resistance is due to the burden sharing of the harmonization of the immigration policies with EU. Due to strategic location of the country, integration of the immigration policies with those of the EU makes the country at risk of becoming a buffer zone or a dumping ground of the asylum seekers and refugees who the EU does not want (Kirisci 7). Works Cited Alessandri, Emiliano. The New Turkish Foreign Policy and the Future of Turkey-EU Relations. Rome: Instituto Affari Internazionali. 2010. 18 February 2011. http://www.iai.it/pdf/DocIAI/iai1003.pdf. Flam, Harry. â€Å"Turkey and the EU: Politics of Economics and Accession.† CESifo working paper no. 893. 2003. 18 February 2011. http://www.cesifo-group.de/portal/page/portal/DocBase_C ontent/WP/WP-CESifo_Working_Papers/wp-cesifo-2003/wp-cesifo-2003-03/cesifo_wp893.pdf. Hug, Adam. Turkey in Europe: The economic case for Turkish membership of the European Union. London: The Foreign Policy Centre. 2008. 18 February 2011. http://fpc.org.uk/fsblob/991.pdf. Kirisci, Kemal. Harmonisation of migration policies and Turkey’s security challenges. Istanbul: Centre for Economics and Foreign Policy Studies. 2009. 18 February 2011. http://kms1.isn.ethz.ch/serviceengine/Files/ISN/103726/ipublicationdocument_singledocument/6e7e343a-87b0-4012-bf58-f4a3ea3cfbe7/en/EDAM+Discussion+Paper-Kirisci.pdf. Kirisci, Kemal. Turkey: A Transformation from Emigration to Immigration. Center for European Studies, Bogazià §i University. 2003. 18 February 2011. http://www.migrationinformation.org/Feature/display.cfm?ID=176. Lejour, A.M. et al. Assessing the economic implications of Turkish accession to the EU. The Hague: CPB Netherlands Bureau for Economic Policy Analysis. 2004. 18 February 2011. http://www.cpb.nl/sites/default/files/publicaties/download/assessing-economic-implications-turkish-accession-eu.pdf Sulamaa, Pekka Widgrà ©n, Mika. Turkish EU membership: a simulation study on economic effects. N.d. 18 February 2011. http://www.ecomod.org/files/papers/1608.doc Tolay-Sargnon, Juliette. â€Å"Turkey’s Immigration Policy: Can EU Norms Change Turkey’s Identity?† Paper presented at the annual meeting of the Midwest Political Science Association. Palmer House Hotel, Chicago, IL, Apr 12, 2007. 18 February 2011. http://www.allacademic.com/meta/p197938_index.html. 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Self-imposed medical stresses Essays

Self-imposed medical stresses Essays Self-imposed medical stresses Paper Self-imposed medical stresses Paper Essay Topic: Medical In this paper, the focus will mainly be on the medical stresses experienced in flight that are self-imposed. The effects of drugs and alcohol on the ability to make decisions will also be discussed. Most pilots experience medical stresses during flight but the most surprising thing is that they could have avoided this complications. The reasons that one exposes him or herself to such situations differ depending on the individual but the end result is the same: putting lives in danger. The common mistake done by the pilots is taking on a very heavy workload and then using stimulants to help them cope. The body takes care of itself naturally but when placed in an environment where it cannot do this it becomes unable to function properly. To deal with this, pilots tend to use stimulants which are a short time remedy. This tends to very dangerous for them and their clients or co-workers yet it can be avoided. The other problem is that they self-diagnose, treat and prescribe for themselves medication that may not be appropriate for their working conditions. In the book â€Å"Basic Flight Physiology† (Reinhart R. O. 1996), the author discusses different scenarios that a pilot can find him or herself in that can affect the physiological balance causing malfunctions of the body and brain. In chapter 9 of the book, he starts with an example of Joe whose lack of sleep coupled with the use of coffee and cigarettes almost causes him to have an accident. He is impaired due to the overuse of the body beyond its normal capacity and hence the body rebels. He acknowledges that some conditions are caused by environmental factors but that some are man-made. It is important to note that the flight environment is different from the ground environment and hence medication that can be used safely while on the ground may have a different effect when used in a flight environment causing self-imposed medical stresses. These can be summed up in the acronym DEATH (Drugs Exhaustion Alcohol Tobacco and Hypoglycemia). Although there are other causes of stress like problematic relationships, these are the major ones. The effects of the use and presence of any of these factors depends on an individual and this leads to controversy over how much they affect the physiological wellbeing of a pilot.

The Gravedigger's Daughter Essay Example | Topics and Well Written Essays - 1000 words

The Gravedigger's Daughter - Essay Example That was a grim challenge to the former high school teacher, to assist the coffins to take a restful sleep. But for the daring daughter Rebecca, it was not the end of the road, but the beginning of the efforts to scale new heights in life, under the most trying circumstances the girl of her age could think of. Even while dealing the mounds of earth, her father had not lost the intellectual fire of the teaching fraternity. But by nature he was cruel, finding it extremely difficult to cope up with the destined circumstances. He cautioned his daughter about which Joyce Carol Oates writes, (2007, p.186)"You-you are born here. They will not hurt you." She was the only member of the family born in America and therefore, the lawful citizen of the country. She proved worthy of her heartfelt desire to be part of the American triumph. Leaving behind the grim situation of the family, she lived life in its trials, tribulations, duty and beauty to come to terms with her life. In every stage of li fe, at every time, she faced difficulties/tragedies that would shatter any individual. The path she chose to tread was not the rosy one; it was emotionally engaging and intellectually provocative. It was a fascinating mirror of humanity, and an individual, who was orphaned as a teenager, challenging to cross the ocean through a rudderless boat! Her past was her greatest liability to meet the challenges of the future. But she had no powers to undo it, but she was certainly not inclined to carry the ghosts, neither wanted societal pity nor the condemnation! Her past haunted her like the dark ghost. As she attained the status of a married woman and motherhood, recollection of her father’s prophetic words continued to knock at the portals of her mind. â€Å"In animal life the weak are quickly disposed of. So you must hide your weakness, Rebecca."(p.113) Childhood abuses on development of woman’s identity are intense, and that wound may be possible to hide, but it will nev er heal. The shadows of the past will follow such an individual and part of one’s memory zone will retain them permanently. A series of challenges had engulfed her life—the youngest child of an impoverished German Jewish immigrant family, --ill-tempered, imbalanced, violent father, mother suffering from mental disorders, two insensitive older brothers who showed callous disregard for her well-being and finally witness the murder of her mother and suicide of her father. Violence and alcoholism were the other negative traits of the family that Rebecca had to put up with. --with the cumulative effect of all these ‘calamities’ any one would turn cynical and think that the whole world is ignoble!—but not Rebecca! She tries to find her elusive peace, and reinvent her identity with her total commitment to her child’s wellbeing. She wants to keep the dark memories of her past a well-guarded secret. The end of one misery leads to another calamity and she literally jumps from the frying pan to the fire itself. Nature releases her sufferings in installments and her cup of sorrow is ever brimming without any letup. After escaping almost being killed by her father, she marries a beer salesman, Niles Tignor, who also turns out to be physically abusive. He nearly beats her to death; she escapes with her son Zacharias. She finds support with an old man Chet Gallagher, who recognizes her son’s latent musical genius. But the original question of her life, remains the original question—how to reconcile with the past, and whether reconciliation