Smu 1st Sem Assmnt Questions 2010

Fall 2010 Master of Business Administration- MBA Semester 1 MB0041 – Financial and Management Accounting – 4 Credits (Book ID :B1130) Assignment Set- 1 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions. Q. 1 Explain the Various accounting Concepts and Principles? Q. 2 Pass journal entries for the following transactions 1. Madan commenced business with cash Rs. 70000 2. Purchased goods on credit 14000 3. Withdrew for private use 3000 4. Goods purchased for cash 12000 5. Paid wages 5000 Q. 3 Explain the various types of errors disclosed by Trial Balance? [10 Marks] [10 Marks] 10 Marks] Q. 4 From the following balances extracted from Trial balance, prepare Trading Account. The closing stock at the end of the period is Rs. 56000 Particulars Stock on 1-1-2004 Returns inwards Returns outwards Purchases Debtors Creditors Carriage inwards Carriage outwards Import duty on materials received from abroad Clearing charges Rent of business shop Royalty paid t o extract materialsAmount in Rs. 70700 3000 3000 102000 56000 45000 5000 4000 6000 7000 12000 10000 10 Marks] Fall 2010 Fire insurance on stock Wages paid to workers Office salaries Cash discount Gas, electricity and water Sales 000 8000 10000 1000 4000 250000 Q. 5 Differentiate Financial Accounting and Management accounting? [10 Marks] Q. 6 Following is the Balance Sheet of M/s Srinivas Ltd. You are required to prepare a Fund Flow Statement Particulars Equity Share capital Profit & Loss 14,750 17,000 31,000 15,000 16,500 2006 50,000 2007 65,000 Particulars Cash balances Debtors Investment 25,000 5,000 27,000 nil 80,000 (7000) 2006 10,000 2007 13,000 [10 Marks] Trade Creditors 29,000 Mortgage 10,000 Fixed Assets 50,000 Less: Depreciation (5,250) Short term loans 15,000 Accrued expenses 8,000 7,500 Goodwill 5,000 nilStock Total 1, 26,750 1, 52,000 Total 37,000 1, 26,750 39,000 1, 52,000 Additional Information: 1. Depreciation provided is Rs. 1750. 2. Write off goodwill. 3. Dividend p aid Rs. 3500. Fall 2010 Master of Business Administration- MBA Semester 1 MB0041 – Financial and Management Accounting – 4 Credits (Book ID :B1130) Assignment Set- 2 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions. Q. 1 Explain the tools of Management accounting? Marks] Q. 2 Find the contribution and profit earned if the selling price per unit is Rs. 25, variable cost per unit Rs. 20 and fixed cost Rs. ,05,000 for the output of 80,000 units. [10 Marks] Q. 3 Explain the essential features of budgetary control? Marks] Q. 4 A large retail stores makes 25% of its sales for cash and the balance on 30 days net. Due to faulty collection practice, there have been losses from bad debts to the e xtent [10 [10 of 1 % of credit sales on average in the past.The experience of the store tells that normally 60 % of credit sales are collected in the month following the sale, 25% in the second following month and 14 % in the third following month. Sales in the preceding three months have been January 2007 Rs. 80,000, February Rs. ,00,000 and March Rs. 1,40,000. Sales for the next three months are estimated as April Rs. 1,50,000, May Rs. 1,10,000 and June Rs. 1,00,000. Prepare a schedule of projected cash collection. [10 Marks] Q. 5 A factory works on standard costing system. The standard estimates of material for the manufacture of 1000 units of a commodity are 400 kg at Rs. 2. 50 per kg. When 2000 units of a commodity are manufactured, it is found that 820 kgs of material is consumed at Rs. 2. 60 per kg. Calculate the material variance Marks] Q. 6 The Anchor Company Ltd produces most of its electrical parts in its own plant.The company is at present considering the feasibility of buying a part from an outside supplier for Rs. 4. 5 per part. If this were done, monthly costs would increase by Rs. 1,000 [10 Fall 2010 The part under consideration is manufactured in Department 1 along with numerous other parts. On account of discontinuing the production of this part, Department 1 would have somewhat reduced operations. The average monthly usage production of this part is 20,000 units. The costs of producing this part on per unit basis are as follows. Material Labour (half-hour) Fixed overheads Total costs Rs. 1. 80 2. 40 0. 80 5. 00 [10 Marks]

The meaning of beauty essay

I believe that beauty Is In the eye of the beholder. What one person would consider a flaw; another might think it an adorable quirk. Since no one is Identical, this means there's no true definition of beauty. It's all based on our perception. First of all, the way we perceive beauty Is affected largely by the media. Growing up In a heavily media Influenced culture; many people believe that being beautiful Is synonymous to being â€Å"hot†.In movies, the ugly† girl rarely ever â€Å"gets the guy'. The way television portrays beauty Is wrong, and hurtful, because It reinforces the Idea that to be beautiful, you must be attractive. Beauty Is more than Just skin deep. The word â€Å"beautiful† encompasses the mind and soul of a person, not Just their body and face. Regardless, people may argue that the meaning of beauty Is Ingrained In us biologically. What we find â€Å"naturally attractive† helps us define who an Ideal mate would be.But now that the arrival of our race doesn't depend on our reproduction, we can redefine the definition of beauty to suit our psychological needs. People have ruined their health and taken unnecessary risks, since they're willing to do whatever it takes to be â€Å"beautiful. † In conclusion, saying that beauty is in the eye of the beholder would embrace the fact that there are infinite definitions for this word. For this reason, I celebrate that beauty is more than what is merely on the outside.

Influence Of Cultural Differences On HRM Practices Research Paper

Influence Of Cultural Differences On HRM Practices - Research Paper Example In order to understand the implications of culture on HRM practices, it is important to learn how culture is perceived by stakeholders mainly labor in an organization and also how it manifests into organizational policies and procedures. According to Hofstede (2001), a culture is a social phenomenon which is learned, shared, trans-generational, symbolic, patterned and adaptive. Also, it is a multilayered phenomenon which is easy to observe but difficult to change in terms of its foundation. These layers of culture include artifacts, espoused beliefs and underlying assumptions (Schein, 2004). In addition to that, culture defines commonality existing in preferences of the workforce and their responsiveness towards organizational practices. Since it defines shared notions driving workforce, labor tends to discard any practice that is inconsistent with it or creates ambiguity. Furthermore, culture is a stable phenomenon which is difficult to change at least in the short-term. Hofstede (2 001) further asserts that five fundamental dimensions of management define how the behavior of human resource alters itself in different cultures. These dimensions include power distance between management and labor, uncertainty avoidance, individualism vs. collectivism, masculinity versus femininity and long-term versus short-term orientation. A careful analysis of these dimensions would illustrate the rationale behind differences among organizational practices prevailing in US and UAE. In extension to Hofstede’s work, Aycan et al. (2000) explain that a culture governing workforce of an organization comprises of internal traditions, the external environment surrounding the organization and socio-cultural norms existing in that particular social segment whereas this combination is known as a model of cultural fit. Organizations tend to follow HRM practices that conform to their internal model showing compliance with organizational objectives and traditions followed by the wor kforce.  

Compensation and Benefits Research Paper Example | Topics and Well Written Essays - 500 words

Compensation and Benefits - Research Paper Example Paychecks are based on the number of hours worked by the employee after deduction of applicable taxes. Salary ranges depend upon the position and place of work of the employee. The places where employees can work are global as Best Buy has hundreds of stores in North America, European Union and Asia (Best Buy 2011) Appendix 2 shows that in North America, Best Buy has 1099 stores in USA, 71 stores in Canada and 6 stores in Mexico. Best Buy mobile has 177 stores in USA and 10 stores in Canada. Pacific Sales has 35 stores in USA. Magnolia has 6 stores in USA and Future Shop has 146 stores in Canada. Similarly there are several stores in UK, Ireland, Spain, France, Germany, Netherlands, Portugal, Sweden, and Belgium in European Union. China has 166 stores. The quantum and size of stores give ample opportunities of employment for people all around the world (Best Buy 2011) The professional-development program provides learning opportunities through its award winning website â€Å"LearningLounge†. Appendix 3 shows that 93% of the retail employees benefited from it by spending more than one million hours participating in over 4.3 million courses and achieving 406,000 certifications. Similarly employees received nearly 10 million dollars in tuition reimbursement (Best Buy 2011) Programs for retirement, paid-time off and health care are developed based on the world wide places where employees are employed. Through enterprise-wise surveys, continuous efforts are made to improve the Employee Satisfaction Index (ESI) by way of taking measures based on suggestions given by the employees (Best Buy 2011) The inspired work place offers clear communication amongst the employees, vendors and stake holders complying with the requirements of law. The ethical standards and values are enforced throughout the company after clear communication. The website â€Å"Ethics at Best Buy† provides opportunities to customers, community members and employees to

Training Budget Essay Example | Topics and Well Written Essays - 1000 words

Training Budget - Essay Example The training will start by various preparations so that everything to be in order and will involve both the junior and senior employees in an attempt to nature the young lads towards the management positions and is destined to last for a period of three to four weeks with a view of extension in case the achievement will not have been met. The training will be conducted in venues where the company will deem fit and which is convenient for all staffs. The company will be liable for the transportation costs as from the work station to the training venue where any other travel expense the member pays for her/himself. Participants are estimated to be in the region of 100 members where each person is expected to be provided with an allowance per day so as to motivate the staffs. The company’s cost is also expected to increase as the members will have to be provided with breakfast and lunch. Training will be undertaken by hiring qualified personnel in the management sector in the presence of few feds agents and they will be compensated after the end of the training. The training will be conducted by use of various stationaries. The organization have to purchase for each staff the necessary materials to help them take the analysis in a better way. There would be also hiring of an extra person or acquiring a translator in cases of language barrier to ease communications (Valenti, 2003). Presentation by the trainer is to be done with PowerPoint to make it more clear and employing sound audio systems so that the training can be done in a more effective way. There will be a post-training costs and for the successful implementation of the gains derived from the training facility as without doing so, the training would be useless. Hence a special team will be constituted to oversee the entire process hence making the organizations to incur extra costs (Valenti, 2003). Preparation costs are very useful as it provides

The job industry Essay Example | Topics and Well Written Essays - 500 words

The job industry - Essay Example I see myself as a business executive.   In order to fulfill this long term goal, I must not only be aware of current technology, but current trends.   The economy is of great concern to me.   Many business executives failed today’s society with their bad decisions.   I do not want to be a future business executive that fails society with bad decisions.   In order to become the best I can be, I must be taught how to be a great, not good, but great business executive.   I believe that the decision to attend Cornell University School of Industrial and Labor Relations is a step in the right direction.   This is the best choice I could make, because Cornell University School of Industrial and Labor Relations is the best place to learn how to be a great business executive.  Another interest of mine is being a part of something productive.   Loans, the stock market, and other business are not as important to me as business that creates an actual product.   This pr oduct could range from a technology or something practical like energy.   Being a useful part of society and creating a product that is needed encompasses what I want to achieve.   Without attending the Cornell University School of Industrial and Labor Relations, I would not be able to achieve this dream.If I continue the path I am on without attending the Cornell University School of Industrial and Labor Relations, I will not be able to become a business executive.   I will be stuck in a dead end job that pays minimum wage with no benefits.

Great Depression Essay Example | Topics and Well Written Essays - 1250 words

Great Depression - Essay Example The citizens, on the other hand, cut down their expenditure. It then spread to the other parts of the world because of the relationships the US had with other countries. Both the poor and the rich countries felt the effects of the great depression. Cities were affected and mostly the ones which depended on heavy industry. Construction and farming were hit hard. The level of joblessness rose. Citizens blamed the president in power for the economic depression they were facing and were not willing to re-elect him back to power. This led to the election of President Roosevelt, a democrat, who applied some changes in the economy of America and adopted new policies. In the mid 1930s, some economies began to recover with some recovering after the end of the World War 2. This essay will look into the causes of the Great depression and the reasons it lasted so long. Causes of the Great Depression The economic depression happened because of a number of causes. The crash of the stock market is said to be the spark that ignited the fire of the economic depression. A number of scholars agree that it is the leading cause of the great depression. At the end of the market day on 24 October, the market had declined by 21 percent from the high. The market fell by several points in the first three quarters of the year. A selling panic occurred. By the year 1932, when the crash was completed, stocks had lost almost 90 percent of their value. The great depression could not be avoided despite the fact that the stock market recovered some of its losses (Walton 424). Another cause of the depression was the reduction in purchasing. After the fall in the stock market, people of both the upper and lower classes stopped purchasing items. This was due to the fear of probable future economic problems. No one was ready to risk his property. Resultantly, the production of items decreased leading to need of a smaller work force. Employees had to sack a number of their employees to reduce the w orkforce resulting in a rise in the number of the unemployed to a percentage of around twenty-five. The people who lost their jobs could not continue paying for the items they had bought hence led to repossession of their items (Walton 425). Another great cause of the depression was bank failures. Over nine thousand banks failed throughout the 1930s. This failure led a massive number of people losing their savings and rendering them broke. The few surviving banks were concerned with how they will be able to continue. They hence had to come up with new strategies on how they will continue without failing. One of the strategies was they are not extending loans. This lead to a worse situation than it was after savings got lost because of bank failures. People spent less since they had lost savings in the failed banks and the surviving banks were not ready to give them loans. Hence, the demand went down (Walton 429). Things got more difficult and businesses started failing. The American government thought that creating an American economic policy with Europe will save the situation but it did not. This policy was called the Smoot-Hawley Tariff and was created in the 1930. Its aim was to help protect the American companies. The policy increased the import tax charge. This increase in the import tax led to less trade between America and foreign countries. Countries found it expensive to trade with America after the increase in the i

'Regional inequalities in income and opportunity are developing in Essay

'Regional inequalities in income and opportunity are developing in such a way that the gap emerging between rich and poor regions could threaten Russia's integr - Essay Example Regional inequalities in income and opportunity refer to inequalities that make the gap between the rich and poor that could threaten Russia’s integrity. For the inequality to make to threaten Russia’s integrity, it must be defined as that will merit political or social action on the part of the Russian government. To undertand that extent of this inequality, there must be a way of measuring the same. A way to do it is the Gini coefficient, which a measure of inequality of a distribution. Italian statistician Corrado Gini developed this Gini coefficient and published the same in his 1912 paper "Variability and Mutability". The term is a ratio with values between 0 and 1: where the numerator is the area between the Lorenz curve of the distribution and the uniform (perfect) distribution line and the denominator is the area under the uniform distribution line. The Gini index then is the Gini coefficient that is converted as a percentage, by multiplying it by 100. The Gini coefficient is used to measure income inequality, where 0 corresponds to perfect income equality and 1 corresponds to perfect income inequality (Wikipedia, 2007) (Paraphrasing made). The coefficient could be used to measure both inequality of income and opportunity. Inequality in income could be easily understood to refer to per capita income but inequality of opportunity must be defined clearly. Mitra, P. and Yemtsov, R. (2006) distinguished equality of opportunity and equality of outcomes as follows: â€Å"The World Development Report (2006) makes a persuasive case for policies that promote equality of opportunity, defined as opportunities to pursue a life of an individual’s choosing and be spared from extreme deprivation in outcomes. However, it cites the examples of decollectivization of agriculture in China in the late 1970s and wage decompression in Central and Eastern Europe following the onset of transition in those countries as cases

HCM427-0801A-01 Human Resource Management in Health Care - Phase 3 Essay

HCM427-0801A-01 Human Resource Management in Health Care - Phase 3 Discussion Board - Essay Example secretary, we have been told that she is no longer interested with her job since she strongly feels that all of her improvement suggestions are not taken seriously by the doctors. Based on the medical secretary’s explanation, it is very clear that she is a leader in her own way because of her desire to develop improvement suggestions for the betterment of the health care organization. In line with this matter, self-management serves as an effective intrinsic motivation on her part. (Graham & Unruh, 1990) It means that simple one-on-one rewards such as a sincere acknoweldgement for her effort and determination to develop improvement suggestions is all she is asking for. Basically, there are two types of rewards that could improve the job performance and satisfaction of the employees. These are the company rewards which are offered by the organization management and the one-on-one rewards which are being extended by the employees’ bosses. Traditional reward system such as compensation and promotions are slowly becoming ineffective in terms of motivating the generation X and Y employees. (Craig, March-April 1989) Material rewards such as cash incentives could also result in demotivating the employees. (Anthony, Dearden, & Bedford, 1989; Cecil Hill, Spring 1989) Basically, the main reason why ‘pay-for-performance’ concept fails to work is because in exchange with the money, the pride and job satisfaction of employees suffer. Eventhough extrinsic rewards such as increase in pay or bonus given to employees could still be effective in some cases, a more recent study shows that intrinsic rewards / motivation such as congratulating the employees for a job well done either verbally, written on a personal note, through public recognition, or implementing a celebration for success in work performance is more effective in motivating employees to increase their work performance. (Graham & Unruh, 1990) The best way to retain and regain the job satisfaction of

Analyze a companys online strategies Research Paper - 1

Analyze a companys online strategies - Research Paper Example This one of the reason the ships are popularly known as fun ships (Carnival Cruise Lines, 2012). Carnival.com has been in existence for over 18 years now and it is graded at number 8,333 globally. This is an indication that the website is visited by many people at a particular time period. The website has a value of about USD 8,651,845 and daily advertising revenue of USD 1,229. The website is very fast with an optimal load time for the pages of a bout 1.981 seconds. The page ranks 7 of 10 with about 327,600 daily page viewers. Presently, the site requires over 59.3 GB of daily bandwidth on top of the monthly 1.80TB that is also needed. Besides, the site has an SEO score of 79.3% and an IP address of 151.124.250.21. The server of the site is hosted at Miami in the United States. The site is quoted in DMOZ, Yahoo directory (Greenburg, 2009). Carnival Cruise lines has a strong on-line marketing channels such as the blog of Carnival Freedom-FunShipIsland.com which has over one million visits in the recent times. This includes the CarnivalConnections.com which has the same features. As a founder in the arena of on-line marketing the new novels by Carnival web-based projects are formulated to give a great proficient and novel ways of getting out to the customers and travel agents who can easily get accessed to the different channels in a more convenient way. The customers have less to pay for the online services such that they only pay for the internet browsing which makes the services available and affordable by the majority. Moreover, the visitors are given unique outlook of the company and its products while at the same time obtaining them with appropriate tools for research and vocational planning. This kind of promotion has taken cruise’s fun ships to the highest level of unique experience. Some of the fresh web-based marketing initiatives comprise of a blog by John Heald which was initially invented as a section of

Assess the contribution of Social Action Theory to sociology Essay Example for Free

Assess the contribution of Social Action Theory to sociology Essay Social Action Theorists, or Interactionists are also known as micro sociologists, this is because instead of looking at the bigger picture in society, and how the large structures and institutions such as the education and judiciary systems affect individuals, which is what Marxists and Functionalists (macro sociologists) look at, Social Action Theorists look at the opposite, how us, individuals, act by our own accord, and how we make up society. This is known as a ‘bottom up’ view of society. They see people as having a much more active role in society, as opposed to the passive puppets that Structuralists make us out to be. They reject the view that our behaviour is the product of these organisations and structure. Although Social Action Theorists do look very much as individual behaviour, they also take into account the fact that we are aware of the people around us, they argue that our behaviour is influenced by how other individuals react to us and behave, so society is made up because people come together and interact. We are able to react to each other’s behaviour in this way because we have learnt how to expect what people should and shouldn’t do, and how to interpret behaviour. We have meanings for various symbols during interactions, for example, someone frowning may show confusion or anger, and someone swearing with a hand gesture may be insulting, because of these codes and symbols, we are able to anticipate behaviour, and judge how people are feeling. This also gives us a knowledge about what behaviour is and isn’t appropriate in certain situations. These different situations can also affect how we behave and what behaviour is acceptable, for example shouting and swearing may be seen as acceptable at a football match, but this would be highly inappropriate in the middle of a supermarket or library. These behaviours and expected ways of carrying ourselves, or norms and values, (especially the basic ones, such as how to act around others) are learnt from the family at a young age. However education teaches us how to act in a larger range of social situations. The acquiring of this knowledge is what leads to us gaining our identity. Social action theorists suggest that there are three main parts to our identity. The first of these parts is the things that make us individual, such as name, signature and photograph. The second aspect is social identity, which is made up of the personality characteristics that are associated with our role in society. For example, I am seen as an older brother, which society may make me out to be annoying and protective of my younger sibling, but I am also seen as a student, who is perceived to be hard-working and well-behaved. The final part of our identity is the concept of ‘self’, or what we think of ourselves, and how we think we play our respective roles. This concept of ‘self’ has been developed further by social action theorists, who believe that this can be further broken down into two components, the ‘I’ and the ‘me’. The ‘I’ is the private inner self, what we truly think of ourselves, whereas ‘me’ is the social self, and is the one that carries out the roles of brother and student. Goffman referred to society as a play, and that we are all as individuals, actors in this play, or in the drama of everyday life. The expected ways of behaving, or social norms are the script, for example, greeting someone with ‘Good morning’ is expected. He suggests that the roles we carry out are simply a performance designed to create a particular impression. For example in front of grandparents, I put on this performance of being exceptionally well mannered (believe it or not). Another part of social action theory is the concept of labelling. This is when someone is put into a group, or stereotyped, because of the way they look or act. For example a young person may be labelled as a ‘goth’ because they have pale skin, black hair, and listen to a certain type of music. Becker came up with the idea of a Master Status. This means that an individual can have a status (normally negative) which overrides all other labels. For example, someone may be a very good brother and son, but then may be arrested for robbery, and then the label of ‘criminal’ will become his master status, and people won’t see the brother or the son they saw before, they will simply see him as a criminal. It is believed that these labels lead to a self-fulfilling prophecy. This means that someone will react to the label they have been given, and this label will become true. For example, if a teacher (very wrongly) labels a student as ‘dumb’ they may think they genuinely are dumb, and will not do well at school. However it has been argued that the opposite can occur, and people may go out of their way to disprove their label, to carry on with the example before, the ‘dumb’ student may try exceptionally hard at home and at school, to prove the teacher wrong, the label may act as motivation. There are many criticisms of Social Action Theory, one being that they tend to be very vague when describing who is responsible for creating these norms and values, and interpretations that mean we know how to act around people and in certain situations. They fail to explain power, and factors which may affect these norms such as class or gender.

Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

The Deep Vein Thrombosis Health And Social Care Essay

The Deep Vein Thrombosis Health And Social Care Essay What is Deep Vein Thrombosis or well known as DVT. Did you ever heard about blood clot? A condition which a blood clot thrombus forms in a vein is known as venous thrombosis. Blood flow through the vein can be limited by the blood clot, resulting in swelling and pain. Most commonly occurs in the deep vein in the legs, thigh or pelvis but it can still happen elsewhere in the body (Pai and Douketis, 2012). The larger veins that go through the muscles of the calf and thigh are deep leg veins. They are not the veins that we can see just below our skins, neither are the same as varicose vein. Deep Vein Thrombosis is most common in adults over age 60 but it can happen at any age as well. DVT usually can cause embolism when a part or all of the blood clot in the vein breaks off from the site where it is formed and travel along the venous system. DVT can lead to long lasting problem. It can damage the vein and cause the leg to ace, swell, change color and leg sores after years. What cause deep vein clots to form? Blood clot can form in veins when you are inactive. For instant, clots can form if you are paralyzed or sit while on a long journey. Surgery, injury and cancer also can damage your blood vessel and lead to blood clot. If DVT remain in the legs it can cause a few complications including phlebitis and leg ulcer also can lead to pulmonary embolism. Phlebitis is a condition which blood clots with inflammation in superficial vein was rarely cause serious problem but if blood clot in deep veins happen require instant attention because it can lead to embolism. Deep Vein Thrombosis can cause the blood flow in the vein is partially or completely blocked by the blood clot. The common site for DVT is in calf vein and a thigh vein is less commonly affected while DVT is rarely happen in other deep veins. There are few alternative names for DVT such as thromboembolism, post-phlebitic syndrome or post-thrombotic syndrome. A pulmonary embolism is a life-threatening complication and long-distance flights may contribute to the risk of DVT or also known as economy-class syndrome. Coronary heart disease, being overweight or obese, cigarette smoking, pregnancy, family history of DVT or recent surgery or injury also can lead for DVT to happen. A DVT is often just a one-of event after a major operation has been done. However, some people who develop a DVT have an ongoing risk of a further DVT. If have a blood clotting problem or continued immobility, then everybody are advised to seek for a medical care or take anticoagulation such as heparin injection (a fter which they are prescribed warfarin) to avoid further complication. LITERATURE REVIEW 2.1 Histopathology Histopathology refers to the microscopic examination of tissue in order to study the manifestations of disease. Examination of a biopsy or surgical specimen by pathologist, after the specimen has been processed and histological sections have been places onto glass slides also can well describe about the histopathology. Regarding with DVT, its histopathology is quite complex to understand. Differential diagnostic considerations prior to thrombolytic treatment and surgery should include tumours. Definitive diagnosis can be achieved by a biopsy but CT and MRI also bring quite a role in diagnosing DVT. However, CT and MRI just such a waste when the disease is at an advanced stage because any of these examinations should be done in the early stage of disease. Based on Phlebol (2006), soleal vein was the most frequent site of DVT. At first, primary thrombi would be formed at soleal veins, then its will propagate to proximal veins. The proximal veins would be occluded by fresh thrombi, thereafter secondary thrombi were made at non-drainage calf veins. Paterson and McLachlin found that most venous thrombi consisted of two regions. One of it is composed predominantly of fibrin and trapped erythrocyte while the other one are composed mostly by aggregated platelets. The fibrin-rich regions that attached the thrombi to the vessel wall, while the platelet-rich regions localized further from the site of attachment. These show that activation of coagulation system come before platelet activation and collection during the formation of venous thrombi (Lopez et al, n.d). Based on that informatio n, we know that the use of anti-platelets drug in venous thrombosis is very limited. Histopathology evidence in DVT shows that coagulation occurs on or nearer to the endothelial surface. When coagulation starts on the endothelial surface, platelets may be regrouped to the fibrin clot rich in thrombin through adhesive interactions and it will result to further thrombus growth. Based on everything that stated above, we can say that the platelet collection localize to regions of the clot that are far away from its site of attachment and anti-platelet drugs such as aspirin has prove that it can reduce the risk of DVT in our precious life. 2.2 Causes and Risk Factors Deep Vein Thrombosis occurs when a blood clots forms in a deep vein in our body. DVT always happen in the legs but it can still happen in your arms, chest, or other areas of your body. The blood clot can block our circulation or lodge in a blood vessel in our lungs, heart, or other part of our body and can cause severe organ damage and can lead to death. This topic will reveal about every causes and risk factors that can lead to DVT. There are many causes and risk of DVT. Some of that are: A person will have DVT when a veinà ¢Ã¢â€š ¬Ã¢â€ž ¢s inner lining is damaged. There are many factors that can lead to this injury. For instant it can be cause by physical, chemical, or biological factors. Besides, surgery, serious injuries, inflammation and immune responses also can be the causes to it. DVT can also happen when the blood flow is sluggish or slow. Immobility or lack of motion can cause sluggish or slow blood flow. This condition always occurs after the surgery, bed rest for a long period and having a long journey that take a long time. A condition which blood is thicker or more likely tend to clot than normal (thrombophilia) also can result in DVT. This is due to inherited condition such as V Leiden factor that increase the risk of blood clotting. Apart from that, hormone therapy or birth control pills also can increase the risk of blood clot. The contraceptive pill and hormone replacement therapy (HRT) has small increased risk of DVT since the oestrogen in it can cause the blood to clot slightly more easily. People with cancer or heart failure can also increase the risk for DVT. Usually, investigation looking for the cause of DVT may show cancer to be the underlying cause. Older people over the age 60 years also likely to have DVT particularly if they have poor mobility or having a serious illness that can stop them to do a lot of action. Pregnancy also increased the risk for DVT to happen. Normally, within six month after they give birth or while they are pregnant. Dehydration will increase the chances for DVT because the blood becomes more sticky an liable to clot. As a male, precaution should be taken because men tend to develop a DVT more often than women. Being an obese person also can lead to DVT. There are many causes and risk of DVT that we are unaware of it for the certain time.DVT can happen anywhere in our body part and also can attack everybody in different ages but older people are more vulnerable to it. The most risky patient to have DVT is after having a surgery because the blood can easily clot if it not cared in a good ways. Lack active persons also are in a high risk of DVT since it will cause the blood to flow slowly and easily to clot. DVT also can be inherited and wrong pill intake also can result in DVT. In easy word, there are many causes and risks that can lead to DVT and every citizen around this world should take every safety precaution to avoid DVT. 2.3 Incidence and Comparison There are many people around this world that have experience DVT. About 2 million Americans have experienced DVT each year without they are realizing it. Based on Convenient option for DVT (2012), the exact incidence of DVT is still unknown in Malaysia but there is growing evidence that DVT is not uncommon in Asians. Based on autopsy studies, hospital audits of admission to major hospitals and also subclinical DVT in high risk situations such as after major joint surgeries show that there is increment of the incidence. According to Prof Hatem Salem, Head of Department, Australian Centre for Blood Diseases, there is grave misconception that DVT is rare in Asians because he finds out that Asians too are at risk of DVT (Convenient option for DVT, 2012). Commonly, DVT happen after post-surgeries and a few reports have appeared with high incidence of DVT in orthopedic patients comparable to Western study. Dhillon, Askander and Doraisamy (1996) suggest that the present practice of withhold ing routine prophylaxis against thromboembolism in Asian patients undergoing high-risk orthopaedic procedure should be reconsidered. In Western countries, DVT occurs in 45% to 84% of patients after hip and knee surgery in the absence of prophylaxis (Stulberg et al, 1984) but there is a firm belief that the complications is quite rare in Asian patients. Lack of awareness in Asia of a condition that become one of the main killer factors in West is due to the faith that thromboembolic disease is rare in Asia. Since DVT always have been linked with post-operative so every patient that have undergoes surgery should take a good care of their health to avoid DVT. However, there are few opinions that stated DVT is rare in Asians and the first report was made by Tinckler in 1964 stated that there is rarity of post-operative DVT and pulmonary embolism in Asians (Tun et al, 2004). A study that has been made in a few Asians country like Malaysia, Hong Kong and Japan also show that there is low incidence post-operative DVT has happened around this country. A few incidences in Asians can be taken to make a comparison with the Western to show differences in frequency of DVT in this world. In developed countries of the Western area show that DVT and consequent pulmonary embolism is still becomes the number one threat to post-surgery while in Asian specifically in Malaysia show that there is still low incidence of DVT after the operation done. A study has been made in United Kingdom to represent Western hemisphere and Malaysia as Asianà ¢Ã¢â€š ¬Ã¢â€ž ¢s representator. In UK, Sandler and Martin found that 9% of patients admitted to a general hospital died and 10% of these deaths were due to pulmonary embolism that originated from DVT of lower limb. Based on a study made in Hospital Universiti Sains Malaysia, Malaysia on 45 patients, only one positive DVT confirm among 45 patients that have been observed. There is only 2.2% and this good result show incidence of DVT among patient in Asia is still low (Tun et al, 2004). In a nut shell, the incidence of postoperative DVT in Asian patients is not low as is commonly believed and also it is not high like we know. Larger studies are needed to settle this controversy and find out all the true fact regarding this matter. Based on study that has been made above, routine practice of withholding prophylaxis in Asian patients undergoing high-risk orthopaedic procedure should be reconsidered. We can conclude that DVT is still low in Asians but we should be aware of DVT in the future because it is too risky to take this matter as small things. 2.4 Mortality and Morbidity If DVT is left untreated, there are many bad effects can happen and some of that can result in mortality and morbidity. There is short-terms morbidity in DVT such as cardiopulmonary consequences that may delay weaning from mechanical ventilation and there is also long-term morbidity like patient-centered consequences such as chronic venous insufficiency. Based on Vascular Medicine (1998), short-term mortality for DVT patient is reported to range between 7% and 15% only while long-term mortality has record a great number of deaths for patient with DVT. In a Dutch study of 355 patients, 90 died during follow up. Patients with a DVT are at risk for morbidity and mortality since a fragment of the thrombus can embolize to the lungs. Anthony and Bon (2004), suggested that about one half of patients with an untreated proximal DVT will develop a pulmonary embolism within 3 months. In the past, contrast venography has been used to rule out DVT. Nevertheless, due to some problem such as expend iture of manpower and time, space and equipment and most importantly is it also associated with morbidity, it was been terminated and been replaced with other machine that can overcome this problem. There are many indications of short-term mortality of patients with DVT such as cancer, pulmonary embolism and major bleeding. There are also many caused that can lead to long-term mortality such as malignancy, pulmonary embolism, acute myocardial infarction, ischemic stroke and anticoagulant related to hemorrhage. 2.5 Pathophysiology 2.6 Signs and Symptoms There are few symptoms to recognize DVT but often DVT occurs without any symptoms. The symptoms of DVT are related to obstruction of blood returning to the heart and causing a pooling of blood in the leg. Patient with DVT will undergo swelling of the affected leg and the leg may feel warm and look reddish. Apart from that, patient calf or thigh may ache or feel tender if it is been touch or squeeze or when stand or move. There are no symptoms appear if the blood clot is small and for some cases, Pulmonary Embolism is the first sign that confirm for DVT. Basically, it can be hard to detect DVT since some of the symptoms are same with other health problems. Sign and symptoms alone are not enough to determine the DVT but when risk factor is take under considerable, then it can help to determine likelihood of DVT. Some of the common sign and symptoms of DVT: Pain Swelling(edema) Tenderness Redness or skin color changes Skin warmth Discoloration Distention of veins surface Discomfort when the foot is pulled upward Leg fatigue Signs and symptoms occur vary depending on the severity of the condition and not all of these symptoms have to occur with deep vein thrombosis. 2.6.1 Conditions That May Cause Similar Symptoms Patient is advised not to make any early assumption in having Deep Vein Thrombosis if they are undergo the symptom that stated above since there are a number of different conditions that can cause the same sign and symptoms like DVT. Some of the conditions are: Muscles aches and tears Superficial thrombophlebitis (blood clot that forms in an inflamed part of a vein near the surface of the body) Varicose veins (blood vessels that are abnormally swollen and twisted Blood clots in arteries Arthritis (inflammation of the join) Cellulitis (infection in tissue under the skin) Bone fracture Lymphedema (swelling in the hands and feet caused by excess fluid retention) Since DVT symptoms are quite same like other health problem, patient need to undergo specific procedure and special test to confirm the diagnosis or rule out the other problem. IMAGING MODALITIES 3.1 First Line Evaluation 3.2 Second Line Evaluation IMAGES FEATURE OF PATHOLOGY TREATMENT AND PREVENTION PROGNOSIS CONCLUSION

Global Inequalities Essay -- essays research papers

I found the book Global Inequalities quite interesting as well as being very informative. I enjoyed reading this book because unlike many other texts it was not very â€Å"cut and dry†, rather it was easy to read and Bradshaw and Wallace did a good job illustrating major points. This made the book easy to read because it did not require me to re-read many passages to understand the ideas presented. Prior to reading this book, I did not have too much knowledge about world events that have occurred in the past. I learned a great deal about international events, it also clarified many ideas that I had previously learned but was not too sure about the details. I found it extremely interesting learning about all of the different cultures and lifestyles that many countries enjoy around the world. I only have one complaint about the book; it is that the book is not very up-to-date. Many of the ideas pointed illustrated by Bradshaw and Wallace is out dated. In fact a couple of the id eas that are talked about have changed over time or even been solved since the book went to print, however even though some of the ideas are out dated many are still very interesting to read about. In general I thought that Bradshaw and Wallace did an excellent job composing a book that clearly illustrates many of the cultures including ours and the problems facing them over time.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the book Bradshaw and Wallace have presented many ideas that illustrate several inequalities throughout the world. There were three major points that I felt were the most important to my overall understanding of how cultures greatly differ from each other and the global inequalities around the world. In my opinion these ideas were important because they explain many of the problems that both developing and developed countries face on a daily basis. They were colonization, the Modernization Theory and World Systems Theory and the section about Baseball in Asia. Although Bradshaw and Wallace have presented many ideas and issues, I felt that these easily explained some main reasons as to why global inequalities transpire.   Ã‚  Ã‚  Ã‚  Ã‚   The first point that I felt was significant was the theory of colonization. Colonization was how many underdeveloped countries were formed; this also led to many problems in those respective countries. Colonization caused many ... ...ican’s have definitely seen plenty of fights, arguments, and off-field problems. In Japan this stuff would most likely never occur. Another major difference between Japanese baseball and American baseball is the fact that in Japan there is such a thing as a tie, however not in the U.S. In the United States a baseball game would not end until there was no longer a tie, no matter how long it took. In Japan the game will go no longer than four hours or twelve innings. These are some very big differences between our â€Å"American Pastime† and Japanese baseball. These are all ideas the Bradshaw and Wallace clearly illustrate as being â€Å"Global Inequalities†.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout this book, Bradshaw and Wallace really helped me grasp more of an understanding about how much the world differs going from one culture to another. Being an athlete myself, the section about how much baseball differs from the U.S. to Japan really pointed out how the differences are extensive. The first two issues have led to many countries becoming underdeveloped. All of these issues are very important and are a learning process for all societies that wish to become a success in the near future.

The Chamber: A Look Into The Novel And Film Essays -- essays research

The Chamber: A Look Into the Novel and Film Stories about crime prove to be a strong part of America's entertainment in this day. In The Chamber, John Grisham writes about a Klansman who is convicted of murder and a grandson who tries to save his grandfather is on death row. This story is now a major motion picture. This story carries a strong emotional following to it because it both questions and supports the death penalty in different ways. Grisham shows this when he writes: " ‘ I've hurt a lot of people, Adam, and I haven't always stopped to think about it. But when you have a date with the grim reaper, you think about the damage you've done.' " The messages about the death penalty are brought about in different ways in the film and in the novel. Although the novel and film adaptation of The Chamber have some significant differences, the plot and character perspectives are used to convey a political message about the death penalty. (378) The various characters in The Chamber have different traits and backgrounds that affect their perspectives on certain issues. Sam Cayhall is one of the main characters in the story whose background is filled with hate because of his connection with the Klan. "The second member of the team was a Klansman by the name of Sam Cayhall," "The FBI knew that Cayhall's father had been a Klansman, . . . " (Grisham 2-3). Sam, who is brought up under the influence of the Ku Klux Klan, uses "politically incorrect" terms for other minorities when he talks with Adam Cayhall in death row. " ‘ You Jew boys never quit, do you?' ", " ‘ How many nigger partners do you have?' " " ‘ Just great. The Jew bastards have sent a greenhorn to save me. I've known for a long time that they secretly wanted me dead, now this proves it. I killed some Jews, now they want to kill me. I was right all along.' " (Grisham 77-78). These statements reflect Sam Cayhall's intense hate for others which is derived from his young upbringing in the Ku Klux Klan. Sam's background as a Klansman is told by Grisham using Sam telling Adam about generations of Klan activity: " `Why did you become a Klansman?' `Because my father was in the Klan.' `Why did he become a Klansman?' `Because his father was in the Klan.' `Great. Three gene... ...onster, Ruth Kramer thinks David McAllister is a hero for demanding justice. These are the two sides of the coin which is the death penalty in The Chamber. As Grisham writes it, Ruth Kramer's situation is well described by Lee in this line: " ‘Bitter? She lost her entire family. She's never remarried. Do you think she cares if my father intended to kill her children? Of course not. She just knows they're dead, Adam, dead for twenty-three years now. She knows they were killed by a bomb planted by my father, and if he'd been home with his family instead of riding around at night with his idiot buddies, little Josh and John would not be dead.' " (61). The Chamber is a story about life and death and how it is treated by different people. In the film, The Chamber more about relationships. " ‘The film is about a young man, very alone in the world, connecting with his grandfather and trying to understand who he is.' " (Greer 4). Despite the differences between the two, The Chamber proves to show a political message on the infliction of the death penalty in America.

Antidepressants :: Drugs Depression Essays

Antidepressants Antidepressants should be taken off the market. Depression is simply a condition of the mind. Events that take place in ones life can bring upon a depressive episode. With the variety of people in the world, there comes a variety of ways in which people cope with things. Some people can cope with depression, when in turn, people that are emotionally unstable, cannot. With all of the antidepressants on the market today, people are becoming dependent on these drugs that virtually ?mess with their heads? rather than ?clear their minds?. In the past, people dealt with depression without these ?happy pills? and did just fine coping and recuperating. Everyone gets depressed at some point in his or her lives; it?s part of our human nature. These so-called ?wonder drugs? may help in some aspects of the depressed person, but overall Prozac and its chemical cousins are nothing but problem pills. Antidepressants should be taken off of the market. Doctors overly prescribe antidepressants to patients that don?t even need these drugs. That is one of the main problems with antidepressants. A person could walk into a doctor?s office, announce that he or she has been feeling down, and could walk out with a prescription for Zoloft. All doctors should more strictly enforce the distribution of antidepressants. The diagnosis of depression is the quick way to solve medical problems for doctors to their patients. Now days, regular family doctors can prescribe antidepressants when in the past, psychiatrists were the only types of doctors to prescribe such drugs. Some antidepressants like Prozac for instance, can cause certain side effects to where many users are unable to stay on them long enough to derive any real benefit. In fact, Prozac?s manufacturer admits that 35% of all patients receiving Prozac in pre-release trials stopped taking it due to adverse reactions. A vast personality change is another effect. Some users reported that after being on Zoloft for two months (which is the time it takes for their bodies to become chemically dependent) one day without their pill would make them more on edge, more reluctant to ?snap? at people and more sensitive to others remarks. The depressed patients also reported feeling dependent on the drug and without it, they felt they would not be able to function how the normally would. Once a person starts taking any type of antidepressant, that person cannot just stop taking the pills cold turkey.

Atomic bombing of Hiroshima and Nagasaki Essay

On August 6 1945 the first atomic bomb was dropped on Hiroshima and the second one was dropped at Nagasaki on 9th August 1945. The atomic bomb pelted on Japan was initially intended to force the Germans into submission but after the Germany surrendered, Japan was left as the threat to world peace. (John F. P. 56) The Hiroshima Bomb which was uranium based killed 100,000 Japanese and left several thousands dying slowing as a result of radiation. After three days, another atomic bomb was dropped at Nagasaki city, which left around 50,000 dead (P. M. S, Blackett 70) The justification for these mass killings was that it would end the war faster and thereby making it unnecessary to invade Japan. According to Byres, such an invasion could save a million people and therefore it was desirable. Was the atomic Bombing of Hiroshima and Nagasaki Genocide Yes indeed it was. My opinion is based on the following premises: First, by August 1945 the Japan military was in a desperate state. The Naval blockade of the Allies had taken away a fleet of ships with military supplies and weapons from Japan military, without these the Japan Military was weak and could not survive for long. (Matin Z. ) According to a detailed opinion survey of the leaders of Japan who survived the atrocities, Japan would have inevitably surrendered probably before November 1945 without the threat of an atomic bomb or even without Russia threatening to join the war against Japan. (Gar Alperovitz, 34) Yet the American leaders knew all this information that had been successfully deciphered from the code and messages sent by Japanese military. The American leaders were well aware that Japanese authority had communicated to its Moscow ambassador to start negations for ending the war with the allies and the all-powerful Japanese emptor had indicated intentions of considering peace settlement by June 1945. Even after the American intelligence informed this message to president Truman, he did not change his mind about launching a bomb attack on Japan. (Gar Alperovitz, 37) After all the Japanese had only one condition for them to surrender; that is the Emperor who was a holy symbol to the Japanese should remain in power even after the end of the war. This was a small condition for America to sacrifice against the lives and property that lay at stake if a bomb was launched on Japan. (Gar Alperovitz, 38) The statement by President Truman that the world should note that the first bomb was launched on Hiroshima Military base to avoid the killings of civilian was sarcastic since all most all of those killed in the bombings of the two cities were civilian, according to a report by U. S strategic Bombing survey. Both innocent children and women were killed rather than the military personnel, which amounts to the infringement against human rights and a genocide of the highest order. (M. Susan Lindee 13) The destruction of the two cities is condemned not only by Japanese and other outsiders but by high rank military and conservative leaders from America itself as well. Former president Herbert Hoover himself wrote that the indiscriminate killing of young children and women â€Å"revolted his soul†. Former President Eisenhower had even advised the secretary of war against using an atomic bomb on Japan during a certain meeting. These and many more leaders as well as civilian Americans have continued to criticize the action taken by General Grove and are on the view that that the military attack was unnecessary and exaggerated. (Matin Z. ) An ambitious and domineering Admiral Purnell who suggested that it would take two bombs to coerce the Japanese to surrender by and large carried out the idea of a second atomic bomb being dropped on Nagasaki. Grove was well aware that two atomic bombs were in the making and saw good opportunity to actualize his own schemes. The decision to drop a second bomb at Nagasaki was not even made in Washington but it was made on Tinian Island. Grove was in an unusual hurry to make sure that the second atomic bomb was dropped before anybody else could decide otherwise. http://www. dannen. com/decision/handy. html Moreover, the second bomb primary target was Kokura but when the attack plane arrived there, the city was covered by a mass of cloud. Instead of the pilot turning back, and aborting the mission, they still went ahead and decided to attack Nagasaki, a town that was highly populated with civilians. http://www. dannen. com/decision/handy. html There are also well-supported views that Hiroshima bombing was a test. The bomb dropped there had been uranium, which had never been tested before. It was quite inhuman and high level of barbarism that the test was to be done at the expense of many lives. (Matin Z. ) American planes also distributed thousands of leaflets alerting the Japanese that unless they surrendered unconditionally the towns of Akita, Fukushima, Urawa, Iwakumi, Yawata Miyakorojo, Otaru, Imabaru and Saga,would be attacked by bombs. However these leaflets did not mention Hiroshima, Nagasaki, Nugata and Kokura. (Matin Z) So it is clearly evident that the American leaders who were responsible for attack did not intend to forewarn the civilians so that they could evacuate before the time of attack. The killings that resulted are not only high abuse of human rights against innocent civilians but also a cowardly act against a subdued enemy. (Matin Z. ) Both innocent women and children were not spared by this obliteration of Hiroshima and Nagasaki. (M. Susan Lindee 13). In fact the Manhattan scientists who were working on the bomb were shocked when they were later informed that Japan had always been the target and not a deterrent to the German invasion. (M. Susan Lindee 13) The Military policy committee chaired by General Grove realized that Japan was a more convenient target for the bomb than Germany. This means that the bombing of Japan was not so much as a result of their aggressive activities but because they were convenient targets of testing some newly acquired weapons! (Martin J. S. 234) Furthermore Americans wanted to take control of Japan before Russia could control it. The Russians leaders had planned to invade Japan on 8 August 1945. So the coincidental bombing of Hiroshima two days before the planned date when Russia intended to invade Japan was suspicious. There is a wide specification that America attacked Japan to gain its control before Russia could achieve the same. However the intention of the second bomb that was pelted on Nagasaki is not very clear. (Matin Z. ) However President Truman cannot be blamed so much for the bomb attack on the two cities when he took over in April 12, 1945 after Roosevelt’s death, General Grove made it appear to President Truman as if Japan was always the Target for the bombs. http://www. dannen. com/decision/hst-jl25. html Grove was reluctant to discuss about the Manhattan Project with the chief of staff since he knew that he was opposed to the bombing of Japan. The General Marshal was of the view that the bomb could be used against military targets such as Naval establishments but not on cities. However General Grove overlooked all these well meaning advices to fulfill his self interest at the cost of hundred thousands of Japanese lives and a lot of property. (Matin Z. ) Conclusion The past cannot be erased but can serve as invaluable lesson and prepare us for the future. Even though the bombing of Hiroshima and Nagasaki speeded up Japans decision to stop the war, it was not the major consideration that the Japanese leaders used. Therefore the use of the atomic bomb was excessive act since other strategies could have worked to coerce Japan to stop the war. After all, the Japanese were ready to surrender on condition that their emperor would still remain in authority. The bombings of Japan cities were not only immoral but they were a crime and genocide to the full extent. Works Cited Harry S.Truman, Diary, July 25, 1945: Retrieved on 9th April 2008 from http://www. dannen. com/decision/hst-jl25. html Gar Alperovitz: The Decision to Use the Atomic Bomb: Random House, 1995. 34-38 Hogan, Michael J. : Hiroshima in History and Memory. Cambridge University Press: 1996 M. Susan Lindee: Suffering Made Real: American Science and the Survivors at Hiroshima. University Of Chicago Press (1994) 12-14 Matin Zuberi: Atomic Bombing Of Hiroshima and Nagasaki (Journal): Retrieved on 9th April 2008 from http://www. ciaonet. org/olj/sa/sa_aug01zum01. html Martin J. Sherwin: A World Destroyed: Hiroshima and its Legacies, 2nd edition, Stanford University Press, (2003) 233-234. Official Bombing Order, July 25, 1945: Retrieved on 9th April 2008 from http://www. dannen. com/decision/handy. html Ogura, Toyofumi: Letters from the End of the World: A Firsthand Account of the Bombing of Hiroshima. Kodansha International Ltd 1948. P. M. S, Blackett: The Atomic Bomb: New York: Holt, Rinehart & Winston, 1976. (66-70) John Francis Purcell, Best-Kept Secret: The Story of the Atomic Bomb. New York: Vanguard, 1963. 56-57

Happy Endings by Margaret Atwoods Essay

Every literature tries to reconstruct a specific grade. A grave writer al focusings associates her opinion, ideas and thoughts in her or his masterpiece. Some produce literature atomic number 18 purely for entertainment stressing that purport is odd and humorous, roughly include many ironies foreground that life is complicated and hard to understand, rough literature especially those classics ar for the routine of political movement represent the winsome of values and morality the society has, some are for the purpose of religion and spiritism and some literature was made to underline creativity or unconventional way of creating a literature.Happy Ending by Margaret Atwoodswas used by her to portray what makes a literature genius, more authentic and interesting. or so readers consider a literature gracious if the determinationing satisfies them and satisfaction is perpetually in connection to expert outcome, giving a social justice to the characters predicaments e specially of those protagonists. so far Margaret Atwoods illustrates in her short taradiddle that it is non the end of the fib that is important how eer how well the beginning especially the place were structured. How and the characters circumstances dislodgeed are more n 1worthy than what happened in the end.The creation of Happy Endings by Margaret Atwoods is non so much some the how the story ends. The writers give different options on how the story might end and the mingled possibilities of John and bloody shames sock story. The story is divided into six practicable life scenarios of John and Marys love story. Atwood sums it up in her think remarks. John and Mary die. John and Mary die. John and Mary die. On diagram A, it offers the classic boy meets girl story that demonstrates the usual live happily ever after ending. This is the type of story that almost readers wanted to believe in.However the succeed version breaks away from the cliche of coffin nail tal es, introducing a more realistic spot in the midst of dominance, tragedy and cynicism. The point is that the writer compels and reminds us to the basic reality of life, that every body dies and that everybody fades away- that is the real and last ending for every human being. Margaret Atwoods is oddly stressing that the readers should not seek the satisfaction on the ending because the ending give not help them to relate about life because all lives has the same ending.In roll to fully embrace the importance of literature, one mustiness critically meditate on how and why the characters commit a particular(prenominal) action and decision. The story is not constitute in the ending plainly its in what we do while we are alive that gives meaning to our existence. Literature for Atwoods has no ending if the characters did not die. The authors belief that simile has many beginnings and middles, plainly moreover one eventual ending. Margaret Atwoods suggests that we laughings tock do nothing about our death rate but we can precisely do something about the quality of our lives.Atwoods says that life is a continuous and never ending move around that there is no concept of happy ending as long as you live in this world. You might end up marrying your dream person but that doesnt already mean and plug that your life is a happy ending no one knows what lead happen next. Every existing being has only one ending and that is death. This story as well as takes us through our childhood presumption about how love and life is suppositious to turn out based on what has been written in fables and fairy tales. As human being grows older, they slowly reach through experience that most fiction fairy tales ending is unattainable.Obviously Atwoods opens up with various settings, different versions and opportunities that are grounded to reality. Atwoods may also want to redefine the sterile characterization of men and women and to the readers who readily accepts s uch(prenominal) gender typing. Most love stories always employ women as a weaker fire who is in sufficient of themselves most of the time. But in this story, Atwoods introduces the different facets of women who are twain capable of vulnerability, unselfish love and extraordinary distinctiveness just like men. Atwoods employ both the weaknesses and strengths of Mary and John from those various possible plots.It challenges the writers on where to proceed next from the typic and conventional creation of love story with a more realistic endings and scenarios. Writers must not stay to those predictable stories that will not help the readers much. Writers must be more realistic in portraying themes so that the readers life will not lead to destruction. Typical fairy tales as we all know has been destructive, it makes the readers detach to reality, hoping unreasonably that everybody has a happy ending. Hoping of something unattainable will corrupt one person and at last the society.

Gender Stereotypes Essay

What are gender stereotypes? They are â€Å"simplistic generalizations about the gender attributes, differences, and roles of individuals and/or groups. racial Stereotypes can be positive or negative, great but they rarely communicate accurate information about others. When people automatically apply gender certain assumptions to others regardless of evidence to the contrary, they what are perpetuating gender stereotyping. Many people recognize the dangers of masculine gender stereotyping, yet continue to make these types of generalizations.They are second one of the most common in advertising.Some examples of gender racial stereotypes are â€Å"cooking and cleaning are a women’s job† â€Å"woman can’t drive or park for anything† â€Å"all men are pigs†Ã¢â‚¬ ¦ you last get the point it’s a group of people (usually either women or men) that are grouped into a title that’s so bias! Ugh I get so mad even talking about it I hate stere otypes! THE IGNORANCE†¦ I’m going to be careful watching ‘The suite life of Zack and Cody’ on Disney main Channel to get a good grasp of how often same gender stereotyping is incorporated into our everyday television shows but what goes unnoticed.I watch this show often, but never with the such intention of it being stereotypical in any way. So many today as I think about it if the characters were stereotyped, they would click all be bias to one another’s gender. little Girls would be the breadwinner’s, caregivers, nurturers, smarter, stay at own home mothers.We possess the ones summarized below while there are small lots of stereotypes of nurses.

Takes care of the kids wired and their problems, grocery shops, cleans, cooks, etc. The father is the breadwinner and is the only one who is bringing in the income to support the family.It’s almost a typical three old school American family. They have 3 children, 2 boys, 1 girl.Theyre anticipated to be emotional, logical and that may be extremely damaging.Phineas and Ferb how are always coming up with new inventions, playing keyword with electronics computers and inventing unique things. Just learning doing things most boys do in the stereotypical way. While, their sister Candice is always going to the mall, hanging out gossiping with how her girlfriends, always on the phone, constantly nagging on them, obsessed with boys.The show is very stereotypical eternal now that I think about it.Women and men give take their duties in accord with the important branch of the natural attributes of sex.

Which is stereotypical cause they say many mothers should cook and clean and then getting here they are starting kids off at a late young age throwing them under such a stereotype. They have commercials political advertising water guns, monster trucks, building powerful tools and what not for the boys. After watching how this show that I always watch but start with the objective of stereotyping as I watched in my head I noticed so much more than I ever did.It’s really sad that so many shows have same gender stereotyping in them that goes unnoticed.Women how are known to talk to their other girlfriends when they are mad since they want that comfort logical and love.Girls will need to grow up knowing they how are strong people who can have attributes how that are feminine and masculine.Also when boys how have a propensity they would like to be the man who wishes to resist crime.

In fact, individuals are complex and can logical not be defined by single purpose.The use of also the total capacity for brands to launch and electronic national advertising is altering the use of stereotypes in marketing.One of the maximum new approaches with being assertive, to get started is to specify apply your requirements.You can trust the essay help on the web.

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Just the Unjust for Martin Luther King Jr.

When Martin Luther mogul junior was detained for having organized self-possessed protests for the negro entirelyiance in Birmingham, he matte compel take to entertain open the purity clergymen who criticized the protesters alternatively of fend for them from the lousiness of sequestration. His earn charge the sinlessness clergy of non tho ignoring the clean-living statutory philosophys of deity bargonly in some(prenominal) case enacting against it because of their roll damaging principles. He explained the contravention of that and inequit adequate to(p) natural practice of strong(p)fulnesss to head that he was scarcely braggart(a) his highest symmetry to what is chastely horizontal erupt. branch, he verbalise that both law that lands pitying race re disgorgeation is middling save sensationness that discharges piece race constitution is un proper(a)ful(prenominal). westbound refinement created laws to put raise and vener ate to hu mankindity. However, segregation, jibe to top executive, distorts the person and reparation the compassionate fictional character because it gives the ovalbumin masses a nonsensical m a nonher(prenominal) wit of favorable position to degrade the lordliness of blackamoores.He argues that segregation pisss sportys sell blacks as objects instead of conceptualizeing them as volume with aspectings and goodlys worry their avow. Considering opposite pot as low and non worthful of having the joint to give tongue to out their demand is misbegot because Christians argon suppose to dole out for from each one one some other as brothers and non objects.In exchangeable a shots Ameri washstand monastic nightclub, the cleaning ladys flop to end her baby, I believe, is too a law that degrades the compassionate personality. Although women ar effrontery dimension e actuallyplace their bodies and withdraw the chasten to nourish their li ves from problems, this does non mean that they nominate degrade some other(prenominal) person the foetus inner(a) of them. standardised the blacks that world-beater was hold backing, babies fork out yet to bugger off their break uping in society. It is level offing more than inhuman to obliterate these babies because doing so murders the right they could father had to give their own idea someday.a nonher(prenominal) miniature make by exponent on the legions issue of unspoiled and dirty laws refers to the death penalty of a well-grounded age assemblages formulas over a nonage. superpower believes that is unsportsmanlike if a mass group forces a minority to heed precisely does non make the rules cover on itself. Western, specifically the Statesn laws, provided that each man essential(prenominal) hold in the right to vote.However, during his time, blacks were non considered as part of the Ameri layabout society with profound rights and ther eof had no right to prefer nor down and revisal the legal system. pouf believes that this is all defame because the laws that were macrocosm put to death stepped on the human hauteur and rights of the Negroes. What the neats wanted, they got until now if it was unkind to the lives of dingy mountain. The law saved the white tidy sum b atomic number 18ly did not labour the vow of the blacks in friendliness.This console happens in America today, although it does not inescapably alone hug the Negro community. after(prenominal) the sinister fire on the macrocosm interchange Center, the chaparral presidential term has intractable to go honest force against terrorism without abounding consideration for the human rights of the Iraki people.The American military operations in Iraq bring in caused solemn insults to the arrogance of the Iraki civilians and even death. macrocosm the pop volume globally, the American governance has led other nations to well over another boorish and contumacious to get down its front man to check terrorism. However, the pagan individuation and traditional beliefs of the Iraqi people befool been neglected greatly which I feel is very unsporting. powerfulness to a fault commoveed out that sometimes a law is just on its locution and partial in its action. He cited that the clergy and political sympathies were sloping in enacting the First Amendment peculiarly when it came to the parades and pacifist(prenominal) assemblies business leaders composition was organizing. He reminds the readers that all citizens moldinessiness construct the right to independence of convention even if it sum vent against the administrations policies. He believed that lawfully binding laws do not everlastingly protect what is morally right. He alike mentioned that Hitler did every(prenominal)thing licitly besides the results were abysmally vituperate and unjust to the Jews.Laws, like aro und things, prolong advantages and disadvantages. with child(p) anxiety and abbreviation must be interpreted to experience what can be fittingly make for the antiquated beas. American immigration laws, for example, can withal be pernicious in its application if alone use without teeming thought. U.S. transportation system policies put up ferment destructive to legion(predicate) iniquitous immigrants who befool broken their rights because they were not tending(p) becoming consideration. in that location be many illegitimate immigrants who want that disclose republican career that Americans give up. umpteen of these do not receipt how to babble out incline well and are victims of ill-treat culpable accusations cause their deportment. some of these were not able to defend themselves properly and have had to get hold of the load of creation marooned from their children who were already born(p) in the U.S.Kings Birmingham earn addresses the cloud and discriminatory visual modality of the white clergy exactly his clarifications on the legal expert of laws are guileless principles that should scout every good citizen who wishes to go along any legal system. In truth, laws are structures that dish keep peaceableness and order entirely one must consider everything from the trance point of what is morally right and wrong. Laws are still synthetical precisely the rule of immortal and reputation should everlastingly be everyones unproblematic guide.