Government Regulation of Psychology Profession

Government Regulation of Psychology Profession Introduction The legal aspect of professional psychology concerns itself with adherence to law and ethics governing the profession in areas relating to treatment of mental patients and subjects in empirical research. Government regulation of psychology profession is mostly done through formulation of relevant laws and creation of means of understanding the legal issues and questions in the field of professional psychology.Advertising We will write a custom research paper sample on Government Regulation of Psychology Profession specifically for you for only $16.05 $11/page Learn More The professional practice of psychology has become increasingly complex in modern society which has resulted in renewed attention on issues regarding its legality and ethics. Ethics refer to the rules and guidelines that govern the conduct of psychology professionals. These are clearly outlined in the American Psychology Association’s ethics code which provide the standard s of professional conduct that psychologists are expected to adhere to when dealing with clients. On the other hand, law refers to a body of rules that govern the affairs of a specific community. While the ethics code has the force of law in situations where it is used as a licensing regulation, its violation does not necessarily imply violation of law. Legal Issues Relating To Informed Consent and Refusal The principle of informed consent dictates that participants in any form of psychology research and therapy should be adequately informed in an easy to understand language, of all the significant factors that could affect their willingness to participate in such processes (Rivera, 2010). The patients have a right to be informed about the possible physical and emotional risks associated with the treatment process and the psychologist should also inform them of alternative forms of treatment and their effects in order for patients to be able to make informed decisions. In the event where the patient is unable to understand the medical procedure consequently hindering his ability to make a decision, the professional psychologist should look for an experienced attorney in the health care field who should make the decision on behalf of the patient.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In absence of such a person, the doctor is under obligation to look for another authorized practitioner with whom they make appropriate decision of behalf of the client. The basis of legal doctrines of informed consensus lies in the ability of adult patients of sound mind to make decisions regarding the doctor’s proposed medical procedure in self determination (Rivera, 2010). Psychologist and their clients engage in an extensive discussion regarding the medical procedure which serves to inform the patient of the possible risks and benefits associated with the pro cedures. In addition, the law requires such professionals to take rational steps to converse with patients in situations where there exists a communication barrier so that they are able to give an informed consent regarding their treatment. The right to give an informed consent also creates a provision for refusal rights. Patients and clients have a right to turn down any form of treatment regardless of its necessity upon which the professional psychologist should initiate further discussions. The patient may choose to reject the medication due to lack of trust, fear, depression, religious views among other factors and the practitioner should not use coercive means to convince the patient to agree to undergo treatment. Legal Issues in Assessment, Testing, And Diagnosis in Professional Psychology Psychological testing has continued to be a major mode of professional inquiry and is most commonly used in psychological research to measure varying constructs. Through psychometrics, profe ssional psychologists analyze samples of the subject’s behavior in order to assess their functioning. Often, concerns have been raised over ethical and legal issues regarding human treatment during the process of psychological assessment and testing. Consequently, facilities that conduct psychological testing are regulated through institutional review boards which govern the way subjects are treated during such processes.Advertising We will write a custom research paper sample on Government Regulation of Psychology Profession specifically for you for only $16.05 $11/page Learn More Through psychological assessment, psychologists engage in comprehensive and in-depth analysis of the subjects in order to come up with a diagnosis. Psychologists are under obligation to effectively communicate the results of the assessment to the client using clear and easy to understand language. If the practitioner does not present the results in person, it should be agr eed upon prior the assessment and he should ensure that the person delivering the information does so in a clear and competent manner. The security of results and client diagnosis should also be ensured and availability of the results should be limited to the client and the referral source unless otherwise indicated by the client. Legal issues relating to testing, assessment and diagnosis further seek to address the test bias associated with the process. Systematic error in measurement may occur in certain incidences due to existence of biasness towards minority groups especially in intelligence tests, psychopathology, and academic potential tests. In response to this, proposals to outlaw some of the psychological tests and develop more appropriate psychological assessment have been put forward. The law further requires that subjects in psychological research be treated in a humane way. Subjects in research should be reasonably and adequately compensated for their time and should be protected against stigmatization and discrimination. The United States congress has passed a number of influential legislative acts that relates to testing and assessment such as the civil rights Act, Americans with disability Act, and truth in testing law among other legislation. Importance of Maintaining Confidentiality in the Therapeutic Relationship Professional psychologists are obligated to ensure that the client’s right to privacy is maintained through maintenance of confidentiality. It is regarded as a fundamental component of therapeutic relationships since it promotes trust between the practitioner and the client consequently facilitating positive outcomes.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The utilitarianism perspective argues that if confidentiality is not maintained, patients may fail to disclose all the relevant information which would prove damaging to the healing process (Anonymous, 2008). The deontology perspective argues that the role of maintaining client confidentiality is a universal moral obligation that therapists should seek to maintain (Anonymous, 2008). The relationship between the patient and therapist is based on the expectation that any form of information that the client reveals is going to be kept confidential failure to which results in undermining the universal moral obligation. Maintaining a client’s confidentiality is viewed as respect to the individual’s autonomy which enables him or her to have control over issues relating to own life such as the right to keep private information and make independent decisions regarding one’s health. There exist ethical and legal provisions that regulate confidentiality in therapeutic rel ationships. Failure to adhere to these regulations may lead to punitive measures which negatively impact on the practitioner’s career. However, various bodies have acknowledged that confidentiality cannot be absolute. For instance, The Australian Medical Association code of ethics, 2004 creates a provision for exceptions in maintaining confidentiality for cases where there is a serious risk to the patient or other people (Anonymous, 2008). Various legislations have also been enacted to deal with confidentiality issues which create provisions which render therapists liable in case of breach of confidentiality. Influence of Legislation on Professional Psychology Professional psychology practice in modern world is heavily influenced by various government legislations. Countries have formulated psychology profession acts which aim at regulating the activities carried out by psychology professionals. The acts often outline the qualifications of psychologist practitioners and dicta tes that such practitioners’ posses a valid license in order to establish their own practice. This serves to protect mental patients from unqualified practitioners who may be out to exploit them rather than providing them with the necessary treatment that they require. In United States, a number of legislations have been enacted which directly or indirectly affect the profession of psychology. Most of these acts are established by the federal government hence vary from one state to another. In most states, there exist specific laws that outline the educational requirement for such professionals. In the state of Virginia, practitioners should hold a doctorate degree in a psychology profession program from a recognized University and should be accredited by the American Psychology Association. This serves to ensure that the licensed psychologists are adequately trained and skilled to deal with the patient’s problems. The law further governs the profession of psychology t hrough control of bodies which deal with issuance of license and have the ability to revoke such licensees upon failure by practitioner to adhere to rules and regulations governing the profession. In order to ensure that they remain in operation, professional psychologists adhere to the legal and ethical standards while dealing with clients. This ensures that the client’s rights are upheld during the process of treatment which also plays an important role in the recovery process. Persons licensed by boards are also subject to other disciplinary actions upon failure to comply with the legal standards of the profession. A client who feels that his rights have been violated against during the course of treatment may sue the practitioner in a court of law for damages. Role of Competence in Professional Psychology The nature of work in professional psychology requires competent practitioners who are capable of dealing with diverse issues facing human mental health. This has led to shift within the profession towards emphasis on acquisition and maintenance of competence. This is achieved through development of educational programs that aim at producing competence and establishment of bodies that award credentials and certify practitioners as competent. Embracing a culture of confidence within the psychology profession promotes learning and innovation where practitioners can develop new and more effective means of dealing with psychological problems. Ensuring competence among professional psychologists protects the patients from unqualified practitioners and serves to promote effective service provision in the health sector. Conclusion Legal aspects of psychology play a key role in regulating the practice of professional psychology in society. It is especially important since it serves to protect the psychological ill from selfish drives of incompetent practitioners. The legal aspects seek to address issues regarding confidentiality of patient’s informa tion and protection of patients during the treatment period. Legal legislations relating to such issues serve to protect patients undergoing treatment and subjects in psychological research against exploitation and inhumane treatment. The law has therefore played an important role in regulation of the client therapy relationship which has boosted patients’ confidence encouraging them to seek help for various mental problems. Reference List Anonymous, (2008). Confidentiality in Therapeutic Relationships: The Need to Develop Comprehensive Guidelines for Mental Health Professionals. Web. Rivera, R. (2010). Legal Aspects of Professional Psychology. Web.

Your Guide through the Receptionist Interview Maze

Your Guide through the Receptionist Interview Maze Are you on the hunt for the perfect receptionist position? Finding the ultra-competitive job search jungle a bit daunting? Best-Job-Interview.com helps you catapult to the front of the interview pack with an inside look at the sort of questions you can expect on the big day.Your potential next boss will want to know if you have the experience to hit the ground running and start making his or her office run smoothly and efficiently from day one. Expect to hear the following questions: â€Å"What were your primary responsibilities?,† â€Å"How many calls did you take on an average day in your last job?,† â€Å"What sort of people did you interact with on a daily basis?,† and â€Å"What sort of inquiries did you have to handle?†They’ll also want to know if your receptionist skills are top notch, so be ready for the following sorts of questions as well: â€Å"What are the most important skills for a receptionist?† and â€Å"What computer skills do you have?†Great receptionists can always think fast on their feet, multi-task like champs, and come up with effective strategies for handling any situation. Therefore, expect interview questions designed to task your on-the-job behavior and ability to think fast when it’s needed: â€Å"Tell me about a recent situation where you had to handle a difficult customer?,† â€Å"Describe how you organize your tasks for the day?,† â€Å"Tell me about a tough problem you had to sort out recently,† and â€Å"Can you give me an example of where you used your initiative in your previous job?†Beyond a great receptionist background and stellar skills, potential employers will want to know if they’re hiring someone with a motivated and positive work attitude and ethic. After all, receptionists are typically the face of the organizations they work for and have to work with every department and person in the office. Be prepared to hear the following questions on the day of your interview: â€Å"Why do you want to work as a receptionist for this company?† and â€Å"What do you like and dislike about working as a receptionist?†Now that you know the sort of questions you should expect when you’re on an interview you should invest some time leveraging your experience and skill set to craft the perfect responses to dazzle potential employers. Forewarned is forearmed!

The History of the Management in Business Essay

The History of the Management in Business - Essay Example Porter’s Five Force model is a set of analytic techniques to develop a strategy by looking at five competitive forces to position an organization and its activities so that its product or service is different and cannot be imitated by rivals or potential rivals. Of these, three forces are acting on Kao’s failure to grow its Western markets: bargaining power of buyers (Kao’s cheap image and reputation as a novice), threat of substitutes, and intensity of rivalry (competitors better at marketing high-end/high priced products). Porter then recommends that an organization choose one of three generic strategies – over-all cost leadership, differentiation, or focus – so it can compete and achieve sustainable profitability. How can we explain Kao’s success in cost leadership and differentiation? An explanation is its value chain, a framework introduced by Porter to analyze an organization’s internal capability to support and reinforce a chose n generic strategy. Kao’s internal capabilities and competencies (as we shall next see) helped it succeed in two generic strategies, although its failure to make buyers want its product means that it needs to make adjustments. Kao can satisfy the buyer’s bargaining power by improving its image through advertising and marketing, minimise the threat of substitutes by introducing quality but lower-priced products using its cost leadership and product differentiation advantages, and match the intensity of the rivalry.... buyers (Kao's cheap image and reputation as a novice), threat of substitutes (similar products familiar to the market), and intensity of rivalry (competitors better at marketing high-end/high priced products). Porter then recommends that an organisation choose one of three generic strategies - over-all cost leadership, differentiation, or focus - so it can compete and achieve sustainable profitability. How can we explain Kao's success in cost leadership and differentiation An explanation is its value chain, a framework introduced by Porter5 to analyse an organisation's internal capability to support and reinforce a chosen generic strategy. Kao's internal capabilities and competences (as we shall next see) helped it succeed in two generic strategies, although its failure to make buyers want its product means that it needs to make adjustments. Kao can satisfy the buyer's bargaining power by improving its image through advertising and marketing, minimise threat of substitutes by introdu cing quality but lower-priced products using its cost leadership and product differentiation advantages, and match the intensity of rivalry by deploying trained managers who know the culture to market products in the west. Using the so-called RBV (resource-based view) of strategy, which proposes that competitive advantage can stem from firm-specific skills and resources6, we see Kao as a collection7 of productive resources8 (brand name, quality products, employee loyalty), capabilities9 (unique combination of cross-functional business processes, Hansha information system, the way its workers interact, and how its management leads by example), and competences10 (intuitive learning environment and long-term focus). Kao must use these resources, capabilities, and competences in developing

Suggestions of Crisis Communication for the Chinese Government Literature review

Suggestions of Crisis Communication for the Chinese Government - Literature review Example In short, a threat, surprise, unpredictability, short duration of response and inevitability define crises. Among all crises, damages, reputation and image are of key concern to any leader and organization during the crisis and post crisis. Arnold (2008) argues that reputational damage is an emergent danger during any crisis. Chen (2008) cites image as a central concept to the disciplines of human relations, fundamental to organizations (such as, government bodies, corporations, nonprofit groups and government institutions) as well as individuals. When a crisis erupts, the organization’s image is damaged and its capacity to manage the crisis qualities are put to test (Becker 2011). Coombs (2012) argues that crisis management is aimed at reducing or warding off financial and reputational risks by espousing the development of policies to help in the handling communication crises. A bank for crisis management policies seeks to help reduce potential negative outcomes ascribed to emergent situations and, thereby, protect institutions, stake holders and the industry from damage, According to Coombs (2012), an active crisis management platform originates from a universal â€Å"range of crisis communication approaches† comprising of a variety of activities from â€Å"denial to accommodation†. Defensive approaches assert that no disaster exists, or try to evade accountabilities for the crisis, through comprise, denial, excuses, justifications and attacks targeted at the accuser.

Close Critical Commentary Essay Example for Free

Close Critical Commentary Essay Thetis is a poem written by the British poet Carol Ann Duffy in her collection The Worlds Wife. Unlike most of the other poems in this collection, Duffy has not titled the poem as Mrs (such as Mrs Lazarus and Mrs Tiresias) but as just Thetis. This may be making the point that in this case, it is Thetis herself who was famous, not her lover, and this shows female independence. The poem shows the transformations of Thetis, a Greek goddess and sea nymph, as she attempts to escape her mortal lover, with whom she is destined to have a child. Duffy uses the poem to celebrate the adaptation and flexibility of women, just as she does with Mrs Lazarus- who moves on after her husband dies- and Mrs Midas, who moves her husband out and remodels her life without him. The poem is written in free verse, which helps keep the pace of the poem fast, and reminds us of the freeness of Thetis form. She is a slippery, darting creature, being a sea-nymph, and often changes her form rapidly. Despite this, the poem is in eight sestets, a regular shape, and this is to remind us of Thetis bonds, and her inescapable fate. The poem is written as a dramatic monologue, as are the other poems in the collection, and this means that we are seeing the world from the imagined view of one person- in this collection, always a woman. The sporadic rhyme- such as in stanza four where the majority of words rhyme, and the last stanza, where there are only two rhymes, one of which is internal- is again reminding us of freedom, and also speeding up the pace to match Thetis frantic changes of shape. Duffy uses enjambment freely here, running lines on to create pace and free movement. She only once uses a caesura in the poem, and this again creates fluidity, which is a reflection of not only her freedom of form, but her connections to water and the sea. Duffy varies her language throughout the poem to express thoughts and highlight her key ideas. By using religious metaphors such as shouldered the cross and [carried the cross] up the hill she brings in the idea of Christian suffering, and ties it to the suffering of Thetis. Similarly, the albatross and the squint of a crossbows eye are also images of suffering- that of the mariner in The Rhyme Of An Ancient Mariner- and could also signify the suffering felt by her suitor as he tries to capture her, only to be cursed by her hatred. The suitor is described in varying ways throughout the poem. He goes from being a charmer (the snake charmer image gives us the idea that she is under his power) to a strangler (a powerful image) in stanza three, and this shows his two personalities- the powerful man and the lover. The sudden change in description also gives the premonition of a sudden change in her feelings. In stanza four he is coldly described as the guy- an impersonal reference. This lets the reader see the development and progression of her feelings for him. Throughout the poem we perceive the suitor to be violent and powerful, particularly in the line I sank through the floor which sounds as though he forces her to sink, it is not through her choosing, and this exaggerates his power, and the line I felt the squeeze of his fist, which again suggests his violence and power. At the end of the poem, the suitor becomes the groom, and this sudden acceptance and a more personal feel shows the change in her emotions towards him. A chatty and conversational tone is used throughout the poem. This is a common feature of Duffys monologues- in Queen Kong the language used suggests a chatty American interview or real life story in a magazine, and in Mrs Midas, the poem is written as though it was being spoken to a close friend. In this poem the chatty tone helps to evolve a fast pace, and reflects the freeness of Thetiss form using the freeness of her language. Lines such as I changed my tune and his hook and his line and his sinker are clichi s used to give the end of the poem a tiresome feel, which reflects Thetis exhaustion at changing shape. They allow Thetis to seem bored of running from her suitor, as they are over-used phrases, and they are used in a satirical manner, which also shows humour. Similarly Stuff that is a chatty, every-day phrase, and Duffy also uses it humorously as a pun, referring to the art of taxidermy. Interestingly, the lines I shopped for a suitable shape. Big Mistake suggest a criticism of todays society, where size 8 is a perfect size to be. Duffy is criticising men for forcing women to be slim, and women for giving in to them, and this fits well with Duffys theme of being forced to change. The Big Mistake line shows Duffys contempt for the conformers. The internal rhyme speeds up the pace, and this fast pace mirrors the speedy lifestyle of women today, especially their high street shopping, which is frantic but ultimately meaningless, just like Thetiss changes. Duffy is making a joke of the ultimate shape and appearance so valuable to women in todays society. The last verse of the poem is different to the others. Thetis is no longer running from her suitor but embracing him. The references to fire -flame, burned, and asbestos- can be interpreted in many ways. Perhaps this is the heat of her passion, brought on by the relentlessness with which he has pursued her, or perhaps it is Thetis again trying to have an effect on him, by burning him, but he is still impervious to her- the groom wore asbestos. Perhaps when she says my kisses burned she means that it hurts her to be kissing him, and to have given in to him. The line between passion and destruction here is all but invisible, and this adds an interesting twist to the poem. The last two lines deal with the birth of Thetiss child, Achilles, and are fairly violent and almost visceral. The reference to her having turned inside out could reflect her change in opinion from hating him to loving him.

Essay on Chaucers Canterbury Tales - Power of the Pardoners Tale :: Pardoners Tale

The Power of the Pardoner's Tale      Ã‚  Ã‚   Geoffrey Chaucer was a author of the 12th century.   Chaucer is known as the father of English poetry.   He wrote Canterbury Tales which is a collection of narrative short stories written in verse.   "The Pardoners Tale" is among the more popular of these varied tales.   It is told by a pardoner who uses the story to preach against those who are blastfamous and gluttonous.   In an odd twist, after he tells the story he trys to sell others counterfiet relics.   In this short story about greed, disrespect and death Chaucer utilizes three important literary tools personification, irony, and symbolism.      Ã‚  Ã‚  Ã‚  Ã‚   In the tale by Chaucer Personification is utilized on the character of Death.   When a young boy is asked what happened to a man who had just died he responds in saying "There came a sneaking thief that men call Death, who slays all the people in this country, and with his spear he struck his heart in two, then went his way without saying another word." They show there feelings by pledging to each other to murder death.   "Let each of us hold up his hand to this false traitor Death.   He that slays so many shall be slain himself before nightfall."      Ã‚  Ã‚  Ã‚  Ã‚   In "The Pardoners Tale" personification is employed to make Death a person instead of a process.   Death is given human characteristics to make him more real to us.   This tool allows the main characters to focus their feelings.With the use of personification the three men are allowed to focus their feelings of vengence on a person instead of a biological process.      Ã‚  Ã‚  Ã‚  Ã‚     Another tool that was heavily relied on was irony.   There are many examples used to show irony in the story.   The old man sends the three drunkards down a path where he says death is, however, a pot of gold awaits them there instead.   "If your so anxious to find Death, turn up this crooked path; for in that grove I left him, by my faith, under a tree, and there he'll stay."   The irony in this event is that the three men who were ready to kill Death totally forget about him once the gold is found. After the three villians find the gold they send one into town for supplies.

Awarness and Attitude of Primary Teachers Towards Child Rights Education Essay

The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is malnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3. 3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN  declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in India. Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search. The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education. [3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights. [5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women. [8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case. [9] Article 10 of the European Social Charter guarantees the right to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given. â€Å"[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†. [11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms. [12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal capabilities, attitudes, aptitudes and knowledge. â€Å"[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young. â€Å"[11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law. [13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers. [13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained. [17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development. [citation needed] Historical development. In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions. [19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states enacted legislation making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards. [20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence. † Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights. [21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it. [22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states. [23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation. International law does not protect the right to pre-primary education and international documents generally omit references to education at this level. [24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries. [25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. [27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable. For further information contact at afc. north@smilefoundationindia. org    Journal 1. Discipline for Life: Getting It Right with Children. (ED458959) Share Author(s):| Swift, Madelyn| Source:| N/A| | Pub Date:| 1999-00-00| Pub Type(s):| Books; Opinion Papers| Peer Reviewed:| | | Descriptors: Anger;  Child Rearing;  Children;  Cooperation;  Discipline;  Expectation;  Parent Child Relationship;  Parents;  Parents as Teachers;  Praise;  Problem Solving;  Self Esteem;  Teachers;  Timeout Abstract: Based on the view that how parents discipline their children in the early years plays a significant role in determining their child’s future behavior and relationships, this book offers advice for helping parents teach their children to accept responsibility for their own behavior, to form healthy relationships, develop sound and helpful communication, acquire correct principles to guide their lives, use problem solving, discover resourcefulness and negotiating skills, and deal with anger. Although addressed primarily to parents, the book is also directed to teachers and early childhood educators. The book is presented in six sections: (1) â€Å"The Journey Begins,† introducing the fundamental principles of discipline; (2) â€Å"Vision,† presenting a vision of parenting, including information on the current status of America’s children and suggestions for deciding what parents want to teach their children and how they can decide what lesson needs to be learned; (3) â€Å"Gaining Cooperation without Losing Your Mind!,† identifying barriers to cooperation and suggesting ways to use respectful language and teach children respect as a second language; (4) â€Å"Don’t Start What You Can’t Finish,† presenting tips on using various discipline strategies and the consequences of those strategies, problem-solving strategies, and dealing with temper tantrums; (5) â€Å"Building Self-Esteem,† discussing the importance of self-esteem, and presenting ways to help children develop important life beliefs paralleling the components of self-esteem (existence, accomplishment, and mistakes); and (6)†The Journey Continues,† reinforcing the view of parenting as a challenging process for everyone. (Contains 37 references. ) (KB) Journal 2. Knowledge, practice and attitude toward epilepsy among primary and secondary school teachers in South Gezira locality, Gezira State, Sudan Haydar E. Babikar and Islam M. Abbas1 Author information > Copyright and License information > Go to: Abstract Objective: The attitudes toward school pupils with epilepsy are influenced by the degree of school teachers’ knowledge of the disorder. Teachers usually do not receive any formal instructions on epilepsy during their training. This study aims to assess school teachers’ knowledge, attitude and practice when dealing with epilepsy in school children. Materials and Methods: This study was part of a series mandated by the Gezira Epilepsy Care Programme (GECP), to obtain baseline data for a community-adapted epilepsy education program. A pretested, semi-structured, 35-items questionnaire was the investigational tool. It was used to evaluate the knowledge of the basic facts about epilepsy among school teachers in this cross-sectional study. The questionnaire allowed teachers to express their opinions by means of free answers. The schools were chosen at random but not in a systematic equiprobability design. Two hundred teachers from public primary (100) and secondary (100) schools in the rural area of south Gezira Locality, Gezira State, Central Sudan, were recruited. Results: In this study, the majority of respondents had never been informed about epilepsy and therefore gave evasive answers to many questions. Few of the respondents considered epilepsy as contagious. None of participants objected to having epileptic children in their classes. Only 47 teachers (47%) in the primary schools had any knowledge of the initial procedures to help a child in seizure, presenting reasonable answers, compared to 64 (64%) teachers in the secondary schools. Recommendations: All school teachers should be given some kind of training in health services. The GECP should involve teachers in its current training programs for caregivers and lay association to help epileptic patients. INTRODUCTION Epilepsy, one of the most common neurological disorders worldwide, with a prevalence rate of 2. 8-19. 5 per 1,000 of the general population, is more prevalent in early years of life. [1,2] It accounts for 1% of the global burden of disease and about 80% of this burden is in the developing world such as Sudan, where in some areas 80-90% of affected people receive no treatment at all. Epilepsy is currently recognized by many countries and concerned associations as a public health problem. Persons with epilepsy are at the risk of developing a variety of psychological problems including depression, anxiety and psychosis. [3,4] Sociocultural attitudes continue to have a negative impact on the management of epilepsy in many African countries. [5] The disorder is associated with superstition, discrimination and stigma in many of the countries. [6] Still deeply rooted in these communities the idea that the cause of these frightening attacks is possession by evil spirits. Widespread ignorance, fear and misunderstanding has contributed negatively to the management of epilepsy. Thus, many children who have seizures of any kind are first seen and treated by religious or traditional healers. [7,8] Epileptic children suffer untold social deprivations and discrimination in education, which may be more devastating than the disease itself. [9] Children with epilepsy have the same range of intelligence and abilities as the rest of the population. [10] Most children with epilepsy can and should attend normal schools, their activities there limited only by certain factors. However, the attitudes toward school pupils with epilepsy are influenced by the degree of school teachers’ knowledge of the disorder. [2] Teachers usually do not have any formal instructions on epilepsy during their training, so they should be correctly informed about the disorder and encouraged to have a positive and optimistic attitude toward the condition. Other children may be quite helpful if they are aware that the seizure is benign. They should be motivated to offer help and pass on information on epileptic care to their family and friends. [11] To date, there is little research on public attitudes toward epileptics in the Sudan. In order to ensure the proper management of epilepsy, it is important to have a clear understanding of community attitudes toward the disease. The aim of this study is to ascertain the perceptions, attitudes and beliefs of school teachers both at primary and secondary levels, in central Sudan regarding the causes, manifestations and treatment options of epilepsy in school children. MATERIALS AND METHODS A pretested, semi-structured, 35-items questionnaire was the investigational tool. It involved questions mainly of the yes/no/do not know variety; however, it also allowed teachers to express their opinions by means of free answers. It was used to evaluate the knowledge of the basic facts about epilepsy among school teachers in this cross-sectional study. Two hundred teachers from 11 public primary (n=100) and 11 secondary (n=100) schools, in the rural area of south Gezira Locality, Gezira State, in central Sudan, were invited to participate in the study by answering the questionnaire. The 22 schools were chosen at random, but not in a systematic equiprobability design. The following criteria: Stay beside the seizing child to protect and turn the head to one side to permit the saliva flow; keep breathing normal, were considered correct first-aid procedures for attending the seizing child. Removal of the child’s shirt and nearby objects or taking him to hospital, were considered less important. Pulling the tongue out or putting a spoon into the mouth were considered harmful and useless procedures. To verify the statistical significance of the two groups of staff or between genders, Pearson ? 2 test was used. RESULTS This study was part of a series mandated by the Gezira Epilepsy Care Programme (GECP), to obtain baseline data for a community-adapted epilepsy education program. It was designed to assess primary and secondary public school teachers, knowledge, practice on epilepsy and their attitudes toward epileptic pupils in the school. Two hundred school teachers who were recruited, responded to the questionnaire. The data relating to teachers’ characteristics are presented in Table 1. Their mean age was 38. 5.

Recruitment process and documentation at West Cheshire College Essay

Recruitment is the initial part of the human resources. The candidate for a specific job role needs to have all essential skills required in order to be successful. Recruitment department needs to make sure that they are getting right people for right position, they are monitoring staff constantly for any further developments and improvements as well as the department ensures that they are prepared to consider a better practice. The purpose of monitoring staff is to improve their performance and offer a training if it necessary. There are two main dynamic documents used in West Cheshire College – job profile and person specification. In order to make sure that the organisation has right people for right positions, both documents needs to be clear and be completed in a correct way. Layout of these documents is really similar and both are generally accepted tasks but the most important document is job description. Job profile is a brief summary of the job, which explains what tasks are involved, what is the purpose of this job and what are the duties and responsibilities of this position. Person specification is a statement of attributes required for a specific job role. These can be split into two sections – essential and desirable. Person specification describes what qualifications, skills, experience, and approach the candidate needs to have. If the candidate has all of the attributes, this person is considered to be strong candidate and has more chances to become successful within this job role. Once the documentation is completed for any specific job role, the Human Resources department needs to start to think about advertisement of this job and when it comes to the ending date, they need to select few candidates which then are going to be invited for an interview. Yet again, these documents are used – interviewer will create questions upon the job profile and person specification and will complete a checklist of skills against person specification. If the candidate is successful, will get to know terms and conditions of the employment as well as any other important information about the organisation. Importance of employability, personal and communication skills in the recruitment process and retention of staff. There are many different factors to consider when the organisation decides to recruit new people or keeping current employees. All of them needs to have correct skills which match up the job description. Right candidate will have strong communication skills in order to communicate within the team or with the customers. If the candidate applies for a college officer position, he will deal with different enquiries from staff, learners and external contacts therefore it is really important that this person is able to communicate at very high standards and that the tasks are fully understood and carried out effectively. It is also important that the candidate is willing to undertake any training if required and is willing to develop personal skills and other attributes – this would possibly help to achieve their targets, and this shows that the candidate has strong employability skills. Retention of staff It is important that the organisation retain the staff who are doing their job correctly and are achieving their job targets. This is highly beneficial for any businesses – the staff is already fully trained, know exactly what are the job duties and responsibilities and they are able to resolve any problems much quicker. West Cheshire College retain highly qualified staff to ensure that the organisation is providing service at the highest standards. The organisation is doing so by offering: 1. training and development 2. free education 3. support 4. very good working conditions 5. fair rate of pay 6. staff discount 7. holidays

Analysis of Mid-Term Break by Seamus Heaney Essays

Analysis of Mid-Term Break by Seamus Heaney Essays Analysis of Mid-Term Break by Seamus Heaney Paper Analysis of Mid-Term Break by Seamus Heaney Paper Seamus Heaney, Mid-Term Break In Seamus Heaney’s poem â€Å"Mid-Term Break† one is misled by the title which normally would bring to mind parties, frivolous activities, and a much needed break from classes.The writer immediately extinguishes these thoughts as the college sick bay is mentioned (Heaney, 1).Heaney does not use rhyming or specific sentence structure but still manages to draw a strong reaction message from his readers.The reader is shocked by the last line as it reveals the death of a child, the emotionless reaction to this death, and the injustice of a young life gone forever. Although at first it seems as if the reader could perhaps be sick himself we quickly learn that the school bells sound to him as if they were â€Å"bells knelling† (2) which are often associated with a death toll or funeral procession.This immediately sets the tone of something far more tragic. The death of a young child has occurred, although it is not yet known the relationship between the reader and the deceased.There is no mention of grieving or emotion but the tone is very somber as the reader is confronted with various family members and friends in many states of grieving. As the eldest child the reader feels he is expected to behave or react a certain way.His family and friends are openly emotional and upset at the needless death of the young child.The reader puts on a brave face as he feels a duty to his family to remain strong.It is tragically implied by this phrase â€Å"away at school† (12) that if he had been home the accident would have never occurred.The tremendous pressure of unspoken criticism has to be overwhelming and yet another reason to dampen the reader’s emotions although the grief he felt must have been great.

Word Choice Rack vs. Wrack

Word Choice Rack vs. Wrack Word Choice: Rack vs. Wrack Neither â€Å"rack† nor â€Å"wrack† are common words these days. However, they are used in some common terms and phrases. And since they sound identical, it’s easy to get them mixed up. To avoid errors in your written work, then, check out our guide to using â€Å"rack† and â€Å"wrack† correctly. Rack (Strain and Storage) The more common word here is â€Å"rack.† It comes from a Middle Dutch word meaning â€Å"stretch out,† which makes sense when you know that one use of â€Å"rack† is a type of torture device: He refused to confess even after a day on the rack. People would use a â€Å"rack† to stretch their victims, so the word has since become associated with causing pain, strain, and distress. It doesnt look fun. We also see that sense of pain and distress in the verb form of this term: His shoulder was racked with pain. This is also the sense of â€Å"rack† we see in â€Å"nerve-racking,† which implies being mentally strained. Oddly, though, the idea of a wooden frame for stretching something also gave us a fairly innocent use of this term. In this case, it refers to a framework used for storing something: Finally, put the cake on a wire rack until it is cool. In case you were wondering, we would choose this kind of â€Å"rack† if we had to spend time on one. Wrack (An Old-Fashioned Word for â€Å"Wreck†) â€Å"Wrack† comes from a Middle Dutch word meaning â€Å"shipwreck.† This link to destruction reflects how the word is still used today. For instance: Clouds roiled in the storm-wracked skies. The phrase â€Å"storm-wracked† here literally means â€Å"wrecked by a storm.† Likewise, you may see â€Å"wrack† used in the phrase â€Å"wrack and ruin,† which also refers to destruction. Storm-wracked skies. However, â€Å"wrack† has commonly been confused with â€Å"rack,† especially in situations where â€Å"rack† means causing pain or distress. As such, â€Å"wrack† is often accepted as a variant spelling of the verb form of â€Å"rack.† For example, we can say â€Å"wracked with pain† as well as â€Å"racked with pain.† But keep in mind that â€Å"rack† and â€Å"wrack† are only interchangeable when used as a verb. If you are referring to a torture device or a framework used for storage, â€Å"wrack† would be incorrect. Rack or Wrack? Most of the time, â€Å"rack† will be correct. However, â€Å"wrack† is now widely accepted as a variant spelling when used as a verb. And the traditional uses of these terms are as follows: A â€Å"rack† is a torture device, so as a verb it usually means â€Å"torture† or â€Å"cause distress.† However, as a noun, a rack can also be a frame used for storage (e.g., a â€Å"spice rack†). â€Å"Wrack† is an old-fashioned word for â€Å"wreck.† It is traditionally used to describe a shipwreck and associated with destruction. Generally, the main place you will need â€Å"wrack† is in phrases like â€Å"wrack and ruin† and â€Å"storm-wracked.† The word â€Å"rack,† meanwhile, appears in terms like â€Å"nerve-racking.† If you need help making sure you’ve used these words correctly, get in touch today.

Oil Price Fluctuations Case Study Example | Topics and Well Written Essays - 3000 words

Oil Price Fluctuations - Case Study Example During 2008 world witnessed the growth in the prices of crude oil reaching a new high threatening the world economy at large, thanks the financial crisis, the recession has brought it down again. It may be exaggerated that increase and decrease in the oil price effects the world economy which is makes it necessary to study its impact on the world economy and how it effects the alternative energy resources. OPEC reports that the recent surge in the oil prices occurred at the time when there was absolutely no shortage of oil at all. The price upsurge accompanied with volatility has been recognized in all commodity groups including energy, metal or agricultural products with prices doubled since 2005. OPEC reports that it has increased the supply of crude oil by 4 mb/d since 2003 and further increased it by more 1 mb/d with absolutely no shortage of crude oil in the market. (World Oil Outlook, 2008)1 Many elements have led to this volatility in crude oil prices. Keeping aside the demand and supply elements, fluctuations in the dollar value has been the main cause for increase in the prices of crude oil. ... Some factors that have helped the price upsurge include US occupying Iraq, Saudi Arabia being attacked by terrorist temporarily affecting oil supplies, speculative investments by financial investors.3 Decline in OPEC's Surplus Oil Production Capacity Increases in global demand for the crude oil have forced the oil producing nations to produce more crude oil in order to meet the demands. The above figure shows that there has been drastic decline in the oil production of OPEC countries; this demand/supply factor is the main reason for increase in crude oil price touching $140 per barrel.(Hiromi Kato, 2005)4 As per the BPs Statistical Review of World energy for the year 2007, it is revealed that demand for the world touched 83.7 million barrels/per day or 3.9 billion tons/year which is equal to five times the annual household water consumption. The above figure shows that the increasing demand has led to upsurge in crude oil price which rocket from mid 2005 till 2008. As per the figure, oil price didn't had any upsurge till late 2000 but due to increased demand in Asian countries, the crude oil price escalated. Trends in Oil Prices Roncaglia using Hotelling theory explains that the equilibrium price of the scarce resource net of extraction costs rises over time at the rate that is equal, year after year, to the interest rate.5 It is understood from this statement that price of the scarce commodity increases at the rate year after year with the added interest rate. The crude oil is an important ingredient in the growth of world economy. It is learnt that commodity traders are responsible for oil prices who bid on oil futures contracts by looking into current supply of oil in terms of output, oil