Business Dining Etiquette Essay

Notes for PowerPoint slides Slide 3 Employers may want to see you in a more social situation to see how you conduct yourself, particularly if the job for which you are in requires a certain standard of conduct with clients and superiors. You could be critically scrutinized on your table manners and conduct. The meal is a time to visit and interact and this is always more important than the function of eating. Slide 4 Having a working knowledge of dining etiquette turns any employee into a poised marketing representative of the company. Whether you’re going to a business lunch with your peers, recruiters, clients or partners, you need to make sure you behave appropriately. Yet many business folk don’t know proper dining etiquette. I have put this handy guide together with tips gathered from the business etiquette experts all over the world to help make sure that someone doesn’t call you out at your next business meal. Does anyone have a business dining experience that they would like to share? Slide 5 Be on time, no one wants to be kept waiting. If it is an unavoidable delay, try to contact the person. Keep in mind that you never know when you will encounter heavy traffic, wrecks, construction of other delays Slide 6 Shake hands with all present at the table. If necessary, introduce yourself. Concentrate on remembering your host/hostess’ name. Remain standing until host sits. Host has moved his/her napkin. Sit up straight and don’t tip your chair back. Don’t ask the waiter to explain everything on the menu; you will annoy others and appear indecisive. Place your napkin on your lap after everyone is seated and after you. Lets practice this. I want everyone to stand up move away from your tables each person find a partner and practice meet and greeting each other at the table, remember to greet shake hands and introduce yourself. Wait until the host has seated then you may sit down. Each one of you does this and once you both have practiced you may all be seated. Slide 7- No notes Slide 8 A decade ago young executives were expected to bring table manners to the job with them. In today’s world of busy families, table manners are no longer practiced on a daily basis, making it necessary to teach the acceptable dining etiquette before sending them out to represent the company at a customer lunch of business dinner. There are definite rules of dining etiquette and having a working knowledge of them turns any executive or employee into a gracious host or guest and a poised marketing representative of the company. Slide 9 Order only from the lunch menu, and then, not the most expensive item! The expectations are the employer will pay for the meal; however you may offer. Do not order alcohol and do not order foods that are messy to eat or require you to hold the food with your hands. Order foods that are easy such as chicken, fish or salads. Avoid sloppy hard to eat foods like spaghetti or ribs. Now that you have watched the video are there some pretty obvious things that you seen that were inappropriate? Lets watch the second video on what should be expected during a lunch meeting. Do you all feel that you could be in a lunch meeting situation and act appropriately? Slide 10 With a pre-set mean the host/hostess has already made the selections and the individuals are served. If allergic, religious or vegetarian issues arise, quietly deal with these as the server is at your side. For vegetarian ask if you may have a vegetable plate; with allergies or religion, provide the server with options. Always eat a little of all items served to you that have been brought to you specific from the server in which you have asked for. You will follow the same rules as a pre-set meal the only difference is that you will have more options and you will be able to choose the food based on your preference usually there are a couple of options to choose from within a buffet Slide 11 Most receptions or social hours are for the purpose of mingling and making contacts whether for job leads, as part of an interview or an employee entertaining clients. When you enter the reception observe the layout of the room. Seeing the room layout gives you a clue on how to proceed at the reception. If no tables are available, you should only have a drink or your food in your hand- never both. You should be prepared to greet and shake hands with individuals. If having a drink hold it in your left hand to keep your right hand dry and ready to shake hands. If eating hold your plate on the right hand and eat with the left hand. When someone approaches, you are able to switch the plate to your left hand and your right hand is clean and ready to shake. If tables are available you may have your drink and food together. However, always be ready to stand and greet people. Networking and or mingling are an important aspect of a business function, even if the event is described as a social gathering. Be sure to greet or introduce yourself to the host. Hostess. Spend a few minutes conversing with them on topics that relate to the event or to their business. To move on you can politely say, â€Å" I know you need to talk with other guest. † connect with as many attendees as possible. So not interrupt people; wait until they include you, or there is a break in the conversation and you can introduce yourself. Start conversations by asking someone about themselves. Do not look around the room for your next contact as you converse with someone. Focus eye contact on that individual and after a time, politely excuse yourself to move on to someone else. Slide 12 Office parties are good opportunities to improve morale and build good will. Keep in mind these are people who see you every day and they will remember a lapse in behavior. Be aware of your alcoholic consumption and do not embarrass yourself. Do not discuss business- this is a social occasion and an opportunity to learn more about your co-workers. Now that you have learned about all the scenarios I have some handouts as guidance for you to reference just in case you forget anything that we have discussed. ( Handout 1 and Handout 2) Slide 13 Now that you are aware of the different types of business scenarios you can actually move forward to the part we actually and sitting down and eating. It can be very confusing to be presented with a variety of eating utensils. Remember to start at the outside and work your way in. if you have been given two forks, which are the same size, begin with the fork on the outside. Many restaurants use the same size of fork for both the salad and main course. Be careful how you hold your utensils. Many people tend to make a fist around the handle of the utensil, this is the way a young child would grasp a utensil not an adult. There are two acceptable ways to use the knife and fork; continental fashion and American standard. Continental fashion; the diner cuts the food usually one bite at a time and uses the fork in the left hand, tines pointing down, to spear the food and bring it to the mouth. American standard; a few bites are cut, the knife is laid across the top on the plate, sharp edge toward you and the fork is switched to the right hand, if right-handed, tines up to bring the food to the mouth. Do not cut more than two or three bites at a time. Slide 14 This would be a typical dining table setting. Each and every one of you will walk away today knowing exactly how these should be set up. Slide 15 Continental or European style is when cutting the food with the right hand and using the left hand to hold the food while cutting and when eating. The American style is cutting the food with the right hand and holding the food with the left, then switching hands to eat with the right hand. Slide 16 Do not take a lot of time to order. Others are waiting. Order simply, do not customize your order excessively as this can attract unnecessary and negative attention. Follow your host’s lead. Avoid foods that are difficult to eat and or messy. If you are your host’s guest, select an item that is in the mid-price range, easy to eat and one you will enjoy. Consider asking your host/hostess for a recommendation before making your decision. If you are the host, it is courteous to take the lead in ordering appetizers and wine, if these are to be served. Slide 17 Do introduce yourself to each new person at the table and greet those you have already met before everyone is seated. Remember to use a firm handshake! Don’t talk with food in your mouth. Do sit up straight and keep your arms and elbows off the table. Don’t blow on food that is hot. Do carry food to your mouth with an inward, not an outward, curve of the fork or spoon. Don’t gesture with silverware in your hand. Do look into, not over, your cup or glass when drinking. Don’t overload your plate. Do try a little of everything served to you unless you are allergic. Don’t saw back and forth with your knife; stroke the knife toward you instead. Don’t let your silverware touch the table after you have picked it up. If you are not finished eating, place the fork and knife on your plate in an upside down V. Don’t push your plate away from you when you are finished; instead place your fork and knife side by side on your plate at an angle Slide 18. All of these will be very useful when you have your first business dinner. Or maybe this is a refresher for those who have encountered a business dining situation before. While eating wait for everyone to get their meal before starting yours, take small bites, try to pace yourself to finish as the same times as everyone else. If you leave the table, excuse yourself and place your napkin on your seat. When you are finished eating, place your napkin neatly to the left of your plate, but do not push your place setting away from you. Slide 19- No Notes Slide 20. You should prearrange how the bill is being paid. Always make sure the bill is accurate. Last thing to remember when paying the is to tip appropriately 15% for moderate service and 20% for excellent service. Now that you have finished thank your guest for joining you and shake their hand again. Slide 21 Now that you have sat through all of this training I am sure you all have worked up a appetite. How about we demonstrate what we have learned here today? We will be dining at the Radisson Hotel for a business dinner with everyone who has attended today. You all will be monitored so lets show the company you can do this! After dinner we will meet back here to finalize this workshop. At this time any questions that have not been answered during the presentation feel free to ask them now. Slide 22 A good point to remember in business etiquette is everyone should be treated with equal courtesy and respect. Business etiquette should be a give and take, to help each other when help is needed and have consideration for others. Good manners and business etiquette have always been based on common sense and thoughtfulness.

Jewish History Nazi Policy Against Jews 1933 Essay

This is a brief introduction to my topic, how it started. In January 1933, Hitler became Chancellor of Germany, He was the idol for the people .Hitler as its Fà ¼hrer (â€Å"leader†), centralizing all power in his hands. Hitler now had the power to start manipulating people and started introducing the first nazi policies against Jews. Between 1933 and 1934, Nazi policy were fairly moderate, because Hitler was paying attention to not scare off voters or moderately minded politicians by these harsh policies so he started introducing this policies step by step†¦ which were more stronger and more harsh. The Gestapo (secret state police) and SS underHeinrich Himmler destroyed the liberal, socialist, and communist opposition, and persecuted and murdered It was believed that the Germanic peoples—who were also referred to as the Nordic race—were the purest representation of the Aryan race, and were therefore the master race. In 1933, persecution of the Jews became active Nazi policy. Nazi leaders began to persecute German Jews soon after they had the „ POWER! . During the first six years of Hitler’s dictatorship, from 1933 until the outbreak of war in 1939, There were 400 decrees and regulations that restricted all jews from their public and private lives. These were national laws that had been issued by the German administration and affected all jews. The first legislation from 1933 to 1934 was focused on limiting the participation of jews basicly everywhere. The first major law was Law for the Restoration of the Professional Civil Service† of April 7, 1933 according to that law jewish and politically unreliable civil servants and employees were tob e excluded from state service.- this ws the first formulation oft he so- called Aryan Paragraph, – this regulation used to exclude jews from organizations, professions and basicly banned from the public. By 1935 The Nazis gained power and strength in many parts of Germany. Restaurants, and shops had signs forbidding jews from entering. In some areas in Germany there were even banned from public transports and certain parks. Thousands of Jewish teachers and civil servants had been sacked, the security forces regularly boycotted Jewish businesses preventing people from using them, and people were not allowed to visit jewish doctors and lawyers as kristina allready mentioned. these measures were intended to cause mass migration, many who could afford it did leave Germany, but still many remained. Immernoch Slide nr 3. NAZI POLICY In march 1933 Nazis attacked jews on the streets, beating them up and sometimes killing them Across Germany many hundreds of Jews were rounded up by local SAgroups and sent to concentration camps. I will breifly talk about the concentration camps, and about Josej Mengele.) The attacks on Jews soon increased and become more organised. However, Hitler saw that the attacks and arrests were random and not controlled by the state. He believed that everything should be controlled by the state, especially the campaign against the Jews. During April 1933 the Nazi’s began to develop antisemitic laws that would severely affect the lives of those Jews living with the German boarders. Slide 4. NUREMBERG LAW During the annual Nazi Party Rally in Nuremberg in September 1935, new laws were introduced which again limited the civil rights of Jewish people. The Citizenship Law stripped Jews of their German citizenship and made them state subjects, marriage and sexual relations between Jews and Germans were strickly forbidden. Jews were also not allowed to employ female household staff under the age of 45; another article of this law made it illegal for Jews to display the national flag. Classification of Jews Initially the laws did not clearly define who could be classed as Jewish, as there were a number of people who had one Jewish parent. This needed to be clarified who the laws would apply to. In November 1935 a decree declared that people with three or four Jewish grandparents were regarded as fully Jewish. Those with two Jewish grandparents and two German grandparents were declared as being half-Jewish. However Germans who had married a Jewish person were classed as fully Jewish, as were their children in most cases. . The press and propaganda became much more anti-Semitic after the introduction of the laws and Jews found themselves extremly isolated. even by friends. At the time of the laws approximately 10% of Jews were married to a German, the state could do nothing about this except to persuade the couple to divorce; this was not very effective. JOSEF MENGELE Josef Mengele: in 1943 , Mengele became medical officer of Auschwitz-Birkenau’sZigeunerfamilienlager (â€Å"Gypsy Family Camp† He used Auschwitz as an opportunity to continue his research on jews. He used the people for human experiments.. He was particularly interested in identical twins; they would be selected and placed in special barracks. He recruited Berthold Epstein, a Jewish pediatrician, and Miklà ³s Nyiszli, a Hungarian Jewish pathologist, to assist with his experiments. Final test FINAL JAN 29TH 12:30—14:00 50 % Statement ask for our opinion. Explain why or why not and example. Should come from the lesson. Not only my opinion. Mosis mendelson.. at least one person as an example. And also french revolution . LOGICAL! 1 page. 50% Multiple choice there will be 1 answer right. Maybe there q where more then one answer is right. * Biblical judaism. Jewish life after exile distructions first temple. From temple tot he synagoge. Mishna and talmud. ( book) structure . rabi who write around text of mischna * Jews in christian europe. ( briefly, jews under islam ) compare IMPORTANT. Had easier under islam * Spanish expulsion (richards presentation) * Jews in the ghetto . merchant of venice. (movie†¦ gives a picture. 15th century how jewish lifes where ) * Ghetto in venice. Councel over four lands. Hmelnizki pogrom. The vickit bogdan. 1648/49 * Fals masahja. Hasidik movement. * Merchantalism in western europe. Aproved the standing of jews in society. It made it better. * Hofjuden ( max messerschmid) courtjews. / privilege jews. Aristocrats. * Enlightment and impact of situation oft he jews * French revolution.briefly . the impact ist he important !!! begining of imancipation in europe * Debate over imancipation oft he jews. Orthodox. Liberal. How they saw it. They saw it as a dangour tot he jewish ppl. Jews were assimilated somwhow those who were against imancipation not tob e ill treated but becuase they understood this was the key . the end for jewish ppl.

'Overseas discoveries could be used to suggest fundamental questions Essay

'Overseas discoveries could be used to suggest fundamental questions about the values and standards of a civilisation' (H. E - Essay Example It will be argued that both writers represent a challenge to the burgeoning rise of cultural imperialism that was a force in their historical era. The historical context or background of Shakespeare's age and Montaignes, is important. Shakespeare and Montaigne both lived in an age when exploration and colonial expansion was in its early phase. At the forefront of the European expansion into the 'new world', was the early sixteenth century exploration and colonization of the West Indies, South and Central America1. What is important to note, is that colonization or colonialism brought with it an imperial set of attitudes and beliefs. The people of the new world were largely viewed as uncivilized, and the state of nature that they were living in was viewed as inferior to the European invaders. It is these attitudes, for example, that facilitated the enslavement of people. Likewise, what soon followed with colonial expansion, were missionaries or the missionary movement of the Catholic Church in Europe. Both slavery and the sentiment of missionaries, are premised on assumptions that the inferiority of a people legitimated their exploitation. That is, the missionaries goal was to civilize the people and take them away from what was perceived as barbaric practices. It is interesting to note that it took centuries before Europe was able to let go of its basically 'patriarchal' views of people in the under developed world2. Expansion and colonization, was an important source of fascination for Europeans in the time of Montaigne and Shakespeare3. While Europe had a geographical and therefore, cultural connection with South and East Asia, the 'new world' or the the Americas held a great deal of interest. Montaignes sources for his writing, were some of the written accounts of explorers who had encountered cultures in South America, and one of the elements that is significant, is the connection with nature4. Montaigne writes of the people of the new world, in a way that can be described as paternalistic or patronizing, but also reverent in that he sees them as living in harmony with nature: â€Å"and they are, moreover, happy in this, that they only covet so much as their natural necessities require†5. In Montaigne, there is the sentiment expressed as what later became known as the theory of the â€Å"noble savage†6. That is, the perspective that civilization is essentially a corrupting force, and that people who live closer to a state of nature are more noble. Individuals who live in a state of nature, are living in a sustainable relationship with their environment. They consume only what they need, and are not reaching beyond the basic needs. In Montaignes world, there would very obviously been a contrast of lifestyles insofar as he would be immediately familiar with the folly of consumption. Likewise, the wealth and behavior's of Prospero and his noble visitors are presented as a stark contrast to the state of nature that the chara cter of Caliban lives in as we shall see from the Tempest. It might be argued that Shakespeare's Tempest represents a very early form of a critique of colonialism. Central to this perspective, is the figure of Caliban. The background to the story is that a nobleman from Italy or Milan, named Prospero and his daughter Miranda are exiled on a faraway island. The only inhabitant on the island who Prospero and Miranda have contact with is a figure named Caliban. The name Caliban is believed to be

Sondu Miriu Project Essay Example | Topics and Well Written Essays - 2750 words

Sondu Miriu Project - Essay Example The aims of modernization are liberty, rationality and progress, modernization can be defined as the process in which a society moves from traditional ways of life to more advanced and modern ways of life, modernization can be viewed as a form of social change.2( Bruno (1995) page 60) According to Wikipedia the free encyclopedia, Modernization theory is also known as the development theory whereby this theory depicts the roles played by the developed countries in order for the developing countries to be modernized and attain sustainable development. The modernization theory is in contrast with the dependency theory which states that the developed countries will exploit the developing countries and that the developed countries will continue to become richer while the developing will continue to be poorer.3( www.en.wikipedia.org/modernistiontheory) In this paper we will focus on a recent project that has caused social change in a developing country society, the Sondu Miriu project was initiated in 1999 in Kenya following a feasible study undertaken in 1985 this is according to according to the Kengen official website (2007) , the project was is a hydropower producing project and it is located in one of the most rural place in Kenya, since 1999 when work on the project started there has been various changes in the society living in this area, this paper will focus on these changes on a modernization perspective.4 (http://www.kengen.co.ke/sondu/workprogress.htm) IMPACTS OF THE PROJECT: NEGATIVE: Reallocation: The people living in the proposed location of the project will have to reallocate and this means that they will loose their agricultural land and also homesteads, despite compensation the community will still have to reallocate meaning that this will change their ways of life, the project is already in progress and therefore some people have lost their land and at the same time compensated. Water and soil pollution: Due to construction of the dam there has been water and soil pollution, there has been a loss of clean water but at the same time they have been provided with clean water for domestic use, previously they depended on the sondu Miriu river water for domestic use but now they have been provided with clean piped water for domestic use. Decline in public safety: The construction of a reservoir dam has brought up a hazard to the local community where there is a risk of people drowning also other hazard are evident from the construction of the dam such as water Bourne diseases bilharzias, elephantiasis, typhoid and cholera, however this problem has been resolved through the construction of a fence all round the dam to safeguard the local community from the hazard and also there has been the establishment of health centers that provide health care to the community. Forest encroachment: The construction of the dam has restricted access to the Kogutu forest by the local community, however this may be viewed as a positive impact in that now the forest will not face deforestation and therefore preserve the ecosystem of the area, also there has been plans to reforest the area.5 (www.corpwatch.org/article) POSITIVE: Fish farming: Local area

Cuban Missile Crisis Research Paper Example | Topics and Well Written Essays - 1250 words

Cuban Missile Crisis - Research Paper Example This paper focuses on the Cuban missile crisis and the role of Kennedy in managing and promptly resolving the crisis. Cuban missile crisis Soviet Union approach In the early 1960s, the Soviet Union was much less powerful than the United States in the field of strategic nuclear missiles. During that time the United States was trying to cause the downfall of the communist government of Fidel Castro in Cuba. As USA was gaining power by developing strategic nuclear missiles, the Soviet Union felt it imperative to protect Cuba from a future USA attack by building nuclear arsenal in Cuba especially after the failed attempts by the US to conquer Cuba via operations like Bay of Pigs and Operation Mongoose2. Previous warning of Kennedy For some time back Soviet Union has been blatantly sending weaponry to Cuba including surface-to-air anti-aircraft missiles. During that time Kennedy was occupied with his campaigning which was conducted by the Republicans for the congressional elections in Nov ember. To stay in the favorable view of the Republicans Kennedy at that time said that he would not interfere with Soviet Union’s alliance with Cuba but he warned that if Soviet Union would start sending offensive weapons to Cuba then the ‘the gravest issues would arise’. ... Kennedy’s National Security Adviser McGeorge Bundy showed the president some photographs of the missiles which were taken from high altitudes by U-2 planes while flying over Cuba two days back. The CIA had already reviewed the photos and identified the objects as medium range ballistic missiles. The United States at that time held the leading position in the world in the field of nuclear weapons having more than 25,000 nuclear weapons in their arsenal. The Soviet Union had less than half of this figure4. The reason of delay in getting the photographs During the 1962 U.S. mid-term elections there was the fear of grave political and diplomatic consequences of the Soviet Union shooting down U-2 planes with their surface to air missiles. This resulted in the delay of sending U-2 planes over Cuba. This fear was overcome when John McCone who was the Director of Central intelligence persuaded Kennedy to give permission to send U-2 planes over Cuba and this course of action resulted i n the discovery of the nuclear arsenal that Soviet Union was building in Cuba. The arsenal had not yet become operational5. Kennedy’s handling of the crisis The Excomm Kennedy decided to consult a wide range of people before implementing any plans. He formed a small group called the Executive Committee of the National Security Council (Excomm) as his consultant. The members of the group included his brother Robert Kennedy who was an attorney general. All the conversations that were held in the meetings of the Excomm were recorded in a tape recorder that Kennedy had installed without the knowledge of the committee members6. Various options In the first day of the meeting all the members suggested bombing Cuba but the difference of opinion was on the scale of the attack. Kennedy and some others

World Cinema Luis Bunuel Research Paper Example | Topics and Well Written Essays - 1250 words

World Cinema Luis Bunuel - Research Paper Example The influential personalities accorded outstanding stature has contributed towards the formation of ideas and development plans that have driven change and competition. In the desire to compete for the customer’s preference, organizations have employed ideologies from renowned personalities who would endorse their products. Music and movies rely on outstanding directors and a renowned production company to offer the desired quality. These features have defined greatness and fame. Personalities gain their definition form in the contributions that they have made towards the development of an attribute. Factors considered to measure their contribution have been in the placed articles and works that have been erected to honor the contribution made towards development of the attribute. Most sources have provided reference on the information needed to analyze the nature of the personalities through their biography that holds the life contribution and influences. A more distinct meas ure that has been applied to gain knowledge on the contribution of a famous individual has been in the contribution that they made towards a given discipline. In the visual arts perspective, films have advanced to include technological provisions in the creation of advanced effects to accord a superb plot t the images. However, the ideas to create the films have been developed over the decade to include outstanding works that have been liked to their creators. Luis Bunuel has contributed adversely to the improvement of the visual arts and his input has been felt in films produced over the centuries. The creations of pieces to highlight the contributions made within a film have been reflected within the creations of the directors. Luis Bunuel is no exception, and the contributions that he inputted in the cinema development have been reflected in the creation of his films. These pieces have been based on the age that he had represented (1900-1983) (Diaz). Luis chose to reflect the tim e that he had represented and the virtues that had shaped the contributions of the community. This attribute had been the leading contribution towards the completion of the film with the virtues reflected to develop the plot. The inspiration to apply the style that he had used had been witnessed in the works of Fritz Lang and Murnau. The style that he had applied in the completion of film production was reliant on the personalities that inspired Luis to be involved in filmmaking. The style that Luis Applied in the creation of his films incorporated the Surrealism style. The inspiration had been drawn through working with the artist Salvador Dali to experiment on the features available to complete the film creation process. He had made the improvement create visual illusion in the films through using forms that presented ideas unknown to the natural development. The fiction applied in the majority of the films in the modern society has reflected on the provision to create numerous de velopments in their plot development. During his time, these ideologies had not been popular among the creators of the time. Through the creation of images that presented elements that held advanced meanings, Luis was able to be outstanding among other directors. The films that initially implemented the style that he had incorporated in the creation of his pieces like ‘Un Chien Andalou’ and ‘L’Age d’Or,’ observe the surrealistic style of creating the films (Diaz). These works are mostly outstanding due to the unique feature that they applied in the completion of their plot. Luis was a director ahead of his time as his ideas proved crucial in completing famous films.  

If Black English Isnt a Language, Then Tell Me, What Is by James Essay

If Black English Isnt a Language, Then Tell Me, What Is by James Baldwin - Essay Example For example, reading about Congo Square, made me aware of Black American history, and Baldwin’s own identity. My biggest comprehension problem was Baldwin’s comments on the language used in England. It took several readings to understand that one’s social background and education are reflected in the way one speaks English, and one’s language determines one’s chances of advancement in life. In his essay, James Baldwin defends the unique form of Black English. He sees it as a mark of identity, and is proud of its difference from mainstream English. He traces the origins of Black English to the despicable tradition of slavery, and states that the language evolved from the need for self-protection, and a common means of communication. He argues that Black English reflects the reality of the Black American experience. Baldwin holds that Black English is a language, not a dialect, and defends its use by Black children in schools. He is scathing in his criticism of those Americans who despise it, and accuses them of

Chinese Film Essay Example | Topics and Well Written Essays - 1000 words

Chinese Film - Essay Example Not to mention the skills that Chinese are known for, such as the most popular martial arts. China as the leading country in terms of the highest population in the world is one great reason for people in the West to capture their market for greater profitability. Reports reveal that China is now the second film market in the world and projected to be the number one in the years to come. This most populous nation is expected to grow 17% in the year 2015. Potentially, China has around 1.34 Billion movie goers and this number is surely to affect the worldwide film market. Other countries, especially the US flock their investment in China to garner the Chinese population thereby assuring their projects and films to get the most profit (Guardian News, n. p.). There have been a lot of films that are made in China that toppled the worldwide cinema market. The latest hit that smashed the top charts is Ang Lee’s â€Å"Life of Pi†. This movie has generated approximately $570.9 mi llion revenue in the worldwide ticket sales. It has surpassed the other movies in the current film stream, such as â€Å"Les Miserables† and ‘Django. Unchained†. â€Å"Life of Pi† is expected to seize various awards as the movie is proven to be a global hit. It gained positive reviews with the most number of nominations, which reached about 11 Oscar nominations (Miller). â€Å"Life of Pi† is a two hour film derived from the best selling book of Yann Martel. Ang Lee is able to create a marvelous work of art out converting the narrative epic story into an awesome myriad of picturesque effects. The movie centers on Piscine â€Å"Pi† Patel who got stranded in a boat with a Bengal tiger named â€Å"Richard Parker† in the middle of Pacific ocean after their ship got shipwrecked in Marianas trench - the world’s deepest body of water. Pi is traveling along with his father, mother, and brother Ravi in a cargo ship bound for North America where they are supposed to sell their accompanied zoo animals. During the typhoon, Pi made it to a rescue boat along with a set of other supposed to survivors – one hyena, an orangutan, a zebra and Richard Parker. Due to the animal competitions in the boat, only Richard Parker lasted as the other survivor with Pi. As Pi and Richard Parker stayed for days in the boat, they have established their own territories. Along their trip, they encountered various marvels such as being flocked with a school of flying fish, being toppled over by a looming whale, a calm night ocean filled with luminous jellyfish, ravenous storms, intense heat and hunger, and the carnivorous island. These scenes were magnanimously portrayed with great effects that can leave any viewer open mouthed. The realistic and colorful effects, such as the sky reflection on the ocean, the clear marine activities passing through their boat, the shift from rain and sunny weather creates a tangible impact that anyone wo uld stick to the rest of the film. There is also the use of 3D effects which harnessed the result all the more. The movie creates an eerie feeling as the nature is made closer to the viewers. Pi and Parker made good companion to each other as they clamored towards survival. Parker, being a threat to the life of Pi, makes Pi alert all the time. As he said in the movie, his fear for his companion made him alert, thus making him survive. Pi shared his experiences where anyone would embrace their faith and believe in miracles and

European History 1914-to present Essay Example for Free

European History 1914-to present Essay The period that immediately followed the First World War was marked by the autocratic regimes in Austria, Germany and Russia being replaced by republics as they were overthrown. There seemed to be a promise of an era of democracy as the seven states that had all been newly created adopted the republican form of government giving the impression that democracy had finally been found after the First World War. However, this did not last as after only two decades, a form of dictatorship took over most of the democratic European countries. While some countries became communists, others took to fascism which resulted to totalitarian form of government (Gardner, Kleiner Mamiya, 2005). In totalitarianism individuals had absolutely no freedom in their life as all political, intellectual, social, cultural, economic and even religious and spiritual activities were subordinated to the authority of the rulers and the government. This form of rule was characterized by the rulers of the government as a central power controlling all the aspects of the citizens lives through force and repression such that those who held views that were different from the ideologies of the rulers and had different practices in the mentioned aspects of their lives were considered to be against the state hence enemies. Totalitarianism was manifested through mass-media that was state controlled, one party state in which the party controlled everything that went on in the state, mass surveillance accompanied with state terrorism and restricted free discussion or criticism especially of the governmental ideologies. In European countries such as such as Russia under Stalin and Germany under Hitler, totalitarianism and the practices of the government received overwhelming support from the citizens (Gardner, Kleiner Mamiya, 2005). The support was however not spontaneous, it required the rulers to be charismatic so that he would be able to draw support. The rapid development in infrastructure especially communication and transportation played a great role in the rise and spread of the totalitarianism and growth of its popularity amongst the citizens in the countries in which it was practised. This paper seeks to discuss totalitarianism and the reasons for its rise in Europe in the early 20th century. Totalitarianism is characterized by the state pursuing some goal that is special such as conquest of a certain region, exclusion of all others who hold different ideologies from those ones of the state or industrialization. All resources of the state usually are directed and focussed on achievement of these goals regardless of their cost. Anything that furthers the attainment of the goal is fully supported while the things that threaten to foil this achievement are rejected. It is a form of obsession that triggers an ideology that explains and describes things in terms of the intended goal, justifying all obstacles that could arise and all the forces that may struggle against the state in achieving the desired goal (Gardner, Kleiner Mamiya, 2005). This results to the state getting popular support from the citizens which gives it the power to practice any form of governmental actions. Anyone opposing the goals or ideologies of the state is considered evil and political differences within the state not allowed. Achievement of the goal is never acknowledged even in the event the state actually gets to achieve it. This is because totalitarianism is entirely founded on the ideology of achieving the goal such that in the event the goal is achieved then it should cease to exist. The pursuit of specific goals by different leaders for the states they ruled is considered to be the main reason for the rise of totalitarianism in Europe. As mentioned earlier, fascism was one of the main reasons for totalitarianism. This ideology was common in Germany and Italy. It originated with Mussolini Benito in his rule over the country. This ideology in which the proponents advocated for the creation of a single party state was a reaction against equality, liberty and fraternity that were being proposed by democratic nations such as France and Britain after they won the war. Fascists argued that nations and races usually are in a conflict in which only the strongest and the healthiest survive. Apart from being healthy the strongest also survive by asserting themselves against the weak through repression and in combat (Griffiths 2005). These governments prohibited and suppressed opposition and any form of criticism to the government. In Germany, races that were not German such as the Jews, Slavs and individuals who were either sick or disabled were targeted for execution as Hitler’s government sought to have a nation of pure healthy Germans. Fascism claimed that a nation was the race and hence sought to execute everyone who was not of the race of the rulers (Griffiths 2005). Fascism is also characterized by respect and love for collective organization in which individuals work together to achieve a certain goals and ideology. This formed totalitarianism in Italy and Germany. In which the citizens were organized against other individuals of other races that were considered a threat to achieving a nation that was formed of one superior race. Nazism was movement mostly in Germany which was is also referred to as National Socialism. This movement sought to spread the ideologies of Adolf Hitler’s government in Germany and the world as a whole. Nazism is argued to be a form of fascism as its characteristics are the same as those ones of fascism as it featured racism, expansion and obedience/loyalty to one leader. Hitler expected everyone to be loyal to him and executed anyone who defiled his orders. Nazism also had theories about other races which portrayed them as inferior to German Aryans and a threat to its existence hence the necessity to get rid of them. This led to the massive execution of the Jews and the disabled Germans as they were considered unfit for survival according to fascism. This ideology is therefore one of the reasons for the rise of totalitarianism in Germany and most of its neighbouring nations (Klaus Vondung 2005). Bolshevism-Stalinism was the reason for the rise of totalitarianism in Russia. Bolshevism was a movement formed by professionals who believed in military control over the country and democratic centralism such the party (Marxist Russian Social Democratic Labour Party) took form of internal hierarchy in which individuals from other groups were not allowed to lead the party. Only these members made decisions and any party that was formed to challenge Marxist Russian Social Democratic Labour Party it was purged (Worley, Morgan Laporte 2002). This movement greatly supported single party state and is believed to have caused the rise of Stalinism. Stalinism refers to the form of government used by Joseph Stalin and those who were allied to his ideologies (Worley, Morgan Laporte 2002). This ideology is sometimes referred to as red fascism as it is a form of fascism. Stalinism refers to a form of governance that is characterized by oppression of the citizens and extensive spying by the government so that individuals can not criticize or form movements to overthrow it. This system was also characterized by purging in which those who were opposed to the government ideologies were sent to prison camps or sometimes killed. The state used propaganda and established some form of cult around a leader who was a dictator so that he would have absolute control over the communist party and maintain control over all the citizens of Russia. Apart from the mentioned countries, Austria also participated in the rise of totalitarianism by supporting Nazism and Fascism. Its Prime Minister Kurt Waldheim is said to have assisted Germany in transporting Jews to dearth camps. Several other Eastern and Central European countries also got obsessed with the fascist movement (Klaus Vondung 2005). This included Serbia, Romania, Bulgaria, Ukraine, Slovakia, Lithuania and Croatia. The fascist movements in these countries were all characterized racism specifically against the Jews whom they associated with communism which they greatly despised. Spain is the only country which though fascist never got obsessed with race and believing in the ant-Jewish conspiracies that characteristic of German’s Nazism. The rise of totalitarianism in Europe during the early 20th century was mainly due to fascism. Both Nazism and Bolshevism-Stalinism which were the main movements in Europe at this time and are all forms of fascism which emphasizes on the power of the state over the citizens. A significant characteristic of these movements is racism in which each state believed in being occupied by only those who were of its race hence eliminating those who belonged to different races or had different practices than were contrary to the ideologies of the ruling government. The most affected race in Europe was the Jewish. The rise of totalitarianism in Europe can therefore be solely attributed to fascism. References Gardner, H. , Kleiner, S. Mamiya, C. , (2005). Gardners Art Through The Ages: The Western Perspective. Sidney: Cengage Learning. Griffiths, R. (2005). Fascism second ed. New York, NY: Continuum International Publishing Group. Klaus Vondung, K. (2005). The Apocalypse in Germany, Columbia and London: Univ. of Missouri Press. Redles, D. (2005). Hitler’s Millennial Reich: Apocalyptic Belief and the Search for Salvation. New York, NY: New York Univ. Press. Worley, M. , Morgan, K. Laporte, N. , (2002). Bolshevism, Stalinism And The Comintern: Perspectives On Stalinization. New York, NY: Palgrave Macmillan.

Terrorism Essay Example for Free

Terrorism Essay Given the growing global threats of terrorism, it is significant that an understanding of the history, nature and mechanism-premises under which terror operates is obtained. This is significant as it would shape the perspective of policy makers when addressing issues of this nature. Terrorism, as it is understood is the action of none-state weak actors, individual or groups, who for some reasons feels suppressed, marginalized and, or denied what they may view as the basic human right. All terrorism has political objectives, even though the perpetrators may use religious relics to appeal to a wider existing audience, and invoke a response through violent act to prove or propagate their point. Yoram Schweitzer in Suicide Terrorism Development ump; Characteristics, Mark Sedgwick in Al-Qaeda and the Nature of Religious Terrorism, and Dr. James Armstrong, all demonstrates that suicide terror attacks are politically motivated even though the perpetrator may use religious symbolism to justifies their acts. Observing areas in the world where terrorism is frequent, especially in the Middle East, it can be argued that groups that engaged in terrorists activities are those that feel suppressed and taken advantage of by a much greater power. Thus, terrorism, particularly suicide terror is prevalent in areas where systems of gross injustice seem to exist. Therefore, the actual use of terrorism by non-state actors is a tactic aimed at polarizing the population in their favor. By killing people in mass number, they are attempting to take away the view that only the state can legitimately kill – thus undermining the state authority. As Armstrong, Sedgwick and Schweitzer exemplify, suicide terrorism is not a new happening, but an old historical phenomenon. And that just as modern day terror organizations, particularly Al-Qaeda, uses religious concepts to motivate its actions (though their immediate goal is political), various old terrorist groups have used similar approached to achieve their political end. To understand the history of suicide terrorism and how terrorist groups in the past have used religious tone to propagate their political course, Armstrong pointed out the Zealots-an extremist Jewish sect that opposed Jesus. The Zealots engaged in political assassinations of their political foe, knowing that they would be killed in the process. Even though their ultimate goal might have been religious, the Zealots immediate aim was political. In the same way, during the third century, the Assassins- a notorious terrorist wing (similar in nature to Al-Qaeda) in modern day Syria, assassinated many of their political opponents in order to establish their own form of Islam. In this case, although their ultimate goal was religious, their immediate objective was political. They wanted to institute a government that would represent their view. According to Armstrong, these were the first sets of suicide terrorism. Besides their used of terror, these two groups share other things in common. They both resorted to suicide terrorism based on the situations they find themselves. As indicated, they both feel suppressed or taken advantage of, and consequently wanted to turn their situation around through the use of suicide terror. Armstrong cited that the first wave of modern day suicide terror occurred in Lebanon at an American embassy in Beirut 1983, and was carried by Hezbollah (meaning the army of God). The formation of Hezbollah and its used of suicide terrorism came about as a result of Lebanon being under foreign occupational forces from Israel, France and the United States. The second suicide terror attack by Hezbollah was against the U. S. Marines headquarter, which was followed by an attack on the French multinational force. The last two, as Schweitzers (2000: 2) implies, resulted in the death of 300 personals and dozens injured. These events led to the departure of Western forces from Lebanon. Having two more enemies to face, Hezbollah redirected its suicide terror attacks against South Lebanese Army and Israeli military positions. Hezbollah suicide terror attacks forced the Israeli army to pullout from their heartland of central Lebanon, and caused the UN peacekeeping force to withdraw completely. Observing such occurrence, one could notice that Hezbollahs actions were mainly political. Even though they may glorify and promote martyrdom to achieve their course. Also Schweitzers demonstrates that Hezbollah tends to use suicide terror against Israel as a deterrent and retaliatory apparatus. He exemplify for instance, that after an Israeli air force assassinated Abas Musavi, secretary general of Hezbollah in February 1992, Hezbollah retaliated by carrying out suicide bombing against Israeli embassy in Buenos Ares, in March 1992 injuring 250 people and killing 29. In addition, Armstrong forwarded that, terrorist organizations tend to decrease their terror activities whenever they seem to achieve a political objective. For instance, he reasoned that in Lebanon, suicide terror increased when the Israeli army arrested top Hezbollah leaders, but decreased when the prisoners were released. These indicate that the primary goal of suicide terrorist organization is political, not religious. Also, because the dominant religion in the Middle East is that of Islam, terrorist organizations use this to their advantage. By using religious tone to propagate their course, they are effectively communicating to an audience that understands them in that term, which helps to promote their political agenda. To illustrate that the main objective of suicide terror groups is not religious, but political, Armstrong cited the Tamil separatist group in Sri Lanka-the LTTE as another example. The LTTE is a secular nationalist group that seeks to establish an independent state in Sri Lanka that is occupied by the ethic Tamils. The LTTE has engaged in conventional, guerrilla, and terror campaign, with over 200 suicides bombing (more than any other terrorist group) since the late 1980s. The carnage has lasted for two decades now and has resulted in the deaths of 60, 000 people. Although the LTTE gained some of their inspiration from Hezbollah, they are clearly a secular group with no religious claim to back or color their course; but have so far committed the greatest number of suicides terrorism in history. The popular image of Muslims Arabs in the Middle-East shouting God is great in the wake of terror attacks might have blinded some scholars into concluding that the main motivation for terrorism is religion. Suicide terrorism spreads to Israel in 1993 by the Islamic Resistance Movement (Hamas) and the Palestinian Islamic Jihad (PIJ). Hezbollah also influenced both of these two groups with regard to the uses of suicide terrorism. Because their audience is predominantly Islamic, they have been successful in exploiting just that in propagating their course against Israel. In essence, what Hamas is doing is what any other group (terrorist or non-terrorists) would do – speak in the language that their audience would understand the most. In this case Islam. Secondly, it has been argued that the practical existence of the day-to-day Palestinians lives-living under constant occupation by a much greater power, Israel, created a condition for suicide terrorism to strive. The pervading view is that Israel, being a super military power in that part of world has used and continues to exercise absolute military superiority over the Palestinian people with the backing of the United States. This, most scholars argued, have created enormous amount of anxiety, desperation and anger between Palestinian and Arabs alike all over the globe. Since 1993, Hamas has carried out numerous of suicide bombing against Israeli claiming that they have no interest in politics and that their main objective is based on moral grounds-aimed at avenging the death of their loved once and to create a stable social situation for the Palestinians. Armstrong (2006) argues that this may be partially true because over the years, Hamas embarked on many social programs, health care, education and various construction projects to better the lives of the Palestinian people. But as evident today, Hamas has transformed its movement into political stage in its quest to institute a system or government that would represent their view. Armstrong (2006) attests that this new wave of religious terrorism might have derived from the fall of the Soviet Union. The fall of the Soviet, which also marked the end of colonial outposts in most of the Middle East, created a vacuum in anti-colonial terrorism, resulting in religious suicide terror. Thus, most of what Middle Eastern terrorism is about today is anti-imperialism. They view western way of life as suppressive and corrupt and wanted to create a state or government that would protect their culture. This view is illustrated in most of Osama bin Laden’s (head of Al-Qaida) demands – that the United States should pull out all its force from Middle Eastern lands. His main goal is to create a system of govern with very little or no western influence. This brought me to the question as to whether the U. S. war on terror has been effective. Most scholars have argued that the United States has fashioned conditions in the Middle East, especially in Iraq that would precipitate the creation of more terrorist activities than existed there before. All together, Armstrong (2006) argues that the U. S. war on terror is equivalent to waging a war on global warming by producing high fuel machinery that doubles the amount of carbon dioxide in the atmosphere. You cannot fight a successful battle against problem by creating conditions that caused it in the first place. But this is exactly what the U. S. is doing. By invading Iraq and deploying our forces there, we are unconsciously proving the points or propaganda of terrorist organizations that, the U. S. is this evil country that is taking over or occupying Arab lands and is suppressing Muslims all over the world. They are not aware that the US main interest is to protect freedom and liberty of all people, regardless of their ethnic or religious affiliation. Also, as Armstrong exemplify, one cannot fight against terrorism because it is a tactics, a strategy of non-state weak actors. Thus, in order for terrorists groups to get what they want, they need all the strategies they have employed this far – invoking response that would prove their point through violent theater, solicit mass organization to achieve their goal, polarization of the population and the use of symbolism and exploitation of religious tones to justify their course even though their immediate goal might be political. Absorbing both the intellectual and moral realm of this argument, terrorism of any kind is unacceptable. By engaging in terror activities, the propagators inexplicable invalidate whatever moral argument they might have had. People should follow the examples of Mohammad Gandhi and Martin Luther King’s Jr. , non violence approach to fight for a course they believe is just.

Case Study Of Downs Syndrome

Case Study Of Downs Syndrome Paul Z is a 30 year old man who has a Learning Disability and Downs syndrome. He lives at home with Mrs Z, his mother who is his main carer and 18 year old sister S who goes to Sixth Form College and hopes to go to University. Mrs Z is devoted to Paul and gave up her part time job when he left school twelve years ago to look after him full time. Mrs Z who was widowed two years ago has recently been prescribed anti-depressants by her GP as she was not sleeping well and finding life difficult to cope with. Paul is able to complete his personal care and dresses himself appropriately, although he does sometimes need prompting or supervising depending on his mood that day. Mrs Z finds it very difficult to leave Paul at home for any length of time even though he is likely to be able to cope on his own for a few hours. She will occasionally leave him with his younger sister S but she has exams and a very full social life of her own. Neither has Mrs Z been willing to allow Paul to access community based activities, other than the Day Centre which he attends two days per week, because she fears for his safety. Paul really enjoys the Day Centre where he has been given his own shelf in the greenhouse and a patch of garden where he grows flowers and vegetables which he takes home to eat. Paul would like to increase his social activities, develop his independent living skills and have access to a bigger garden to grow more vegetables and to possible sell them. Pauls interests include watching films, reading comic books and playing computer games and football. He also enjoys swimming and accompanies Mrs Z when she goes. Paul is very sociable and well liked by all who meet him. Mrs Z does not drive and both she and Paul are dependent on public transport. Paul requires support when in the community as he could be extremely vulnerable if left on his own because of his friendly and trusting nature. Paul has a good understanding of everyday things but due to his learning disability tends to make decisions based on his every day experience and eagerness to please and may not have necessarily understood or taken into account all the information which might affect the decision. He can appear to have a better understanding of things than he has and he needs to be supported when making more complex decisions. Paul is also very difficult to understand verbally and uses his own language with a form of Makaton and picture Symbols. When he becomes anxious or worried he can be aggressive even towards those who he knows well. Also due to his poor communication skills he finds expressing himself very difficult. 3 practice related questions: In the context of Pauls circumstances provide a critical analysis of: Which types of assessments would need to be implemented, how these would be most appropriately conducted and by whom The first assessment that would need to be implemented would be an assessment of Pauls need for community care services. As Paul has a learning disability and Downs syndrome, there will be assessment barriers that need to be taken account for and overcome to enable Paul to participate fully in the assessment process. In addition this will ensure that the relevant and necessary information is gathered to accurately assess Pauls need for community care services. As described Paul has poor verbal communication skills, this could make it difficult for Paul to express himself during the assessment process. Furthermore Paul may need help in making sense of and understanding information, this would need to be addressed to maintain Pauls full involvement and level of understanding in the assessment and for any decision. Pauls challenging behaviour would need to be taken into account so not to cause harm to him or others. Pauls assessment would normally be conducted by a social worker from Pauls local social services department (NHS Choices, 2009). The social worker would need to find ways of dealing with these potential barriers before the assessment takes place. Paul communicates using his own language; with this in mind it may be appropriate to have someone who knows Paul well to be part of the assessment so they are able to interpret the information to the assessor. Pauls mother or sister could do this Alternative communication-picture symbols social worker could use these/interper however Paul is eager to please so may tell interviewer/social worker what they want to hear. May be case if mum/sister is present so an independent advocate may be advisable. As Paul can get aggressive-build the relationship up before assessment. Carers assessment Mothers own s47 assessment The issues relating to risk, proportionate response and capacity Risk assessment, vulnerable adult, MCA, IMCA How you would work to promote Pauls independence and his right to make his own choices, with whom would you cooperate to achieve this and which theoretical perspectives would inform your practice. Person centred planning-Valuing people Social model of disability 3 Legal Questions: What statutory duties, if any, does the local authority have in respect of assessing and providing community care services to Paul and/or Mrs Z? Please identify the relevant legislation. In respect of assessing Paul, the local authority under Section 47(1) of the National Health Service and Community Care Act 1990, has a duty to assess his needs and depending on the result of that assessment, will decide whether Pauls needs call for the provision of community care services. As Brayne and Carr (2010, pp.541) states there are two clear steps that are required by s.47(1)-an information gathering exercise and a decision making process. During the decision making process, the Local Authority will follow the guidance set by the Fair Access to Care Services Guidance for Adult Social Care Needs issued by the Department of Health in the Local Authority Circular 2002 (LAC 2002 13). The eligibility criteria is based on the risk to independence caused by an individuals presenting needs. End with saying about cc services to link to next paragraph. Community Care services are a range of services that are generally provided by social services to enable the people who are receiving them to remain living within the community rather than moving, for example into residential care (Clements and Thompson, 2007). The main statue that directs community based services is Section 29 of the National Assistance Act 1948. This gives local authorities the power and duty to provide domiciliary care services to disabled people who fall within the definition as defined by the act and who are in need of such services. Services can be provided within the service users home or elsewhere, such as a day centre. As Paul has a learning disability and Downs syndrome, he would be eligible for these services. Under s.29 of the NAA 1948, Paul could receive arrangements to support him with gaining independent living skills, services for recreational and social activities and assistance with setting up his own business so he could sell his vegetables. Paul, under s.29 of the NAA 1948, is defined as being disabled and therefore Local Authorities have further power and duties to provide services under Section 2 of the Chronically Sick and Disabled Persons Act 1970. This section offers a wide range of services that could be available to Paul. He could benefit from outings outside of his home, assistance with travel arrangements for such outings, practical assistance within his home and holidays. Mrs Z is Pauls main full time carer and so would be entitled to an assessment under Section 1 of the Carers and Disabled Children Act 2000, of her own needs in terms of her ability to provide and to continue to provide care for Paul. A carer, as described in the legislation, is an individual who provides or intends to provide a substantial amount of care on a regular basis for another individual aged 18 or over. Within s.1 of the CDCA 2000, Mrs Z, would still be eligible for an carers assessment even if Paul was to refuse a community care assessment himself. The local authority involved in this case, has a statutory duty, under the Carers (Equal Opportunities) Act 2004, to inform Mrs Z of her right to an assessment and must take in to consideration whether Mrs Z works or wishes to work or would like to undertake any education, training or leisure activities. The results of Mrs Zs assessment would be considered during the decision making process of Pauls need for the provision of community care services. If Paul was going to be placed in residential care what statutory duties or powers does the local authority have to place him in residential care, and what statutory duties does the local authority have in respect of the choice of accommodation. Would your answer differ if Paul lacked mental capacity to decide where he should live? If Paul was going to be place in residential care, the local authority has a duty to provide this under Section 21 of the National Assistance Act 1948. Within this act it states that residential accommodation must be provided for persons aged eighteen or over who by reasons of age, illness, disability or any other circumstances are in need of care and attention which is not available. Once Paul has been assessed as eligible for accommodation As Clements and Thompson (2007, pp.222-223) states the NAA 1948 (Choice of Accommodation) Directions 1992 constitute one of the few examples of genuine choice that individuals have in relation to their community care services. The NAA 1948 (Choice of Accommodation) Directions 1992- gives individuals genuine choice that individuals have in relation to their community care services. When they are engaged, the directions give service users a legal right to choose setting of their residential care. Once a social services authority has assessed a person as eligible for accommodation under NAA 1948, S21, it is then obliged to make arrangements to accommodate that person in a care home of his or her choice provided that the conditions in direction 3 of the NAA 1948 (Choice of Accommodation) Directions 1992 (as amended) are satisfied. S1(2) MCA 2005 -presumption of capacity S2 MCA 2005 Decision must be time and issue specific. S4 MCA 2005 if lacks mental capacity then a best interest decision is required c)In the context of the case study please identify any vulnerable adults and say why and in what circumstances you consider them to be vulnerable. What assessments if any would you carry out and what measures if any would you put in place to protect them? Critically analyse which other individuals and/or agencies, if any, you would involve in the safeguarding process. Assessment There are a number of statutes that deal with the matter of assessment. The overarching duty on local authorities is set out in the NHS and Community Care Act 1990. NHS and Community Care Act 1990 Section 47(1). This imposes a duty on local authorities to carry out an assessment of need for community care services with people who appear to them to need such services and then, having regard to that assessment, decide whether those needs call for the provision by them of services. An assessment is triggered where : The person appears to be someone for whom community care services could be provided and The persons circumstances may need the provision of some community care services There are a number of other Acts which deal with the matter of assessment: The NHS and Community Care Act 1990 Section 47(2). If, during the Section 47(1) assessment the person is identified as being disabled *, that person has additional rights as set out in Section 47(2). This requires local authorities to make a decision as to the services required under Section 4 of the Disabled Persons (Services and Consultation and Representation) Act 1986. Note: * see Section 29, National Assistance Act 1948 below Disabled Persons (Services and Consultation and Representation) Act 1986 Section 4. This imposes a duty on local authorities to decide whether the needs of a disabled person call for the provision by the Local Authority of any services in accordance with Section 2(1) of the Chronically Sick and Disabled Persons Act 1970. National Assistance Act 1948 Section 29 (1). To qualify for services under this Section persons must be:   Ã‚  Ã‚  aged 18 or over who are blind, deaf, or dumb, or who suffer from mental disorder of any description, and other persons aged 18 or over who are substantially and permanently handicapped by illness, injury, congenital deformity or such other disabilities as may be prescribed by the Minister. The definition of disabled person should be interpreted in this context to mean people over 18 years who have a permanent and substantial disability such as learning disability, physical disability, sensory impairment, mental health difficulties, chronic illness or any combination of these. LAC(93) 10 Appendix 4 asks councils to give a wide interpretation to the term substantial to take full account of individual circumstances and a flexible interpretation to the term permanent in cases where they are uncertain of the duration of the condition. Examples include episodic or recurring illness, intermittent disability / conditions. People who are disabled within the terms of this definition are not obliged to register with the Department, nor is access to assessment and services dependent on registration. Chronically Sick and Disabled Persons (CSDP) Act 1970 Section 2. This places a duty on local Authorities to assess the individual needs of everyone who falls within Section 29 of the National Assistance Act 1948 above. back to top Assessment of Carers The Carers and Disabled Children Act 2000 Section 1. This section gives carers, aged 16 or over, the right to an assessment of their ability to provide care or continue to provide care: Where they provide or intend to provide a substantial amount of care on a regular basis for another individual 18 or over And the local council is satisfied that the person cared for is someone for whom it may provide or arrange for the provision of community care services. This right exists even where the person cared for has refused an assessment by the local council social services department or has refused the delivery of community care services following an assessment. Note: The Carers and Disabled Children Act 2000 will only rarely be used by councils looking at the needs of 16 and 17 year old carers. Where it is used in these circumstances the assessment must be child centred and follow the guidance set out in the Framework for the Assessment of Children in Need and their Families (paragraphs 3.61 to 3.63.) (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). The Carers and Disabled Children Act 2000 Section 6 . This section provides that a person with parental responsibility for a disabled child has the right to an assessment from the local authority of their ability to provide (and to continue to provide) care for the child. The local authority must take that assessment into account when deciding what services, if any, to provide under section 17 of the Children Act 1989. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). Disabled Persons (Services Consultation and Representation) Act 1986 Section 8. Carers also have rights under this section which requires local councils to have regard to the ability of the carer to provide or continue to provide care when deciding what services to provide to the disabled person. In these circumstances the assessment of the cared for person must take account of the carer situation and record this as part of the assessment of the cared for person. This requirement exists even where the caring role is not of a regular or substantial nature. back to top Mental Health Act 1983, section 117 requires a local authority jointly with the Health Authority to provide aftercare services for people leaving hospital after being compulsorily detained. It is implicit in such a duty that a process of assessment must be undertaken prior to discharge to identify needs and how they will be met. The delivery of all mental health services is framed within the Care Programme Approach (CPA) which provides the framework for all patients, both in hospital and in the community. Among the key elements of the CPA are: Systematic arrangements for assessing peoples health and social care needs The formulation of a care plan which addresses those needs The appointment of a Care Co-ordinator Regular review of the care plan. Other specific assessment requirements within Mental Health are determined by Sections 2, 3, 4 and 7 of the 1983 Mental Health Act. These sections require an Approved Social Worker to undertake an assessment of an individuals mental health along with key health colleagues. back to top Provision of Services Fair Access to Care Services and the Duty To Provide Once a community care assessment is carried out, councils need to make decisions about whether to provide support or not to individuals. Fair Access to Care Services (FACS) provides councils with an eligibility framework for adult social care to identify whether or not the duty to provide services under the following legislation is triggered. (Ref. Fair Access to Care Services policy and practice guidance). The duty on social services to provide or arrange services is triggered only for those people with eligible needs that is needs above the threshold for services line. The national FACS policy LAC (2002)13 states that councils may take account of the resources available to them in deciding which needs to meet. Needs that are identified as eligible needs and which sit within the laws relating to a duty on Social Services to provide services must be met. How those needs are met is a separate issue. Provision of services takes place primarily under: The National Assistance Act 1948, Section 21 and Section 29 The Chronically Sick and Disabled Persons Act 1970, Section 2 The Health Services and Public Health Act 1968, Section 45 The NHS Act 1977, Section 21 Mental Health Act 1983, Section 117 Carers and Disabled Children Act 2000 Community Care (Direct Payments) Act 1996 back to top Duty to arrange/provide services for people with Eligible Needs National Assistance Act 1948 Section 21(1). Concerns the provision of residential accommodation to certain groups of people over 18 years who through age, illness, disability or any other circumstances are in need of care and attention which would otherwise be unavailable to them. The duty is owed to people ordinarily resident in the Local Authoritys area. National Assistance Act 1948 Section 29. The local council has a duty to exercise its powers for people ordinarily resident in its area and must provide: A social work advice and support service Facilities for rehabilitation and adjustment to disability Facilities for occupational, social, cultural and recreational activities Chronically Sick and Disabled Persons Act 1970 Section 1. This section imposes a duty on local authorities to provide information about relevant services. Chronically Sick and Disabled Persons Act 1970 Section 2 (1). This section sets out the types and range of services that local councils should have available to meet the needs of disabled people *. These include: provision of practical assistance in the home; provision of recreational facilities outside the home or assistance to take advantage of educational facilities; provision of assistance with works for adaptation in the home; provision of meals. Note: * See Section 29(1) of the National Assistance Act 1948 above. National Health Services Act 1977 Section 21. This section identifies that services can be provided in relation to expectant mothers, prevention and after care and that home help and laundry facilities are functions exercisable by social service authorities. Schedule 8 identifies the power to provide and maintain day centres or similar facilities and power to arrange services specifically for people with alcohol and drug problems. Also to provide laundry services as part of the input of home help services. Mental Health Act 1983 Section 117(2) This section creates a joint duty on the local Health and Social services Authorities to provide after care services to various categories of people who have been detained in hospital for as long as the person needs them. Aftercare services are not defined in the Act but will include social work support in helping the ex-patient with problems of accommodation or family relationships, the provision of domiciliary services and the use of day centre and residential facilities. Community Care (Direct Payments) 1996 Act This sets out the circumstances when direct payments should be considered. It gives local authorities the power to offer people cash payments as an alternative to arranging social care services to meet their assessed, eligible needs. (Ref Direct Payment policy) Carers may also have access to Direct Payments. See Carers and Disabled Children Act 2000 Section 5 powers set out below. Health Services Act 1968 Section 45. The Local Authority has a power to make arrangements to promote the welfare of older people. The Carers and Disabled Children Act 2000 Section 2. Under this section the Local Authority has powers to provide services for carers following a carers assessment (whether joint or separate) under Section 1 of this Act. Services to carers are not defined by the Act. The local authority may provide any services they see fit to provide and which in their view help the carer care for the person cared for. These services may take the form of physical help or other forms of support such as training or counselling for the carer. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). The Carers and Disabled Children Act 2000 Section 5. This section extends the option of Direct Payments to carers aged 16 years or over who care for a person aged 18 or over. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance).

Censorship of Lois Lowry’s The Giver Essay examples -- Lowry Giver Ess

Censorship of Lois Lowry’s The Giver Every year Kansas students in grades three through eight vote on their favorite of a list of literary works nominated for the William Allen White Award. This award, founded in 1952 honors "one of the state's most distinguished citizens" and journalists (Bogan). A selection committee comprised of representatives of several Kansas educational organizations such as the Department of Education and Association of Teachers of English pool nominations and eventually narrow them to a "master list" of about twenty books. Nominations exemplify "originality . . . vitality . . . and spirit" (Bogun). Once compiled, the master list is sent to schools around the state. At the end of the school year, after students have had time to read the majority of the selections, they vote and select the winner. Despite the suggestion of the William Allen White committee that students need not read every nomination, the Meade Grade School system took the initiative to build a literary appreciation program by requiring students to read all such books. To vote, as prescribed by the White Committee, a student need only read two of the selections. For the Meade students this was also the case, but to have the opportunity to take the annual school-sponsored trip to the presentation of the award, it was necessary to read and pass a computerized test on all books of the Master List. In 1996, however, one selection proved to be one too many for Meade: The Giver. Controversy over the novel by Lois Lowry began early in the school year when a couple parents of fifth grade students approached the librarian and suggested removing The Giver from the list of required readings. With little dissent, the librarian agree... ... say what the extent of exposure to "mature" themes should be for grade school students? By constricting the breadth of education, especially exposure to controversial literature, the Mennonite community hindered student's ability to address and understand real world issues. I have no doubt that this confusion was present as Meade students attended the banquet for the 1996 William Allen White Award winner. The winner? Lois Lowry. Works Cited "Blasphemy." OED 2d ed 1989. 2 Feb. 2002. Bogan, M.E., and T. Summey. William Allen White Children's Book Award. 1 Feb. 2002. Cresswell, Tim. In Place/Out of Place Geography, Ideology, and Transgression. Minneapolis: U of Minnesota P, 1996. Lowry, Lois. The Giver. Boston: Houghton Mifflin Company, 1993. "Spirit." OED 2d ed 1989. 2 Feb. 2002. "Upper." OED 2d ed 1989. 2 Feb. 2002.

John Fowles The Collector Essay -- essays research papers

John Fowles' The Collector John Fowles gives one a glimpse into insanity in, The Collector. A lonely, single man comes into some money, and suddenly his fantasies can become reality. He collects butterflies, killing them and posing them in little glass plates. Is he evil? It is hard to say, and as one reads the lines are blurred and morals questioned. Is that which is wrong always done with bad intentions?   Ã‚  Ã‚  Ã‚  Ã‚  Frederick, the main character, is in love with a beautiful, young girl who he has never spoken to. They lived in the same town, and occasionally he would see Miranda, the art student, walking about as he looked out of windows from home and from work. When Fred wins the lottery, he realizes that he will be able to have Miranda, but he does not believe he ...

The Mind-Body Issue in Science

Neuroscience is the study of the brain and psychology is†¦well, the answer to that question is not exactly clear.   A direct interpretation of the word â€Å"psychology† boils down to â€Å"the study of the psyche† or â€Å"the knowledge of the psyche†, but psychology does not have a definition of the psyche and, in general, they do not believe in it.   Psyche comes from the Greek word meaning soul, so the psyche is actually the study of the soul, and yet psychology today has more or less become a study of the mind, and ironic situation since neither psychologists nor neuroscientists believe in the existence of the mind. The generally held accepted view of the mind is that the mind arises from the activity of the brain.   Thus, a major philosophical concern of neuroscience is, â€Å"Does the mind exist separate and independent of the brain?†Ã‚   The generally accepted answer to this question is, â€Å"No.   The mind is an epiphenomenon that arises from brain activity.†Ã‚   In the past, efforts were made to resolve this problem with philosophical arguments such as Fredric Weizmann's ideas about genetics and embryology (Forsdyke, 1999) and Michael M. Sokal ideas about phrenology. Today, we can conclude that the mind/body problem of science has been successfully resolved despite the obvious fact that the resolution has yet to be recognized or acknowledged!   We can now take pride that the resolution to this dilemma did not result in confirming the â€Å"pervasive† 19th-century fear humans might ultimately be viewed as â€Å"mere machines† lacking souls. (Jacyna, 1994) Despite the generally accepted view that the mind is merely an epiphenomenon that arises from brain activity, more or less superimposed over brain activity, there is actually no evidence to support the idea.   To date, all of the available data, without exception, suggests that the mind and the brain are two separate but interacting ‘things'.   Whatever evidence that does not suggest this is neutral.   The evidence is sufficiently strong to have swayed diehard monists (who believe that the mind is the brain) into becoming dualists (who believe that the mind and the brain are separate). Upon a review of the available data at the end of his life, the late neurosurgeon Wilder Penfield, MD (1891 – 1976), a former monist, concluded the evidence, â€Å"†¦it comes as a surprise now to discover, during this final examination of the evidence, that the dualist hypothesis seems the more reasonable of the two possible explanations.† (Penfield, 1975)   Although the available data may support Penfield's conclusion, there are still some interesting, intriguing and difficult questions to answer such as, â€Å"What is the realm of consciousness and the mind,† â€Å"How does consciousness and the mind and the realm of mind relate to the brain and the physical body,† and â€Å"Does a mind exist independent of the brain and the physical body?†Ã‚   We can briefly address each of these questions separately. The central problem with the dualist point of view is that the mind exists as an abstraction unless it arises from brain activity.   If the mind exists separate and independent of the brain, the answer to our first question is that the mind exists as an abstract field as proposed around the 1920s by developmental biologist Paul Weiss. (Weiss, 1926)   Then, in the mid and late 1930s, Dr. Harold Saxton Burr and his associates discovered just such a field. (Burr and Lane, 1935; Burr and Northrop, 1939) Dr. Burr discovered that all living things are molded and controlled by invisible and intangible electro-dynamic fields, that he called â€Å"L-fields† for the â€Å"fields of life†.   John White and Stanley Krippner call the L-field the â€Å"‘bridge' or intermediate link between the mental and the physical†¦they offer evidence that the mind and body are quite separate†¦.† (White and Krippner, 1977) If Burr's findings are correct, it seems apparent that consciousness and the mind are electrodynamic fields that interact with the physical body.   Burr was able to make a definitive connection between the L-field and wound healing and between the L-field and the mental functions and mental states of individuals. Burr and his colleagues found that they could make impersonal, objective measurements of the mental and emotional states of psychiatric patients and that their electrical measurements generally agreed closely with psychiatric diagnoses.   Consciousness and the mind somehow relate to the brain and the physical body through an electrical connection or bridge of sorts, forces associated with and coupled to cells. (Jerndal, 1982) Finally, although the preferred view of the mind-body/mind-brain issue in neuroscience and psychology is the monistic view which states that the mind is merely an epiphenomenon that arises from brain activity, it is apparent that the mind transcends physical functions of the body, but there are concerns such as can more detailed studies be provided to determine if the mind can be associated with the L-field?   Burr, Ravitz and their colleagues provided evidence that established a relationship between nerve and other tissue and that made useful neurological and psychiatric measurements that were associated with mental functions. Therefore, they succeeded in establishing a firm connection between an abstract but very real field and the tangible nervous system.   This data provides concrete evidence for the existence of an independent mind that transcends the functions of the physical body.   Thus, it appears that the mind-brain and mind-body issue can be laid to rest.   Now, the problem is, â€Å"How to get the word out.†Ã‚   Perhaps that leaves us right back where we started, at least for now. References Becker, Robert O. and Gary Selden (1985).   THE BODY ELECTRIC.   Electromagnetism and The Foundation of Life.   New York, NY: Quill, William Morrow. Burr, H. S. (1952).   Electrometrics of Atypical Growth.   Yale J. Biol. Med., 25, 67-75. Burr, H. S. (1972).   The Fields of Life:   Our Links with the Universe.   New York, NY:   Ballantine Books. Burr, H. S., and Lane, C. T. (1935).   Electrical Characteristics of Living Systems.   Yale Journal of Biology and Medicine, 8, 31-35. Burr, H. S., and Northrop, F. S. C. (1939).   Evidence for the Existence of An Electrodynamic Field in the Living Organisms.   Proceedings of the National Academy of Science, U.S.A., 25, 284-288. Eccles, Sir John C. (1951).   Hypotheses Relating To The Brain-Mind Problem.   Nature, 168(4263), 53-57. Forsdyke, D. R. (1999). Two levels of information in DNA: Relationship of Romanes' â€Å"intrinsic† variability of the reproductive system, and Bateson's â€Å"residue† to the species-dependent component of the base composition, (C + G) %. Journal of Theoretical Biology, 201, 47-61 Jacyna, L. S. (1994). Philosophic whigs: Medicine, science and citizenship in Edinburgh 1789-1848. London: Routledge. Jerndal, Jens (1982).   The Field Resonance Approaching Medicine.   Text of a Paper presented at the 3rd World Congress of Alternative Medicine, Colombo, Sri Lanka 22nd October, 1982. Penfield, Wilder (1975).  Ã‚   The Mystery of the Mind:   A Critical Study of Consciousness and the Human Brain.   Princeton, NJ:   Princeton University Press. Weiss, P. A. (1926)   â€Å"Morphodynamik:   Ein Einblick in die Gesetzte der organischen Gestaltung an Hand von experimentellen Ergebnissen,† in Abhandlungen zur theoretischen Biologie, (J. Schaxel, ed.), Gebruder Borntraeger, Berlin. White, John, and Krippner, Stanley (1977).   Future Science.   Life Energies and the Physics of Paranormal Phenomena.   Garden City, NY:   Anchor Books.      

Renminbi Our Currency, Is It Your Problem

China’s Renminbi: â€Å"Our currency, Your Problem†? China in the last century has gone through many dramatic changes. 35 years ago there would not even be talk about China’s currency because under Mao ZeDeng all trading with China had to be through the British colony of Hong Kong. Now China has opened up its economy and allowed many companies to privatize. The problem facing China and U. S. relations revolve mostly around two main elements; trade deficit, and currecy.The most important cultural aspect which must always be in the back of one’s mind is that China is still under a communist rule, meaning that the government has more control of businesses and industries then many of the countries which the US handles trades. At the moment, the American government has made it clear that it has concerns about the Chinese government interfering with its currency, specifically undervaluation the . Under a new law that was passed in 2011, if a countrie’s c urrency is determined to be a â€Å"currency manipulator† then the Obama administration can take legal action against China. Chinese officials†¦ threatened a trade war†[1] when they learned that the United States Congress was trying to pass this bill. This is a small example of the tensions between the US and China because of currency. If there were to be a revaluation of the Yuan, which would lead to an appreciation of the currency there will be major effects in China’s business. China is a country where 33% of its GDP (2012) is manufacturing, the highest in the world. [2] Most of their manufacturing comes from foreign companies who move their plants to China to produce goods at a lower cost.This lower cost comes from the exchange rate between these Western countries and China, which favor the developed countries. With China’s currency stronger, these developed countries get less money for their currency, thus making goods more expensive. Consequentl y on the other side, goods produced outside China, like in Germany or the United States would be less expansive then before the revaluation. With the cost of manufacturing increasing, China may lose business with all these foreign companies whose reason for moving manufacturing in China was lower costs.Another problem that China will face with an appreciated Yuan is the effect it will have on the Chinese US treasury bonds. Along with the huge trade deficit, China holds a lot of US treasury bonds, because when China’s market was first opened up, many of the Chinese believed America to always be stable. With the low interest rate and the appreciation of the Yuan, China will not be making as much, if any, off of the bonds. Once more and more Chinese begin to figure that out, less will buy US treasury Bonds.Since China owns a majority of US debt, if China stops buying debt from the US then the US will lose a huge intake of cash flow. [3] With a revaluation of the Yuan, many goods that are made in China will increase in price. This will cause some companies that produce low-cost products, to move their manufacturing to countries that are cheaper to do business with. Meanwhile, with a growing middle class in China, more will be able to afford goods that for example, are made in America, thus, exporting to China will be cheaper.This change in trading may help with the US and China trade deficit; even though there will still be a deficit because of the bonds China holds, it will be more balanced then before. With regards to imports and exports in China, a revaluation should cause the goods from Western countries to be cheaper in China; however, China has a double taxation on luxury items. For brands like Nike, they will not be more expensive, but for brands like Ralph Lauren, Cartier, Channel, their products will be even more expensive because the Chinese government will tax them again more heavily, in order to try to promote their own luxury brands.Since most of these Western countries produce high luxury goods, this is not good news. With a raising upper and middle class, there are more Chinese who can afford these goods, but because of the governments’ double taxation, they are still making these products unaffordable. [4] Japan’s relationships with the western countries will increase if there is a revaluation of the Yuan, but it will hinder the relationship between China and Japan. Japan also manufactures some of its products in China so that it can also produce products at a lower cost.Also, many companies have manufacturing in Japan because it is easier to ship products from China and finish the final product in Japan because it is geographically closer, and therefore cheaper. Japan has also been running a deficit with China since 1995, and China became the number one trading partner in Japan. An appreciation of the Yuan will make goods in Japan more expensive. [5] However, without regards to the appreciating Yuan the new President in China, Xi Jinping, Japan and China relations are to forecasted to become stronger. For some countries, an appreciation of the Yuan is beneficial.For NIE’s and developing countries, they are now beginning to look favorable to western companies that wish to produce goods at a cheaper cost. Countries like Vietnam, Indonesia, and Bangladesh will look favorable because manufacturing in these countries will be cheap and their currencies are more favorable to western countries. For workers in China an appreciation in Yuan will be good for the migrant workers who flock to the coastal cities to work at these lower paying jobs. Their money is now worth more and will allow them to buy more products that are not made in China.With an appreciation, more manufacturing will be leaving china, and therefore taking jobs away from China, so an appreciation is a double edged sword for the workers of China. Generally speaking, exports for manufacturing goods will be lower, and Ch ina may start importing from other countries for low cost goods. Imports for goods made in Western countries will increase. Since China has been working on their IT industry, China does have a saving grace. Lenovo is now the number one computer manufacturer in the world. Many businesses in Asia are buying more and more of Chinas software and information technology.The exports for It will increase. All of these assumptions are only taking into consideration for the appreciation of the Yuan. There are other factors that go into cheap manufacturing like purchasing power parity, cost of labor and supply chain. Many other supporting industry companies have gone to China to make it easier to produce goods. If manufacturing were to move to other countries, these other industries and companies would also have to move. There is one other element that is important to consider, that the Yuan is not as undervalued as the US government claims.After joining the WTO, China had to agree to complete ly give up control of the banks by the end of December 11th 2011. With this bank reform, China has less control over manipulating their currency. According to Eswar Prasad at Cornell University, the IMF will have a difficult time creating a strong case the Yuan is undervalued. â€Å"All of the relevant indicators, the currency account and trade surpluses, the pace of reserve accumulation and the exchange rate itself have moved in the direction of suggestion the Yuan is no longer much undervalued,†. 6] There is no doubt that the Yuan is going to continue to appreciate, however it is becoming more and more apparent that the currency is not being as manipulated as it was before. ———————– [1] Favole, Jared A. , and Ian Talley. â€Å"Obama Urges Caution on RMB Bill. † Wall Street Journal [New York] 7-8 Oct. 2011, World Business sec. : 6. Print. [2] â€Å"Investing and Economics Blog. † Manufacturing Output as a Percent of GDP by Country at Curious Cat. Curious Cat, n. d. Web. 07 Feb. 2013. [3] Busch, Anton. â€Å"Why Does China Buy U. S. Debt? † EHow.Demand Media, 26 Nov. 2008. Web. 07 Feb. 2013. Daily, Jing. â€Å"Price Still â€Å"Biggest Obstacle† for Luxery Items in Beijing. † Jing Daily. Jing Daily, 14 Sept. 2010. Web. [4] Xing, YuQing. â€Å"Japan's Unique Economic Relaions with China. † East Asia Policy. Page 56, n. d. http://www. eai. nus. edu. sg/Vol1No1_XingYuqing. pdf [5] Talley, Ian â€Å"IMF to Review Whether Yuan Is Undervalued† Wall Stree-$T—? E ¦Ã‚ §?  ©? IU? u8uy Z x z o ? E 6 F ? †¹ ? ? ? A ? `e{|MZ[_o[pic]-.  «OU0 ±uou? ueuaaaUaUaaUaaUOuOOIEIaIEA a? a?  µ?  µ? t Journal [New York] 30, Jan. 2012, World News: Asia. : 3. Print