Disposal of Offal and Environmental Concerns Essay Example for Free

Disposal of Offal and Environmental Concerns Essay People complain about the much slower disposal of offal and other animal waste thrown uncovered in the midst of residential areas after sacrificing of hundreds of thousands of animals by the citizens as the necessary ritual of Eid ul Azha. Such highly random throwing of animal waste could cause an outbreak of infectious diseases anytime in the overcrowded residential areas. Dwellers of various parts of the country had been pinning great hopes to the revival of town administrations, after the gap of a long time, for resolution of their long-pending municipal and civic problems, especially unattended piles of garbage nearby to densely populated residential areas, posing serious health hazards to their residents. Town administrations claim to have made effective arrangements for the removal of offal and cleanliness during Eid ul Azha. The concerned public quarters said that the sanitation and cleanliness situation had been a lot better in residential areas. In several instances, especially in far-flung areas, offal and other animal waste remained unattended in open grounds and alleys from dawn to dusk. In some brazen incidents, the stray dogs and scavenger birds were found tearing up and devouring upon these openly thrown pieces of offal and other parts of animal waste, creating serious health and civic problems. In some areas civic situation had been already pathetic with sewage overflowing on several of the major roads of city and with these scattered unattended offal and other parts of animal waste, the situation has been quite messy in the area with the passage of Eid ul Azha days. In several residential parts, people on self-help basis and privately hiring the services of sweepers disposed of offal and other animal waste and also undertook health preventive measures as till late evening there had been no disposal work by the town administration. Management practices -an overview: Appreciable practices: * Every town administration had designated its own offal collection and dumping points for proper disposal of offal and animal waste. These trenches for disposal of offal would be filled after the third day of Eid ul Azha. * Extensive insecticide fumigation and aroma spray carried out in residential areas to prevent the outbreak of contagious diseases and ameliorate the civic and sanitation situation in major residential areas of the city. * The management has failed to dispose of the intestines, offal and carcasses of sacrificial animals the jurisdiction during the Eid ul Azha. * A visit revealed that sanitary workers of the civic body did not bother to clean the areas of scattered entrails of the sacrificial animals, which were still lying along the main road. * The management before the Eid-ul-Azha had divided the city into zones for effective implementation of the action plan, especially prepared for cleanliness. * To keep the city clean and remove remains of the sacrificial animals cancellation of leaves of the Sanitation staff was announced to work round-the-clock in three shifts. * In many major cities the authorities made deep ditches for the proper disposal of the of offal and animal flashes while Lime powder also being sprinkled and applied to garbage trolleys and sacrificial places to avoid pollution and rush of birds. * The vehicles and staffers used by the Town administration for emergency duties for disposing of offal after sacrificing of animals, proved to be too less in numbers given the heavy volume of task. Malfunctioning of administration: * The inhabitants have been urging the administration high-ups to ensure cleanliness of the entire city on emergency basis to avoid nauseating odor and related problems. * It was also observed that in most parts of the capital city excluding posh areas people have not thrown the offal and other wastage of sacrificial animals at prescribed places. * The improper disposal of offal and wastes is not only polluting the environment but also disturbing the aerial traffic in the airspace near the airport. After the slaughtering of animals near railway tracks, the intestines, offal and other wastes need attention of the authorities to prevent people from spreading pollution in jurisdiction of airports and cant areas. * Birds pose a safety threat to airplanes, especially during landing and take-off. When birds strike an aircraft traveling at high speed, the impact can sometimes be dangerous. Despite Pakistan Air Force (PAF) awareness campaign before Eid, the locals as well as the municipal staff could not ensure quick and safe disposal of the remains of the sacrificial animals in the jurisdiction of the airport. * The surrounding area’s pollution attracted birds and causes problems to the pilot. The removal of dirty flashes and meet of animal from the sites of slaughtering centers is direly needed in order to avoid any misshape. * Some residents throwing the animals` waste into narrow drains, causing stringent smell in their locality. * Suburbs were specially ignored by the sanitary workers of the civic body where remains of the sacrificial animals had created serious problems for residents. The Irony: The reckless attitude of the local municipal administration and residents not caring for cleanliness could also cause diseases. There is severe need that municipal administration should ensure that the waste of each animal should be dumped in deep ditches to avoid pollution as well as rush of birds toward slaughtering sites in the city. Those people who violate law and leaving animal wastes on open surface of the earth must be charges with heavy fine to forces them to keep the environment clean. Measures to be taken: * A consolidated strategy should be adopted on the occasion of Eid-ul-Azha for sanitary arrangements and disposal of offal of sacrificial animals. * Cleanliness is an article of faith and as a nation, it is a collective responsibility to keep the surroundings clean. * Cleanliness arrangements should be ensured on Eid as well as Taroo and Maroo at any cost and stern action should be taken against the persons burning â€Å"Siri Paays† (head and feet of sacrificial animals) on the roadsides as it causes environmental pollution. * The administrative officers and officials displaying negligence towards sanitary arrangements during Eid days will not be spared. * Ban on the sale and purchase of sacrificial animals in the city should be strictly implemented and this business should be carried out only at the points specified for this purpose. * A vigorous public awareness campaign should be launched for maintaining cleanliness during the Eid days and disposal of animals waste and the assembly members should personally supervise the Eid arrangements. * The Chief Minister directed that complaint cell regarding cleanliness arrangements should be activated and it should work round the clock to redress public complaints. * Modern technology should be utilized for the supervision of the sanitary staff and planning should be made for this purpose with the assistance of Information and Technology Board. * Volunteers should also be deputed for sanitary arrangements on the occasion of Eid. * Special bags should be given to the citizens for disposal of animal waste while special centers should also be established for the collection of offal from where it will be taken and destroyed at specific places in a proper manner. References: 1. http://www.thenews.com.pk/Todays-News-4-140017-Slow-disposal-of-offal-irks-residents-in-many-areas 2. http://www.brecorder.com/general-news/172/1252726/

James Fenimore Coopers The Last of the Mohicans Essay -- Last Mohican

James Fenimore Cooper's The Last of the Mohicans The French and Indian War of the eighteenth century had uniquely complex qualities, matched by the gravity of its outcome. The myriad of cultures involved the French, Canadian, American, English, Algonquians, and Iroquois whom make this era fascinating. The multi-ethnic element made it a war built upon fragile alliances, often undermined by factional disputes and shifting fortunes. Violent as it was, its battlefields encompassed some of the most beautiful country to be found anywhere. Its richness in diverse cultures, the severity of its bloody violence, and the beauty of its landscape, all combine to make this an era with great depth of interest. It is entertaining and educational to witness a re-enactment event of a historical film and novel called The Last of the Mohicans. In the wake of the 1992 debates about Columbus, the discovery of the Americas, and whether terms such as 'holocaust', 'genocide', and 'racism' should be applied to what happened to Native Americans, Michael Mann's film remake of James Fenimore Cooper's The Last of the Mohicans continues a process of historical erasure or forgetting that Cooper and his contemporaries began. The sentimental racism expressed in Cooper's novel involves the ideas of the auto-genocide of 'savagery' and the inevitable extinction of all Native Americans. Though Mann purported to take great pains in his film to be historically accurate, the film is only accurate in relation to trivial details. It thoroughly scrambles major aspects of Cooper's text, including converting the ageing Natty Bumppo into a young sex symbol (Daniel Day-Lewis). More importantly, the film completely erases Cooper's sentimental racism by, for instance, turning Chingachgook rather than his son, Uncas, into the 'last' of his tribe, and th ereby overlooking the motif of the futureless child central to that racism. But in eliminating Cooper's racism, the film in a sense perfects the novel, because the sentimentalism that softened the racism was already a form of erasure or forgetting. Reading the novel, The Last of the Mohicans, I was actually able to appreciate Cooper’s work, as it was interesting and very different from the movie. While it is true that he is long-winded and very shallowly treats character development, I think that the original work does merit its study. I found that ... ...nd political correctness. There are no dialogs to speak of, no historical, anthropological, geographic, political, social, explanations or orientation. So you don’t learn much about world history from their conversations and dialogue. What you do grasp about the history of this period is by soaking in the environment, traditions, rules, surroundings, behaviors, clothing, and styles of living. The movie and novel of The Last of the Mohicans are both great representations of the French and Indian War as they are attempts to resurrect and redefine the American hero. There was an emphasis on the concept that no man has dominion over another. The novel and film both have strong and weak parts that help us understand and to learn the styles and ways of this time period. They are both great tools for learning about modern world history in their own ways about war and tragedy. The Last of the Mohicans is a bold and stirring story that will always be very memorable adventure years to come. Bibliography The Last of the Mohicans. Produced by Michael Mann. 1 hour 54 minutes. 1992. Cooper, James Fenimore. The Last of the Mohicans. Albany: State University of New York Press, 1983.

Patient E.O.

1. )What type of reaction is the health care provider concerned about and why? Being that E. O has never been prescribed penicillin; her healthcare provider is concerned that she may be allergic to the antibiotic. Penicillin is an antibiotic that is used to treat many bacterial infections in the body. People with asthma and a history of any type of allergy should be monitored very closely when taking penicillin for the first time and should be given the right dose to safely take the antibiotic.An allergic reaction to penicillin can range from a simple rash to a life threatening condition known as anaphylaxis. If allergic to penicillin, E. O’s healthcare provider is mainly concerned that she might develop an anaphylactic shock, which may become fatal if the condition is not treated immediately. 2a. ) Explain the role of IgE and mast cells in type I hypersensitivity reactions. Type 1 Hypersensitivity is a reaction that involves many parts of the body, for instance, the skin, eye s, nasopharynx, bronchopulmonary tissue, and the gastrointestinal tract.This reaction may cause a range of minor symptoms to fatality. Common manifestations that may possibly occur during Type 1 Hypersensitivity are rhinitis, asthma, atopic eczema, bee-sting reaction, and gastroenteritis. IgE, released from B cells, is an antibody that mediates hypersensitivity and arms mast cells, which exhibit as the principal component cell of this reaction in the body. The exposure of an allergen in an individual causes plasma B cells to produce the antibody IgE which circulates in small amount in the blood.Immunoglobulin E binds to the IgE receptors on mast cells which ultimately produces IgE antigen-binding sites on the surface of the mast cell. After the exposure of the mast cell with crosslinking of IgE-Fc receptors to an antigen, degranulation results and mediators are released causing signs of inflammation (Copstead & Banasik, 2010, pp. 227-228). 2b. ) Why might E. O. react adversely to th e antibiotic with the first use? Being that E.O has a past medical history of asthma and allergy to bee stings, she might react adversely to the antibiotic within the first use because she already has a high level of IgE bound to mast cells from previous asthma attacks or bee stings. Since it will be her first time taking Penicillin, she has not developed the IgE to the antibiotic, which ultimately may cause her to have an adverse reaction to the drug. Copstead, L. C. & Banasik, J. L. (2010). Pathophysiology, Fourth Edition. St. Louis, Missouri: Saunders Elsevier.

Education and Students

Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Institution: City & Guilds Course: 6302 Preparing to Teach in the Lifelong Learning Sector PTLLS Unit: 1 Task: Theory 1 Words: 1231 Title: Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.As a teacher in Beauty Therapy I would have many roles and responsibilities some of which can be lesson planning, identifying a students needs and referring students to other agencies or services, to set goals and motivate students, understand and respect students, attend meetings so I can keep up to date with relevant guide lines and legislation relating to my subject in which I teach, to name just a few. Teachers require many skills and qualities such as knowledge in the subject in which they teach, confidence, being organised and trustworthy.I also have a duty of care to my students to look after their health and safet y in the environment in which I teach. I have to set boundaries within which to work, in order to keep my student/teacher relationship on a professional level and to be able to deliver quality teaching within a safe environment. In terms of the training cycle a teachers’ role and responsibilities involve the following: Identifying needs It is essential I find out the needs of the subject and students in order to plan lessons.Students’ needs should be established from interviews, application forms, ice-breakers etc. Any special requirements can be picked up at this stage and planned for e. g. dyslexia, dysphasia and also any disabilities which may influence class location e. g. access, specialised equipment etc. I will discuss with the student what he or she wants to achieve and how to go about this, the objectives are the steps taken to attain this outcome. It is important to know a students needs in order to do a suitable lesson plan.I will treat each and every studen t as an individual with respect to their own individual needs for example if a student needs extra support from another source I need to be able to tell them where they can get the support they require. I need to make sure all resources and facilities are available to the students when they need them. Identifying needs and an understanding of my students as well as good communication is essential to successful teaching, whether it be with primary age children, GCSE level students to further education students wanting to gain skills relevant to their work or wishing to embark on a areer change. â€Å"Variety in teaching and learning will ensure that your sessions are meeting individuals’ needs and are addressing different spans of attention† (Wilson L 2008 : 38 ) It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 1 Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Plan and Design The course content needs to relate to the syllabus and any constraints should be considered e. . time, resources, methods of delivery, variety, health and safety etc. Activities and resources should be tailored to the needs and level of the students whilst also being aware of individual needs. Activities should vary in order to keep my students interested and help them to learn progressively again, health and safety issues need to be taken into account when performing any activities and also availability of resources.There may be a need for a risk assessment if the activities include a field trip and resources may need to be booked in advance e. g. IT equipment, transport. â€Å"when delivering learning, plan tasks in a logical order, relating theory to practice and involve students with their own experiences. Always state clearly what you are going to do and why. Recap and summarise topics, repeat key words and ask questions to check learning. Try not t o do too much or complicate your delivery as knowledge takes time to be assimilated.Keep things simpleâ€Å". (Garvells A 2007 : 6 ) Deliver / Facilitate When planning and delivering I will need to acknowledge and respect the individual needs of a student, and where more help and support is needed students can be referred to Learner services for the appropriate support. I will deliver lessons in a way my students will understand. My Knowledge transfer is important to any student. I shall make sure a student understands the information I am delivering and I will do so in a way which an individual student will understand.I need to be flexible with my techniques a lesson plan is only a guild and I may have to make adjustments as I deliver. I will aim to motivate my students and encourage students to participate in discussions and debates, ask them to share their knowledge and experiences. I need to manage my time well and keep to my goals and enjoy each lesson. â€Å"Ensure that ever y lesson includes methods that appeal to visual, auditory and kinaesthetic learners. Follow a structured style introduction, middle and an end. † ( Wilson L 2008: 169 ) Assess I will be constantly assessing from the very first application form which is completed.Every lesson is an assessment and as the teacher I will be looking for each and every ones input into the lesson. Questions and answers are relevant when assessing it is a way of knowing whether my students are absorbing and understanding the information which I am delivering to them. Without questions and answers assessing would be impossible. There are different ways of assessing it can be achieved by means of written tests, verbal tests or discussions, performing activities as a group or as an individual, assignments and projects.I should always be fair with my assessments and explain to my student if there are any issues with the assessment. I will explain why I have failed him/her, be open to constructive criticis m and don’t take things personal if a student disagrees with me. Also know my boundaries, there is no favouritism, I will encourage feed back and keep records ranging from a register to IPL’s and records of achievement which can be used to track a students progress and development as well as a way of evaluating.It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 2 Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Evaluate It is important to evaluate the learning process in order to ascertain its effectiveness. It helps to identify any problem areas and highlight where improvements can be made. Evaluation can be via feedback from students at the end of a lesson.It can also be in the form of self evaluation and reflective practice in order to help development and improve on teaching skills. I will encourage my students to keep a journal as this will help me and my student to identify their progress, their highs and lows in specific areas of their course. You can also recognise some ones stronger areas and their weaknesses allowing you to give them support in the areas that need that extra input and praising them for the areas which they have excelled.This also reflects on my delivery skills as a teacher allowing me to have the opportunity to touch up on my skills or areas in which students find challenging. It maybe I need to deliver this in a different way for a particular student to understand, resulting in a better method of teaching. Evaluation helps you look at things from a bigger picture, as course work comes together I will become aware if a student is falling behind or keeping up with the pace of the course in which I may want to change my methods of delivery or my lesson plan to suit the student.This brings me back round to the beginning stage of the cycle again where I can reassess and reflect before starting the whole cy cle again. Improvements and changes can then be made if necessary. References Gravells A. (2008) Preparing to teach in the Lifelong Learning Sector Third addition. Learning Matters Ltd Wilson L. (2008) Practical Teaching a guild to PTLLS & CTLLS Delmar It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 3

WTO Trade Agreements

WTO Trade Agreements Are WTO trade agreements unjust? With its membership of 163 states and with its ability to affect the process of policy-making in these countries, the World Trade Organisation (WTO) is considered one of the most influential international organisations. The main conceptual premise, which justifies this Organisation’s continual existence, is that the removal of trade barriers on the way of a free flow of goods and services throughout the world does contribute to the facilitation of global prosperity (Walton 2013; Stiglitz Charlton 2005).Advertising We will write a custom essay sample on WTO Trade Agreements specifically for you for only $16.05 $11/page Learn More In its turn, the mentioned assumption helps to establish the Organization’s legitimacy, as such that has the principle of bilateral beneficence embedded into the very philosophy of its functioning, and to promote the idea that by applying for the membership in the WTO, the developing co untries will be able to revitalize their economies. As Sutherland (2008) noted, â€Å"In an era of broadening and deepening globalization, small or struggling economies thrive only in an environment that generates opportunity and supports entrepreneurship. Much of what the WTO does is, in fact, about helping achieve good or better governance† (p. 19). It is understood, of course, that such an idea is hardly consistent with the suggestion what the Organization’s trade-agreements can be unjust, by definition. Nevertheless, once subjected to an analytical inquiry, these agreements will be indeed exposed utterly inequitable, in the sense that they make it impossible for the developing country-members to become fully developed. In my paper, I will explore the validity of this statement at length while explaining what accounts for the Organization’s true (and rather unsightly) agenda. Even though the WTO top-officials never cease stressing out the Organisation’ s apolitical and ideologically neutral nature, this is far from being the actual case. The reason for this is apparent the manner, in which the WTO settles trade-disputes between country-members and provides the sets of recommendations, with respect to what should be the essence of economic reforms in these countries, is reflective of the foremost provisions of the ideology of Neoliberalism. They are as follows, â€Å"The state needs to reduce its interventionism in economic and social activities†¦ labour and financial markets should be deregulated†¦ Commerce and investments should be stimulated by eliminating borders and barriers† (Navarro 2006, p. 18). The actual logic behind these discursive assumptions that it is namely the ‘invisible hand of the market’, which should be made solely responsible for defining the socio-economic dynamics in just about every country on this planet – the main key to prosperity. The WTO is there to merely provide an additional momentum to this process (Walton 2010). However, the Organisation’s continual functioning implies that the mentioned ‘invisible market-hand’ is not quite as unseen and impartial as the advocates of free-trade would like us to believe, because it does not represent much of a challenge defining the place from where this ‘hand’ actually extends – the West.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, there is nothing too surprising about the fact that if anything, the WTO was able to succeed only in one thing – enforcing the so-called ‘Matthew effect’ (the rich get richer and the poor get poorer) on a global scale. This simply could not be otherwise – since the time of its founding in 1994, the WTO was conceptualised to serve the purpose of allowing the West to pursue with the policy of neo-colonialism in the Third and Second world countries, without having to invade them militarily. In this respect, Irogbe (2013) came up with the insightful observation, â€Å"The developed, former imperial powers have simply converted themselves into power brokers within the WTO. Mostly they do not have to send troops in to open up a countrys economy for foreign investment and privatization Today, they can simply threaten the country with economic collapse† (p. 190). The fact that the Organisation’s spokesmen often do express their concern with such issues as ‘global poverty’ or ‘global hunger’ is nothing but a publicity stunt, on these people’s part the WTO’s very existence contributes to the sheer acuteness of the mentioned issues more than anything else does. This simply could not be otherwise. The concerned Organisation functions as a huge vacuum machine – ensuring the steady flow of valuable natural and human reso urces out of the Second and Third world countries to the West, which in turn makes it quite impossible for these nations to be able to get out of poverty. The fact that this is indeed the case can be illustrated, in regard to the following The WTO prescribes its newly joined members (consisting of the underdeveloped countries) to refrain from enacting the policies of economic protectionism. The Organisation’s official explanation for this is that the concerned practice â€Å"ultimately leads to bloated, inefficient producers supplying consumers with outdated, unattractive products† (The case for open trade 2016, para. 7). However, the actual rationale behind such an anti-protectionist policy, on the part of the WTO, is much more unsightly – the Organisation’s stance, in this respect, is meant to eliminate any chances for the countries ‘underdogs’ to be able to ensure the proper functioning of the industrial sector of their economies. After al l, it has been well proven throughout the history that no country is able to develop an industrial/manufacturing capacity, unless having enacted the policy of economic protectionism throughout the process’s initial phase. The example of the so-called ‘Asian tigers’ (Singapore, South Korea, and Taiwan) proves the validity of this suggestion perfectly well.Advertising We will write a custom essay sample on WTO Trade Agreements specifically for you for only $16.05 $11/page Learn More Once stripped of the politically-correct rhetoric, the Organisation’s anti-protectionist policy becomes fully explainable – while acting on behalf of the ‘collective West’, the WTO strives to suppress even a hypothetical possibility for the Western-based industries to end up facing too much competition from abroad. As Hart-Landsberg (2006) aptly pointed out, â€Å"The WTO is the vehicle used by the imperial powers to crush the infant industries in the underdeveloped countries in the interests of their MNCs† (p. 8). To illustrate the full soundness of this idea even further, one can refer to what accounted for the actual consequences of joining the WTO, on the part of such Baltic countries as Lithuania, Latvia, and Estonia. Prior to the development in question, there were many properly functioning industries in these countries, concerned with the production of cars, electronics, and heavy industrial equipment. Moreover, these countries used to be considered the major producers of electrical power in Europe. However, once members of the EU (and consequently WTO), Lithuania, Latvia, and Estonia have been effectively stripped of their industrial capacities, which in turn resulted in the dramatic rise of the unemployment-rate and consequently in bringing about the situation that, as of 2013, 60% of these countries’ citizens ended up having no choice but to seek seasonal (and often illegal) employment i n Europe (Hansson Randveer 2013). While settling trade-disputes between country-members, the WTO usually takes the side of the most economically developed ones – even at the expense of violating the very principle of ‘free trade’. To exemplify the legitimacy of this suggestion, we can refer to the Organisation’s 1999 decision to order some countries of the EU to stop purchasing bananas from the Caribbean region – all because the concerned practice was inconsistent with the interests of the U.S.-based Chiquita Corporation. The way in which the WTO handled the matter shows once again that, contrary to what its representatives proclaim, the Organisation never ceases to be driven by the essentially political considerations while trying to ensure ‘economic fairness’ across the world – something that implies the actual absence of the latter, in the first place. There are a number of indications that this is indeed the case. For exampl e, the WTO refused to take any action against the U.S., on the account of this country’s continual attempts to apply much political pressure on European nations to persist with imposing economic sanctions against Russia (another WTO-member). After all, the mentioned activity, on the part of the U.S., stands in striking contradiction to the most basic provisions of the WTO statute – yet, the Organisation’s top-officials prefer to turn a blind eye on it. This simply could not be otherwise – in order for the WTO bureaucrats to retain their chairs within the Organisation, they must make ‘proper’ (that is, Western-friendly) decisions.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Irogbe (2013), â€Å"The unelected three-panel of bureaucrats as dispute judges (in the WTO), are appointed by the director-general†¦ who must have the blessings of the Quads (US, EU, Japan, and Canada)† (p. 177). It is understood, of course, that this undermines the prospect for WTO trade-agreements to be just, by definition. The WTO erects obstacles on the way of the free circulation of scientific knowledge throughout the world by the mean of coercing every country-member to sign the so-called Trade Related Intellectual Property Rights (TRIP) agreement. This is being done to enable the overwhelmingly Western patent-holders to charge high royalties for just about every line of the internationally manufactured hi-tech products (Correa 2000). The mentioned Agreement, however, does not take into account the fact that throughout the course of the last few decades, the seemingly fast pace of scientific progress in the West has been achieved by the mean of ensuri ng the drainage of ‘brain power’ out of the developing countries in the Westward direction. Moreover, the Agreement’s advocates prefer to remain arrogant as to the fact that just about any type of scientific knowledge cannot be discussed in terms of a ‘thing in itself’ – the new scientific discoveries take place because of the earlier achievements in the various fields of science. What it means is that scientific knowledge belongs to the public and not corporate domain – something the WTO simply refuses to acknowledge. One of the negative consequences of this is that many people in the Second and Third world are denied the chance to receive a life-saving medical treatment. After all, it is namely due to South Africa’s membership in the WTO that this country is forbidden to produce drugs for alleviating the symptoms of AIDS in patients – despite the fact that this country is affected by the concerned disease more than any o ther, and the fact South Africa has a developed pharmaceutical industry. As noted by Curti (2001), â€Å"The WTO unreasonably restricts the trade of pharmaceuticals in order to protect the profit margin of Western drug producers at the expense of infected populations in developing countries† (p. 369). This alone raises a certain doubt as to the Organisation’s ability to serve the cause of progress and development. The WTO encourages country-members to eliminate the economically ‘unfeasible’ social programs/services, meant to facilitate the fair distribution of national wealth and to ensure the uninterrupted pace of social progress in these countries. According to Esty (2002), â€Å"The WTO seeks to privatize education, healthcare, energy, and water. Privatization means the selling off public assets†¦ to private, often foreign, corporations, to be run for profit instead of the public good† (p. 15). Therefore, there is nothing too surprising abou t the fact that the drastic lowering of living standards usually follows the implementation of the ‘free-market’ reforms, recommended by the WTO. One does not have to go far to prove the validity of this idea, because the illustrating examples are all around us. Probably the most convincing of them has to do with the ‘progress’ made by Ukraine, in the aftermath of having joined the WTO. It is not only that Ukraine’s ‘smart move’, in this respect, resulted in the country’s complete deindustrialisation, but also in the fact that, as of today, Ukraine’s systems of healthcare and education have de facto ceased to exist (Yurchenko 2012). According to the WTO, such a situation makes perfectly good sense. Why should the Ukrainian government invest in healthcare and education, if no short-term profit can be gained from it? As seen by the WTO bureaucrats, the country’s population is too large and ‘useless’, as it is. Therefore, it will only be logical to expect that, for as long as the Ukrainian government continues to cooperate with the WTO, the likelihood for this country to disappear from the world map in the near future (due to depopulation) will remain thoroughly realistic. After all, such a development would be thoroughly consistent with yet another officially proclaimed goal of the WTO – to enable the unrestricted repositioning of ‘workforce’ throughout the world (Armstrong 2012). In light of what has been mentioned earlier, WTO trade-agreements do seem utterly unjust – at least when assessed from the point of view of the developing (or underdeveloped) countries. The reason for this is quite apparent – the Organisation’s approach to facilitating free trade exposes the agenda of Western countries to conserve the current situation with the ‘division of labour’ on this planet. On one hand, there are the ‘privileged’ WTO members (Western countries), allowed enact a number of the clearly protectionist policies (such as providing farmers with heavy subsidies). On the other, however, there are the Organisation’s ‘underdogs’ (such as the earlier mentioned Lithuania, Latvia, Estonia, and Ukraine), which are forbidden to even think of doing the same – all because their membership in the WTO assigns them with the informal status of Western colonies, at least in the economic sense of this word. It is true, of course, that due to being concerned with the removal of trade barriers across the world, the Organisation allows the most expedient accumulation of wealth on a global scale. This, however, does not necessarily mean that all the affiliated contributors are entitled to a fair share of it. Quite to the contrary – the WTO is there to help the West to maintain its neo-colonial grip on the developing countries, which is detrimental to the interests of the latter. It is under stood, of course, that this hardly contributes towards helping the Organisation’s policies to be perceived thoroughly fair by the underprivileged majority of its members. As Kapstein (1999) noted, â€Å"(Economic) institutions that discriminate against some players or fail to provide equal opportunity to the least advantaged cannot be considered just, though of course they might be efficient† (p. 533). However, there is even more to the issue – the fact that most of WTO trade-agreements are blatantly unjust, does not merely indicate the Organisation’s commitment to strengthening the Western economic dominance on this planet. Apparently, it is also something that exposes the conceptual erroneousness of the Neoliberal assumption that free (unregulated) trade is the key to richness. Yet, this specific idea defines the essence of the Organisation’s operant principles. After all, before they are made available in their segment of the market, the commerc ial goods and services must come into existence first, which in turn presupposes the (planned) creation of the objective preconditions such an eventual development to take place. And, it is specifically the enactment of the interventionist/protectionist economic policies by the government that has proven the only effective contributing factor, in this respect – especially in the case of those countries that have only recently been put on the path of industrialisation. Moreover, the WTO’s implicit insistence that people’s consumerist instincts alone define the quality of social dynamics in just about any country simply does not stand any ground, especially if assessed systemically. Even many supporters of Neoliberalism, such as James (2005), do recognise this fact, â€Å"Markets generally have large-scale effects that cannot be brought about by particular acts of buying or selling, or by the sole efforts of any particular economic agent† (p. 539). The reas on for this is that the mentioned dynamics never cease to remain highly societal (systemically complex) – even if appear to be solely affected by the supposedly unregulated fluctuations of supply and demand in the ‘free’ market. What this means is that, even if the WTO’s actual agenda was indeed concerned with helping the underdeveloped countries to become economically competitive, the Organisation would still not be able to progress far pursuing it. The reason for this is that, due to being ideologically driven (Neoliberlaism is as much of an oppressive ideology as Communism); the WTO is very reluctant to allow impartial scientific knowledge to have any effect on the quintessence of its currently deployed approaches for eliminating trade-barriers/settling trade-disputes between nations. This, in turn, removes even a hypothetical possibility for WTO trade-agreements to be just – even if it does appear to be the case on the outside. I believe that th e used line of argumentation, in defence of the idea that WTO trade-agreements are unfair, is consistent with the initially provided thesis. Therefore, it will only be logical to conclude this paper by suggesting that the very existence of the WTO confirms that the workings of the world economy are politically/ideologically charged and that the West continues to benefit from being able to exploit the ‘global periphery’, under the disguise of helping the associated countries to attain ‘economic efficiency’. References Armstrong, C 2012, Global distributive justice, Cambridge University Press, Cambridge. Correa, C 2000, Intellectual property rights, the WTO and developing countries: the TRIPS agreement and policy options, Zed Books, London and New York. Curti, A 2001, ‘The WTO dispute settlement understanding: an unlikely weapon in the fight against AIDS’, American Journal of Law and Medicine, vol. 27, no. 4, pp. 469-485. Esty, D 2002, ‘The World Trade Organizations legitimacy crisis’, World Trade Review, vol. 1, no. 1, pp. 7-22. Hansson, A Randveer, M 2013, Economic adjustment in the Baltic countries, Working Papers of Eesti Pank, vol. 1, pp. 3-21. Hart-Landsberg, M 2006, ‘Neoliberalism: myths and reality’, Monthly Review, vol. 57, no. 11, pp. 1-17. Irogbe, K 2013, ‘Globalization and the World Trade Organization from the perspective of the underdeveloped world, The Journal of Social, Political, and Economic Studies, vol. 38, no. 2, pp. 174-202. James, A 2005, ‘Distributive justice without sovereign rule: the case of trade’, Social Theory and Practice, vol. 31, no. 4, pp. 533-559. Kapstein, E 1999, ‘Distributing the gains: justice and international trade’, Journal of International Affairs, vol. 52, no. 2, pp. 533-555. Navarro, V 2006, ‘The worldwide class struggle’, Monthly Review, vol. 58, no. 4, pp. 18-33. Stiglitz, J Charlton, A 2005, Fair trade for all: how trade can promote development, Oxford University Press, Oxford. Sutherland, P 2008, Transforming nations, Foreign Affairs, vol. 87, no. 2, pp. 125-136. The case for open trade 2016, https://www.wto.org/english/thewto_e/whatis_e/tif_e/fact3_e.htm. Walton, A 2010, ‘What is fair trade?’, Third World Quarterly, vol. 31, no. 3, pp. 431-447. Walton, A 2013, The common arguments for fair trade, Political Studies, vol. 61, no. 3, pp. 691-706. Yurchenko, Y 2012, ‘†Black holes† in the political economy of Ukraine: the neoliberalization of Europe’s â€Å"wild east†Ã¢â‚¬â„¢, Debatte: Review of Contemporary German Affairs, vol. 20, no. 2/3, pp. 125-149.

English Essay

English Essay What Is an English Essay? The term English Essay doesnt necessarily imply that this should be some special kind of an essay. English essay signifies that the essay is going to be related to either English language/literature or will require you to show good command of English, including your ability to analyze, critically evaluate the problems presented and express your thoughts clearly. An English essay, therefore, is a very general term, which should meet the essential requirements of the essay writing process. You will need to do some research, plan, draft and proofread your essay. Anyone reading your essay will expect to find some kind of introduction, they will expect to follow a logical argument, and will expect there to be a conclusion. More about Essay Writing How to Write an English Essay? If you follow the methods and structure suggested below your English essay should be easier to write, easier to read, and score higher. Your essay writing process will become a much more enjoyable and valuable exercise than it was in the past. The Stages of Writing Your English Essay Stage 1. Research: Read your class notes, texts, and other books. Stage 2. Plan: Think about the title of your essay and what is expected of you. Stage 3. Theme/Ideas: Decide what the essay is about. Stage 4. Structure: Introduction, text, and conclusion. Stage 5. Drafting: Start  to do the writing. Stage 6. Proof-reading: Check spelling and grammar. Stage 7. Bibliography: List your sources. If you need more information or any kind of academic assistance in the process of writing your English essay, there are always professional writers who will be able to assist you in order to ensure a top-notch result and make your writing experience enjoyable. Order any kind of English Essay on our order page.

Customer Relationship Management-CRM Essay Example | Topics and Well Written Essays - 1250 words

Customer Relationship Management-CRM - Essay Example CRM includes various elements such as information needed to understand customer better, the process management required appropriate experiences to customers, software tools, and the training and change management elements (Kincaid 2003, p.37). CRM enables an organization to identify its target customers, maximize sale management, improve its relationships with customers through personalization, and identify customer needs among others. Successful CRM depends on the use of technology such as data mining to organize and synchronize sales, marketing, and customer service among others. This paper explores customer relationship management particularly the data mining technique and its importance in an organization. Every business is highly dependent on its customers hence the need to understand and satisfy customer needs, and excellent customer service is an integral part of CRM (Brink and Berndt 2008, p.21) and it is all about being aware of the needs of the customer and respond to them effectively. CRM plays a leading role in business operation as it helps business executives to understand and respond to customer needs in a consistent and effective way. Customer information is the most important part of customer relationship management, and it serves as a critical component of building loyalty (Kincaid 2003, p.47). It is very difficult and challenging to manage countless customers and have many employees to communicate with each customer. Therefore, customer accounts provide necessary information about the customer such as the contact information, order history, and preferences among others. Customer relationship management software assists business executives to keep track of their contacts and schedules. Moreover, CRM systems help salespeople to keep track of customer interactions, and advances in technology have led to increased use of CRM systems