Useful Japanese Adverbs

Valuable Japanese Adverbs alwaysitsumo㠁„㠁 ¤Ã£â€šâ€š usuallytaitei㠁ÿ㠁„㠁 ¦Ã£ â€ž oftenyokuよ㠁  sometimestokidoki時々 seldommettani ( negative verb)ã‚ Ã£  £Ã£ Ã¿Ã£  « never, by no meanszenzenå… ¨Ã§â€ž ¶ very, entirelymattaku㠁 ¾Ã£  £Ã£ Ã¿Ã£   positively, by all meanskanarazuÃ¥ ¿â€¦ 㠁š absolutelyzettainiç µ ¶Ã¥ ¯ ¾Ã£  « maybe, probablytabunÃ¥ ¤Å¡Ã¥Ë†â€  for sure, reallyhontouniæÅ" ¬Ã¥ ½Ã£  « completelysukkari㠁™ã  £Ã£ â€¹Ã£â€šÅ¡ most likely, certainlykitto㠁 Ã£  £Ã£  ¨ especiallytokuniç‰ ¹Ã£  « amazingly, verytotemo㠁 ¨Ã£  ¦Ã£â€šâ€š reasonably, considerablykanari㠁‹ã  ªÃ£â€šÅ¡ somewhat, a bit​chotto㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ about, approximatelyyakuç'„ foreveritsumademo㠁„㠁 ¤Ã£  ¾Ã£  §Ã£â€šâ€š constantly, by farzutto㠁šã  £Ã£  ¨ once, beforekatsute㠁‹ã  ¤Ã£  ¦ not yet, stillmada㠁 ¾Ã£  soonsugu㠁™ã   for a whileshibaraku㠁â€"㠁 °Ã£â€šâ€°Ã£   for the time beingichiou㠁„㠁 ¡Ã£ Å¡Ã£ â€  anyway, at any ratetonikaku㠁 ¨Ã£  «Ã£ â€¹Ã£   presently, well, incidentallytokorode㠁 ¨Ã£ Ã£â€š Ã£  § at first​mazu㠁 ¾Ã£ Å¡ next, thentsuginiæ ¬ ¡Ã£  « finallysaigoniæÅ"ی ¾Å"㠁 « once more, alsomata㠁 ¾Ã£ Ã¿ suddenlykyuuniæ€ ¥Ã£  « by chanceguuzenniÃ¥  ¶Ã§â€ž ¶Ã£  « just, preciselychoudo㠁 ¡Ã£â€šâ€¡Ã£ â€ Ã£  © alreadymouも㠁† moremottoも㠁 £Ã£  ¨ most​mottomoæÅ"€ã‚‚ fasthayakuæâ€" ©Ã£   slowlyyukkuriゆ㠁 £Ã£  Ã£â€šÅ¡ increasinglymasumasu㠁 ¾Ã£ â„¢Ã£  ¾Ã£ â„¢ graduallydandan㠁 ã‚㠁 ã‚ at lastyattoや㠁 £Ã£  ¨ togetherisshoniä ¸â‚¬Ã§ ·'㠁 « separatelybetsubetsuniåˆ ¥Ã£  « insteadkawariniä » £Ã£â€š Ã£â€šÅ¡Ã£  « quietlyjitto㠁˜ã  £Ã£  ¨ secretlysotto㠁 Ã£  £Ã£  ¨ on purposewazatoã‚ Ã£ â€"㠁 ¨ in spite of ones effortssekkaku㠁›ã  £Ã£ â€¹Ã£   in the event that possiblenarubeku㠁 ªÃ£â€šâ€¹Ã£  ¹Ã£  

Internationalizing higher education-a case study of Grantchester University Essay

Internationalization in the region of advanced education has gotten one of the most discussed issues as of late. Indeed, as internationalization of advanced education one of the most significant worldwide changes of current period has been showed. The occasion of internationalization of advanced education is conceptualized in various manners by various individuals. For instance, some observe internationalization in the field of advanced education as a typical expansion of universities’ conventional duty to learning and as a procedure of information trade. Be that as it may, for certain individuals internationalization is only an imaginative reaction by the colleges to the open doors in outside market (Windham, 1996; Trilokekar, 2007). Whatever be the method of conceptualizing the procedure of internationalization of advanced education, it has been acknowledged as a significant issue in the field of advanced education. One essential issue with respect to internationalization of advanced education is that there is absence of hypothetical investigations that could give rules to those colleges which are pondering going universal. All things considered, hypothetical examinations are falling a long ways behind the handy usage of the procedure viable. Along these lines it is discovered that in the greater part of the cases internationalization tends to occur in an impromptu and gradual manner (Welch and Denman, 1997; Wit, 2002) and consequently it groups different issues and difficulties to the administration of the foundation which is attempted the procedure of internationalization. Here a contextual investigation will be directed to distinguish one key test that a University the executives can confront while they actualize the strategy of internationalization in the field of advanced education and give suggestion to comprehend the issue utilizing hypothetical information and observational confirmations. With the end goal of this examination Grantchester University of UK will be mulled over as the college has made a significant move to go global. It has put forth attempt to internationalize its instructive framework. It has embraced a program for giving advanced education to the understudies living in distant by sending its personnel to those spots. This paper will investigate the contextual investigation of Grantchester University so as to locate a solitary key test the administration of the college is confronting and to discover an exit plan. Initial, a thorough examination of the contextual analysis will be given, at that point a key test will be recognized based on the investigation lastly a system will be suggested and advocated based on existing administration and hierarchical hypotheses and exact confirmations. Investigation of the contextual analysis: Grantchester University is a generally new college in the North of England. It is a very huge foundation which was made through the merger of three universities having root returning to 1880 †an educator preparing school, a specialized school and a workmanship school. In 1983, a Business School was shaped under the leader of the then Grantchester Polytechnic. This business college under Grantchester University will be analyzed. This business college in the end has developed to construct the biggest workforce in the current college with having 4,000 full time understudies with 500 being enrolled on postgraduate projects. As a piece of the procedure of internationalization, over the most recent couple of years the senior administration of the business college has arranged various community oriented concurrences with abroad colleges, principally with an end goal to make the most of the open doors introduced in an undeniably globalized advanced education division. As if there should be an occurrence of the vast majority of the British colleges, in Grantchester University likewise the extent of abroad understudies contemplating has been expanding progressively, especially in the business college. In this section around 10 percent of college understudies and around 40 percent of postgraduate, 75 percent of which are full time post graduate understudies, are originating from outside of the European Union. Be that as it may, the senior administration has distinguished various components which are making further development of ‘international’ educating in the college grounds sproblematic. These components incorporate the size of the ebb and flow college grounds and cost of land in the city, the apparent conveying limit of the city of Grantchester, the undeniably hazardous monetary condition, expanding rivalry from colleges in nations giving the ‘traditional’ wellspring of abroad understudies to the UK, for instance in China, India and so on , and the changing movement guidelines. Subsequently the administration has begun to focus on another elective program for turning out to be internationalized in the field of advanced education. The business college is currently giving more consideration on sending its scholarly staffs abroad to instruct there as a team with neighborhood staffs. All things considered conveying instructive program abroad has become another pattern in the field of advanced education and the college bad habit chancellor is very mindful of the pattern and thus she has chosen to convey some of university’s progressively well known instructive projects abroad, either in new grounds abroad or in an organization with nearby colleges. The Business School was first picked to follow this way of internationalization as a result of its size and the apparent quality of its projects to steer the technique. The administration of the business college has structured courses that are by and large conveyed to full time just as low maintenance understudies abroad. All abroad instructing is directed in association with neighborhood schools which are situated in the nation of conveyance. Under the flow instructing module created by the administration an employee of the University is commonly utilized for abroad educating on a multi year connection in every nation of activity. Each investigation module is conveyed to the understudies through the organization of a module instructor sent by the University and a nearby educator. The module educator of Grantchester needs to visit the accomplice school and give a progression of talks to understudies and go to courses over a solitary week. During this single week visit he likewise direct gathering with accomplice instructors so as to devise technique of staff improvement. At that point it is the duty of the accomplice educator to direct instructional exercises and courses supporting and expanding on the square meetings. Despite the fact that appraisal materials are set up by the module mentor, understudy work is set apart by the accomplice coach, with just 10 percent test of understudy work being directed by the module head. So as to have proficient course conveyance the administration needs to organize abroad outings for the resources and showing plan for such a way, that courses are conveyed in opportune way. The administration gives stipend to business class travel to the resources. The employees who are planned to go abroad are required to book tickets in any event three months ahead of time through the Associate Dean mindful. Staff wishing to have elective courses of action endorsed on an extraordinary premise must look for endorsement from the partner Dean mindful. Both FT and PT conveyance modes comprise of 6 evenings most extreme settlement abroad and 6 evenings unsettling influence remittance at the endorsed rate (as of now ? 50. 00 every day). The present model is anyway not liberated from issues. Various issues are related with this ebb and flow module of abroad instructing. Resources of Grantchester who have just visited different nations to convey study module have communicated their complaints over specific issues. Very late planning of abroad excursions for the resources have been a significant issue for the administration. The momentum arrangement of sorting out outings to abroad is by all accounts specially appointed in nature which is making issue not exclusively to the more significant position authority yet in addition to the resources who are doled out the excursions on brief period notice. During the contextual analysis it has been discovered that the administration was managing the issue of organizing scholarly staffs for some specific meeting as the administration didn't ready to discover scholastic staffs who could take an interest in that meeting in any event, when just one and half months stayed in the hand of the executives where the program requires booking of flights three months before the conveyance plan. The administration was searching for somebody who was under profiled as the business college was not in a situation to pay for additional time. In spite of the fact that the administration some how figured out how to get required staffs for sending abroad for that specific meeting, this sort of specially appointed nature of planning trips make enormous issues for resources as they need to go different nations for conveying course module on brief period notice. Another issue related with the issue of planning trips is that administration is very inactive in educating resources about any adjustments in the booked excursions on a crisis premise. For instance, in 2008-09 for the February meeting Peter Smith should leave to convey course module to the understudies of Star College on eighth February, yet because of some issue the talks that were booked to be given on WC February ninth got dropped and the talks were improved on WC February sixteenth. The administration, notwithstanding, didn't try to tell Peter about this change when the choice was taken by the administration. He was educated fourteen days after the fact giving him just brief period to change his flight booking. Very late booking of abroad visits likewise furnishes the resources with brief period for setting themselves up for showing abroad understudies. They get brief period to get to know the course module and get confounded about what to convey to the abroad understudies. One the employees who has just experienced this issue has portrayed his experience. He endured the issue of this sort of impromptu nature of arranging in his very firs

51 Things I Want to Say to 2022s

51 Things I Want to Say to 2022s Dear Members of the Class of 2022, Its been an absolute pleasure to interact with you over the past six months, starting with all your wonderful questions and comments at the Early Action webcast. Ive enjoyed getting to know you online and in person, and I have loved your memes and inside jokes. Now that Im leaving the Institute, I feel confident that its in good hands with yall. Before I met you, one chilly autumn night at around 4am, I sat down to finally write down all the thoughts and pieces of advice Ive accumulated over my time here. I was somewhat inspired by Ben Jones legendary 50 Things post (which you should totally read!), but also by the Class of 2021s struggles to adjust to the Institute. This post, of course, wont make things easy for you, but I hope that some of these thoughts can help, even a little bit. As you submit your first MIT forms and choices, I wish you the best of luck. Please reach out if you have any questions. Also, Id love to hear your thoughts on any of the points below, even if they come when you are all crusty, jaded seniors like me. Stay in touch, friends. Talk to upperclassmen. They are your foremost resource on “how to MIT.” Actually get to know usâ€"first impressions aren’t always right, especially in nerd school. Everyone here has something to offer and something to learnâ€"it’s how every class year gets built by Admissions. In my freshman year 8.01 Physics I, my two groupmates would compete over the marker during group problem-solving time. They would compete over who has already done more of the problems. At first, I’d stand behind them and learn little. But as the semester went on, I realized that I could do algebra better than they did! So I became the person they’d call on midway to simplify their expressions, and I learned physics, as well as an important lesson. Remember to acknowledge both your knowledge and ignorance. My theory is that, at MIT, especially in the first year, people feel like either “a shit” or “the shit.” But the first year at MIT is a great equalizer. If you fall under either of the categories, brace yourself for lift-off or landing. Get to know your professors and UROP mentors. The best way to treat the Impostor Syndrome for me was to sit in on my UROP offices meetings. I listened with awe at the mentors around me discussing all the things that went into opening a new school. And I realized how little every single student around me knows compared to experts with years of experience. It was inspiring and freeing. Your Pass/No Record freshman fall grades are not predictors of future performance. Your first exam grades are not predictors of your  performance in the class. Whether you get 91% or 20% on your first exam (and I’ve gotten both), things may still change dramatically during the course of the semester. Don’t panic, don’t procrastinateâ€"I believe in you. The cut-off for an A might be 90%, or 70%, or lower, or higher, depending on the class. Don’t panic when you first see your grade. And rewire your brain to not think  a low number means failure. It gets better after the GIRs. For many, if not most, the General Institute Requirements are the hardest classes at MIT. It gets better when you start taking classes in your major that you enjoy (if it doesn’t get better, switch majors). Try a class in your area of interest before declaring a major. Once you declare a major at the end of freshman year, continue to take classes outside of your department. MIT has grading options such as Sophomore Exploratory or Junior/Senior P/D/F designed just for that. Use MIT support services such as S^3 or MIT Mental Health. You matter. You are not taking up too much of their time. Your problem is not less valid than someone else’s. And, lastly, you’ve paid for them, so make the most of your tuition. Besides, when else can you get completely free support and counseling? Make as many friends as possible during Residence Exploration and Freshman Orientation. Thats when people are most receptive to meeting each other. Disclaimer: I didn’t do that, and though I wish I’d branched out more before the start of classes, I have made the most wonderful friends at the Institute. Figure out how you study best: with or without people, music, or regular breaks, the night or the week before, with the help of practice problems or class notes, in the morning, evening, or night, outside or inside your room, on- or off-campus, etc. Do that, and don’t feel like there is a right choice. For example, practice exams just don’t do it for me, but reading through class notes the night before a morning exam does. Despite what my 9.01 Intro to Neuroscience professor claims is right for the brain. Also, know when to stop studying. At some point, it’s just more efficient to sleep. Sleep, not nap. Your body will get used to napping every day, and that’s a nuisance. Get off campus as much as possible. You’re living in one of the most fascinating areas in the United States. And you can get student discounts to performances, movies, museums, etc. Follow the November Rule: do not engage in romantic or sexual relations with upperclassmen before November 1st. Trust me, it’s for your own good. We want you to establish your own friend and support group before you get pulled into another person’s. In fact, try not to date anyone before November. As the East Campus Head of House says, do not move at 90 mph when you get here. I think he means not to rush into “adult” things when its “college no parents.” Don’t feel the pressure to get into relationships, have sex, drink, or otherwise lose your purity points. It’ll suck, and it’s not as cool as you think. Pace yourselves. Don’t listen to other freshmen when making your choices at MIT: choices around classes, dorms, majors, etc. Relatedly, listen to, but don’t be like the upperclassmen. Learn to cook now, while there are people around to help you. Try to do this even if you’re on a meal plan. Make a resume early, if you haven’t already. The MIT GECD office will help you craft the best resume possible. Go to Career Fair, even if you feel like there’s no hope for employment. The value of your high school experiences might surprise you. Get a job before you go broke in the spring. There are a range of positions for different levels of effort. You could get a UROP for pay, even as a frosh, or work at desk in your dorm and do your work while you’re at it. You could teach SAT Prep with ATI or tutor GIRs with the OME. You could do Tech Callers and call alumni for donations. There is a range of things freshmen can do on campusâ€"don’t give up hope. It’s ok to stay on campus over Thanksgiving. You can have a feast with your friendsâ€"more people stay over than you think. Invite your friends and neighbors into your life. Before you catch up on a popular TV show, get ice cream off-campus, or go out for a local concert, email out to see if anyone wants to join. Someone probably will. Relatedly, join people on outings when they email out. Take walks. Finish your PE classes. Use the free gyms and swimming pools. The freshman 15+ suck (although you shouldn’t feel guilty about them either). Find all the free stuff. Sign up for the reuse and free-food mailing lists. Go to Choose to Reuse events, and various on-campus fairs (my favorite is the Wellness Fair). Use MIT Medical and Mental Health as needed (almost all the services done in-house at Medical, now including birth control, are completely free). Off-campus, find out which museums offer free admission to students. You can even get a free Costco card for a day from the Institute. Go out to nature. I wish I’d done that more. Remain curious, even when life is hard. Attend lots of on-campus events while on Pass/No Record. Try to sign up for classes that require you to do that (I highly recommend 24.191 in the spring!). Follow the news and engage with friends about current events. Don’t let yourself settle in the bubble. Learn to be alone and enjoy it. Take yourself out for a nice dinner sometimes, or a cool place off-campus. There is almost nothing you can’t do by yourself. And you can’t be with someone until you can be alone. You will not be able to handle unlimited all-nighters. Most of my friends have fucked up their sleep schedules freshman year, and are now exhausted. Your body has a limited supply of energy, so try to use it wisely. Be prepared to study on your own, a lot. MIT classes often suffer from the Problem Set-Lecture Divergence Phenomenon. What that means is, in Lecture, you might learn parts of the cell, and in the following Problem Set, you might be required to cure a genetic disease. I am not exaggerating. For GIRs, ask around before you buy the textbooks. I’ve gotten all of mine from either my floor or the upperclassmen on my floor. The nice thing about GIRs is that we’ve all been through at least one. Don’t be intimidated by late-night discussions. We would love your input. Expect to change. Being prepared in college is way better than being decided. Come to your friends’ student group performances. In your freshman year, trying new things is a lot less awkward. So audition for a play, dance group, a capella group, or something else you’ve never tried. Here, it’s ok. Join pset parties sometimes even if you study best alone. Consider it “networking,” if you want, and that’s an essential skill. Make your room nice, even if you know you’ll move next year. Buy a poster or tapestry. Paint your room, if you can. Build a loft or shelf, if you can. Bring a stuffed toy or photographs from homeâ€"I promise it won’t look childish. Communicate with your roommate. Don’t let the bitterness accumulate. Discuss things like sleep, relationships, noise and cleanliness right away. I know it’s hard, but it’s an important skill, and it’s so worth it in the end. Even if you know you’ll move next year. Do laundry often. Get into a rhythm. I’m speaking as someone who didn’t do that, and someone who regrets it. Buy sweatpants, not nice jeans. Recognize and deal with MIT privilege early. Outside the bubble, things are very different. Remember how much you have. Buy tickets home early if you live far away. Try to keep a plant alive. Bamboo is a good optionâ€"it doesn’t require light. But try something more demanding as wellâ€"taking care of another will get you out of bed for sure. Don’t worry about memorizing department and building numbers, or relevant acronyms in advance. You’ll get caught up pretty quickly once you arrive. When you’ve been here for at least one semester, try to teach someone what you’ve learned. It might not feel that you learned anything from the firehose, but teaching is a way to recognize that’s false. Do not feel bad asking peers  for help. Weve all needed it at some point. And you can give back later. Learn at least some programming. It’s a magical skill. That said, you’ll probably be required to do it in your major anyway (even a social science major like Poli Sci). Be realistic about high school long-distance relationships. Theyre possible if you see a future together. But don’t feel the pressure to stay by default. It’ll take a lot of communication to get through, so make sure you can do it with the person. Hallcest is banned. Do not hook up or date someone from your living area. That’s pretty self-explanatory, I hope. Find the type of “relationship” that works best for you, whether it’s an open, monogamous, or polyamorous arrangement, friends with benefits, casual hook-ups, or nothing at all. MIT in general exerts less pressure to have a specific sort of “relationship,” so don’t feel like there’s one right way to do things. Your relationship with your parents will change. It can be scary or liberating. Either way, try to call them at least once a week if you’re in a good place. If not, call someone from back home. Your roots will continue to influence your life in college. Get involved in your living community: attend events with them, invite them out, help with cleaning or cooking, or just hang around and talk. MIT’s residential system is too special to miss out on “local” experiences. Love, Yul Post Tagged #50 Things #8.01 Physics I: Classical Mechanics #Freshman Orientation #GIRs #MIT Mental Health #MIT OME (Office of Minority Education) #PE #REX #S^3

Women s Army Auxiliary Corps - 2215 Words

Women have been enlisted in the armed forces since June 12, 1948, when President Truman signed the Woman’s Armed Services Integration Act. Throughout this time, women have served several different roles; however, women were not allowed to serve in combat forces. Arguments offer the idea that women are physically and emotionally capable of performing the same as men, Researchers have proven that only a small percentage of women are capable of performing the physically demanding aspects as that of men, although there are a select few women that are capable of completing the qualification standards to join the combat forces. With that being said women should be allowed to fight on the front lines. â€Å"The Women s Army Auxiliary Corps (WAAC) can refer to: Women s Army Auxiliary Corps (Britain), a branch of the British military in the First World War. Prior name of the Women s Army Corps, a branch of the U.S. military in World War II.† (Bellafaire). Women joined the WAAC b efore they were allowed in the Army. The first WAAC basic training center was stationed at Fort Des Moines, Iowa, Colonel Don C. Faith was the commander of the training base. Once Fort Des Moines opened the first woman arrived on July 20, 1942. Women in the WAAC were assigned to a 150 women â€Å"Table of Organization (TO) company: a table listing the number and duties of personnel and the major items of equipment authorized for a military unit† (Table...†). Women were assigned to units that had openings asShow MoreRelatedWomen s Army Auxiliary Corps886 Words   |  4 PagesAmerican World Literature 3 May 2015 Women’s Army Auxiliary Corps It was 1941, before the United States was involved in World War II, Ovata Hobby was asked by General David Searles to organize the Women’s Army Auxiliary Corps. 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Accepted wasRead MoreGender History : Women And Women1602 Words   |  7 Pagesparticular period of time in regards to the perceived differences between women and men. Also, they are concerned with the impact of gender on various historically important events. Gender history developed because traditional historiography excluded women from ‘universal’ and ‘general’ history. Feminism was one of the leading that attributes lead to the development of gender history. The fundamental basis of feminism is that women should have the same ri ghts as men and should be considered equal, thusRead MoreEssay on The Change of Gender Roles During the First World War1227 Words   |  5 Pagesproper gender roles for British men and women. For men, the course of action seemed clear that they should enlist and fight. Yet, many men struggled under the pressure of warfare. For women, it was unclear how they should be involved in the war effort. Many men wanted the women to keep their traditional gender roles of taking care of the household. However, the lack of male workers on the home front required women to take on different work roles. The women received a great deal of praise and positiveRead MoreThe Outbreak Of The War1030 Words   |  5 Pagesa number of women worked to extend women’s role. In 1942 defense ministers and others finally considered to form WAAC to substitute men in the army. The bill took a year to pass. The WAAC only lasted until 1943 because of the newly founded group WAC. The Women’s Army Auxil iary Corps benefited women’s rights, how women got to be accepted in society , and most importantly what the women did to help make the country stronger. Thanks to the honorable Edith Nourse Rogers a congress women from MassachusettsRead MoreJane Arminda Delano : The Civil War976 Words   |  4 Pagesaroused her interest in becoming a nurse herself. In the year of 1884 she started nursing school at Bellevue Hospital Training for nurses, which is in New York, and trained there until 1886. With her great performance in Bellevue, she went with Abram S. Hewitt to observe how he, an administrator, directed a citywide cleanup of sciatica. Then came 2 communicable disease outbreak happenings. In 1888 in Jacksonville, Florida, there was an epidemic of yellow fever. During this time of yellow fever, MissRead MoreThrough Women s Eyes : An American History With Documents966 Words   |  4 Pages Ellen Carol DuBois, Professor of History and Women’s Studies at the University of California at Los Angeles, in chapter nine of her book â€Å"Through Women s Eyes: An American History with Documents† (2012), described when women were pu t to the battlefield and they were use to help to fight against opposing enemies from other countries. In the late 1930s, as the militarism of Germany, Italy, and Japan rose to a crescendo, most Americans adamantly opposed being drawn into war. This remained true even

Cultural Conflict Can Bring Dramatic Changes to Socity...

Culture Conflict Can Bring Dramatic Changes to Societies Things Fall Apart written by Chinua Achebe analizes the coming of the white man and its results on the culture of the people of Umuofia. The coming of the white man brought about culture conflict which affects the people of Umuofias religion, their judicial system and their social life. Their lives are transformed in many different ways and change the perspective they have. The arrival of the white man affects the people of Umuofias religion and cause culture conflict. The people of Umuofia have many gods. Agbala- the oracle of the Hills and Caves. People come from far and near to consult it (12). People consult it when they have a discussion or altercation with their†¦show more content†¦Their egwugwu who gives justice is feared by the women and their children. Whenever the egwugwu is approaching, the women and children always shout and run away (63). They also dont unmask the masquerade. The masquerades identity is not known by anyone who doesnt belong to the clans secret cult. The religion of the people of Umuofia is totally completely different from the white mans religion. This situation caused a cultural conflict between the white man and the people of Umuofia. The white mans desire is to impose his religion on the people of Umuofia. The white man believes in one God which he believes has created the heaven and the earth. He also said his God made the entire world and the Umuofias gods. He wanted the people of Umuofia to abandon their gods and follow his own religion. The white men belittle the people of Umuofias gods by saying different things about their gods. The white man says that the people of Umuofias god are gods of deceit who tell them to kill their fellow and destroy innocent children. The white man says your gods are not alive and cannot do you any harm and they are made of piece of wood and stone (146). Hearing and seeing all these from the white man, the people of Umuofia were not satisfied with the white mans religion which was a cause for a culture conflict. The coming of the white man also influenced the form of justice in

Golden Oaks Rehabilitation Center Free Essays

Margie Wilson, a 95 year old woman and patient at Golden Oaks Rehabilitation Center located on the grounds of Marion General Hospital, is dealing with some difficult times after losing her son, Williams, this past week. Within the past five years, she has also had to deal with the passing of her husband of 68 years, Earl, and another son who died in a motor vehicle accident, Jacob. Margie is having a very difficult time taking this all in and is not feeling alone. We will write a custom essay sample on Golden Oaks Rehabilitation Center or any similar topic only for you Order Now She has come to the conclusion that she no longer wants to live her life alone. She wants to end her life and is requesting that the one thing that’s keeping her alive, her pacemaker, be disconnected. Two years ago Margie suffered a heart attack that almost took her life, which resulted in her having the electronic pacemaker implanted. The pacemaker keeps Margie’s heart rhythm at 100% pace, which is what keeps her alive. With all her family gone, she has no desire to live anymore and is requesting that her pacemaker be removed so that she can be reunited with her family. Margie has spoken with Cindy Macklin, the Nursing Home Administrator, and has told her what she would like to happen. She has requested that Cindy call Dr. Vigay, who is the cardiologist surgeon who originally implanted the pacemaker. Dr. Vigay was stunned because in the 20 years of his practice he has never had a request from his patents. He has pretty much declined her request and has asked that she allow time to get her past her current state of mind and back to normal. Margie is now extremely upset and determined and is now requesting to see the Golden Oaks social worker, Jane Robison, MSW. Jane meets with Margie for more than an hour discussing and exploring all her options. In this case, there are morals and conflicts involved. There are certain ethical, moral and legal conflicts that need to be determined. Morals are beliefs and values that conform to normal standards of what is right and wrong and deal with people’s habits of conduct (www. ehow. com). The moral principles of ethics that are involved include: Beneficence – doing good, demonstrating kindness, showing compassion, and helping others Nonmaleficence – avoiding the infliction of harm Justice – the duty to be fair in the distribution of benefits and risks Autonomy – recognizing an individual’s right to make his or her own decisions The morals that are in conflict are nonmaleficence, justice and autonomy. The top priority of the doctors, nurses, social worker, and ethics committee is to make sure that nonmaleficence is not being implemented while considering Margie’s right to make her own decision about wanting to live and the risks and benefits that could go along with Margie’s request to remove her pacemaker. The dilemma here consists of Margie wanting her doctor to assist with taking her life by removing her pacemaker. Margie has lost her desire to live because of the loss of her family and wants to be with them. There are several ethical theories that play apart in this dilemma. Normative Ethics – the attempt to determine what moral standards should be followed so that human behavior and conduct are morally right (Pozgar, p 369). Consequential Ethics – emphasizing that the morally right action is whatever action leads to the maximum balance of good over evil (Pozgar, p. 369). Utilitarian Ethics – doing the greatest good for the most people (Pozgar, p. 370). Deontologic Ethics – focusing on one’s duties to others and others’ rights including telling the truth and keeping your promises (Pozgar, p. 371). As the ethics committee chairman, we do agree that there is a dilemma here. We are all on the same accord and have been informed with all the information about the case. Dr. Vigay, Jane Robison, Cindy Macklin, and I have all come together and presented all the information and facts that we know about the dilemma to the members of the committee to ensure that no one was left out about any details of this dilemma. Dr. Vigay informed the committee that removing Margie’s pacemaker would violate the ethics principles of beneficence, nonmaleficence, and justice. If he followed through with Margie’s request, he would be going against helping others, avoiding or causing harm to patients, and disregarding the benefits and risks of Margie by performing the requested actions. Jane Robison has expressed that doing what Margie has requested would not be good for Margie nor her profession due to the ethics standards that are withheld for all the patients. She believes that with time Margie will have a change of heart and appreciate her life being spared. Cindy Macklin is in agreement with everyone else in not assisting Margie with taking her life due to overwhelming circumstances she has faced within the past few years. Therefore, after all the recommendations and suggestions from all involved and the members of the ethics committee, Margie’s request to have her pacemaker removed has been denied due to the all the ethical standards and the fact that it is not right to allow or assist anyone in taking their own life. How to cite Golden Oaks Rehabilitation Center, Papers

Marine Insurance Associate Business Production

Question: Describe about the Marine Insurance for Associate Business Production. Answer: Introduction Protection and indemnity insurance (PI) is one of the types of insurance in mutual maritime that is offered by a club of PI. It is provided by the club members to cover the open- ended risks that the traditional insurers were not interested to provide to the ship owners like marine insurance and cargo cover. PI provide the protection and reimbursement for the liability of the ship owners including the coverage of non- commercial or non- financial losses arises from the ship operation (Pearson and Doe 2015). This insurance class has been formed to provide the financial safety net, additional assistance to deal with the claimants and loss challengers and to provide more powers to balance the potential hardships. Initially, the British ship owners formed the club in the 18th century, which was set up in each case from the different geographical area. Further, during the year 1855 the ship owners formed the association for protection known as Ship owners Mutual Protection Society. The as sociation was formed to operate like marine insurance club in order to cover the liabilities, financial loss, non- financial loss including the loss of life (Depr, Reniers and Zamparini 2016). Discussion Purpose and Function of Ship owners PI Club One of the major purposes of the PI Club is to cover the liabilities of the ship owners that the traditional insurers were not able to cover. The club was formed to operate on the basis of mutual agreements as well as on non- profit basis to meet the claims of losses incurred by the ship owners (Smith 2015). The members of the association aimed to call and collect the money every financial year in order to meet the costs and expenses of operating the association business activities including the amount of claims related to each of the year. Initially, there were thirteen clubs of PI co-operating in the two significant areas for sharing the amount of claims among each other as well as buying the reinsurance based on the collection. Such activities assist the association to provide cover on loss incurred by the ship owners more than it was offered in the commercial market (Gandorfer, Hartwich and Bitsch 2015). Additionally, the association was formed to perform with the common interest with respect to the legislations, principles of the shipping contracts and other regulatory frameworks to provide the insurance activities. The PI club functions to provide the insurance to ship owners for the liabilities that include the loss of life or personal injury to the seamen, third parties or to the passengers (Zhu and Zhang 2015). The purpose of the association is to provide coverage the liabilities for stowaways or people saved at the sea and the liabilities with respect to the collisions and groundings. Another purpose of the PI club is provide coverage on the liabilities or loss from the damage to the fixed as well as floating articles, liabilities from the pollution or liabilities from the wreck removal. The purpose and functions of the PI association includes the insurance on liability and loss to the cargo of the ship owners (Davies 2015). The activities of the club involve the reimbursement for the loss due to oil spills including the services of finding the experts or contractors for the legal advice and payment of claims. With respect to the oil pollution or oil spills the club of PI undertook the activities of insurance guarantor considering the regulations of Oil Pollution Act as well as in accordance with the Civil Liability Convention Certificate. Apart from that, the function of PI association al so functions as a source of funds because many ship owners are not able to afford the required funds to get over with loss from pollution or other hardships (Sarrabezoles, Lasserre and Hagouagnrin 2016). Types of PI Cover Protection and indemnity insurance club provides number of cover to the ship owners along with the coverage of financial loss. The principles types of risks that the association covers include the protection and reimbursement to the third party, ship owners and operators for loss during the hardships. Coverage of liabilities for the loss of personal injury is provided under PI association to the ship owners including the passengers and third parties. Another type of cover that PI club provides is against the liabilities of illness or death of ship members, passengers as well as to other people (Zhu and Zhao 2015). The type of insurance PI that the association provides is to cover the loss or damage on cargo at the higher levels in comparison to the commercial market level. Wreck removal is another type of protection and indemnity cover provided by the association, which requires the mobility of huge units that includes the cranes, sheer legs, pull barges etc. It was said that the man y coastal areas that requires a removal of wrecked vessel cause harm to the environment, ship owners as well the parties hence it is important to include the insurance for its loss (Jaspersen and Richter 2015). The cover or reimbursement provided by the PI association includes to indemnify the loss arises from the pollution that affects the environment on the part of crew owners and other passengers. The association provides cover to protect the owners of the ship with respect to the collision that results in death, injury and other loss to the crewmembers including the salvage issues (Andeobu, Hettihewa and Wright 2015). The association of protection and indemnity formed to cover the liabilities arising from the damages on dock and liabilities of fines or penalties from the operation of the ships. The association provides cover on these losses and liabilities that affect the ship owners with respect to the commercial loss and personal loss. Other covers that include in the services of protection and indemnity are the protection from the salvage operations and loss due to oil spills that insures the tankers trading at international level. The services extend to cover the excess expenditures proposed to be incurred or incurred in relation to the several ship operations and management (Gandorfer, Hartwich and Bitsch 2015). Importance of PI clubs to ship owners Shipping industry is one of the most critical industries that involve three essential components like ships, seamen as well as cargo. All the three components of the shipping industry involve the element of risk with respect to transporting the bulk of cargo on the ship operated by the seamen. The risk involved in the shipping industry affects the financial factors and personal factors of the ship owners, crewmembers as well as other people (Sarrabezoles, Lasserre and Hagouagnrin 2016). Further, before the association of protection and indemnity insurance the traditional insurers involved in the marine insurance were unable and unwilling to consider therefore the PI association had been formed to protect the liabilities of the ship owners. It is evident that the service in the shipping industry involves the risk of personal life along with the monetary loss if the ship meets with an accident or due to any natural disaster (Clarke et al. 2015). On the contrary, the risk of loss of life is involved with the seamen and passengers as well if the ship is in the service of transferring the passengers. Hence, it is important to protect the loss arise from such disasters in the shipping service apart from the coverage of financial service. Hence, the association by the members of shipowners has been formed to provide protection and reimbursement for the loss and liabilities due to collision, wreck removal, pollution and other damages (Andeobu, Hettihewa and Wright 2015). The clubs of PI provides protection to the ship owners not only with respect to the loss or damages but also assist in generating the required funds as well as the legal advisors. Many ship owners experience the problems in accumulating the necessary funds to get over the problems with the oil spills, pollution, collusion or such other disasters. Accordingly, the PI clubs provide assistance in raising the funds to the ship owners required to overcome for such dama ges. In addition to this, PI clubs is important since it provides assistance as an insurance guarantor for several disparities that ship owners requires to solve the issues from several damages (Palma 2015). Conclusion Considering the huge risk element in the shipping industry, it can be said that the prospective loss or damages to the ship owners is essential to be indemnified. Since the conventional insurers on marine insurance were not willing to protect the losses and damages to the ship owners therefore, the group of members formed a club to protect the ship owners in different ways. The clubs were formed to operate on mutual decisions as well as providing the services without the intention of earning profit. The primary objective of the clubs to provide services based on the monetary issues, loss from personal injuries and providing the experts for legal advice. The service in the shipping industry is critical and involves issues in connection to the environmental pollution, stowaways, damage to cargo or dock that involve loss of monetary and non- monetary loss. Therefore, the clubs had been formed to reimburse such losses to the ship owners for protecting the ship members and other people in connection with the shipping service. Another primary service that the PI clubs provides to benefit the ship owners with the smooth flow of funds required by the ship owners for several shipping service. Therefore, it can be concluded that the association of protection and indemnity insurance is important aspect of maritime insurance to protect the various functions conducted by the ship owners in the shipping service. Reference List Andeobu, L., Hettihewa, S. and Wright, C.S., 2015. Risk Management in the Extractive Industry: An Empirical Investigation of the Nigerian Oil and Gas Industry.The Journal of Applied Business and Economics,17(1), p.86. Clarke, D., de Nicola, F., Hill, R.V., Kumar, N. and Mehta, P., 2015. A Chat about Insurance: Experimental Results from Rural Bangladesh.Applied Economic Perspectives and Policy,37(3), pp.477-501. Davies, P., 2015. Nairobi Convention on the Removal of Wrecks, Turkey's Position and the Role of Insurers, The.Tur. Com. L. Rev. Online,1, p.9. Depr, E., Reniers, G.L. and Zamparini, L., 2016. 5. Multimodal transport insurances.Multimodal Transport Security: Frameworks and Policy Applications in Freight and Passenger Transport, p.64. Gandorfer, M., Hartwich, A. and Bitsch, V., 2015, May. Hail risk management in fruit production: anti-hail net versus hail insurance in Germany. InXVIII International Symposium on Horticultural Economics and Management 1132(pp. 141-146). Jaspersen, J.G. and Richter, A., 2015. The wealth effects of premium subsidies on moral hazard in insurance markets.European Economic Review,77, pp.139-153. Palma, D., 2015. Ensuring Insurance for Foster Care: Requiring Foster Parents to Obtain Liability Insurance to Cover Harm Done to Foster Children in their Care.Family Court Review,53(4), pp.663-675. Pearson, R. and Doe, H., 2015. Organizational Choice in UK Marine Insurance.Corporate Forms and Organisational Choice in International Insurance, p.47. Sarrabezoles, A., Lasserre, F. and Hagouagnrin, Z., 2016. Arctic shipping insurance: towards a harmonisation of practices and costs?.Polar Record,52(04), pp.393-398. Smith, M., 2015. In the Wake of the Montreal Convention: Why Maritime Law Should Abolish Limited Liability for Personal Injury and Death Claims.Austl. NZ Mar. LJ,29, p.36. Zhu, L. and Zhang, M.Z., 2015. Insuring Against Marine Pollution Liability: An International Perspective.J. Mar. L. Com.,46, pp.373-373. Zhu, L. and Zhao, Y.C., 2015. A feasibility assessment of the application of the Polluter-Pays Principle to ship-source pollution in Hong Kong.Marine Policy,57, pp.36-44.