The circumstances of globalization Essay Example

The circumstances of globalization Essay Introduction Under the fortunes of globalisation, the demand for high-quality and high- velocity interlingual renditions has been increasing worldwide. Satisfying these demands may ensue of the increasing of clip and cost for transcribers and interlingual rendition companies. Thus how heighten the quality and productiveness with low cost is one of the jobs. In order to accomplish the clip and cost economy, the computing machine assisted interlingual rendition ( CAT ) tools is playing an of import function in interlingual rendition industry. The CAT tools enabling to cover the whole interlingual rendition procedure at a clip has been created and commercialized by the linguistic communication industry in recent decennaries ( Austermuhl, 2001 ) . Amongst interlingual rendition tools, interlingual rendition memory ( TM ) systems are considered as the effectual tools due to increasing interlingual rendition productiveness by offering old interlingual rendition automatically ( Austermuhl, 2001 ) . Howe ver, there are assorted TM systems worldwide and which is the most effectual may change depends on single demands such as linguistic communication system or text types. This essay will try to measure two TM systems, SDL Trados Studio and Wordfast authoritative, by comparing each characteristic of operational maps. To compare and measure two TM systems, the construct of TM systems, characteristics of several TM systems foremost will be explained as background cognition of the treatment in this essay. We will write a custom essay sample on The circumstances of globalization specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The circumstances of globalization specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The circumstances of globalization specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The lineation of TM systems Translation memory is a database of multilingual texts which allow to storage both the beginning and mark text sections in analogue and retrieved conformity with the set standards ( Austermuhl 2001 cites Expert Advisory Group on Language Engineering Standards, EAGLES ) . Namely, the mark text is foremost divided into section units and stored in TM through interlingual rendition procedure. These stored sections are available to be reused for the new interlingual rendition undertaking. If the sections stored in TM are absolutely matched or similar to the new beginning text, TM offers the old interlingual renditions automatically to a transcriber. The transcriber can make up ones mind whether these offered interlingual renditions should be accepted or non. Besides it is possible to revise the old interlingual renditions in TM through and after interlingual rendition. Esselink ( 2000 ) points out some disadvantage of TM as follows: The Final layout of translated text is non displayed until completing the interlingual rendition. In this instance, proofreading after the interlingual rendition is required. Some jobs may happen in TM direction, particularly in the instance of multilingual undertaking. Revising TM after re-converted into the original manner is non available, viz. , in order to update TM, the translated file is required to be converted into TM s acceptable format once more. Time devouring due to the demand of change overing the beginning text into the appropriate format for interlingual rendition. TM filter is non updated when the beginning text is a new file format. As a consequence, some agreement is required in order to be accepted. Changing the construction of the text is non available within paragraph. It is necessary to make the file filter depend on the file format if it is different from the default. Sing above references, he ( 2000 ) suggests that the stuff text should be examined before interlingual rendition, and transcribers should make up ones mind whether to utilize TM, because in some instances, interpreting without TM is more effectual than utilizing TM system. Meanwhile, TM has recognized as effectual and time-saving engineering for monolithic interlingual renditions, particularly proficient or manual text which include some insistent usage of proficient nomenclature ( Mitkov 2007 ) . This is largely due to the effectivity against cut downing duplicative work and to heighten the uniformity of footings. For illustration, in the instance of the uninterrupted interlingual rendition undertaking of the specific field, the TM is offered to the transcriber and the proficient footings will be transferred from TM exactly to the new beginning text. By this agencies, TM allows transcribers to portion the alone nomenclature used in the specific field and contributes to keep the interlingual rendition quality. The specific characteristics of Wordfast Classic TM operational maps Wordfast Classic is defined as a CAT tool designed as a Microsoft Wordâ„ ¢ add-on. Its lightweight, flexible construction makes it easy to put in and utilize ( Wordfast 2010 ) . This CAT tool comprises some utile operational maps, such as nomenclature direction, importing exporting glossary and TM, papers transition, analysis and alliance ( Wordfast 2010 ) . Amongst the operational maps, some good characteristics of Wordfast Classic will be explained here. ITI Bulletin ( 2006 ) points out that Wordfast Classic is simple to utilize, which can non merely use to Word but besides to Power Point, Access and Excel files by linking straight with Word application interface. It is besides compatible with other machine interlingual rendition plans such as PowerTranslatorâ„ ¢ and other CAT tools such as Trados, by change overing TM into another format which is appropriate for several plan and exporting it ( ITI Bulletin 2006 ) . Importing other TM to Wordfast is besides available ( ITI Bulletin 2006 ) . In add-on, alignment map allows redacting the interlingual rendition stored in TM after interlingual rendition. Since this CAT tool is available of free download to have computing machine with some restrictions, those who are sing to utilize this tool can seek and analyze how utile or non for them before paid enrollment ( ITI Bulletin 2006 ) . If download PlusToolsâ„ ¢ and circuit board to the beginning papers, Wordfast Classic is available for a assortment of file format from HTML/ XLM to other labeled files ( Miller 2002 ) . However, there are some of import reminders for utilizing Wordfast Classic. One of them is that it is necessary to make clean-up TM after interlingual rendition for updating the TM database ( Miller 2002 ) . Since database is stored as txt. format, revising the translated text is possible without Wordfast ( Miller 2002 ) . Thus transcribers tend to bury to update TM and glossary. As a consequence, the truth of TM will be lost and TM can non use to other new interlingual rendition undertaking. The specific characteristics of Trados TM operational maps Trados TM which consisting the beginning and mark sections, is created in the Translation Memories position ( Trados 2010 ) . Respective section brace of the beginning and mark is called a interlingual rendition unit and it is possible to add some information for each interlingual rendition unit such as when it was created and updated, and who created it ( Trados 2010 ) . Thus it might be utile to pull off the interlingual rendition history. The interlingual rendition unit is displayed in analogue, which is contributing to comparing of the beginning and mark section when redaction. There are three types of fiting map: fuzzy, context and 100 % lucifer ( Trados 2010 ) . Although the default of Fuzzy fiting rate is set at 70 % or over, this rate is able to be changed ( Trados 2010 ) . Context lucifer is applied when the beginning text and TM section lucifer absolutely and have the same context ( Trados 2010 ) . 100 % lucifer means the beginning text section lucifer precisely with the TM section ( Trados 2010 ) . In footings of the cleavage, Trados can custom-make the cleavage regulations depend on several linguistic communications ; Chinese, French, English, German, Spanish and Japanese, which are supported by Trados ( Trados 2010 ) . Therefore, there is non required to set the cleavage each clip. As mentioned above, fuzzed lucifer is applied when the matching rate is 70 % or over ( Trados 2010 ) . This indicates that if the fiting rate between the beginning and the TM section is less than 70 % , TM will non return any interlingual rendition ( Trados 2010 ) . Therefore, if preferring more or less than 70 % duplicate customise of the fuzzed matching rate should be required. Comparison of characteristic between Wordfast and Trados TM With the avobe description as background, the characteristic of Wordfast and Trados TM will be compared and assessed. First of all, in footings of utilizing TM in othe tranlation tools, both Wordfast and Trados can import/ export TM database by change overing the file type into the acceptable format for several TM. For illustration, Wordfast TM is stored in txt. format, while Trados TM is stored in sdltm. format. If change overing Trados TM to Wardfast, it is necessary to export to a tmx.file. Then open it with MS Word and unfastened Wordfast, so choose it as TM. Likewise, Wordfast besides can export its TM by change overing TM into tmx.format, unfastened Trados, making new empty TM and import the txt.file. Second, although making or opening Wordfast TM is about every bit simple as that of Trados, Trados TM is enriched with assorted optional maps, such as Enable character-based harmony hunt and fuzzed lucifer threshold, compared with Wordfast. However, when compareing the beginning section with mark section for translaiton, Wordfast seems to be more utile than Trados. In wordfast, the section is highlighted with grey colour and it is non allowed to leap sentences till snap the icon which represent to confirmation each clip. By contrast, Trados does non hold any specific maps which privent from traveling to the following section. As a consequence, jumping section sometimes occur in Trados. Since by and large interlingual rendition undertaking have a inclination to demand for high-velocity and quality, transcribers are frequently forced to work long hours a twenty-four hours. This will ensue in a higher rate of interlingual rendition escape. Finally, while Wordfast can non let a user to corroborate the translated text layout during interlingual rendition, Trados can expose the finished interlingual rendition within the edditing window. Therefore, the TM user can available to corroborate the translated text layout even during interlingual rendition. This show map of Trados might be effectual to clip economy, because the mistranslations or text layout and presentation can be recognized easy and interpreting and modifying can be available at the same time in the redaction window. Decision Although Wordfast and Trados portion certain simiralities in those operational maps such as the handiness of importing/ exporting TM, some virtue and demerit of several TM were besides recognized. It is hard to urge which is more first-class CAT tool, bacause the detarmination of virtue and demerit is affected by the state of affairs. In the instance of the monolithic interlingual rendition squad undertaking, Trados may be more effectual than Wordfast due to a assortment of optional map. On the contrary, if interpreting comparatively simple and short text, Wordfast may be convenience due to its simpleness of plan constellation procedure. Therfore, it might be important to analyze which CAT tool is suited for the interlingual rendition text or undertaking.

Homeless Voting essays

Homeless Voting essays You held out your hand and said you needed helping. They gave you a pathetic look and The acrid rain came down and it soaked up into your shoes. You thought you had pneumonia, but it was the homeless blues. You had not voted when you had a home. You had not voted when you had a job. You did not vote when domestic violence was not a problem. You did not vote when the house was not on fire. And surely you did not vote when you were out of your head on drugs and alcohol. Would you be concerned, and would anything have been different if you had been a registered voter, and had voted? When you heard someone say, "it can happen to any one of use," would you have thought that they could have been talking about your For a multitude of reasons, both legitimate and illegitimate, any one of us can again become homeless. With that concern in mind, the issues and positions of the homeless should be more immediate in the need for your attention. That concern should dictate that you not take for granted the duties of a citizen, and not have to rely on the kindness of strangers, nor be dependent on those who perhaps did vote. To vote is to use the greatest weapon a citizen has at his disposal in a democracy. To vote is to fight that corner of apathy in our communities, our institutions, in our homes and in To register to vote, and vote, by homeless people is a tool that was not always afforded the indigent, and some of the harsh realities of needing certain kinds of assistance is profoundly significant, in that you are in the eye of the storm at the moment, you can see with clarity the needs. And in the aftermath of the storm you will have a perspective of the legislation and the legislators who understand your plight now, and the same concerns of those who may need services after you. The homeless need to align themselves with t ...

The Best IB Geography Study Guide and Notes for SL

The Best IB Geography Study Guide and Notes for SL/HL SAT / ACT Prep Online Guides and Tips If you’re an IB Geography SL/HL students in search of some extra free help, you’ve come to the right place. Whether you're looking for IB Geography notes for a test on a single topic or cramming for the final IB Geography papers, this guide has all the information you need. I created this IB Geography study guide using the best free online materials for IB Geography and ordered the materials following the newly-revised IB Geography SL/HL syllabus. How To Use This Article If you want to study a specific topic, use the Command + F function on your keyboard to search this article for specific IB Geography notes. For example, if you hope to read about Population change, use Command + F to bring up the search function. Type in â€Å"Extreme Environments† and it will bring up all of the study materials for that topic. I separate the resources into: Notes : notes (generally 2-4 pages) if you want a summary of each overall topic. Some resources also have video explanations. Case studies: case studies for each topic to help you better understand that topic using specific real world examples. If you’re looking for summary material to help you study for the IB Geography papers, check out the notes with supporting video for each topic. These notes are brief and great for a quick refresher. How To Use This Guide Throughout the School Year Use this guide throughout the school year as a review for in-class quizzes if you need more help learning the material. You need to be mastering the topics throughout the school year and not just waiting to cram before the IB Geography papers. The Best Study Practices for IB Geography Make sure you’re practicing related IB Geography past paper questions as you learn each new subject. You can find free IB Geography HL and IB Geography SL past papers here. Also, if you’re having difficulty understanding your in-class lesson, you should be reviewing the corresponding chapter in a textbook or this study guide. Common Study Mistakes IB Geography Students Make For IB Geography, there are lots of topics to master, so you can’t fall behind. Common mistakes students make are: #1: Trying to avoid the material you didn't learn in class. If you didn’t understand it in class, you need to find more help whether through this article or tutoring. #2: Only studying a week or two before the IB Geography papers. You will not be able to master all of the topics below in only a week or two (that is why the course is spread out over 1 to 2 years). Make sure you are learning the topics as they’re taught to you in class. Use this article for additional support learning the topics: Part #1: Geographic Themes- 60 Hours for SL, 90 Hours for HL The IB Geography syllabus gives you seven options for study. If you're on the SL track, you'll need to master two subjects; if you're on the HL track, you'll need to master three. Part#1:Geographic Themes Option A: Freshwater Topic 1: Drainage Basin Hydrology and Geomophology Notes: Comprehensive unit guide Unit notes with video references Case Studies: The 2010 Pakistan Floods The Three Gorges Project in China Topic 2: Flooding and Flood Mitigation Notes: Comprehensive unit guide Unit notes with video references Case Studies: The Nile and the Mississippi Topic 3: Water Scarcity and Water Quality Notes: Comprehensive unit guide Unit notes with video references Case Studies: USA/Mexico water conflict (scroll down to bottom of the page) Topic 4: Water Management Futures Notes: Comprehensive unit guide Unit notes with video references Case Studies: Integrated Drainage Basin Management Option B: Oceans and Coastal Margins Topic 1: Ocean-Atmosphere Interactions Notes: Comprehensive unit notes Unit notes with video references Case Studies: 1997/1998 El Nià ±o Typhoon Haiyan case study Topic 2: Interactions Between Oceans and Coast Places Notes: Comprehensive unit notes Unit notes with video references Case Studies: South China Sea conflict (scroll down to bottom of the page) Topic 3: Managing Coastal Margins Notes: Comprehensive unit notes Unit notes with video references Case Studies: Bimini development case study Topic 4: Ocean Management Futures Notes: Comprehensive unit notes Unit notes with video references Case Studies: Oil spills case study Option C: Extreme Environments Topic 1: Characteristics of Extreme Environments Notes: Comprehensive unit notes Unit notes with video references Case Studies: Uranium mining in Niger Trans-Alaska pipeline (documentary) Topic 2: Processes Landscapes Notes: Comprehensive unit notes Unit notes with video references Case Studies: Dust Bowl case study Soil erosion and solutions Topic 3: Managing Extreme Environments Notes: Comprehensive unit notes Unit notes with video references Case Studies: The Aral Sea Topic 4: Extreme Environments Futures Notes: Comprehensive unit notes Unit notes with video references Case Studies: Acacia Project in Senegal (scroll down to the bottom of page) Option D: Geophysical Hazards Topic 1: Geophysical Systems Notes: Comprehensive notes Unit notes with video references Case Studies: Montserrat volcano (scroll down to the bottom of page) Fracking causes earthquakes (scroll down to the bottom of page) Topic 2: Geophysical Hazard Risks Notes: Comprehensive notes Unit study flashcards Case Studies: The Chernobyl disaster case study Topic 3: Hazard RiskandVulnerability Notes: Comprehensive notes Unit notes with video references Case Studies: The 2010 Haiti earthquake Anchorage, Alaska earthquake case study Topic 4: Future Resilience and Adaptation Notes: Comprehensive notes Unit notes with video references Case Studies: Impact of climate change on vulnerable countries Large scale action on climate change Option E: Leisure, Tourism, and Sport Topic 1: Changing Leisure Patterns Notes: Comprehensive notes Unit notes with video references Case Studies: Leisure in China Leisure in the United States Topic 2: Tourism and Sport at the Local and National Scale Notes: Comprehensive notes Unit notes with video references Case Studies: The NBA league in North America Topic 3: Tourism and Sport at the International Scale Notes: Comprehensive notes Unit notes with video references Case Studies: London Olympics 2012 Rio Olympics 2016 Topic 4: Managing Tourism and Sport for the Future Notes: Comprehensive notes Unit notes with video references Case Studies: Ecotourism in Kenya Option F: Food and Health Topic 1: Measuring Food and Health Notes: Comprehensive notes Unit notes with video references Case Studies: Famine case study Topic 2: Food Systems and the Spread of Disease Notes: Comprehensive notes Unit notes with video references Case Studies: Global life expectancy Topic 3: Stakeholders in Food and Health Notes: Comprehensive notes Unit notes with video references Case Studies: HIV Malaria Topic 4: Future Health and Food Security and Sustainability Notes: Comprehensive notes Unit notes with video references Case Studies: Comprehensive list of case study topics Option G: Urban Environments Topic 1: The Variety of Urban Environments Notes: Comprehensive notes Unit notes with video references Case Studies: Habitat for Humanity in Manila Topic 2: Changing Urban Systems Notes: Comprehensive notes Unit notes with video references Case Studies: Urban deindustrialization (scroll to the bottom of page) Infrastructure growth (scroll to the bottom of the page) Topic 3: Urban Environmental and Social Stresses Notes: Comprehensive notes Unit SlideShare notes Case Studies: Redlining the New Deal Topic 4: Building Sustainable Urban Systems for the Future Notes: Comprehensive notes Unit SlideShare notes Case Studies: Phoenix, Arizona: The Least Sustainable City in the US Part #2: SL and HL Core: Geographic Perspectives- 70 Hours SL/HL Since this is core knowledge, both SL and HL students will be tested over the following material. Topic A: Population Distribution- Changing Population Knowledge Area 1: Population and Economic Development Patterns Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Internal migration in Mongolia Population distribution in China (scroll down to bottom of page) Knowledge Area 2: Changing Populations and Places Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Forced migration in Syria (scroll down to bottom of page) Knowledge Area 3: Challenges and Opportunities Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Life expectancy in Japan Human trafficking in Thailand TopicB: Global Climate - Vulnerability and Resilience Knowledge Area 1: Causes of Global Climate Change Notes: Comprehensive unit notes Unit notes with video reference Case Studies: List of potential case study topics Knowledge Area 2: Consequences of Global Climate Change Notes: Comprehensive unit notes Unit notes with video reference Case Studies: How climate change affects agriculture Knowledge Area 3: Responding to Global Climate Change Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Geoengineering Topic C: Global Resource Consumption and Security Knowledge Area 1: Global Trends in Consumption Notes: Comprehensive unit notes Unit notes with video reference Case Studies: The rise of the global middle class Knowledge Area 2: Impacts of Changing Trends in Resource Consumption Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Canada and water security Knowledge Area 3: Resource Stewardship Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Circular economy case study Part #3: Geographic Perspectives: Global Interactions- HL Only, 60 Hours If you're HL, you'll also be tested over the following three topics. Topic A: Power, Places, and Networks Knowledge Area 1: Global Interactions and Global Power Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Global power players Knowledge Area 2: Global Networks and Flows Notes: Comprehensive unit notes Unit notes with video reference Case Studies: The narcotics trade Knowledge Area 3: Human and Physical Influences on Global Interactions Notes: Comprehensive unit notes Unit notes with video reference Case Studies: World's most isolated places Multi-governmental organizations (European Union case study) Topic B: Human Development and Diversity Knowledge Area 1: Development Opportunities Notes: Comprehensive unit notes Additional unit notes Case Studies: Cambodian indigenous minorities fight tide of development Knowledge Area 2: Changing Identities and Cultures Notes: Comprehensive unit notes Additional unit notes Case Studies: Jamaican diaspora in London and Toronto (scroll down to bottom of page) Knowledge Area 3: Local Responses to Global Interactions Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Anti-immigration movements Topic C: Global Risks and Resilience Knowledge Area 1: Geopolitical and Economic Risks Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Global supply chain risks Knowledge Area 2: Environmental Risks Notes: Comprehensive unit notes Unit notes with video reference Case Studies: Smoke and haze crossing international boundaries Knowledge Area 3: Local and Global Resilience Notes: Comprehensive unit notes Unit notes with video reference Case Studies: List of potential case study topics Part #4: Internal Assessment: SL and HL Fieldwork- 20 Hours In order to do well on theinternal assessment, students have to meet the following criteria (which we've taken directly from the IB Geography syllabus): #1: Students must demonstrate knowledge and understanding of specified content#2: They must demonstrate application and analysis of knowledge and understanding#3: Students must demonstrate synthesis and evaluation#4: Studentshave to select, use, and apply a variety of appropriate skills and techniques With that in mind, here are two examples of successful internal assessments: The Internal Assessment: A Step-By-Step Guide This guide walks you through each step of the Internal Assessment by walking you through a sample topic (urban renewal in East Berlin) Examples of the Internal Assessment This site includes sample cover pages, booklets that go over data collection, and even a PowerPoint introduction to the assignment What’s Next? Learn more about IB Geography: Every IB Geography Past Paper Available: Free and Official Learn more about other IB Classes: Every IB English Past Paper Available: Free and Official Every IB Math Studies Past Paper Available: Free and Official Every IB History Past Paper Available: Free and Official Every IB Economics Past Paper Available: Free and Official Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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

METFORMIN - Research Paper Example But the widest indication of the drug is for the treatment of type 2 diabetes. The drug is given to control the blood glucose levels of patients in the normal range so that the proper bodily functions are retained and the problems of the nervous system; cardiovascular system and the renal system are avoided in the diabetic patients. The drug has an added benefit since it has been proved that the drug does not result in reduction of the blood glucose level below normal and the patient does not experience episodes of hypoglycemia. It also does not lead to increased weight in the patient who takes this drug. This is the reason that it is preferably prescribed to the diabetic patients. The drug works via various mechanisms which include increasing the sensitivity of the cells towards their response to insulin by increasing the uptake of glucose by the cells. It further promotes the intracellular metabolism of the glucose as well. Furthermore, it leads to a reduction in the amount of hepa tic glucose as well as renal glucose that is released into the bloodstream by means of reducing the amount of its production in these organs. In a similar manner, it also reduces the absorption of glucose from the intestines. The main side effects of the drug include gastrointestinal problems. These include diarrhea, vomiting, nausea as well as feeling of uneasiness in the abdomen. It has also been proven that metformin causes a decrease in the absorption of vitamin B12 by the intestine and hence it can lead to reduction in its levels. The gastrointestinal symptoms generally subside. Thus, it has been seen that the drug does not lead to very serious side effects.

The Negative Side of Copyright Essay Example | Topics and Well Written Essays - 500 words

The Negative Side of Copyright - Essay Example Copyright protection only enables the developer of software to deter the software’s copying or copying of the source code. Software copyright does not provide protection against the copying of any process, method of operation, procedure, system, principle, discovery, or concept in the software. In addition to that, software copyright does not provide any surety against independent development of software of the like. A vast majority of the software products cannot address the variety of requirements set forth to get broad protection that the patent law can afford. Most applications of software patent face problems because of the requirement for the invention to be not obvious and be new. Nevertheless, this requirement helps in the process analyzing if or not an individual should pursue copyright protection or patent. â€Å"because copyrights protect the implementation (the actual code) but not the concept, copyrights do not prevent someone from implementing an algorithm in a different programming language or with a different set of routines, for example, offering almost no protection for something as complex and flexible as software† (Zeidman, 2011, p. 93). The look and feel of software amount to behavior and thus copyright should not be used to protect them in software; the Computer Law Review Committee (CLRC) did not recommend additional protection forms for the displays on screen (Lai, 2000, p. 66). While software copyright has imposed a range of hindrances and hurdles in the way of development and spread of knowledge, free software has generated a lot of benefits. On the technological side, free software sets the stage for open source projects. One of its key examples is the development of Linux as the operating system in which functions of the free software movement serve as pre-requisite for the open source software. Linux could not have been developed and adopted as effectively without free software as it has

The Relic Short Story Essay Example for Free

The Relic Short Story Essay â€Å"Come here child†¦Ã¢â‚¬  the old man said to me. It was getting late and I had to go home, but there was something in his voice that beckoned me to take notice. I stopped in my tracks. There in the middle of the empty sidewalk where I was walking along.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Come.. come†¦ I have something important for you to see.† The old man had messy long hair that have all turned gray and he wore clothes that seemed like rags. His face was wrinkled and dirty but his eyes glimmered of a certain youth that seemed so out of place. I walked towards him, without   clear idea of why I was doing so.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I was about to ask him what he wanted when he answered my question for me. It seemed like he knew what I was thinking. This added both to my wonder and terror of what I was experiencing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"I have something for you..† the old man began, â€Å"It is a relic of sorts and it tells of a great story that happened a long time ago†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He reached behind him and produced a book, thick with dust and visibly out of shape. From my point of view, it seemed to be hardbound, but at that time I could not make out the title. He stretched his hand with the book clasped between his fingers. I tried to reach it but when as my hand was closing upon it, the old man suddenly pulled the book back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"This book has a terrible, terrible secret!† he gasped, â€Å"It has been passed on from one owner to the next and on every owner, the book imparts its terrible secret when you’ve read till the end.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"W-what’s at the end?† I managed to ask.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"What’s at the end?!?† the old man chuckled, I could see that his teeth were rotting and the putrid smell of his breath reached my nostrils, â€Å"Child, you must find that out for yourself, but I warn you†¦ you must never, NEVER skip the pages. You have to read the entire book page after page. Learn its contents thoroughly before you arrive at the end.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Y-yes I underst-and.† I stuttered again, probably due to all the confusion that the experience created.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"How much do you have on you?† the old man suddenly asked.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"What?† I answered with my own startled question.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"How much do you have on you, child?† the old man raised his voice and I cringed at its sound, â€Å"Do you think that this book is free? Hah!†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"W-well, how much is it?† I asked.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Just answer my question!† came the old man’s response.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"I surveyed my pockets and was surprised to see a hundred dollar bill. Then I remembered that the money was my salary for 4 weeks of doing odd jobs for our neighbors. I thought for a while and then reluctantly handed him my money. The old man snatched it from my hand and then pushed the book to my face.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Take it!† he ordered, â€Å"Take it and begone!!!†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And so I took the book and went home bewildered at what had happened. The days followed and I began reading what I have acquired. The story within it was interesting to say the least and I was eager to find out its ending. However, I was mindful about the old man’s warning and so I did not skip to the last page. I read the book whenever I had the chance and after roughly a week, I was almost at its end.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When the time came for me to turn the last page, I prepared myself well and made sure that I could handle whatever it was. I turned the last page, hoping that the book would be merciful, a hope that was shattered to a million pieces by what I saw.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It was terrible†¦ terrible†¦. Joey’s 2nd hand bookshop sale price! $5   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Noooooo†¦.. The end.

Cost-Utility Analysis Essay -- Economics

The central concern of economics is how best to allocate scarce resources among competing uses. The same concern applies to the scope of health care. As a result, pharmacoeconomics, which compares the value of one pharmaceutical drug or drug therapy to another, became a prominent issue by the mid 1980s. There are several types of pharmacoeconomic evaluations, one of which is cost–utility analysis (CUA). CUA focuses on quality of a health outcome produced or forgone by different health programs or treatments. CUA is a form of cost-effectiveness analysis (CEA) that attempts to capture timing and duration of disease and disability by comparing the utility (person’s preference) associated with different health outcomes. (see Figure 1) It was originally called â€Å"Generalized Cost-Effective Analysis† as it is used to narrow the restrictiveness of traditional cost-effectiveness analysis. In 1972, it was renamed â€Å"Utility Maximization† and then â€Å"Healthy Status Index Model† in 1976. Since 1982, it has been referred to as CUA in many countries, although the United States still called it CEA. Even though these two terms are used interchangeably, there are still several distinguishing features between the two. Such differences include integration of multiple outcomes, , quantification of outcomes based on desirability, and measurement of relative desirability of outcomes with von Neumann-Morgenstern utility theory. A cost-utility analysis describes the additional cost of the new intervention per unit of health gain and assesses health in terms of length and quality of life using the quality adjusted life year (QALY). QALYs were invented in 1956 by two health economists, Christopher Cundell and Carlos McCartney. The concept of QALY was f... ...room/features/measuringeffectivenessandcosteffectivenesstheqaly.jsp Neumann, P., Weinstein M. (2010, Oct 14). Legislating against use of cost-effectiveness information. The New England Journal of Medicine, Vol 363, 1495-1497. doi:10.1056/NEJMp1007168. Office of Health Economics (2002). What is a QALY? Retrieved from http://oheschools.org/ohech5pg4.html Wilkerson J. (2011, Sep 28). PCORI head vows not to do cost-effectiveness studies, but notes gray areas. InsideHealthPolicy.com. Retrieved from http://insidehealthpolicy.com/Inside-Health-General/Public-Content/pcori-head-vows-not-to-do-cost-effectiveness-studies-but-notes-gray-areas/menu-id-869.html Yee, GC (1997, Dec 1). Cost-utility analysis of taxane therapy. American Journal of Health-System Pharmacy, Vol 54, Supplement 2, S11-15. Retrieved from http://ajhp.org/content/54/suppl_2/S11.short

Mesopotamia and Egypt Essay

The early civilizations of Mesopotamia and Egypt were very similar, but they were also different in some ways. Both Mesopotamia and Egypt developed their civilizations centered on rivers, but these rivers were polar opposites. Mesopotamia was between two rivers called the Tigris and Euphrates rivers. Egypt’s civilization developed around the Nile River. The Tigris and Euphrates rivers differed from the Nile River. The Nile River was calm, and the Tigris and Euphrates Rivers were wild and very unpredictable. Since these rivers had opposite behaviors, Mesopotamia’s specialty was in irrigation, while Egypt was a more agricultural society. Mesopotamia and Egypt were very similar in their roots, but they also had distinctive forms of social organization and religious observance that developed because of the rivers that surrounded them. Mesopotamia’s social organization was a way to differentiate between rulers and those who were commoners. Each city-state in Mesopotam ia had elders and young men that made decisions for the community. Rulers protected their access to both political and economic resources by creating systems of bureaucracies, priesthoods, and laws. Priests and bureaucrats served their leaders well, defending and advocating rules and norms that validated the political leadership. Lists of professions were passed around so each person could know his or her place in the social order. The king and priest were at the top of the social structure followed by bureaucrats who were scribes, supervisors, and craft workers. The craft workers were jewelers, gardeners, potters, metal smiths, and traders; this was the largest group of the social structure. The craft workers were not slaves but they depended on their employer’s households. People rarely moved from one social level to another. Not only was there organization between society in general, but there was also specific organization between families. In families, the senior male became the patriarch. A family was made up of a husband and a wife who was bound by a contract that stated that the wife would provide children, preferably male, and the husband would provide support an d protection. If there was no male child, a second wife or slave could bear children to serve as the couple’s offspring. In families, sons would inherit the family’s property and the daughters would receive dowries. Priests were at the top of the social organization with the king because they lived in temples, which represented  the cities’ power. Bureaucrats were at the top of the social structure underneath the main people of power because they were scribes. Mesopotamia was the world’s first city to keep records and read, developing a writing system. Writing became important to the development of cities and enabled people to share information across greater distances and over longer periods of time. Scribes played a significant role in developing a writing system that people anywhere and in the future could decipherer. The Tigris and Euphrates Rivers served as major communication and transportation routes for Mesopotamia. The need for a system of record keeping developed because farmers and officials needed a way to keep track of the distribution of goods and services. It was important to keep track of goods and services because long-distance trade was very important to Mesopot amia since it lacked many raw materials that were crucial to developing the city. On the other hand, in Egypt, the social organization was similar to Mesopotamia, but differed just slightly. At the top was a Pharaoh or also called a king was the center of Egyptian life followed by priests, scribes, craftsmen, and lastly farmers and slaves. The Pharaoh was at the center of life and had the responsibility to ensure that flooding of the Nile River continued without interruption and had the responsibility to develop a vibrant economy. Egyptians believed that the Pharaoh was a descendant from the gods. Egypt had one advantage that Mesopotamia did not have, the Nile River. The Nile River was navigable and provided annual floods. These annual floods allowed for regular moisture. Even though the Nile River did not fertilize the fields as wells as the Tigris and Euphrates Rivers in Mesopotamia, the yearly floods meant that the topsoil was renewed every year, making the soil easy to plant in. Egypt also had the sun that allowed a bountiful agriculture. Egypt, similarly to Mesopotamia, was a scribe nation. Since little people were literate in both Mesopotamia and Egypt, a scribesâ €™ social status was increased automatically. However, even though both Mesopotamia and Egypt were scribal cultures, Egypt appeared to be more literate. This could be because Egypt developed later than Mesopotamia, and they may have used it more since Egypt had the Nile River. The Nile provided for good harvest allowing Egypt’s economy to flourish. Since Egypt had good harvest, they may have needed to keep better track of goods and services because they had more goods to keep track of since they had better harvest than  Mesopotamia. Social structure in Egypt and Mesopotamia was not the only thing that was affected by the rivers. Another aspect of early civilization that was affected by the Tigris and Euphrates rivers in Mesopotamia was religion. Mesopotamians had beliefs in gods that molded their political organizations and controlled everything. They believed the gods controlled weather, fertility, harvests, and the underworld. They had to respect their gods, but they also feared them because they were powerful. A major way for Mesopotamians to worship their gods was through the temples. Temples were gods’ homes and were the cities’ identity. To demonstrate cities’ power, rulers would elaborately decorate temples. The priests and other officials lived in the temples and worked to serve gods, the most pow erful immortal beings to the Mesopotamians. Temples ran productive and commercial activities and those that were close to the river would hire workers to hunt, fish, and collect. The temples were a way for people to worship their gods and show their faithfulness to them. Therefore, since the Mesopotamians believed that the gods controlled everything including weather and harvest, two important aspects in Mesopotamia civilization, it was important that they stay faithful to their gods since they did not have the best rivers. The Tigris and Euphrates Rivers would flood if there was heavy rainfall during the height of the agricultural season. Thus, if they worshiped their gods frequently, the Mesopotamians may believe that the gods will bestow good weather eliminating floods more often, creating a better year of harvest. Like Mesopotamia, each region in Egypt had its own god. In addition, Egypt also had temples to worship their gods. In Egypt, gods were inactive and the kings, or pharaohs, were active. The pharaoh had responsibility to uphold cults while the priests were to uphold regular rituals. The pharaoh acted as a mediator between the gods and the people o f the city. He supported the gods through rituals held in temples, which the Egyptians contributed many resources to. Since trade from the Nile River allowed the city of Egypt to prosper economically, they had more resources to build more elaborate temples and later on pyramids. Pyramids were unique to Egyptian culture. The pyramids became a place for state rituals and were very important to Egyptian culture. Since Egypt prospered because of its location next to the Nile, they had an abundance of resources that was necessary to build the intricate temples. Both Mesopotamia and Egypt were  riverine cultures. Each city had its own unique social organization and religious beliefs, but they had similar roots. Both civilizations were scribal cultures, but since Egypt had the Nile River, the two civilizations differed. Since both civilizations were scribal, scribes attained great social status under the king and priests. Egypt prospered greatly from the resources that the predictable Nile River offered. Mesopotamia had the Tigris and Euphrates rivers that were unpredictable, but still provided for irrigation and allowed the city to advance in irrigation technology and opened the city up to the surrounding cities. Mesopotamia and Egypt both had polytheism and worshiped their gods in temples. Instead of referring to the king like in Mesopotamia, Egypt refers to the pharaoh. Egypt believed that the pharaoh communicated with the gods. The rivers in both Mesopotamia and Egypt opened these areas up to the rest of the world and allowed for great economic growth.

Modernization Theory

MODERNIZATION THEORY Introduction: Modernization is an inherently optimistic concept for it assumes that all countries eventually experience economic growth. This optimistic must be understood in the historical context of post war prosperity and growth in the north and independence of many southern colonies along with the growth of national markets and trades. The theory of modernization turns out into the high mass consumption and urbanization. The theory of economic growth is an alternative to Marxist theory. Meaning and history of modernization theory: Modernization theory is a collection of perspective which, while at their most intellectually influential in the 1950s and 1960s. Along with the growth of national markets, made nineteenth century capitalists much more effective and ambitious than any of other forebears; hence the so-called ‘industrial revolution’. Definition of modernization: 1. Modernization theory is the theory used to summarize modern transformations of social life. 2. Historically modernization is the process of change towards those types of social, economic, and political systems that have developed in the Western Europe. Eisenstadt-1966) Theoretical origins of modernization: The theory of modernization has its roots in the ideas of some scholars they produced different theories about the origins, characters, and future path of modern industrial society. Which we can now examine closely: Emile Durkheim: Durkheim proposes that there are two types of society ‘traditional’ and ‘mode rn’ society, which have different forms of social cohesion between their members. The people of the traditional society perform the limited tasks of a simple agrarian community based on group of families and clan in village settlements. Each group though a similar to all others thinks, believes and life styles are relatively self-contained. Its members perform all the required rules of farming, childrearing, social control defiance and so on. Each group is then a sort of segment, a discreet unit in a large society; hence durkheim also called this a ‘segmental’ society. The traditional society is contrasted with the modern society- in whichever increasing numbers and density of the 0f the population. This leads to a more people competing for relatively scarce resources. When competition becomes the fiercest, a social resolution to these problems had to emerge and this creates a gradual increase in social division of labor. Social differentiation occurs as a specialized institution are formed by people to deal with particular need of society such as religious, economic, political, educational and so on. The modern society is more cultured and less rigid and allows more scope for individual frustrations and happiness. Durkheim called this society â€Å"organic society’. Max weber: max weber sought to explain the emergence of industrialization, though he focused his attention on answering why capitalist manufacturing became dominate only in the economy of western. The basic explanation for this occurrence was the existence of cultural processes namely rationalization. Weber suggested this was not an easy or natural form of behavior; one of the important factors that promoted this work ‘ethic’ was according to weber not economic but religious. His beliefs that as western society has developed, more and more of its members act in ways that are guided by the principals of rationality and less by custom of tradition. He sees the coming of the modern era as sciatic birth of individual as a relatively free agent not about by rigid. Walt whitman Rostow: rostow illustrates the concept of modernization per excellence. in his work on economic growth (rostow-1960a; 1960b) the form of growth experience in north are taken as a model for the rest of the world, while economic are situated at different stages of development all are assumed be moving to the same direction. Traditional society is poor, irrational and rural. The take off stage requires a leap forward, based on technology and high levels of investment; preconditions for this the development of the infrastructure, manufacturing and effective government. After this the societies reach a stage of self-sustaining growth, in its mature stage technology pervades the whole economy leading to ‘the high mass consumption, high productivity and high levels of urbanization. This feature includes prenewtonian science and technology. All this typically takes 20 years and rostow attempts to date actual take off of those countries, which have experienced them. (1783-1803) For Britain which was the first followed amongst others, USA (1890-1940), Japan (1878-1900), Russia (1890-1914) and India, china (1950 onwards). Modernization: Modernization was prompted by the decline of the old colonial empires. The third world became a focused of attention by politicians who were keen to show countries pushing for independence that sustain development was possible under the western wings or modernization theory. Trumans speech embodies this initial optimism. Modernization can be described as optimistic because it presents development as a easy process enduring under development is explained in terms of obstacles. Paolo Friers suggests people need to develop political consciousness and the rout to this is though pedagogic techniques of empowerment. Learner(1964) explains the from traditional to modern. Be beliefs that ‘Transitional society’ a society which has the process of cultural diffusion from more advanced sector of the world; been exposed to modernity. For learner the traditional society a society that has defined by what it wants to become, it is empathetic society. Lear said that ‘traditional society’ is not participant; it deploys people by kinship into communities isolated from each other and from a center the bands of interdependence people horizons are limited by local (1964, p-50). In the 1940s and 1950s was the only realistic way for LDC to industrialize. In general then for learner the mare a society exhibits empathy the more it will be engaged in the process of modernization and more likely is be modern. There is a clear mixture of sociological, psychological and economic feature to modernization theory, including for example, reference to value systems, individual motivation and capital accumulation. The critique of modernization theory: There are cultural and intellectual rejections of modernity. The boundaries between low and high culture are broken down. Intellectually post modernism involves and of the dominance of the unitary theories of progress and belief in scientific rationality. Modernization theory has not survived intact as viable paradigms for understanding change and transformation or process of poverty inequality. The theory cannot realistically explain the problem of global inequity and poverty. The principal term of the theory the traditional and the modern are much too vague to be of much use on classification of distinct skeptics. The two terms do not give the way indication of the great variety of society there have and do exist. Although the theory is supposed to be the way of society develops. There is little explanation offered for this problem. This is a serious weakness. Industrialized modern and its attendant’s urbanization weaker the wider kinship system as the people become primarily concern with the nuclear family (will’s 1977). Modernization completely undermines the values of extended family ties (penn-1986). It also derived from salvation among Protestants on important contributory factor in the rise of rational capitalism. The most forceful criticism of modernization theory is that it entirely ignores the impact of imperialism on third world countries. This is a staggering omission. Conclusion: Modernization deals with social change from agrarian societies to industrial ones, it is important to look at the technological viewpoint. New technologies do not change societies by it. Most accounts give greatest priority to the role played by the values, norms and beliefs of people in determining the sort of society – traditional or modern- that they create and thus value changes are the most important conditions for social change. Modernization Theory MODERNIZATION THEORY Introduction: Modernization is an inherently optimistic concept for it assumes that all countries eventually experience economic growth. This optimistic must be understood in the historical context of post war prosperity and growth in the north and independence of many southern colonies along with the growth of national markets and trades. The theory of modernization turns out into the high mass consumption and urbanization. The theory of economic growth is an alternative to Marxist theory. Meaning and history of modernization theory: Modernization theory is a collection of perspective which, while at their most intellectually influential in the 1950s and 1960s. Along with the growth of national markets, made nineteenth century capitalists much more effective and ambitious than any of other forebears; hence the so-called ‘industrial revolution’. Definition of modernization: 1. Modernization theory is the theory used to summarize modern transformations of social life. 2. Historically modernization is the process of change towards those types of social, economic, and political systems that have developed in the Western Europe. Eisenstadt-1966) Theoretical origins of modernization: The theory of modernization has its roots in the ideas of some scholars they produced different theories about the origins, characters, and future path of modern industrial society. Which we can now examine closely: Emile Durkheim: Durkheim proposes that there are two types of society ‘traditional’ and ‘mode rn’ society, which have different forms of social cohesion between their members. The people of the traditional society perform the limited tasks of a simple agrarian community based on group of families and clan in village settlements. Each group though a similar to all others thinks, believes and life styles are relatively self-contained. Its members perform all the required rules of farming, childrearing, social control defiance and so on. Each group is then a sort of segment, a discreet unit in a large society; hence durkheim also called this a ‘segmental’ society. The traditional society is contrasted with the modern society- in whichever increasing numbers and density of the 0f the population. This leads to a more people competing for relatively scarce resources. When competition becomes the fiercest, a social resolution to these problems had to emerge and this creates a gradual increase in social division of labor. Social differentiation occurs as a specialized institution are formed by people to deal with particular need of society such as religious, economic, political, educational and so on. The modern society is more cultured and less rigid and allows more scope for individual frustrations and happiness. Durkheim called this society â€Å"organic society’. Max weber: max weber sought to explain the emergence of industrialization, though he focused his attention on answering why capitalist manufacturing became dominate only in the economy of western. The basic explanation for this occurrence was the existence of cultural processes namely rationalization. Weber suggested this was not an easy or natural form of behavior; one of the important factors that promoted this work ‘ethic’ was according to weber not economic but religious. His beliefs that as western society has developed, more and more of its members act in ways that are guided by the principals of rationality and less by custom of tradition. He sees the coming of the modern era as sciatic birth of individual as a relatively free agent not about by rigid. Walt whitman Rostow: rostow illustrates the concept of modernization per excellence. in his work on economic growth (rostow-1960a; 1960b) the form of growth experience in north are taken as a model for the rest of the world, while economic are situated at different stages of development all are assumed be moving to the same direction. Traditional society is poor, irrational and rural. The take off stage requires a leap forward, based on technology and high levels of investment; preconditions for this the development of the infrastructure, manufacturing and effective government. After this the societies reach a stage of self-sustaining growth, in its mature stage technology pervades the whole economy leading to ‘the high mass consumption, high productivity and high levels of urbanization. This feature includes prenewtonian science and technology. All this typically takes 20 years and rostow attempts to date actual take off of those countries, which have experienced them. (1783-1803) For Britain which was the first followed amongst others, USA (1890-1940), Japan (1878-1900), Russia (1890-1914) and India, china (1950 onwards). Modernization: Modernization was prompted by the decline of the old colonial empires. The third world became a focused of attention by politicians who were keen to show countries pushing for independence that sustain development was possible under the western wings or modernization theory. Trumans speech embodies this initial optimism. Modernization can be described as optimistic because it presents development as a easy process enduring under development is explained in terms of obstacles. Paolo Friers suggests people need to develop political consciousness and the rout to this is though pedagogic techniques of empowerment. Learner(1964) explains the from traditional to modern. Be beliefs that ‘Transitional society’ a society which has the process of cultural diffusion from more advanced sector of the world; been exposed to modernity. For learner the traditional society a society that has defined by what it wants to become, it is empathetic society. Lear said that ‘traditional society’ is not participant; it deploys people by kinship into communities isolated from each other and from a center the bands of interdependence people horizons are limited by local (1964, p-50). In the 1940s and 1950s was the only realistic way for LDC to industrialize. In general then for learner the mare a society exhibits empathy the more it will be engaged in the process of modernization and more likely is be modern. There is a clear mixture of sociological, psychological and economic feature to modernization theory, including for example, reference to value systems, individual motivation and capital accumulation. The critique of modernization theory: There are cultural and intellectual rejections of modernity. The boundaries between low and high culture are broken down. Intellectually post modernism involves and of the dominance of the unitary theories of progress and belief in scientific rationality. Modernization theory has not survived intact as viable paradigms for understanding change and transformation or process of poverty inequality. The theory cannot realistically explain the problem of global inequity and poverty. The principal term of the theory the traditional and the modern are much too vague to be of much use on classification of distinct skeptics. The two terms do not give the way indication of the great variety of society there have and do exist. Although the theory is supposed to be the way of society develops. There is little explanation offered for this problem. This is a serious weakness. Industrialized modern and its attendant’s urbanization weaker the wider kinship system as the people become primarily concern with the nuclear family (will’s 1977). Modernization completely undermines the values of extended family ties (penn-1986). It also derived from salvation among Protestants on important contributory factor in the rise of rational capitalism. The most forceful criticism of modernization theory is that it entirely ignores the impact of imperialism on third world countries. This is a staggering omission. Conclusion: Modernization deals with social change from agrarian societies to industrial ones, it is important to look at the technological viewpoint. New technologies do not change societies by it. Most accounts give greatest priority to the role played by the values, norms and beliefs of people in determining the sort of society – traditional or modern- that they create and thus value changes are the most important conditions for social change.

Prostate Cancer - Who and What essays

Prostate Cancer - Who and What essays In December 2000, CDC sought expert advice from approximately 100 medical and public health practitioners, researchers, and representatives from community organizations and volunteer associations to help develop the role of public health in prostate cancer prevention and control. Experts discussed what the public health role should be related to understanding risk factors and disease burden, primary and secondary prevention, treatment, and quality of life. Discussion focused on four areas of public health: surveillance and monitoring, research, services and programs, and communication. One of the public health concerns is with prostate cancer, the most common form of cancer, other than skin cancer, among men in the United States and is second only to lung cancer as a cause of cancer-related death among men. The American Cancer Society estimates that 189,000 new cases of prostate cancer will be diagnosed and that approximately 30,200 men will die from the disease in 2002. Prostate Cancer is a disease in which cancer (malignant) cells are found in the prostate. The prostate is on the male sex glands, and is located just below the bladder and in front of the rectum. The size of the prostate is about the size of a walnut. It surrounds the part of the urethra, the tube that carries urine from the bladder to the outside of the body. The prostate makes fluid that becomes part of the semen, which contains sperm. Prostate cancer is most commonly found in older men. As a man gets older, his prostate may get bigger and block the urethra of bladder, which can cause him to have difficulty urinating or even interfere with sexual functions. This condition is called benign prostatic hyperplasia (BPH), and although it is not cancer, surgery may be needed to correct it. The symptoms of BPH, or other problems in the prostate may be similar to symptoms of prostate cancer. Some common symptoms of prostate cancer are: weak or interrupted flow of urine...

An Overview Of Meningitis

An Overview Of Meningitis Meningitis is swelling and inflammation of the protective membranes that cover brain and spinal cord. Depending on the duration of symptoms, meningitis may be classified as acute or chronic. Acute meningitis denotes the evolution of symptoms within hours to several days, while chronic meningitis has an onset and duration of weeks to months. Meningitis is mainly caused by infection with viruses, several different types of bacteria, or sometimes by a fungus, and less commonly by certain drugs. Meningitis can be life-threatening because of the inflammation’s proximity to the brain and spinal cord. All types of meningitis tend to cause symptoms that include fever, headache and stiff neck. Knowing whether meningitis is caused by a virus or bacterium is important because the severity of illness and the treatment differ depending on the cause. Viral meningitis, the most common form of meningitis, is less severe than bacterial meningitis. Bacterial meningitis is usually more serious than viral meningitis and is sometimes fatal, particularly in infants and the elderly. Bacterial meningitis is a major cause of death and disability world-wide. [1] b. The etiology and risk factors Meningitis is usually caused by infection from viruses or micro-organisms. Most cases are due to infection with viruses, with bacteria, fungi, and parasites being the next most common causes. It may also result from various non-infectious causes. The etiology of bacterial meningitis varies by age group and region of the world. Worldwide, without epidemics one million cases of bacterial meningitis are estimated to occur and 200,000 of these die annually. [1] Before antibiotics were widely used, 70 percent or more of bacterial meningitis cases were fatal; with antibiotic treatment, the fatality rate has dropped to 15 percent or less. Bacterial meningitis is most common in the winter and spring. Beyond the perinatal period, three organisms, transmitted from person to person through the excha nge of respiratory secretions, are responsible for most cases of bacterial meningitis: Neisseria meningitidis, Haemophilus influenzae, and Streptococcus pneumoniae. Bacterial meningitis caused by Neisseria meningitidis bacteria (meningococcal disease) can be fatal and should always be viewed as a medical emergency. About 10% of infected people die from the disease. [5] In non-fatal cases, those affected experience long-term disabilities, such as brain damage, loss of limb, or deafness. Preventing the disease through the use of meningococcal vaccine is important. Although anyone can get meningitis, pre-teens and adolescents, college freshmen who live in dormitories and travelers to countries where meningitis is always present are at an increased risk for meningococcal disease. Before the availability of effective vaccines, bacterial meningitis was most commonly diagnosed in young children. Now, as a result of the protection offered by current childhood vaccines, bacterial meningitis is more commonly diagnosed among pre-teens and young adults. As children reach their pre-teen and adolescent years, protection provided by some childhood vaccines can begin to wear off. As a result, pre-teens and adolescents are at a greater risk for catching certain diseases. Introducing vaccinations during the pre-teen years increases the level of protection during adolescence. College freshmen, especially those who live in dormitories, are at a slightly increased risk for bacterial meningitis caused by Neisseria meningitidis bacteria (meningococcal disease) compared with other persons of the same age. vaccination against bacterial meningitis caused by Neisseria meningitidis bacteria (meningococcal disease) is recommended to persons who travel to or reside in countries in which the bacterium Neisseria meningitidis is hyperendemic or epidemic, particularly if contact with the local population will be prolonged.

Drug Monograph Term Paper Example | Topics and Well Written Essays - 1250 words

Drug Monograph - Term Paper Example Used in combination with narcotics at times, in order to boost the pain-relieving powers of the ketorolac. Ketorolac is to be used for pain management of short duration only, not to exceed five days for all administration routes of the drug (WebMD, 2012; Mayo Foundation for Medical Education and Research, 2012; The American Society of Health-System Pharmacists, 2012; US National Library of Medicine, 2010; FADavis, n.d.; Selleck Chemicals, 2011; MediResource, 2012; MedicineNet, 2012; NetDoctor, 2012; Drugs.com, 2012; RxList, 2012; MedIndia, 2012). Ketorolac belongs to the same class of drugs as ibuprofen as well as naproxen, but the consensus is that ketorolac has greater power in the reduction of pain from inflammation as well as from other causes. This makes ketorolac singular among other NSAIDs, with regard to the degree of effect and with regard to the kinds of pain that it can relieve or treat. It works by effecting the blockage of those enzymes responsible for the production of prostaglandins in the body, those chemicals that the body generates that in turn results in fever and inflammation (MedicineNet, 2012). The first dose can be via the veins, or via the muscles, administered via injections (US National Library of Medicine, 2010). The typical subsequent dose is 10 mg for every four to six hours in the presence of pain, depending on the requirement for pain relief. The recommended maximum daily dose is 40 mg, to be taken preferably with meals, in order to reduce risks of stomachs getting upset from the medication (MediResource, 2012). Some dosage prescriptions are age and weight dependent, as well as dependent on the presence of some other conditions, such as impairment of the urine function (Roche Laboratories, 2008): Transition from IV or IM dosing of ketorolac tromethamine (single- or multiple-dose) to multiple-dose TORADOLORAL: Patients age 17 to 64: 20 mg PO once followed by 10 mg q4-6 hours prn