Code Of Hummurabi :: Hummurabi Code of Law

History is the past, which for the most part can not be scientificately proven. The real; goal of History is to rediscover past. A dramatic error happens when past is rediscovered from our own bias that is from the way we see it. Even certain artifacts and works pf literature that we have left from earlier civilizations can be interpreted in several different ways, or misinterpreted to a certain extend or entirely. Usually interpretation or even misinterpretation is affected bu the concept of ethnocentrism, where different communities have an already set up establishment of certain norms based on their own believes, traditions, social, legislative, and personal values and ethics from which they judge other foreign communities. When considering other societies, it is usually a difficult task to view â€Å"other world† without any observer prejudices. Each world, our and their can evoke its own realities that are more or less comparable from one period to another, or from one cu lture to another. One of the obvious misinterpretations, discussed in this paper, took place considering historical document written by king of Mesopotamia. Our textbook, Arts and Culture,(p 98) presents Hammurabi’s Code as a â€Å"Law Code† of king Hammurabi. It was, in turn something quite different from a Code of Laws existing in our judicial and legislative structure of government and society. Hammurabi’s Code- â€Å"A law Code† or a set of royal decisions As written in Mesopotamia: The Mighty Kings, (p26), the code consists if 282 laws that are branched at the beginning and end by a prologue and epilogue. The â€Å"Code† touches almost every aspect of everyday life in Babylonya. As the prologue states, the laws were supposedly written â€Å"to promote the welfare of the people,†¦to cause just to prevail in the land, to destroy the wicked and the evil, that the strong might not oppress the weak† ( The Human Record, p 12). Furthermor e, just like a real Law Code, each â€Å"law† is written in the form of conditional sentence: in which the phrase is introduced by a certain condition, â€Å"if† and the consequence follows â€Å"then†. Another fact makes Hammurabi’s â€Å"Code† so similar to the U.S. Constitutional Law Code is that it follows specific order, consisting of separate â€Å"chapters† associated with similar issues. For instance;† The Administration of Justice† â€Å"chapter† is followed by â€Å"Felons and Victums†, which is in turn followed by â€Å"chapter† that talks about â€Å"Property† issues.

Cooking with Your Children Essay

How many parents take the time to cook with their children? How many of you were taught to cook by your parents or someone else in your family? I actually started cooking with my mother when I was 6 years old rolling out bread dough to make crescent rolls (homemade, of course). Due to my childhood experience, I now cook with my children at least twice a week. Since I am normally only home on the weekends to see my children, I use this time for bonding; as well as for teaching them skills that they will need in order to survive in today’s world, better known as life skills. Cooking with your children is great way to strengthen family bonds, while enforcing math and life skills. First, cooking with your children can create strong family bonds. This provides the opportunity for spending quality time with your children. While preparing meals, daily discussions regarding current topics in and about their lives are abound (â€Å"How was your day†, â€Å"What did you do in class†, â€Å"Have you spoken to your grandmother†). These discussions during meal preparation can lead to enjoyable moments that children tend to remember as they grow older. They then share these experiences and moments with their children [ (Eisenhower) ]. In the words of my favorite T. V. Cook, Alton Brown of â€Å"Good Eats†, â€Å"Cooking with children is just plain fun†. How can you not have fun in the kitchen while cooking with your children? Yes, it can be messy; yes, it can be time consuming; but that is what makes it a fun learning environment. Make mistakes, get messy, have fun. Secondly, cooking with your children will teach them a necessary life skill, a required skill that they will need in order to survive on their own. Cooking not only teaches food preparation, but also educates them on making healthy food choices [ (Eisenhower; Ryan) ]. By allowing them to cook for themselves, they are not dependent on fast food or constant dining out. It also teaches the principles of time management. For example, if for dinner we are having a roast that requires four hours of cooking then they need to consider that the additional sides or â€Å"fixings† should be prepared in a sequence that would allow them all to be ready at the same time as the roast. These basic life skills of cooking and time management are important for your child and are necessary for them to survive. Third, cooking with your children helps to reinforce their math skills. Having your child count the beans or carrot sticks gives them a reason to count. It makes counting fun & purposeful or â€Å"Purposeful Counting† [ (Marinelli) ]. Employing your children in the kitchen can be fun and will reinforce their measuring skills. Using the volume method of measuring, such as one-quarter cup of flour or two cups of sugar, helps children to visualize the actual measurement. In my household, we also use ruler measurements when baking. When making cinnamon rolls we measure the length and width of the rolled dough for proper sizing. In the case of the cinnamon roll dough, we are looking for a perfect rectangle. In other baking situations, we will use other geometric shapes including circles, triangles, squares, cones. Cooking also teaches and reinforces their skills at telling time, which will assist with proper time management. Such as with the aforementioned roast, if you put it in the oven at 4 P. M. and it takes one and half-hours to cook, you can ask, at what time does the roast have to be taken out of the oven? Having your children count, measure and tell time can reinforces those skills with â€Å"Purposeful Counting†. These activities conducted in a fun atmosphere and used in â€Å"real world† situations reinforce the basic life skills that are important. In conclusion, Cooking with your children can create a naturally fun environment for family bonding. It gives them some of the skills, cooking and time management, they will need to survive. As well, cooking reinforces their math skills by letting them use what they have learned in a â€Å"real world† situation. Taking the time to cook with your children will create stronger family bonds, teach them basic life skills that they will need as they grow older and reinforces many math skills that they will not only be able to utilize at home but in school too. Works Cited Brown, Alton. â€Å"Apple Family Values† Foodnetwork. com, Food Network Season 2 Episode EA1B03 Video. Eisenhower, Julie. â€Å"Cooking With Children. † The Saturday Evening Post , Curtis Publishing August 1975, 94-110 Print. Marinelli, Noel. â€Å"Count & Cook. † Scholastic Parent & Child, Scholastic Publishing March 2006, 73 Print. Ryan, Kelley & Andrea. â€Å"Cooking With Kids. Nebraska Kitchens, Nebraska Life Publishing June 20088, 37-39 Print.

Philosophy and Science Essay

Philosophy, science, art and religion are all major achievements of the human mind. Like science, philosophy calls for careful reasoning and exact language. The nature of philosopher and science are somewhat similar in that they have both relied on logical thinking and a quest for deeper truths regarding life and human nature. There have been great philosophers who have become scientists such as Copernicus and there have been scientists like Albert Einstein who have later become philosophers. Thus there is a subtle relationship between science and philosophy. In ancient times all fields of study including religion, science and art were accepted as parts of philosophy. Science particularly, has been considered very important in every philosophic system. But with the rapid advance of knowledge the sciences and the humanities separated from philosophy (Grolier, 1979). They developed their own methods of investigation and their own vocabularies. Philosophers in recent times tend to focus on general ideas common to different fields. Thus we find that natural philosophy took its root in scientific investigation and later evolved into modern science. Philosophy can be understood in either a popular way or a technical way. In the popular sense, any set of deeply held beliefs about man, nature, society and God is called a philosophy. Everyone who has wondered about the meaning of life and found an answer that satisfied him as his own philosophy. In its more technical sense, philosophy means a highly disciplined and reasonable method of criticizing fundamental beliefs to make them more clear and reliable. This method was first developed by the ancient Greeks in the 6th century B. C. Thales, Anaximander, Anaximenes, Pythagoras, and other learned men began to speculate about the underlying causes of natural phenomena like birth and death, rainfall and drought, the perfectly regular motions of the planets, the reach of fire toward the sky, and the fall of heavy objects toward the earth. In the world of today, science is regarded as an activity based on the experimental gathering of facts, the mathematical modeling of its results, and the framing of hypotheses. Philosophy on the other hand deals with unanswerable ultimate questions about ethics and metaphysics, the meaning of life, or the nature of truth. Today’s philosophers and scientists travel along different paths, it is interesting to note that science and philosophy have had a common background and history. Till the emergence of special scientific branches in the 19th and 20th centuries, ‘natural philosophy’ covered all scientific activity. Isaac Newton called himself a â€Å"natural philosopher†, and telescopes and air pumps used to be classified as â€Å"philosophical instruments†. Natural philosophy or â€Å"philosophia naturalis† referred to the exploration and analysis of all things under the sky including stones to human mental functions and the winds and the stars. The natural philosophy evolved into modern scientific thought through the years 1200 to 1700. This period includes the introduction of Aristotle’s works into the nascent universities to the establishment of stable scientific institutions such as the Royal Society or the Acadà ©mie des Sciences. Science as is kno wn today is   were characterized by experimentation, mathematical modeling, the publication of research results, and the sponsoring of scientific collaboration. Science is usually associated with acquisition of knowledge and more specifically science is connected to theoretical knowledge compared to practical knowledge. The word â€Å"science† has its roots from the word â€Å"Scientia† originally meaning knowledge (Ross, 1996). Modern dictionaries define science as â€Å"the observation, identification, description, experimental investigation, and theoretical explanation of phenomena through methodological activity, discipline, or study.† The true nature of science is best understood by focusing on its methodology. Fundamentally, then, science can be characterized as a method of obtaining reliable – though not infallible – knowledge about the universe around us. This knowledge includes both descriptions of what happens and explanations of why it happens. The knowledge is reliable because it is continually tested and retested – much of science is heavily interdependent, which means that any test of any scientific idea entails testing other, related ideas at the same time. The knowledge is not infallible; because at no point do scientists assume that they have arrived at a final, definitive truth. Science is mostly about natural processes and natural events. It involves both description and explanation. Description tells what has happened whereas explanation tells why it happened. According to Science, future events may be predicted only based on knowledge of such events. The ancient Greeks formed the word ‘philosophy’ from ‘philos’ meaning ‘lover’ and ‘sophia’ meaning ‘wisdom’. A philosopher according to them was a person who devoted his lfie to the pursuit of knowledge for its own sake without regard for its practical uses. The kind of knowledge that interested Thales and other philosophers of the 6th century B.C. was knowledge of nature and its laws. Philosophy on the other hand deals with the fundamental nature of existence, of man and of man’s relationship to existence. Whereas science tries to take a microscopic perspective in problem solving, philosophy tends to take a macroscopic perspective in problem solving. In general, philosophy questions often are a series of â€Å"why-questions,† whereas science is often said to ask â€Å"how-questions.† In the words of Ayn Rand: â€Å"In the realm of cognition, the special sciences are the trees, but philosophy is th e soil which makes the forest possible.† (Ayn Rand in â€Å"Philosophy: Who Needs It†) Generally speaking philosophy is an attitude, an approach, or even a calling to answer or to ask or to comment upon certain peculiar kinds of questions. Science and philosophy have always supported each other. While philosophy utilizes scientific discoveries to give it strength and a basis for generalizations, science utilizes philosophy to get a world view and perceive things from the framework of universal principles. It is a well known fact that early scientific ideas came from philosophers. The atomic structure of things was first expressed by Democritus and later expanded on by Lucretius and Diderot. What was hypothetically conceived by them was declared a scientific fact two centuries later. The Cartesian reflux as it is known in science was proposed by philosophers to explain conservation of motion in the universe. Spinoza hypothesized determinism based on a general philosophical perception. The idea of the existence of molecules as complex particles consisting of atoms was developed in the works of the French philosopher Pierre Gassendi and also Russia’s Mikhail Lomonosov. The hypothesis of the cellular structure of animal and vegetable organisms, the idea of the development and universal connection of phenomena and the principle of the material unity of the world were all obtained through philosophical thought. Lenin as a philosopher formulated the principle of the inexhaustibility of matter which scientists consider as a firm methodological base (Spirkin, 1983). Just as science progressed through philosophical thought, philosophy was also enriched by science. The philosophical world view and methodology was impacted greatly with every major scientific discovery.   Philosophical theories, statements and conclusions are deduced on the basis of scientific facts. Moreover, philosophical propositions, principles, concepts and laws are discovered through the generalization of these facts. Euclidian geometry and the mechanics of Galileo and Newton are scientific discoveries that impacted human reasoning in a significant manner. Copernicus’ heliocentric system changed the whole conception of the structure of the universe and Darwin’s theory of evolution, changed the general perception of man’s position in nature. Mendeleyev’s table of chemical elements enhanced understanding the structure of matter. Einstein’s theory of relativity exposed the relationship between matter, motion, space and time. The theory of higher nervous activity evolved by Sechenov and Pavlov deepened the philosophers’ understanding of the material foundations of mental activity, of consciousness. The creation and development by Marx, Engels and Lenin of the science of the laws of development of human society contributed further to philosophy in the realm of natural and social vortex of events (Spirkin, 1983). The history of natural and social science shows that scientists, on several occasions have leaned on world-views and methodological principles, categories and logical systems evolved by philosophers in the process of their researches. All scientists who think in terms of theory have expressed their gratitude in their writings and in their speeches. Thus, we find that the connection between philosophy and science is mutual. But this statement is found to be debatable among experts. There is a strong argument among scientists and philosophers that the two disciplines of science and philosophy do not necessarily need each other for growth. But there are others who feel that science can be informed by philosophy. Philosophy is highly valued due to its interconnection with life. But then, there are others who argue that philosophy is based on vague theorizing and it should not have any link to science. However, it is significant to note that there is no such warning for philosophers to keep away from science. The specific sciences cannot and should not break their connections with true philosophy (Spirkin, 1983). Most scientists, especial those who work with theories would agree that creative activity is closely linked with philosophy and that without serious knowledge of philosophical culture the results of that activity cannot become theoretically effective. Scientists with a powerful theoretical grasp, have always accepted the significance of philosophy to the growth of science. Philosophy does not replace the specialised sciences and does not command them, but it does arm them with general principles of theoretical thinking, with a method of cognition and world-view. In this sense scientific philosophy legitimately holds one of the key positions in the system of the sciences. Truly scientific thought is philosophical to the core; just as truly philosophical thought is profoundly scientific, rooted in the sum-total of scientific achievements. Philosophical training gives the scientist a breadth and penetration, a wider scope in posing and resolving problems. Sometimes these qualities are brilliantly expressed, as in the work of Marx, particularly in his Capital, or in Einstein’s wide-ranging natural scientific conceptions. The interconnection between science and philosophy that has existed through the years has only grown stronger with time. It is impossible to achieve complete understanding of theories related to global problems without a broad grasp of inter-disciplinary and philosophical views. There are some people who argue that science has no need of philosophy. It is their contention that science is in itself philosophy. They hold that scientific knowledge is sufficient to provide answers to all problems including philosophical problems. But the â€Å"cunning† of philosophy lies in the fact that any form of contempt for it, any rejection of philosophy is in itself a kind of philosophy. It is as impossible to get rid of philosophy as it is to rid oneself of all convictions. Many scientists who have maintained the positions of crude empiricism and scorned philosophy have eventually fallen into mysticism. Absence of philosophical assumptions leads to intellectual narrowness. Science needs philosophy due to its diversified branches. As Science has become so ramified, no can today master any particular subject such as medicine or biology or mathematics. Scientists are trying to know as much as possible about as little as possible. This kind of specific specialization is both good and bad. Without narrow specialization there can be no progress in science and at the same time, such specialization must be constantly filled out by a broad inter-disciplinary approach, by the integrative power of philosophical reason. Narrow specialization has no breadth of vision and can thus lead to empiricism, to the endless description of particulars. While science requires researchers to look externally, philosophers tend to look both internally and externally – at the world around man and man’s place in that world. This wholesome perception provided by philosophical consciousness is reflective in its very essence. Philosophy is not only an abstract science. It also deals with moral principles, ethics, and conscience. Today, advances in science have brought many kinds of conflict to society. For example, there is the question regarding nuclear bomb. Is it wrong for a nation to acquire nuclear bomb? Only ethical thinking combined with scientific thinking can provide the right answer. Such questions as this one cannot be answered by science alone. While there are many examples showing that philosophical thought was behind many scientific discoveries, Bernal conceived that science was the starting point for philosophy; it was the very basis of philosophy. Marxist social theory emerged within this process. For Bernal, there was no philosophy, no social theory, and no knowledge independent of science. Science was the foundation of it all (Sheehan, 1985). As Bernal saw the transition to the future, scientific and socialist philosophical thinking played a key role.   For a long time, philosophers as diverse as David Hume, Karl Marx, and Edmund Husser felt that philosophy was â€Å"scientific.† But, Immanuel Kant (1724-1804) felt that there are some problems that science alone can deal with and others it couldn’t. Science and philosophy are both different paths taken by different people who desire to explore the truth. Scientists and philosophers can be considered as seekers of true knowledge. These two subjects differ today in the nature and methodology. Despite these differences, true scientific theories are based on philosophy and true philosophical statements have their foundation in science.

My Essay

Tymaine McBee March 21, 2013 Personal Statement Essay My name is Tymaine McBee and I am currently a student/trainee at OBT (Opportunities for a Better Tomorrow). The reasons why I have enrolled in OBT are to obtain my GED, get enrolled on a good college, and to get a good job. The main reason why I’m here is because high school didn’t really work out for me. I was always getting into trouble and everything else you can imagine. I was just a problem child but I hope I can get through OBT. I have faith that I can.The first reason why I chose to enroll in OBT is to get my GED. I feel that high school really wasn’t for me. Why you ask? Well, when I was in high school, I used to get in lots of trouble like fighting, hanging around with the wrong crowd, and getting locked up. I feel that OBT will help me obtain my GED because the staff here no only help you with school work they help you get ready for the business world as well. I think these skills will help me surviv e because in the real world you need business skills and school smarts to survive.My second reason why I enrolled into OBT is to get a job. The reason why I want a job is to help my grandmother out around the house, with bills and rent. I’m also looking to get a job so I can support myself like buying stuff that I need. Another reason why I’m looking to get a job because this will be the first job I ever had. I had previous chances to work for summer youth but I messed those chances up by getting locked up. But the main and most important reason why I’m hoping to get a job is so I can take care of my grandmother because she is very sick.The third reason why I go enrolled in OBT was to get into a good college. I’ve always wanted to go to college but I wasn’t the brightest kid in the world. One of the colleges I would like to go to is Hunter College. I would like to go to college to study computer networking, law, and nursing. The reason why I want t o study computer networking is because I love computers and I want to learn how to network one. The reason why I want to study in law is because I’m a good speaker and I fight for what’s right also I know how to hold a good argument.The reason why I want to study in nursing is because I want to give back to the community like I want to help old people get better when they are sick. In conclusion, I enrolled in OBT to get my GED, get into a good college, and to get a good job. I just hope that I can make it through this program without any slip-ups or anything. I really have faith that I can make it through these 23 weeks and get my GED and do something productive with my life instead of doing wrong. I’m glad that I’m a student/trainee at OBT its going to open new doors and opportunities for me in the future. My Essay Tymaine McBee March 21, 2013 Personal Statement Essay My name is Tymaine McBee and I am currently a student/trainee at OBT (Opportunities for a Better Tomorrow). The reasons why I have enrolled in OBT are to obtain my GED, get enrolled on a good college, and to get a good job. The main reason why I’m here is because high school didn’t really work out for me. I was always getting into trouble and everything else you can imagine. I was just a problem child but I hope I can get through OBT. I have faith that I can.The first reason why I chose to enroll in OBT is to get my GED. I feel that high school really wasn’t for me. Why you ask? Well, when I was in high school, I used to get in lots of trouble like fighting, hanging around with the wrong crowd, and getting locked up. I feel that OBT will help me obtain my GED because the staff here no only help you with school work they help you get ready for the business world as well. I think these skills will help me surviv e because in the real world you need business skills and school smarts to survive.My second reason why I enrolled into OBT is to get a job. The reason why I want a job is to help my grandmother out around the house, with bills and rent. I’m also looking to get a job so I can support myself like buying stuff that I need. Another reason why I’m looking to get a job because this will be the first job I ever had. I had previous chances to work for summer youth but I messed those chances up by getting locked up. But the main and most important reason why I’m hoping to get a job is so I can take care of my grandmother because she is very sick.The third reason why I go enrolled in OBT was to get into a good college. I’ve always wanted to go to college but I wasn’t the brightest kid in the world. One of the colleges I would like to go to is Hunter College. I would like to go to college to study computer networking, law, and nursing. The reason why I want t o study computer networking is because I love computers and I want to learn how to network one. The reason why I want to study in law is because I’m a good speaker and I fight for what’s right also I know how to hold a good argument.The reason why I want to study in nursing is because I want to give back to the community like I want to help old people get better when they are sick. In conclusion, I enrolled in OBT to get my GED, get into a good college, and to get a good job. I just hope that I can make it through this program without any slip-ups or anything. I really have faith that I can make it through these 23 weeks and get my GED and do something productive with my life instead of doing wrong. I’m glad that I’m a student/trainee at OBT its going to open new doors and opportunities for me in the future. My Essay Tymaine McBee March 21, 2013 Personal Statement Essay My name is Tymaine McBee and I am currently a student/trainee at OBT (Opportunities for a Better Tomorrow). The reasons why I have enrolled in OBT are to obtain my GED, get enrolled on a good college, and to get a good job. The main reason why I’m here is because high school didn’t really work out for me. I was always getting into trouble and everything else you can imagine. I was just a problem child but I hope I can get through OBT. I have faith that I can.The first reason why I chose to enroll in OBT is to get my GED. I feel that high school really wasn’t for me. Why you ask? Well, when I was in high school, I used to get in lots of trouble like fighting, hanging around with the wrong crowd, and getting locked up. I feel that OBT will help me obtain my GED because the staff here no only help you with school work they help you get ready for the business world as well. I think these skills will help me surviv e because in the real world you need business skills and school smarts to survive.My second reason why I enrolled into OBT is to get a job. The reason why I want a job is to help my grandmother out around the house, with bills and rent. I’m also looking to get a job so I can support myself like buying stuff that I need. Another reason why I’m looking to get a job because this will be the first job I ever had. I had previous chances to work for summer youth but I messed those chances up by getting locked up. But the main and most important reason why I’m hoping to get a job is so I can take care of my grandmother because she is very sick.The third reason why I go enrolled in OBT was to get into a good college. I’ve always wanted to go to college but I wasn’t the brightest kid in the world. One of the colleges I would like to go to is Hunter College. I would like to go to college to study computer networking, law, and nursing. The reason why I want t o study computer networking is because I love computers and I want to learn how to network one. The reason why I want to study in law is because I’m a good speaker and I fight for what’s right also I know how to hold a good argument.The reason why I want to study in nursing is because I want to give back to the community like I want to help old people get better when they are sick. In conclusion, I enrolled in OBT to get my GED, get into a good college, and to get a good job. I just hope that I can make it through this program without any slip-ups or anything. I really have faith that I can make it through these 23 weeks and get my GED and do something productive with my life instead of doing wrong. I’m glad that I’m a student/trainee at OBT its going to open new doors and opportunities for me in the future.

Case Study 2 Essay Example | Topics and Well Written Essays - 1000 words - 2

Case Study 2 - Essay Example Zara has inspired the creation of relationships with its customers that allow it to benefit in all seasons (Craig, Jones and Nieto 2004). For example, if a cloth item is popular with clients, executives can make a decision to discontinue its production so as to generate an unsatisfied demand which will benefit the firm. This means that once a trendy outfit is released, customers will immediately consider purchasing it as soon as possible so that it does not go out of stock or cease being created (Slack, Chambers and Johnston 2010). In addition, Zara has developed the rare ability to be able to cater to in-season demands. This immediately puts Zara ahead of most of its business competitors. In having an inventory system that is flexible and responsive, Zara is capable of functioning with a high close-to-sale-time production system. This results in short lead times that are unparalleled when compared to other providers of apparel. The innovative plan to produce only the trendiest produ ct lines has generated for Zara the ability to offer clients trending apparel that is more in demand than any other items that are offered by business rivals.   Today, most of the important fashion firms are based in America, Europe, Japan, and China (Taplin 2006). The fashion industry is extremely competitive. For even experienced firms such as Zara to survive, there is a need for them to keep making significant changes that will allow them to be more aligned with the best conditions in the global market. Zara strives to ensure that it reaches potential customers from different geographical areas around the world with its products. This is quite necessary as the fashion industry tends to be chaotic in nature in that it is constantly experiencing change (De La Cruz 2013). Trends can last for months or even days. Zara has to take into account this uncertainty when coming up with business policies. Some of the business strategies favoured by Zara are unlike those in other fashion

An investigation into how enterprise and entrepreneurship can be Dissertation - 1

An investigation into how enterprise and entrepreneurship can be embedded into art & design curriculum in Saudi Arabian universi - Dissertation Example This is furthered by understanding how the design is taught at KSA universities and how the formalities with the UK approach compare to KSA, specifically because of the foundational and cultural differences which are attributed to both. By examining these various objectives, there is the ability to build a deeper understanding of how entrepreneurship relates to design study and how it can be improved for new aspects in educational systems. The methodology that is based on primary sources with the questionnaire will be followed by secondary resources. The main focus will be to fill in any gaps that would question the relationship between entrepreneurship and the design studies which are currently being implemented. The secondary studies will examine a wide variety of areas, including journals and books for current theories with education. This will be furthered with looking into the trends and statistics through websites and newer publications, specifically to identify the trends and the government expectations. The changes which are currently being made are consistent with expectations that are related to the government policies in various regions of the world. Combining this as a main aspect of the study can then close the gaps with the questionnaire while developing a well – rounded approach to the study for a deeper understanding of the various issues that are surrounding entrepreneurship and design studies. Research Structure The research structure will consist of two questionnaires, one which is given to the students of KSA, DeMont University and Leicester University. The questionnaire for students will consist of 15 questions related to the design studies and to the entrepreneur designs. The students will be chosen at random after determining if they are design majors in their main area of study. There will be an average of 20 students chosen from each university, with 60 questionnaires that will be given to each of the universities. This will be d one to look at the diversity of opinions and samples and to look at the potential of entrepreneurial relationships when examining this from the perspective of design students. To proceed with this, the universities will be contacted in reference to the study. This will be followed with the random sample of students being gathered either from the university or by random sampling with data bases with the questionnaires following. The second component to the methodology will be based on questionnaires handed to the teachers of design studies in all three universities. This will also take place after retrieving permission from the universities in relation to the questionnaires. The questionnaires will be given to all instructors that are teaching in design studies, specifically because of the direct relationship to entrepreneurship and this form of study. It is expected that there will be an average of 10-20 questionnaires which are given to the teachers which have a relationship to thi s particular subject with their teaching styles. To carry out with this portion of the methodology, a consent form will be sent to chosen universities. If it is agreed that the study can include the universities, then the procedures will continue. If not, a substitute university will be found within the same region until consent is reached. The questionnaires which are analyzed will then move through an analysis and comparison of responses. Most questions will be formed with the ability to retrieve

Pandemic Flu Planning Assignment Example | Topics and Well Written Essays - 500 words

Pandemic Flu Planning - Assignment Example In ensuring effective control, I will recommend the following steps whereby most of them are community-based strategies. The first step will encompass devising effective preparedness, response and containment policies intended to avoid further spreading of the pandemic in the region (Tae-Chang, Yasuhiro, Shingo, & Jung, 2009). Secondly, I will Isolate and administer antiviral medications to the people confirmed medically to have contracted the influenza disease. Isolation in this case may be in both hospitals and homes though the latter will be extremely complicated due to the pandemic’s nature of spreading (CDCP, 2007). Isolation will also encompass quarantine especially in homes or other social places whereby it hard to dismiss their members like congregational centers that normally house nuns, priests or other religious members. The other effective measure will encompass closure of schools together with advising their respective administration to take the ailing students to the hospital (Cannaday & Cox, 2008). In addition, there will be a will be a need to sensitize the entire public to avoid human contact as well as embrace good health, for instance, washing of hands with alcohol-based rub gel together with intake of fluids (Flu.gov, n.d). Some of the involved legal authorities in this mitigation process include, Commonwealth of Virginia Emergency Operations Plan (COVEOP), National Response Framework (NRF), National Incident Management System (NIMS), Virginia Department of Education and governor’s office. The latte’s core role is to declare the state of emergency based on the pandemic’s rate of spreading as well as compelling reluctant institutions to adhere to the mitigation policies. The success of this plan will depend on public’s level of compliance in adopting the stipulated measures. Entities involved in this category include employers and