Medicine And Human Welfare Essay Example

Medicine And Human Welfare Paper Maimonides (1135-1204), Jewish philosopher and physician, born in Cordoba, Spain. He was also known as Rabbi Moses ben Maimon, or, from the initials of his name, Rambam. Following the capture of Cordoba in 1148 by the Almohads, who imposed Islam on Christians and Jews alike, Maimonidess family decided to emigrate. After years of wandering they finally settled in Cairo. There Maimonides eventually became the chief rabbi of Cairo and physician to Saladin, sultan of Egypt and Syria. The contributions of Maimonides to the Medicine and human welfare. Humanitarian aid is almost always political. Its governments and organizations with clear political agendas who dispense most humanitarian funds. A close look at foreign aid indicates that the self-interest of the donor rather than altruism usually motivates such programs. The French directed economic aid, primarily to former African colonies, for years in order to further a Francophone community. Meanwhile, European aid programs to the Palestinians are a way to exercise a diplomatic role in a conflict in which most of the shots are called by the Americans. FOREIGN AID is seen as buying influence. We will write a custom essay sample on Medicine And Human Welfare specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Medicine And Human Welfare specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Medicine And Human Welfare specifically for you FOR ONLY $16.38 $13.9/page Hire Writer While establishing a clear connection between economic dependence and political compliance is problematic, such a link is on the minds of decision makers. Secondly, decisions on financial aid are hardly based on a meticulous comparative analysis of the respective needs of various hard-hit groups around the globe. Aid programs are only minimally related to an objective evaluation of the economic situation of potential recipients. Simply put, it is not the poorest that get the most money. For example, Palestinians receive substantially larger amounts of money per capita than do far more destitute populations in Africa the Sudan, for instance. There are many countries whose populations suffer far more than do the Palestinian Arabs on such key indices as life expectancy and average caloric intake. Thirdly, rendering financial aid strengthens the donor political organizations and states dispensing it. This is precisely why several European states toy with the idea of sending money directly to Mahmoud Abbas, representing the good guys, rather than to Hamas, perceived (for the time being) as the bad guys. The fact that Abbas chaired a corrupt and inept government seems irrelevant. FOURTHLY, there is the CNN effect, which is responsible for eliciting a significant portion of the humanitarian aid provided. Disasters that attract the attention of the media for extended periods are inevitably viewed as good tools for public diplomacy. Such disasters are capitalized upon to announce generous offers of foreign aid (not always fully delivered) in order to enhance national reputations. The Palestinians, now partly under economic siege, have a clear interest in playing up the idea that they face a humanitarian disaster. Its a way to overcome political obstacles and speed up delayed financial contributions. Of course, generous donations (usually from Western states) do not always reach the intended recipients. Some leaders in the less-developed world are ingenious at siphoning aid away from those who truly need it. Many top-ranking Palestinians have enjoyed the fruits of the donors gullibility. Moreover, in war-torn societies it is the guys with the guns who usually end up with the food supplies and other goodies provided by well- intentioned foreigners. Food and medicines sent to the Palestinians will invariably end up in the hands of the armed militias. THE PAVLOVIAN response of sending money to societies unable to put their houses in order must therefore be questioned. Maimonides, the great Jewish scholar of the 11th century, established a clear hierarchy of philanthropic acts. In his view, the most valuable philanthropic deed involves aid directed at enabling the recipient to become economically independent. His insight is validated by the history of humanitarian aid in the past century, which shows that outside economic aid is only as good as the ability of a recipients economy and government to use it prudently and productively. Thus it is not at all clear that sending more money to the dysfunctional Palestinian economy will do any good. After all, millions of euros transferred to the PA since the 1993 Oslo Accords have been squandered and misused. Indeed, the Palestinian arena provides a telling example of an utterly dysfunctional welfare institution, UNRWA, whose stated goal is to set the Palestinian refugees on the road to self-reliance and sustainable human development. The expectation that UNRWA will help the refugees rebuild their lives and stop living on charity remains unfulfilled. Surprisingly, according to the organizations own figures, the number of refugees has grown, from hundreds of thousands in 1948 to over 4 million in 2004. These numbers indicate a colossal failure on part of UNRWA to turn the refugees into self-reliant individuals. We know that welfare can be addictive. In the case of UNRWA, its activities have created a multi-generational dependence. UNRWA has, in fact, become the main tool for not solving the refugee issue. UNRWA has subordinated the welfare of the people it is supposed to be helping to the political needs of Israels enemies by ensuring that the refugees stay addicted to foreign welfare. In the final analysis, humanitarian aid should be dispensed judiciously, while making sure that it does not preserve poverty and dependence. Addiction can be treated in several ways. Cold turkey is one approach, and the Palestinians should be induced to try it. REFRENCES GILBERT MURRAY, W. R. INGE, J. BURNET, SIR T. L. HEATH, D’ARCY W. THOMPSON, CHARLES SINGER, R. W. LIVINGSTON, A. TOYNBEE, A. E. ZIMMERN, PERCY GARDNER, SIR REGINALD BLOMFIELD

Rules to Make Your Book Club Run Smoothly

Rules to Make Your Book Club Run Smoothly When youre starting a book club it helps to set some ground rules to help ensure that all of your attendees feel welcome and want to return. Some of the rules may seem like common sense but making sure everyone is on the same page helps avoid unnecessary conflict.Having established rules can be especially important if you are starting a book club thats open to the general public. If you dislike obscene language, for example, a book club made of just your friends would probably already know to avoid swearing, but if you opened the club to strangers they might assume cursing was fine. Having a rule in place would let everyone know the type of discourse to use. When deciding on rules for your club youll want to think about the kind of conversations youd like to have. Are you focused on deep critical analysis or is it just for fun? Its also a good idea to think about the space youll be holding your book club in. If youre meeting an public area like a library community room it might have its rules about things like bringing food or putting chairs away after the meeting. Its best to be aware of these when making your groups rules. Youll probably come up with a few rules of your own but heres a list of some common book club rules to help you get started. If any of these rules dont appeal to you or you feel are unnecessary for your group simply ignore them and remember the most important thing of all is just to have fun! The purpose of this book club is to read and enjoy literature! So, if you love books, and youre ready to discuss them... youre in the right place.You may find that you disagree with something that another member of the group has said.It is okay to disagree as long as its done respectfully.Inappropriate behavior and/or language will not be tolerated.Please respect the authority of the moderator.Keep on topic, but feel free to introduce information that is relevant to the discussion (historical facts, bio details, book background, related authors or topics).No Spoilers!  All meetings will start on time.When you speak, please state your name.Some book clubs include food or beverages. Dont forget to bring your assigned (or volunteered) food or drink. More Info. General Book Club Questions for Study and DiscussionWhich character do you most like?How To Determine a Reading ScheduleWhat is a classic?Quotes

Tesco Essay Example | Topics and Well Written Essays - 2500 words

Tesco - Essay Example The secret of the organisation’s continued success stems, in part, from its conformity to a code of business conduct which provides guidelines for various personnel in different facets of the organisations’ operations and interactions with stakeholders. In this regard, the current paper aims to critically analyse the organisation’s code of business conduct and to identify three key components that demonstrate the company’s values and business ethics. This analysis will initially provide a description of Tesco’s code of business conduct and its analysis. A discussion of the three key components will subsequently ensue. Critical Analysis of the Code of Business Conduct Tesco’s code of business conduct Tesco’s code of business conduct is accessible through the online medium: http://www.tescoplc.com/media/126222/code_of_business_conduct.pdf. This is introduced by the organisation’s Chief Executive, Terry Leahy. It supports the conte ntions noted by Financial Executives International (2003) which have stipulated that a code of conduct should typically include, among other items, a support from top management in the organizational hierarchy, particularly the Chief Executive Officer, through a message or letter that indicates commitment of the organization to adhere to the highest standards of ethical behaviour; as well as conformity to moral and legal codes and regulations (Financial Executives International, 2003). The entire code contains twenty-three pages, which were published on October 1st 2009, by the organisation’s Corporate and Legal Affairs departmen

Common stereotypes from Boston Baby-Boomers Essay

Common stereotypes from Boston Baby-Boomers - Essay Example Baby boomers are individuals born before 1946. First, there is a millennial culture and that of none millennial culture. The millennium culture is promoted by the younger generation born after 1980. Moreover, the people who support the baby boomers culture are the baby boomers. According to the studies, there is a cultural conflict that exists between the Millennial the non-millennial generations. For instance, some managers and younger workers perceive non-millennium as being checkouts not interested in training and development and that they are individuals who are disengaging from their work. In addition, they also view the millennial generation as rigid and inflexible workers. Also, there are leaders who see baby boomers as individuals with mores skills, experience, value the job and that they are equally productive as a millennial. The study on Fortune 500 Company shows that the older workers are happier with their work as compared to the younger generation workers. Non millennial employees say they stay in an organization because they find it meaningful and not because they lack options. Therefore stereotyping has its risks that can endanger the operations of an organization, for instance, baby boomers view the younger generation as less kindly and spoiled. On the other hand, the younger generation sees baby boomers as individuals not operating under the new technologies. Also, baby boomers make their workplace the point of focus in their lives. That is; they put a lot of effort and determination in their daily

Beauty Taste and the Sublime Essay Example | Topics and Well Written Essays - 2000 words

Beauty Taste and the Sublime - Essay Example Beauty has evolved into a freedom for expression. Contemporary art, especially questions the paradigms (fixed standards and canonical/classical examples) for judging aesthetic values (art that has a "moral" and ethical message and that is pleasing to the senses), with artists like Chapman Brothers or Justin Novak producing artwork that are clearly meant to provoke reactions and challenge notions of beauty, that had it's roots in Kant's "Critique of Judgment" (1790). It contemplated on the "pure" aesthetic experience of art consisting of a "disinterested" observer, pleasing for its own sake and beyond any utility or morality. Now, the very word 'pleasing' may have different boundaries and contemporary art is trying to escalate their claims. If Marcel Duchamp made a fountain out of a urinal in 1917, that hurtled the Dadaist movement and that later amplified into a surrealist tendency (where artistic expressions concentrated on revealing the amoral (un) consciousness of man/woman) there by looking into primitive art for such unconventional (or grotesque) subconscious inspiration, to help reveal the complex mental process, then the essential motivation behind the whole thing was subversion or countering basic notions of the human mind, and experiences. It became imperative for artists to reveal truth in a very graphic and straightforward fashion, and that was to become the fractured beauty of later avant-garde arts. If primitivism was motivating a new dimension by which beauty of the mind was revealed, then Picasso completely subjectified art and personal experience into a fourth dimension and created a cubist movement to claim a break down of a canon that no longer held on to techniques, symbols and least of all - universal criteria for judging the value or end of art. There are many socio-ideological forces behind the same and the destructive World Wars had many reasons to question the notions behind the traditional idea of Beauty, and it addressed the subjective, transcendental and alienated psyche of modern man and art became a pursuit of revealing the mysteries of the mind that was not always beautiful. Metaphysical hopelessness (with questions about the existence of God, and the pain of the war) gave way from beauty to absurdity, while the meaninglessness of man/woman's 'Being', made beauty dissolve into grotesqueness, either by derision or by the light of their tragic truth. Beauty vanish ed from the expressions of art, at least the classical expressions of it, but was re-born with a new makeover: grotesque beauty. What makes the question more intriguing is that, whether contemporary art has found a better form of beauty (constructed to please and create a certain discursive paradigm) in the grotesque, since it frees us from any moral

From Teacher To Facilitator Education Essay

From Teacher To Facilitator Education Essay As time pass by many definitions have changed. In the educational scene a major role change has occurred. A teacher has been changed to facilitator. As our young generation is very smart there is no need to teach them. Our major role is to facilitate them to sail smoothly around the world, to get along with the people and understand the concepts. As the teacher training institutions are lagging in metamorphosing the teacher into facilitator the responsibilities are with the schools to train their teachers and to change the teachers as to effective teachers or facilitators. The teacher is not an instructor or task masters; he/she is a helper and a guide. His/ her business is to suggest and not to impose. He does not actually train the pupils mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process. Sri Aurobindo. EXPECTED QUALITIES OF A TEACHER: A teacher should play a dynamic role in cultivating a sense of International understanding. It is highly possible in schools as it is said that the young bamboo can easily be bent. For which a teacher must have the following professional ethical values to become an effective teacher. Preparation and professional growth; A teacher must maintain an open mind towards educational theories and methods of teaching etc. He / she must try to refine and improve his/her method of teaching, evaluation and interaction etc. This can be attained by participating periodically in In service programmes. Relationship with pupils; An ethical teacher must have a fair relationship with the students. He/she should deal the pupils in a spirit of kindness and democracy. Any religious, political or other private beliefs should not be imposed on pupils. The teachers should protect the rights of pupils. Relationship with parents and community; Teachers should maintain a cordial relationship with the parents and community. Apart from attending school duties a teacher can take part in any activity which is for the improvement of the community. They should not attend any of the activities which would harm their teaching efficiency. Relationship between teachers and school officials; It should be very co operative, not to take any unfair or undue advantages of ones public position. They should not pass any unfavourable comments on any of their colleagues especially in their absence. CODE OF CONDUCT: Every profession has its own code of conduct to be followed by the practitioners. They are monitored by respective professional organizations to safeguard the dignity of the profession, like Bar council for Lawyers and Medical council for doctors. But there is no such professional body to monitor the code of conduct of teachers. As well as now a days there are some issues exposed by the Medias in such a way that the entire field of this profession becomes anti social. This creates an unsecured feeling among the teachers which affects their efficiency a lot. So, this is the duty of the school managements to take care of this and to provide comfort and spiritual support to the teachers to obtain maximum teaching efficiency. ROLE MODEL: Be the change what you want as the words of Mahatma the teacher one who wants to build the values in the young minds of his/her students must possess their own personal values like; Simplicity, Punctuality, Acting without bias, Being duty conscious, Maintaining language and dress code, Helping the poor and needy etc. According to Hawkins, the soul is not contained within the body but outside, in the theatre of commitments. It is the relationships that one forms with those around them, shape the personality and character of an individual. So, the teacher education institutes must take up the responsibility to inculcate the above values added to their curriculum. When a facilitator is kind, emphathetic and gives importance to human values. He himself becomes a role model. There is no need to preach or teach. He becomes the pied piper who lures away students with his enchanted knowledge. CLASS ROOM MANAGEMENT: Education is not filling a bucket but lighting a fire W.B.Yeats. Research has shown us that teachers actions in their class rooms have twice the impact on their students achievements as do school policies regarding curriculum, assessment, staff congeniality and community involvement. The teachers should be able to empathize with students, understand their world and listen to them. They should be certain, decided and clear in the way they communicate with students. PRINCIPLES OF TEACHING: According to Sri Aurobindo the principles of teaching are, The first principle of true teaching is that nothing can be taught. The second principle is that the mind has to be consulted in its growth. The third principle is to work from the near to the far; from that which is, to that which shall be. Any teacher who follows these principles can be an effective teacher. BEST PRACTICES FOR TEACHING, LEARNING IMPROVEMENT: Each child is unique. Educating the whole child is the need of the hour. Effective teacher will make a life changing difference for students, conform to effective practice and essential standards. In USA, it was initially focused on the employment of highly qualified teachers, and newer thinking has upgraded to highly effective teachers as no child should be left behind. The National Development Council of India in 2001 added this as one of the standards for the professional development which will improve the learning of students that every Teacher Training Institution should Focus on quality teaching including content knowledge and pedagogy for staff development. A teacher may possess all the appropriate content and pedagogical background and be fully licensed or certified to teach, but in reality, may not be one whose qualifications make a difference in the classroom. In other words, being highly qualified does not necessarily mean that a teacher is highly effective in facilitating student learning. An effective teacher is the one who is able to make children understand the concept, learn it and execute it. An effective facilitator does not complicate on the students brain with too much information like an expert cook adds only the essential amount of salt (information) to make the soup (studies) tasty. In fact, recent research asserts that the teacher is the most important factor affecting learning. The teacher is more important than family background or environment, and, classroom resources or technology. TEACHERS AS FACILITATORS: The Research Report at 7 major US Universities presented by Seymons and Hewitt (1977) describes the following as essentials for teaching effectiveness. All the schools can follow them for the school improvement and thus the national development. A method of assessing effective teaching by monitoring the students whether they are actively engaged, concentrating and interacting, laughing, completing tasks and anticipating what comes next. The teacher should be knowledgeable, enthusiastic, approachable and caring. The teacher should give constructive feedback and supports less able students, using a wide variety of teaching methods. The teacher should be responsible risk taker and willing to innovate. The teacher should appreciate the creativity of the students and encourage their thinking outside the box. The teacher should encourage the questioning attitude of the students. The focus in the classroom is on how to learn rather than what to learn. The skills of critical thinking should be consciously thought rather than asking the students to compare and contrast. Finally, the teacher should help the students to practice the skills. Sri Seshaas Teachers as Facilitators: We almost follow all the steps. In our school we provide a fear free schooling and the exact CCE (continuous and comprehensive evaluation) is carried out. There is no fixed date of exam and tension to the students and so they enjoy their stay and learning in the school. The most essential criteria for the appointment of teachers of our school is their attitude towards the children and their profession and not their number of degrees they have. We have 10% reservation in admission for the special children. We dont call them as less able but special. A team of our teachers under the leadership of our consultant psychologist works hard as responsible risk takers. We name it Punyabhadra. The students are encouraged in creating their own ideas rather than feeding them with ours. Whenever they take part in the outside competitions like science exhibition etc. We dont bother about the result but the students own ideas and active participation are given importance. This freedom made them even at NASA Space School Learning Centre to succeed with their miniature models of Rocket and Rover. We adopt idiscoveri methodology in which teaching learning is child centered. Our teachers job is to answer the students questions and not just to finish the number of topics. Every day morning assembly is taken charge by the students. Almost every student is given a chance to take part in it. It gives them a pride, encourages them to take responsibilities. As they give the thought for the day etc. and address the assembly they get rid of their stage fear. It is practical that the important incident of the day is let out for open discussion and helps the children to develop their critical thinking. School is a wonderful platform to bring out the students knowledge, skill and desire. In order to make our school children rational and to fulfill their objective we have 9 clubs like literary club, cookery club etc. functioning in our school. These clubs facilitate each child to find, to practice and to perform their skills. It helps them in improving their self confidence. We have a programme called Fancy Fete on every Republic day (26th Jan.). Its a display cum sales of craft works made by our children especially with waste materials, for a noble cause. Every year they donate the entire proceeds of this programme to a charitable home. CONCLUSION: An effective teacher can have a profound influence on learning so as to increase the student learning gains. School is an arena where a student learns everything. This is a place where a student learns everything. This is a place where a child is made to put his whole potential to invoke his/her hidden ideas. All our practices are aimed at creating good human beings and not any particular professionals. It might be a small step for us but itll be a giant leap for the innovative teaching learning field. If our motive is good its sure that we can do wonders. ACKNOWLEDGEMENT I, V.Minnalkodi, Principal of Sri Seshaas International Public School, Salem, Tamil Nadu, thank whole heartedly, the God Almighty for His blessings and for being always with me. I sincerely thank my management for their support and guidance especially for my correspondent, Mrs.B.Amarjothi for her friendly approach. I wish to thank my colleagues and students who are the real platform of my learning. I also wish to thank my family members who are my moral supporters.

Aristotle :: biographies biography bio

Background Again, men in general desire the good, and not merely what their fathers had. - Aristotle, Politics * Aristotle was born in 384 BC at Stagira in northern Greece. * He was the son of Nicomachus, a physician with close connections to the Macedonian court. * Some believe it to be his father's influence that gave Aristotle his interest in anatomy and the structure of living things in general. * He was a Greek philosopher and scientist. Life / Career Education is the best provision for the journey to old age. - Aristotle * Aristotle went to Athens to study at Plato's Academy at the age of 17. He stayed for 20 years, first as a student and then as a teacher. * Aristotle moved to Assos, a city in Asia Minor, after the death of Plato in 347 BC. Here he counseled his friend, Hermias of Atarneus, and married Hermias' niece and adopted daughter, Pythias. * After Hermias' execution at the hands of the Persians in 345 BC, Aristotle travelled to Pella, the Macedonian capital. * In 342 BC, he began tutoring King Philip II's young son Alexander, who later became known as Alexander the Great. * When Alexander became king in 335 BC, Aristotle returned to Athens where he founded his own school, the Lyceum. * The Lyceum was involved in a greater range of subjects than the Academy, even during Plato's time. * The Lyceum was often refered to as the Peripatetic ('walking' or 'strolling') school because many teacher-student discussions took place while walking on its grounds. * Aristotle spent the last year of his life at a family estate in Chalcis on the Aegean island of what is now Evvoia. He died in 322 BC. # Many believe Aristotle to be the most influential philosopher in the history of Western thought. * The logic of this last century was based on much of his thoughts and logic.