People of the middle east Essay Example | Topics and Well Written Essays - 1750 words

Individuals of the center east - Essay Example The principal word that was uncovered to Mohammad (P.B.U.H) in the Koran was â€Å"IQRA† which intends to peruse, present and look for information. The Koran rehashes a few words so as to install key ideas in the brain of the audience members. The word Elm (Knowledge) has been utilized multiple times which has the third situation after the words ‘Allah’ and ‘Rab’. So Allah underscored the significance of instruction and information in the main expression of his disclosure and even all through the Koran. Islam is a valuable present for the Muslims to achieve salvation and accomplishment in this world. For this they have to follow the Koran and look for information from it. Instruction is an extreme rule in perceiving a genuine Muslim and each obvious Muslim need to look for and spread information as educated by prophet Mohammad (P.B.U.H). The accompanying hadith (Sayings of Prophet Mohammad (P.B.U.H)) shows the significance of instruction in Islam. Prophet Mohammad (P.B.U.H) said that in the event that anybody goes out and about with the goal of looking for information, at that point Allah will make him travel on the streets of Paradise. The occupants of sky, earth and the fish living in the profound water will request pardoning for the learned man. The prevalence of the scholarly man over a passionate resembles of a moon, over an entire night, on different stars in the sky. The educated individuals are the beneficiaries of prophet who don't leave dirham (cash or money of Arabia) however just leave information and whoever takes it take in liberal sums. History shows that Muslims have rose to the pinnacle of human progress and it was on the grounds that they clung to the Islamic law and the lessons of the Holy Koran. The Islamic Empire was at one time the most developed and edified country of the world. Muslims were liable for setting the essential ideas of various fields. The instructing of the Koran drove them to achievements in different orders of science. Before the finish of the tenth century

Implementation of Medication Safety Alerts †Free Samples to Students

Question: Talk about the Implementation of Medication Safety Alerts. Answer: Presentation: The intelligent framework assessed in this report is AutoCAD. AutoCAD is a PC helped structure (CAD) program or programming that is utilized to make specialized 2D or 3D drawings, models or representations of structures, machines, PC chips, fabricating merchandise, spans, streets, style items, and so forth. This is one of the most unpredictable intuitive frameworks. It is utilized by various experts, for example, engineers, planners, creators, craftsmen, drafters (common drafters, mechanical drafters, electrical drafters, compositional drafters, electrical drafters and hardware drafters), contractual workers, building supervisors, game engineers, 3D illustrators, visual originators, item producers, model fashioners, and designers, among others. In spite of the fact that to a great extent utilized in designing field, AutoCAD programming likewise has applications in various different fields, for example, style and medication/healthcare(Letafatkar, et al., 2011). The experts that utiliz ation AutoCAD are accepted to have been prepared on the most proficient method to utilize the product and completely comprehend CAD standards. In this way clients of AutoCAD must have imperative specialized information and abilities. All things considered, AutoCAD is additionally utilized as a learning device that improves understudies understanding(Gracia-Ibanez Vergara, 2016) (particularly designing students)(Zakaria, et al., 2012). AutoCAD clients have a wide scope of capacities. They can utilize the product to make 2D or 3D models or drawings of structures or items they need to make; make and give measurements (standard measurements, rakish measurements or outspread measurements), estimations and notes of the structure or item; make specialized outlines and schematic of structures and items; make layers (that can be turned here and there) of different frameworks of the structure, (for example, plumbing frameworks, electrical frameworks, warming frameworks, ventilation frameworks and cooling frameworks) or item; import layers from different drawings and add them to the working drawing; alter, adjust or make changes to the drawings made to address any blunders and guarantee that they are according to the necessary particulars; embed obstructs that have just been utilized or made on the drawing; import a PAGESETUP from other drawings(Pei, 2017); make custom palettes and squares; make diverse viewports of the draw ing; control outer references; make and apply materials; apply rendering; give estimations of materials expected to make the structures and items; think innovatively and fundamentally; break down drawings widely; peruse and investigate drawings basically; and get ready fitting drawings format records and development or assembling documentation. Other key abilities of AutoCAD clients include: fastidiously see all orders of the product; know and use alternate route keys in order to complete the structure work all the more rapidly; see all drafting methods, images and codes; brisk in learning any new programming apparatuses and orders; plan appropriately on the best way to begin and finish a venture effectively; convey and team up adequately with other task colleagues; store and recover information and documents effectively and rapidly; spare records in various configurations; utilize the product along with other significant frameworks, devices and advances, for example, Excel, Building Information Modeling (BIM), lean assembling instrument, and so forth., and present last work carefully, absolutely and expertly; decipher drawings unmistakably. These capacities shift contingent upon the information level of the client. The clients tried in this paper will be ordered as novice clients, halfway clients, and propelled clients. The utilization cases The subsets of the usefulness of AutoCAD programming that will considered in this report are: import spared settings of layers from an alternate drawing (especially measurement styles, shading styles and content styles) and use them in another drawing; embed obstructs from different drawings or online sources, and amount estimation that includes assessing the amount of materials expected to make the planned structure or item. Accordingly the utilization cases considered in this report are: bringing in and utilizing layers from an alternate drawing, embeddings hinders that were utilized and spared in an alternate drawing, and amount estimation. Every one of these undertakings are finished and tried utilizing AutoCAD. In the principal use case, measurement styles, shading styles and content styles (layer settings) that were utilized and spared in an alternate drawing will be imported and utilized in the new drawing. The client will be required to begin the AutoCAD programming, open the working page where the drawing is being made, and follow the necessary orders in order to significant the correct layers from the spared drawing and use it in the drawing that is being taken a shot at. In the subsequent use case, the client should acquire a few squares from both spared structure drawings, and supplement them in the drawing that is being dealt with. The squares will incorporate drawing subtleties and images. In the third use case, the client will appraise the aggregate sum of materials that are required to construct, fabricate or make the planned structure or item. The amounts of individual segments will be resolved them summarized to locate the all out gauge. This report won't consider other use instances of AutoCAD, for example, making new squares, applying rendering, dissecting drawings completely, bringing in a PAGESETUP, altering drawings to suit new changes, getting ready drawing documentations, and so forth. The spotlight might be on the three use cases refer enced previously. In all these utilization cases, the AutoCAD client must have the imperative capacities to play out the errands. For example, the client should completely comprehend the instruments and orders that ought to be utilized, and how to utilize them. The assessment technique The major objective of this procedure is to decide the capacities of various AutoCAD clients in playing out the previously mentioned use cases. This will help in deciding the most appropriate human factors that ought to be viewed as when planning AutoCAD and other intelligent frameworks. It is critical to consider human variables when structuring intuitive systems(Leva, et al., 2015); (Phansalkar, et al., 2010). This is on the grounds that human factors altogether impact the communication among clients and the systems(Robert, 2011);(Samer, 2016). On the off chance that suitable human variables are not thought of, at that point clients collaboration, abilities and comprehension of the frameworks may not be on a par with needed(Al-Ageel, et al., 2015). As such, human components impact client abilities and experience(Abduljalil Kang, 2011); (Saeed, et al., 2014). The clients were arranged into three gatherings: apprentice clients, middle of the road clients, and propelled clients. Learner clients are those with essential AutoCAD aptitudes. They might be still during the time spent preparing or figuring out how to utilize AutoCAD. Transitional clients are those with significant AutoCAD aptitudes. They are generally those that have finished AutoCAD preparing and utilizing it for quite a while. Propelled clients are those with significant level AutoCAD abilities. They more likely than not utilized the product for a serious long time and in this manner are extremely acquainted with it. Every client was required to play out the three assignments sequentially. Prior to beginning to play out the undertakings, clients were required to note down the objective or anticipated result of the assignment, express the general strategy of playing out each errand, list orders that will be utilized in playing out the assignment, distinguish different symbols or images utilized in playing out the undertaking, express the contributions for each errand, and give the assessed time to finish the errands. From there on, clients executed the three undertakings, each in turn. In the wake of finishing the assignments, clients were asked to answer inquiries and give their criticism on the accompanying issues: inputs utilized, simplicity of recognizing symbols, design intricacy, simplicity of finding and utilizing orders, number of alternate way keys utilized, nature of writings and pictures, all out time taken to finish the three undertakings, proficiency, blunder recurrence, repetitiveness and fatigue, task viability, self-rule and client fulfillment. Every one of these errands were performed utilizing a similar form of AutoCAD 2014, introduced in work stations in the college PC lab. The three undertakings in this paper are: bringing in spared layers from an alternate drawing, embeddings squares got from another drawing, and amount estimation. Bringing in layers: layers are one of the components of AutoCAD drawings that essentially impacts how the last drawing resembles. The particular layers imported in this report were measurement styles, shading styles and content style. At the point when layer is entered as an order immediate, different choices are shown relying upon the structure or item being drawn. In the event that it is building, layer alternatives can incorporate establishment, floor plan, apparatuses, entryways, cupboards, rooftop, electrical, plumbing, etc.(Pandey, 2016). The properties and perceivability of these articles can be controlled utilizing layers, for example, linetype, shading, and so forth. For the most part, layers help in arranging different objects of the drawing by reason or capacity consequently decreasing its complexity(Autodesk Inc., 2015). They additionally help in improving perceivability of the drawing. Embeddings hinders: a square alludes to a named object including at least one objects(Autodesk Inc., 2018). At the point when a square is embedded, all data of the square (counting layers, linetypes, geometry and hues) are additionally moved and put away in a table of definitions off camera. The squares embedded in this activity were from an alternate drawing. It is likewise important that squares can be embedded from the present drawing. Assessing amount of materials: AutoCAD can be utilized to ascertain or figure amounts of materials that are expected to make a structure, machine or item that is in the drawing. Since AutoCAD drawings are composed in layers, the client needs to appraise materials for every individual layer

Community For Contraception In Australia â€Myassignmenthelp.Com

Questipn: Examine About The Community Resources For Contraception In Australia? Answer: Introducation Victoria Legal Aid is of the suggests the young people (under 18 years) to utilize contraception simply after proposal from the specialist. Nonetheless, they allude the utilization of condoms as there are no reactions and average limitations in the use of the equivalent. On the off chance that the young lady of the ladies gets pregnant, at that point Victoria Legal Aid recommends three head rules Going with the pregnancy Proceeding with pregnancy and after than giving the child for appropriation Fetus removal in any case There is no age confinement for premature birth. Be that as it may, if the expecting mother is under 18 years old, premature birth can occur without watchman or guardians just if the specialist gives assent. Administrations they accommodate contraception in Communities in Australia They have an uncommon help called Family Planning Victoria. This exceptional help gives important direction and backing to any with the exception of mother, be it high school or grown-up is arranging of premature birth (just during the beginning time of pregnancy). The direction is given dependent on proficient learning and backing. They likewise distribute altered regenerative and sexual wellbeing e-pamphlet (Contraception and pregnancy | economyLegal Aid, 2017). Family Planning Victoria Family Planning Victoria manages the instruction in the field of propagation and sexual wellbeing. It is in part supported by the Victorian Government and has been offering support throughout the previous 4 decades. So as to lecture proliferation, contraception and pregnancy mindfulness, they work in association with the neighborhood, provincial and other national colleges. It likewise incorporates colleges, Womens Health focuses and other Family Planning associations, which are related with the International Planned Parenthood Federation and Family Planning Alliance Australia. Mindfulness program they lecture for contraception They lecture mindfulness program in the field of generation in a few preparing centers arranged in various pieces of Australia. They additionally have uncommon preparing program for ladies under 25. Administrations they accommodate contraception in Communities in Australia They offer various types of assistance in the area of contraception mindfulness in Australia. The administrations are Information in the idea regenerative and its science Sexual medicinal services facilities Preparing and mindfulness program in multiplication (About Us Family Planning Victoria, 2017 Co Health: Womens Health Services Co Health is an Australian association who offers free support for the ladies in the field of contraception mindfulness and safe sex. They likewise offer types of assistance for kids wellbeing, dental consideration and specialists in other field of specialization. Mindfulness program they lecture for contraception In giving data about ladies wellbeing, they most give accentuation on administrations like Mutual maternity care among the co-wellbeing birthing assistants and neighborhood medical clinics Family arranging and counsel in contraception Cervical screening (pap test) for the anticipation of Human Papilloma Virus Infection (cervical malignant growth) Wellbeing data with respect to young ladies and counsel in safe sex Explicitly Transmitted Disease (STD) mindfulness Administrations they accommodate contraception in Communities in Australia The principle area of their administration is, they furnish ladies with a far reaching administration so as to help them to take educated and developed choice about their wellbeing. Their Womens Health Nursing are constantly accessible for the discussion with the local gatherings in regards to issues with ladies wellbeing and contraception. One can see their area and have a word with their prepared experts whenever (Womens Health Services, 2017) Valid: Relationships Productive Health Genuine is a 4-decade-old association in Australia who gives master help to ladies in the field of regenerative and sexual wellbeing. They are probably the biggest supplier of Long Acting Reversible Contraception (LARC). They work in various nearby locales in Australia and give compelling arrangement and mindfulness in the contraception. Mindfulness program they lecture for contraception In the area of contraception and premature birth, they lecture wellbeing and safe sex. They are of the conclusion that in the event that the pregnancy is impromptu, at that point contraception is right of each lady. Administrations they accommodate contraception in Communities in Australia Experienced specialists help with picking the contraception, which is right of each lady. The specialists perform contraception by means of hormonal and through LARC. In the field of LARC they use Implanon, hormone inserts, intra-uterine gadgets and different intravenous infusions. On the off chance that the lady is wanting to get pregnant or confronting trouble in imagining then the specialists and the medical caretakers working for True assistance them with the most ideal ways. They additionally train them in regards to how to lead an explicitly solid life (True, 2017). Marie Stopes Australia Set up in 2000, Marie Stopes Australia is giving consideration and non-critical help in proliferation and sexual wellbeing to the Australian ladies and men. Mindfulness program they lecture for contraception As indicated by Marie Stopes Australia, the requirement for crisis contraception is and the mindfulness in high yet there are restricted access for contraception among the Australian ladies. Administrations they accommodate contraception in Communities in Australia All the facilities offer LARC alternatives like contraception infusion, prophylactic embed or pole, the copper intra-uterine gadget and unique hormonal intrauterine framework. Aside from contraception, they additionally offer types of assistance in clinical fetus removal, careful premature birth, vasectomy. The choice based guiding obtained by them encourages the ladies to take choice with respect to whether they are prepared for pregnancy or not (Contraception Marie Stopes AU, 2017) References About Us - Family Planning Victoria. (2017).Fpv.org.au. Recovered 23 August 2017, from https://www.fpv.org.au/Management Contraception | Marie Stopes AU. (2017).Marie Stopes Australia. Recovered 23 August 2017, from https://www.mariestopes.org.au/contraception/ Contraception and pregnancy | Victoria Legal Aid. (2017).Legalaid.vic.gov.au. Recovered 23 August 2017, from https://www.legalaid.vic.gov.au/find-lawful answers/sex-and-law/contraception-and-pregnancy Genuine is the state's driving supplier of conceptive and sexual wellbeing administrations. It gives a wide scope of facility administrations, remembering aptitude for contraception, for example, Implanon and Mirena, just as network instruction administrations. - True. (2017).True.org.au. Recovered 23 August 2017, from https://www.true.org.au/ Ladies' Healthcare Services. (2017).www.cohealth.org.au. Recovered 23 August 2017, from https://www.cohealth.org.au/wellbeing administrations/nursing/womens-wellbeing administrations/

European Convention of Human Rights Essay Online For Free - Free Essay Example

Sample details Pages: 6 Words: 1859 Downloads: 7 Date added: 2017/06/26 Category Law Essay Type Review Tags: Human Rights Essay Did you like this example? HUMAN RIGHTS COURSEWORK 2014 Introduction This essay will discuss any violations of article 3, 6 9 of the European Convention of Human Rights and will also discuss any remedies available. Article 3 Article 3 of the European convention on Human Rights provides that no one shall be subject to torture or degrading or inhumane treatment. The prohibition of such treatment appears absolute, supported by the fact that the states obligation under article 3 cannot be derogated from in times of war or other emergencies threatening the life of the nation (Article 15 (2))[1]. Don’t waste time! Our writers will create an original "European Convention of Human Rights Essay Online For Free" essay for you Create order Deportation of extradition can often subject individuals to a real risk of their fundamental freedoms beings infringed by the receiving state, raising the question whether the removing state can be held responsible for such violations. Deportation can also impact the personà ¢Ã¢â€š ¬Ã¢â€ž ¢s liberty and security of the person because they are usually in some form of detention before being deported or extradited (Chahal v United Kingdom (1997))[2]. Article 1 of the European Convention provides that every member state shall secure the rights and freedoms defined in Part One of the Convention to everyone within their jurisdiction. This raises the question of whether a member state can be responsible for actual or anticipated violations of human rights committed by other countries and in particular whether an individual who is facing removal can bring proceedings against the expelling state in respect of violations which are to take place at the hands of the state that the individual is being sent to. In Soering v United Kingdom (1989)[3], the European Court held that a decision of a member state to extradite a person might engage the responsibility of that state under the Convention where there were substantial grounds for believing that if extradited such a person would be faced with a real risk of being subjected to breaches of Article 3. In Soering the European Court accepted that the convention did not impose its standards on states that were not party to it. However, it did accept that there were good grounds for engaging the responsibility of a member state where it had expelled a person form its jurisdiction and where there are substantial grounds for believing that that person faces a real risk of being subjected to a violation of article 3. The Soering principle was affirmed in the later case of HLR v France[4], where the Court held that given the absolute character of the article 3 it could not rule out a possibility that a state may be responsibl e for the acts of private individuals. The European Court must address two fundamental questions: whether there is real risk that the applicant will in fact be subjected to the alleged treatment (Cruz Veras v Sweden (1991)[5] and whether such treatment is a violation of article 3. In these cases the Court must decide whether the applicant faced a real risk that he would be subject to conditions or treatment in violation of his Convention rights. In Chahal v United Kingdom[6] the European court held that despite assurances made by the Government of India, the applicant would face torture at the hands of Indian authorities. In contrast in Vilvarajah v United Kingdom (1991)[7] where the applicants were Sri Lankan Tamils who had entered the UK and unsuccessfully claimed political asylum because of the civil war in Sri Lanka, the European Court held that the general unsettled situation in Sri Lanka at the time of deportation did not establish that they were at greater risk than any ot her young Tamils who were also returning to Sri Lanka. This ruling could apply to Cecileà ¢Ã¢â€š ¬Ã¢â€ž ¢s case as the Court may consider her to be no more at risk than any other young woman in Gagistan as we are told that there have been recent attacks on many women attending university or pursuing a career. However, we are also told that the local security forces have been complicit or even responsible for the attacks on women therefore the Court will have to decide whether the Memorandum of Understanding signed by the Gagistan government is reliable as per Chahal v United Kingdom. Cecileà ¢Ã¢â€š ¬Ã¢â€ž ¢s case also bares resemblance to Chahal in the fact that her case has been widely reported which would make her a target for mistreatment, this would mean that if Cecile were to be deported it would lead to a violation of article 3. However the Court does offer the State some discretion in deciding whether it is able to rely on diplomatic assurance made by the receiving state . Article 6 Article 6(1) guarantees to everyone a right to a fair and public hearing within a reasonable time by an independent and impartial tribunal established by law.This applies to a determination of civil rights and obligations and to a determination of any criminal charge. Article 6 imposes two different types of obligations on the state: a negative obligation not to punish anyone without a fair trial and a positive obligation to establish a court system which upholds this right for example, by providing interpreters or legal aid in criminal proceedings[8]. The Court has taken a liberal approach in interpreting à ¢Ã¢â€š ¬Ã…“civil rights and obligationsà ¢Ã¢â€š ¬Ã‚ , and in Ringeisen v Austria (1991)[9] it held that for the article to be engaged it was not necessary that both parties to the proceedings were private individuals, provided the proceedings were to determine the private rights and obligations of the parties. We are told that Cecile attempted to bring legal proceedings against the university due to her right to education being impeded, this would constitute a civil matter as it was brought before a student tribunal therefore it will engage the protection of Article 6. Cecile was refused legal aid due to her background in law however Article 6(3)(c) requires that a person accused of a criminal offence be afforded the right to defend him or herself, personally or with legal assistance, and that legal aid be provided whenever the interests of justice require. Legal representation is also implicit in the concept of a fair trial protected by article 6(1) and so applicable in civil cases as well as criminal cases. In Airey v Ireland (1979)[10] the European Court of Human Rights stated that Convention rights must be à ¢Ã¢â€š ¬Ã‹Å"practical and effectiveà ¢Ã¢â€š ¬Ã¢â€ž ¢ to safeguard an individual. It added that this was particularly important à ¢Ã¢â€š ¬Ã‹Å"in view of the prominent place held in a democratic society by the right to a fair trial. The Court found that while there is no general right to legal aid in civil cases, legal aid is required when legal representation is compulsory, because of the complexity or nature of the proceedings or the ability of an individual to represent him or herself. Whether the state is obliged to provide legal aid is dependent on the complexity of the case and the severity of the penalty at stake (Benham v UK (1996))[11]. Given Cecileà ¢Ã¢â€š ¬Ã¢â€ž ¢s legal background and the decision held in Airey, it may be concluded by the Court that Cecile is not entitled to legal aid as it may be deemed that the legal proceedings are not complex and Cecile may have the ability to defend herself. However, we are not told the complexity of the proceedings nor are we given any indication of Cecileà ¢Ã¢â€š ¬Ã¢â€ž ¢s level of legal knowledge therefore the Court may conclude that for Cecileà ¢Ã¢â€š ¬Ã¢â€ž ¢s right of access to the court to be effective she would require legal aid and th us the university would be in violation of Article 6. When interpreting the phrase à ¢Ã¢â€š ¬Ã…“Criminal Chargeà ¢Ã¢â€š ¬Ã‚  the Court appears to have adopted a flexible approach. In Engel v Netherlands (1976)[12], it held that in determining whether a charge fell within article 6, it should ask the following questions: first, whether the offence had been classified as criminal with the domestic legal system; secondly, the nature of the offence; and thirdly, the severity of punishment. In Ozturk v Germany (1984)[13], it was held that if the rule in question is directed towards all citizens and not just towards a group possessing special status and if it prescribes conduct of a certain kind and makes the resultant requirement subject to a sanction, that is punitive and therefore à ¢Ã¢â€š ¬Ã…“criminalà ¢Ã¢â€š ¬Ã‚  for the purposes of article 6. In Cecileà ¢Ã¢â€š ¬Ã¢â€ž ¢s case Article 9 Article 9 of the European Convention provides that everyone has the right to freedom of thought, conscience. Article 9 is absolute and the application of article 9 (2) does not apply to the enjoyment of basic freedom of religion. The article also gives the individual the right to manifest his religion or belief in worship, teaching or practice and observance. This aspect is however subject to article 9(2), which allows for interferences on the condition that they are prescribed by law and necessary in a democratic society in the interests of public safety and inter alia the protection of the rights and freedoms of others. In a democratic society where several religions co-exist article 9(2) recognises that it may sometimes be necessary to place restrictions on the right to manifest ones religion in order to ensure that everyoneà ¢Ã¢â€š ¬Ã¢â€ž ¢s beliefs are respected. Article 9 is complemented by Article 2 of the First Protocol to the Convention, which provides that no person shall be denied the right to education; however the right to education may sometimes have to bow to wider issues of public interest and the rights of others. Thus, in Sahin v Turkey[14] the Grand chamber held that although the exclusion of the applicant from University for wearing religious dress did engage the right to education, it ruled that the ban did not constitute an infringement of that right. In the Courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s view, the rules were foreseeable and proportionate and did not destroy the very essence of the applicantà ¢Ã¢â€š ¬Ã¢â€ž ¢s rights under that article; balancing as they did the rights of religious observance with the protection of secularism. Similarly in R (Begum) v Denbigh High School Governors[15] it was held that a schoolchild who had been refused entry to school because of her unwillingness to comply with a dress code had not been denied the right to education under Article 2 of the First Protocol. The disruption to her schooling had be caused by her unwillingness to comply with a rule that the school was entitled to adher e to, and of her failure to secure admission to another school that would allow her to wear her religious dress The decision in Begum was followed in R(X) v Headteachers and Governors of Y School[16] where it was claimed that the schools refusal to allow a Muslim girl to wear a niqab veil at school did not interfere with her Article 9 rights. The Court held that a rule that required certain behaviour at an institution did not constitute an infringement of a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s right to manifest their religion simply because the rule did not conform to the individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s religious beliefs. Article 9 did not provide a right to manifests ones religion at any time and place of ones choosing. In this case the school offered her an alternative school and a school was entitled to have its own policies. Thus, even if her Article 9 rights had been interfered with, the interference was justified within Article 9(2) as being in the interests of public safety or for the protection of the rights and freedoms of others. [1] [2] [3] [4] [5] [6] [7] [8] Council of Europe [9] [10] [11] [12] [13] [14] [15] [16]

Poseidons Loves and Their Children

The Greek god of the sea, Poseidon—brother of the gods Zeus and Hades, and of the goddesses Hera, Demeter, and Hestia—was associated not just with the sea but also with horses. Its difficult even for historians to track the myriad lovers and children of the Greek gods. Some estimates put the count at well over a hundred, with the lovers being mostly but not exclusively female. In some cases, ancient authorities differ, so the exact lineage and relationships remain open to debate. Nevertheless, several of the gods various consorts and offspring remain mythologically significant in their own right. Amphitrite,  His Consort Placed somewhere between the Nereids  and the Oceanids, Amphitrite—the daughter of Nereus and Doris—never obtained the fame she might have earned as Poseidons consort. Vaguely personified as the sea or seawater, she became the mother of Triton (a merman) and possibly of a daughter, Rhodos.   Other Lovers Poseidon enjoyed the pleasures of the flesh, seeking romance with goddesses, humans, nymphs and other creatures. Not even physical form mattered to him: He could, and often did, transform himself or his lovers into animals so as to hide in plain sight. Aphrodite, goddess of love and beautyAmymone, the blameless Danaid who became an ancestor of the founders of MycenaePelops, king of Pelepponesia and a founder of the Olympic GamesLarissa, a nymph, whose three sons with Poseidon eventually ruled all of ThessalyCanace, a human woman who bore the god five childrenAlcyone, one of the Pleiades, who bore Poseidon  several children Sexual Violence Poseidon, like many of the Greek gods, did not behave with perfect moral rectitude. In fact, many of the stories of Poseidon focus on rape. In the myths, he raped Medusa in the temple of Athena and Athena was so angry she turned Medusa ugly and her hair into snakes. In another story, he raped Caenis and after he fell in love with her, he granted her wish of transforming her into a male warrior named Caeneus. In yet another story, Poseidon pursued the goddess, Demeter. To escape, she turned herself into a mare—but he transformed into a stallion and cornered her. Significant  Offspring Some of Poseidons most notable children include: Charybdis, the sea monster who (with Scylla) threatened the Strait of MessinaTheseus, the hero who served as the mythological founder of AthensBellerophon, the hero who captured Pegasus and killed the Chimera  Polyphemus, the one-eyed giant from  The OdysseyProcrustes, the villain  who owned an iron bed to which he made his guests fit by means of his hammer Pegasus itself,  the famed winged horse, sprung from Medusas neck when Perseus delivered the fatal blow. Some legends suggest that Poseidon fathered Pegasus (Medusas child), which would have made the horse half-brothers with his captor, Bellerophon. Some legends even suggest  that Poseidon sired the ram that bore the Golden Fleece! Sources Hard, Robin. The Routledge Handbook of Greek Mythology. London: Routledge, 2003. Print.Leeming, David. The Oxford Companion to World Mythology. Oxford UK: Oxford University Press, 2005. Print.Smith, William, and G.E. Marindon, eds. A Classical Dictionary of Greek and Roman Biography, Mythology, and Geography. London: John Murray, 1904. Print.

Generation X Literature Review - 1092 Words

Douglas Coupland’s Generation X is a novel in which young adults essentially tell each other stories of their life, and these stories tell the views of the generation as a whole. As one can imagine, because of all the storytelling, the use of literary devices is littered throughout the course of the novel. In the first half of the novel, we are given a good sense of who the main characters are through detailed character development of their past and their views. There have been three static characters established; Andy, Dag, and Claire. The novel is told from the first person point of view of Andy Palmer, the main protagonist. The setting is established in Palm Springs, Florida, where the trio live together in a lowly†¦show more content†¦He only leaves that room after his dog tries to kill him and is exposed to what the outside world has become. He makes a commitment to get caught up, even with a ten year handicap. In his storytelling session, he tells a story of when he was a foreign photo researcher. In this story, we come into contact with a life philosophy which is probably one he shares. The life philosophy is this: â€Å"Only the individual who is solitary is like a thing subject to profound laws, and if he goes out into the morning that is just beginning, or looks into the evening, that is full of things happening, and if he feels what is going on there, then his whole situation drops from him as a dead man, although he stands in the very midst of life.† (59). I have yet to figure out exactly what this means, but it sounds like the man who lives by himself has the oppo rtunity to go out and do something with his life, and when he takes that opportunity his old life takes a fall and a new one begins. Andy also expresses envy towards his parents that they didn’t have to be worried about â€Å"futurelessness†. Andy says â€Å"I want to tell them that I envy their upbringings that were so clean, so free of futurelessness. And I want to throttle them for blithely handing over the world to us so much like skid-marked underwear.† (86) There has been a new character introduced named Tobias, who seems to resemble an antagonist as Andy doesn’t seem toShow MoreRelatedThe Benefits And Challenges Of Diversity869 Words   |  4 Pages Writing Literature Reviews Research Plan Marcus Radford Brandman University OLCU 501: Organizational Research May 21, 2017 â€Æ' Research Plan This research plan includes (a) a statement of the research purpose for the literature review, (b) three specific research questions, (c) an outline that includes a statement of the need for the research and how the research questions will be answered, and (d) a preliminary list of references that will be used to write the literature review. 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The Importance of Conflict Resolution in a Group free essay sample

Conflict resolution is an important skill that can be beneficial and lead to a greater understanding of our fellow man and our common denominators. It is through conflict resolution that we can learn to work together for the greater good. Conflict resolution is an important part of working in a team. Different aspects of conflict include a brief history, types of conflict, mediation, negotiation, arbitration and how to deal with conflict constructively. Conflict will arise in our everyday lives. It is how we deal with conflict that defines us, Conflict Resolution and Its Impact in the Academic World Conflict resolution is an important part of working in a team whether in an academic or professional setting. Conflict is an inescapable part of our everyday lives. When people from different backgrounds, ages and mindsets work together, the potential for disagreement is always present. Being able to constructively manage conflict is now considered as an inevitable part of management (Elsayed-Elkhouly, 1996). Conflict can have positive affects depending on how the inflict is managed. Teaching constructive conflict resolution is extremely important (Johnson Johnson, 1995). Different types of conflict resolution include creating a cooperative context, using academic controversy in the classroom, teaching students to negotiate the conflict, exercising diplomacy, and finally, the arbitration of student conflicts Monsoons Johnson, 1995). Conflict resolution skills are needed to deal with conflicts constructively, objectively and diplomatically (Learning Team Toolkit, n. ). History of Conflict Resolution Now that the job market has become more competitive, the ability to work operatively and constructively with peers and supervisors becomes as important as academic knowledge and skills. In the sasss and sasss the peace movement was in place and conflict resolution was born (Thomas, 1992). Society found it a more expeditious, humane and less expensive, alternative method to the court system (Thomas, 1992). An educator named Morton Deutsche laid down the basic ideas for conflict resolution programs arguing that academic institutions should not avoid or eliminate conflict, but encourage effective controversy (Deutsche, 1973). In 1972 the first academic conflict resolution plan was set up in New York City. Since 1 980 a larger number of community based conflict resolution groups have increased, and many of them support school and academic based conflict resolution programs Monsoons, 1995).Nowadays there are a huge number of conflict resolution programs in public schools in the united States (Johnson, 1994). Why it is important With violent incidents like those in Littleton, Colorado and Springfield, Oregon, the publics concern for safety in public school is at an all time high. It has been consistently shown that the more conflict resolution techniques are used in the academic environment and curriculum, the less violence is seen Sherman, 2002).There is also a noted enhancement of student s social and emotional development and a major improvement in classroom management as well (Sherman, 2002). All those attending school need to know how to manage conflict if they are to become successful members of the academic community and society as a whole. Many instructors and educators believe that competence in controversies, such as resolution skills, can lead to increased social and academic skills thus creating a more harmonious world (Johnson, 1995).It seems that many young adults are not learning conflict resolution skills at mom, as shown by the increase of violence in the academic setting. This is a prime example of why conflict resolution programs are imperative in the classroom. When in a school setting, students resolving disputes amongst themselves free up the instructor to help students with academic pursuits (Johnson, 1995). Conflict resolution can have considerable value if managed in the correct way It stands to reason that it is not whether the conflict occurs, but more importantly, in what manner it is contended with.Some of the benefits derived from conflict resol ution include an increased incentive to change, eighteen awareness of if a problem exists, and how to rectify it. Also, a higher quality of decision making, greater sense of caring commitment and community has been shown as a result of participation in conflict resolution techniques (Deutsche, 1987). Conflict resolution programs increase commitment to making solutions work, and enhance communication skills, cognitive skills and problem solving skills (Essayed Keyhole, 1996).Conflict resolution skills are needed to deal with conflicts constructively Some of the skills needed to constructively deal with conflicts include auteur language, active listening, identifying and understanding distinct points of view, identifying problems and understanding negotiating and mediating disputes. (Sherman, 2002). Conflict resolution is a constructive approach to inter-group conflicts and allows those with opposing ideas to work together to arrive at a mutually acceptable compromise (Sherman, 2002).Usually conflict resolution groups fall into two categories: programs in which the parties work among themselves to settle the disagreement, and programs with a third party (mediator) to help the disputants end their disagreement (Sherman, 2002). Types of Conflict Conflict in a classroom setting usually occurs because of controversy, conceptual conflicts, conflicts of interest and developmental conflicts. Controversy happens when one persons or groups information, conclusions, and opinions are not compatible with another persons or groups (Johnson Johnson, 1995).If managed properly this will lead to high quality decision making (Johnson Johnson, 1995). Conceptual conflict is when incompatible ideas exist at the same time in his or her head. For example: when conflicting information is received and when arguments and ideas are incongruent with hat one already thinks and believes (Johnson Johnson, 1995). Conflicts of interests happen when one persons actions work to benefit their own needs and goals and interfere with another maximizing their goals.This can also occur for a wide range of social and relationship issues: when two can not see eye to eye based on their existing values and beliefs (Johnson Johnson, 1995). Developmental conflicts can occur; for example: when working with an adult and a child, based on stability and change as the child grows and develops cognitively and s ocially. It can also occur when one person or group as developed in different areas from another. A conflict can be as simple as a disagreement to as serious as a war (Johnson Johnson, 1994). There are many different conflict styles.One method suggests there are five main types: avoidance, accommodation, competition, compromise, and collaboration. Usually these styles are determined by personal and the groups styles and goals (Learning Team Toolkit, n. D). Avoidance happens when one does not want to deal with conflict. They will change the subject, not bring up any issue they think may be controversial and sometimes pretend a conflict does not exist even if it does (Learning Team Toolkit, n. D). This style can be turned into a negative because issues throughout life will need to be addressed.Avoidance can heighten tension in a group setting and most importantly avoiding a conflict will never truly make it go away (Learning Team Toolkit, n. D. ). This avoidance style can be turned into a positive and used appropriately if: the issued is really not that important to you; other group members are already add resting and taking action on the same issues; you need time to address it because you are emotional; and if the situation would be dangerous or detrimental to address Learning Team Toolkit, n. D).Accommodation is when one gives too much to give to the needs of the group. Usually people that have this style have a strong desire to be liked and wanted. They want this so badly that they will often give in to the group even if more ideas would benefit the group as a whole (Learning Team Toolkit, n. D). This style can have negative affects because any one who accommodates all the time will have less influence, control, power, and all around be less of a necessity to the team as a whole (Learning Team Toolkit, n. D). Accommodation can also be turned into a positive if: you may be wrong bout the issue or have not completely made up your mind; if you can tell the issue is really important to another group member, but not that important to you; or if you can tell no matter what you do, the rest of the group will not agree with you (Learning Team Toolkit, n. D). Competition conflict style happens when a member is worried more about themselves then the group as a whole. These people want to win and are the type of people that can never admit that they are wrong (Learning Team Toolkit, n. . ). This style can have serious detrimental effects because it can cause group members to be come Winners and losers. This style can cause hostility, resentment, and can damage relationships in the group (Learning Team Toolkit, n. D. ). Competitive conflict style can be useful if: it is an issue that is important to you; if there is an emergency or an issue that requires action fast; if it is a serious issue that could have negative or harmful effects; or if the group is doing something that is illegal or unethical (Learning Team Toolkit, n. D).Compromise conflict style is when one lets go of some goals to get others. This person is often looking for a middle ground, thinking that by everyone giving up something, that things will be fair. The problem with that is that everyone only ends up half satisfied (Learning Team Toolkit, n. D). This style should be used for certain situations such as: when the team is not making any progress to a reasonable negotiation, when there is a deadline or not enough time to resolve the conflict in any other way and if no other way of resolving the conflict is present (Learning Team Toolkit, n. D).Collaboration conflict style looks for the goals that will benefit both themselves and the whole group. Collaboration really promotes working as a team and uses each team members talents (Learning Team Toolkit, n. D). The main problem with this style is that it takes a lot of energy and time, and all group members must actively participate (Learning Team Toolkit, n. D. ). This style is maximized when: a solution is needed that suits each group member; there is enough time, and new ideas are needed (Learning Team Toolkit, n. D). A well known model for analyzing how to approach a conflict is called, The ors Method. The OR method is well known because it works at analyzing the conflict in the particular situation (Learning Team Toolkit, n. D. ). The ors are: reasons, reactions, results, and resolutions (Learning Team Toolkit, n. D. . Reasons that the conflict are happening are important to figure out the core issues (Learning Team Toolkit, n. D). Reactions from team members while working on a goal say a lot. How the group reacts to each other is important. It is by analyzing how the group reacts that a more constructive environment can be created (Learning Team Toolkit, n. D. ).Results of the teams current practices and actions while working towards the goal will show whether or not their way is working. The end result that the team is working for is also an important consideration for anyone involved in a conflict (Learning Team Toolkit, n. ). Resolutions can come from different methods of conflict resolution. The main goal in conflict resolution is to eventually resolve the conflict (McCabe, 2005). The A-E-I-O-IS Method (citation needed here) is a tool set up to help groups communicate clearly: A- Assume the other members mean well. E- Express your feelings.I- Identify what you would like to happen. O Outcomes you expect are made clear IS- understanding on a mutual basis is achieved When all these steps are completed a group can have a successful approach to conflict management (Learning Team Toolkit, n. D). Mediation, Negotiation and Arbitration If students can not negotiate a constructive resolution to their conflicts, often mediating will take place (Johnson Johnson, 1995). Mediating means ending the hostilities, making a commitment to mediate fairly and making an agreement on the end results (Deutsche, 1973).Mediation is an alternative to the disciplinary programs used in the past in most schools (Johnson Johnson, 1995). The mediating part of conflict management is taught to give students the skill of regulating their own behavior. They are then able to resolve conflict in interpersonal affairs constructively (Johnson Johnson, 1995). Usually arbitration is the last resort in an academic environment; because the reason instructors have students work in learning teams is to create the skills that will make the student ready to be a leader and a contributing member to work place teams (Learning Team Toolkit, n. ). It is usually only when student mediation fails that an instructor will intervene in the matter and listen to both sides of the situation to make a decision on who is right or wrong Monsoons Johnson, 1995). Another reason that this is a last resort is because it can leave one side sore, resentful and angry towards whoever the arbitrator is. Further, it does not really teach the student how to deal with conflicts that will happen to them after they leave the academic institution (Johnson Johnson, 1995).Conclusion Conflict resolution skills should be a fundamental part of every schools curriculum (Deutsche, 1973). The history of conflict resolution, types of conflict and types of resolution are important to resolving conflicts. Conflict will occur in our everyday lives. It is how we deal with the conflict that defines us. Students need to know how to constructively resolve conflicts to become responsible members of academic institutions, the repressions world and society as a whole (Deutsche, 1987). Conflict resolution skills should be a fundamental part of every schools curriculum (Deutsche, 1973).