Political Asylum Case Study Example | Topics and Well Written Essays - 1000 words

Political Asylum - Case Study Example They found high social costs of monopoly in both economies, emphasizing that their social cost estimates were, in contrast to Posner, for private monopoly power. As will be argued later, the empirical magnitude of rent-seeking costs is now a matter of some controversy in the literature. There are many empirical consequences on the social expenses of rent seeking, depending on the methodology, coverage, and economy analyzed by the author. Krueger (1974) recommended that 7 percent of Indian GNP was wasted in rent seeking and 15 percent of Turkish GNP was lost because of rent seeking for import licenses. Posner (1975) estimated that as much as 3 percent of U.S. GNP was lost because of the social costs of monopolization throughout regulation. These are clearly substantial sums of money in any economy. Cowling and Mueller (1978) consequential a guesstimate that the rent seeking and deadweight costs of private monopoly in the United States was 13 percent of gross corporate product. (Ekelund, pp 13-19) The consequenThe consequences of the different studies are summarized in table 1. In one sense, the table shows the importance of the rent-seeking insight. No longer can the costs of tariffs, monopolies, and theft be called a trivial problem in virtually any economy. These are commonly not little numbers. Table # 1 Estimates of the Costs of Rent Seeking STUDY ECONOMY YEAR RENT-SEEKING COSTS Krueger India 1964 7% GNP Krueger Turkey 1968 15% GNP (trade sector) Posner U.S. Various Years 3% GNP (regulation) Cowling U.S. 1963-66 13% GCP* and Mueller (private monopoly) Cowling U.K. 1968-69 7% GCP* and Mueller (private monopoly) Ross Kenya 1980 38% GDP (trade sector) Mohammand India 1980-81 25-40% GNP and Whalley Laband U.S. 1992 50% GNP and Sophocleus Regression- Various Various Years Up to 45% GNP Based Studies Countries * Cowling and Mueller (1978) use gross corporate product as the basis of their calculation. This consequence suppose a labor market balance in which, for example, a lawyer's wage is an exact proxy for his chance cost as an engineer and in which the lawyer is indifferent at the margin with respect to option of occupation. Keep in mind the above point that rents are not transfers or bribes but must be expended in real assets devoted to regulatory favor seeking. Cowling and Mueller (1978) also create the major point that since a lot of rent seeking costs are unseen in business expenses, there is a bias toward underestimation in the way most studies calculate rents. That is, observed rents will understate the true costs of rent seeking. Magee takes the analysis a step additional by seem to be at the rent-seeking costs of containing an extra lawyer in the legislature. He estimates that each additional lawyer in the U.S. Congress costs more than $1 billion. For a similar exercise, see Joseph Phillips in an appendix to Baran and Sweezy (1966), who expected the "cost" of monopoly capitalism at 56 percent of

Explain the difference between descriptive and inferential statistics Essay

Explain the difference between descriptive and inferential statistics using examples of both to help illustrate your explanation - Essay Example Some of these functions include the standard deviation, median, means, kurtosis, and skew among others. This follows that for the cases of descriptive statistics the population parameters of intrinsic interest are estimated. For instance, calculation of the sample mean and standard deviation act as fundamental instruments or indicators, which are used in estimating the population mean and standard deviation respectively (SELKIRK, 2008). In most cases, these parameters have been cited to be biased in comparison with the ideal estimators; however, an element of utility in estimating the population parameters is attributed to them. Similarly, the descriptive statistics in most cases intends to describe a big chunk of data by providing a summary charts and tables; however, it does not attempt to make any relevant conclusion about the population attributed to the samples. This forms the distinctive feature of descriptive statistics (BLANK, 2008). For instance, a sample of 30 is selected randomly from a population of 300 and the parameters such as means and standard deviation calculated (CONWAY, 2003). These parameters will be used in approximating the population estimators and consequently used in graphs and charts to provide a summary of the data. This is uninformative. On the other hand, from the meaning of the word inference, inferential statistics is the process of reaching a conclusion regarding a parameter. In essence, inferential statistics is characterized by use of functions of the sample data, which help in drawing an inference that concerns a hypothesis regarding a certain population parameter. Some of the classic inferential statistics include z, t, and F-ratio among others. For the case of the hypothesis, we have both the null and alternative hypothesis. In this case, the expected value is immensely influenced by the sample size

Ar.iclo p824 Article Example | Topics and Well Written Essays - 500 words

Ar.iclo p824 - Article Example Despite the fact that and washing is an important component of oral health education, a vast majority of people forget to wash their hands, probably because they take the repercussions of their negligence for granted. Owing to the sensitive nature of the female gender, credible research shows that females are highly likely to wash their hands as compared to their male counterparts. Although dental workers have the professional and personal responsibility of washing their hands, they ought to encourage every other person to wash their hands, at least by invoking the thought of contracting an illness (Kelsch, 2013). Oral healthcare section is a critical department within any healthcare center. In this regard, maximum hygiene is crucial in this section, especially considering the fact that clinics have some instruments that are predisposed to germs. Under ordinary circumstances, people touch such medical instruments either intentionally or unknowingly. Nonetheless, the biggest risk lies in people’s forgetfulness and wrongful assumptions. Most people assume either that the objects that they touch are sterile or they simply forget that hand washing is a key component of dental hygiene. Owing to the high rate at which oral infections spread, it is critical for people to be more aware of the existence of germs and hence wash their hands frequently and appropriately (Kelsch, 2013). Due to the anaerobic nature of some bacteria, it is not advisable to take disinfection as the last resort and not consider it as an effective way of eradicating bacteria. In most cases, these bacteria will stay on surfaces even after disinfecting the object. Objects such as bib clips are a good example of perfect hideouts for oral bacteria, and anaerobic bacteria that reside in oral cavity (Kelsch, 2013). Besides, Kelsch (2013) adds that some anaerobic bacteria that are isolated from the skin and those residing in the

Do I look like Public Enemy Number One(can change) Essay

Do I look like Public Enemy Number One(can change) - Essay Example Is it really true that religious identity of a person itself can be their enemy? It is a known fact that terrorism has aroused much anger and rage among U.S public regarding the evil objective of Arab Muslims. As per (Danios) â€Å"If one follows the cable news networks, it seems as if all terrorists are Muslims. It has even become axiomatic in some circles to chant: â€Å"Not all Muslims are terrorists, but nearly all terrorists are Muslims†. But targeting innocent lives like the author Ali is not agreeable. The author here is questioning her character and responsibility as an American and is enquiring to the world as to whether be she a culprit to America for just being an Arab and Muslim. The author here is confessing about the helplessness she experience towards her religion and ethnic background and the biased outlook of Americans which changed her respect for herself. The author in dilemma does not understand what to expect from self and the public. The religion does mold a person but it cannot alter the nature of one’s soul and heart. Ali is half Muslim but does that make her terrorist? Terrorism is a sect who is fanatics and radicals and they are cultured with a religious and political motive. Every Muslim like Ali cannot be tagged as a terrorist and savaged throughout life as it is ignorance, humiliation and prejudism.Human values are conditioned and Ali is a woman who has American values as she grew up in a liberal atmosphere. Public needs to be more vigilant while considering the personal values and ethics before criticizing or suppressing a person based on ethnicity and religion. The article is all about the mentality and attitude of Americans who are racist and prejudiced and who is living in fear of terrorism. The article reflects the life of innocent Muslim population who has to undergo the traumatic reaction of atrocities of terrorist, who are selfish and negligent. According to

Business Ethics Essay Example | Topics and Well Written Essays - 500 words - 20

Business Ethics - Essay Example The plot revolves around the business interrelation that exists between China, Iran and the United States of America. It begins with a missile that vanishes in Iran. This creates tension among security forces in the US and the CIA is the most affected. Funny enough this does not worry them as they have something else bigger to worry about. In relation to this, the new owner of the Emirates oil company gives a deal to China and cuts out a company from the US that reacts by firing all its workers who are not of the native origin and goes further to combine with an undersized firm which has just landed on an oil contract in Kazakhstani. The US unit of justice notices bribery in the oil firm’s law unit finds its way out by identifying a scapegoat. Bribery is against business ethics and it brings a bad picture of the company. The CIA needs to find a scapegoat as well after the mission of eliminating Emir-apparent backfires. This can be described as unethical skills of doing busines s because it is engaging in criminal activities so as to gain certain interest. Bob Barnes a CIA agent looks into the whole saga which is considered to be a double cross. An economist from America sacrifices his son to come into contract with sheik which entailed advising him that the CIA wants him dead. The movie features current events in the business world such as oil trade. The world depends on oil and people would do anything to ensure that they have this commodity even if it means breaking business ethical rules.

Women's Rights Research Paper Example | Topics and Well Written Essays - 1250 words

Women's Rights - Research Paper Example Criminal justice system is in the front line in addressing harm to girls and women. Women and girls across the world face violation, sexual harassment, and abused. They do not feel safe at home, in the streets, workplace or even on public transports. As a result, the women live in fear. They do not live their lives entirely. They need equality and respect. Their rights are discriminated even by their families. It has been on media of parents who rape their daughters. The law is working on such cases (Thomsen 54). Considering acknowledgment of women and their rights, every woman, just as a man has the right of control over their bodies. Throughout the world, girls and women end up forced into cultural practices that are harmful to their health, and cause them so much pain. Some of these practices include female genital mutilation, early or forced marriage, and even sex-selective abortion. All these methods need consideration to protect the female human species (Mousset 77). The woman’s place in the house being in the kitchen has denied women their freedom even in their homes. The notion that women are housewives, and only contributing to domestic matters has denied them the chance to develop economically. We tend to forget the fact that women are just human as anyone else. Is it true that what a man can do, a woman can do better? Keeping this in mind, the rights of women need respect (Walter 44). In history, it was until the late 18th century when women’s right became fundamental in political debates. Most of the intellectuals defended the democratic principle of equality. In contrary to this, philosopher Jean-Jacques thought that it was an obligation for women to obey men. He went ahead to justify the argument that women make mistakes to complain about the inequity of the existing laws. He discriminates women as compared to men (Adams 31). The first article in the assertion of the rights of female citizens and women highlighted that just

Competence in the Work Environment Essay Example for Free

Competence in the Work Environment Essay 2.1Compare the strengths and weaknesses of assessment methods. Assessment can take place in a variety of settings, such as classrooms, lecture rooms, workplaces (or in a simulation of workplace conditions), community and training establishments or examination halls. No matter where it takes place or what form it takes, assessment always involves observation, evaluation, or questioning or a combination of some or all of the three. There are many different methods of assessment, a few regularly used are:-observation, evaluation or questioning. Whether they are used formatively or summatively, the most important issue is whether the assessment is appropriate for the intended outcome. Each learner is initially given a learning styles questionnaire to complete. From this questionnaire the assessor can establish which from assessment may suit the learner best. Observation The assessor observes the learners as they carry out tasks defined in the standards for the qualification. This observation often takes place in the workplace, or the conditions of the workplace, but it can also be carried out in any other place where the learner is undertaking practical activities which is a positive. Assessors should ideally plan observations to take advantage of any skills or activities that occur naturally in the learning environment, and to make the best use of the available resources. There are times however when an assessor may spontaneously observe a learner carry out a task which can be written up as an observation. One of the weaknesses of observations is that some learners amy beome self –concious or shy/embarresed and feel they are ‘being watched and graded’. The residents or clients may also act differently if they are aware that an observation is taking place and can lead to a distorted picture of the true nature of the learners role . Evaluation In some areas, as learners work towards achieving their qualifications they will generate evidence in the form of products of their work. This is the case in qualifications in Health and Social care for instance which is primarily a work-based or practical qualification. Learners may produce CVs, diet plans, weight charts, reflective accounts which can all be used to assess their knowledge in a chosen subject area. These can be incredibly posistive and allow the learner to reflect and be proud of his/her practices and positives. The weakness with evalution is that it has to be done correctly, with enough time to explore areas that may need extra work and encourage the learner in a positive way. Questioning and discussions with the learner Questioning can be used whenever an assessor wants to assess knowledge and understanding and the various different applications of knowledge such as reasoning, planning, analysing and evaluating. Questioning can be used to: * confirm knowledge and understanding where it is not apparent from performance * Address gaps in knowledge and understanding in performance based units * Authenticate evidence by asking learners to explain part of the evidence and/or describe the process of producing it * Assess contingencies where it would not be practical or safe to wait until the skill or activity can be observed * You can use oral or written questions, depending on the requirements of the outcomes of units being assessed and the circumstances of the assessment. Your choice of method should reflect any special assessment requirements your learners may have. For example, some learners do not respond well to written questions — in any case, you should always ensure that the appropriate reading level is used Discussions give the assessor the opportunity to gauge the learner’s knowledge and highlight areas lacking which can be taught at a later date. A weakness in discussions and questioning is that the assessor has to be careful not to lead or prompt or give the answer to the learner as it may not be valid. Outcome 3Understand how to plan assessment 3.1Key factors when planning assessment When planning an assessment there are a number of factors to be considered. Who are you assessing? What do you want them to achieve? Where will the assessment take place? How long do you have? Once you have answered these you then need to look at applying a holistic approach. Using a holistic approach means that many areas of work and outcomes can be covered at the same time. The assessment process isn’t just about watching a learner complete a task it is about, discussion, planning, implementing and reflection. Areas of risk that may be involved when I assess a learner in the care setting are minimal but may still arise. An example of this would be assessing a learner carrying out a manual handling task. Has the learner had the appropriate training to carry out the task? Is there a piece of equipment involved and has it been tested for use. Is the learner competent and confident to carry out the task? Do I feel that I have assessed any risk involved and am I happy for my learner to proceed? If I am not happy at anytime then the assessment will be stopped and a further risk assessment carried out. During the initial meeting the learner will have completed a Learning Styles Questionnaire, this should have highlighted any areas such as advanced learning needs or dyslexia and the planning of an assessment should take this into consideration. 3.2 Benefits of using holistic assessment Using a holistic assessment enables the assessor to cover a large range of outcomes in a number of diploma units with one piece of evidence. Holistic assessment may for example cover infection control and manual handling. By referencing outcomes well the learner will see that good progress is being made and opportunities area taken. It saves time from both the learners and the assessor’s point of view. 3.3 How to apply holistic assessment when planning assessment As the assessor meets with the learner and plans each technical certificate or unit of work they should be thinking about how best a holistic assessment would fit into the plan and how it can be cross referenced. The learner must then be in agreement and sign the plan. 3.4Summarise the types of risk that may be involved in assessment When talking about ‘risk’ there are a number of different kinds. There is physical/environmental risk to learner, client and assessor and there is emotional/psychological risk. Environmental issues in care setting such as fire, health and safety, trip hazards, the clients themselves. Emotionally learners could feel they are being pushed if too much work is given at once or they may not feel they are being challenged enough. This creates unrealistic and unnecessary risk stress on the learner and is far from beneficial and conducive to good work being produced. 3.5.1 How to minimise risks through the planning process. Plan number one that is produced with the learner will have ensured that the learner is working in safe conditions and if needed any risk assessments have been done, i.e. if the learner is under 18 years old. The plan will also check that the employer’s insurance liability is up to date. The assessor will discuss with the learner how best to handle their work load to cause minimum stress. Some learners prefer large assignments whilst others prefer small chunks at a time. By knowing your learner you will know whether their work is authentic and justifiable, it is important that they are told about not copying and pasting articles as their own work and explain to them what plagiarism is. Outcome 4Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process There are a large number of reasons why it’s so important to involve the learner in assessment. The diploma is for the candidate, it’s their work, and there goals and they need to feel as if they own it. By clear involvement the learner will know what is expected from them and clearly understand the standards and criteria. By involving others in the planning such as senior colleagues and managers then witness statements can be provided, time allocated for learning and support. 4.2 Types of information available to learners. In order for a learner to complete their diploma they should be given any necessary teaching and resources. This may include handouts, oral teaching sessions and websites to look at. Other types of information are items such as standards and the criteria they need to meet. The learner will be told how the evidence is gathered an in what format such as written accounts, reflective accounts, observations. 4.3 How can peer and self-assessment be used to promote learner involvement and responsibility? 4.4How can assessment arrangements be adapted to meet the needs of the individual learner? Each candidate’s assessment needs must be considered in relation to the assessment being undertaken. Most candidates will require more than one assessment arrangement. For example, candidates who have a visual impairment, hearing imparient or advanced learning needs . Outcome 5Understand how to make assessment decisions 5.1 When judging evidence we use the following terms:- Valid, authentic, current and sufficient. When assessing a learner’s evidence as an assessor I have to be satisfied that the work submitted is the learners own work and not plagiarised from a book or the internet. It is often easy to tell when this happens as the terms used and flow of the writing changes. Within the realms of health and social care the standards, policies and procedures are continually updated to ensure national standards are met, with this in mind it is important that the learners work is current and up to date with knowledge that his relevant and not historical. I also have to consider whether the work submitted is sufficient, has it covered the entire outcome required and does it show an understanding of the subject. 5.2 In order for assessment decisions to be reliable and fair between learners there are a set of learning outcomes and criteria that have to be achieved. Each learner is made aware of these outcomes and criteria and their work should demonstrate this. Each learner is assessed against the criteria and outcomes. Outcome 6Understand how your assessments contribute to the quality assurance of assessment 6.1 6.2 6.3 There is great importance of quality assurance in the assessment process as it shows whether the performance targets are being met against national standards that are in place. Within my workplace all work is quality assured by an Internal Verifier (IV). The IV is qualified and occupationally competent in the subject that they verify. The role of the IV is to provide support, advice and guidance to the assessing team. The IV holds regular standardisation meetings with the assessors and also gives one-to-one support and feedback on learner’s portfolios. When the portfolios of learners have been assessed and internally verified, and all the assessment criteria have been met, the IV should arrange for the centre to apply for certification for those learners. This will prompt a visit from the External Verifier to confirm the assessment and verification decisions made at the centre. The IV is responsible for ensuring that the details of the learners applying for certification, the assessor(s) involved, and the IV activity in relation to those assessors. The EV will visit the centre to verify the assessment and internal verification decisions made by centre staff. Where there are large numbers of learners this is normally done on a sampling basis. The sample is selected by the EV, to allow them to verify the work of all assessors across a range of evidence types and performance criteria and is based on the IV’s sampling plan. It may be necessary for the EV to sample more portfolios than was originally planned, or all the portfolio s in the group, so all portfolios should be available on the day of the EV’s visit. If a learner feels †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Outcome 7Understand how to manage information relating to assessment of occupational competence 7.1 7.2 It is important to follow procedures for the management of information relating to assessment for a number of reasons. The assessor should regularly update learning records to provide accurate information on the learner’s achievement. At my place of work we use a computer system called ‘Zylab’ which tracks each learner’s progress through a colour chart system. The up to date information contributes to evidence of quality assurance and standardisation, pointing out learners that need extra help or who are falling behind. I use the Zylab forms to show my learners how they are progressing, to see a visual representation of progress and can be extremely rewarding and increases willingness to learn and achieve. The use of feedback and questioning during the assessment process allows me as an assessor to clarify and judge the learners understanding and knowledge in certain areas. Giving critical feedback to someone is a delicate process. It is very important to assure that you approach the task with sensitivity to the persons feelings to avoid the common problem of a very defensive reaction. An example of giving positive, negative and positive feedback is:- You really did an excellent job with that Communication essay everybody has been very impressed! In the future, it would be better to avoid naming people that havent accepted all the methods you outline. Its great that you put so much thought into this and a lot of people are going to benefit from it! This is often referred to as a feedback sandwich. Outcome 8Understand the legal and good practice requirements in relation to assessment 8.1 The organisation that I work for has legal requirements, polices and procedures in relation to assessment. Each visit to see a learner I ask whether there have been any incidents that have occurred, either emotionally or from a health and safety perspective. If there has been then I check an incident form has been completed (if appropriate), what measures have been put in place to ensure it doesn’t happen again and I take time to listen to the learner express themselves. All work undertaken is dealt with in a confidential manner. No names of places, clients, service users or staff are used in portfolio evidence and the learner knows that they can talk to me in a confidential manner. Clear records of learning are kept for all learners as mentioned before we use Zylab sheets which must be updated every Friday. The organisation has a responsibility to ensure that all learners are given equal opportunity to develop and learn and the organisation recognises the diversity in each on e. 8.2 The use of technology can make in the assessment process is invaluable. I have a learner with advanced learning needs who really struggles with writing and spelling. To overcome this we use a Dictaphone and use the recording as oral evidence. The organisation now offers on line training which for many learners is ideal as the use of computers within day to day lives and workplaces becomes far more common. It has to be remembered though that there are older learners that we assess that don’t have the computer skills and would rather use a paper portfolio. Each learner needs to be assessed as an individual. 8.3 There are legal and best practice requirements that have to be met in relation to assessment with regards to gender, disability, race/culture/religion and language. Each learner that enrols on a course is initially assessed as to any factors which could lead to advanced learning needs. These needs may be due to language barriers, religion or culture. For every learning need identified the organisation has a duty to ensure each one is recognised and the appropriate support is given.