The Lost Symbol Chapter 129-131

CHAPTER 129 Robert Langdon stood mesmerized at the glass portal, absorbing the power of the landscape below him. Having ascended unknowingly hundreds of feet into the air, he was now admiring one of the most spectacular vistas he had ever seen. The shining dome of the U.S. Capitol rose like a mountain at the east end of the National Mall. On either side of the building, two parallel lines of light stretched toward him . . . the illuminated facades of the Smithsonian museums . . . beacons of art, history, science, culture. Langdon now realized to his astonishment that much of what Peter had declared to be true . . . was in fact true. There is indeed a winding staircase . . . descending hundreds of feet beneath a massive stone. The huge capstone of this obelisk sat directly over his head, and Langdon now recalled a forgotten bit of trivia that seemed to have eerie relevance: the capstone of the Washington Monument weighed precisely thirty-three hundred pounds. Again, the number 33. More startling, however, was the knowledge that this capstone's ultimate peak, the zenith of this obelisk, was crowned by a tiny, polished tip of aluminum–a metal as precious as gold in its day. The shining apex of the Washington Monument was only about a foot tall, the same size as the Masonic Pyramid. Incredibly, this small metal pyramid bore a famous engraving–Laus Deo– and Langdon suddenly understood. This is the true message of the base of the stone pyramid. The seven symbols are a transliteration! The simplest of ciphers. The symbols are letters. The stonemason's square–L The element gold–AU The Greek Sigma–S The Greek Delta–D Alchemical mercury–E The Ouroboros–O â€Å"Laus Deo,† Langdon whispered. The well-known Latin phrase–meaning â€Å"praise God†Ã¢â‚¬â€œwas inscribed on the tip of the Washington Monument in script letters only one inch tall. On full display . . . and yet invisible to all. Laus Deo. â€Å"Praise God,† Peter said behind him, flipping on the soft lighting in the chamber. â€Å"The Masonic Pyramid's final code.† Langdon turned. His friend was grinning broadly, and Langdon recalled that Peter had actually spoken the words â€Å"praise God† earlier inside the Masonic library. And I still missed it. Langdon felt a chill to realize how apt it was that the legendary Masonic Pyramid had guided him here . . . to America's great obelisk–the symbol of ancient mystical wisdom–rising toward the heavens at the heart of a nation. In a state of wonder, Langdon began moving counterclockwise around the perimeter of the tiny square room, arriving now at another viewing window. North. Through this northward-facing window, Langdon gazed down at the familiar silhouette of the White House directly in front of him. He raised his eyes to the horizon, where the straight line of Sixteenth Street ran due north toward the House of the Temple. I am due south of Heredom. He continued around the perimeter to the next window. Looking west, Langdon's eyes traced the long rectangle of the reflecting pool to the Lincoln Memorial, its classical Greek architecture inspired by the Parthenon in Athens, Temple to Athena–goddess of heroic undertakings. Annuit coeptis, Langdon thought. God favors our undertaking. Continuing to the final window, Langdon gazed southward across the dark waters of the Tidal Basin, where the Jefferson Memorial shone brightly in the night. The gently sloping cupola, Langdon knew, was modeled after the Pantheon, the original home to the great Roman gods of mythology. Having looked in all four directions, Langdon now thought about the aerial photos he had seen of the National Mall–her four arms outstretched from the Washington Monument toward the cardinal points of the compass. I am standing at the crossroads of America. Langdon continued back around to where Peter was standing. His mentor was beaming. â€Å"Well, Robert, this is it. The Lost Word. This is where it's buried. The Masonic Pyramid led us here.† Langdon did a double take. He had all but forgotten about the Lost Word. â€Å"Robert, I know of nobody more trustworthy than you. And after a night like tonight, I believe you deserve to know what this is all about. As promised in legend, the Lost Word is indeed buried at the bottom of a winding staircase.† He motioned to the mouth of the monument's long stairwell. Langdon had finally started to get his feet back under him, but now he was puzzled. Peter quickly reached into his pocket and pulled out a small object. â€Å"Do you remember this?† Langdon took the cube-shaped box that Peter had entrusted to him long ago. â€Å"Yes . . . but I'm afraid I didn't do a very good job of protecting it.† Solomon chuckled. â€Å"Perhaps the time had come for it to see the light of day.† Langdon eyed the stone cube, wondering why Peter had just handed it to him. â€Å"What does this look like to you?† Peter asked. Langdon eyed the 1514 and recalled his first impression when Katherine had unwrapped the package. â€Å"A cornerstone.† â€Å"Exactly,† Peter replied. â€Å"Now, there are a few things you might not know about cornerstones. First, the concept of laying a cornerstone comes from the Old Testament.† Langdon nodded. â€Å"The Book of Psalms.† â€Å"Correct. And a true cornerstone is always buried beneath the ground–symbolizing the building's initial step upward out of the earth toward the heavenly light.† Langdon glanced out at the Capitol, recalling that its cornerstone was buried so deep in the foundation that, to this day, excavations had been unable to find it. â€Å"And finally,† Solomon said, â€Å"like the stone box in your hand, many cornerstones are little vaults . . . and have hollow cavities so that they can hold buried treasures . . . talismans, if you will– symbols of hope for the future of the building about to be erected.† Langdon was well aware of this tradition, too. Even today, Masons laid cornerstones in which they sealed meaningful objects–time capsules, photos, proclamations, even the ashes of important people. â€Å"My purpose in telling you this,† Solomon said, glancing over at the stairwell, â€Å"should be clear.† â€Å"You think the Lost Word is buried in the cornerstone of the Washington Monument?† â€Å"I don't think, Robert. I know. The Lost Word was buried in the cornerstone of this monument on July 4, 1848, in a full Masonic ritual.† Langdon stared at him. â€Å"Our Masonic forefathers buried a word?!† Peter nodded. â€Å"They did indeed. They understood the true power of what they were burying.† All night, Langdon had been trying to wrap his mind around sprawling, ethereal concepts . . . the Ancient Mysteries, the Lost Word, the Secrets of the Ages. He wanted something solid, and despite Peter's claims that the key to it all was buried in a cornerstone 555 feet beneath him, Langdon was having a hard time accepting it. People study the mysteries for entire lifetimes and are still unable to access the power allegedly hidden there. Langdon flashed on Durer's Melencolia I–the image of the dejected Adept, surrounded by the tools of his failed efforts to unveil the mystical secrets of alchemy. If the secrets can actually be unlocked, they will not be found in one place! Any answer, Langdon had always believed, was spread across the world in thousands of volumes . . . encoded into writings of Pythagoras, Hermes, Heraclitus, Paracelsus, and hundreds of others. The answer was found in dusty, forgotten tomes on alchemy, mysticism, magic, and philosophy. The answer was hidden in the ancient library of Alexandria, the clay tablets of Sumer, and the hieroglyphs of Egypt. â€Å"Peter, I'm sorry,† Langdon said quietly, shaking his head. â€Å"To understand the Ancient Mysteries is a lifelong process. I can't imagine how the key could possibly rest within a single word.† Peter placed a hand on Langdon's shoulder. â€Å"Robert, the Lost Word is not a `word.'† He gave a sage smile. â€Å"We only call it the `Word' because that's what the ancients called it . . . in the beginning.† CHAPTER 130 In the beginning was the Word. Dean Galloway knelt at the Great Crossing of the National Cathedral and prayed for America. He prayed that his beloved country would soon come to grasp the true power of the Word–the recorded collection of the written wisdom of all the ancient masters–the spiritual truths taught by the great sages. History had blessed mankind with the wisest of teachers, profoundly enlightened souls whose understanding of the spiritual and mental mysteries exceeded all understanding. The precious words of these Adepts–Buddha, Jesus, Muhammad, Zoroaster, and countless others–had been transmitted through history in the oldest and most precious of vessels. Books. Every culture on earth had its own sacred book–its own Word–each one different and yet each one the same. For Christians, the Word was the Bible, for Muslims the Koran, for Jews the Torah, for Hindus the Vedas, and on and on it went. The Word shall light the way. For America's Masonic forefathers, the Word had been the Bible. And yet few people in history have understood its true message. Tonight, as Galloway knelt alone within the great cathedral, he placed his hands upon the Word–a well-worn copy of his own Masonic Bible. This treasured book, like all Masonic Bibles, contained the Old Testament, the New Testament, and a treasure trove of Masonic philosophical writings. Although Galloway's eyes could no longer read the text, he knew the preface by heart. Its glorious message had been read by millions of his brethren in countless languages around the world. The text read: TIME IS A RIVER . . . AND BOOKS ARE BOATS. MANY VOLUMES START DOWN THAT STREAM, ONLY TO BE WRECKED AND LOST BEYOND RECALL IN ITS SANDS. ONLY A FEW, A VERY FEW, ENDURE THE TESTINGS OF TIME AND LIVE TO BLESS THE AGES FOLLOWING. There is a reason these volumes survived, while others vanished. As a scholar of faith, Dean Galloway had always found it astonishing that the ancient spiritual texts–the most studied books on earth–were, in fact, the least understood. Concealed within those pages, there hides a wondrous secret. One day soon the light would dawn, and mankind would finally begin to grasp the simple, transformative truth of the ancient teachings . . . and take a quantum leap forward in understanding his own magnificent nature. CHAPTER 131 The winding staircase that descends the spine of the Washington Monument consists of 896 stone steps that spiral around an open elevator shaft. Langdon and Solomon were making their way down, Langdon still grappling with the startling fact that Peter had shared with him only moments ago: Robert, buried within the hollow cornerstone of this monument, our forefathers placed a single copy of the Word–the Bible–which waits in darkness at the foot of this staircase. As they descended, Peter suddenly stopped on a landing and swung his flashlight beam to illuminate a large stone medallion embedded in the wall. What in the world?! Langdon jumped when he saw the carving. The medallion depicted a frightening cloaked figure holding a scythe and kneeling beside an hourglass. The figure's arm was raised, and his index finger was extended, pointing directly at a large open Bible, as if to say: â€Å"The answer is in there!† Langdon stared at the carving and then turned to Peter. His mentor's eyes shone with mystery. â€Å"I'd like you to consider something, Robert.† His voice echoed down the empty stairwell. â€Å"Why do you think the Bible has survived thousands of years of tumultuous history? Why is it still here? Is it because its stories are such compelling reading? Of course not . . . but there is a reason. There is a reason Christian monks spend lifetimes attempting to decipher the Bible. There is a reason that Jewish mystics and Kabbalists pore over the Old Testament. And that reason, Robert, is that there exist powerful secrets hidden in the pages of this ancient book . . . a vast collection of untapped wisdom waiting to be unveiled.† Langdon was no stranger to the theory that the Scriptures contained a hidden layer of meaning, a concealed message that was veiled in allegory, symbolism, and parable. â€Å"The prophets warn us,† Peter continued, â€Å"that the language used to share their secret mysteries is a cryptic one. The Gospel of Mark tells us, `Unto you is given to know the mystery . . . but it will be told in parable.' Proverbs cautions that the sayings of the wise are `riddles,' while Corinthians talks of `hidden wisdom.' The Gospel of John forewarns: `I will speak to you in parable . . . and use dark sayings.' â€Å" Dark sayings, Langdon mused, knowing this strange phrase made numerous odd appearances in Proverbs as well as in Psalm 78. I will open my mouth in a parable and utter dark sayings of old. The concept of a â€Å"dark saying,† Langdon had learned, did not mean that the saying was â€Å"evil† but rather that its true meaning was shadowed or obscured from the light. â€Å"And if you have any doubts,† Peter added, â€Å"Corinthians overtly tells us that the parables have two layers of meaning: `milk for babes and meat for men'–where the milk is a watered-down reading for infantile minds, and the meat is the true message, accessible only to mature minds.† Peter raised the flashlight, again illuminating the carving of the cloaked figure pointing intently at the Bible. â€Å"I know you are a skeptic, Robert, but consider this. If the Bible does not contain hidden meaning, then why have so many of history's finest minds–including brilliant scientists at the Royal Society–become so obsessed with studying it? Sir Isaac Newton wrote more than a million words attempting to decipher the true meaning of the Scripture, including a 1704 manuscript that claimed he had extracted hidden scientific information from the Bible!† Langdon knew this was true. â€Å"And Sir Francis Bacon,† Peter continued, â€Å"the luminary hired by King James to literally create the authorized King James Bible, became so utterly convinced that the Bible contained cryptic meaning that he wrote in his own codes, which are still studied today! Of course, as you know, Bacon was a Rosicrucian and penned The Wisdom of the Ancients.† Peter smiled. â€Å"Even the iconoclastic poet William Blake hinted that we should read between the lines.† Langdon was familiar with the verse: BOTH READ THE BIBLE DAY AND NIGHT, BUT THOU READ BLACK WHERE I READ WHITE. â€Å"And it wasn't just the European luminaries,† Peter continued, descending faster now. â€Å"It was here, Robert, at the very core of this young American nation, that our brightest forefathers–John Adams, Ben Franklin, Thomas Paine–all warned of the profound dangers of interpreting the Bible literally. In fact, Thomas Jefferson was so convinced the Bible's true message was hidden that he literally cut up the pages and reedited the book, attempting, in his words, `to do away with the artificial scaffolding and restore the genuine doctrines.' â€Å" Langdon was well aware of this strange fact. The Jeffersonian Bible was still in print today and included many of his controversial revisions, among them the removal of the virgin birth and the resurrection. Incredibly, the Jeffersonian Bible had been presented to every incoming member of Congress during the first half of the nineteenth century. â€Å"Peter, you know I find this topic fascinating, and I can understand that it might be tempting for bright minds to imagine the Scriptures contain hidden meaning, but it makes no logical sense to me. Any skilled professor will tell you that teaching is never done in code.† â€Å"I'm sorry?† â€Å"Teachers teach, Peter. We speak openly. Why would the prophets–the greatest teachers in history–obscure their language? If they hoped to change the world, why would they speak in code? Why not speak plainly so the world could understand?† Peter glanced back over his shoulder as he descended, looking surprised by the question. â€Å"Robert, the Bible does not talk openly for the same reason the Ancient Mystery Schools were kept hidden . . . for the same reason the neophytes had to be initiated before learning the secret teachings of the ages . . . for the same reason the scientists in the Invisible College refused to share their knowledge with others. This information is powerful, Robert. The Ancient Mysteries cannot be shouted from the rooftops. The mysteries are a flaming torch, which, in the hands of a master, can light the way, but which, in the hands of a madman, can scorch the earth.† Langdon stopped short. What is he saying? â€Å"Peter, I'm talking about the Bible. Why are you talking about the Ancient Mysteries?† Peter turned. â€Å"Robert, don't you see? The Ancient Mysteries and the Bible are the same thing.† Langdon stared in bewilderment. Peter was silent for several seconds, waiting for the concept to soak in. â€Å"The Bible is one of the books through which the mysteries have been passed down through history. Its pages are desperately trying to tell us the secret. Don't you understand? The `dark sayings' in the Bible are the whispers of the ancients, quietly sharing with us all of their secret wisdom.† Langdon said nothing. The Ancient Mysteries, as he understood them, were a kind of instruction manual for harnessing the latent power of the human mind . . . a recipe for personal apotheosis. He had never been able to accept the power of the mysteries, and certainly the notion that the Bible was somehow hiding a key to these mysteries was an impossible stretch. â€Å"Peter, the Bible and the Ancient Mysteries are total opposites. The mysteries are all about the god within you . . . man as god. The Bible is all about the God above you . . . and man as a powerless sinner.† â€Å"Yes! Exactly! You've put your finger on the precise problem! The moment mankind separated himself from God, the true meaning of the Word was lost. The voices of the ancient masters have now been drowned out, lost in the chaotic din of self-proclaimed practitioners shouting that they alone understand the Word . . . that the Word is written in their language and none other.† Peter continued down the stairs. â€Å"Robert, you and I both know that the ancients would be horrified if they saw how their teachings have been perverted . . . how religion has established itself as a tollbooth to heaven . . . how warriors march into battle believing God favors their cause. We've lost the Word, and yet its true meaning is still within reach, right before our eyes. It exists in all the enduring texts, from the Bible to the Bhagavad Gita to the Koran and beyond. All of these texts are revered upon the altars of Freemasonry because Masons understand what the world seems to have forgotten . . . that each of these texts, in its own way, is quietly whispering the exact same message.† Peter's voice welled with emotion. † `Know ye not that ye are gods?'† Langdon was struck by the way this famous ancient saying kept surfacing tonight. He had reflected on it while talking to Galloway and also at the Capitol Building while trying to explain The Apotheosis of Washington. Peter lowered his voice to a whisper. â€Å"The Buddha said, `You are God yourself.' Jesus taught that `the kingdom of God is within you' and even promised us, `The works I do, you can do . . . and greater.' Even the first antipope–Hippolytus of Rome–quoted the same message, first uttered by the gnostic teacher Monoimus: `Abandon the search for God . . . instead, take yourself as the starting place.' † Langdon flashed on the House of the Temple, where the Masonic Tyler's chair bore two words of guidance carved across its back: KNOW THYSELF. â€Å"A wise man once told me,† Peter said, his voice faint now, â€Å"the only difference between you and God is that you have forgotten you are divine.† â€Å"Peter, I hear you–I do. And I'd love to believe we are gods, but I see no gods walking our earth. I see no superhumans.You can point to the alleged miracles of the Bible, or any other religious text, but they are nothing but old stories fabricated by man and then exaggerated over time.† â€Å"Perhaps,† Peter said. â€Å"Or perhaps we simply need our science to catch up with the wisdom of the ancients.† He paused. â€Å"Funny thing is . . . I believe Katherine's research may be poised to do just that.† Langdon suddenly remembered that Katherine had dashed off from the House of the Temple earlier. â€Å"Hey, where did she go, anyway?† â€Å"She'll be here shortly,† Peter said, grinning. â€Å"She went to confirm a wonderful bit of good fortune.† Outside, at the base of the monument, Peter Solomon felt invigorated as he inhaled the cold night air. He watched in amusement as Langdon stared intently at the ground, scratching his head and looking around at the foot of the obelisk. â€Å"Professor,† Peter joked, â€Å"the cornerstone that contains the Bible is underground. You can't actually access the book, but I assure you it's there.† â€Å"I believe you,† Langdon said, appearing lost in thought. â€Å"It's just . . . I noticed something.† Langdon stepped back now and surveyed the giant plaza on which the Washington Monument stood. The circular concourse was made entirely of white stone . . . except for two decorative courses of dark stone, which formed two concentric circles around the monument. â€Å"A circle within a circle,† Langdon said. â€Å"I never realized the Washington Monument stands at the center of a circle within a circle.† Peter had to laugh. He misses nothing. â€Å"Yes, the great circumpunct . . . the universal symbol for God . . . at the crossroads of America.† He gave a coy shrug. â€Å"I'm sure it's just a coincidence.† Langdon seemed far off, gazing skyward now, his eyes ascending the illuminated spire, which shone stark white against the black winter sky. Peter sensed Langdon was beginning to see this creation for what it truly was . . . a silent reminder of ancient wisdom . . . an icon of enlightened man at the heart of a great nation. Even though Peter could not see the tiny aluminum tip at the top, he knew it was there, man's enlightened mind straining toward heaven. Laus Deo. â€Å"Peter?† Langdon approached, looking like a man who'd endured some kind of mystical initiation. â€Å"I almost forgot,† he said, reaching into his pocket and producing Peter's gold Masonic ring. â€Å"I've been wanting to return this to you all night.† â€Å"Thank you, Robert.† Peter held out his left hand and took the ring, admiring it. â€Å"You know, all the secrecy and mystery surrounding this ring and the Masonic Pyramid . . . it had an enormous effect on my life. When I was a young man, the pyramid was given to me with the promise that it hid mystical secrets. Its mere existence made me believe there were great mysteries in the world. It piqued my curiosity, fueled my sense of wonder, and inspired me to open my mind to the Ancient Mysteries.† He smiled quietly and slipped the ring into his pocket. â€Å"I now realize that the Masonic Pyramid's true purpose was not to reveal the answers, but rather to inspire a fascination with them.† The two men stood in silence for a long while at the foot of the monument. When Langdon finally spoke, his tone was serious. â€Å"I need to ask you a favor, Peter . . . as a friend.† â€Å"Of course. Anything.† Langdon made his request . . . firmly. Solomon nodded, knowing he was right. â€Å"I will.† â€Å"Right away,† Langdon added, motioning to the waiting Escalade. â€Å"Okay . . . but one caveat.† Langdon rolled his eyes, chuckling. â€Å"Somehow you always get the last word.† â€Å"Yes, and there is one final thing I want you and Katherine to see.† â€Å"At this hour?† Langdon checked his watch. Solomon smiled warmly at his old friend. â€Å"It is Washington's most spectacular treasure . . . and something very, very few people have ever seen.†

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Black Theology - Essay Example In the midst of this turbulent period, a relatively unknown theologian from a rural town in Arkansas emerged to confront the abstract and irrelevant definitions of white mainstream theology and to speak to the social conditions of black Americans. James Cone has been called "the father" of black theology, "the leading exponent of black theology," and the "premier black theologian" (Burrow, 1993, p. 1). Grenz and Olson (1992, p. 206) acknowledge, "Cone was able to emerge as an important voice for the new Black theology in part because he shared the plight of Blacks through his upbringing in the South. This qualified him to understand their feelings and speak on their behalf. At the same time, his voice was significant because he had obtained the academic credentials necessary to gain a hearing in the largely White-dominated theological circle." Cone wrote the first systematic treatment of black theology. His books, articles, and lectures launched black liberation theology into the national and international theological arena. As Hopkins (2002, p. 16) argues, "I believe he was the first person in the history of the United States to position liberation of the poor as the central and foundational preaching and teaching of Jesus And Cone was one of two people in the world to first write books on liberation theology." To better contextualise this assessment, it would be pertinent to point out that Hopkins (2002, p. 14) defines black liberation theology as "the name given to a movement created by a group of African American pastors in the late 1960s who felt that the gospel of Jesus Christ had a positive message for black people." Arguably, there were three historic events that provided the context for the formation of black theology as a movement: (1) the civil rights movement of the 1950s and 1960s, associated with Martin Luth er King Jr., (2) the publication of Joseph Washington's book, Black Religion: The Negro and Christianity in the United States (1964), and (3) the rise of the black power movement, strongly influenced by Malcolm X's philosophy of black nationalism (Burrow, 1993). In the 1960s, the notoriety of the civil rights movement emerged under the leadership and direction of Dr. Martin Luther King Jr. He confronted racism and discrimination using a social-oriented theology and a nonviolent method of protest. His pastoral concern and academic training gave a theological and biblical voice to the debilitating implications of racial oppression. Second, Joseph Washington's (1964) book Black Religion was one of the major writings to argue that black religion is not identical to white Protestantism or any other expression of Euro-American Christianity. "Rejecting the thesis of earlier studies that viewed Black religion as one aspect of the broader category of North American Protestantism, Washington asserted that it was actually a distinctive phenomenon in North American religious life" (Grenz and Olson, 1992, p. 204). Finally, with the influence of Malcolm X, phrases like "black nationalism," "black pride," and "black power" emerged to raise black consciousn ess and reclaim black identity in American society. The three historical benchmarks - the civil rights movement, Black Religion, and the black power movement -provided the conte

Asylum Seekers in the United Kingdom Essay Example | Topics and Well Written Essays - 2250 words

Asylum Seekers in the United Kingdom - Essay Example Figure 1: Asylum seeker applications in the UK during 2000-2009 (Topic guide to Immigration Control and Asylum n.d.). This figure clearly reflects on the fact that the degree to which immigrants applied for asylum seeking in the UK has drastically minimized over the years. The present study would discuss why and how this has been possible, and whether the English law has been successful in dealing with asylum seekers effectively.  The present study focuses on an understanding of the concept of asylum seeking in the UK by individuals and discusses the fact that the legal system offered by the English Law on the issue of illegal asylum seekers is not sufficient in taking the correct decisions in regard to the asylum seekers. This considers the difficulty that the asylum seekers are encountered with in order to make their places in the country, as well as the ignorance of the law to assist these people, and hence the consequences of suffering of these people or their forceful entry in to the country.  In the UK, generally, the asylum seekers have to wait for around 2 months to even 6 years before their claims are accepted or refused. If the refugees have chosen UK, it is likely that they have someone known in the country. Any customary and obligatory introduction program is not provided by the UK for new arrivals in the country. For this reason, refugees and asylum seekers are required to get hold of information about livelihood and work in the UK from their own sources and any networks that exist and can help them out with guidance (Refugees and asylum seekers in the UK: The challenges of accessing education and employment 2009).  In the UK, in the present times, the UK Border Agency (BIA) supports the asylum seekers. The policy of the BIA allows offering all the asylum seekers facilities of accommodation on a basis of no-choice.  

Project study Essay Example | Topics and Well Written Essays - 1500 words

Project study - Essay Example The tourism and leisure sector has hugely varied career opportunities, ranging from management of hotels or sports centres, to managing logistics for exhibitions and organising holiday adventures. University courses in Tourism and Leisure Management are diverse, which allows the student to learn and master different professional skills required for future success in tourism and leisure careers (ljmu.ac.uk, 2015: p1). Moreover, the course helps the student gain relevant, specialised practical experience and knowledge. One aspect that is common for all tourism and leisure careers is the focus on people, customer service, and hospitality (ljmu.ac.uk, 2015: p1). This means that there is a need for successful students to effectively communicate with diverse individuals, while also handling different challenges and tasks and deriving pleasure from ensuring others have a good experience. These are some of the main reasons why I want to study Tourism and Leisure Management. Tourism is one of the business world’s fastest growing sectors and I believe that taking this course will provide a solid grounding in practice and theory of tourism management, while also preparing me for a successful career in the leisure and tourism industry. In addition, this course, with its industry-specific modules (ljmu.ac.uk, 2015: p1), should aid me in developing an array of business skills that can be applied to the broader commercial market. The Tourism and Leisure Management course at Liverpool John Moores University was recently ranked in the national top 10% for universities offering the same course (ljmu.ac.uk, 2015: p1). Moreover, its linkages local museums, the Mersey Partnership, tourism and leisure facilities, and transport companies provides a good environment for practical learning. The Liverpool Hope University has similar benefits, although its linkages are not as appropriate or broad as those at Liverpool John Moores

Animal Rights Research Paper Example | Topics and Well Written Essays - 2000 words

Animal Rights - Research Paper Example A school of debaters of animal rights claim that whether animal should have rights should be decided on which characteristics of animals have been taken into consideration. But most often some of the debaters fail to consider animals’ rights in term of human being. Obviously animals’ rights should be considered in relation to human beings’ welfare of betterment. Probably, purely ethical perspectives will never be able to reach any unanimous conclusion. Indeed, the attempt to include human being in the issue of animal rights is debated, since some people believe that inclusion of human-animal relationship into the debate on animal right violates pureness of ethicality of rights. Indeed, such a tendency fails to consider the fact that the question of animal right arises the very conflict of human interest with animals’. Therefore, any attempt to decide whether animals should have rights and (if yes) what rights animals should have needs to take human-animal relationship into consideration. Necessarily, if man-animal relationship along the previously mentioned factors is taken into consideration, debaters can reach a conclusion which might not be the unanimous, but will prove to be effective good for animals and also for humanity. Indeed any ethical decision about animal rights from a man-animal relationship perspective, in the very first place, grants animals to have rights, since lack of animals’ rights endangers not only the animals but also the human life on earth. A Brief History of Animal’s Rights Though the debates on animal right began to absorb heat during the 21 century, it has a root in the ancient philosophy. The â€Å"Book of Genesis† says that God has given Adam dominion over â€Å"the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth.† (Francione, 1996, p. 45) A creed religiosity most likely vie ws such statement as the divine assertion of man’s right over animal as the possession of material property. But a more liberal view on this doctrinal assertion considers that man’s dominion over animal kingdom does not necessarily infer that man is the ruthless usurper or exploiter of animal kingdom (Francione, 1996, pp. 42-46). Rather he is the sincere guardian of animals and he must know what animals should have what rights. Furthermore, the famous philosopher, Pythagoras argues that animals should have the right to be respected because their souls are reincarnated from human souls and vice versa. Indeed, Pythagoras’s argument is mostly doctrinal; so it needs to be validated from any ethical perspective. Even Aristotle also advocated such doctrinal view about animal right; but he holds a view which is opposite to Pythagoras’. He likes to see human beings and animals on the same ‘Great Chain of Being’. Indeed, Since Aristotle’s view is also tied with a rigid ethical framework, it cannot tell much about what man should do when man’s right and animal right conflict with each other (Fellenz, 2007, pp.34-45) In modern Europe, the concept of animal right began to grow during the late 18th century. Arthur Schopenhauer (1998), who was a German philosopher, was a great supporter of this the development of the concept of animal right in England. Though he supports man’s practice of eating meat, he appreciated the idea of animal right: â€Å"awakening more and more to a sense that beasts have rights, in proportion as the strange notion is being gradually

TMA02 Essay Example | Topics and Well Written Essays - 1000 words

TMA02 - Essay Example The propaganda of the Reformation started through Lucas Cranach also known as the Elder who is one of Martin Luther’s closest friends and also a publicist of some sort considering the era. He published a pamphlet with 26 woodcuts an illustrated Passional Christi and Antichristi that each had comments written by Philip Melanchton. It was an attack on the pope which identifies the pope as an Antichrist and contrasts it to the true Christ. It had since become a popular antipapal document which was reprinted a number of times with different editions. An example of this image depicts Christ driving out the greedy from the church on the left while on the right is an image of the Antichrist seated in a throne with opulent jewelry together with bishops and cardinals offering various extravagances for his desire (last name author year, pp. 18-19). It is one the Reformation’s greatest weapon that its main catalyst, Martin Luther, was adept in writing and communicating with the common people. Although he was already excommunicated in October of 1529, he still enjoyed freedom because of Frederick the Wise’s patronage. His pamphlets originally written in German allowed for his ideas to be expressed clearly to the readers while they are simultaneously being entertained. The lectures and sermons which he has authored became very popular and boundless in terms of societal status. He continued to preach and deliver sermons amidst all his works. Another action that the Reformists took which contributed to their success includes their use of the vernacular during their sermons for the people to better understand their ideas. These men were also defied authorities when some of them had a knack for translating the bible in their own languages. This was something unprecedented as the Latin form was the sole language of the r eligion. This is founded on their belief that their

The Renaissance Essay Example for Free

The Renaissance Essay The Renaissance can be considered as the golden age of the arts and of intellectual pursuits. Literally called as a ‘rebirth,’ the Renaissance was a period in Western civilization serving as a gateway to the modern age. By going back to the classical texts that were made from the heydays of the Greek and Roman Empire, this period allow this buried knowledge to be unearthed and expanded. It was basically focused on enriching and utilizing the capabilities of the human mind not just manifested in the academic or artistic growth but as well as to social change. One concept of that has been developed in this period was Humanism. This pertains to the aspect of human intellect as the developer of all things. Though there is the belief that God is the source of all creation, it is the human mind which cultivated and brought progression as well as maintaining world order. The active participation of using human intellect progressed into developing new ideals in the field of arts, politics, religion, and society. As Renaissance gradually spread throughout, the need for reformation intensified. As people were encouraged to think, to ask, and to examine everything to be able to use the capabilities of human mind, society started to demand change. Subsequently this desire for change led to many drastic developments which shaped the early stages of the modern era. Renaissance can be described as the period of upheavals of innovations. â€Å"What the renaissance achieved for the modern world was the liberation of the reason, the power of starting on a new career of progress† (Symond, 2006, p. 118). With the limitless possibilities that were offered the moment people went back for the hidden knowledge of classical antiquity, human intellect did not from discovering new horizons which paved the way for innovations which progressed further into the modern era. The Renaissance opened the doors for a huge intellectual exercise which eventually led to the most important progress of human history. The freedom to expand reasoning in all aspect of knowledge became a huge stepping stone for human and social development. Reference Symonds, J. A. (2006). Renaissance in Italy. London: BiblioBazaar. 1 page Apa 1 source In what ways is the Renaissance the `portal` to the modern age?

Shopping in Malls in India

Shopping in Malls in India INTRODUCTION: The concept of shopping in malls in India is undergoing a dramatic change. A few years back, people just used to visit a lot of stores for their needs, but off late every shopping mall seems to be overflowing with people of different ages- from children to adults. With globalization at its peak and paving a way for the international brands, people now feel that they can get anything that they want in these shopping malls be it electronic goods, apparel and consumer durables. For the past few years researchers have been working to establish a relationship between shopping in malls and the income level of people. The reason for conducting such a research is to find out which sections of the society (lower middle class or higher middle class) do a lot of shopping in the malls. But yet, not many people will be comfortable in sharing their income details as it is personal. This is the area which tests the researchers, as to how they will be able to establish a positive relationship between the two. BACKGROUND AND SCOPE OF STUDY: This study will be conducted with the aim to develop a relationship between shopping in malls and the income level of people. The study primarily focuses on the consumers buying behavior in a mall. It helps us to understand the mindset of the consumers, by which we can develop more products according to their needs. For this study the Spencers Plaza mall will be chosen. Primary data, which is the feedback received directly from the consumers, will be collected and represented in statistical form. The outcome so obtained will be analyzed and possible conclusions will be drawn. Recently, there has been a tremendous increase in the number of shopping malls in Chennai. The reason for the sudden upheaval of so many shopping malls can be related to globalization taking its pace. The growth factors for the shopping malls are the conscious citizens who prefer a sophisticated environment to shop and also with so many international brands making its presence in India, it has created the need to establish a place which has everything within one roof. The concept of shopping malls in India is largely gaining popularity as it attracts customers by way of excellent ambience, style and elegance, having the potential to make one shop and enjoy the experience as well. Spencers Plaza, Big Bazzar, Ampa skywalk, City Centre are the big players today. Adding to the list are the upcoming Chennai Central, Ramee Mall etc. OBJECTIVES OF STUDY: To conduct an in depth study on consumer buying behavior in a shopping mall To identify the relation between the income pattern and shopping in the mall among the selected samples. To know what the average consumer prefers to buy today from the samples selected. To gain information regarding consumers monthly income, general buying preferences, visiting preferences and the expectations of a mall among the selected samples. To establish a correlation between consumers income level and shopping in malls. HYPOTHESIS: Null Hypothesis: Ho: Shopping in the mall and consumer income is not related. Alternate Hypothesis: Ha: Shopping and consumer income is related METHODOLOGY: SAMPLING DESIGN AND TOOLS: The study will be conducted among people visiting Spencers Plaza mall. The type of sampling used for the study will be Stratified Sampling, as there will be a difference among the people pertaining to age, occupation and income level. Data will be collected by way of Primary and Secondary data. Primary data will be collected by way of a questionnaire, and a field survey of a sample will be conducted in some of the busiest areas in Chennai such as T. Nagar, Adyar, Nungambakkam and Alwarpet. Consumers will be directly approached and presented with a questionnaire which will be designed to gain information on their monthly income, general buying preferences, visiting preferences and expectations of a mall. Secondary source of data will be collected by way of magazines, internet news articles, journals and other sites. The type of the research carried out will be an exploratory research, as it gives first hand information, which is primary data and often more reliable than secondary data . The data collected from samples will be tabulated, analyzed and interpreted for results. DATA ANALYSIS: The collected data will be analyzed statistically. The ‘Chi- Square test or the ‘Goodness of fit test will be used to test the null hypothesis. The Chi Square test will be of help in determining the difference between the observed and the expected values. A ‘Correlation analysis will be done to test the relationship between shopping in malls and consumers income level. For simplifying the analysis of the collected data, the data will be tabulated and presented graphically for easier understanding as well. POSSIBLE OUTCOMES: A clear understanding of consumer dimensions and mindset Customer loyalty programs to be emphasized upon as it is a significant factors A clear picture of the indicators which creates a drive to purchase in the consumers can be understood. The relationship between shopping in malls and income level, if any, will be established LIMITATIONS OF STUDY: While working on this project I will have to face some difficulties while collecting data. The samples will be collected only from one shopping mall, and hence preference of mall cannot be generalized. People may not be interested and comfortable in providing family income details. They may consider it to be personal to disclose such details. It may be difficult to get all the respondents to answer in the sample, as they may not be willing to spend time to answer the questionnaire. Time constraint will also be one of the limitations of the study as verification of all the responses collected from consumers will not be possible.

Breastfeeding Essay -- Health, Nutrition

Through the years there has been a debate about whether babies should be fed exclusively on breastfeeding or not. One of the most difficult decisions for new mothers is to decide which diet to follow with her babies. Decisions include relying on the natural choices of breastfeeding or following the advice given by relatives, doctors, pediatricians and infant formula manufacturers. Controversies continue over the years. As many more mothers now want to nurse their babies, formula advocates claim that formula is equivalent to the real thing. Furthermore, supporters of supplemented infant formulas claim their products include the same elements present in mother’s milk plus and even will improve babies’ vision and cognitive behavior. This review aims to expose the benefits of breast milk over formula even for babies with special nutritional requirements. The World Health Organization (WHO) (2011a) and the American Academy of Family Physicians (AAFP) (2008) recommends that breastfeeding continue throughout the first year of life a recommends mothers to of developed and undeveloped countries to exclusively breastfeed infants for the child's first six months. Their recommendation seeks to achieve optimal growth, development and health for babies. After six months of age, the WHO recommends to complement breastfeeding with nutritionally adequate and safe complementary foods for up to two years of age or more. As well, the American Academy of Family Physicians (2008) promotes the promotion of breastfeeding among their members independently of their specialization. Moreover, the American Academy of Pediatrics (2005) acknowledged the health and developmental benefits for the child and the mother, advising the mothers to continue breastfeedi... ...is more, Freudenheim (1994) reported that women who were breastfed as infants (even for short time), showed an approximate 25% lower risk of developing premenopausal or postmenopausal breast cancer, compared to women who were bottle-fed as an infant. In order to take advantage of all the benefits of breastfeeding babies for longer periods of time, women should become educated of the advantages of breastfeeding. As well a good education about lactation will warrantee baby and mother will enjoy a longer and healthier breastfeeding period. Lately the World Health Organization (2011) concludes exclusive breastfeeding from birth is possible except for a few medical conditions, and unrestricted exclusive breastfeeding results in ample milk production. As well benefits for the breastfed infant continue even though lactation period is longer than the time recommended.

Mans Relationship with Nature in Hughes and Wordsworths Poetry Essay

Man's Relationship with Nature in Hughes and Wordsworth's Poetry Concentrating on one Poem by each Poet, Compare and Contrast the ways in which Hughes and Wordsworth Present Man’s Relationship with Nature Both Hughes and Wordsworth have beliefs about man’s relationship with nature, but I feel that they see the relationship between the two in different ways. Hughes has a more pessimistic and negative approach, feeling that nature must protect herself from man’s destructive nature, while Wordsworth believes that nature is a teacher and nurtures you. Wordsworth uses a more optimistic and positive approach in his poetry. Wordsworth sees nature in a romantic and spiritual sense that protects and is constantly feeding and inspiring man’s mind and helping it to grow. On the other hand Hughes sees man as interfering and destructive towards nature and is excluded from its harmony. Hughes personality is much more complicated and hard to deal with, so to speak, than Wordsworth’s; this is reflected in his attitude towards nature because he thinks that nature is a violent and brutal enemy towards man and even itself. From this you can tell that he is quite a brooding and depressive man. I have chosen to compare ‘Work and Play’ by Hughes and by Wordsworth I have chosen ‘Expostulation and Reply’ and ‘The Tables Turned’ which are poems on the same subject but ‘The Tables Turned’ is set later on in the day and is the ‘Companion-Piece’ to ‘Expostulation and Reply’. I chose to study these two poems because I think that it is very interesting how the beliefs of Hughes and Wordsworth are presented, showing that they both have an admiration for the beauty of nature and its power, and how Hughes believes that in comparison m... ... the relationship between man and nature. This is because Wordsworth lived in a period in time that was called the romantic era, this is reflected in his views and the ways he writes as a poet. Whereas Hughes who lived in the 20th century, had quite different views about man’s relationship with nature. I think that this is because the period of time that you live in influences you very heavily in the way you write or express anything. This is because public attitudes change along with what is accepted and what is not, or what the public will find most popular. I think that if Hughes had lived in Wordsworth’s time his style of writing would not have been as popular as it is today, this is because Hughes style of writing has a more dramatic and dark edge to it whilst Wordsworth’s poetry is more romantic so to speak and has a gentler way of putting things.

Shakespeares Hamlet Essay: Who is Gertrude? -- GCSE Coursework Shakes

Hamlet –Who is Gertrude?  Ã‚        Ã‚   This essay intends to explore Gertrude’s situation in the play in an attempt to answer many questions about her, the queen, wife of Claudius and former wife of his deceased brother, King Hamlet.    Back in 1883 Samuel Taylor Coleridge in Lectures and Notes on Shakspere and Other English Poets comments on what he interprets as a problem or inconsistency in the presentation of the character Gertrude in Shakespeare’s tragedy, Hamlet:      Ã‚  Ã‚  Ã‚   Ham. A bloody deed;- almost as bad, good mother,   Ã‚  Ã‚  Ã‚   As kill a king, and marry with his brother.   Ã‚  Ã‚  Ã‚   Queen. As kill a king?    I confess that Shakspere has left the character of the Queen in an unpleasant perplexity. Was she, or was she not, conscious of the fratricide? (364-365)    Remember that the ghost does tell Hamlet not to prosecute the queen, but only Claudius. So she would seem to be innocent of the murder.    At the outset of the drama, Hamlet’s mother is apparently disturbed by her son’s appearance in solemn black at the gathering of the court, and she requests of him:      Ã‚  Ã‚  Ã‚   Good Hamlet, cast thy nighted colour off,   Ã‚  Ã‚  Ã‚   And let thine eye look like a friend on Denmark.   Ã‚  Ã‚  Ã‚   Do not for ever with thy vailed lids   Ã‚  Ã‚  Ã‚   Seek for thy noble father in the dust:   Ã‚  Ã‚  Ã‚   Thou know'st 'tis common; all that lives must die,   Ã‚  Ã‚  Ã‚   Passing through nature to eternity. (1.2)    The queen obviously considers her son’s dejection to result from his father’s demise. She joins the king in asking Hamlet to stay in Elsinore rather than returning to Wittenberg. Respectfully the prince replies, â€Å"I shall in all my best obey you, madam.† So at the outset the audience notes a decidedly good relation... ...zine, 285:2011 (July 1898), 33-41. Rpt. in Women Reading Shakespeare 1660-1900. Eds Ann Thompson and Sasha Roberts. New York: Manchester University Press, 1997.    Burton, Philip. â€Å"Hamlet.† The Sole Voice. New York: The Dial Press, 1970. N. pag. http://www.freehomepages.com/hamlet/other/burton-hamlet.htm    Coleridge, Samuel Taylor. Lectures and Notes on Shakspere and Other English Poets. London : George Bell and Sons, 1904. p. 342-368. http://ds.dial.pipex.com/thomas_larque/ham1-col.htm    Jorgensen, Paul A. â€Å"Hamlet.† William Shakespeare: the Tragedies. Boston: Twayne Publ., 1985. N. pag. http://www.freehomepages.com/hamlet/other/jorg-hamlet.html    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.         

Champion Equality, Diversity and Inclusion Essay

1.1 Explain models of practice that underpin equality, diversity and inclusion in your area of responsibility Our organisation is built upon person centred practice and which I uphold this in my daily practice. Person centred practice is defined as the belief in the others potential and ability to make the right choices for him or herself, regardless of the therapist’s own values, beliefs and ideas (BAPCA, 2013). In applying this to people who access our service users this means that care plans are designed with the individual at the centre presenting both choice and control to our clients. This is reflected in legislation produced by the UNCRC which states that people have the right to say what they think should happen when making decisions that affect them and that people with any kind of disability should have special care and support so that they can lead full and independent lives (2011). This model celebrates diversity and conforms to the idea of egalitarianism by recogn ising that everyone is equal in social status; therefore people are treated in the same way because although people differ they all equally deserve (Arneson, 2013). Conversely this also means removing the inequalities that affect people so that they can achieve similar life circumstances and present be presented with equal life standards. This is applied to my practice by considering a person’s preferences, for example the way each individual prefer to communicate and be communicated with and their likes and dislikes in relation to community activities. Taking individual’s preferences into account when designing and operating a service recognises a service user’s wishes, needs and rights. Therefore this helps to diminish the production of a generic ‘one size fits all’ provision which does not value the individual. This way of designing services also gives power to the client, moving away from the idea of the professional as the expert, and takes into account their desired level and type of involvement within the community activities. By valuing and including the individual at every level of their service from design to implementation and then regularly reviewing their service maintains client position of being in control of and truly involved in their service. These personal choices connect to making sure that everyone receives the same rights relating to inclusion within the community and a provision that treats each individual with dignity and respect. Another model of practice that underpins our service is the Social Model of Disability which sites  disability as a creation of society’s shortcomings by resisting adapting and changing to include people with disabilities (Carson, 2009). Society is therefore the cause of a person’s disablement rather than solely belonging to the person themselves. With this in mind, my area of responsibility encompasses accessing mainstream services and including service users in daily activities within the community to establish connections, build familiarity and promoting independency. This is not without obstacles as services and locations must be risk assessed, taking into account an individual’s personal preferences as well as the suitability of a place, to ensure that service users have fair and equal access to environments and opportunities. Arneson, R. (2013) Stanford Encyclopedia of Philosophy. Available from: http://plato.stanford.edu/entries/egalitarianism/ [Accessed 25 August 2014] BAPCA (The British Association for the Person-Centred Approach) (2013) What is the Person-Centred Approach? Available from: http://www.bapca.org.uk/about/what-is-it.html [Accessed 19 August 2014] Carson, G. on behalf of the Scottish Accessible Information Forum (2009) The Social Model of Disability. Available from: http://www.ukdpc.net/site/images/library/Social%20Model%20of%20Disability2.pdf [Accessed 25 August 2014] UNCRC (The United Nations Convention on the Rights of the Child) (2013) Your Rights. Available from: http://www.uncrcletsgetitright.co.uk/index.php/right [Accessed 19 August 2014] 1.2 Analyse the potential effects of barriers to equality and inclusion in your area of responsibility Potential barriers to equality and inclusion within my area of responsibility exist on several levels due to working with disabled service users engaging within the community. In reference to the matrix of oppression (Hardiman and Jackson, 1997) social oppression is maintained and operationalised at three levels: the individual, the institutional and the societal. It explains that these can be displayed through behaviours and/or attitudes both consciously and unconsciously. The effects of these barriers can be the reduced access to certain environments because of lack of lift or necessary aids or the implementation of processes  by organisations that do not allow for the differences amongst all people within society. Barriers within my area of responsibility can come from the prejudgement that people with impairments cannot operate within mainstream society which is a form of social exclusion that upholds segregation. By seeking separate services or opportunities that are specifically designed to eliminate all risk denies individuals the possibility of inclusion within mainstream services. This again links to the social model of disability placing the issues with society’s reluctance to change and adapt to incorporate everyone rather than with an individual’s personal medical diagnosis (Carson, 2009). This is not helped by the media portrayal of disabled people as being helpless or subject to positive discrimination or by being excluded from many public forums altogether. Bronfenbrenner (1979) viewed the social environment as a great influence on people and that being subjected to other people’s attitudes and perceptions of disability, especially from people who are non-disab led, helps individuals to influence perceptions of oneself. If people with impairments are not expected or encouraged to progress in life they may assume that this is something that they are not capable of and internalise this oppression. On an individual level an individual’s behaviour and attitude towards their inability to progress could result in anger/frustration or passivity/ambivalence when consistently faced with supposedly unachievable goals. This is combated in our organisations by attempting to understand the abilities and needs of those who access our service and provide service users with the same social and civil rights through risk assessed opportunities to succeed and progress. Within our organisation barriers to inclusion can lie with members of staff being reluctant to join in with certain activities for their own personal reasons reducing the equality of opportunity for service users. These can be formed by beliefs in of a negative outcome for the service user or a the reluctance to perform a task themselves. As part of my role each activity is risk assessed and the possibility of negative outcomes is managed and reviewed. From reading day reports and regularly talking to both staff and service users about the suitability of their timetables and the locations they are accessing helps to address any concerns and reinforce to staff that, as a person centred service, the outcomes are for the service user’s benefit. This is helped by critically reflecting on practice to see  how services and positive outcomes can be improved. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press. Carson, G. on behalf of the Scottish Accessible Information Forum (2009) The Social Model of Disability. Available from: http://www.ukdpc.net/site/images/library/Social%20Model%20of%20Disability2.pdf [Accessed 25 August 2014] Hardiman, R. and Jackson, B. W. (1997) Conceptual foundations for social justice courses, in Adams, M. A., Bell, L. A. and Griffin, P. (eds) Teaching for Diversity and Social Justice: A Sourcebook. New York: Routledge 1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion Services such as the one I work for aim to enable people to participate within society using a person-centred approach considering that all service users are experts in their own lives. Participation is a requirement reflected in policies created to ensure people with impairments have input into the creation of the services and mandates that directly affect people’s lives. Personalisation was introduced through legislation which is â€Å"primarily a way of thinking about services and those who use them, rather than being a worked out set of policy prescriptions† (Needham, 2014, p.92). Direct payments and personal budgets both upholding these principles and were detailed in The Community Care (Direct Payments) Act 1996 (Great Britain, 1996) introduced to ensure greater choice, control and independence for people with disability. By designing and assessing se rvices from the ‘bottom-up’ this approach stems from the consumerist model of participation and empowers service users to gain information to choose and access their own services (Kemshall and Littlechild, 2000). By giving service user’s choice rather than standard provision this recognises diversity and individual need which requires a service to be designed around a person. Having the ability to choose one’s services creates the equality of opportunity and helps adapt to each person’s wishes and ideals concerning inclusion. The allocation of personal budgets may not be suitable for all when considering the struggle of being responsible for locating and accessing provision for service users dealing with significant health issues. Also although budgets can be spent at the  discretion of the service user, rising costs and diminishing resources can mean that affording essential care limits the prospect of community involvement and therefore reduces social inclusion. Another act of legislation to impact upon the promotion of equality, diversity and inclusion is the Equality Act (2010) which protects people with certain protected characteristics, including disability, from direct and indirect discrimination, harassment and victimisation. This protects people from discrimination arising if this means that someone is treated unfavourably as a consequence of their disability. Equality in itself and the true meaning of the act ensures that everyone has the same chances to do what they can and consequently some people may need extra help to get the same chances. This act promoted the inclusion of a diverse range of people within jobs and communities and also the introduction of equality monitoring forms to evidence that workplaces and services were being opened to all. The introduction of this legislation meant that people would be awarded positions based on merit and justify that all people would have a fair and equal chance opportunity not be treated less favourably. This is reflected in our company policies and the way we help connect those who access our service and their community. It also meant that public places had a duty to make reasonable adjustments to allow access to all by making structural changes where necessary to avoid any disadvantage. Subsequently the building we use is all on one floor containing no steps and is fitted with several appliances and aids to assist those who need help. Kemshall, H. and Littlechild, R. (eds) (2000) User Involvement and Participation in Social Care. London: Jessica Kingsley. Needham, C. (2014) Personalization: From day centres to community hubs? Critical Social Policy, 34(1): 90-108. Great Britain (1996) Community Care (Direct Payments) Act 1990 (London: HMSO), ch. 30. Great Britain (2010) Equality Act (London: The Stationery Office) ch. 15. 3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion Systems and processes are constantly  being updated externally by governments and councils and should often be reviewed internally to make sure that businesses are adhering to any changes and to make sure that the internal processes are working for those attending the company. By not adapting to current legislation are not upholding the law this can be for a number of reasons such as not keeping up to date with new amendments or legislation, that their way of working is more convenient for the workers or management or by becoming set if their ways. This can mean that service users are not receiving the best quality service or that certain outdated procedures are no longer approved and therefore should not be practiced. Setting a standard and equal level for all service users’ community provision means that everyone is treated equally, at the same time this means that personal differences are not being taken into account and therefore this reinforces discrimination by not allowing each person to engage in their own way. Excluding individuals from certain activities because they are unsuitable for other people means that they are not being given the full scope to expand engage in their interests which in turn excludes options based on the assessment of others. As an example when attempting to gain information on how to improve services a questionnaire may be designed to capture the views of clients and their families on how a service is meeting people’s needs. This questionnaire may have been designed with the idea in mind to promote equality and inclusion and help to tailor future ideas to those directly in contact with the service. Conversely supplying only a paper questionnaire excludes the views of anyone who cannot read or write and therefore will only capture the views of a certain number of people. This process would be better suited to a method of capturing data whereby it is decided upon what information needs to be gathered and then setting about producing flexible and varied methods to ensure everyone is included in the consultation. By reviewing services and auditing practice in line with current legislation companies can avoid providing a generic and outdated service. Having regular staff meetings to ensure that good practice can be shared and to create a strong working partnership where everyone understands and issues and consents to any ideas to do with working patterns and initiatives. Another idea in line with ensuring that systems and processes are working properly and promote equality is by involving external assessors to get a fair view of how well staff are trained and are up to  date on their practice and can they check that all staff understand the ways that they are working in line with the companies philosophies. This reduces nepotism and negates any personal feelings within a workforce by having impartial assessors take facts on face value, such as is paperwork all being completed accordingly, checking training records and reviewing processes. 3.2 Evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in your area of responsibility There are several systems and processes in my area of responsibility that promote equality, diversity and inclusion including making specific improvements to individual clients service provision and liaising with staff to ensure they feel competent at performing their roles. Firstly, by getting feedback from staff, service users and their families and through direct observation improvements can be made to aid clients in providing a better service. This can only be done through a process of collecting evidence and evaluating the outcomes and benefits for service users. Substantial evidence is required in order to make changes with service users that honour their personal preferences and act in their best interests. Making a case for change through a set system and by taking time over helping to discover and explore the best options takes time; this of course is over ruled in a case where a service user is at risk of harm where we will act as soon as possible to remove that risk. By building up a profile, with service user’s help, our company can adapt to changes for each individual and help to review care plans and timetables to provide the most fluid and coherent service possible. This method is effective as it is based on solid and substantial evidence from many sources and helps service users to express informed choice about how they can best access the community. This is also a slow process, which can cause frustrations but by ensuring that the correct improvements are made the first time limits unnecessary change. Secondly, having regular meetings with staff and ensuring that any concerns or praise is received is essential to a good staff moral and how to maintain an inclusive working environment. Many of the opportunities I have to meet with staff are informally, either face-to-face or on the phone. I often have to address issues then and there and seek out information to assist within a set timescale. Timescales are essential as they provide staff with realistic  measures to have their needs met or to be supplied with information, this helps to build confidence in an inclusive integrated working team. Processes are in place for new staff to make sure that they call read the care plans of the service users that they will be working with and sign them to signal that they have understood and will apply the contents in their practice. This system is essential as it helps staff to get a picture of a person before they start to work with them and accept their personal preferences and adapt to suit each individual. This promotes equality, diversity and inclusion as all staff receive the same training and are accountable for recognising the specific ways to work with individuals with specific needs. By supporting staff directly and being willing to help when they need it in the different ways that it is required, even if this is by referring them to someone more experienced or competent than myself, means that staff recognise our efforts in helping them to work effectively. Consequently as part of the process, reviewing past issues or concerns with staff means that progress can be measured and confidence in their development can be confirmed. 3.3 Propose improvements to address gaps or shortfalls in systems and processes Recording and reporting is paramount when working with a service that cares for individuals who may not always be able to communicate their preferences and opinions clearly. Making sure the correct information is relayed and disseminated efficiently to create consistency for clients in our ways of working is essential. The importance of reporting and recording is that clear, comprehensive and up to date information is disseminated to anyone working with service users and that we can provide a linear and consistent way of working. In an attempt to try to record occurrences during each shift staff are asked to complete day reports at the conclusion of every service; this is to be done as soon as possible to retain any details even minute which may help to build a bigger picture of how to adapt to a service user’s needs. As a part of my role I have been asked to redesign these day reports, seeking help from the individuals themselves, the Good Practice Manager and member of staff who regularly working to support the individuals. Sometimes this is required as part of a mandatory annual review of a service users care plan or because of concerns that our service is not meeting the needs of an individual. This process can be particularly slow and takes time to make sure that it is done correctly.  Getting the chance to gather all staff together, including the individual and their family is often complicated. Redesigning each individual’s day report from the generic format means that we can gather a daily catalogue of the specific type of information necessary to helping bring about changes and provide an effective service. One of the gaps I have found in logging these day reports is that not all staff completed them, let alone hand them in within the 48 hour window of when they should be received. This also negates the reasoning behind designing new day reports if they are not being filled in. I understand how important these reports are to helping support our service users but I also understand that after a long day of work completing these forms in your own time (unpaid) is not the most appealing prospect. Being part of every member of staff’s job role not completing these day reports can lead to disciplinary measures. Alternatively I believe that a proposed improvement would be rewarding and recognising when staff have completed all their relevant forms and celebrating this as I myself understand the effort and dedication this requires. This approach of focusing on the positive helps to highlight good practice rather than reprimand bad practice. Also in giving staff equal opportunities if day reports are not being completed meeting to discuss the cause means adaptations can be made in light of personal requirements if necessary. Other than this, giving staff the paid time to complete these forms would also be appreciated although I understand that this also causes issues because if staff are then being paid to complete the day reports and are not doing so this creates a bigger issue for management. 4.1 Describe ethical dilemmas that may arise in your area of responsibility when balancing individual rights and duty of care When balancing individual rights and duty of care there are several points in relation to ethical dilemmas involved in ensuring that service users remain safe but are still accessing a full inclusive range of activities. For this question I will take an example I have not yet come into contact with but may well do in the course of my work. An ethical dilemma in my working practice could be a service user choosing not to take their medication. This crosses a lot of lines as it indicates personal choice but also can clash with a service user’s best interests. From the medication training I have had any  medication I help to administer to a service user must be done with my full knowledge of the process of how to dispense it and why the service user is taking it. In some circumstances this medication is essential to a service user’s well-being on an emotional or physical level. This is a dilemma that I would need to seek advice on, firstly from the Good Practice Manager at work and the GP whose jurisdiction the service user belongs to. As it is always a service user’s choice to take any type of medication the only intervention would be if a service user was at significant risk to themselves or others because of this reduction in medication. ‘Significant harm’ is defined as the threshold that justifies compulsory intervention relating to the impairment of a person’s health and development (Children Act, 1989). If I were informed of a situation like this I would require documentation of how regularly a service user has opted not to take medication and if they consistently refuse then medical professionals would need to be informed and the effects of doing so would need to be monitored. In extreme cases this may mean medical intervention or hospitalisation if a service user was deteriorating. This relates to the issue of informed choice by helping to outline a service users options and discuss the possible outcomes as a part of risk management. When an individual understands the reasoning behind options by being given fair and balanced advice this can aid them in comprehending the outcomes of their actions. This being said there is often an ethical imbalance between our own personal views and beliefs and that of someone else. In these instances reflection can be useful to understand where feelings or ideas routed and help to understand my input in a situation and where I should step back to make sure I do not cause influence. Also the instance outlined above breaches into confidentiality as well because I am required to record when a service user takes their medication and if they asked me not to inform anyone that they had ceased taking it I would still be required to pass on this information. Falsifying records is not acceptable within the remit of my role and this misinformation could lead to serious consequences for both myself and service users. Great Britain. Children Act [online].Chapter 41. (1989) legislation.gov.uk. Available from: http://www.legislation.gov.uk/ukpga/1989/41/contents [Accessed 29 August 2014]. 4.2 Explain the principle of informed choice In order for any services to be carried out by our company there needs to be informed consent from each individual to the implementation of such actions; in cases where individuals do not have the capacity to consent their guardian are required to do so. Informed consent can only be given if those accessing our services are allowed to make informed choices. Detailed in a relevant White Paper (OKDHS, 2002, p6) â€Å"informed choice involves the exchange and understanding of relevant information so that a knowledgeable, reasoned and un-pressured decision can be made† it stresses that the individual or their representative must have â€Å"the competence and legal capacity to make such choices†. In order to make an informed choice â€Å"one needs to build up a picture of the available options and compare the advantages and disadvantages of each† based on a range of high quality, un-biased and relevant information (Baxter, K., Glendinning, C. and Clarke, S., 2008). Individuals are entitled to informed choices as experts in their own lives when making decisions. Putting this into context within my role this means supporting service users to make informed choices about the services they receive in an enabling environment; this being a place where individuals can experiment safely and voice their opinions without fear of repercussion. This can be done by supplying the individual with relevant information and discussing the outcomes of certain scenarios. This requires a non-judgemental stand point and the information given should be impartial and devoid of advice or personal connection. The understanding that individual’s may make different choices to you is an important part of risk management. Outcomes should be supported with the knowledge that all the necessary information has been provided and there is no risk of significant harm to the individual. It is essential to consider both the short and long term outcomes with the service user and to compare the idea of their choice with the reality once undertaken to understand the benefits and potential harms as a result. Issues that arise when considering the impact of informed choice include ethical concerns about whether someone’s choice is in their own best interest, this relates to issues of power. These can be overcome by recognising that we all have the right to make our own choices but can become experts by experience given the opportunity. In relation to service users who are deemed to lack the mental capacity to make informed choices  the Mental Capacity Act (Great Britain, 2005) allows individuals the right to select carers to make decisions on their behalf to be made in their best interests; I will discuss this act more thoroughly in the next point (4.3). My role as a professional is to implementing their informed choice and assist by reviewing the impact of this through specific time measured outcomes. Baxter, K., Glendinning, C. and Clarke, S. (2008) Making informed choices in social care: The importance of accessible information, Health and Social Care in the Community, 16, 2, 197-207 Great Britain (2005) Mental Capacity Act 2005 (London: The Stationary Office), ch 9. OKDHS (2002) Principles and Guidelines for Service Delivery Concepts of Informed Choice and Informed Consent. Available from: http://advantage.ok.gov/WhitePapers/InformedChoiceInformenConsent.pdf [Accessed 26 August 2014] 4.3 Explain how issues of individual capacity may affect informed choice Individual capacity impacts upon informed choice when a person is unable to make their own decisions. According to the Mental Health Act (2005) is a set of rules which protect you if you are not able to make decisions and mental capacity is the ability to make your own decisions. It states that in order to make a decision you need to be able to understand all the information relevant to making that decision, use or weigh up that information, keep or remember that information, have the means to communicate your decision to someone else. It also states that making an unwise decision is different than not being able to make a decision. Individual capacity must be assessed before deemed an individual is deemed to lack such capacity. There is a test contained within the Mental Capacity Act which has to be completed for each decision that needs to be made as capacity can vary depending on the decision being made and is completed by a health care professional. The assessment entails being able to understand the information needed to make the decision, being able to remember and recall that information, being able to understand the result or outcome of the choice you are making, or being able to tell people your decision in any way, such as talking, sign language or squeezing someone’s hand. In the case where an individual is deems to lack in individual capacity to make an informed choice decisions others will have to make decisions on your behalf. This legislation protects carers and  healthcare professionals. If they think you need care or treatment and you lack capacity they have a legal right to treat you without your consent. The issues surrounding individual capacity and informed choice affect out care as we would have to direct our personal centred care based on information and decisions made by others rather than the individual who we care for. Ensuring that any individual in our care has a high level of service that respects their privacy and dignity is one of the philosophies that our company is based on so engaging, including and communicating any service user in their daily routine would still be our priority. That is not to say that we would inform an individual of their care plan and their engagement if this were deemed stressful for the client and a decision would need to be made on a case by case basis. All information and facts gathered from the following pages: Mental Capacity Act (2005) cited in Rethink Mental Illness (2014) Mental capacity and mental illness. Available from: http://www.rethink.org/living-with-mental-illness/mental-health-laws/mental-capacity/principles [Accessed 26 August 2014] 4.4 Propose a strategy to manage risks when balancing individual rights and duty of care in your area of responsibility By completing risk assessments and creating appropriate procedures based on current knowledge and by pre-empting situations and management strategies before incidents occur help to uphold our duty of care as an organisation. Strategies that are used to manage risk include devising action plans including, where possible, service users and their families and friends. By using the knowledge of service users and their capacity to express what they like and dislike as well as their preferences is essential in designing a service around an individual. Documenting and disseminating current and up to date information to all staff working with any individual using are service means that we can provide continuity of service, information on how to manage certain risks and help to fulfil a service users wants and needs. Team meetings and regular core group meeting about a servi ce, again preferably including service users, provide the opportunity to monitoring and review any changes and developments for a service user’s health and well-being. By being clear  about everyone’s role and responsibilities within a service and how best to record and report information, depending on its importance relaying it to people in the correct way and within the shortest time frame. Respecting individual’s rights can bring up ethical dilemma and concerns which staff are instructed to discuss as soon as possible and to record when reporting on each service to be assess and reviewed under our duty of care. This is to benefit individual’s attending our service by keeping them safe, in both the short and long term. Each individual has the right to informed choice and to have these choices supported even if they conflict with our own. Through proper assessment and review the impact of a service user’s choice can be monitored and justified based on their rights to be continued as long as they are not deemed to be causing harm to themselves of others. Legislation is always changing and it is imperative that as an organisation we are up to date on current laws and policies that govern our service. An example of the balance of individual rights and duty of care may include a service user choosing not to wear their seatbelt when using their wheelchair. Legislation states that when the wheelchair is in motion the belt should be worn to prevent harm to the user. In this case a risk assessment should be carried out and the possible consequences of not wearing the belt explained to the user. If their choice remains the same then advice must be sought depending on the usage of the chair and the necessity of them wearing the belt and if it is imperative then seeking consent from service user, or in relevant cases their family. If this is seen as restriction of rights then receiving signed confirm that this is their choice would be required. This information should then be relayed to all staff working with this service user and explained that caution must be used when using the wheelchair. Ideally asking staff to sign to say they have understood the new procedures and risk assessment and this should be reviewed regularly. Disability Discrimination Act (1995) Equality Act (2010) Mental Health Act (1983) NHS and Community Care Act (1990) Websites and reading; Care Quality Commission , www.cqc.org.uk

Managing China’s Float

Managing China’s Float Why do you think the Chinese government originally pegged the value of the Yuan against the U. S. dollar? What were the benefits of doing this for China? What were the costs? Over the last decade, many foreign firms have invested in China and used their Chinese factories to produce goods for export. If the Yuan is allowed to float freely against the U. S. dollar on the foreign exchange markets and appreciates in value, how might this affect the fortunes of those enterprises? By some estimates, the decline of the dollar undervalued the Yuan by as much as 40%. That has allowed China to dramatically increase its exports, but at the same time Chinese import restrictions and other trade mechanisms made it more difficult for foreign exporters to sell their products to China. But a stronger Yuan with, and increased purchasing power, may result in an increase in Chinese firms' investment and expansion abroad. How might a decision to let the Yuan float freely affect future foreign direct investment flows into China? If China were to abandon its peg, that could result in a slowdown in its exports. That kind of sudden shift in policy could make foreign direct investment less likely to take place in China. Currently, China is an attractive investment destination, but a stronger, and a less stable Yuan could change that. Under what circumstances might a decision to let the Yuan freely destabilize the Chinese economy? What might be the global implications of this be? Do you think the U. S. government should push the Chinese to let the Yuan float freely? Why? At this point, the Chinese have gobbled up so much of the dollar that they control the largest part of the dollar’s reserves. It is foregone that the Yuan will be the reserve currency of this century, so why not let the currency float freely and allow market forces to dictate its value? That way exports from China can be realized at a fairer value and investment can be more fairly distributed to among countries that have equally cheap labor to China and competing resources for FDI. What do you think the Chinese government should do? Let the Yuan float, maintain the peg, or change the peg in some way? I would think that the Chinese would want to stabilize the Yuan before removing the peg. Their inflation levels have been above 5% over the past two years and given the large supply of money already on hand in their financial system, they could see a dramatic devaluation. With the lessons learned from the Asian financial crises of the mid-1990s and the current U. S. bubble that recently burst, the Chinese would be wise to allow the, markets to absorb some of their dollar reserves as a means to stabilize the value of the dollar.