Communism couldn essays

Communism couldn essays Communism assumes that humans do not have this primal instinct for survival, which, to paraphrase a line from Moo_Cow, is a bullshit mentality at its best and an insanely delusional one at its worst. Communism assumes that humans will not fight for resources, that the strong will not mind watching their strength be leeched off of by those unable or unwilling to produce for their family. Communism encourages laziness and does absolutely nothing to ecnourage productivity, because, there is no incentive to work. If someone who is weak is only going to get fed anyway, then what is the point of working? Likewise, why bother working if all of your hard-placed work is going to support someone else's family and not yours? Communism is a system that penalizes the talented, the strong, and the ambitious and rewards the lazy, the inept, and the lethargic. Further still, Communism assumes each person is inherently equal and that each job is of equal value. THIS IS CATEGORICALLY UNTRUE. All people are NOT equal; All people do NOT have the same intellectual and physical capacities. Some people are born with natural intellectual or physical advantages over the general populus, and these advantages are based on genetics. A highly-intelligent person retains that mental capacity for abstract thought and higher-thinking in no matter which class you place him. Likewise, someone born with metabolic genes that give him a brawny disposition has an advantage over someone who is not born with these genes. It is a harsh reality, but it is reality nonetheless: Some people are physically smarter than others; some people are physically stronger than others, in such ways that those not possessing the same advantages as these people find themselves at a definite and absolute DISADVANTAGE that is extremely difficult, if not impossible, for some to overco me. Someone who is born stupid or born with a mental deficiency CAN NEVER become as smart as Einstein. An averag...

Reducing Construction Accidents in the UK Dissertation

Reducing Construction Accidents in the UK - Dissertation Example Elizabeth Paton explores courses of action undertook by the UK to respond to high-profile injury cases recorded in the construction industry. The article cites recent accidents reported in construction sites within London’s financial district. Statistics included in the report include the demise of over 50% of construction workers because of falling, the hiring of inexperienced workers, communication barriers, and highly demanded equipment. Paton considers this combination a recipe for â€Å"fresh hazards† that the UK, along with construction unions need to check and decrease (Paton, 2015). In 2014, the UK’s HSE (Health and Safety Executive) published a document that outlined the state of health and safety in the construction sector. An overview of the injuries reported from this industry noted that that this sector made up for 5% of injured UK workers. Out of 31% of all serious accidents, only 10% were reported, and 6% of over-a-week old accidents injured contra cted construction site workers (HSE 2015). An inquiry conducted by the Secretary of State for Work and Pensions outlined approaches that could lower accidents in the UK’s construction sector. The inquiry’s report indicated that approaches that tackled the macro, mezzo, and micro aspects of accidents in the construction industry was necessary (HSE, 2013). This report is highly valuable for his project because it offers a systematic point of view of the precise way that strategies devised by the Secretary of State for Work and Pensions could lower accidents in the construction sector.

HR Training and Development #3 Essay Example | Topics and Well Written Essays - 500 words

HR Training and Development #3 - Essay Example The five categories of learning proposed by Robert Gagne are: Verbal information, Intellectual Skills, Cognitive Strategies, Attitude and Motor Skills.(Gagne, 1985) Each outcome of learning is vital for successful performance. According to Gagne, each of the categories leads to a different class of human performance. (Gagne and Briggs, 1992) The situation and the required skill-set to complete a task are the issues that determine the capability that should be given top priority. However, keeping the organization's mission and its people strategy, imparting Intellectual Skills acquires greater prominence than all the other four. Intellectual Skills play a major role as they deal with knowing how to do a particular thing, using the powers of discrimination, concrete and defined concepts, and higher order rules. It is the ability to combine several simple rules into a complex rule to do something. () In fact, it is the core problem solving ability. It helps Abbott maintaining its distinct position in the market. It also helps integrating employees with the values and culture of the organization.

The Global Significance of the Middle East Essay Example for Free

The Global Significance of the Middle East Essay Middle East, a term for an indefinite region centered on southwest Asia and extending into North Africa. According to the most widely accepted definition, the region includes Turkey, Cyprus, Syria, Iran, Iraq, Lebanon, Israel, Jordan, Egypt and all the countries of the Arabian Peninsula. According to other definitions, it includes various adjacent countries. The term originated in the early 20th century and came into popular use during the World War II. The older term Near East, now becoming obsolete, sometimes was also used to include the Balkan countries as well as the lands around the eastern end of the Mediterranean Sea. Much of the Middle East is desert or semidesert, and most of the people are clustered in oases or river valleys, where water makes the land productive. It was in these centers that some of the world’s earliest known civilizations flourished. From the Middle East, also, came three major religions—Judaism, Christianity, and Islam. Today, the people are predominantly Moslem (Islamic); about half use the Arabic language. The regions principal assets today lie in its rich oil fields, mainly in the Persian Gulf region, which have more than half of the world’s proven reserves. This wealth has placed new importance on Middle East’s position at the junction of three continents, where it controls vital links in the international transportation system. There has scarcely been any period in the history, however, when significant developments did not center on the Middle East. Middle East is a very rich country basically because of its oil reserves and other resources. But lately it has been a source of chaos and tragedy among the individuals living in it. Other countries are envious of what they have and therefore are doing things that could ruin the reputation and stand of Middle East. Some citizens also of Middle East, specifically the â€Å"armed groups† makes it hard for their own country to be more affluent and be well- developed because peace and order is one of the factors that has to be considered. Hence, the government itself within Middle East should take proper actions for the amelioration of their country and for their people as well. References: 1. â€Å"Middle East†. New Standard Encyclopedia. Volume 11. Pages 342-348. 2. Armajani, Yahya, and Thomas Ricks. The Middle East. Prentice Hall, 1986.

Frankenstein as a Symbol of Struggle Between Enlightened and Romantic P

Potential explanations or answers to current philosophical dilemmas are often presented through temporally relevant works of literature. The Romantic Era of the late eighteenth and early nineteenth century is characterized as a time in history in which aristocratic social and political norms of the Enlightened Era were radically investigated and questioned. For Enlightened thinkers, the idea of â€Å"being† was composed of three essential parts, the true, the beautiful, and the good. Isaac Newton’s contributions to scientific method were fascinating in the respect that they seemed to provide truths regarding quantitative matter. Yet his science failed to provide us with knowledge of all qualitative matters, such as morals and aesthetics. With Newton’s laws held in such high regard, the model of being was decomposed to simply the â€Å"true,† or scientific knowledge which is recognized and confirmed through his laws of motion, proceeding to exclude all matt ers which Newton’s lens could not be pointed. It is obvious that problems would arise as a result of Newton’s advancements. Qualitative matters could not be explained through Newton’s science, creating a sense of bewilderment. People began to question whether certain quantitative matters actually pertained to all aspects of life. Rousseau, whose writings contributed immensely to Romanticism, proposes a new model of â€Å"being,† which is later confirmed by Kant and Schiller. His new model strengthened the enlightened ideas of being, and allowed for the application of â€Å"being† to both the quantitative and qualitative. Mary Shelley’s â€Å"Frankenstein† provides an explanation to the struggle over â€Å"true being† between Enlightened and Romantic thinkers while exemplifying Romantic thought on pursuing p... ...he significance of the philosophical dilemma between Enlightened and Romantic thinkers is exemplified through Mary Shelley’s Frankenstein. This symbolic literary work provides readers with insight to the problem philosophers of the time faced when dealing with the idea of true being. Through the monster, the townspeople, and Walton, we are able to gain a complete understanding of the situation Rousseau, Kant, and Schiller dealt with. In the end, it is clear that in order to experience true being and beauty one must not rely solely on Newton’s scientific lens, but must also understand the quantitative matters such as morals and ethics. Works Cited Rousseau, Jean-Jacques, Angela Scholar, and Patrick Coleman. Confessions. Oxford: Oxford UP, 2000. Print. Shelley, Mary Wollstonecraft, and Joseph Pearce. Frankenstein. San Francisco: Ignatius, 2008. Print.

Miss Essay

A simple break in the chain of infection by always using the Standard Infection Control Precautions (SICPs) can save the NHS thousands of pounds every year not to mention saving patients’ lives. Cleanliness Champions have been put in place to make sure Standard Infection Control Precautions are implemented within health care settings. MRSA (Meticillin-resistant Staphylococcus Aureus) is one example of the staphylococcus family common bacteria (BBC Health–MRSA). There are many strains of MRSA and many people carry it in their throat, nose and skin folds. MRSA is an infectious agent and can live on the body for example in eczema, varicose and decubitus ulcers, this acts like a reservoir providing ideal conditions for the MRSA to lie in skin folds and in wounds. For the bacteria to exit the portal it can simple be spread from skin to skin contact. To break the chain of infection the patient should wash their hands. However, not practising good hygiene gives the bacteria a means of transmission. The bacteria will wait for a portal of entry; this could be another patient touching contaminated skin. There have been a number of campaigns to eradicate the transmission of MRSA, and one of them is from the World Health Organisation â€Å"Save lives clean your hands†. This campaign is for Health Care workers to assess within their own departments how often hand hygiene is being carried out by their colleagues (WHO 2012). Hand hygiene is considered one of the most effective measures in reducing and preventing the incidence of avoidable illness, in particular HAI. All staff within health care settings should be aware of this and perform hand hygiene effectively and in a timely fashion (Health Protection Scotland (HPS) May 2009). There are three main types of hand hygiene. Social Hand Hygiene which involves using soap and water. Hygienic Hand Hygiene is using antiseptic hand cleansers from a soap dispenser and then there is Surgical Scrub which involves scrubbing the hands and forearms with antiseptic cleansers. Each hand decontamination process uses a seven step technique. The 5 moments for hand hygiene guidelines explain when hand hygiene should be used (WHO 2009). PPE (Personal Protective Equipment) can also be used to protect against HAIs. PPE consists of gloves, aprons, face masks and goggles. When dealing with potential infections a risk assessment should be done before dealing with the threat of the infection being transmitted. The risk assessment should include whether or not you may need to wear gloves or aprons. Eye protection should be used for theatre staff due to a huge potential of blood splashes. Sharps include needles, scalpels, stitch cutters, glass ampoules and any sharp instrument. The main hazards of a sharps injury are hepatitis B, hepatitis C and HIV. (Royal College of Nursing 2005). All sharps must be handled and used with a great deal of care and disposed of according to the Standard Infection Control Precautions (SICPs). If there has been an incident of a needle stick injury it must be reported and documented as required. All in all the Cleanliness Champions programme will help Health Care workers understand the importance of Infection control and hopefully it will create new generation of Nurses who will be vigilant to how important hand hygiene is. References BBC Health – MRSA (2012), What is MRSA, [On-line], Available: http://www. bbc. co. uk/health/physical_health/conditions/mrsa. shtml [17 March 2012] Health Protection Scotland (HPS) (May 2009), National Hand Hygiene NHS Campaign Compliance with Hand Hygiene – Audit Report Health Protection Scotla nd (Report): Available: http://www. hps. scot. nhs. uk/haiic/ic/ nationalhandhygienecampaign. aspx [17 March 2012] Royal College of Nursing, (2005). Good Practice in Infection Prevention and Control, Guidance for Nursing Staff, Vol. 1, pp. 7-8 WHO (2009) WHO Guidelines on Hand Hygiene in Health care: a summary, [Online] Available: http://whqlibdoc. who. int/hq/2009/WHO_IER_PSP_2009. 07_eng. pdf WHO (2012), Your action Plan for Hand Hygiene Improvement Template, Action Plan for WHO Framework, Inadequate/Basic Results, [On-line], Available: http://www. who. int/gpsc/5may/EN_PSP_GPSC1_5May_2012/en/index. html [17 March 2012]a

Human Rights And Sexual Orientation - 2239 Words

Human rights and Sexual Orientation in Iran 1. Introduction This investigation examination fits in with a course of action of studies on human rights in Iran made by the Human Rights in Iran Unit. This study considers the Islamic Republic of Iran s consistence with and its commitments under universal human rights law concerning sexual orientation character and sexual introduction. The applicable bargains to which Iran is a State gathering are the International Covenant on Civil and Political and International Covenant on Economic, Social and Cultural Rights. The examination exhibits that Iran does not agree to its commitments under global human rights law in household law and in practice, as it efficiently abuses the privileges of people†¦show more content†¦These laws are distinctive for men or ladies and recognized on the premise. There is no reference to sexual introduction inside the laws however in practice this discipline could apply to acts by gay, lesbian, androgynous or transgendered (LGBT) persons for taking part in same-sex relations. 3. Relevant international standards According to Molavi (2005), out of nine center universal human rights arrangements, Iran is gathering to and legitimately bound by five of them. The bargains most pertinent to sexual introduction inside Iran are the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights. The United Nations bargain bodies, in particular, the Human Rights Committee and the Committee on Economic, Social and Cultural Rights, aid with the understanding and improvement of the commitments forced by settlement procurements. As a State gathering to these bargains, Iran is legitimately obliged to maintain the rights cherished in that and can t summon inner law as support for infringement of these procurements (Cooper, 1995). Article 2(1) of the ICCPR and article 2(2) of the ICESCR oblige States gatherings to execute all procurements of these Covenants as per the rule of non-discrimination.19 While sexual introduction and sex character are not unequivocally said as reason for separation inside the Covenants, the Human Rights Committee20 and CESCR have avowed the