The impact of GMP on your job and work environment Essay

The impact of GMP on your job and work environment - Essay Example Ps are the current good manufacturing practices followed by pharmaceutical and biotech firms to ensure the products produced meet specific requirements for identity, quality, and purity. The cGMPs are regulated by FDA under 21 Code of Federal Regulations Parts 210 and 211. Subpart G of part 211, covers the aspects of labeling and packaging control. The failure to comply with any regulation in manufacture, processing, packing, or holding of a drug shall render such drug to be adulterated, as well as the person who is responsible for the failure to comply, shall be subject to regulatory action. Packaging is the art, science and technology of manufacturing goods for sale in a cost effective manner. In the context of pharmaceuticals the packaging must preserve the product from degradation or contamination and, leakage. The particular type of packing should able to identify the product. Every individual employed in the packing of a drug product shall have education, training, and experience, or any combination thereof, to facilitate the person to perform the assigned functions. Adequate number of qualified personnel are required to perform and supervise the packing processes. It is a requirement of GMP, that owner of manufacturing authorizations set up procedures for their packaging operations to minimize the risk of cross-contamination, mix-up or substitutions. Written procedures are indispensable for the receipt, identification, storage, handling, sampling, examination, and/or testing of labeling and packaging materials. These materials are representatively sampled and examined before use. An authorized packaging instructions for each product is required. These should normally include name of the product, description of its pharmaceutical form and strength, where applicable, the pack size, description of packaging operation, including any subsidiary operations, and equipment to be used. It should also comprise in-process controls, with instructions for sampling and

Business Law and conflict with trade secrets Research Paper

Business Law and conflict with trade secrets - Research Paper Example How does business law conflict with trade secrets, and to what extent does this conflict pose problems? This paper will conduct an overview of how the business law acknowledges trade secrets and how it attempts to protect them. Along with case law examples, a stance will be ascertained as to the conflicting elements between business law and trade secrets, and how these conflicts, if any, cause problems for companies that try to protect their trade secrets. How the law defines trade secret, protects it, and what action can be taken will be assessed on a deeper level, as well as a brief comparison to its application to patents and trademarks to determine just how these conflicts have arisen, and why. Companies spend vast amounts of money on perfecting and researching new methods, processes and products in order to make them ‘stand out’ from their competitors. For example, Company Z discovers, after research and careful planning, a new safety system for its family vehicles – a system which cost the company millions in research and is now able to set this company apart from its competitors in this area. Indeed, this company should be entitled to the benefits reaped by the research and effort, both financially, and on a reputational level. It should be protected from Company Y, which decides that it wants to reap the benefits also of Company Z’s research, but without having exerted the time and money. Not only is this unfair on many ethical levels, it also has the potential to create rifts in the market, for Company Z has put a large amount of funds into discovering something that Company Y steps in and takes for free. The law attempts to prevent such occ urrences, and recognizes the inevitable demise of companies such as Z in such situations. However, there is much potential for problems to arise, especially when the elusive trade secret is defined by the actions of the company which possesses it rather than its actual content per se. This element

Computer Ethics Case Study Example | Topics and Well Written Essays - 500 words

Computer Ethics - Case Study Example On the other hand, if a computer professional or a group of professionals ask for ransom in exchange of not holding a computer as a hostage, they are indulging in criminal behavior. Ransom in previous years used to be gained by kidnapping an individual and this activity was recognized as a criminal conduct. Similarly, holding a computer hostage and acquiring ransom is even recognized as criminal behavior. One way through which computer users can protect their computers from being attacked by ransomware is by protecting their computers with security software. This security software has the ability to detect and stop malicious attacks launched on a particular computer. The user needs to ensure that the security software is kept up-to-date. It is essential for the security software to remain up-to-date because new forms and software of ransomware are being launched every day and in order to tackle updated viruses, a computer needs updated security software. Another way of preventing becoming a hostage to ransomware is having a backup of the information and data that is stored on a particular computer (Deccan Herald, 2012). In cases a computer becomes a hostage, the most probable threat that a user faces is the loss of important data. If this data is stored in a backup storage device such as a USB or an external hard drive, the user will not have to give in to the demand of ransom. Government can use both deterrent as well as preventive modes of legislation to counter the issue of ransomware. The government should pass a legislation requiring all organizations and computer users to protect their computers with security systems and having backup of the data. The government can levy hefty fines for not complying with legislation. This will encourage computer users as well as organizations to protect their system in order to avoid hefty sanctions. Government can deter computer hackers who use

Understanding Curriculum and Professional Issues Essay Example for Free

Understanding Curriculum and Professional Issues Essay This assignment will explore current views on professionalism in the Lifelong Learning Sector in the UK, and will make particular reference to the impact of professional status on teachers in the Further Education (FE) sector. The paper will examine current policy before going on to discuss; professionalism, continued professional development (CPD), the importance of reflective practice as a professional attribute and impact on teaching. The assignment will also discuss own personal development making reference to subject specialism. Finally professionalism in the sector will be evaluated. Historically Further Education (FE) Colleges were once far removed from the terms ‘professional’ and ‘academic’ and as Spencely (2006 pg 292) reminds us, â€Å"student learning in FE was definitely positioned in the arena of practical skills based training rather than education, this emphasis on training, rather than education, has led a number of commentators to question the existence of the profession of ‘educator’ or ‘teacher’ in the further education sector†. However, FE is now an integral part of the education system and plays a key role in supporting the professional development of teachers in the sector. Even with the ongoing drive to up skill FE lecturers with teacher training qualifications, those in FE appear to be in a continuous flux where recognition of professional status is concerned. Katz, cited in Avis et al highlights this when he states â€Å"Few professionals talk as much about being professional as those whose professional stature is in doubt†. (2009 pg 75) FE has struggled to be recognised as professional, this may be because the majority of teaching practitioners in FE are from a vocational rather than academic background. Currently FE teachers operate within a system of duel professionalism† (Davies 2006) meaning that they have vocational expertise and have gained teacher training qualifications in order to develop as a professional. However, according to Gray and Griffin, â€Å"professionalism of FE has never been homogeneous or particularly well formed in the FE sector† and it lacks the professional culture found in the schools (2000 pg 238). It may be that what Gray fails to acknowledge is the FE sector is not the school sector and it should therefore be different. Since September 2001, it has been a requirement that all teachers in FE colleges should have, or be working towards, a nationally recognised teaching qualification. The original national standards on which such qualification was based were drawn up by the Further Education National Training Organisation (FENTO). In order to receive FENTO endorsement, bodies such as the City and Guilds London Institute (CGLI), which at the time awarded a range of sector-specific teaching qualifications, were required to ensure that the content and outcomes of their teaching qualifications conformed to these national standards. Only teachers with a FENTO endorsed qualification were deemed to meet the national requirement for the profession. As the result of a government policy change, the national training organisations, including FENTO, were replaced by sector skills councils, and responsibility for managing the national standards and endorsing qualifications for teachers in the Lifelong Learning Sector (LLS) was taken over in January 2005 by Standards and Verification UK (SVUK), the standards and verification arm of Lifelong Learning UK (LLUK). This body, which is also responsible for the professional development of teachers in work-based learning and higher education, brought out a revised set of national standards in 2007 following a lengthy period of consultation. These are known as Qualified Teacher Learning and Skills (QTLS) standards; and it is now a requirement that all teachers in the sector, whether full-time or part-time, must have, or be working towards QTLS. This can be achieved by a number of routes, including SVUK-endorsed higher education programmes such as the Certificate of Education (Cert Ed), the Postgraduate or Professional Graduate Certificates in Education (PGCE) The Institute for Learning (IFL) are the driving force behind seeking professional recognition for teachers in FE. The chief executive of the IFL recently announced a major development for the IFL, commenting on Professor Alison Wolf’s recommendation that FE teachers with QTLS should be recognised as qualified to teach in schools. Secretary of state for education, Michael  Gove, has accepted recommendations from the Wolf Report clarifying that there is a need to â€Å"allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers†. (Goodman, 2011) The Association of Teachers and Lecturers (ATL) supports the drive to professionalise FE lecturers and states that â€Å"The inescapable conclusion is that it is now time for the Qualified Lecturer Status (QLS) to be replaced by the qualified teacher status (QTS), as the benchmark of teacher professionalism in FE colleges. It is time for lecturers to become teachers.† (ATL, 2011) Although this appears to be progression we could argue that this could be deemed more as compliance with an accepted view of what teacher professionalism is, whereas FE should be viewed as professional and the role of QLS should carry with it professional status. However, when considering current thinking on professionalism in teaching Pollard summarises that good teaching â€Å"requires a large number of implicit and often instantaneous judgements and decisions† often shaped by the ‘community of practice’ to which we belong†. (Pollard, 2010 pg 5) This takes account of classroom management, including relationships, positive learning environments and the ability to be creative and innovative. The ‘Teaching Learning Research Project’s’ ten principles of effective teaching, which form the basis of professionalism in the teaching sector, highlight a set of principles which are evident within the FE sector, clearly demonstrating (from my viewpoint) equity with the school sector. There are a number of issues around the concept of professionalism and obviously meaning here can and will differ according to ones profession. In order to define professionalism we must also consider that interpretation will differ dependent on perspective. Professionalism generally involves both characteristics of self and those of organisations. Professional organisations will have a set of values which will be reflected in working practices in line with ethical standards. However, irrelevant of organisation teacher professionalism is a significant factor as it affects the role of the teacher and their pedagogy, which in turn affects student ability to learn effectively. Teacher professionalism should contain the essential characteristics of, competence, performance, and conduct, all of  which should reflect the goals, abilities, and standards of the organisation for whom we work, and should impact on teaching through the development of these qualities. External drivers such as government policy will and do impact on the status of FE lecturers and along with the recognition of ‘Qualified Teacher Status’ (QTS) will no doubt come even more rigorous inspection of both student and lecturer achievement. The FE sector has continued to grow and in order to support; growth, the shift in education delivery from educators to Government control, and to meet the demands of Sector Skills Councils, the development of professionalism will continue to be a key focus. However, in order to develop this professionalism Hargreaves, reminds us that the existence of a top down education system with limited pay and over standardisation will result in a paradoxical profession. Hagreaves states â€Å"The paradox in the professional life of teachers is illustrated by the co-existence of two seemingly contradictory trends in the development of the teaching profession: standardization of teaching and antipathy to teachers’ professionalization, on the one hand, and higher professional standards and greater professionalism, on the other†. (2000 pg 11) In 2004 LLUK began the process of developing new professional teaching standards for the FE system, in line with the requirements of; Government, Sector Skills Councils, regulatory authorities, awarding organisations and providers. Bill Rammell, Minister of State for Lifelong Learning, emphasises the importance of professionalism in teaching, Rammel states, â€Å"I believe these standards will contribute greatly to improving quality in teaching, training and learning across the further education system, and provide a key part of the infrastructure that will support the professionalisation of the workforce†. (LLUK, undated) However, this may also create a more rigorous evaluation of teaching standards, as teachers in FE become more qualified, as mentioned previously, expectations will also rise. The new professional teaching standards, with emphasis on specialist subject knowledge, will benefit FE in terms of quality, more importantly it will also provide a better learning experience for students, which when we consider professionalism must be our first concern . However, Avis (2009 pg 76) makes  the point that current thinking on developing professionalism, specifically when considering the detail and length of standards, that â€Å" LLUK standards are in contrast to the equivalent single page of broad statements that cover higher education† the same here applies to schools, it could therefore be suggested that the definition of professional in the FE sector is â€Å"more restricted and prescriptive than in other areas of education† (Avis, 2009 pg 77) This may also apply to continued professional development (CPD) in the FE sector. CPD is increasingly seen as an essential driver in raising the standards of teaching and learning in post-16 education and training. Requirements and processes have been set in place by LLUK and IFL to ensure that every teacher engages in CPD, meaning any activity undertaken for the purpose of; updating knowledge of subjects or developing teaching skills. However, CPD has also become a contentious subject, mainly due to interpretation at organisational level and the associated funding costs of ensuring CPD is beneficial to the lecturer. The IFL requires a commitment from all teachers to 30 hrs CPD per year, upon which teachers reflect, and draw on; learning which takes place, how this is shared and how it supports both one’s own development and outcomes for learners. CPD has been under scrutiny of late with concerns raised over the quality of CPD and whether it is meeting the needs of the individual or organisations. Trorey (2002 pg 2) defines CPD as â€Å"institutional development† which is aimed at improving a whole organisation, often described as â€Å"staff development† and â€Å"professional development† which involves â€Å"pedagogic knowledge and subject expertise†. It could be argued that CPD should encompass a whole organisation culture yet still support the development of pedagogic expertise, which defines the FE sector from the school sector, as the IFL remind us, â€Å"teaching practitioners engage in various forms of professional development throughout their careers, but that often this goes unrecorded†. (Davies, 2006) Here again we can see the influence of the IFL in the drive to support the development of professionalism in the FE sector. However, irrelevant of contention, where CPD is concerned, a commitment to continually update both knowledge and skills of one’s subject specialism and teaching expertise is essential if we  wish to viewed as professionals. Teachers in FE have a great deal of autonomy in their teaching as they are deemed to be experts in their field, therefore professionalism is an essential attribute. CPD should support the development of that expertise. Gray et al (2000 pg 25) states that â€Å"the professional is someone who is continuously developing his or her underpinning knowledge through reflection on their own (and others’) practice†. Therefore the ability to reflect is imperative as without this essential tool we cannot be viewed as professional. Reflection can be viewed as a process of thinking and improving your professional skills and it allows us to focus on positive aspects of practice and build on them. It also helps us to identify areas for improvement. Schon (1983) defines reflective practice as â€Å"thoughtfully considering your own experiences in applying knowledge to practice†. In essence reflective practice means learning from experience, it is therefore an essential element of teaching and supports CPD. Boud et al (1985) defines reflective practice as â€Å"an activity in which people recapture their experience, think about it, mull it over and evaluate it†. As simplistic as this may sound, reflecting on experience in order to improve requires a level of objectivity in reference to your teaching practice. Therefore unless we are willing to fully partake in reflective practice we may fail to grasp opportunities to improve both our own performance and the learning experience for our students. Clouder (2000) supports this view when he states â€Å"in its broadest sense, reflective practice involves critical analysis of everyday working practices to improve competence and professional development†. Practitioners must ensure that time is set aside to think about our teaching practice in order to evaluate it and make changes where necessary. However, it could be argued here that this relies on a whole organisation culture, as without time set aside by your organisation this could result in even more unpaid work than is already expected. Reflection should therefore be an integral aspect of professional teaching practice. The very nature of education requires teachers to be open to change, as the sector is under continuous pressure to improve outcomes for learners. This compounds the need for reflective practice for teachers, learners and whole organisations. Reflective practice encourages; the sharing of good practice, learning from the experience of others, it can support the planning process and overall encourages collaborative working to the benefit of all involved. Barriers to change exist in all aspects of society and reflective practice is viewed by many as a ‘questioning of their practice’ and some teachers struggle with this concept. However, barriers are often self imposed or they may originate from the culture of organisations, who may themselves have pre-conceived ideas about reflection, which in itself is often a barrier. In the drive to gain professional recognition in the FE sector we must embrace reflective practice as a tool for improvement and progression. Throughout the course we have been introduced to a number of models of reflection such as Schon’s (1983) â€Å"reflection in action† and â€Å"reflection on action†, Kolb’s (1984) learning cycle and Phil Race (2005) ‘ripples’ approach, all of which have been useful in supporting the development of reflective practice. Races (2005) ‘ripples’ model is based on the assumption that the best way to learn is by doing. This is a principle which supports both my specialism and teaching practice, as I firmly believe that students require hands on experiences before moving on to more abstract learning. When reflecting on my own practice, specifically when working with 16-18year olds, this has become evident. Reflective practice requires an open mind, hard work and deep understanding of the benefits in leading to improvements in practice and outcomes. It is only through undergoing a process of reflection and evaluation that we are able to make reasoned judgements about our teaching practice. CPD should be viewed as an ongoing process that; improves capabilities, helps to determine own learning needs and helps us to acquire new skills and abilities. Education in its many forms is a big responsibility and teachers should maintain professional standards as required by the sector, as  ultimately it will help us to gain professional credibility. There are many types of CPD which can be accessed such as, formal training, research, in house training, mentoring and further academic study. Undertaking the ‘Certificate in Education’ has helped me to develop in my role as a teacher, and also to recognise the importance of teaching qualifications. Having come into teaching from a subject specialism background I can clearly see the benefits of CPD in enhancing my teaching abilities and skills, therefore, in order to continue my professional journey my aim will be to achieve QTLS and possibly progress onto the BA in Education and Professional Development.

Socio Economic Development On Poverty Reduction Of Zanzibar Economics Essay

Socio Economic Development On Poverty Reduction Of Zanzibar Economics Essay INTRODUCTION Low growth rates, unemployment and poverty, are the issues in which many developing countries fighting for in nowadays. While this has showed the way for a number of observers in the developed countries to ask, Why cant people in these countries improve their situation are they just lazy? (Bucciferro, 2007). The main target of different governments medium term agenda in the world is to raise economy and reduce poverty by certain percentages and certain period of time. In achieving this target the gross domestic product rate must grow in higher level compared to the per capita income. In this chapter, the main topics will be provided including background information, statement of the study as well as objectives of the study. Contributions of the study, significance of the study, limitations of the study and organizations of the study are also listed in this chapter. BACKGROUND INFORMATION Jiangsu Province in China Jiangsu Province is one among the provinces and located in the middle of the east coast of China. On the north is bordered by Shandong, Anhui to the west and Zhejiang province to the south. It is the largest economic center in China lies within the lower reaches of the Yangtze River and be close to Shanghai. With an area of 102,600 square km, Jiangsu Province has a population of approximately 76 million. The province has also a fertile land, plentiful water and a moderate climatic condition. There are 13 municipalities under the jurisdiction of the provincial government, namely, Nanjing, Wuxi, Xuzhou, Changzhou, Suzhou, Nantong, Lianyungang, Huaian, Yancheng, Yangzhou, Zhenjiang, Taizhou and Suqian. The capital of the province is Nanjing (http://www.nj.gov/njbusiness/pdfs/Jiangsu_2009.pdf). Jiangsu is very wealthy among the provinces of China, with the third highest total GDP after Guangdong and Shandong Province. As for the case of its economy, in 2008, its per capita GDP was nearly RMB 40,000 yuan (US$ 5,700) and nominal GDP was over RMB 3 trillion yuan (US$428 billion), at an annual growth rate of 12.5%. Zanzibar Zanzibar consists of two main islands namely Unguja and Pemba with the total areas of 2,654 square kilometers, and a number of smaller islets and some of which are uninhabited. All sides of western, eastern, northern and southern are surrounded by the Indian Ocean. The Islands be positioned about 40 kilometers off the coast of Mainland Tanzania from the western part and located between latitudes 5 and 7 degrees south of the Equator. Still Zanzibar is close to the East African countries which including Kenya, Uganda and Tanzania itself. In 1964, Zanzibar combined with Tanganyika to form the United Republic of Tanzania. However Zanzibar holds considerable autonomy over her internal affairs and has her own legislature, judiciary and an executive. Additionally, Zanzibar follows a multiparty democracy and the president, members of parliaments and local governments are elected through popular vote in every five years. According to the census conducted in 2002, Zanzibar had a population of 981,754 residents, with a growth rate of 3.1 percent and a population density of 370 per square kilometers. Of the total population 54% is in the age group of 15-55 years old which is indicative of the size of the active labor force. Up to 2005 population reached to about 1,072,000. According to Zanzibar Statistical Abstract (ZSA), 2007, about 1.1 million (i.e. 1,136,100) populations are estimated until 2007 and out of that 40% live in urban area, and remaining 60% are settled in rural areas. As Zanzibars population is relatively young, and it is projected that about 2 to 3 percent of the population join labor force every year. Zanzibar relies on three major sectors including agriculture, industry and services. In 2008 the growth domestic produ ct (GDP) rate was about 747.9 billion Tanzania shillings compared to 586.4 billion (TSH) in 2007. And the government has carry out various policy and structural reforms with the objective of achieving stable macro-economic conditions and sustainable economic environment. Statement of the problem As far as human rights is concerned, socio-economic development is very essential thing that nation has to take into account, unless otherwise, it can create a serious problem within the nation. This is due to the fact that, it represent with other aspects like education, health, communication (infrastructure) and individual consumption (per capita income). Until now, we have studied macroeconomic interactions between industrialized countries market economies like those of the United States and Western Europe. Richly endowed with capital and skilled labor, these politically stable countries generate high levels of GNP for their residents (Krugman, et al. 2003). Since after the World War II, the trade between the developed and developing countries are not only well expanded; the developing nations still try to have a loan from richer countries as well. This will in turn into easiest way of suffering from the emerging world financial crises. However, Zanzibar and Jiangsu province is one of Chinas provinces are among the developing economies in the world. In such a way that in Jiangsu province there are well developed infrastructures that encourage many foreign investors to invest. Whereby some of the industrys operating cost reduced and finally come up with a huge of development. Poverty is the basic problem of developing countries and escaping from poverty is their overriding economic and political challenge (Krugman, et al. 2003). Compared with Jiangsu province in China, Zanzibar is poorer especially on the side of factors of production that lead to the new industry like capital and skilled labor. While this will result in to low level of GDP and per capita GDP as also; and finally stop the country to gain economies of scale and scope from which Jiangsu province in recent years benefits from. On the other hand the different political ideology and instability in one way or another still remains to be a challenge that ne eds to be addressed. In 1978, China opened up the door to the outside the world and encourage more foreign direct investments (FDI). Opening the economy up to trade would encourage more intensive use of existing factors of production (Husted, et al. 2001). From that point of view the province started receiving more foreign capitals flowed in to. This is because; foreign firms located in the province and helped a lot in expanding the local industries and promote production capacity as well as export sectors. With such benefits from now on wards, it is very important for Zanzibar also to persuade foreign direct investment in order to address those challenges facing. Most foreign firms consider factors like government efficiency, preferential tax policy, human resources, market potential and environment laws for deciding investment in to foreign country. Therefore the most important thing first is to improve those mentioned factors. From this perspective, the study looked at socio-economic development of Jiangsu province on how does it well performed until it reached the present state of among the leading province in China. Indeed Zanzibar is fighting for improving the economic situation on different environment and as a result it performs poor. Hence, this study will be highly interesting in establishing the torch for Zanzibar in which can be used as a light to see what Jiangsu province did and learn from them if possible, in certain level and take certain not all that can be affordable to be implemented according to limited resources it has, so as to make the country in to better stage for the future sustainable economic performance and finally poverty reduction. In addition to that, this study was guided by the questions among others are: What are the motives for socio-economic development? What responsibility of economic development must bear? Should government pursue economic growth primarily or focus on poverty reduction? Is growth good for poor? What Zanzibar should do? Objective of the Study In recent years economic growth has come to occupy an exalted position in the hierarchy of goals of government policy, both in the United States and abroad, both in advanced and in less developed countries, both in centrally controlled and decentralized economies (Tobin, 1964). Based on http://www.un.org/Docs/SG/objectiv.htm, sustainable economic growth is essential for expanding the resource base for development, and hence for economic, technical and social transformation, generate the required financial, physical, human and technical resources and finally to the eradication of poverty. It is seemed that in Jiangsu province there is a strong planning and implementation process from top to bottom for different projects that involve local communities which is basically for the managing the economy. And this is very important thing for rural development as well building their capacities. It has also well developed infrastructure in communication and transportations that is supportive for economy of a province. It is also notably that, in every year, Jiangsu province sating up the GDP and per capita GDP growth target (together with required resources) to be achieved and in order to remain on leading position among the Chinas provinces. For instance, the realistic goals for 2009 are set to achieve a 10% increase of gross domestic product, a 17% increase of a fixed asset investment and a 16% increase of retailing sales (China Daily Jiangsu Bureau, 2009-02-06). Therefore, the objective of this study is to illustrate and assess the socio-economic development of Jiangsu province in China. Specific objectives In line to the above general objective, this study also had the following specific objectives, among others are:- Provide a support for develop innovation to the Zanzibar in improving production capacity. Assessment of socio-economic development on poverty reduction Provide a better understanding of what Chinas do through Jiangsu province in improving the livelihood of its citizens. Analyze the infrastructure development as an engine to economic development and further poverty reduction Propose the potential actions in helping Zanzibaries to get the economic development of the country as a whole. Contributions of the study The conducive environment as for the case of political stability in a nation always encourages investors locally as well foreigners to invest that leading to the production capacity and creating employment opportunities. At the same time human recourses and the use of science and technology have substantial impacts on the easing access to availability of scarce resources upon which production is depending. Apart from that marketing development for such agricultural products can affects export growth and expand small as well as medium size industries as far as per capita income is concerned. In fact, it necessary to any nation in setting up the profitable programs for the reduction of poverty. Such programs like loans should be directed to the individual farms rather than to the project which is normally seems to be unproductive to the specifically rural population. In this case roads can connect all major industrial and farming centers which automatically help in boost the economy. H ence government efficient expenditure is a key issue to support economic growth because society at all times demands the services, but it has to make sure that this does not encourage a tax burden to other sectors. Nevertheless, economic globalization is occurring partly due to the improvements in technology and decreased transportation costs, and partly due to a deliberate choice on behalf of many national governments, to increase their integration with the global economy (Aisbett, E. (2003)). At the same time, however, Woolcock (2001) argued that we need sound political institutions and civil society more than ever, without addressing the question of whether globalization will foster or frustrate their development. In brief the rapid economic growth and its performance bring more investments and contribute to even balance of payment as well as capital stock. So in recent time it has been recognized that, in Zanzibar, there is a decreasing rate of growth that might be caused by global financial crises which obviously still remain a challenge and burden for the general concept of poverty reduction. From the above reasons, the results of this study are expected to contribute towards explanation on how does economic development construct a road to achieve the final aim of poverty reduction. This will in turn to assist the policy makers, planners and other shareholders in shaping the direction of a country. As a final point, the study will promote and persuade academicians plus other different interested parties in different organizations, since because it will offer and can be used as a skeleton or reference materials for further studies on this or similar areas. Limitations of the study Organizations of the study CHAPTER TWO LITERATURE REVIEW 2.1. Definitions of key terms 2.1.1. Socio-Economic development With acknowledge of http://en.wikipedia.org/wiki/Socioeconomic_development, socio-economic development is refers to the process of social and economic development in a society which is measured with indicators, such as GDP, life expectancy, literacy and levels of employment. Such less-tangible factors like personal dignity, freedom of association, personal safety and freedom from fear of physical harm, and the extent of participation in civil society, are also considered. Additionally it mentioned that, causes of socio-economic impact including such factors like new technology, changes in laws, changes in the physical environment and ecological changes. 2.1.2. Poverty Poverty can be defined as a condition of not having the means to afford basic needs such as clean water, nutrition, health care, clothing and shelter (i.e. absolute poverty) (http://en.wikipedia.org/wiki/Poverty). Here again, in relative term, poverty is the condition of having fewer resources or less income than others within a society or country, or compared to worldwide averages. Poverty at a national level means a country may have insufficient economic resources to invest in education, health, infrastructure, political and legal systems and public institutions, which can lead to instability and civil unrest (http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/181). Similarly, Al-Roubaie (2004) defines poverty as the inability to earn adequate income to meet ones basic need and argues that poverty is man made due to wrong doings such as greed, injustice, exploitation, ignorance, unequal opportunity, corruption, social divides, gender imbalance, mal-distribution of income, laziness, disease, war, usury, oppression, political, social, environmental and economic factors. On the other hand, Primanik (1998), states that poverty is the failure to reach a certain level of income enough to meet the needs of a well-defined basket of goods and services at the prevailing market prices. As a result, persons who can get a smaller amount than the desired level of income be described to income poverty. Different nations in the world especially developing ones, are still facing these kind of problems as of the scarce for certain resources such as shortage of foods (and even long drought season, land degradation etc) brought by lack of new methods of farming like irrigation methods, using of fertilizers and pesticides. In spite of that, living expenses make poor people in spending almost all of their budgets on food. In this context they are easily in suffering once the price of food rises. On the other hand, poor government management as far as corruption, weak in rule of laws and bureaucracy are concerned, can put a nation into poverty. Such that these factors are the engine for economic development, that is to say, many enterprises and foreign investors are encouraging in. Living in poverty is something which is unacceptable, and this is because, if there is no poverty life must be different to everyone. This is due to the fact that people might have enough money to pay for school fees and go hospital. Hunger, lower life expectancy, and other kind of diseases, are the problems encountered by those who are living in poverty. According to the World Health Organization (WHO), hunger and malnutrition are the single gravest threats to the worlds public health and malnutrition is by far the biggest contribution to child mortality, present in half of all cases. Thus, as far as improvement of environment is concerned, effort must be taken to bring in sustainable economic growth first at list in agricultural sector which is the backbone for development and later on provides better life. 2.1.3. Poverty reduction Poverty reduction, or poverty alleviation, has been for the most part as a situation resulted in to general economic growth. All developing countries that have experienced sustainable high growth over the last decades have reduced their absolute poverty levels (Rodrik, August 2000). He discussed the issue of the pattern of growth and its impact on income. From that sense, Poverty reduction is possible to be engaged in improving the life for those who are living in poor conditions. But on one side if a nation be inefficient in agricultural productions, as for the case of lack of modern technology such as using fertilizers and irrigations methods for the purpose of getting higher products, the food shortages is likely to occur. That is to say, for those countries the so called developed economies recently, they succeeded in getting higher economy first and then in reducing or even eliminating a group of people in poverty. Thus support for poor economy countries is so essential to them particularly towards education, health, infrastructure and technical parts that is further collectively boost the productive ability. A health population is an engine for economic growth (WHO, 2000). And this is because to some extents, in order to make sure the reduction of poverty also takes place, the target policy for the government should direct towards the social services. Meanwhile, development aid that aimed at generating economic growth therefore would automatically also be beneficial to the poor (Schulpen, 1997:14). 2.2. The Role of Socio-Economic development in improving quality of life As it is referred to Krugman, et al. (2003), Poverty is the basic problem of developing countries and escaping from poverty is their overriding economic and political challenge. This challenge should be well addressed through well planned project like subsidies in agriculture, encouraging privatization and investment processes that have giving up a higher output and employment. Also Krugman, 2003, argued that, improving environment particularly political environment, supposed to be taken into account first to speed up the economic process in order to reach an objective of economic growth headed by the policy action. In doing so, domestic industries must take the leading position for production of enough goods to satisfy domestic market and also increase export to get balance of payment surplus. On the other way round, government might apply high tariff on imported goods, taxation reform and even market intervention on price rises for the purpose of investment growth. Taking an example from Palit, (2006), argued that, the World Bank advised the government of Bangladesh for the privatization program. This policy was aimed to: (1) increase irrigation coverage per machine (11) reduce the cost of irrigation (111) improved maintenance by the owners of the machines, and (1V) reduce the cost of management on the part of the Bangladesh Agriculture Development Corporation (BADC). Arising from these changes, the very idea of what development does or should mean has also rapidly evolved. Development is no longer equated solely with the endless pursuit of material and economic goals; it is increasingly perceived as a never-ending process of change towards a continuous improvement of the human condition (Rana, 2000). The objective of human development has been reiterated to include expanding the capabilities of people to live the sorts of lives they desire (Sen, 1999). It has become necessary for economic development together with environmental, social and cultural development -to be regarded as part of a bigger whole sustainable human development (UNDP, 1994). In doing so the nation has been far more steps in the process of widen the peoples preferences that lead in enjoyment of overall living standards. Together with that, the government in the assistant with the private sectors has to play a major responsibility. Hence, socio-economic development, apart from reducing poverty, it may donates not only the livelihood but also attract chances for employment. 2.2. World Perception on Poverty Reduction 2.2.1. Africa Perspectives on Poverty Reduction ETHIOPIA AND POVERTY However, in African perspectives, this study attempted to take Ethiopia as its case study to see what has been done on poverty reduction. Ethiopia is one among the African landlocked (non-coastal) country which has an area of 1.13 million square kilometers (437,794 sq miles), the second for having high number of populations around 85.8 million, life expectancy is about 54 years (men), 56 years (women), ( UN, 2009). Coffee, oilseeds, hides, beeswax and sugarcane are the main exports goods for the country, and its gross national income according to the World Bank 2008, was around US $280. On the side of natural resources, this country comprised of a number of them including potash, salt, gold, copper, platinum and natural gas. For certain extent its economy depends on agriculture accounting half of the GDP (60% of exports and 80% of employment) which mostly relies on rainfall, but is one among the leading coffee producers in Africa. In 2002, coffee alone contributed amount of US $ 156 million, in which the year after the overall agricultural products two percents declined due to the drought and poor methods of farming. Example, it shows in the graph below, that the share of agriculture in 2002/2003 dropped 40% from 43% in year 2001/2002. Manufacturing sector and transport storage communications 7%, other services accounted for 17%, government services 15%, trade, restaurants, hotels all together amounted to 9% while 5% for other industries. GDP by sector in 2002/2003 Source: Authors estimates based on IMF and domestic authorities data. According to the http://en.wikipedia.org/wiki/Ethiopia#Economy, Ethiopia has shown a fast-growing annual GDP and it was the fastest-growing non-oil-dependent African nation in 2007 and 2008. Also it then added that since 1991, there has been attempts to improve the economy, however has been some political opposition to the policies as well as a 2008 drought which slowed progress even if it has many rivers but few of them used in irrigation purposes. The effectiveness of these policies is reflected in the 10% yearly growth from 2003-2008. Among other things, GDP Ethiopia showed gradually increase since 1980s. Various additional Ethiopia economic activities are based on agriculture accounted for about 41% of GDP, 80% of exports and 80% of the labor force. In 2007, experience a higher annual GDP whereby agricultural goods took a higher portion on exports in which coffee was the largest foreign exchange earners of a country. Small scale farmers and enterprises are the main sole producers of the export products based on cash crops goods. In Africa, is the second producer of the maize and reported to account 15% in 1987 of GDP. The gross national income (GNI) for 2005 was $11.1billion, with a per capita GNI increased from US $ 90 (UNICEF, 2003), US $ 160.00 (World Development Indicators database, April 2006) up to US$ 170 in 2006. In 2009, the GNP per capita reached US $1541 resulted in improved the life expectancy to 54 years for men and for women 56years, from 44.6 years for men and 46.7 years for women in 2001, (UN). Here again, the share for agriculture in GDP in the year 2006 was 47.3%, w hile industry, manufacturing and services were 13.5%, 5.3% and 39.2% respectively. In a fiscal year of 2007-2008, agriculture commodities headed by coffee contributed 45% of GDP in a country, while industries including textiles, processed foods, construction, cement and hydroelectric power all together contributed 13% of GDP and services amounted to 42% of GDP. In addition to that the annual growth rate accounted for about 8.5%, and per capita GDP reached to about $800 in the year 2008. As far as trade was concerned, in 2005 export was US $612million and import was US$2.722 billion. The economy showed improving a bit differently from 2006, such that merchandise exports and imports accounted for US$ 1,014.0 and US $4,494 million respectively. Despite these economic improvements, urban and rural poverty remains an issue in the country. This was due to the fact that, on one angle people especially male moved from rural to urban area to the sense that they can find good living conditions. At the same time they left their wives out of pocket with a heavy work burden of taking care of children. Thus was in turn not only to child labor where most of them are not educated and not well paid, malnutrition and illiteracy as well. In spite of that, other factors making people migrate from one place to another generally, like economic, demographic, political and other related factors, such as population pressure, environmental disasters, poverty and conflicts. For example Africa in particular, the development of transportation systems, the monetization of the economy and the deliberate development of mining enclaves and plantation agriculture together with a series of recruitment policies (compulsory recruitment, contract and forced labor legislation and agreements) stimulated regional labor migration from Mali, Togo and Upper Volta to Gold Coast and Coˆ  tedIvoire (Adepoju, 2005; Adebusoye, 2006). These migrations between African countries brought by the fact that; socio-economic as well as historical factors differ among each other. But back to 1998 when Ethiopia has a war with Eritrea, this resulted into slow of agricultural productions that has a huge impacts on exports for foreign exchange income to the country. Here again, low government revenue, due to the fallen of collection of tax contributed to the small number of tourist that arrived in the country for the period of 1999. In Ethiopia particular, overall people living below poverty line were 50% in 2005. It was reported that, in 2008 about 16% of the populations were still living with less than one dollar a day. Whereby only 65% of the rural families can eat the WHOs minimum average of food per day, and about 42% of five years children of age were underweight. According to the Dercon Stefan, (1999), the poor typically have less to economic infrastructure, such as transport, all weather roads or communication services. He then added that, although distances to social infrastructure are not necessarily much different between the poor and rich, the poor rely much more on self-treatment, including traditional means, and cheaper forms of health care such as pharmacies and rural drugs venders. These will in turn to most poor depending mainly to the agriculture with poor farming skills that resulting to have low harvests. On the other hand, low capitals for purchasing fertilizers as well as pesticides in orde r to have good harvests which still remain the challenge. In connection to this the poor do not have the necessary technology and resources, in terms of money and so on, to be able to change and adopt (Primw minister -Meles Zenawi (2009)). Similarly, according to the World Bank reported 2009, in 2001/2002, firms reported a range of serious obstacles, including poor infrastructure, regulatory barrios, administrative obstacles, and access to land and finance. The report added that by the 2006/2007 most of them had become insignificant problems. From the farmers perspective, in Ethiopian peasants lived for very many years in a terrible state of ignorance and gruesome conditions of deprivation and poverty (Gebru, 1991:3). From 1994 up to 2004, it was found that 21% remained poor through the whole period (Dercon et al, 2006). However with such condition, a bit improvement recognized in 1982, the percentage of people living below poverty line of $1 a day fell from 46% to 31.3% in 1995. Bu t according to the World Bank 2006 report, 22.5% were lived under the food poverty line of 1650 kcals per person per day. For many years, Ethiopia experienced a number of drought seasons that threatened the livelihood of citizens and caused a food shortage. For example from 1978-1998 alone, the country was in drought which has an effect on losing per capita income and consumption as well, resulted in to looking for food support from international agencies. In facts, there is no clear cut that shows the declining or increasing of poverty in Ethiopia. For example, in supporting by the World Bank 2005, at an aggregate level, there appears to have been little or no decline in overall poverty incident in Ethiopia since 1992, in which rural experienced decline of one or two percentages and urban has increased in recent years. In order positively respond to this world problem, Ethiopian government has set its target vision to be achieved which is to see Ethiopia become a country where democratic rule, good governance and social justice reign upon the involvement and free will of its people; and once extricating itself from poverty to become a middle-income economy (www.csa.gov.et). So that to reach this vision, the government also laid down a strategy to reduce poverty together with the achievement of millennium development goals (MDGs) called Program for Accelerated and Sustainable Development to End Poverty (PASDEP). The main aim of this plan was to push the country in to the economic growth position manly through agricultural productions by using new methods of farming together with subsidizing fertilizers, improved seeds and pesticides, as well as strengthening extension services. Not only that but also encouraging the participation of private sectors approach and without forget the public sectors in d elivering services. Based on agricultural activities and its development meaning that, this is the first step to approach the growth and further poverty reduction that will end up to the industrial improvement which will automatically provide employment for majority poor citizens. As far as rural development was concerned, education, food security and health program including safety net and HIV/AIDS issues are addressed. Many countries in the world put the economic growth as the most important goal to be achieved and poverty reduction followed after. To some extent, the government decided to provide assistance fund for majority of poor to give them support for the development of small business and encourage local markets. For example in 1997 and 2002 the amount reached around US$265 million a year, and then increased in the year after whereby drought hit the country (i.e 2003), (Ashley, Brown, et al. 2006). In 2005-2006, 55% off cash are given, 45% was food assistant and in 2007 safety net program reached about 8.3 million rural Ethiopian in different regions. Among other things, Ethiopian government tried level best in reducing poverty level by strengthening i

The History And Future Of Computers :: essays research papers

The History and Future of Computers With the advances in computer technology it is now possible for more and more Canadians to have personal computers in their homes. With breakthroughs in computer processing speeds and with computer storage capacity, the combination of this with the reduced size of the computer have allowed for even the smallest apartment to hold a computer. In the past the only places to have computers were military institutes and some universities; this was because of their immense size and price. Today with falling computer prices and the opportunity to access larger networks, the amount of computers has grown from just 10% in 1986 to 25% in 1994. Also, of the 25%, 34% of them were equipped with modems, which allow for connection to on line services via telephone lines. The primitive start of the computer came about around 4000 BC; with the invention of the abacus, by the Chinese. It was a rack with beads strung on wires that could be moved to make calculations. The first digital computer is usually accredited to Blaise Pascal. In 1642 he made the device to aid his father, who was a tax collector. In 1694 Gottfried Leibniz improved the machine so that with the rearrangement of a few parts it could be used to multiply. The next logical advance came from Thomas of Colmar in 1890, who produced a machine that could perform all of the four basic operations, addition, subtraction, multiplication and division. With the added versatility this device was in operation up until the First World War. Thomas of Colmar made the common calculator, but the real start of computers as they are known today comes from Charles Babbage. Babbage designed a machine that he called a Difference Engine. It was designed to make many long calculations automatically and print out the results. A working model was built in 1822 and fabrication began in 1823. Babbage works on his invention for 10 years when he lost interest in it. His loss of interest was caused by a new idea he thought up. The Difference Engine was limited in adaptability as well as applicability. The new idea would be a general purpose, automatic mechanical digital computer that would be fully program controlled. He called this the Analytical Engine. It would have Conditional Control Transfer Capability so that commands could be inputted in any order, not just the way that it had been programmed. The machine was supposed to use punch cards which were to be read into the machine from several reading stations. The machine was supposed to operate automatically by steam power and only require one person there to

Plea-Bargains: Currency of the Courts An Examination of the Effectivene

â€Å"Rahim Jaffer case heads for plea-bargain†; former Alberta MP Rahim Jaffer was being charged on cocaine possession and drunk-driving charges; his case was likely to be resolved with a plea-bargain agreement (Makin, 2010). This is but one case of many that are settled though a plea-bargain agreement. Plea-bargaining can take the form of a sentence reduction, a withdrawal or stay of other charges, or, a promise not proceed on other charges, in exchange for a guilty plea by an accused. During discussion of a potential plea bargain agreement, the Crown Attorney and defence lawyer will look at 4 distinct sections of a plea negotiation: charge discussions, sentence discussions, procedural discussions, and agreements as to the facts of the offence and the narrowing of issues in order to expedite the trial ("Plea bargaining," 2011). According to the Department of Justice, approximately 90% of criminal cases are resolved each year by use of plea-bargaining (â€Å"Findlaw,† 2012). Despite what appears on its face to be rampant use of the plea agreement, plea negotiations are incredibly helpful to our court system. First, plea agreements serve to diminish the overload of cases and avoid lengthy trials, thus avoiding appeals of trial decisions and allowing greater access to the justice system. In turn, a less burdened court system can focus its efforts on the most serious of criminal offences thereby ensuring that such cases are handled in the manner with the greatest likelihood of securing a conviction. Overall, this judicial efficiency results in a cost savings and better allocation of resources. This paper will explore these two main benefits and also discuss potential criticisms of the plea bargain system. Plea-Bargaining has become ... ..., 2012, from http://www.justice.gc.ca/eng/pi/icg-gci/pb4-rpc4.html Plea bargaining. (2011, February 28). Retrieved from http://www.victimsofviolence.on.ca/rev2/index.php?option=com_content&task=view&id=378&Itemid=197 Plea bargaining in canada. (2011). Retrieved from http://www.justice.gc.ca/eng/pi/rs/rep-rap/2002/rr02_5/p3.html Romaniuk, T. (n.d.). Centre for Constitutional Studies - R. v. Askov.Faculty of Law Home - University of Alberta. Retrieved April 19, 2012, from http://www.law.ualberta.ca/centres/ccs/rulings/Ask Tappscott. (2012). street directory. Retrieved from http://www.streetdirectory.com/travel_guide/14026/legal_matters/plea_bargaining_pros_and_cons.html Young, R. (2011, November 16). Cutbacks have some courts dismissing criminal cases. Here & Noe. Retrieved April 19, 2012, from http://www.hereandnow.wbur.org/2011/11/16/budget-cuts-court