MRKT - Marketing Real-World Write-ups Article Example | Topics and Well Written Essays - 500 words

MRKT - Marketing Real-World Write-ups - Article Example B2B transactions differ from other transactions because they require coordination between different persons. A research study in which over 1500 businesses participated led the following findings: 93.2% of the participants make B2B by making a search online; 95.5% of the participants used search engine at some point in the B2B process; 63.9% of the participants choose search engine information over consumer review sites. There were other interesting conclusions that were arrived after the study. The most popular search engine is Google. Google’s market share of traffic in the United States is 72.11% (Googlesystem). The use of the internet improves supply chain logistics of a company because it reduces the amount of intermediaries. The use of a website can serve as a communication channel that improves communication between businesses. Search engine research takes place one to two months prior to the buying decision. The position of the search engine result is very influential in the behavior of the surfer. Approximately 60% of users click at the first three results only. It takes users seconds to decide which site to click after a click scan. Search engines are primarily used in the early and mid stages of the buying cycle. It is imperative for businesses to design their website well in order to optimize them to attract traffic from customers that are interested in the products or services your company offers.

The Externalities of Education Essay Example | Topics and Well Written Essays - 500 words - 1

The Externalities of Education - Essay Example This creates a platform for businesses to hire more employees to work and meet customer’s needs. The second externality is social-cultural diversity. It is worth noting that, in public people learn how to interact with others as they are people from different backgrounds, cultures, and races. Public education helps one to interact with other people and this carried over to work force where one becomes friendly, tolerant, and understanding to different people. The last positive externality of public education is that it creates better work force. A better work force comes from excellence education whether private or public. Quality education produces better work force especially in the technological world of the 21st Century. With public education, people are equipped to handle demanding jobs, be in demand, and likely further education after high school. In support of existence of public k-12 school systems, schooling is free for all students, which become proficient for people from poor backgrounds. As discussed earlier, in public school socio-cultural diversity and education can be acquired in various ways such as home schooling, online school, charter school, and school building. With online, home, and virtual schooling, there are many options of subjects and curriculum. In this way, one can acquire quality education at a lower cost than that of private school. According to National Education Association of the United States (1984), public schools have charter schools that help students learn the trade and this shapes them to face the real world of trading and make a living from it or further studies. Since public school comprises of a varied student body, students become more sociable which equip them to tolerate different personalities. In reality, the real world comprises of people from different cultures, ethnicities, races, and backgrounds. Strong social skills enable an

Evaluating Popular vs. Scholarly Presentations of Global Climate Change Essay Example for Free

Evaluating Popular vs. Scholarly Presentations of Global Climate Change Essay There is a very clear distinction in the presentation of material on climate change between the popular and scholarly sources. The popular source tends to present a more emotion-driven content that primarily appeals to a politically motivated side of the issue. For example, the emphasis of the article in the L.A. times emphasize â€Å"an iceless Arctic summer† and â€Å"suffering Polar bears† which gives the impression that climate change is something extremely detrimental. The popular media podcast takes this political route to a higher level, by directly linking these dangers to administrative policies done by government. What is clear about the popular article is that climate change is a very bad thing, what is clear in the subsequent podcast is that there are people responsible for it. What is not so clear though is how apparent the evidences are to these supposed grave detriments. The article attempted to substantiate this initially by citing that half of their models says so without really explaining why half of 15 models saying so is good enough. They even used this opinion from one person saying that You have to fly a lot longer to get to the ice edge than you used to, which is fairly unscientific and not reliable at all. The scholarly article and its subsequent podcast both present hard facts regarding climate change and its possible effects. There is a uniform level of clarity regarding the subtopics that they present backed up by objective data such as charts on carbon emissions vis-à  -vis global warming stats following the same time-span. This presents a clear view of the extent of damage caused by carbon emissions. What is a bit lacking is content on the social relevance of the objective findings, which I don’t think I can expect from the material in the first place since delving into such contexts would already have a subjective inkling. I think the writers/directors of the popular sources aim to make readers sympathetic to their cause and consequently, to their political agenda. On the other hand, the authors/directors of the scholarly journal and podcast aim to present unbiased information which might hopefully spur other researchers into action towards verification or further development of their current work. I think the way global climate change is presented in the popular sources makes us more afraid of the event. This isn’t necessarily a bad thing since even the scholarly sources point out that there are significant possible detriments, but being overly afraid because of sensationalized news might not evoke the best thought-of response from the reader/listener. On the other hand, the scholarly sources are not very exciting to read or listen to, which may be a barrier if you’re not really into all the science stuff but you want to learn more about helping the environment. What’s good about popular sources is that they know what people like and how people like to hear news. They can get readers and listeners to be more interested in topics. Scholarly sources although bland in style present the actual facts and objective data that people who might have been social awoken by popular sources might want to look into. In this way, I can see a synergistic aspect between the two models. One danger is causing unnecessary panic, or making people unjustifiably angry against certain entities like the government instead of realizing the problem and working on it. I think directors have to maintain a certain decency of not going overboard with the sensationalism and being as objective as they can be. Perhaps all the scientific journals need is just a bit more style in the presentation, a more layman way of talking about all the scientific details. Also, better visual representation by the use of computer animation may make objective studies a lot easier to sit through and understand. Sources: Zarembo, A. (2007).  Forecast: an iceless Arctic summer. Los Angeles Times.   Mar 16, 2007.  pg.  A.32 Phoenix, G. Lee, J. (2004) Predicting impacts of Arctic climate change: Past lessons and future challenges. Department of Animal and Plant Sciences, University of Sheffield, Western Bank, Sheffield, S10 2TN, UK Scientific podcast. Retrieved April 28, 2007 from: http://www.exploratorium.edu/poles/climate.php Popular media podcast. Retrieved April 28, 2007 from: http://a.abcnews.com/podcast/050726blakemore3.mp3

European colonialism in the Gulf Region Essay Example for Free

European colonialism in the Gulf Region Essay It is recognized that the first resistance was the betrayal of pan-Arab nationalistic aspirations in order to spare western economic and political interests. It was in the year 1917, when the Ottomans allied themselves with the Germans against the French and British empires. In what Antonios (1938/1946). This was known as the â€Å"Arab Awakening, where there is a description of how Shareef Hussein of Mecca, allied themselves with the British and the French. They were also found revolting against the Ottomans. Similarly, they also helped put an end to a rule that continued for more than four centuries. This understanding was based on a treaty between Arabs and the Allies. This was a British promise made to Shareef Hussein a pan-Arab Meccan leader – where the Arabs were seen as a sovereign nation on the ruins of the Ottoman empire. Returning the gesture for this promise, the Arabs revolted against the Ottoman empire which has fallen under the control of the Young Turks. However, the Europeans had another agenda that they wanted to implement. They apparently had other plans for the region. had other plans for the region. Author Said (1993) notes that, the Arabs after liberating themselves from the Ottomans in 1917 and 1918, took British promises for independence as the literal truth(Said, 1993, p. 247). Antonios (1938/1946) describes what happened at the San Remo conference where British and French leaders changed the geography of the region: Whatever else may be said of the San Remo decisions [of spring 1920, in which the whole of the Arab Rectangle lying between the Mediterranean and the Persian frontier was to be placed under mandatory rule], they [allies meeting in San Remo] did violate the general principles proclaimed and the specific promises made by the Allies, and more particularly by Britain. The purport of the pledges given in secret is now known: with that the Arabs had come into the War and made their contribution and their sacrifices, and that fact alone sufficed to turn the corresponding obligation into a debt of honor. What the San Remo did was, in effect, to ignore the debt and come to decisions which, on all the essential points, an counter to the wishes of the peoples concerned (305-6). It was this San Remo agreement between the British and the French that placed the Arabs under their rule. This was to the cornerstone of the animosity between the two. This encouraged the British and thus the Arab-Israeli conflict happened for 65 years (Hourani, 1991). The British leaders also gave promises to the Arab leaders which became known as the Balfour Declaration. This gave Zionists the promise of having a home in Palestine. This betrayal by the West was sown deeply in the hearts of the Arabs. Thus, at the heart of the Arab nationalism is a story of betrayal and bitter disappointment. (Said 1981). Colonialism was no longer called as that. It came to be known as colonialism and more betrayal came as the Arabs were betrayed when a sudden control of Arabs by Muslim non-Arab Ottomans was replaced by the non-Muslim Europeans. The seriousness of this situation was enhanced by the fact that Arab activists were misled into helping assisting the Europeans in their own adoption of colonial rule. The British and French colonialists suppressed national movements within the olonized nations, silenced voices for national independence and self-determination and installed local puppet leaders to help suppress Arab populations in the newly created states. Colonialism is the act of one political state in influencing and exercising its power on a weaker nation, continuing to control its resources and the citizens of that country. In fact, it became a practice that extended far and wide by the powerful European states during the later half of the nineteenth century and most of these colonies were eventually granted its independence. However, the powerful nations exerted its influence as it created lasting impact on former colonies. Colonialism helped shape the world today. (Colonialism). Approximately 20 percent oil exports of the Persian Gulf pass through the port of Rotterdam, there is an awareness that the Dutch will have their economic importance in insuring that there will be a smooth flow of navigation through the waterway. Meanwhile, in Brussels, Prime Minister Wilfried Martens announced that Belgium will send two minesweepers and a support ship to the gulf. These ships will operate south and east of Qatar under British protection. This mission will last for four and a half months (Markham). The mission of the other frigates will be to protect Italian ships after a grenade attack happened on an Italian merchant ship. This was however, not a welcome move as the flotilla was sent â€Å"without enthusiasm. † Their contention is that there is no one who looks forward any military action in Italy. But the Goria government was obliged not only because of its European allies but also because of the demands from the socialist leader and former prime minister, Bettino Craxi. (Markham). Meanwhile, in Paris, Defense Minister Andre Giraud revealed that three minesweepers went to France on Aug. 17 with a support vessel that operated in the gulf of Oman. The minesweepers were dispatched on Aug. 11 and the French officials said they would be confined at Gulf of Aden, which is some 1,000 miles southwest of the Persian Gulf region. A French fleet at the Djibouti rarely penetrates the Persian Gulf and does not accompany French ships through the waterway. Military was not the only factor that influenced France to send its minesweepers to its fleet. Frances decision to add minesweepers to its fleet was not prompted solely by military considerations. It is considered that France and Iran have been at odds over an Iranian diplomat who had some knowledge about terrorism. It was on July 17 when France broke diplomatic relations with Iran, even as nine French diplomats are still hostages in the embassy in Teheran. (Markham). As one looks at the present European colonialism, it is worthwhile to examine the history of the European colonists in the past. The changes in European society began with a series of religious wars called the Crusades. From 1095 to about 1300, European Christians fought Muslims, people who believed in the religion of Islam. Christian fought to gain control of Jerusalem and other areas they believed were holy. The Crusades took Europeans to the Mediterranean area, northeast Africa, and southwest Asia. There they discovered Italian and Arab merchants in control of busy trade centers. These merchants traded spices, fine silks and gems from India, China and Japan. Word of these riches excited Europeans and they dreamed of trading with Asia themselves. Besides dreams of riches, Europeans had other reasons for wanting to open routes to Asia and Africa. They saw exploration as a way to spread Christianity. The Crusades had not won Jerusalem from the Muslims. However, Europeans had not lost their crusading spirit. They were certain that Christianity was the only true religion. Therefore, they believed it was their duty to convert all non-Christians to Christianity. With the spread of Islam in the seventh century AD, the Arab world came into the limelight. Soon enough, the Arabic language became the main communication of the Arabs who shared a sense of kinship with history. This paper looks into six Gulf States and the possibilities/risks/benefits that a Western company faces as it projects doing business in the Gulf regions. These nations include Qatar, Bahrain, Saudi Arabia, United Arab Emirates, Kuwait and Oman. It will first analyze what a company needs to know before doing business in that region. To gauge this needs an overview of the region’s culture, government and society. Providing a framework of reference, the researcher will then delve into the possible risks that the company may face as well as its benefits. From there, the researcher hopes to identify which region is the most risky and most beneficial to enter into a business venture. Interspersed along the way are examples of companies who have already done business in the region so that the reader is afforded data on actual company experiences. (Doing Business in Qatar). The first oil discovery in Qatar occurred in 1939, which gave Qatar a per capita GDP equal to that of some West European industrialized nations. When this happened, there was a change in control and wealth into Qatar. The introduction of different policies in pricing showed the economic value of oil. Thus began the continuous flow of wealth into this small Kingdom. And what is unique to Qatar is that it is not only from oil but more recently from the massive natural gas reserves that is presently under development (Doing Business in Qatar). We are talking here of recoverable oil reserves of 15 to 23 billion barrels and natural gas reserves estimated to exceed 900 trillion cubic feet. And to think that a country that holds this wealth possess a population of less than a million people of whom just over 200,000 are Qatari citizens. Considering a small region, Qatar is also an excellent start-up market. Its social infrastructure and physical speed of development offer attractive prospects for countries interested in establishing its business in a great potential area. One can just imagine the immensity of its oil reserves when it is revealed that Qatar today holds oil and gas reserves that should last another 300 years. Qatar’s recent development has been closely aligned to the rise and fall of international oil prices This is because oil production represents about 85% of the country’s total income, 55% of its GDP and 70% of the government revenues. † (Doing Business in Qatar). During the Middle Ages, the Muslim countries of the Middle East had exerted its control of the East-West trade. But this dramatically changed in the fifteenth century. The Portuguese were able to make long journeys because they possessed hips with deep hulls that stood stable in high seas. They were able to go longer than the usual routes and = down the west coast of Africa until they found their way around the southern tip of the continent making contact with Muslim cities. Also in the East Africa, the Portuguese were able to get Arab navigators to take them across to India, where they settled themselves in Calicut on the Malabar Coast in the southwestern part of the country. (The Age of Colonialism. Qatar). Today, considered by many as interconnected with colonialism or as the new form of imperialism, globalisation pertains to â€Å"a process of increasing integration between units around the world. This definition encompasses nation-states, corporations, households, and other organizations. The concept of globalisation emerged from three forces for development, to wit: (1) the role of human migration, (2) international trade, and (3) rapid movements of capital and integration of financial markets (Wikipedia 2007). Cheung, citing an OECD paper, explained globalisation as follows: †¦ a shift from a world of distinct national economies to a global economy in which production is internationalized and financial capital flows freely nd instantly between countries and driven by the information revolution that has helped overcome national barriers so that even the framework of social policies affecting individual citizens is becoming more sensitive to international influences, including the global new media (as cited in Cheung 1997, p. 437). Written by John A. Hobson in 1902, imperialism is considered as a political-economic discourse. Essentially, this claimed that the quest for imperial expansion is motivated by explorations for new investment opportunities and markets from coast-to-coast. For Hobson, the â€Å"taproot of imperialism† is found in industrial oligarchy and not in nationalistic pride. He further averred that imperialism, in a capitalist society, â€Å"is a result of the maldistribution of wealth that created a desire to spread markets in search of profit† (Wikipedia 2007). Looking at the history of the western influence and the continuous political decisions of the West in Arab countries during the past century, it can be gleaned that this has set the stage for more tensions and distrust of the West by the Arab people. Many Arab national movements had adopted an anti-western political speech. The interests of the West have not jibed with that of the Gulf regions. (Alkadry). In the post-colonial period, the confrontation with the Arab with Europe was transformed into a confrontation between the Arabs and the United States. It was said that the Arabs in the post-colonial era were in one of three camps: â€Å"repressive regimes friendly to the United States, repressive regimes not friendly to the United States, and occupying regimes that are sustained economically and militarily by the United States. †

Quality In Higher Education In India

Quality In Higher Education In India Just as water needs the wind to create waves of change so does every individual need a helping hand to achieve the impossible and education is that helping hand which can guide the individuals as well as the nations to the path of progress and success in this rapidly changing world. Primary education prepares a base for the whole education but higher education provides the cutting edge and the specialized skills required to move ahead. Higher education is the peak of the educational journey of any individual and it aims to contribute to the development and improvement of the society as a whole in a sustainable manner. Higher education should be able to meet the needs of all sectors of human activity. The World Bank and UNESCO report (2000) rightly presents a powerful message that higher education is no longer a luxury. It is essential for survival. So we are interested in higher education because we are interested in our survival. So, the importance of quality higher education is imm ense. But, Indian higher education does not stand anywhere among the world higher education in terms of quality and it is a matter of great concern for all the stakeholders of education i.e. students, teachers, institutions, society as a whole and policy makers etc. So, the higher education needs a total transformation to achieve the qualitative dimension of the higher education according to international standards. Present paper briefly talks about the factors which are influencing the quality of higher education in India and then recommends some of the ways through which the quality can be implemented to the Indian higher education system Key Words: Implement, Quality, Higher Education INTRODUCTION: We are living in an important and epoch- making age. This is an age of accelerated change and the age of unprecedented developments and Education is the tool through which individuals, societies and nations can live, progress and achieve success. Education is an enlightening experience which helps in making a meaning out of the complex realities of life. In India we have always believed that education is a liberating as well as evolutionary force, which enables the individual to rise from mere materiality to superior planes of intellectual and spiritual consciousness. Education is a dialogue between the past, present and future, so that the coming generations receive the accumulated lessons of the heritage and carry it forward. In the last two decades India has made rapid progress in the expansion of higher educational facilities and institutions and at present Indias higher education system is the second largest in the world, after the United States. Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000-01 to 2010-11. As of 2011, India has 42 central universities, 275 state universities, 130 deemed universities, 90 private universities, 5 institutions established and functioning under the State Act, and 33 Institutes of National Importance. Other institutions include 33,000 colleges as Government Degree Colleges and Private Degree Colleges, including 1800 exclusive womens colleges, functioning under these universities and institutions as reported by the UGC in 2012. Fig. 1, Growth of Higher Education: Universities/Colleges/Students enrolment/Teaching Staff: 1950-51 2010-11 (Source: Higher Education in India at a glance, UGC Brochure 2012) The growth is very impressive in numbers but quality is far behind the existed standards and requirements. And thats why quality of higher education in India is a matter of great apprehension. To stand at par with the developed countries we have to first meet out the challenges in imparting education especially in higher education. Reasons for concern for the quality of Higher Education: The quality in higher education is the biggest need of the hour as our country is progressing towards becoming the educational hub of the world. Prime Minister Manmohan Singh (2007) said that our university system is, in many parts, in a state of disrepairà ¢Ã¢â€š ¬Ã‚ ¦. In almost half the districts in the country, higher education enrolments are abysmally low, almost two-third of our universities and 90 percent of our colleges are rated as below average on quality parametersà ¢Ã¢â€š ¬Ã‚ ¦ I am concerned that in many states university appointments, including that of vice-chancellors, have been politicized and have become subject to caste and communal considerations; there are complaints of favoritism and corruption. These words reflect the concerns for the quality of higher education in India. The quality of higher education in most of our universities and colleges requires substantial improvements. The following problems are common enough to be a cause for quality concern in highe r education: First, curricula, which have remained almost unchanged for decades, have not kept pace with the times. Second, learning and creativity are at reducing in a system of evaluation that places its focus on memory rather than understanding. Third, the atmosphere is not favorable to anything beyond the classrooms, for it is caught in a 9.30 to 1.30 syndrome. Fourth, the academic calendar is no longer untouchable for classes or for examinations, as there are slippages in schedules so much so that, at several places, classes in the time table are not held and results are often declared with a time delay of 6 to 12 months. Fifth, the infrastructure is not only inadequate but also on the threshold of collapse. Sixth, the importance attached to research has eroded gradually over time. Seventh, the boundaries between disciplines have become dividing walls that constitute barriers to entry for new disciplines. Eight, there is little accountability, because there are no rewards for performance and no penalties for non-performance. Ninth, structures of governance are not responsive to changing times but the system is readily subverted by vested interests. Tenth, teachers are not playing their roles as per the changing needs and requirements. They are unable to prepare students to meet the demands of the digital, technological, interactive, collaborate changing world around us. Quality of teacher education curriculum also needs a transformation according to the present developments and needs. It is not possible here to provide a complete analysis of what are the other minor but relevant concern areas related to the quality of our higher education system. But, above mentioned areas need urgent transformation if India wants to move ahead or along with the world higher education systems. IMPLEMENTING QUALITY IN HIGHER EDUCATION: The following points provide a framework or guideline for improving the quality of higher education in India taking into account the various levels and key factors in education: Both, academic (institutional goals and objectives, curriculum design and review, teaching learning and evaluation, research and publications) and administrative (organization and management, infrastructure facilities, support services, student feedback and counseling and management of financial resources) aspects should be assessed and to be improved to improve the quality of higher education as it will be the first step towards the most needed education. Examination reforms like semester system, credit system are to be exercised to streamline them in a proper manner. As these are brought up from abroad, we should first of all check its feasibility for our organizational climate. Continuous and Comprehensive Evaluation is to be encouraged. Standardized assessment procedures to strengthen the evaluation system. Financial Accountability is more important which means that the fund is to be used for the enhancement of the laboratory and library facilities. Gaps or deficiencies in our educational system are to be bridged to suit our economic, social and cultural requirements. Education is emerging as a service influenced by market operations, and so, it has to meet quality requirements and expectations of stakeholders for its survival. Distance education has a great potential for high productivity and we must take advantage of it in a big way. Curriculum restructuring and innovations and evolvement, conducting training programmes, orientation programmes, refresher courses. Accessibility, accountability and affordability are the major requirements. While the notion of quality was not fully developed, it was recognized that expanding access alone would be insufficient foe education to contribute fully to the development of the individual and society. Need to raise investment in education: education can be the next big area of economic growth in the country. Despite promises by the policy planners to raise investment in education to 6% of GDP, state and central governments together have spent less than 4% of GDP on education. Anything less now would mean further delays in providing quality higher education. Fig. 2, Expenditure on Higher Education in India (As % of GDP) (Source: Analysis of Budgeted Expenditure on Education, MHRD) Promotion of higher education with good governance, management, development and planning is very essential. Education should allow the children to reach their fullest potentials in terms of cognitive, emotional and creative capacities. For this appropriate aims must be described at the higher education level. Need to stop commercialization of education: any initiative to reverse the rapidly deteriorating situation will have necessarily to begin with educational institutions. There is, in fact, plenty that can be done even within the existing pattern of education and academic and professional course content to raise the level of awareness and proficiency of the students, provided the temples of learning and scholarship live up to that description. Teachers need to be the drivers of the qualitative change in the higher education. It would be pertinent to list down the key areas that teachers are capable and need to do to make higher education impactful/meaningful: Fig. 3, what teachers need to do to improve the quality of higher education? Teacher Education: the preparation of teachers for all levels of education is the responsibility of higher education. Therefore it is also necessary to enhance the quality of teacher education within the higher education by adopting new learner centered approaches like constructivism etc. Accountability: the higher education system must provide for accountability vis-à  -vis the outside world and create accountability within the system. We need to create systems that enable students, or their parents, to choose between and assess universities. Information: institutions imparting higher education should be required to place basic information relating to their financial situation, physical assets, accreditation ratings, faculty positions, academic curricula, and so on, in the public domain. This would empower students and parents and can be an important step for maintaining qualitative standards. Thus these are only some of the steps which must be taken towards the qualitative higher education. But, implementing the above guidelines will require support from the management, government, teachers and students as well as the readiness to change as per required changing needs, and then only these guidelines can take a practical form. CONCLUSION: Thus, it can be concluded at the end that quality is a buzz word in todays world of education. It has become an important ideology of education which helps make education more relevant to the needs of the individual and society. Every educational institution must strive to achieve excellence through adopting the highest measures of quality as ongoing basis as fostering quality in higher education is a continuous journey. We all know that education is the key to success as well as a very powerful tool for change. Higher education is the peak time of education of individuals which must be qualitatively strong so that it can guarantee to high employability at good and reputed positions. Improvement in quality of higher education will eventually draw more and more students and problem of low enrolment will get solved. For this higher education curriculum must be relevant so that students can directly link with their routine lives and find it useful to study. Teachers must also change the ir traditional role and be ready for their role as learners first because teachers have a pivotal role to play in the transformation process and the need of the hour is to get things moving and put them in place. What is needed is a vision of quality that goes far beyond mere conformance to standard; we need a passion for quality and continuous improvement, a quest for improvement that is never ending so that our higher education will always be qualitative and as per the needs. REFRENCES: Akhtar, SW (2011): Quality in Higher Education at par with International Standards; University News, 49(52) December 26-01: Delhi. Chaudhary, S. (2011), Problems and prospects of Indian Higher Education in the Age of globalization, University News, vol. 49(23): Delhi. Deka, B. (2000): Higher Education in India; Atlantic Publishers and Distributors: Delhi. Dube, S.C. (1988). Higher Education and Social Change, in A. Singh and G.D. Sharma (Ed.), Higher education in India: The Social Context, Konark Publishers Pvt. Ltd.: New Delhi. Kurhade, MS (2011): In Quest of Quality Education; University News, 49(32) August 08-14: Delhi. PMs address at the 150th Anniversary Function of University of Mumbai: http://pmindia.nic.in/speech.content.asp?id=555. Premji, Azim (2004): Importance of Quality Education for the Development of the Nation; Legal News Views. Ranganathan, R. Rao, SVL (2011): Reformation of Higher Education in India: Quality Concerns; University News, 49 (10) March 07-13: Delhi. Sehrawat, SS (2012): Quality Assurance in Higher Education; University News, 50 (26) June 25-01 July: Delhi. Saleem, S. Gawali, VS (2011): India needs Quality Education: University News, 49 (06) February 07-13: Delhi. Singh, K.P. Ahmad, S. (2011), Higher Education in India: Major Concerns, University News, vol. 49(29): Delhi. Singh, UK Sudarshan, KN (1996): Quality Education; Discovery Publishing House: New Delhi. UNESCO (2000): Task Force on Higher Education and Society; UNESCO World Bank Report.

Diabetes :: essays research papers

Diabetes Diabetes mellitus is a condition in which the amount of glucose (sugar) in the blood is too high because the body cannot use it properly. Glucose comes from the digestion of starchy foods such as bread, rice, and potatoes, from sugar and other sweet foods, and from the liver which makes glucose. Insulin is vital for life. It is a hormone produced by the pancreas, that helps the glucose to enter the cells where it is used as fuel by the body. The main symptoms of untreated diabetes are increased thirst, going to the loo all the time – especially at night, extreme tiredness, weight loss, genital itching or regular episodes of thrush, and blurred vision. There are two main types of diabetes. These are: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Type 1 diabetes, also known as insulin dependent diabetes †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Type 2 diabetes, also known as non insulin dependent diabetes Type 1 diabetes develops if the body is unable to produce any insulin. This type of diabetes usually appears before the age of 40. It is treated by insulin injections and diet and regular exercise is recommended. Type 2 diabetes develops when the body can still make some insulin, but not enough, or when the insulin that is produced does not work properly (known as insulin resistance). This type of diabetes usually appears in people over the age of 40, though in South Asian and African-Caribbean people often appears after the age of 25. It is treated by diet and exercise alone or by diet, exercise and tablets or by diet, exercise and insulin injections. . The main aim of treatment of both types of diabetes is to achieve blood glucose and blood pressure levels as near to normal as possible. This, together with a healthy lifestyle, will help to improve wellbeing and protect against long-term damage to the eyes, kidneys, nerves, heart and major arteries. The main symptoms of diabetes are: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  increased thirst †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  going to the loo all the time – especially at night †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  extreme tiredness †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  weight loss †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  genital itching or regular episodes of thrush †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  blurred vision. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Overworking Type 1 diabetes develops much more quickly, usually over a few weeks, and symptoms are normally very obvious. In both types of diabetes, the symptoms are quickly relieved once the diabetes is treated. Early treatment will also reduce the chances of developing serious health problems. Diabetes is a common health condition. About 1.8 million people in the UK are known to have diabetes — that’s about three in every 100 people.

Road Traffic Injuries in Cameroon Essay -- Transportation, Social Issu

It is estimated that almost 16 000 people die every day from all types of injuries throughout the world (1). Injuries account for 12% of the global burden of disease. They are the third most important cause of overall mortality and the leading cause of death among 1–40-year-olds (2). Road traffic accidents (RTA) are responsible for the highest number of injuries worldwide. According to data published by the World Health Organization (WHO) road traffic injuries account for around 25% of all injury related deaths (1). The report portrayed road transport crashes as a leading cause of injury related morbidity and mortality the world over. The World Bank and WHO estimates reveal that about 1.2 million people die each year and as many as 50 million sustain injuries as a result of road transport accidents. This represents about 25% of all injury related deaths worldwide. Developing countries account for up to 85% of all road traffic deaths world wide; 90% of global disability adjuste d life years lost (DALY); and 96% of global traffic related child mortality. Most of these victims are the poor masses that commute as passengers in public transport vehicles, cyclist or pedestrians and users of vans, coaches and minibuses (1, 3, and 4). The actually numbers of road deaths are unknown. This is as a result of variations and limitations in RTI data collection; analysis, differences in interpretation and underreporting. Road traffic related deaths account for over 50% of deaths are among young adults in the age range of 15–44 years (5); and are the second leading cause of death among children aged 5–14 years, and young people aged 15–29 years worldwide. It is projected that without a major improvement on prevention strategies and policies, ... ... healers. The bulk of non-profit facilities are operated by the Catholic and Protestant Health Services: the former operate 179 facilities (including 8 hospitals) with a staff of 1,315 and the latter122 health facilities (including 24 hospitals) with a staff of 2,633 (World Bank op cit); there were roughly 200 for-profit clinics (Deschamps, 1996; p. 2) and a few thousand traditional healers (Lantum, 1996; personal communication). The plethora of health care providers and institutions means a wide variety of sources making it difficult to identify all cases of road traffic related injury reported or treated. Some victims of RTI injuries may not show up in hospitals or report to the police as they may prefer to seek alternative treatment and as Dixey (1999) argues the health help seeking behavior of a people maybe informed by the believe of disease and causation.