Essay on Love vs. Society in Pride and Prejudice -- Pride Prejudice Es

Love vs. Society in Pride and Prejudice    Jane Austen's Pride and Prejudice explores the English social standards during the early 1800's. It shows the emphasis on marriage, or, namely, whom you marry. This story consists of three marriages. The first is socially based, the second is based on mutual admiration between two people, and the third represents one man's love and fight for a woman. This novel shows how marriage and love can arrest or improve social status and how love overcomes adversity. The first marriage is that of the youngest Bennet, Miss Lydia. She is imprudent and spontaneous. On a trip to the home of her aunt and uncle, she elopes with Mr. Wickham, a militia man. Mr. Wickham has no intention of marrying her. This is a tragic social step. It is thought that the real motive for this elopement is not of love. To this Mrs. Gardiner then says, "It is really too great a violation of decency, honor, and interest, for him to be guilty of it" (Austen 375). Only a few chapters later, Mr. Wickham is persuaded financially to marry Miss Bennet. Neither has any way of supporting the intemperate lives they live. These two extravagant young people do not, however, end happily. Mr. Bennet refuses to see his daughter after her marriage. Despite the financial help occasionally given by Jane Bingley and Elizabeth Darcy, they are rarely invited to see their family, as they often overstay their welcome. In the final chapter it is said, ". . . His affections for her soon sunk into i ndifference; hers lasted a little longer"(Austen 520). This marriage based entirely on an attraction between a good-looking, charming man and an impetuous, stupid girl of sixteen resulted in a poor social appearance and exclusion from many close f... ... society will be improved, but when love is found for society, society will fail the lovers. Works Cited Auerbach, Nina. "Waiting Together: Pride and Prejudice." Pride and Prejudice. By Jane Austen. Ed. Donald Gray. New York: Norton and Co., 1993. pp. 336-348. Austen, Jane. Pride and Prejudice. 1813. Ed. Donald Gray. New York: Norton and Co., 1993. Harding, D. W. "Regulated Hatred: An Aspect in the Work of Jane Austen." Pride and Prejudice. By Jane Austen. Ed. Donald Gray. New York: Norton and Co., 1993. pp. 291-295. Johnson, Claudia L. "Pride and Prejudice and the Pursuit of Happiness." Pride and Prejudice. By Jane Austen. Ed. Donald Gray. New York: Norton and Co., 1993. pp. 367-376. Mudrick, Marvin."Irony as Discovery in Pride and Prejudice." Pride and Prejudice. By Jane Austen. Ed. Donald Gray. New York: Norton and Co., 1993. pp. 295-303.

Learning Contract template Essay

We have provided this template to help you to build up and structure your learning contract. You will find an introduction to the learning contract in Activity 1.6 of the Study Guide and you will find detailed guidance in the Learning Contract Guidance. This will have been sent to you as a printed booklet and is also available on the Study Resources section of the Module web-site. For each of the five sections of this template there is a corresponding section in the Learning Contract Guidance (from page 10 onwards). You should work through and make notes on each section of the Learning Contract Guidance, to help you to develop your ideas, before you start to complete the relevant section of this template. We suggest you keep your initial notes and reflections on the activities in these sections of the Learning Contract Guidance in your Learning Journal; these will help you to develop your thinking about your learning contract and to decide what you want to write in each section. You can, of course, change the text you have written in this template document as often as you like. This is an important point because you are likely to find that your thinking changes as you work through the activities in the Learning Contract Guidance and that you will want to revise the content several times. For this reason, we suggest you to start drafting your learning contract well before week 10 when you will submit it as eTMA02. You may of course prefer not to use this template or to use it as a starting point and then to amend it – and this is fine. You are not confined to using exactly the structure we have suggested here, as long as you clearly cover each of the five elements. If you do use this template, you will find indicative word limits in each section which will help to give you a sense of how much you need to write – but you are free to alter these as long as you remain within the overall limit set out for eTma02 (1,600 words) . You will, of course, need to delete the instructions which are given in italics in each section before you submit it. This will leave you with the headings (in bold) and your own content. Template Section 1: Possible Learning Topics Read pages 10- 13 of the Learning Contract Guidance from the heading Section 1: Possible Learning Topics to the end of the section headed Pulling together your thoughts about Section 1. Make notes in your Learning Journal of your thoughts about the questions and illustrative cases in this section. When you are ready write here your thoughts about the topics you would like to study to make improvements in your performance at work. You will study these in the work-based learning inquiries which you will carry out from week 11 of this module. Remember that you are strongly advised to make one of your topics time management and to choose at least one of your topics from those covered in the Topic Guides (you will find further guidance on this in Activity 1.6 of the Study Guide). If you are a BUXS130 student one of your topics must be Customer care in the public sector. You should have two topics plus one reserve (in case either of the first two proves too difficult to study in practice). Explain briefly why you want to learn about these topics and why you want to make the changes to your working practices that you have identified. Suggested word count: approximately 200 words Section 2: You and Your Learning Context: Read pages 13-17 of the Learning Contract Guidance from the heading Section 2: You and Your Learning Context to the end of the section headed Pulling together your thoughts about Section 2. Make notes in your Learning Journal of your thoughts about the questions and illustrative cases in this section. When you are ready, use the notes you have made to write a short summary of how your learning experiences and work environment have influenced the choice of topics which you identified for your work-based learning inquiries in Section 1, and the way you will learn about each of them. Remember that your learning context includes your work environment and you will need to bear in mind how much freedom you will have to make changes to the way you carry out your work, as this will obviously influence the way you will be able to manage your learning. Suggested word count: approximately 200 words Section 3: Your Learning Objectives: Read pages 18-21 of the Learning Contract Guidance from the heading Section 3: Your Learning Objectives to the end of the section headed Pulling together your thoughts about Section 3. Make notes in your Learning Journal of your thoughts about the questions and activities in this section. When you are ready, use the notes you have made to help you to draw up one learning objective for each topic area that you identified for your work-based learning inquiries in Section 1 above. Remember to try to make each objective SMART (Specific, Measurable, Aspirational, Realistic, and Timely/Time-bound) as explained on pages 18-19 of the Learning Contract Guidance. You should also explain briefly why you have chosen each objective – this includes why you think the learning in each objective is important and how your work practice might be improved as a result. Remember to include your reserve objective (although you can comment on this more briefly than the other objectives). If you are a BUXS130 student, remember that one of your objectives must relate to Customer care in the public sector. Suggested word count: approximately 350 words Section 4: Learning Strategy and Resources: Read pages 21 -30 of the Learning Contract Guidance from the heading Section 4: Learning Strategy and Resources to the end of the section headed Pulling together your thoughts about Section 4. Make notes in your Learning Journal of your thoughts about the questions activities and illustrative cases in this section. When you are ready, use the notes you have made to help you to develop a plan for each of your learning objectives (again, you can do this more briefly for your reserve objective than for the first two). For each objective you should show: what steps you will take to carry out your work-based learning inquiry. This should include a plan of action which shows what you will be doing in each week from week 12 of this module. You may find it helpful to include some interim targets and/or a ‘table’ format to outline your strategy. an overview of the resources which are available to you and which you expect to use in carrying out your work-based learning inquiry. These might include Topic Guides, other online or printed articles and books, your mentor, your line managers and your colleagues. You should indicate your reasoning in selecting these resources and how you will choose, access, and make use of them. Where you identify people as a resource you should say what specific help will you seek from each of them, Suggested word count: approximately 500 words Section 5: Demonstrating Your Learning: Read pages 30 -40 of the Learning Contract Guidance from the heading Section 5: Demonstrating your learning to the end of the section headed Pulling together your thoughts about Section 5. Make notes of your thoughts about the questions, activities and illustrative case in this section in your Learning Journal. When you are ready, use the notes you have made to help you to explain how you will demonstrate your learning in relation to the objective you have decided on for each of your work-based learning inquiries. In each case you should explain: how you will show what you have learned about the topic which is the focus of your work-based learning inquiry (and which you identified in section 1 of your learning contract). how you will know whether you have achieved the objective you set for each work-based learning inquiry (and which you identified in section 3 of your learning contract). You should be able to identify measurable evidence or indicators for each objective. You should also be able to identify sources of evidence which will indicate that you are making progress at interim stages as well as evidence of achievement at the end of your work-based learning inquiry. As in previous section you should deal only briefly with your third objective. Suggested word count: approximately 350 words

Technology And Its Impact On Education - 904 Words

â€Å"Technology may empower, but to what end will that power be used?† said Levine in I Surf, Therefore I Am (224). The empowerment of technology simply comes down to the way it is used. More recently; however, the Internet has become some sort of replacement in the way students learn today. With the use of the Internet and little to no interaction with physical books, people can become uneducated rather easily. In today’s society, most everyone has access to the Internet; however, it is the way we use it that helps determine our success. Technology has advanced immensely throughout the past decade and will continue to do so. With these advancements taking place, educational programs are cutting down on books and upgrading their technology. By doing this, students are practically given a device with all of their favorite social media accounts right at their fingertips, which causes them to get distracted and not take advantage of their education. Education is important; I believe that is something the majority of humanity can agree on. According to Levine, now that school systems are getting more technologically advanced, the students have begun to surf the Internet; therefore, not reading or doing their work (223). Personally, I did not have this problem. I actually enjoyed reading and doing the work. However, several of my classmates did not feel the same way. In face, when we had group projects I would typically work on them by myself. Reason being, my classmates would gearShow MoreRelatedImpact of Technology on Ed ucation1146 Words   |  5 Pages------------------------------------------------- Positive Impact of Technology on Education Technology plays a very important role in the field of education, especially in this 21st century. In fact, computer technology has become easier for teachers to transfer knowledge and for students to obtain it. The use of technology has made the process of teaching and learning more convenient. Talking in a positive sense, the impact of technology on education has been extraordinary. Using Internet and computersRead MoreThe Impact Of Technology On Education802 Words   |  4 Pages The use of technology expanding broadly in different aspects of our lives and technology plays a significant role in modern society. The technology used globally and it impacts our lives daily for instant: government, businesses, schools, workplace, environment, and household. The technological evolution led humanity from the dark ages to enlightenment and agriculture to industrial. According to Merriam-Webster Dictionary, the definition of technology means â€Å"the practical application of knowledgeRe ad MoreImpact Of Technology On Education829 Words   |  4 PagesImpact of Technology on Education The way we teach students in the modern classroom has massively changed throughout the years. One major changing factor is the development and use of technology. Before, classrooms were filled with paper, pencils, crayons, and all things needed to be completely hands on with our education. Now, most classrooms have replaced these things with tablets and laptops and smart boards that students get to spend all day staring at. Technology has the potentialRead MoreThe Impact Of Technology In Education1533 Words   |  7 Pagesof constructivism appear on the fringes of education, there is a polarizing argument about what place technology has in schools. Students are coming to school with computers in the form of phones, tablets, or laptops in their pockets and backpacks. Some schools are leading the charge with BYOD (bring your own device) or BYOT (bring your own technology) initiatives. However, there are still districts, schools, and teachers who will not allow technology i nto their classrooms. Many schools and teachersRead MoreTechnology And Its Impact On Education985 Words   |  4 Pagesthis decade, technology has significant influence in many areas of society especially for improving education, language acquisition, support learning, and it is a great way to access to information. In fact, nowadays students depend on their machine such as computers, laptops, mobile phone to study in the classroom or outside the class. In addition, they use the internet to communicate with teachers and to help them do research for information they need to do homework. Although, technology is a substantialRead MoreTechnology And Its Impact On Education2762 Words   |  12 Pages Technology advancement has really provided new platforms for various disciplines leading to great improvements in the education process. Furthermore, education has been thoroughly lightened as a result of technology being applied to education. Actually, technology can be thought of as the application the scientific knowledge and approaches for the different purposes and in this case, education approaches like learning and teaching. In almost two decade technological approaches have been done andRead MoreThe Impact of Technology on Education4413 Words   |  18 Pagesï » ¿The Impact of Technology on Education 16 Introduction Higher education is undergoing a radical shift from localized, teacher-centered, face-to-face courses to student-centered online and hybrid courses offered by global universities. The traditional delivery of education is being supplemented and replaced by digital education models. The proliferation of information on the Web, the proliferation of instructional systems vendors, and the burden on faculty to design hybrid courses threaten theRead MoreThe Impact Of Technology On Education And Education Essay1317 Words   |  6 Pages Education has evolved tremendously over the past centuries. From one room school houses, segregated schools, to public and private schools, forms of education and how we receive it are always changing. In the past decade, technology has become a large part of education and schooling. Views on types of schooling and education are changing rapidly. Videos and articles can be found all over the Internet on basically any subject you can think of. Much of todayâ €™s schooling is done through online classesRead MoreTechnology And Its Impact On Education1134 Words   |  5 Pagesfact that United States of America’s education program is a far stretch from futuristic in most districts; application of technology has undoubtedly showed itself to be a critical factor in most high performing schools. Technology not only improves the learning environment to better fit the student, but also offers previously inaccessible learning material to students. If seen as an investment by the schools for the benefit of the students, private technology assigned to each student would betterRead MoreImpact Of Technology On Education1404 Words   |  6 PagesWith the great advances in technology, one can accomplish many great feats, be it Virtual Reality, a backpack desktop computer and even smart watches. However, technology has influenced many other parts of our world including education. How has technology influenced education? How do the pupils re ceive an education? How does technology play a viable role in this process? I will specifically be focusing on how education in South Africa is affected by technology. Technology has played a valuable role

Assassination Attemps on Adolf Hitler - 828 Words

Researchers have proven that Adolf Hitler, leader of the Nazis, killed more than 6 million Jews in his lifetime. The resistance knew that they couldn’t let him continue this behavior and needed to take action. There were an estimated 42 attempts on assassinating Hitler but a man by the name of Claus Schenk Graf von Stauffenberg came up the closest. Cornel Claus was a highly respected man due to him being in the General Army Office as chief of staff, and because he led an assassination attempt on Hitler, killing four Nazi officers. Claus was a very brave man for not only trying to eliminate Hitler but also for his war actions. Stauffenberg was born and raised in Upper Franconia, Germany November 15, 1907 (â€Å"Claus† Almanac). He grew up into a noble catholic family in Southern Germany. Claus went to high school looking to be an architect but eventually pursued the military due to family history. He made a good decision by going into the military because of his future actions. Claus was deployed as an officer in a cavalry regiment in 1930. He eventually fought in Poland and France from 1939-1940 (Leaders). Soon afterward, he was assigned to the army General Staff and for one month fought in North Africa at night against the Germans. During the war in North Africa Claus was attacked while in an airplane and lost his right hand, two fingers of his left hand, and his left eye. He must have had to change his daily routines due to the loss. After a month of recovery, upon his

Ethics and Worldviews - 1417 Words

The Universe Next Door: Ethics and Worldviews A worldview is the set of beliefs that is fundamentally grounded in each person’s heart whether they realize it or not, whether they hold true to it or not. Put simply, it is the basis on which a person lives his/her life. Therefore, ethics, the defining of right and wrong in life, is a crucial aspect of each worldview. Some would say ethics is based on feeling, others would say religious beliefs, while still others would say ethics is based on the law or the standards of behavior accepted by society. The absence of ethics is also a theme in some worldviews. While James W. Sire discusses several different worldviews in The Universe Next Door, the ethical beliefs held by each worldview†¦show more content†¦As aforementioned, God is the foundation of values in Christian theism, but for naturalists, values are created by human beings. The problem is, without any transcendent standard of good or bad, how does one derive what â€Å"ought† to be from what â₠¬Å"is†? Naturalists believe that all people have a sense of moral values acquired by intuition and authority or picked up from their environment. For them, good action is the action that promotes harmony and survival within the community. This is the view held by postmodernists as well, where society determines what social good ought to be. Ethics thus becomes autonomous and situational rejecting the need for any theological sanction. At the very core of naturalist beliefs however, matter is all that there was, is, and ever will be. The implications of this take on reality is that humans are merely complex machines, a result of evolution. How then, can one be sure that what one thinks to be logic and reason is really significant at all? Ironically, naturalism began as an Age of Enlightenment based on the affirmation of human intelligence, but a truly consistent naturalist leads to what is called a nihilist. Nihilists realize that they can place no confidence in knowing anything at all. In an attempt to escape the hopeless vacuum of nihilism, existentialism emerged, accepting all the propositions of naturalism except those regarding human nature and humans’Show MoreRelatedPersonal Worldview Business Ethics Paper1821 Words   |  8 PagesPersonal Worldview amp; Business Ethics Paper Liberty University BMAL 560 January 25, 2015 STEP 1 To what extent should personal religious beliefs impact our decisions about business ethics? Personal religious beliefs should impact all decisions about business ethics. If your beliefs are truly mandated in your life, then you have no choice but to be fair and honest about your business decisions. Business decisions can sometimes be difficult and harsh, but that is no reason to compriseRead MoreMan 807_Week 1_Values Ethics Paper: . Worldview On The1630 Words   |  7 PagesMAN 807_Week 1_Values Ethics Paper: Worldview on the Genesis of Values and Ethics Name Institution Abstract Business ethics and values have developed through time and crosswise over orders into a field, which is a standout amongst the most vital subjects in the field of business. For the authentic improvement of business morals, it is vital, to begin with, a meaning of business ethics and values in a worldwide setting (Savage, 2005). The study characterize business ethics and values from an administrativeRead MoreEthical Theories Are Different Ways People Can Analyze Ethics820 Words   |  4 Pagesexamined to study ethics and how they play into a person’s life. No matter what theory is at play, a person’s worldview will always impact his or her ethical standards. For example, an atheist may have a different view on homelessness than a Christian. The atheist and Christian will take different actions, when confronted, because of these worldviews. The study of why we have ethics is called metaethics. Metaethics describes ethics itself to have a deeper understanding of ethics. S everal ethical theoriesRead MoreThe Ethics Of Western Ethical Standards1080 Words   |  5 Pagesâ€Å"Ethics is a branch of philosophy, it is also, known as moral philosophy. It helps human deal with human morality and concepts such as good and evil, right and wrong, virtue and vice, justice and crimes.† (†¦.) Most people confused ethic with social conventions, etc. Dr. Richard and Dr. Linda, illustrated the notion with these â€Å"most people confuse ethics with behaving in accordance with social conventions, religious beliefs and the law, and don t treat ethics as a stand-alone concept.†(†¦) They wentRead MoreWhat Defines Your Worldview? Essay857 Words   |  4 PagesHow you define your worldview is how you see the world through your eyes. Everyone has a different worldview and different components to make their worldview. The three components that make up my worldview are God, knowledge, and ethics, because they shaped my thoughts, experiences, education, and my life decisions. The basic idea of whether there is a God or not is very abstract. It is impossible to prove that no God exists and it is for that reason that it is not considered a scientific conceptRead MoreThe View Of A Worldview1155 Words   |  5 Pagesconsists of many different humans who have many different opinions on life. I cannot begin to explain each worldview. But what exactly is a worldview? We can just break the word down and say a person’s view on the world, or viewing the world through different religions or through other people. Everyone has a worldview, and all people act and in a certain way because they are guided by a certain worldview. Sample states, â€Å"The interpretive ‘lens’ helps people make sense of life and comprehend the world aroundRead MoreEthical Theory : The Philosophical Study Of Morality Essay1511 Words   |  7 Pagesmorally right and wrong. (Wilkens, 2011) There are three main branches of ethical theory and they are; metaethics, normativ e ethics, and applied ethics. Metaethics is the study of where moral principles come from. Normative ethics regulates right and wrong behavior. Applied ethics looks at the most debatable issues that are faced in the world. With these different fields of ethics, philosophers try to figure out the best way to figure out how to best approach controversial issues. For the use of thisRead MorePersonal Worldview Essay1002 Words   |  5 PagesPersonal Worldview Essay My worldview has been shaped and expanded over the course of my lifetime by many different influences. My family, friends, coworkers, teachers, and even strangers have made impacts on my life that have in one way or another changed how I view society and the world around me. The three main components that help to form my worldview are Ethics, Human Nature, and God, because they molded my thoughts, experiences, education and life decisions. I feel the strongestRead MoreEssay about Cwv Study Guide608 Words   |  3 Pagesthree analogies for worldview used in Chapter 1 of the textbook. Foundation of a Building, Lenses, Box top of a jigsaw puzzle. 2. List the various definitions and descriptions of worldview found in the textbook and lecture. Worldview is the parts of an overreaching vision of the world and for the world. Worldview is the fundamental cognitive orientation of an individual or society encompassing the entirety of the individual or society’s knowledge and point of view. a worldview is a foundationalRead MoreComparing Different Worldviews And Their Effect On Society1216 Words   |  5 PagesBefore comparing and contrasting different worldviews and their effect on society, it is important for us to understand what we are studying. What is a worldview? A worldview can be defined by many different definitions. But broadly, it is a way through which you see and interpret the world and the things around you. It is a mental mode of reality from which we develop ideas and theories about the world. It answers questions: What are humans? Why are we here? What is our purpose? What are your values

Free Speech in the Digital World Under Threat Free Essays

COMMENTARY Free Speech in the Digital World under Threat? Kirsty Hughes We are at a moment where the digital world can go either way – it can become a space of genuine free expression, one enjoyed by ever larger numbers of people or it can become a controlled and monitored space. Like any battle for free speech and fundamental rights, governments and other major players – in this case big web companies and internet service providers – must be held to account and challenged to defend our rights. T e digital world continues to open up huge opportunities for communication, interaction, sharing views and exchanging information across and within borders. We will write a custom essay sample on Free Speech in the Digital World Under Threat? or any similar topic only for you Order Now It is even rather dated to say we are all our own publishers now, we can all be citizen journalists – though we are and can be. And as millions more people in the next couple of years join that digital world as the price of smart phones fall, the digital revolution is surely not over. Or is it? Are Governments Hardwired to Snoop and Censor? Kirsty Hughes (hugheskirsty@gmail. om) is with the Index on Censorship, London, United Kingdom. The ability of both governments and big corporations to monitor the internet, to gather data on us all, to determine what we can and cannot do or see on the web is another key but less welcome part of our digital world. And censorship and surveillance of digital communications is on the rise – not only in countries such as Iran, China and Russia, but also in India, the United Kingdom (UK) and the United States (US). While China’s â€Å"great ? ewall† and army of snoopers does its best to block a whole gamut of politically-se nsitive topics and debates – sensitive that is to China’s authoritarian elites – the democratic world is increasingly looking at using the technological opportunities out there, either to block content, or to monitor their own citizens. Earlier this year, Indian authorities came top in Google’s transparency report – which shows government requests to Google to remove material and how many Google complied with – with the largest number of requests for Google to take down posts not backed by court orders. The US and Brazil had the highest number of takedown demands backed by court orders, while in Twitter’s similar transparency report, the US was the number one country demanding information on users. Google and Twitter also go along with many but not all of the requests NovemBER 17, 2012 they receive – private companies playing a crucial role in determining the extent of our free speech and our privacy. Meanwhile in the UK, a draft Communications Data Bill currently being scrutinised in Parliament, would, if it became law, lead to monitoring and retention of a vast array of digital data across the entire population. From tracking who our emails go to or come from, likewise our phone calls, to storing the data our mobiles give up on our locations or our web searches, showing what topics we are investigating, the draft UK Bill certainly deserves its popular name â€Å"a snooper’s charter†. Iran is also aiming to develop its own intranet that would operate in a way detached from the wider world-wide web, and so be much easier to control by state authorities. But how can India or the UK or US stand up to Iran and pressure them not to cut their citizens off from the wider digital world, if they are not fully respecting basic rights of their own citizens online? What Is Driving the Urge to Control? Freedom of expression is a fundamental right – and without it democracies cannot function and power cannot be held to account. So why are so many governments increasingly looking at control of our digital lives? There are two overlapping justi? cations at the heart of this. Do we need protecting from being offended? Attempts to justify censorship often appeal to the protection of public order, or public morals, tackling hate speech, or promoting national security. But unless highly limited, such censorship rapidly intrudes on open democratic debate, serious discussion, on art and entertainment, on all our communication and interaction. In the UK, a recent spate of cases indicate a deeply worrying trend towards criminalising speech – individuals have received jail sentences or community service orders for publishing sick or bad jokes online or on Twitter (or in one case for strong anti-police sentiments on a t-shirt). And while the â€Å"Innocence of Muslims† video was highly offensive to some (though not all had seen it) is it really vol xlviI no 46 EPW Economic Political Weekly 18 COMMENTARY the job of governments to decide what is offensive or not? And if they do, and all governments between them censor all that is offensive on the web, then there will be very little left for us all to read or debate or write. We will end up in the opposite of a digital world – in a controlled and fragmented set of con? ned digital spaces. The other main justi? cation governments use for controlling the digital world is in order to justify monitoring and surveillance. We need it to tackle crime and terror, the authorities say with great urgency – the criminals are technologically leaps and bounds ahead of us. But do democracies really need to monitor and survey their entire populations just because digital technology makes it easy to do? Surely tackling crime needs a focused, targeted, intelligent approach – not a population-wide sledgehammer. And if democracies do mimic the mass snooping behaviour of the East German Stasi, or of today’s China or Iran, then they will be undermining their own democratic systems. Free speech does not prevail where everything is being monitored, or collected, or stored so one day it may be checked on. And while governments need to be challenged not to censor and monitor and undermine the global digital space we share, private companies have become an increasingly important part of the equation – but one less easily held to account. Facebook’s users hit the one billion mark this autumn. But not only does Facebook make a lot of money out of the private and public information that the one billion share on its pages, it also sets the rules for the conversations in its space. Fair enough you may say, so do plenty of clubs or newspapers or societies. But telephone operators do not set rules of what you can and cannot say on the phone; cafes do not ask you to sign up to what you can and cannot say at the door. And as Twitter, Google and others respond to governments’ requests to take material down – or stand up to governments (as they sometimes do) and defend what has been posted – we are witnessing a major privatisation of censorship in the digital world. Can We Defend the Digital Revolution? So have we lost the digital revolution while it is still in its infancy? Not necessarily. Some big web companies are issuing transparency reports, as Google and Twitter do, so we can all see and judge what they as companies are doing – though we cannot get that picture yet for any individual country. This is an important but partial step. Beyond this, some of the big companies, as well as many democratic governments, have made clear statements supporting an open, free digital space that respects human rights including the right to free expression. And the European Union (EU) and US are currently standing up to a push from China and Russia for top-down regulation of the internet. The next summit where this battle will continue is the International Telecommunications Union (ITU) meeting in Dubai in early December. Which way will India, or Brazil, or South Africa go at that summit – with the US and EU or with China and Russia? We are at a moment where the digital world can go either way – it can become a space of genuine free expression, one enjoyed by ever larger numbers of people, or it can become a controlled and monitored space. Like any battle for free speech and fundamental rights, governments and other major players – in this case big web companies and internet service providers – must be held to account and challenged to defend our rights. If democracies like India, the EU, the US or Brazil do not defend free speech in the digital world, and hold back from the temptation of censorship and surveillance almost at the click of a mouse, then we are on a dangerously slippery slope. It is a moment to stand up and defend our digital freedoms – for if we do not, who will? N EW The Adivasi Question Edited By INDRA MUNSHI Depletion and destruction of forests have eroded the already fragile survival base of adivasis across the country, displacing an alarmingly large number of adivasis to make way for development projects. Many have been forced to migrate to other rural areas or cities in search of work, leading to systematic alienation. This volume situates the issues concerning the adivasis in a historical context while discussing the challenges they face today. The introduction examines how the loss of land and livelihood began under the British administration, making the adivasis dependent on the landlord-moneylender-trader nexus for their survival. The articles, drawn from writings of almost four decades in EPW, discuss questions of community rights and ownership, management of forests, the state’s rehabilitation policies, and the Forest Rights Act and its implications. It presents diverse perspectives in the form of case studies specific to different regions and provides valuable analytical insights. Authors: Ramachandra Guha †¢ Sanjeeva Kumar †¢ Ashok K Upadhyaya †¢ E Selvarajan †¢ Nitya Rao †¢ B B Mohanty †¢ Brian Lobo Pp xi + 408 Rs 695 ISBN 978-81-250-4716-2 2012 †¢ K Balagopal †¢ Sohel Firdos †¢ Pankaj Sekhsaria †¢ DN †¢ Judy Whitehead †¢ Sagari R Ramdas †¢ Neela Mukherjee †¢ Mathew Areeparampil †¢ Asmita Kabra †¢ Renu Modi †¢ M Gopinath Reddy, K Anil Kumar, P Trinadha Rao, Oliver Springate-Baginski †¢ Indra Munshi †¢ Jyothis Sathyapalan †¢ Mahesh Rangarajan †¢ Madhav Gadgil †¢ Dev Nathan, Govind Kelkar †¢ Emmanuel D’Silva, B Nagnath †¢ Amita Baviskar ww. orientblackswan. com Mumbai †¢ Chennai †¢ New Delhi †¢ Kolkata †¢ Bangalore †¢ Bhubaneshwar †¢ Ernakulam †¢ Guwahati †¢ Jaipur †¢ Lucknow †¢ Patna †¢ Chandigarh †¢ Hyderabad Contact: info@orientblackswan. com Economic Political Weekly EPW Orient Blackswan Pvt Ltd NovemBER 17, 2012 vol xlviI no 46 19 How to cite Free Speech in the Digital World Under Threat?, Essay examples

Comparison Between UK and US Health Care System

Question: Discuss the comparison between UK and US Health care system? Answer: Introduction The mainstream themes of study over the world are the health security systems. Their notoriety is anticipated not simply to the general human requirement for health security, moreover to the distinctive markers of the allotment procedures and subsidizing all around all through the world. These various sorts depend considerably on each nation's administration method for history, way of life, and level of developing. While a subject that has a great impact on the present and years to come, health security is an essential thought of the lawful and begin method for way of life in the US. In particular, openness health security is as often as possible drew out on TV news, saw all through administration ensures, and determined inside begin classes. This demonstrates that the United States' begin is enhancing closer to looking at better mindfulness health security (Fried and Gaydos, 2002). A typical confusion all through the US is that country who give national Medical legitimate considerat ion techniques, for example, northern piece of the U. S. Proclaims and the UK, give 100 % free Medical legitimate consideration. Though numerous options are putting forth absolutely free at the purpose of appropriation, for the most part, these national Medical legitimate consideration techniques give choices basically through the shows of inhabitant assessments. Individuals in the U. S. are considering enhanced government support in health security; in this way, it is critical to see how this could be accomplished and the impact it could have on a group (Lassey, Lassey and Jinks, 1997). This report is intended to evaluate two nations' medical care frameworks: the United Kingdom and the United States. These two nations have close conventional and social connections, yet concerning Medical legitimate consideration, the US and the UK are altogether distinctive. Since they change so remarkably, both nations could gain from one another to make better strategy and systems and therefore improve medical consideration accommodation to their particular individuals (Johnson and Stoskopf, 2010). Comparison between UK and US Health care system The current wellbeing and wellness frameworks in the UK and the US basically enhanced after Second Globe War. Experiencing comparative money related confusions in a post-war world, both government controllers educated government and social weight to give their specific populace better accessibility Medical consideration. They have since outlined rearward suggestions in their system improvement. The UK government's answer was an overall health consideration with one completely broad national health framework. This framework, the NHS, reacted to the UK individuals' quick prerequisite for a confirmation to health consideration openness when it began working in 1948 (Light and May, 1993). Toward the end of Second World War, it was the individual business in the US that generally tackled the obligation of Wellness great consideration openness. The US market saw a stable increment in health protection arrangement strategy organizations and applications, for example, the advancement of the government protection arrangement approach and state medicinal services program applications in the Sixties. Since the US doesn't offer overall Wellness great care, the individual wellbeing industry, alongside protection arrangement approach, decided a significant part of the unavoidable advancement toward the took care of great consideration action (Sharp, 2004). Though the United Kingdom and the United States' wellness methods contrast essentially in the phase of government commitment and open obligation, both systems work in the same path with respect to accommodation. Both typically utilize essential wellness care as the first component of availability and capacity under provincial, compelling, and specific subsystems. Despite the fact that these subsystems are taken care of by the administration in the UK and by individual organizations in the US, it is really in the obligation of dealings where there is a conspicuous refinement (Stahl, 2004). The UK populace have entry NHS health consideration highlights and administrations that are financed through basic tariff. Though medical care accessibility is offered and paid for by the government of the UK, it is the individuals, through assessment, who essentially pay for their own particular medical legitimate consideration. The NHS Plan anticipates significantly incorporate the patients and specialists in its future, yet the administration of the entire NHS framework truly fills in as a manager by the government of the UK (Klein, 2004). In the US, availability wellness consideration highlights and medicinal administrations are for the most part paid for by a blend of payers, associations, and individual commitment. The US health system relies on upon the capacity and strategy impact of both open and individual associations to work as a creative, free market. Though 44% of US wellness legitimate consideration costs is uninhibitedly subsidized, essentially all financing originates from individual houses as expenses, commitments, and pay-move rebate rates. Though medical legitimate care in the UK is taken care of by the administration and medical care in the US is principally taken care of actually, both generally are just made conceivable by the people. The primary changes are the level of blessing commitment and important assessments contrasted with non-reflex endeavours. The UK gives health consideration accessibility all utilizing an as a part of the same way run health and wellness accommodation program in the US, though the US is enduring the monetary weight on their without protection. Accordingly, the US has generally fizzled in furnishing People America with moderate health security choices and instruction on the effect it has on the economy (Petratos, 2005). Conclusion The U. S. is generally established upon its promise of the rights and privileges of its kin. Formal data is considered and acknowledged as a privilege to all in the US. Not just does the UK perceive comparable rights and rights as the US, yet it likewise contains the privilege to get proper accessibility health security. Also, pretty much as though one picks singular over gathering data in the US, one must have the capacity to pick singular over the gathering medical care in the UK (Henderson, 2002). Though there is an activity in the UK for higher commitment between the NHS and individual medical legitimate consideration, there is likewise an activity in the US for health security change that may comprise of the execution of an overall medical legitimate consideration framework. Accordingly, two health security strategies that have normally been respected at opposite completions of the assortment have begun to find better approaches for approaching their specific routines and have found favourable circumstances in the work and accommodation of one another. Thus, these systems are more indistinguishable than they are diverse, and their goal is the sameto give great, practical availability medical legitimate need to their specific group. References 1. Fried, B. and Gaydos, L. (2002). World health systems. Chicago: Health Administration Press. 2. Henderson, J. (2002). Health economics and policy. Australia: South-Western/Thomson Learning. 3. Johnson, J. and Stoskopf, C. (2010). Comparative health systems. Sudbury, Mass.: Jones and Bartlett Publishers.. 4. Klein, R. (2004). Britain's National Health Service Revisited. New England Journal of Medicine, 350(9), pp.937-942. 5. Lassey, M., Lassey, W. and Jinks, M. (1997). Health care systems around the world. Upper Saddle River, N.J.: Prentice Hall. 6. Light, D. and May, A. (1993). Britain's health system. Washington, DC: Faulkner Gray's Healthcare Information Center. 7. Petratos, P. (2005). Does the Private Finance Initiative Promote Innovation in Health Care? The Case of the British National Health Service. Journal of Medicine and Philosophy, 30(6), pp.627-642. 8. Sharp, N. (2004). Washington Health Policy Institute: June 2004. policy polit nurs pract, 5(1), pp.55-56. 9. Stahl, M. (2004). Encyclopedia of health care management. Thousand Oaks, Calif.: Sage Publications.