International Liberalism Theory

International Liberalism Theory Liberalism Views Liberalism earned its recognition in the 18th century from Western political philosophy where German writer Immanuel Kant and French author Baron de Montesquieu determined its relevance to international politics. In the 19th century, British philosophers John Stuart Mill and Jeremy Bentham wrote about liberalism as it affected the world. Many global leaders examined the elements of liberalism in their policies and wrote about them applying them to international situations. Liberalist views have a positive factor that people, countries and governments can work together to solve their problems and make peace within the world. Liberalism Theories Some liberalism theories show there are many challenges that have not been overcome that would ease the suffering of the world. Liberals view international relations as cooperative, constructive efforts between countries and governments to aid poor nations to promote global welfare and economic stability. However, liberalists also believe in promoting capitalism and economic prosperity through global democracy, self-regulation of the markets, equality, liberty and restricted governmental control. Modern liberalism supports coordinating both state and non-state relations to promote global peace and improve the political, economic and social situations around the world (Burchill, 2001, 54-69, 9-10). International Liberalism Liberals are optimistic about the role of the organization. International organizations include not only intergovernmental organizations IGOs but also nongovernmental organizations (NGOs). â€Å"Liberals also see international organizations as shaping the international landscape. International organizations include not only intergovernmental organizations (IGOs) but also nongovernmental organizations (NGOs) that can have both public and private functions.† (Doyle, 1995, 74-77). Governments are important because they have independent and indirect influences on the domestic and foreign policies of states. Cooperation between state governments is needed for organizations to achieve their goals. The nature of international relations combines conflict and cooperation between states and non-state organizations because they rely on one another. Competing interests can control or lobby the government to achieve their goals. Liberals are also concerned about the individuals involved because they are part of the society. There are many organizations other than the state that believe in the realist approach and focus on the nation-state, while liberal thinking analyzes the individual person. Liberals view the international world as it deals with each other through global trade agreements, travelers visiting or studying abroad, and international institutions like the United Nations, where no governmental control from the realist’s point of view does not quite cover all the different contexts of daily life. Liberals feel that realists view nations as warring forces that try to balance power through force. However, that is not the liberalist view (Doyle, 1995, 60-65). Liberalism Among Nations Liberalists believe an international society that can work together with all countries can help them solve their problems. This involves international trade between nations, and a different outlook where disorder is not useful and wars should end so people can work together and live in peace. Liberals feel that realists make countries out to be always conflicting with each other, and never getting along or having a balance of power. Liberals view the future as full of growth and independence that will make the differences between international and domestic politics lead to a universe that has no borders. Environmental problems are an example of how the world is all in the same situation, no matter how developed or wealthy their nation is. However, realists that that the Middle East may be the exception to the rules, since there may always be political problems there due to oil profits and the threat of Muslim terrorism to countries like the US (especially after the problems with the World Trade Center hijackings and the fact that 16 out of 19 of the terrorists were from the Middle East) (Brown, 2005, 4-8). The US believed Iraq needed government intervention to ensure the stability of their society because through liberalism, they would be able to achieve peace. No getting involved in the internal affairs of states should be a basic international law. The US was willing to get involved in Iraq because they saw an opportunity to appear to be helping them solve their problems and also gain military presence within the Middle East. Without outside interference, the Iraqi situation might have become much worse, according to the US, since Saddam Hussein’s dictatorship was overpowering the poor people and destroying their economy. Neoliberalists believed that the US could invade and gain cooperation with the Iraqi people so the state’s issues would be resolved. (However, now everyone knows that the US only wanted to gain control of Iraqis oil supply) (Brown, 2005, 153, 155, 158, 255). Comparing Liberalism to Realism and Idealism Theories The liberalism and realism theories involved in domestic politics suggest that the use of force by various groups often leads to the government trying to maintain power through media intervention, turning the public against the attackers, and a show of sympathy by the rulers to gain the public’s support and sympathy. The major assumptions of realism explain that the Saudi government and the terrorists are the only significant players in the situation, that military force is the principal method of solving problems, and that the overall security of the country is the key objective that must be achieved. The main concept behind liberalism is that there is a balance of power that must be kept at all times between the governing parties and those who they are trying to please. The liberalist view explains how war is only needed in seriously dangerous circumstances, not for the development of universal community or for the growth of the economy. In a country like Saudi Arabia, the religious Matawas feel the Saudi government is being influenced and controlled by America and the United Nations to conform to their society’s rules or risk losing oil contracts and other business negotiations (Nathanson, 2002, 48-52). When applying these theories of realism and liberalism to countries with political problems, it helps to explain how their internal difficulties would be very complex to find solutions for. Saudi’s internal political problems relate to what exactly is a legitimate use of force, and when is it acceptable to apply it. The Matawas felt that since the government was not listening to their protests concerning the changing policies that would open up the nation and allow for a totally new society to develop, that bombing innocent people was the just method of retaliating (Voegelin, 1974, 3-8, 205). Although liberalism is a more positive and helpful theory, realism is the most popular concept in international politics where the worst problem is war and military force, and the major characters involved are the countries or states themselves. Realists believe that liberals overstate the difference between international politics and domestic politics, since realists see the state of war as only needed under very critical circumstances, and liberals refuse to see the benefits of economic independence, growth and development of international global communities. Realists believe that states do not always go to war, and they have many other options, such as peace and trade between nations (Brown, 2005, 4-7, 45). While realist views emphasize continuity, permanence and stability within the society, liberal views stress change is needed, especially in the Middle Eastern region, since the world is said to be moving past anarchy to a better overall situation that desires world peace. Combining continuity and change is the best overall solution, however, the mixture of both liberalist and realist views would have to involve altering human behavior, which is almost impossible, especially on an international and political level that depends on unethical governments for their decision-making. Idealists believe international relations should focus more on the actual causes of global conflicts and how they can be changed for the better. Idealists look for ways to improve the situations, and create peace and stability within all nations. Idealists want to reduce illiteracy and inequality in the world and allow for more education and job opportunities. They want to rid the world of poverty and starvation, and fight against liberalists who believe the situation is may be difficult or cannot be resolved without the help of governments (Voegelin, 1974, 120-127). Conclusion Liberalists feel the alliances and contacts that manage to be formed across borders (like the UN and USA getting involved during global conflicts) form a global society that represents a non-warring world that must exist alongside the warring world. Liberalists feel that realists overstate the differences between national and global politics as a state of war, which concentrates only on the worst part of the situation. Liberalists believe that realists overlook the growth and development of economic independence and the progress of a international society. However, countries at war find resolutions and negotiate their way back into society with the help of others, and their economies can then succeed. REFERENCE Steins, J. (2004). Introduction to International Relations, Perspectives and Themes. London: Longman. Doyle, M. (1986) Liberalism and World Politics. The American Political Science Review, Vol. 80, Issue 2. Solomon, B. (1998). Warriors for change. National Journal, Vol. 30, Issue 21. Burchill, S. (2001). Theories of International Relations. London: Palgrave Macmillan. Brown, C. (2005). Understanding International Relations. London: Palgrave. Voegelin, E. (1974). Liberalism and its History. The Review of Politics, Vol. 36, Issue 4. Scruton, R. (1996). Idealism, A Dictionary of Political thought. UK: MacMillan. Nathanson, S. (2002). Idealism World Book. UK: Pearson. Das, R. (1999). Politicism and idealism in state theory. Science and Society, Vol. 63, Issue 1. Groody, D. (2002). Border of Death, Valley of Life. UK: Rowan and Littlefield Publishing.

Reflective Writing for Learning Disability Nurse

Reflective Writing for Learning Disability Nurse Summary reflection –Modules 5 9 Working as a learning disability nurse, poses a career fraught with many interesting and often frustrating challenges. However, this is a population that cannot be ignored or slighted medically just because they present with special needs (DOH 2001). Emerson et al. (2001) state that 2.5 – 3% of the population in the UK are among the learning disabled, with 30% of these individuals presenting with categorically severe or profound learning disabilities. Emerson et al. (2001) also tell us that frequently multiple learning disabilities present in the same individual, including physical and/or sensory impairments, physical or sensory disability and/or behavioural difficulties. The five modules presented an opportunity to explore various aspects of this specialty area and reflect on the experience on a module by module basis. The act of revisiting the individual reflection pieces to present the current summary essay allowed for not only intellectually experiencing what I wrote, but it also allowed me to re-experience each situation and gain a new appreciation for the patients I worked with, the teams I took part in, the pros and cons of each situation and what I have learned that will be immediately applicable to a real world work environment. Importance of reflection Driscoll and Teh (2001) tell us that practitioners can gain a stronger understanding about various interventions and protocols used, as well as reviewing the situation specifics of each incident, through the process of reflection. In particular, Foster (1985) stressed the importance of using a journal for purposes of written reflection on nursing practices and procedures in order to help clarify issues and make them more real and visual. Gardiner and Lawley (1995) believe that self awareness, one of the outcomes of nursing reflection, can enable staff to recognise the skills they employ and add meaning to their interactions with peers, team members and clients/patients. There were many positives and negatives I experienced on a module by module basis, but in summary, these will be presented thematically. Achievements Module Five offered the opportunity to gain insight into the lifestyle experienced by those with learning disabilities. Similarly, Module Seven provided much needed and interesting information on the role of special health needs observed in those with special needs. This enabled me to make a difference for a client with diabetes through the development of a health care action plan that included the client’s smoking cessation; something the social worker assigned to the case was no knowledgeable of. It was quite exciting to improve my communication skills throughout the five modules. For example, I was able to improve my rapport with other colleagues and various multidisciplinary healthcare professionals as well as clients as I achieved Module Nine communication based learning objectives. Godsell and Scarbrough (2006) comment communication skills are essential for healthcare practitioners. I believe they are even more critical for those working with the learning disabled. Another example was the ability to communicate effectively myself and help others, such as residential home management, communicate with a specific autistic client experiencing difficulty in choosing daily activities based on his disability. I was able to include this client in the decisions made which is critical to empowering the client with a sense of self. Similarly, during Module Five, I worked with a cerebral palsy client who was screaming due to discomfort; that was her mode of communication, which at th e time I failed to recognise, but upon reflection now know actions as well as words are important modes of communication for those with learning disabilities. Shortcomings In general, a major negative I encountered was feeling I was used as â€Å"the help† rather than as a student nurse during my placement. This limited my ability to contribute and to grow personally and professionally. This was particularly evident during Module Five. Similarly, during Module Eight I was faced with a situation creating a significant amount of stress with no stress management advice or training opportunities from which to learn how to effectively cope. Contrary to Davidson’s (2001) research, there were no in-house stress management training opportunities to take advantage of. There was a sharp discrepancy in Module Nine when reviewing the Valuing People (2001) discourse in relation to people with learning disabilities (PWLD) between what was written in the document and what I experienced at work; whereas the document stresses the rights inherent for all people be extended to PWLD, it was my experience that daily patients and clients were denied access to services due to budgetary measures rather than expressing interest in people’s rights to quality healthcare and a quality standard of life. Gates (2003) tells us those with learning disabilities have rights and should be encouraged to attain respect and reach their potential. Challenges/Learning opportunities One of the main challenges I experienced in the module series, particularly with Module Five, was relating theory to practice. However, through additional research and self motivated learning I was able to bridge the gap. I also experienced a number of personal and professional challenges that I believe helped me become a stronger person and future professional. For example, at the beginning of Module Six, my mentor informed me he would not be available to me. This was very frustrating and upsetting as I knew without the help of a mentor, it would be very difficult to achieve the specific learning objectives outlined. However, I was able to turn this situation into a positive by becoming an active contributor to my own educational process by learning, understanding and solving real life problems (Kaufman, Mann Jennet 2000). Similarly, in Module Nine, I found several of the teaching styles challenging, but that helped to develop my research skills and allow me to make contributions in the group and EBL sessions. This also helped to develop my learning and presentation skills. An additional challenge in Module Nine was situation I encountered when viewing a medication administration concern at work. While I informed my manager of the situation, the team had a negative reaction rather than positive which would have been consistent with concern over patient/client care. Thomas, Mason and Ford (2003) tell us it is difficult for workers to become whistleblowers, especially in situations related to patient/client care or maintaining standards of care. This was an even more difficult challenge for me as I was only a student with limited status in the work environment. This was similar to the situation I found myself in during Module Seven when the community care social worker appeared to be neglecting the client’s diabetes, which is inconsistent with the General Social Care Council (2002) code of practices. I felt I was caught in the middle being a student making suggestions and pointing out care inconsistencies. Through the increased communication skills I developed, I was able to participate with the social worker in the role Gates (2003) identified as a learning disability nurse educator and facilitate changes. In conclusion, through the combined effects of achieving the modules’ learning objectives, reflection on the positive and negative events as well as challenges I encountered throughout modules 5 – 9 have enhanced my skill development of working with the learning disabled, improved my problem solving skills, allowed for improved communicative ability both on interdisciplinary teams as well as working with learning or developmentally challenged persons. The added use of written reflection as a tool will further my ability to transfer these skills into practice in my future placement and allow me to be effective in my nursing capacity on day one of my engagement. References Davidson, J. 2001. Stress management: Minute 10 guide. New York: Macmillan, USA. Department of Health. 2001. Valuing People: A new strategy for learning disability for the 21st century. White Paper CM5086. Great Britain. Driscoll, J Teh, B. 2001. The potential of reflective practice to develop individual orthopaedic nurse practitioner and their practice. Journal of Orthopedic Nursing, 5, 95 – 103. Emerson, E, Hatton, C, Felce, D Murphy, A. 2001. Fundamental facts. London: The Foundation of People with a Learning Disability. Gates, B. 2004. Learning disabilities: Towards inclusion (4th ed). London: Churchill Livingstone. General Social Care Council. 2002. Code of Practice for Social Care Workers and  Code of Practice for Employers of Social Care Workers. [Online]. Retrieved from: http://www.gscc.org.uk/NR/rdonlyres/8E693C62-9B17-48E1-A806-3F6F280354FD/0/CodesofPractice.doc [Accessed 20 September 2008]. Godsell, M Scarbrough, K. 2006. Improving communication for people with learning disabilities. Nursing Standards, 20(30), 58 – 68. Kaufman, DM, Mann, KV Jennet, P. 2000. Teaching and learning in medical education: How theory can inform practice. London: Association for the Study of Medical Education Monograph. Gardiner, A Lawley, K. 1995. Health and social care: Longman advanced GNVQ test and assessment guide. London: Longman Publishing Group. Thomas, A, Mason, L Ford, S. 2003. Care management in practice for the registered manager award: Essential reading for all care managers (2nd ed). Oxford: Heinemann Educational Publishers

The Heroic Code Essay -- Trojan Princes Epic Heroes Essays

The Heroic Code Often, epic heroes can be characterized the same way. They are portrayed as superhuman beings, possessing strength, physical beauty, and intelligence. These heroes aspired to live by a heroic code that would ensure immortality by keeping their memory alive in the people. Homer's The Iliad shows how the heroic code was ingrained in ancient Greek warriors. In many cases, the Greeks put this code of honor above their own lives. During a battle, Glaukos, a Trojan, and Diomedes, an Achaian, encounter one another in a space between the two armies. By chance Diomedes asks who his enemy is. The two men then realize that their fathers were friends. To keep the family friendship alive, the men share a handshake of peace. This embrace shows how the Greek warriors were de...

University Costs :: essays research papers

University Costs How have university costs changed over the years? University costs have been steadily increasing throughout the last ten years as more and more students apply. However, foreign students feel the brunt of the hikes as they pay around the area of three times as much as in country students. What are some of the costs when going away to university? Costs that you are expected to cover when going away for university are listed below. 1) Tuition - this is the main expenditure when going away to university. Tuition cost run from about 2,000 - 4,000 dollars a year. 2) Books and supplies - this cost runs up at about 500 - 800 dollars per year for books. Average supplies range from about 100 - 200 dollars. 3) Transportation - when a student is away at university, the problem of getting to and from school arises. More than likely, this problem can be solved through public transportation such as, bus, subway, or shuttle train. The average cost for a years pass on one of these transportation systems is about 200 - 300 dollars. The other available option is to own a vehicle. The downside is gas drains the cash flow and student parking can be quite expensive at some universities. 4) Housing - a student who attends university away from home must find a place to eat, sleep and , of course, study. There are about three main options in this field of discussion. The first is dorm housing. The costs of sharing a dorm ranges from about 250 - 400 dollars per month. The second available option is to rent an apartment. A nice affordable apartment ranges from about 300 - 500 dollars a month. This type of apartments usually contains features such as a stove and a fridge. The final option is to board at a house. This is clearly the most affordable situation. Most meals are home cooked, you are equipped with a washer and dryer. The atmosphere of home is also a plus for first-time students who might feel homesick. The price to board ranges from around 200 - 400 dollars a month depending on how close you are to the campus. 5) Miscellaneous - costs that are included under the miscellaneous section are food, clothes, and personal expenditures. The average cost yearly for miscellaneous expenses can run from about 500 - 1000 dollars a year.

The Opportunities for Excellence :: Philosophy of Teaching Education Essays

The Opportunities for Excellence Like many other students in the public school system, I had my share of â€Å"good† teachers and â€Å"bad† teachers, but I learned valuable things from each of them: from the â€Å"good† teachers, inspiration to enter education and how to be a good teacher, from the â€Å"bad† teachers, if nothing else, what not to be. As important as education is to children’s success in life, they should have as many positive influences as possible. I will strive to be the best teacher I can be, not only to be marked as one of the â€Å"good†, but one of the â€Å"great† teachers of education. As a student, I found the â€Å"good† teachers to be those that went the extra mile to help children fulfill individual interests. Sponsorship of clubs and organizations, home visits, etc. have been traditional methods of supplementing education, but computers and the Internet have given rise to many new avenues, such as e-mail correspondence and more powerful, contemporary research information. Recent coordination of colleges and high schools has also provided students interested in attending college the opportunity to advance their pursuits in continued education by allowing them to correlate their high school classes with the college curriculum for dual credit. I will use these tools, along with many others, to heighten the educational experience for my students. I also recall my â€Å"good† teachers as moral role models. Their upstanding character, fairness and general nature were reflected in their students, as will the traits of future teachers for many years to come. Also, the trend continues for children to have less and less influence at home, be it due to non-traditional families, both parents working, etc. Even more, a greater diversity of classroom ethnicity introduces a broader set of values, and further challenges teachers to be open to other cultures. They are also given the responsibility of enculturation, conveying the appreciation of other cultures to their students. This can amount to as little as contribution and additive methods, appending other cultures’ ideas into core philosophy, to as much as transformation or social action, integrating other cultures into the curriculum as part of the norm. All of these factors leave a greater weight of shaping children’s mindset on teachers. As an upcoming educator, I feel a great responsibility to maintain respectability and general good character as a positive example for my students.

What Makes a Good Meal

A good meal is one that has the desirable qualities which can distinguish it from ordinary meals (American Heritage Dictionary). Therefore, a good meal should be tasteful, healthy and nicely served. This includes all the processes for the preparation of food – from selecting the ingredients, cooking, garnishing and serving the food – giving considerations to the time and environment, wherein the meal is supposed to be served. Making a good meal starts by the selection of ingredients. Always select canned and dried food first. Cans should be intact (e. g. no bulging, leaking or dentations) upon purchase, in addition, one should always be mindful of the expiration date of the product. Dry goods (e. g spices) should be kept in air-tight containers to keep the flavor and aroma. After buiyng canned and dried goods, next purchase should be made for vegetables and herbs. In buying vegetables, make sure that they are fresh, vividly green and without any yellow patches. They should be packed according to same kinds. And finally, the last that should be bought are perishable foods like meat, fish and poultry. These goods should be kept refrigerated to ensure the freshness. Any purchase that is felt warm to touch or packed in a leaking package should be discarded. Once at home, preparation of the meal starts by proper handling. The main purpose of this is to prevent possible food poisoning that may result from growth of bacteria. Therefore, always keep the food in the refrigerator, keep everything clean and avoid soiling readily prepared ingredients with other ingredients like fish or meat. Marinating serves the purpose of tenderizing meat so it cooks faster and becomes juicier. The basic elements of a marinade includes mixture of vinegar and/or lemon juice, finely chopped onion, herbs and spices. Additional elements are added according to what is marinated – example, yogurt or wine for poultry; olive oil for fish and soy sauce for meat. Spices such as dried parts of aromatic plants, except the leaves, can be as hot as dried hot chilies, black or white pepper or ginger, they can also be as mild as dry coriander. Fresh herbs like basil, mint, parsley and spices are served to change basic foods into flavored ones. The best marinating methods is to put the marinade and the ingredient in a nylon bag, mix well then squeeze to get the air out, tightly seal and put in the refrigerator for 2-4 hours. A good delicious meal does not necessarily mean that it should be unhealthy. A report released by the American Heart Association, the American Cancer Society, the American Academy of Pediatrics and the National Institutes of Health; stated five rules for a healthy diet namely: (1) a variety of food, mostly of plant origin should be included; (2) a meal must include starch in the form of bread, rice, pasta or cereals; (3) a meal should have low fat content (30% of the total calories needed); (4) intake of sugars should be kept to a minimum and (5) women are particularly encouraged to consume low fat dairy products to combat osteoporosis (Tanne, 1999). Cooking methods may vary, they can include baking, boiling, grilling, roasting and steaming. Choosing a particular method depends on the flavors and nutrients one wants to keep without adding or consuming extra amounts of fat. Baking is used for cooking bread, potato and sweet potato in addition to poultry and fish. Baked food is better than fried because fried food usually contributes to cholesterol build up in the heart. Foods suitable for boiling may include vegetables, meat, stocks, fish, soups, eggs, and flour based food such as pasta. Boiling is safe and simple, plus it is more appropriate for large amounts of ingredients to be cooked. Boiling can also tenderize older and tougher cuts of meat, making it more digestible. Boiling meat produces flavorful stock suitable for sauces and soups while boiling vegetables retain nutrients as long as boiling time is minimum. Steaming is more applicable to health conscious individuals because this method of cooking only requires steam. Steaming primarily lessens the fat content of food because it does not require cooking oil. Fewer nutrients are also taken away from food since it does not directly require in the process. Steaming starts by boiling water in a steamer and letting it evaporate in to steam, the heat from the evaporated water then circulates within the steamer thereby cooking the food. Grilling is also as versatile as baking and boiling since numerous food products can also be cooked this way. Grilling is the easiest way of cooking since it involves high temperatures of heat from coal, gas, wood and /or infrared and food simply placed over the source of heat. Commonly grilled foods include meat, fish, chicken, pork chops, vegetables, fruits, mushrooms, corn, shrimp, squid, and sausages. Cooking meat at high temperatures, however, contribute to the formation of heterocyclic amines which can cause cancer (Sugimura, Wkabayashi, Nakagama & Nagao, 290). Roasting meanwhile is done in open flames, ovens or other heat sources to cook food. Roasting usually enhances flavors of food through through caramelization of sugar in the surface. Food to be roasted is placed on a rack, roasting pan, or in a rotisserie for even exposure to heat. Hot air circulates around the meat cooking all sides equally. Roasting differs from grilling in terms of meat since grilled meat is spiced by wet ingredients through the process of marinating. The concluding step of preparing a good meal is in the food presentation. It does not only cover garnishing and preparing the plate, but it should satisfy the five senses of the guest. The sense of sight can be complemented by garnishing the plate, the table cloth, and possibly the table itself, in the form of flowers and/or candles. Accompanying easy listening music should sooth the sense of hearing. Touch can be complmented by the utensils. Smelling the aroma of the food stimulates the guest's appetite and tasting the meal and the served beverage is the most important of all since it will measure the guest's ultimate satisfaction. The most important single item is garnishing the plate and it should start by the ingredients of the meal itself with regards to color texture of sauces and fresh green or colored vegetables added at the end. In addition, the rim or edge of the plate can be decorated by using a pate of red, yellow and green pepper or use cut pieces of vegetables (carrot, potato, or green beans) that geometrically match the main dish in the plate. Always keep in mind that the additions should add color, flavor and preferably nutritious value to the meal. To apply the principles described I shall describe how to make a good vegetable stuffed fish fillet meal. Selection: A good fish fillet is characterized by being moist, firm and elastic. It should have a fresh mild odor (fish odor comes with time). It should have fresh non colored or dry cut edges. Choose fish fillet of approximately 1 inch thickness. It can be of white fish (tilapia) or otherwise. Preparation: If fish fillet is bought frozen, it should be allowed to thaw gradually. Avoid thawing in room temperature. One can immerse the package into cold water for an hour as an alternative for quicker thawing. After proper cleaning of the fillet, it is to be marinated. The marinade is composed of 3 table spoons (tbsp) of fresh orange juice, 2 tbsp of fresh lemon juice, 2 tbsp of olive oil, 1 clove garlic (finely chopped) and salt and freshly ground black pepper to taste. Immerse the fish fillet into the marinade, put in a nylon bag, get the air out, firmly seal and put in the fridge for 2-4 hours. The stuffing is composed of 1 root of carrot, 1 head of radish, 4 spring onions, Italian parsley, green coriander and few leaves of fresh mint. All are very finely chopped. Salt and freshly ground black pepper is added. Cooking: Spread a piece of fish filet, put some of the stuffing 1 inch away from the end. Roll the fish fillet to include the stuffing. If it rests with difficulty, one can â€Å"pin† it with a sharp toothpick. Repeat the procedure for other fish fillet pieces. Put all in a non-stick tray brushed with olive oil. Bake in a preheated oven at 420-450 F for 10-12 minutes, half the time for each side. Baking fish fillet takes 10 minutes per inch, so cooking time is related to the thickness of the piece of fillet. Serving: A cooked stuffed fish fillet can be served on top of finely chopped radish leaves and topped with a 1-2 tbsp mixture of fresh lemon juice, olive oil (extra-virgin), finely grated lemon zest and few tightly packed fresh Italian parsley leaves and chopped rosemary leaves and cut small pieces of red pepper. The dish can be served with steamed carrots and long green beans or baked potatoes or cooked long grain rice. The meal is served with white wine and is to be presented hot.

Market Structure in Aircraft Manufacturing

Market structure in the aircraft manufacturing industry The market for commercial passenger aircraft is an oligopoly dominated by Boeing and Airbus. Critically evaluate competitive factors which influence firm growth, new product Development and pricing in the commercial aircraft market. [60%] How is the commercial aircraft market different from the market for personal computers, In terms of market structure, new product design and growth opportunities? [40%] Ensure that you make use of an appropriate economics based theoretical framework Which employs suitable concepts developed in this course, as well as appropriate examples? Oligopoly is a form of market structure known as imperfect competition a) There are a small number of players or firms which have and exercise market power for example supermarkets in the uk. In aircraft manufacturing industry it is even more concentrated there is only two major players namely Airbus and Boeing. Implications are that the importance of a small number of large customers makes it sensible for suppliers to invest heavily in close long term relationships with them. Key account management is essential considering 80% of output is being to 20% of customers. ) Products are differentiated which allows firms to price them differently. c) High capital usage(and large fixed costs)and research and development mean that the optimal firm size is very large, resulting in a small number of sellers(producers/firms). d) Huge impacts of patents and research and development costs, as well as intellectual property rights. e) Economies of scale f) High government regulation(health and safety)recently Air has had a number of problems with Royce Royce engines on the A380 which has led to a number of planes being grounded