Business And Human Rights The Evolving International...

Article Reflection and Case Summary 2 Tong, Yiran (Nina) #3480572 University of New Brunswick, Saint John MBA 7102 Deryk Stec Jan 29, 2015 Article Reflections Business and Human Rights: The Evolving International Agenda by John Gerard Ruggie Summary and background This paper analyzes the development of human rights and business in an international view, states the factual issues, and provides strategies to improve the existing realities. The article explains the conceptual challenges to let readers know the basic foundation of international human rights, such as globalization, global value chains, transnational corporate networks, duties and rights. Important Features and Reflections Corporate Responsibility for International†¦show more content†¦Different Perspectives Individuals and corporations have different perspectives and standards. Some of the standards are contrary, so the government and relevant corporations can act the bridge between individuals and corporations. The national legal system gives criminal punishment and limitations for companies’ actions. Rights and Duties A corporation is an independent entity created through a legal process. A group of people put their capital together and incorporate a company in which they subsequently own shares. The shareholders and the corporation are separate entities, each having its own rights and duties. General rights and duties exist that apply to all corporations. However, there are also specific legal obligations that depend on whether the corporation is publicly or privately held. Corporations have a right to own, rent, hire or lease property and where applicable to sell it. One of the duties of a corporation is to pay tax, since it is engaged in profit-making activities. Society needs successful businesses, but today business is taking over society. The unfettered rise of corporate power that presents the biggest threat to free markets, and to the ability of free markets to promote individual freedom, equality before the law and equitable prosperity. Limited liability means power without responsibility and it is spreading fast. Originally a privilege only of publicly-quoted corporations, it has recently been extended to partnerships

Our Italian Tradition Essay - 2077 Words

Our Italian Tradition It was Christmas Eve. I sat, huddled in a ball, behind the armchair in my living room. I was trying to be as still and patient as I could be. I remember moments where I held my breath thinking if she heard me breathe, she would leave and I would never get a chance to see her. I could feel myself drifting off to sleep, but I tried to resist. All I wanted was to see her just once. Usually, I would be scared at the thought of a witch, but she was different. She was a magical witch who flew on a broom from house top to house top, visiting children and filling their shoes with candy and chocolates. Sure enough, I awoke the next morning to find myself still huddled in the same ball; I had fallen asleep†¦show more content†¦In 1957, her family sailed across the Atlantic Ocean aboard the Christopher Columbus, to the United States of America. Continuing life as they did in Italy, my mother’s family carried on many Italian traditions. By growing all of their own fruits and vegetables, they prepared all of their meals from scratch. Their house contained a cold cellar where my grandfather fermented grapes to create red wine, and my grandmother hung meats such as sausage, capicola, and sopressata. They canned vegetables for the winter by preparing them in large vats called vaso di croc where they preserved the vegetables with vinegar and salt. Along with these daily customs, my mother’s family continued the traditions of Italian holidays, which my family still maintains today. Because of this, I have grown up being aware of my Italian heritage and its customs. In Italy, Christmas is not only a holiday centered on gift giving, but the appreciation of family and Jesus. Many of the Italian traditions during Christmas are focused on religious beliefs, as our mine. Throughout the month of December, my family prepares for Christmas both in the American and Italian ways. Not only do we buy a Christmas tree and decorate the house, but we set up our presepio or nativity scene. This is a special event in Italy that occurs on the first day of Novena, which is the first day of the nine day of prayers devoted to baby Jesus. This is onlyShow MoreRelatedCulture Of Italy : Italy1028 Words   |  5 Pages Culture of Italy INTRODUCTION: Some of you may think about the people of Italy as typical Italians running around town eating pasta and drinking wine. Surprise, surprise, you’re right. Wouldn’t you be doing the same thing if you lived in this gorgeous country? For Italians, it’s simple, eating and drinking is a part of their culture. It is what they know. All eating and drinking aside, for now, as most of you know Italy is located in Europe. 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My father, Giuseppe, now deceased, was born in Sannicandro, province of Bari, Italy (Region: Puglia, - southern agricultural area near the Adriatic coast). My mother is of Italian descent and both her parents were born in Italy. I have always been proudRead MoreImmigrants in America Essay519 Words   |  3 Pageswell. However, immigrants surely have stronger family values than Americans. For immigrants, as Latin people, family comes first of all, and it is all they have. Many of immigrants have strong traditions and beliefs which are firmly instilled in their children. These types of beliefs and strong traditions have been good examples for western civilization absorbing their rules and respect. This has been ideal to help restoring their family values. It has been said that Immigration damage the

Roles, responsibilities and relationships in lifelong learning free essay sample

Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental. Your scheme of work will demonstrate the integrity and reputation of the institute you represent, whilst also facilitating the needs of the learners. Therefore, it is your responsibility as a member of our teaching staff to meet the professional requirements valued by the institute, and to be accountable for the scheme of work that you teach to the learners. It is your responsibility to behave in a professional manner that does not damage the reputation of the institute. Utilising your Continuing Professional Development (CPD) programme, it is also your responsibility to keep up to date with any new developments within your specialist subject (Specific Legislation), and new teaching practises via the IFL (Generic Legislation). Some key aspects of generic legislation are: Code of Professional Practice (2008) this code was developed by the Institute for Learning (IfL) and covers aspects of: †¢ professional integrity †¢ respect †¢ reasonable care †¢ professional practice †¢ disclosure †¢ responsibility. Children Act (2004) Every Child Matters provided the legal requirements for five key aspects: †¢ be healthy †¢ stay safe †¢ enjoy and achieve †¢ make a positive contribution †¢ achieve economic well-being. Equality act (2010) This brings disability, sex, race and other grounds for discrimination into one legislation. It covers nine key aspects: †¢ age †¢ disability †¢ gender †¢ gender identity †¢ race †¢ religion and belief †¢ sexual orientation †¢ marriage and civil partnership †¢ maternity and pregnancy. Equality in general means that everyone is treated equally and fairly this has been underpinned with appropriate legislation which ensures that this happens both for the teacher and in the learning environment. Diversity takes this all one step further by ensuring that you value the differences between individuals. For example you may have a mixed group of students with differing levels of ability or experience who are aiming to achieve the same qualification but at a different level, you could set different activities or targets for them in order to gain the qualification. The Equality Act 2010 provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or are perceived to be disabled. Each learner is an individual who should be treated as an equal and with respect regardless of gender, marital status, sexual orientation, disability, race, nationality, age, religion or circumstance. Within the learning environment there should be codes of practice which ensure staff are aware of the law and how to implement it into their job roles. The laws relating to equal opportunities can be developed into an inclusive strategy as shown by Kandola and Fullerton, Equal OpportunitiesDiversity and Inclusion Concentrates on removing discriminationMaximises learner potential Can be an issue for disadvantaged groupsIs relevant to all learners Relies on positive action by manager and the organisation as a wholeRelies on implementing policies and practices in contest Equality is about the rights of the students to have access to and participate and attend within their chosen learning environment. Inclusive learning is about involving all students, treating them equally and fairly. Some students could feel excluded during the session if their particular needs were not met. Therefore through initial assessment or the induction process any needs could be identified. As a teacher you should try to promote a positive culture of equality of opportunity within the sessions whereby all students can attend, participate and feel safe and valued. My roles and responsibilities in lifelong learning are primarily to have teaching and learning strategies which are appropriate to your specialist area. The first time you meet your learners they will subconsciously make assumptions about you, and it is through your behaviour, verbal (and non-verbal) communication, i. e. body language, that you will correct these assumptions. It is important that you do not make any judgements or assumptions. You must remember to be aware of your gestures, facial expressions etc, as your learners will pick up on these characteristics. Communication is key and most importantly, it is your personality and passion for your subject that will inspire your learners. As learners enter in to the classroom they will look at their surroundings, at the teacher and at each other. To ensure this has a positive effect on the learner you should: †¢Be on time †¢Smile †¢Be welcoming †¢Look clean and presentable †¢Be prepared †¢Look calm and organised and confident †¢Ensure the room is prepared for the learners †¢Friendly introductions. The teaching and learning cycle is so called as it can begin at any stage and keep on going. The role of a teacher will usually follow, †¢Identifying needs – finding out what your organisations, your own and potential students needs are, carrying out initial assessments and agreeing individual learning plans †¢Planning learning – preparing a scheme of work, session plans and teaching and learning materials to ensure you cover the requirements of the syllabus †¢Facilitating learning – teaching and facilitating learning using a variety of approaches †¢Assessing learning – checking your students have gained the necessary skills and knowledge †¢Quality assurance and evaluation obtaining feedback from others, evaluating yourself and the programme in order to make improvements for the future. Students need to know why it is important for them to learn, what they are going to learn and how they will do this. One way to make sure your learners have a positive learning experience is to analyse how learners learn. A teacher who understands what helps a learner learn is a better teacher as they recognise the differences are prepared to alter their teaching to suit those differences this is called differentiation. Kolb proposed a four stage experiential learning cycle by which people understand their experiences and as a result modify their behaviour. Honey and Mumford based their analysis on how people learn on Kolb’s learning cycle. They advocate that people either learn best by either doing something (activist), by thinking back on something (reflector), by investigating ideas and concepts (theorist) or by finding relevance or association (pragmatist). Students should be motivated to learn as their keenness to learn will affect their attention and learning ability. Maslow introduced a Hierarchy of needs in 1954, he felt that objects should be removed that prevent a person from achieving their goals. He argued that there are five needs which represent different levels of motivation which must be met. When students satisfy their needs at one level they should be able to progress to the next. To help student’s motivation you should ensure that the learning environment you create meets your students first level needs. You should try to have a purposeful learning environment where your students feel safe, secure, confident and valued. Teaching and learning strategies will vary according to what you want to get out of the session, the time allowed and what materials and resources are available. In order to ensure that you are meeting individual’s needs you will have to understand learning strategies. These are visual, auditory and kinaesthetic (VAK) learning styles, designed by Honey and Mumford, and based on a theory first established by David Kolb. Honey and Mumford designed a Learning Styles Questionnaire (LSQ) which helps identify learning needs. Examples of Visual learning techniques, use cards, posters, prompt sheets, display tasks on boards, supplement verbal exposition with pictures and diagrams etc. Auditory learning techniques, talk through ideas, ask questions and listen to learners. Kinaesthetic learning techniques, use breaks to get learners moving, locate different activities in different parts of the room, use role play or practical activities etc. You may encounter learners that have a higher sensitivity to kinaesthetic learning, than either visual or auditory. The LSQ is recommended if you are to successfully identify the learning needs of your students, and design a scheme of work that differentiates each individual effectively. Within the learning environment it is important to promote appropriate behaviour and respect for others. Setting ground rules is a highly effective method. If you include everyone from the beginning in setting the ground rules (via an icebreaker) they will feel more involved and will be more likely to adhere to them. For example, if you simply told your learners how to behave they may oppose it. If however you initiate an open discussion, your conclusive material will be more effective as the learners will take ownership of the rules they have set. At the forefront of every session should be a beginning, a middle and an end, this structure will ensure that you have an organised approach to teaching and learning. This will help to organise the learners and also help with classroom atmosphere. An initial or diagnostic assessment is a formal way of ascertaining you student’s prior skills or knowledge of the subject to be taken and whether they have any specific needs. Diagnostic tests can also be taken to diagnose information with regards to literacy, language and computer skills. The information gained from these can help to plan sessions to meet any individual needs or to arrange further training or support if necessary. Initial assessment will allow for, †¢Differentiation and individual requirements to be met †¢Ensure students are on the right programme level †¢Ensure the student knows what is expected of them †¢Identify an appropriate pace at which each student will progress. †¢Identify any information which needs to be shared with colleagues †¢Identify additional support needs †¢Identify learning styles †¢Identify transferable skills The results can help with individual learning plans (ILP’s) or action plans with your students, ensuring they are on the right level. Within the learning environment you will have professional boundaries within which to work and it is important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops and working effectively within the limits of that role. You need to be in control, fair and ethical with all your students and not show any favouritism towards any particular students, for example by giving one student more support than the others. You may not want to take your break with students or join their social networking sites as you could overstep the mark into being a friend rather than a teacher. Boundaries could also be constraints of your teaching job, for example, the amount of paperwork you need to complete or lack of funding or resources. Other professionals with whom you may need to liaise with are other professionals. These could be other teachers, support workers, administration staff etc. You may also need to liaise with other people such as parents, guardians, inspectors and visitors. You should always remain professional when in contact with others and not overstep the boundary of your role. When you attend meetings or professional events you must act professionally at all times. Some students may have needs, barriers or challenges to learning that may affect their attendance or achievements. Knowing the boundaries of the teacher’s role is essential to an effective learning environment. The interests of the learner is most important and as a teacher we would like to help but are we really the most effective person for the learner to consult. The Behaviour Code 3 of the IfL Code of Professional Practice states: â€Å"Members shall take reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their wellbeing and development. † Your students may trust you and tell you something confidential, however you may need to pass this information on to more experienced people, particularly if your student is vulnerable and or in need of expert help. You may encounter students with varying degrees of needs, therefore you should remain impartial but sensitive. Although you may think you can deal with some of these needs it may be better to seek help or advice or refer your student to someone who can help. You should always refer your students to an appropriate specialist or agency if you can’t deal with their needs. Never feel you have to solve your student’s problems yourself and do not get personally involved. You could find out what is available internally within the organisation or where you can refer them externally. Records must be maintained, not only to support the teaching and learning process but also for inspectors, auditor’s verifiers and external quality assurers. The information contained in records helps to measure learning and the effectiveness and appropriateness of the programme overall. Information such as attendance, progress or achievement could be shared with colleagues. If accurate records are not maintained your student’s progress could become unstructured and their achievements may not be documented. Records must be up to date, accurate and legible. Records can be useful for your organisation for accidents, appeals, equal opportunities and funding purposes. Records should be kept confidential and secure at you organisation. The Data Protection Act 2003 is mandatory for all organisations that hold data. As a teacher you must work within the boundaries of the law and professional values. There are many laws, directives and professional ethics which are updated often. The main Acts and rules which we should refer to are, Health and Safety at work Act 1974 – which states that everyone has a responsibility for the safety of themselves and others. Therefore rules must be followed and safe practices adhered to. The Management of Health and Safety at Work Regulations 1999 – this legislation seeks to prevent unsafe practices and minimise risk, e. g fire and emergency procedures, first aid at work and safe handling practices. Risk Assessment – All activities have an element of risk, it is the teacher’s responsibility to assess the level of the risk and establish practices to minimise risk and record such activities. Child Protection Guidelines – Eg Crb checks (criminal record bureau). Keeping records is a fundamental part of the teacher’s role, this can be kept on paper or electronically. The documents are required for, auditing purposes, information gathering, Quality assurance systems, health and safety management and financial accountability. Although paperwork is time consuming it must be completed regularly and accurately. Other departments may need to refer to your paperwork, claim funding or allocate appropriate support for learners. Communication is the key to encouraging student motivation and respect, managing behaviour and disruption and becoming a successful teacher. It should always be appropriate and effective and to the level of your students. If there is a disruption you need to handle this professionally to minimise any effect it may have on teaching and learning. This behaviour must be addressed immediately and not ignored. Good behaviour and motivation can be maintained by keeping sessions active and teaching your subject in an interesting and challenging way. Behaviour patterns could highlight the need for additional support as disruption could be a way of asking for help. You should lead by example and always be polite, show respect and say please and thank you, this will help encourage this respectful behaviour in your students. Within the learning environment you should also promote respect between students by encouraging trust, honesty, politeness and consideration.

Non-Fiction Book Report Essays - Ernest Hemingway, Hadley Richardson

Non-Fiction Book Report The book Ernest Hemingway and his world was written by Anthony Burgess and it was published in 1978 by Charles Scribners Sons. Its main concept is about the life of Ernest Hemingway and how he differed from his fellow writers in being a very strong man of action. There are many settings in the book because Ernest Hemingway was a man who traveled all his life to all of the United States, Europe, Africa, the Caribbean, and several other places. The author describes what Hemingway would do in each of these places and what the consequences caused by his actions were. The first setting is in Oak Park Illinois, this is where Ernest Hemingway is born on July 21, 1899. When he grows up, Ernest goes to war in Europe and after that he comes back and moves to Chicago, which is where he marries Hadley Richardson. After they get married, they move to Canada where Hemingway's son is born. When he finds himself unhappy, he divorces Hadley and moves to Paris where he meets and marries Pauline Pfeiffer, after a short period of time, he divorces her and marries Mary Welsh in Havana. In 1953 he goes to a safari in Africa and has a serious accident, which leaves him ill for the rest of his days. At his last home in Ketchum, Idaho, on a Sunday morning on July 2, 1961, Ernest Miller Hemingway commits suicide. The author shows all the main conflicts that Hemingway goes through. I wonder how he knew such personal details about Hemingway's life knowing that he was always a very private person. It is shown how Ernest is always treated by as a baby by his mom and how he never forgives her for his humiliation. When he was in high school he would sometimes get in trouble for using forbidden words in the school paper. He would do this just to create a ruckus. The author lets us know how Hemingway's heart is broken when a nurse he falls in love with, rejects him for another man. He also lets us see that Ernest is a very insensitive person when he leaves his wife and son for another woman, and this one for his third, and then finally fourth wife. This shows how unstable Ernest is. He becomes so unstable that he takes his own life when he can't handle all his problems. Burgess apparently wants the public to see how Hemingway lived an adventurous life and even though he always looked and acted very manly, he had a very confusing life and this probably explains why he didn't fear death, especially his own. He also compares how Ernest takes much of his storyline from his novel, A Farewell to Arms, from his personal experiences. The main character of the book experiences many of the same situations Hemingway faced. Some of these similarities are exact while some are less similar, and some events have a completely different outcome. I think that Anthony Burgess does a good job in this biography because he lets the public see all the details of Ernest Hemingway's success and failures. I liked reading about Hemingway's life because it was very interesting and I wouldn't mind reading one of his famous books like A Farewell to Arms or Death in the Afternoon.

Richard II essays

Richard II essays Richard II is located in various parts of England and Wales. The tournament scene (Act I, Scene 2) is at Coventry, in the Midlands. Bolingbroke, although coming from Brittany, in France, lands on the north coast of England and undertakes the tediously long march southwest through the Cotswolds to Berkeley and on to Bristol. Richard returns from Ireland and lands at Barkloughly. He moves in a northwesterly direction towards Flint Castle, where he encounters Bolingbroke. The climactic scene takes place in Parliament in London. Then Richard is sent to the prison of Pomfret Castle, which is in Yorkshire. King Richard - Richard, the play's protagonist, is a poetic and intensely charming man, but a fatally weak monarch. His unshakable faith in his own quasi-divinity constitutes his tragic flaw, as does his bad judgment. He enjoys the role of performer, and after he is deposed, he casts himself as a martyr. Henry Bolingbroke - Bolingbroke is the Duke of Hereford and the son of John of Gaunt. After the latter's death, he becomes the Duke of Lancaster. Bolingbroke is a practical and ambitious man who replaces Richard on the throne. At the beginning of the play, Bolingbroke believes in the divinity of kings and in the need to obey them, regardless of their cruelty. He meekly accepts his sentence of exile. Only after his father dies and Richard reveals the extent of his corruption does Bolingbroke transform. However, he has misgivings about assuming power. As king he becomes Henry IV. John of Gaunt - He is the Duke of Lancaster and uncle to Richard. Gaunt is immensely powerful and wealthy. Shakespeare also casts him as a figure of great wisdom and dignity. He is loyal to Richard and cautions him from his deathbed against the flatterers who surround him; he also berates him for misappropriating royal funds. Duke of York - The Duke is modeled on the historical figure, Edmund of Langley. Initially, he is the strongest supporter ...

Afropithecus - Facts and Figures

Afropithecus - Facts and Figures Name: Afropithecus (Greek for African ape); pronounced AFF-roe-pith-ECK-us Habitat: Jungles of Africa Historical Epoch: Middle Miocene (17 million years ago) Size and Weight: About five feet tall and 100 pounds Diet: Fruits and seeds Distinguishing Characteristics: Large size; relatively long snout with large teeth About Afropithecus Paleontologists are still trying to sort out the complicated relationships of the early African hominids of the Miocene epoch, which were some of the first true apes on the prehistoric primate evolutionary tree. Afropithecus, discovered in 1986 by the famous mother-and-son team of Mary and Richard Leakey, testifies to the ongoing confusion: this tree-dwelling ape had some anatomical features in common with the better-known Proconsul, and it also seems to have been closely related to Sivapithecus as well (a genus to which Ramapithecus has now been assigned as a separate species). Unfortunately, Afropithecus isnt as well attested, fossil-wise, as these other hominids; we do know from its scattered teeth that it fed on tough fruits and seeds, and it seems to have walked like a monkey (on four feet) rather than an ape (on two feet, at least some of the time).

Marketing Communications Programme of Adidas Essay

Marketing Communications Programme of Adidas - Essay Example The role of communication audit is to find whether the intended person is decoding the message in the manner, in which the messages were designed when encoded. When this communication audit is done on a real organization like Adidas, it gives interesting perspectives or results of their MarCom strategies. Adidas is the Germany based sports equipment and apparel manufacturing company, and along with Reebok, Taylor Made and Rockport constitutes the Adidas Group. Adidas is the second-biggest sportswear manufacturer in the world in terms of revenue and reach, following Nike and when it comes to Europe, it is the largest manufacturer. (freebase.com). Headquartered at Herzogenaurach, Germany, Adidas is known for producing and selling high quality products with the aid of effective marketing strategies to a wide range of customers throughout the world. Although, it also provides its products to its brand endorsers and sponsored teams, its main focus is on the key stakeholder of customers. A didas has a set of stakeholders and according to its website they are Employees at the Adidas Shareholders, Board of Directors Business partners including suppliers, retailers, distributors, service providers, etc. Employees in their suppliers' factories Customers, which include professional sports people and importantly consumer (adidas-group.com). Among these stakeholders, customer segment are the key because, although other stakeholders will also be communicated regarding the company’s operations, the customers will be mainly communicated through various marketing campaigns for their products. The customer segment of Adidas constitutes people, who want to buy sportswear and equipments for their sports activities and also as part of their lifestyle activities. As Borowski (2011, p.7) states, Adidas could focus on the â€Å"middle and upper-class athletics, single and family-households with lifestyle and brand loyalty, whose income allows buying those goods.† When the age aspect is focused, Adidas’ target segment will be mainly in the age group of 14 to 30, however as Hall, Jones and Raffo (2007) states age will not be always a factor, because even people in their middle-ages will buy Adidas products as part of their lifestyle activities. This perspective was validated by Keegan (2009) as well, who stated, â€Å"Adidas still enjoys high brand loyalty among older Europeans†. Thus, the target customer base or key stakeholders of Adidas is slightly broad, and so Adidas has been communicating with all these customer segments through different MarCom strategies. To initiate these customer segment specific marketing campaigns, Adidas in the late 1990’s categorized its brand into three main groups, called Adidas Performance, Adidas Originals and Adidas Style Essentials, with each group constituting a range of products exhibiting a specific focus. This categorization of products

PAYING FOR FAILURE AT AIG Essay Example | Topics and Well Written Essays - 500 words

PAYING FOR FAILURE AT AIG - Essay Example 2. Yes, the decision of rewarding the executives was a wrong or a failure decision, as they were the ones that took the company to this stage. It was not necessary for AIG to retain those executive who were not doing well to the company. Instead of rewarding them, they should have been fired and the company should have recruited more qualified, able and committed staff that had the experience of corporate crisis management and could help company to come out of the danger zone. 3. Yes, had I been the president of AIG, I would have refused to pay bonuses to the current executive staff because they did not deserve it. Plus when the company is already incurring huge losses, rewarding them was a wrong decision to make. Moreover, rewards must always be given on the basis of performance and in this case, they did not perform well. Rewards are a sign of appreciation and encouragement for the employees. But rewarding employees when the company is already suffering huge losses is not the right policy as this would discourage others who have worked hard. In this case, the employees who are being rewarded are the ones who are responsible for the current losses of the company, and few are those who have already left the company thus that showed that they were not even loyal to the organization. 4. If I have received the bonus then I would have returned it because if I was one of those then I would know that I did not deserve to get a reward for doing nothing. I would have only accepted the reward after I could manage to get the company to come out of trouble, before that, I think I would have refused it. 5. Government should only use tax revenue to help boost the economy so that eventually it could help the common tax payers. But using that money unfairly is not just to the tax payers and economy itself. Investing money somewhere that will not directly produce any benefit to the masses is

Narrative Essay Example for Free

Narrative Essay When joining the armed forces, you never quite know what will happen or what to expect next. It can be an amazing or a gruesome journey, but it depends on how you want it to be. At the beginning the journey might seems scary and intimidating, but as time goes on, you soon get use to the lifestyle and learn a great deal from the experience. Before I joined in November 2008, I was going through a marital problem, I was weak, intimidating, and I have no one or where to turn to. I applied for job in so many places with no luck, due to me moving to the States three years before applying for the jobs, giving birth, and also I was a staying home mom going to school. But as time went by I couldn’t take it any longer, so I decided looking in to joining the military. When I joined, I wanted to be independent, strong, care for my daughter, and to learn something new without being intimidated by anyone in anyway. I actually entered the Basic Combat training on the 15th of November 2008, when the plane dropped us at the South Carolina air port and, the bus took us from there to Fort Jackson. The bus finally pulled up outside the in-processing building in Fort Jackson South Carolina by 12:30am. All I could think about was my little girl, how she was sleeping, what was she thinking about when I left, did she cried herself to sleep, can I stay without my daughter for a day, and what in God’s name I just got myself into. We were all tired and sleepy, some of us looked like we have been deprived of sleep for a week, but we all came there for a reason. As the bus driver open the door a male drill sergeant stepped into the buss, and started screaming and yelling at us to get off the bus. I never saw people who have been sleeping and look so tired to move that fast, but everyone was scrambling all over each other looking for an exit, because no one want to be the first to get chewed up. As we stepped out of the bus, we formed two lines, one with the girls and one with the boys. As we stood there, I was scared, nervous; my heart was pounding so fast, because I have never been in that position before in my life. I felt like my neck tense up, which made my head feels like it was about to fall of my body, but I was telling myself that I can do this, and reminding myself of the reason why I was here. We were out there for thirty minutes before they put us in a room, and sat us down according to our numbers, and were we came from. We were given a book called the smart book, which mean it has to be with us all day, and learn what the book says. It was intense: we had to learn so many things throughout our stay in Basic Training. We got our pt uniform (Physical Training gear) that early morning, and we went to sleep by 2:15am. It was a scary and crazy experience. I slept but we had to wake up about 6am, because we have to go through so many in-processing. I was so tired, my eyes were puffy, and hurt, my ankles hurt, but I have to toughen it up. We had to get tested for diseases, eye testing, and a number of other things. All those time, I thought about my little girl a lot, I cried every day, because I have never been separated from child since I gave birth to her, and that was the first time I have ever been away from her. I wondered what she was doing, how she feared, if she was eating the way she was supposed to, how much she missed me, even though I was only gone for 6 days, I felt so alone without my daughter. We had to wake up very early in the morning by 0040, stood in parade rest, in the cold for 4 hours with just pt pant, long shirt, and jacket. That did not help with the cold, because it was so cold, that my fingers were frozen, I could not felt it moving. We have no phone privilege during the reception, because we were being baby sit by the drill sergeant most of the time, and when I said being baby sit, I mean being smoked, pushed up, sit up, floor rocate, you name it, but you can’t let them see crying, because when they, you will be sorry for shedding a tears. All this time we were at a place called reception which was for 4 days, but we spent 6days, where all the loose ends with our paper work were done. The actual physical training was done at a different place in Fort Jackson. The sergeants were still very tough on us. About a month into the training I found myself used to the routine, even though the journey was tough, I endured everything. I hated pt, because we ran a lot, and my ankle hurt, but I kept pushing myself. My pt sucks at the beginning, but my sergeant won’t let me fail, because she was always on me, making sure that, I do not fail. I failed my first pt, second pt, third pt, but I passed at the end, with a good percentage. Before we knew we were making friends, looking out for each other, laughing together, and getting ready to graduate to go to AIT. Which is Advance Individual Training? But there were some ladies who cannot stand each other; there were time of argument, gossiping, jealousness, but we all live under the same roof and trained together. I endure the most horrifying road match, training, being smoked by my drill sergeant, and the long pt. Most times, I broke down and cried, because I thought that was a punishment, but looking back today, it was a training that was mean to save my life and others too. I become a very strong and independent woman, whom no one can intimidate no matter. I can stand up for myself in any situation, and I don’t let anyone take advantage of me.

Corporate Newsletter-Social Influences; Group Judgements and Decisions :: essays research papers fc

In recent months, the management team of this organization has been working tirelessly to diminish biases among group members and to establish a proposal focusing on the elimination of in-store employee theft. This criminal activity associated with inventory shrinkage and major revenue loss has proved to be a detriment to our company, but thankfully, is now in the process of being reversed. The success of our proposal resulted from the dynamics of an open discussion format in our group setting and the determination of each member to make the necessary modifications and improvements for this company. In the following article, I will review and discuss the systematic procedure of decision-making utilized by each member and the obstacles encountered so that others involved in management can replicate the knowledge and experiences acquired throughout this process.   Ã‚  Ã‚  Ã‚  Ã‚  The panel successfully achieved a consensus decision by unofficially appointing a permissive leader and by relying on the positive effects of conformity. The leader encouraged each subordinate to take part in decision-making, giving him or her a considerable degree of autonomy in completing routine work activities. Once key components were decided upon, group members proceeded to conform to those judgments in order to begin the experimental phase of action. Individuals were given a deadline to present their contributions for the project, which allowed the opportunity of complete participation, as well as emphasizing the importance of discipline among management.   Ã‚  Ã‚  Ã‚  Ã‚  The required process for group decision-making noticeably and significantly differs from the format of individual decision-making. Many individuals can be relatively ineffective or incorrect when attempting to form a decision. They may become victims of common traps such as overconfidence, self-fulfilling prophecies, and behavioral traps. They are also vulnerable to satisficing, attribution theory, and other biases experienced regularly. However, when participating with peers, many become more effective and efficient. There are greater percentages of correct answers, and most members enjoy the positive atmosphere and camaraderie experienced within the group setting.   Ã‚  Ã‚  Ã‚  Ã‚  Although group interaction allows for a more dynamic outcome, there are still many biases associated with this system of decision-making. While avoiding many of these unnecessary biases, such as groupthink and group polarization, our management team unfortunately fell victim to others. To deter the effects of biased judgments, many members privately discussed techniques, and then presented that information, thus utilizing the benefits of subgroups. Also, each member avoided over zealousness of personal opinions, thereby eliminating group polarization and the choice shift phenomenon.

Ethical issues Essay

1. Environmental Hazards: The pollutants that business industry dumps into the environment are more than just ugly nuisance; they are killers. For example, air pollution has been found to be related to deaths from bronchitis, heart disease, as well as emphysema, and several types of cancers. Studies by the American lung Association have concluded that between 50 to 120,000 thousand deaths a year are linked to the air pollution that are disbursed by air from manufacturing companies. Ant there is little doubt that the depletion of the ozone is caused by atmospheric pollution. According to Coleman/ Cressey (2001), The contamination of our waters with poisonous waste, for example, lead, mercury and dumping radioactive materials at sea to include the sinking of certain types of vessel, has already taken many lives. Thus, alone the American industry creates 3000 new chemicals every year, and most of the hundreds of thousand of chemicals used by industry have never been thoroughly tested to find out how dangerous they really are. For example, Dell Computer has come increasing scrutiny for its failure to take a leading role in reducing the amount toxic materials in the production of computers. All so, Dell Computer is using prison inmates (cheap labor) to handle the recycling of computers component parts. Not only is Dell violating environmental laws and contributing to improper disposal of computers that contain high contents of mercury, but also is endangering the inmate’s health. (Ferrell, Fraedrich, Ferrell, 2005). The growth of our ecological problem actually started in the 1960’s, which prompted groups and individuals to lobby congress to establish laws to protect the public and impose stiff penalties on those businesses that violated the laws. Out of this era came the Radiation Control for Health and safety act of 1968, Clean Water Act of 1972, and Toxic Substance Act of 1976. (Ferrell, Fraedrich, Ferrell, 2005). The responsibility of enforcing these laws is entrusted to (EPA), Environmental Protection Agency. Even businesses of today, continue to behave in total unethically manner when it come to pollution. Many large corporation don’t have pollution control program and/or mechanism in place that places value on the environment, be it land, sea or air pollution. But, most violators of the â€Å"Acts† receive  just a â€Å"slap on the wrist†. Businesses are more concern about their own self-interest of profits. Thus, continue to show little regards to the fact they are destroying the environment as well as depleting precious resources. Furthermore, the present contemporaries are incline to affluent life style and their materialistic greed have made them careless about the environment. Just as the rules are written for ethical behavior and left open for ones own interpretation and compliance, the same could be said in reference to the pollution control â€Å"Act†, there is a right and wrong way to demonstrate â€Å"environmental awareness†, but organizations continue to ignore the fact that we are on a path of depleting our precious environment. 2. Equal pay for women. â€Å"I believe that not only must the hierarchical nature of the division labor between the sexes be eliminated, but the very division of labor between the sexes itself must be eliminated if women are to attain equal social status with men and if women are to attain the full development of their human potential†. (Hurst, 1998). Throughout history, women were directly involved in production. When the industrial revolution occurred, single women and children were recruited for example from New England to work in textile factories in Rhode Island. Supervisory positions were held by men. Female workers were paid only half of what men were paid, even though they made up approximately 75 percent of the workers (Eisler, 1977). Men were concerned about the entrance of women into the labor market because they felt that it would have a depressing effect on their wages. They fought to keep women out of the craft unions that later developed. Women held strikes in the 1830s and 1840s to protest reductions in wages, speed-ups in work pace, and working hours (Dublin, 1970). Wars change the face of a nation, to include the workforce. During the World War II, jobs held formerly by men were accessible to women. The influx of women into the labor force has continued in recent years. In general, women tend to concentrate in white-collar and service occupations, while men are  more spread out between white collar and blue-collar positions. A decline in occupational segregation has occurred in broad occupational categories, largely because of shifts in technology and organizational structures. But despite these general improvements, women still are found disproportionately in certain occupations such as nursing, teaching and hold only a small percentage of positions as computer specialists, scientist and engineers. Similarly, a man and woman may be both be in sales, but the woman is much more likely to be in clothing sales, while the mans is involved in selling of stocks and bonds. Craft occupations are another group of occupations in which women continue to be severely underrepresented (Herz, Wootton, 1996). According to a US Department of Labor (1996) report, in 1979, women who worked full time made about 63 percent of what men did, but in 1995, women earned about 75 percent as much as men. However, this decline may be due more to decreases in the earnings of men, in general, than it is to real improvement for women (Bernhardt et al., 1995). The Equal Pay Act of 1963 (EPA) guarantee that women holding essentially the same jobs as men will be treated with respect and fairly compensated regarding all rewards of work: wages, salaries, commissions, overtime pay, bonuses, premium pay, and benefits. However, comparisons cannot be made across different companies. Interestingly, employers may pay workers of one gender more than another on the basis of merit, seniority, quality and quantity of production, or any other factor other than sex. Given that women are still reaching a glass ceiling, particularly when it comes to upper management, CEO positions, these allowed practices are still discriminatory practices. How is equality of position established? By determining and setting criteria for skill, effort, responsibility, and working condition. Ivancevic (2004) maintains that the difference in wages includes also â€Å"any type of compensation such as vacations, holiday pay, leave of absence, overtime pay, lodging, food, reimbursement for clothing or other expenses†. In order to close the remaining earning gap, the concept of equal pay for equal jobs to be expanded to include equal pay for comparable jobs has become more widely  accepted. 3. Women comparable worth in the job market: The concept of comparable worth maintains that since females are discriminated in the labor market we have to look at the worth and intrinsic value of the job, and although jobs may be dissimilar in content (i.e. nurse and plumber), both are important to society and the organization. My wife maintains that she thinks that the garbage man/woman has a much greater worth and value (what would happen if the garbage wouldn’t be picked up?) than a doctor, for example, for she seldom goes to the doctor, at least not weekly. Even when men take â€Å"women’s work†, they are on top of the pay scale. The solution to the erosion of inequality is, regardless whether viewed from the perspective of equal pay or comparable worth, that women’s real wages have to rise faster than men’s whose wages don’t have to fall. Though laws now prohibit employers from paying a woman with the same qualification less than a man who does the same work. In support of women rights, I would like to see the law expanded to guarantee that the jobs in which most workers are mostly women are paid at roughly the same rate as comparable jobs in which most workers are men. My own personal experience of equal pay and comparable worth is linked to the military pay system. This particular pay system is a product of across the broad theory, that regardless of gender, the pay at this particular rank is the same for both male and female. There are four major factors that govern advancement for the sexes: education, time in service, training, and experience, though there are special incentives for those with critical skills. In other words, all jobs in this particular specialty are to be considered to be equal in pay for all. Therefore it is my belief regardless if you are male or female with identical qualification and capable of performing at the next level there should be no hesitation in advancement. It has been proven time and time again throughout ranks of military professionals, that women are just as capable and sometime more capable than men at performing the same job, but at a higher rate of success and enthusiasm. In closing, the net worth should be based on the value each job (not female or male) renders to the organization. Reference Bernhardt, Martina Morris, and Mark S. Handcock. 1995. â€Å"Women’s Gains or Men’s Losses? A Closer Look at the Shrinking Gender Gap in Earnings.† American Journal of Sociology 101:302-28. Dublin, Thomas. 1979. Women at Work. New York: Columbia University Press. Eisler, Benita, ed. 1977. The Lowell Offering. Philadelphia: J.B. Lippincott. Herz, Diane E., and Barbara H. Wooton. 1996. â€Å"Women in the Workforce: An Overview.† Pp 44-78 in The American Woman 1996-7, edited by C. Costellor and B.K Krimgold. New York: Norton. Hurst, Charles E. 1998. Social Inequality: Forms Causes and Consequences. Allen & Beacon: Needham Heights, MA. Invancevich, J. M. 2004. Human Resource Management. (9th ed). New York: McGraw Hill/Irwin. U.S. Department of Labor, January 1996. Employment and Earnings. Washington, D.C: Government Printing Office.

Victorian Era Consciousness

How would you describe the consciousness of the Victorian Age? Think about their perception of their place in the world. The consciousness of society in the Victorian age is an interesting factor that greatly changed and evolved during the time period. The era’s beginning and end is marked by the birth and death of the reigning monarch of the time, Queen Victoria, spanning from 1837 to the early 1900s. With the effects of the Industrial Revolution distinctly felt by all classes within society, it was a time of significant social reformation and drastic change in all aspects of life, and in short was a diverse and complex though tremendously exciting period for those who were living in it. As a result of such rapid growth, expansion and change, it is only natural that there was widespread excitement and perhaps apprehension at the same time. A new world was being created away from the manual driven labour of the old, and one of steam power and coal was emerging, of urbanisation and industrialisation. This constantly transforming and thriving world to the people at the time must’ve been overwhelming and thrilling, as they gained a realisation that all aspects of their lives were becoming influenced in some way or other by the increasingly advanced technologies and innovation. As a result, there was a great influx of population from the countryside to the city, with the realisation that there was a quickly approaching transition away from an agricultural-based economy towards machine-based manufacturing. However there must’ve been a great deal of anxiety and people may well have been wary towards the great changes that were happening around them. There would’ve been a growing new consciousness as society had to perceive the world in a different way than they previously had in order to ‘keep up with the times. As one tiny pebble when thrown into a pond causes consequent ripples to spread throughout the surface, the Victorian Age was like a pond where a great many pebbles were being thrown into. As a result, their way of thinking and apprehending the constantly developing world around them had to be open-minded in the sense that they had to be prepared for more surprises. They had to become receptive to things previously thought impossibl e or perhaps not even imagined at all which came to life- it was supposed to be a new Golden Age and indeed it was. However, the Victorian Age also had its dark side- the side of child labour, devastating unemployment, opium and prostitution. Nothing was certain anymore and with the modernism movement arising towards the end of the 19th century, people began to question many values and concepts that had before been unarguably taken for granted and accepted within society. With the rejection of established patterns of thought, a new consciousness arose where old traditions and customs were critically examined and people realised they had more freedom of thought than ever.

Volunteer in a Elementary School Essays

Volunteer in a Elementary School Essays Volunteer in a Elementary School Essay Volunteer in a Elementary School Essay and making photo copy, collating, packet preparation. So why should we volunteer? We should volunteer to support our communities and world. Let me tell you what my experience and opportunity were while I volunteer at my child elementary school, and I hope this will persuade you to volunteer anywhere. The main reason I volunteer at Irving Elementary School was to get experience in working with children’s which seemed very interesting because kids have different reactions to an environment with other people. For example, the mixed emotions children have during their first day of school, it is hard to break the tension building inside them without making them cry or scared. Next, working with children has left an indelible mark in my memory. My experience as a community service volunteer, where I was assigned to do recreational activities for children ages 3-10 year old, much of the wonderful experience is caused by the diversity of the environment when working with young ones for I discovered that a child’s sense of imagination is gives out fresh ideas that positively influence a person’s outlook in life. Most of the time, the varying moods of children tend to start an argument over petty things nevertheless I really enjoyed such service because the experience made me feel young again. The second, reason why I volunteer in an Irving Elementary School was to show my daughter that I am interested in her education, and because this will give my daughter a positive message that I am considering her school a worthwhile cause. Also, volunteering is a huge resource and support for the school community while its showing the kids the importance of participating in the community. Meanwhile volunteering in my daughter school will gain a first- hand of my daughter daily activities and some insight into trends and fads of school life that will help me communicate with my daughter as she grows and changes. Beside, volunteering at my daughter school gave me the opportunity to go on a field trip, which this gave me the chance to get to know all of the kids in her class. This proved to be a blessing to carrying on meaningful conversation with my daughter about her peer interactions. As well, volunteering at my daughter school gave me a basic idea of what my child should be learning and mastering. It also, exposes me to children of different backgrounds and incomes. In addition, your learn more about your child school district and will be able to knowledge it when it comes to school board decisions. Not only, will you gain the trust of children you help, you will gain the respect of the teacher who so desperately need all the help they can get. You will see the needs of each classroom and know invariably what they are lacking in tools and resources to be the best place for the children to learn. Field trips and excursions outside their school can also enable you to give the children a better grasp or what life is like outside of school and home and proper behavior to display when in public.

The Good Doctor

The Good Doctor The Good Doctor is a full-length play that exposes the ridiculous, tender, outlandish, ludicrous, innocent, and weird frailties of human beings. Each scene tells its own story, but the behavior of the characters and the resolutions of their stories are not typical or predictable. In this play, Neil Simon dramatizes short stories written by Russian author and playwright Anton Chekhov. Simon even gives Chekhov a role without specifically naming him; it is commonly accepted that the character of The Writer in the play is a quirky version of Chekov himself. Format The Good Doctor is not a play with a unified plot and sub-plot. Instead, it is a series of scenes that, when experienced one after another, give you a strong sense of Chekhov’s take on the human condition embellished by Simon’s wit and pithy dialogue. The Writer is the one unifying element in the scenes, introducing them, commenting on them, and occasionally playing a role in them. Other than that, each scene can (and often does) stand alone as its own story with its own characters. Cast Size When this play done in its entirety- 11  scenes- appeared on Broadway, five actors played all 28 roles. Nine roles are female and 19 are male roles, but in a few scenes, a female could play a character designated in the script as male. The scene breakdown below will give you a sense of all the roles in all the scenes. Many productions eliminate a scene or two because the action in one scene is unrelated to the action in another. Ensemble There are no ensemble moments in this play- no â€Å"crowd† scenes. Each scene is character-driven by the small number of characters (2 – 5) in each. Set The set needs for this play are simple, even though the action occurs in a variety of locales: seats in a theatre, a bedroom, a hearing room, a study, a dentist’s office, a park bench, a public garden, a pier, an audition space, and a bank office. Furniture can easily be added, struck, or rearranged; some big pieces- like a desk- can be used in several different scenes. Costumes While the character names and some of the language seem to insist that the action occurs in 19the century Russia, the themes and conflicts in these scenes are timeless and could work in a variety of locales and eras. Music This play is billed as â€Å"A Comedy with Music,† but except for the scene called â€Å"Too Late for Happiness† in which lyrics that the characters sing are printed in the text of the script, music is not imperative to the performance. In the script that I have- copyright 1974- the publishers offer a â€Å"tape recording of the special music for this play.† Directors can check to see whether such a tape or CD or electronic file of music is still offered, but the scenes can stand on their own without the specific music, in my opinion. Content Issues? The scene called â€Å"The Seduction† scenes deal with the possibility of infidelity in marriage, although the infidelity is unrealized. In â€Å"The Arrangement,† a father purchases the services of a woman for his son’s first sexual experience, but that too goes unrealized. There is no profanity in this script. The Scenes and Roles Act I â€Å"The Writer† The play’s narrator, the Chekhov character, welcomes the interruption of an audience for his stories in a two-page monologue. 1 male â€Å"The Sneeze† A man in a theatre audience lets loose a monstrous sneeze that sprays the neck and head of the man seated in front of him- a man who just happens to be his superior at work. It’s not the sneeze, but the man’s reparations that cause his eventual demise. 3 males,  2 females â€Å"The Governess† An officious employer unfairly subtracts and subtracts money from her meek governess’s wages. (To view a video of this scene, click here.) 2 females â€Å"Surgery† An eager inexperienced medical student wrestles with a man to yank his painful tooth out. 2 males â€Å"Too Late for Happiness† An older man and woman engage in small talk on a park bench, but their song reveals their inner thoughts and wishes. 1 male,  1 female â€Å"The Seduction† A bachelor shares his foolproof method of seducing other men’s wives with no direct contact until she is on her way into his arms. 2 males,  1 female Act II â€Å"The Drowned Man† A man finds himself agreeing to pay a sailor for the entertainment of watching the sailor jump in the water to drown himself. 3 males â€Å"The Audition† A young inexperienced actress annoys and then enchants the Voice in the darkness of the theatre when she auditions. 1 male,  1 female â€Å"A Defenseless Creature† A woman dumps her considerable woes on a bank manager with such vehemence and histrionics that he gives her money just to get rid of her. (To view a video of this scene, click here.) 2 males,  1 female â€Å"The Arrangement† A father negotiates a price with a woman to give his son his first sexual experience as a 19th birthday gift. Then he has second thoughts. 2 males,  1 female â€Å"The Writer† The play’s narrator thanks the audience for visiting and listening to his stories. 1 male â€Å"A Quiet War† (This scene was added following the first printing and production of the play.) Two retired military officers hold their weekly park bench meeting to continue discussing their disagreements. This week’s topic of conflict is the perfect lunch. 2 males YouTube offers  videos of a stage production of scenes from the play.

Living Conditions of Immigrants in America Today Research Paper

Living Conditions of Immigrants in America Today - Research Paper Example America as a country, is made up mostly of the descents of immigrants from Europe, who moved to the Americas in search of greener pastures. However, the America of today is witnessing another group of immigrants mainly from the third world countries, and in search of a better life contrary to their countries of origin (Avenarius 34). This topic is important in the sense that, while immigrants contribute significantly to the economy of the United States, their plight often go unnoticed at the expense of the bonafide citizens. While there are immigrants who are lucky to discover their dreams in this land of abundant opportunities, others find themselves in dire situations. The world today faces the impact of globalization and the economic crunch that has hit countries across the world including the developed countries such as the United States. As a result, the life of many Immigrants in America is not that rosy as perceived by relatives back in the country of origin. Many immigrants today in America, has to engage in more than one job to sustain both their needs and those of relatives back home. In terms of seeking employment, immigrants in America today faces a milestone since unemployment is widespread, and there is competition for the better job opportunities. On the same note, most immigrants are either semi-illiterate or illiterate and often find themselves looking for menial jobs. Further, most of immigrants in America mainly work in farms, restaurants, factories or any other job that does not requi re professional skills. This makes their living condition a challenge as a result of the meager wages they receive in their places of work. As consequent, most immigrants find themselves unable to afford decent accommodation or housing and healthcare (Conard 163). On another note, most citizens from other countries are often ignorant about the kind of life they may experience in another country. In the developing or third world countries, moving or migrating to the developed world is seen as a way of escaping poverty and other societal challenges common in the developing world. As a result of expecting heaven when immigrants move to a developed country, they end up exploited by rogue employers who underpays their services. This is a challenge for immigrants in America today since, most of these immigrants cannot protest for an improvement of wages. The main reason why most immigrants are unable to challenge employers for better working conditions and wages is because of being in the country illegally. The proper channels to seek work permit or permanent citizenship is involving and some of these immigrants often end up deported back to their countries of origin. To avoid deportation, most immigrants prefer remaining silent about their status as they continue to suffer from exploitation from rogue employers or unscrupulous business persons (Chip 48). Further, to make ends meet, immigrants in America often find themselves engaging in illegal dealings to earn more money to sustain their living and significant others. While most of these immigrants are innocent, they often end up in American prisons or deported to their countries of origins where some may face incarceration. The United States as a country, is considered the world’s number one economy and this means that government offers better social, economic and political structures for its citizens. However, most immigrants often find themse

Babcock marine case study Assignment Example | Topics and Well Written Essays - 2250 words

Babcock marine case study - Assignment Example Being the largest warships that the UK has ever commissioned, they are to be built like a giant Lego model and have individual blocks being built at the six shipyards surrounding UK that is before they are transported to Babcock’s Rosyth facility for the final assemble and its integration. If you happen to be in the military or a commercial sea-faring craft, there is an open door for you. A division of the Babcock International, the company provides a wide range of design, support and building services which are inclusive of upgrading, conversion, refitting and maintenance (Brown, 2003). It also offers engineering, as well as, support services to the royal navy. Most of its customers include the government of Canada, New Zealand and Canada. The marine designs the fast ferries, specialist crafts and paramilitary vessels to customers globally. In addition, it offers the water jet propulsion for commercial and military applications, landing craft, workboats, special operations cr afts, design of excluded light in alloy planking in small ship construction and other commercial vessels. Close to that is the ability of the company to provide all spares of procurement services. It supports the third party operators and also the private owners. SWOT analysis Strengths and opportunities The two largest aspects that give the company a reason for existence is the energy and the marine technology. Babcock has provided a platform for the design, integration and also management services in the marine, oil and gas and also in the defense sectors globally. Privileged to have more than 900 engineers and technical support staff, they also have inspired delivery record, proven design and management expertise, focused leadership, it is able to support all its customers on each and every aspect, including the concept of design and modification through the life management together with a safe and environmentally friendly disposal (Kim, 2005). It is the leading UK Engineering su pport services Company, and it is trusted to deliver serious support to the government along with key industry organizations within the globe. The company has proven track record as being the UK’s leader in naval support business that provides its customers with surety and huge confidence regarding its ability to safely and carefully manage and operate some of the countries most core assets together with providence of through-life support in complex programs of national significance (Brown, 2003). Further the submarine partner in the royal navy, the company is the only provider of deep maintenance, infrastructure support and in-service maintenance. The strength of its long term relationship has been portrayed in its involvement in the current and future programmes. It has unique facilities and infrastructure that has enabled the company to undertake about 75% of the UK surface refit refits and also about 50% of fleet maintenance. Managing and also operating two of the three U K naval bases, has enabled Babcock to work successfully with the ministry of Defense over the last ten years and hence delivering considerable cost reductions and further service improvements as part of successful partnering relationship with the Royal Navy and Ministry of Defense. It has unique naval infrastructure across the UK which support complex engineering programmes and at the same time increasing the availability of the customer’

Inclusion and the Inclusive Learning Environment Essay

Inclusion and the Inclusive Learning Environment - Essay Example In differentiation, a trainer tailors the instructions as per the needs of the learners. â€Å"Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction† (Tomlinson, 2013). An inclusive learning environment is created to ensure equal access to all tools, aids, and opportunities for all students. There are a number of ways in which this can be achieved in a health and beauty salon. The first and the foremost aspect of an inclusive learning environment is to ensure that all learners are physically capable of experiencing the same quality of training. In a health and beauty salon, like any other class, this can be achieved by making learners with spectacles occupy the front seats and those with the stronger eye-sights occupy the middle and the rear seats. Taller learners should be seated at the rear so that there is no hindrance in the way of vision fr om the learner to the white board. After carefully designing the seating plan considering the physical traits of the learners, the teacher needs to design the teaching strategies that promise maximal inclusion on the part of the learners. For example, group projects containing members with different levels of capabilities and different skills is a way of promoting inclusive learning. When a certain number of students work upon the same project, each occupying a specific role and using a specific skill, the learning is not merely limited to the very skill, but every learner also develops a comprehensive understanding of the skills of other members of the group. When the project is complete, a significant development in the skills of the learners in different areas is achieved. Another aspect of inclusive learning is discipline. In the contemporary age, classrooms have become increasingly multicultural with respect to learners. People from different countries join the health and beaut y salons and take classes to enhance their skills. To provide the learners with a safe environment in which their potential to maximize their learning is optimized, it is imperative that the teacher establishes rules, principles, or compiles a code of ethics in which objectionable behaviors are clearly depicted and learners are strictly instructed to deter from displaying them in the class. In case of lack of compliance, disciplinary action can be executed. Such objectionable behaviors include but are not limited to use of racist remarks, discriminatory remarks or practices on the basis of gender, race, or culture, and bullying. Resources to meet the need of learners in inclusive learning should be utilized from within the classroom or with due consultation with the concerned authorities. There are numerous ways in which learners can be engaged and motivated in an inclusive environment. For example, when formulating the seating plan to ensure that all learners have full vision of th e whiteboard and the stage, the trainer asks the learners to provide them with information about their individualistic physical traits like eye-sight and height. Students find such activities interesting and realize that these activities are meant to develop such a seating plan where everybody would be able to see clearly. Providing students with constructive feedback is another

Is Cloning Playing God?

Is Cloning Playing God? Imagine sitting down, all of the sudden, you look to your left, and what do you see. Yourself, as a seven-year-old child, but wait a minute, you are 30 years of age. This child is genetically identical to you, however, his parents are not yours; and although you see many similarities, this child is acting in a way you have never acted. This child as you can see knows more about technology than you did at that age. Why? The answers is simple, this seven-year-old child is growing in a different era an era where technology is necessary. So is this child really your clone or? This child has a different set of parents than you, yet this child does not have one single gene from them. Is it cloning a human being playing God? Scientists have been experimenting with cloning for at least forty years; however, it was not until February 24, 1997 and the news of the successful cloning of Dolly the sheep from mammary cells of an adult sheep, that reaction emerged from around the world. Now a day, we have heard of other animals, such as sheep, mice, cows, pigs, goats, dogs, and cats, as well as other things have been cloned with no condemnation. Conversely, the possibility of human cloning is for most an abomination. The idea of cloning humans has created a mixed of emotions, including confusion in society. Cloning for most of the people, means changing the history of humanity. Even though, Ian William, the Scotland scientist that cloned the sheep, agree to never clone humans, thirty hours after the news of Dolly circle the world, a bill was passed in New York by Legislator, John Marchi, to make human cloning illegal. Furthermore, other scientists, physicians, conservative ministers, and rabbis joined the Thou Shalt Not Clone Humans movement; and among the reasons to banned cloning were the human rights to have a set of biological parents (Pence 23). Almost globally but mostly in the USA and Europe there is a devastating agreement, stating that human cloning is unethical; therefore, it should be prohibited by law. On the other hand, there is not a clear explanation or reasons to explain as to why cloning breaks societys basic moral principles. Answering the how clones are created question can shed a light and might provide a reason in favor or against it. In early 1970s, the breakthrough in medical ethics (bioethics) has attracted many philosophers because it seems to help answer questions about the beginning and end of life, which is something that philosophers have continually thought about. Modern science and technology continue to raise new questions of morality, death, and new ways of reproducing the human kind. On the other hand, philosophy is about questioning assumptions. The status quo has dictated that is unthinkable to clone humans. To which philosophy responds: Unthinkable? Let us think about that (Pence 35) . Creating a human through cloning is very different from creating humans through in vitro or IVF (under glass fertilization). Cloning is considered asexual reproduction because unlike the other two methods mentioned where an individual is created from two different sets of 23 chromosomes, the individual created through cloning would have the same 46 chromosomes as the donor. Cloning implies the removal of the nucleus of an oocyte (egg) and introducing the donors nucleus. Keeping in mind that a nucleus is what holds genetic data; and by removing the original nucleus and inserting the donor, this process creates a new artificial cell with the potential to be used to develop a new human being (clone). Scientists would have to biochemically manipulate the process in order for the cell body (oocyte) to accept the new nucleus. After this process is of reproductive cloning is completed in a laboratory setting, this oocyte has to then be implanted in a womans uterus for the embryo to fully de velop (Pence 15). In the natural creation of a human being, the oocyte (from the female) and the sperm (from a male) unite in a process called fertilization. Each the oocyte and the sperm have a nucleus, which hold genetic data from each one of the parents. Unlike cloning, there is no separation or removal of the oocytes nucleus, thus, creating a new and unique human being, with a different genotype. Another subject for discussion is the idea of utilizing artificial uterus to grow these embryos; thus, denying the fetus of bonding with the mother. Then again, a clone would not be considered human, unless a real flesh-and blood female gestate such embryo (Tannert 238). On another matter, humans already produce natural clones. Monozygotic twins are the natural production humans trough the same fertilized cell. The division of the cell into two genetically identical individuals is considered normal but rarely; and although identical, they are not flawless copies. Furthermore, they are still the product of a natural process of fertilization and mutation and not cloning or biochemically manipulation. Therefore, the genetic material has gone through an intertwine process to create a new genotype ( (Tannert 239). Alternatively, an embryo produced in a laboratory, has been artificially constructed by human action. A manipulation that might grow up into a human, but considered an object. There are no possibilities of random mutation, as in the monozygotic twins, because to be considered a clone, it has to be genetically identical to the donor. Therefore, the argument becomes one of ethical evaluation giving a point to a legal ban on reproductive human cloning because we must not enforce ones genetic identity to another individual. Humans for the most part strive for autonomy; and so, by cloning we are restricting the cloned individual of some of the basic components of human survival; thus violating what constitutionally guarantee human rights. Whether it is life, liberty and the pursuit of happiness, which the US Declaration of Independence lists as the unalienable rights of humankind; whether it is libertà ©, à ©galità ©, fraternità ©, the famous motto of the French revolution; or whether it is the simple and elegant statement that The dignity of man is sacrosanct, the first sentence of the constitution of the Federal Republic of Germany (Tannert 238). If one uses Immanuel Kant philosophies and adds the science of cloning, cloning uses one persons genetic material (to clone) as a vehicle to achieve the needs of another person (the person cloning). Therefore, one can say that this process is unethical and why it should be forbidden. On the other hand, for example, the first IVF baby born in England in 1978 is a normal woman. At first, the idea of producing humans in a tube was insane because of possible birth defects, since then thousands of kids have been born utilizing this method. The same people arguing against it in the past were the same people arguing against cloning. The National Bioethics Advisory Commission (NBAC) has also suggested a federal law to sanction any effort to create a human by cloning. This organization utilized the Americans illogical reservation of human cloning as a motive for a ban. The fears come from fictional movies and novels of human cloning, as well as, not being able to trust scientists. Arguments against human cloning thus far have been based on human emotions and ethics rather than facts. Emotions, however, can change with evidences. Artificial insemination for example, was once looked at as a deviance, now considered a social norm. Also, genetic testing for Down syndrome thro ugh amniocenteses because selection of pregnancy was an option. Cloning can offer some benefits: It can help scientist to comprehend how cells age; it can help with treating mitochondrial DNA diseases; and more importantly can eliminate the use of embryos for research. This could be accomplished by using the de-differentiated cell in the normal stage without fusing them to an egg, to create an embryo for reproductive experiments (Pence 46). There is also Polly the sheep, the first cloned animal to have a human gene in 1997. Polly was able to produce a human protein in the milk; to help individuals, such as hemophiliacs and bone diseases suffers that are not able to produce it. (CNN interactive). With Wilmuts techniques and discoveries, there is the possibility of new therapies to help sick people, for example, the alteration of a gene can help the treatment of cystic fibrosis and the transplant of pigs organs to dying humans could be genetically altered to reduce rejection (Pence 22). Scientists agreed that the possibility of having an identical genetic person is nearly impossible: Even clone cells, with identical set of genes, vary somewhat in shape or coloration. the jump is made from molecules to cells, complexity jumps exponentially because molecules can be combined in thousands upon thousands of ways from cells (Pence 31) Therefore, even if scientists try to play God, the odds of reproducing identical cells are close to zero. People should be given an opportunity to hear both sides of the arguments in favor or against it, and then vote on what they think is correct. The cloning techniques need to be perfected, the odds of a human cloned survival is poor and uncertain; furthermore, no one can guarantee perfect babies with no birth defects, but then again, even though natural fertilization, no one can guarantee a perfect baby. Human cloning it might look like playing God; however, God is a God of perfection, and that is something no human can ever achieve. Every single time the debate comes up-after Ian Wilmuts first cloning experimentations on mammals, after the Raelians claim to have cloned a human being, and in recent times, in the stir of the South Korean cloning scandal-the community, legislators and the media all express a profound apprehension with human cloning (Pence 16).

Bill Clinton and Whitewater/ Monica Lewinsky :: William Jefferson Clinton Essays

  Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"Whitewater† scandal was a real estate scheme by the White Water Development Corp. Both President Bill Clinton and his wife Hillary Clinton were involved in the scandal to make a land deal. Many people were involved in the scheme, which was held in the 1980s in Arkansas. Bill Clinton and his wife maintained their funds by the support of the Madison Guaranty Savings and Loan, which represented the Clintons in the overthrow of their Whitewater shares. The Clintons were being investigated when there were improper campaign contributions, political and financial favors, and tax benefits.   Ã‚  Ã‚  Ã‚  Ã‚  The Clintons denied any wrongdoing and that they never had lost money on the Whitewater scheme. In 1994, Counsel Kenneth Starr investigated the wrongdoings by Clinton and his wife. The Clintons were also charged of perjury, obstruction of justice, and abuse of power, but Starr wasn’t able to prove it. In the Whitewater affair the Clintons were investigated on videotapes of their testimonies. In a 1996 trial, the Mc Douglas and Jim Tucker (Clintons successors as governor of Arkansas) were found guilty of fraud. Also David Hale pled guilty to fraud and was a witness of the McDougal, which he received a jail sentence. The Clintons were not found guilty, but Hillary Clinton was charge of damaging information and accused President Clinton administration of lying under oath. Starr’s job was to expand the investigations of President Clinton and his administration because he wasn’t able to prove them guilty. Starr became successful in January 1998, when he suspected President Clinton role in a sex scandal with Monica Lewinsky. The Lewinsky scandal was when President Clinton denied any sexual involvement with Lewinsky. When the Lewinsky scandal was brought to the public, Paula Corbin Jones claimed that President Clinton had sexually hostile her in 1991. At that time President Clinton was governor of Arkansas and he had a lawsuit of sexual harassment. After the case many women accused President Clinton of having relations with him.   Ã‚  Ã‚  Ã‚  Ã‚  Lewinsky was an unpaid intern and later became a paid staffer at the White House. In the beginning of the case, Monica Lewinsky did deny having sexual relations with the President. Starr then found tape recordings of telephone conversations of Lewinsky describing her relationship with the president. Clinton tried to cover up the affair by having his advisor Vernon Jordan to have Lewinsky lie or having a job outside Washington.

Refractive Indices of Water And Turpentine Oil Essay

To find Refractive Indices of Water And Turpentine Oil using a plane mirror, a equiconvex lens (made from a glass of known refractive index) and an adjustable object needle APPARATUS: A convex lens, an optical needle, a plane mirror, a clamp stand, a spherometer, a plumb line, metre scale, water and turpentine oil Theroy : Let’s add small amount of water on a flat, plane surface and place a convex lens over it. This forms a plano-concave lens of water between the lower surface of convex lens and plane mirror. Let f 1 and f 2 are the focal lengths of water lens and convex lens respectively, then focal length of the combination is: The focal length of the plano-concave lens is, †¦(i) From Lens Maker’s formula, =( R 1 = R and R 2 = for water lens. The refractive index of water is , †¦(ii) (where ‘R’ is the radius of curvature of the concave surfaces of the plano-concave lens). The Radius of curvature of the lens, is  Ã¢â‚¬ ¦(iii) PROCEDURE †¢ For finding the focal length of convex lens: †¢ Measure the rough focal length of the convex lens. †¢ Place the plane mirror with the convex lens placed on it above the horizontal base of a clamp stand horizontally as its tip lies vertically above the optical centre of the lens. Adjust the needle at a height a little more than the rough focal length of the convex lens. †¢ Try to remove the parallax between the tip of the object needle and its image tip. †¢ Note the distance of the tip of the needle from the centre of the upper surface of the lens. Let it be x 1. (Use plumb line). †¢ Remove the convex lens and measure the distance of the tip of the needle from the plane mirror. Let it be x 2 . (Use plumb line). 2 (vi) Repeat and record all the observations. †¢ For finding the focal length of the plano-concave lens: Pour few drops of water over the plane mirror and place the convex lens over it. Repeat steps (ii) to (iv) as done above.Repeat the procedure with turpentine oil also. †¢ For finding ‘l’: Determine the pitch and least count of scale of the spherometer. Place the spherometer on the dried surface of the convex lens. Turn the screw downwards very gently till the tip of the screw just touches the lens. Read and record the reading. Keep the spherometer’s legs on the base of a paper and adjusting the central screw, find the pricks A, B and C of the three legs of the spherometer. Join the centres of the three pricks and measure the lengths with the half-metre scale. Note the values of AB, BC and AC Conclusion Pitch of the spherometer= 1 cm Least count of the spherometer = 0.01 cm Distance between the legs: †¢ AB = 3 cm †¢ BC = 3 cm CA = 3 cm S.No Initial reading of the C.S. on the convex lens (a) No. of complete rotations (n) Final reading of the c.s on the glass slab Additional C.S div. moved h=n x pitch + m x L.C Mean â€Å"h† 1 62 0 6.5 55.5 0.555 0.5775 2 64 0 4 60 0.6 Aim is to find the refractive index of a) water, b) coconut oil using a plane mirror, and an equiconvex lens made of glass and an adjustable object needle. The theory behind liquid lens is based on the properties of one or more liquids to create magnifications within a small amount of space.The focus of a liquid lens is controlled by the surface of the liquid .Water normally forms a bubble shape when adhered to materials such as glass.This desirable property makes water a very suitable candidate for the production of liquid lens.Essentially the liquid must be transparent so as to study its effects. To generate a liquid lens , a liquid is sandwiched between two pieces of a clear plastic or a glass. Oil (necessarily transparent) can also be chosen to be used as a fluid in a liquid lens system. The surface profiles of the liquid determines the focal length of liquid lens system and how the liquid lens focusses light rays. Theory: In optics, refractive index or index of refraction ‘n’ of a substance (optical medium) is a dimensionless number that describes how light or any radiation propagates through that medium.It is defined as n = c/v where’ c’ is the speed of light in vaccum and ‘v’ is the speed of light in a substance. Eg : ‘n’ of water is 1.33, which means, light travels 1.33 times as fast in vaccum as it does in water. The historically first occurance of refractive index was in Snell’s law of refraction. ie are the angles of incidence of the ray crossing the interface between 2 medias with refractive indeces n_1 and n_2. In this project, we shall make use of the property of liquid lens to find the refractive index of water and coconut oil. Requirements A convex lens, plane mirror, water, coconut oil, an optical needle, an iron stand with base and clamp arrangement, a meter scale etc†¦. Procedure : †¢ Finding the focal length of convex lens:- †¢ Place the plane mirror with the convex lens placed on it above the horizontal base of a clamp stand horizontally as its tip lies vertically above the optic centre of the lens. Adjust the needle at a height a little more than the rough focal length of the convex lens. †¢ Bring the tip of the needle, at the vertical principal axis of the lens, so that the tip of the needle appears touching the tip of its image. †¢ Move the needle up and down to remove the parallax between tips of needle and its image. †¢ Measure the distance between tip of the needle and upper surface of the lens by using a meter scale. Let it be (x1 ). †¢ Again measure the distance between tip and upper surface of the plane mirror. Let it be x2 †¢ Finding the focal length of the combination: †¢ Take a few drops of the given transparent liquid and place it on the surface of plane mirror. The convex lens is placed over it as before. (A plano concave lens is formed between plane mirror and convex lens). †¢ Repeat the steps (ii) to (v) †¢ Record the observations. †¢ To find the radius of curvature of the liquid lens. (R of convex lens surface in contact). The convex lens is turned towards a source such that, the required surface is away from the source the distance is to adjusted that the image is, formed on the side of the source. The distance ‘d’ between the source and the lens is measured. The radius of curvature ‘R’ of the lens is given by Finally the refractive index of liquid lens is given by. n = 1+ R/f2 Result : The observations of the experiment is tabulated as follows Precautions †¢ The parallax must be removed tip to tip properly. †¢ The lens and plane mirror should be cleaned thouroughly. †¢ The liquid taken should be essentially transparent. Only few drops of liquid should be taken so that the liquid lens layer is not thick Sources of error : †¢ Liquid may not be quite transparent †¢ The parallax any not be fully removed †¢ The needle may not be properly horizontal The distance x1 and x2 may not be essentially clean The experiment described in this project is an effective and simple method of measuring the refractive index of any liquid (transparent) using a convex lens and plane mirror. If we keep the mirror behind a lens and put an object at the focus point of the lens above it, the image of the object will form at the same focus point where the object is. If it is an extended object, its image will be inverted and the size of image is same as that of the object. This property has enabled the efficient use of liquid lens to find the refractive index of a fluid by this method. If a liquid is sandwiched between the lens and the mirror, the focal length of liquid lens can be calculated knowing the focal length of the combination and that of the convex lens, from which the refractive index of the fluid can easily be estimated.