Human Effect on Climate Change Essay

Very few people doubt that it is normal for there to be climate change. The rotation of the earth on a tilted axis leads to this, as well many natural events, like volcanic eruptions, earthquakes and hurricanes. However, human activities are having a much greater impact on climate change. For example, the jump in earths’ population from 1950 through 1985 more than doubled from 2. 5 billion to over 5 billion. (Meyer, 1996: 24) The importance of this growth is a drain on the Earths’ resources causing even more altering. It is not as much the altering of these resources that are causing climate change but the type of human activities which are taking place, and the way in which they are impacting the climate. One major influence is increased waste and pollution as a result of burning more fossil fuels. The introduction of chlorofluorocarbons in the mid-20th century, which were used for refrigerants, solvents, and propellants, cause a reaction in the atmosphere that break down the ozone layer. (Meyer, 176) CFL’s and burning of fossil fuel create an added layer of insulation around the earth. Since the earth is naturally surrounded by gases the added human processes cause a phenomenon called the greenhouse effect. This is when these gases change and more heat from the sun is retained than before resulting in planetary temperature rise. Changing of seasons and somewhat consistent weather patterns are a normal occurrence on our planet. However, in the past 30 years there have been many natural disasters that can be attributed to climate change and global warming. Massive earthquakes which subsequently cause tsunamis, hurricanes wreaking havoc in areas they never before touched, volcanoes erupting years before the experts predictions and the melting of ice caps causing sea level rise. It is obvious that our normal weather patterns and temperatures have been and are changing. It wasn’t until 1938 when a Mechanical Engineer named Guy Stewart Callendar challenged the Experts. (Weart, 2) Callendar had confirmed more completely than anyone else that his data proved global warming was occurring. Global warming is not climate change but it is a symptom of climate change. Although, Callendar was not a meteorologist, studying weather patterns was his passion and with every spare minute he analysed all the data he could acquire. He showed through his research that as the industrial era was booming it was doing so while burning fossil fuels. These fuels were emitting millions of tons of carbon dioxide into the atmosphere and subsequently adding to the greenhouse effect and climate change. (Weart, 2) This was the first time in recorded history mankind was able to prove humans were damaging the Earths biosphere. Before the great baby boom of the mid-20th century and prior to the industrial revolution in the eighteenth century carbon dioxide levels were at about 265 ppm and today because of human processes it is about 392 ppm. (Pittock,7) Currently carbon dioxide in the atmosphere is increasing about 2 ppm per year and average world temperature is climbing in step with it. Many experts agree that 400 ppm of carbon dioxide will probably cause a temperature rise of about two to four degrees Fahrenheit. (Gossling and Upham, 3-4) If this occurs so many tipping points will have been crossed, or soon will be crossed, that climate change and global warming will become unstoppable, and the point of no return will have been passed. There are a number of potential sources of human activity that impact climate change. A major consideration is that of cause-and-effect, looking at the type of human activities which take place, and then examining the way in which they may be impacting on the climate in order to create change. Some examples are farming with the fabrication and use of fertilizers and pesticides, manufacturing with burning fossil fuels, deforestation, power stations, cars and other vehicles as well as aircraft. The impact from all of them is similar, with the proof being two points. First a hole in the ozone layer over Antarctica, which was discovered in the 1970’s. Second an increase in earths’ temperature of approximately two degree Fahrenheit. (Pittock, 78) There is also a potential for additional erosion of the ozone as a result of the continued use of hydro-fluorocarbons. Therefore, it is the output of this consumption process that is having an impact. The emissions made are also those that are seen to cause longer term damage to the ozone layer. The emissions also have an impact on the climate of the earth either directly or indirectly. Directly this includes the emission of carbon dioxide and indirectly the impact of jet aircraft in the way they emit water vapour in their contrails. (Gossling and Upham,42-43) In the late 1950s Walter Orr Roberts a leading astrophysicist noticed that cirrus clouds were forming daily over Boulder, Co. (Weart, 66) Orr observed that Jet contrails were mixing with the existing cirrus cloud formations to the point of not being able to distinguish between either. This phenomenon was occurring daily my mid-afternoon from the heavy airline traffic. (Weart, 66) The fuels used by aircraft are the main problems. Aviation fuel is made up mostly of kerosene, which originates from fossil fuels. (Gossling and Upham, 311) There are two main problems with the combustion of kerosene by the aircraft; the waste products they produce are major pollutants as well as the carbon dioxide and water vapour. Both of these have a negative impact on the atmosphere. (Weart, 132-133) If we consider the problem of carbon dioxide, it needs to be remembered that aviation fuel is only one source of this pollution, and as such, it is adding to the overall totals that are creating climate change and global warming. The creation of added clouds by water from jet exhaust adds to the global warming effect and climate change by trapping more heat in earths’ atmosphere. The increased amount of particles in the air that help trap the heat from escaping from the earth’s atmosphere are one of the culprits of the greenhouse effect. This has been achieved by pollution put into the atmosphere over the last century, most notably since the industrial revolution (Meyer, 37). Since then there has been a greater and greater amount of waste containing carbon, as well as other gases and chemicals, burned and released into the atmosphere. Also, during this time there has been large scale deforestation and the carbon that was contained in these large areas, locked away in the wood was then released directly into the atmosphere (Meyer, 60). The increase in carbon from the release due to deforestation alone is projected at accounting for 15% of the greenhouse effect between 1990 and 2025 (Meyer, 61). When we then consider the relatively high amounts of carbon in other deposits such as coal that is burned for power we can start to appreciate why the levels of carbon dioxide in the atmosphere are increasing. The earth’s atmosphere has always contained several types of gases. It also has a certain percentage of carbon dioxide and other greenhouse gases. (Meyer, 1996: 150) Carbon dioxide lets the short wave length radiation from the sun through and then the rays hit the earth and warm it. The earth re-radiates longer wave length heat radiation but the carbon dioxide won’t let most of this long wave radiation out again. (Pittock, 7) As carbon dioxide levels increase in the atmosphere, the more trapped heat and the hotter the earth gets. However, we need some carbon dioxide in the atmosphere otherwise all the sun’s heat would be lost and temperatures would drop by ninety one degrees Fahrenheit and we would quickly freeze to death. Therefore, the climate is being changed as a result of increasing levels of carbon dioxide and chlorofluorocarbons being placed into the atmosphere, which is helping to retain heat and as a result is having an impact on climate, increasing the temperature of the planet and impacting on natural processes. Under current conditions it is estimated that by the end of the 21st century global sea level temperatures could rise as much as thirty nine degrees Fahrenheit. (Gossling and Upham, 3-4) Obviously, if this happens life will once again recycle on planet earth.

The Corner and Nighthawks

Manuel Espinosa Professor Stefanovic ENC 1102 21 February 2013 NIGHTHAWKS â€Å"Nighthawks† by Samuel Yellen is a poem about three individuals who are troubled with life. These individuals are occupying the same space and they appear to be relatively close from each other, but they arein fact disconnected from one another. The speaker sets a hopeless tone to help the reader analyze and really understand the characters’ feelings. This is a poem based on a famouspainting by Edward Hopper that portrays people sitting in a downtown diner late at night.Yellen wants his readersto be able to recognize that caring and affection is the easiest way to a successful and joyful human interaction. The poem’s setting takes place at â€Å"the corner of Empty and Bleak† (1) and the time is the â€Å"night’s most desolated hour† (2). Empty corners and night hours are an infamous mix. Evil deeds are performed at desolate corners during odd hours of the night. I n the corner is â€Å"Al’s Coffee Cup or the Hamburger Tower† (3), only cheap and plain shops would stay open till late hours at night and the servers would use language like â€Å"be with you in a jiff† (7).Inside the establishment there are â€Å"three nighthawks seated there† (6). Yellenuses nighthawks because the characters meet at night and hawks are lonely animals which â€Å"in this drama do not speak† (4). Another connotation is to perceive hawks as ferocious and independent creatures or how Yellen better describe them â€Å"patrons of life† (6). One of the nighthawks, â€Å"[t]he single man whose hunched back we see† (9) challenged his fate when he â€Å"put a gun to his head in Russian roulette† (10). Even though he â€Å"won the bet† (11) his body posture indicates he is troubled or pensive. And now he lives his x years’ guarantee† (12). The speaker wants to clarify that the character might off ch eated death that time by dying is inevitable. Then, we have â€Å"facing us, the two central characters† (13). They â€Å"[h]ave finished their coffee, and have lit [a] contemplative cigarette† (14-15). These characters are meditative; cigarette smoking is associated with worried or stressed individuals. â€Å"His hand lies close, but not touching hers† (16). Now it is understood there is a male and a female character. The speaker points out that they are close but not ouching each other, describing no emotional connection between the characters. A sexual connection is implied when the speaker refers to â€Å"a darkened room† (17) and continues to give explicit details of this encounter â€Å"[m]outh burned mouth, flesh beat ground [o]n a ravaged flesh† (18-19). Yellen wants to show readers the difference between a sexual act and an intimate connection. This couple shared the ultimate bonding experience between two human beings and yet they were no t able to connect spiritually but only physically.The speaker gives example of this when he mentions â€Å"[n]o local habitation and no name† (20). The speaker finishes the poem with a sarcastic tone. He implies that everyone that â€Å"peer through that curve of plate glass† (5) should be fortune â€Å"to be none of these! † (21) referring to the nighthawks. He assumes that anybody who compares themselves with these characters, using the â€Å"complacent eye† (22), should be pleased with what they see. With this conclusion Yellen sets himself aside and delivers a powerfully message to the readers.He feels superior to the characters and wants to project that feeling to his readers, not taking in consideration or really understanding the reason the characters are in these situations in the first place. The last stanza â€Å"[o]ur satisfactions satisfy, [o]ur pleasures, our plesures please. † (23-24), makes emphasis on the way the speaker feels and w ants the readers to feel about their own accomplishments, but leaving out the way they should feel about their fellow man. The speaker projects itself as a selfish individual who does not care about less fortunate individuals.It is often said that to have a better world we should care for one another. Yellen’s idea of human connection shows the total opposite, he emphasizes on his characters’ faults instead of his qualities. This poem contains many problems that our society faces on a daily basis but unfortunately for the readers, Yellen focused on showing the problem but does not offer a solution. Work Cited McMahan, Elizabeth, Susan X Day, Robert Funk, Linda Coleman. Literature and the Writing Process. Ninth Ed. Boston: Longman. 2011. Print Rafeeq O. McGiveron (1998): Yellen's Nighthawks, The Explicator, 56:3,148-149

Motivation and Prentice Hall

Essentials of Organizational Behavior, 10/e Stephen P. Robbins & Timothy A. Judge Chapter 5 Motivation Concepts Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-1 After studying this chapter, you should be able to: 1. Describe the three key elements of motivation. 2. Identify four early theories of motivation and evaluate their applicability today. 3. Compare and contrast goal-setting theory and selfefficacy theory. 4. Demonstrate how organizational justice is a refinement of equity theory. 5. Apply the key tenets of expectancy theory to motivating employees. . Explain to what degree motivation theories are culture bound. Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-2 What Is Motivation? The processes that accounts for an individual’s intensity, direction, and persistence of effort toward attaining a organizational goal ? Intensity – the amount of effort put forth to meet the goal ? Direction – efforts are chann eled toward organizational goals ? Persistence – how long the effort is maintained Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-3 Early Theories of Motivation Maslow’s Hierarchy of Needs Theory †¢ McGregor’s Theory X and Theory Y †¢ Herzberg’s Two-Factor (Motivation-Hygiene) Theory †¢ McClellan’s Theory of Needs (Three Needs Theory) Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-4 Maslow’s Hierarchy of Needs Theory Self-Actualization Upper Esteem Social Safety Psychological 5-5 Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Lower Douglas McGregor’s X & Y Theory X Theory Y †¢ Inherent dislike for work and will attempt to avoid it †¢ Must be coerced, controlled or threatened with punishment View work as being as natural as rest or play †¢ Will exercise self-direction and self-control if committed to objectives 5-6 Copyright  ©20 10 Pearson Education, Inc. Publishing as Prentice Hall Herzberg’s Two-Factor Theory Not Dissatisfied Satisfied Motivation Factors †¢ Quality of supervision †¢ Pay †¢ Company policies †¢ Physical working conditions †¢ Relationships †¢ Job security Hygiene Factors †¢ Promotional opportunities †¢ Opportunities for personal growth †¢ Recognition †¢ Responsibility †¢ Achievement Dissatisfied Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Not Satisfied 5-7 McClelland's Theory of Needs †¢ Need for Achievement (nAch) The drive to excel †¢ Need for Power (nPow) The need to make others behave in a way they would not have behaved otherwise †¢ Need for Affiliation (nAff) The desire for friendly and close interpersonal relationships Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-8 McClelland's High Achievers †¢ High achievers prefer jobs with: ? Personal responsibility ? Feedback ? Intermediate degree of risk (50/50) †¢ High achievers are not necessarily good managers High nPow and low nAff is related to managerial success Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-9 Contemporary Theories of Motivation †¢ Cognitive Evaluation Theory †¢ Goal-Setting Theory ? Management by Objectives †¢ Self-Efficacy Theory †¢ Equity Theory †¢ Expectancy Theory Copyright  ©2010 Pearson Education, Inc. Publishi ng as Prentice Hall 5-10 Cognitive Evaluation Theory †¢ Proposes that the introduction of extrinsic rewards for work (pay) that was previously intrinsically rewarding tends to decrease overall motivation Verbal rewards increase intrinsic motivation, while tangible rewards undermine it Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-11 Goal-Setting Theory †¢ Goals increase performance when the goals are: ? Specific ? Difficult, but accepted by employees ? Accompanied by feedback (especially selfgenerated feedback) †¢ Contingencies in goal-setting theory: ? Goal Commitment – public goals better! ? Task Characteristics – simple & familiar better! ? National Culture – Western culture suits best! Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-12 Management by Objectives (MBO) †¢ Converts overall organizational objectives into specific objectives for work units and individuals †¢ Common ingredients: ? ? ? ? Goal specificity Explicit time period Performance feedback Participation in decision making 5-13 Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Self-Efficacy or Social Learning Theory Individual’s belief that he or she is capable of performing a task Self-efficacy increased by: ? Enactive mastery – gain experience ? Vicarious modeling – see someone else do the task ? Verbal persuasion – someone convinces you that you have the skills ? Arousal – get energized Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-14 Equity Theory †¢ Employees weigh what they put into a job situation (input) against what they get from it (outcome). †¢ They compare their input-outcome ratio with the input-outcome ratio of relevant others. My Output My Input Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Your Output Your Input 5-15 Equity Theory and Reactions to Inequitable Pay Employee reactions in comparison to equitably-paid employees Employees are: Paid by: Piece Time Will produce more Produce less output or output of poorer quality 5-16 Will produce Over-Rewarded fewer, but higherquality units Produce large Undernumber of low Rewarded quality units Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Equity Theory: Forms of Justice Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-17 Expectancy Theory Three key relationships: 1. Effort-Performance: perceived probability that exerting effort leads to successful performance 2. Performance-Reward: the belief that successful performance leads to desired outcome 3. Rewards-Personal Goals: the attractiveness of organizational outcome (reward) to the individual Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-18 Global Implications Are motivation theories culture-bound? ? ? ? ? Most were developed for and by the United States Goal-setting and expectancy theories emphasize goal accomplishment and rational individual thought Maslow’s Hierarchy may change order McClelland's nAch presupposes acceptance of a moderate degree of risk concern for performance Equity theory closely tied to American pay practices Hertzberg’s two-factor theory does seem to work across cultures 5-19 ? Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Implications for Managers †¢ †¢ †¢ †¢ Look beyond need theories Goal setting leads to higher productivity Organizational justice has support Expectancy theory is a powerful tool, but may not very realistic in some cases †¢ Goal-setting, organizati onal justice, and expectancy theories all provide practical suggestions for motivation Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-20 Keep in Mind†¦ †¢ Make goals specific and difficult †¢ Motivation can be increased by raising mployee confidence in their own abilities (self-efficacy) decisions, especially when the outcome is likely to be viewed negatively 5-21 †¢ Openly share information on allocation Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall Summary 1. Described the three key elements of motivation. 2. Identified four early theories of motivation and evaluated their applicability today. 3. Compared and contrasted goal-setting theory and self-efficacy theory. 4. Demonstrated how organizational justice is a refinement of equity theory. 5. Applied the key tenets of expectancy theory to motivating employees. 6. Explained to what degree motivation theories are culture bound. Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-22 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright  ©2010 Pearson Education, Inc. Publishing as Prentice Hall 5-23

CRJ 422 Week 2 assignment Essay Example | Topics and Well Written Essays - 500 words

CRJ 422 Week 2 assignment - Essay Example The theory provides logical arguments that are systematic and provides specific, important causes of delinquency. The delinquency theories in the article are composed of propositions and concepts. The article further explores the use of research coupled with theories to unveil the causes and of delinquency. This provides a solid background in understanding juvenile delinquencies, which has been a problem in the society (Smith, 2008). In any contemporary jurisdiction, the best solution and preventions of social problems are significantly easy to find when the causes of such a problem are established. This article is anchored in such a philosophy, and has come up with several factors that influence the criminality among the juvenile delinquency. Such factors include drug influence, broken homes and low education among others. The articles describe how the factors that influence juvenile delinquency can be controlled and prevented. It delineates several critical and youthful measures that can be employed to achieve better results. Such include; wealth creation, enhancing parental responsibilities, education and training of the youths among others (John et al., 2013) . This article describes a significant transformation of juvenile delinquency in the courts of law. To promote a better understanding of handling the minor when they commit a crime, there should be juvenile courts instituted. The article describes the process of trying a minor in such court of law, how they get a competent attorney, and how they are helped through probation or per role basis. To promote all these, there should be enough staff from in the juvenile judicial system. The staff shall assist in maintaining the criminal justice as well as social justice in the community to avert juvenile delinquency. In USA, majority of young people agree to engage in some sorts of delinquent

Local goverment Essay Example | Topics and Well Written Essays - 1750 words

Local goverment - Essay Example Looking at the different states in the U.S, we see that different states have given more or less power or authority to the local governments. Also, we see that distribution of power is yet unbalanced within the same state. The distribution of power from a state to its localities is not immutable, nor is it unidirectional. Some states are kind enough to give more authority to their cities while others like to keep power in their own hands. John F. Dillon set out his rule stating that local governments can only exercise powers given to them by the state. This rule is dominant in the working of many cities in the world today. In addition, we see that many states that adopted Dillons rule have home rule provisions that they follow. This allows them to have more autonomy from the state and make important decisions they need to make for the development of their cities. Statistics show that cities have lost discretionary powers in the last decade. The city managers feel this loss more than other stake holders because it makes their work hard. One way that has been adapted by cities is to act as coherent force against states rather than being divided among themselves. Some states legislators show loss of trust in the local governments being the reason for them to not let them enjoy the freedom. Annexation is a method used to improve the overall fiscal environment of a municipality. Looking at the effects of annexation we see that it has influenced spending but effects of spending are complicated depending on the changes in municipality density levels. Annexation has been an important method of physical municipal growth. In the U.S, this is a very intense local issue. Due to this, there are a lot of conflicts that arise because it can increase a city’s population, tax base, demographics, population of voters etc. In addition, annexation can lead to removal of an existing tax or

Groups and Teams Essay Example | Topics and Well Written Essays - 1000 words

Groups and Teams - Essay Example Several reasons were collected and comparison made. The major reasons that had affected the performance of the groups were: leadership, communication, perspective towards one another, and commitment. According to Tuckman, the issue of leadership can be resolved according to his model, which describes leadership in four stages namely; formation, forming, storming, norming, and adjourning. The latter being the end of the task. Leadership is the determinant of group success, and with Tuckman’s model, the team issues can be resolved. Keywords: Teams, Members, Communication, Leadership, Tuckman’s Model QUESTION ONE Factors that Caused Poor Functioning of Team A Lack of consistency in terms of attendance by 3 group members during the initial stages of project development, there was a lot of absenteeism. Lack of defined leadership; there was no right procedure for the appointment of leaders, in fact, there is the case where the caretaker and the organizer were appointed in the absence of some members. Poor communication approach: Due to various commitments of the members, it was difficult for them to meet; this was further affected by the methods of communication preferred by members. Some preferred face to face, while others preferred the use of discussion tools. Furthermore, these two methods had other challenges. For the case of face to face, there were conflicts on the meeting points, and at times failure by members to attend. For the case of discussion tools, some members did not have time to read what had been posted. These communication problems greatly affected the progress of the project. According to the statistics collected in the socio-gram, results showed that members could not work well with one another, since there were differences amongst them. Coping up with such an issue in a group is very difficult and usually leads to failure. Lenience of the members in dealing with defaulting members became a routine, and this resulted to overworking on the part of the other members, hence creation of imbalance of workloads. Lack of commitment: some members had taken lightly the task that was before them and therefore could not give it priority; ideas could not be well tapped and often, there was over reliance on a few individuals. Factors that led to Poor Functioning of Group B Late commencement of the project: the members dragged themselves too much, and this reduced their time to work, while they still had to beat the deadline. Poor communication: members rarely met and used discussion tools inadequately. Lack of commitment: this is seen through the two dropouts who earlier on showed some signs of commitment and later retreated. Internal conflicts: although some members denied this, it was still evident that misunderstandings prevailed; some were angry and stressed while doing the work, but could not communicate it out. Norms were not set to enable each member to have a guideline to follow. QUESTION TWO Comparison of Conflic ts in Group A and Group B Tickman’s stage two of group formation is regarded as the storming stage and is seen as the conflict stage. In terms of decision making, there are similarities between the two groups (group A and B). At one point, members agree on certain approaches, but fail to honor the decision. For the two groups, in most occasions, each member decides what to do, regardless of the impact on the project. The position of leadership differed in the two

Summery 2 Essay Example | Topics and Well Written Essays - 500 words

Summery 2 - Essay Example The intricate nature by which most people try to protect their privacy from the outside world may be astonishing, but it is not something that is new. This paper will examine the issues presented by the article, and find out how people can use this information to their benefit. The article cites that the end of this generation might mark a period of transition. This transition is one that requires information in order to survive, and for people to immediately recognize the need to have some privacy. People favor privacy, and there is now a way in which technology can assist one in attaining this freedom. The internet can provide the safety net that most people wish for when it comes to their private lives. However, people are not using these avenues to protect their lives. There is the presence of data encryption software that may allow people to live their lives as they see fit, and it is only through asking that one may be able to look into someone else’s life. However, as the article goes on to suggest, individuals are now trying to get the best out of the technological advancement period by exchanging information in order to get information. The lives of any individual who is worth news can be easily accessed, and their lives made public. This is what the change in times is also bringing forth. People are now exchanging their ideals for a less subtle way of life, which implies that prying has become a way of life for most people. This has become a way of life for the American people. Everybody is now linked through the mere touch of a button as this is quickly becoming a wired world. In conclusion, privacy is an important aspect of any society. Privacy was not something that people were familiar with, and that the evolution of time has brought some kind of peace to some people. Now, one can only see what another chooses to show the public. However, it is high time people stop lowering their standards to some of the crucial

Identity Theft Assignment Example | Topics and Well Written Essays - 750 words

Identity Theft - Assignment Example Such developments have made communication a second task, where a large amount of data and information can be collected and used for a number of purposes easily. However, these developments can be seen as positive for human beings, but these can also be seen as a negative phenomenon. It is usually called as the â€Å"double edged sword†, where it has both bright and dark sides. Though computer and information technology has proved to be much useful for communication and business development, but it has also created new ways for doing illegal or criminal activities (Gordon, Hosmer, Siedsma, & Rebovich, 2003; Smith & Spafford, 2004). Up till now a large number of security threats have been emerged in the world of computing, however the identity theft is believed to be the most crucial among all of them. This paper presents an overview of identity theft. Identity theft is the most prevalent criminal activity found to be threatening to most of the people and businesses, as shown above in figure 1. But there is little empirical and experimental research is conducted over this issue, due to some important reason, such as the detection rate, demographic dimension of the crime, and the criminals; identify-ability (Allisona, Schuck, & Lersch, 2005). Identity theft is a form of cybercrime, which can be defined as, â€Å"identity theft is a misuse of a another person’s identity, such as name, social security number, driver’s license, credit card numbers, and bank account numbers† (Denning, 1999, p. 241). As the definition suggests that identity theft can be done from a number of ways, so there some different kinds of the identity related crime, but the most usual type is the credit card theft, where the credit card numbers are used in order to steal a heavy amount. There is an evidence as per a research conducted by Newman and McNally (2007) that the degree of credit card theft through the Internet has been snowballing as internet

Communication theory Essay Example | Topics and Well Written Essays - 250 words - 2

Communication theory - Essay Example Language-Centered Perspective proves that cultural framework and cultural knowledge are part of any conversation. In multicultural societies linguistic ideology becomes the means of marginalizing other cultural groups. Consequently, members of non-dominant groups are at a disadvantage because they should be familiar with two types of culture: their own and dominant culture. As a result, in conversations between members of marginalized cultural groups and representatives of dominant linguistic ideologies particular linguistic features emerge. The theory argues that linguistic policies in multicultural societies should take into account cultural diversity since both cultures coexist, constantly develop, and influence one another. In multicultural societies conversations between members of dominant and marginalized groups require the ability to negotiate cultural differences. Co-cultural theory, developed by Mark Orbe, argues that in any society privileged groups reinforce their position through dominant communication system. As a result members of other groups are socially marginalized and have to strategically communicate and negotiate the dominant system. The theory examines negotiating strategies developed by the members of underrepresented groups, such as people of color, women, gay men, lesbians, bisexuals, transgendered individuals, and people with disabilities. Their inventory of negotiating practices includes emphasizing similarities, avoiding controversy, overcompensating, bargaining, dissociation, mirroring, self-ridicule, educating others, attacking. The choice of patterns in co-cultural communication depends on six factors: 1) the goals of communication (whether the members of co-cultural group w ant to be assimilated, accommodated, or separated from the dominant group); 2) experiences that influence the inventory of

Proliferation of Date Rape Drugs Essay Example | Topics and Well Written Essays - 1000 words

Proliferation of Date Rape Drugs - Essay Example Sex must be consensual by two rational beings, yet society has long since muddied the reality of this point. As a result, it is important to now understand the proliferation of date rape drugs that are rampant in society. In so doing, we need to better comprehend how the drugs are most often delivered into the body, understand the current trends in rape being committed in such a manner. and work to eliminate this threat from much of larger of society. That is the focus of this paper. Drug Delivery Methods To comprehend what types of delivery methods are employed for date rape drugs, one must first understand the nature of the concept in the first place. The more technical term for date rape is drug facilitated sexual assault. Such assaults take place primarily because of the ingestion of one of many substances into the body that alters an individuals ability to make wise and rational choices, particularly when it comes to sexual activity. There are numerous ways that a predator might accomplish this in his or victim. Perhaps the most common delivery method is through the use of alcohol. Alcohol is both legal and readily available. As such, it presents itself as the perfect way to get a victim to become uninhibited and become an easy target of sexual abuse. For these reasons, and others, alcohol is believed to be the most common form of date rape ‘drug’ used in such forced sexual encounters. The typical sequence of events for such an occurrence would be the encouraging of a women to continue drinking far past what would be considered safe limits. Over time, the victim will tend to lose consciousness, and then the rape will be much easier to perpetuate. In nearly all legal jurisdictions, sexual intercourse with someone who is unconscious is considered to be rape. The use of various forms of tranquillizers are are also becoming an increasingly common delivery vehicle. Such drugs typically come in the form of Valium, Librium, Xanax, or Ativan. A predat or using this particular delivery mechanism will typically slip the drug into the victim’s drink without them being aware. The effects can of taking the drug will be noticed within 15 to 20 minutes. Within two hours, the victim will become very relaxed and sleepy, and their reaction times will be severely diminished (Weir, 2001). As such, their ability to make sound decisions is severely hampered, causing them to submit to sexual actions that they would never agree to when not under the effects of a date rape drug. Current Trends Many predators committing date rape today have gotten so advanced at the practice that the victims often do not realise what has happened to them until it is far too late to prove any allegations. Recent studies have indicated that more than 38% of individuals who believe they have been victims of date rape test positive for excessive alcohol in their system, even hours after the attack. A full 8% test positive for some form of drug being administere d into their blood stream, while 40% actually have no noticeable date rape drug in their system at all (Peatfield and Villalon, 2013). It is disturbing to note that many people who believe that their drinks have been spiked test negative for any date rape drugs. This indicates that the current trend in this area is towards a more crafty predator that can quickly overpower the victim, cause them

Labor Laws Essay Example for Free

Labor Laws Essay Short title, extent, commencement Definitions CHAPTER II Apprentices and their Training 3. Qualifications for being engaged as an apprentice 3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades. 4. Contract of apprenticeship 5. Novation of contract of apprenticeship 6. Period of apprenticeship training 7. Termination of apprenticeship contract 8. Number of apprentices for a designated trade 9. Practical and basic training of apprentices 10. Related instruction of apprentices 11. Obligations of employers 1. The Act came into force on March 1, 1962 vide GSR 246, dated Feb. 12,1962 2. Published in Gazette of India, Pt. II, S. 1, dated December 30,1964. 3. Published in Gazette of India, Pt. II, S. 1, dated May 24, 1968 and came into force on August 15,1968. 4. Act 27 of 1973 came into force w. e. f. December 1, 1974 vide GSR 1293, dated November 1974 5. Act 41 of 1986 came into force w. e. f. December 16,1987 vide GSR 974(E), dated December 10, 1987 6. Act 4 of 1997 came into force w. e. f. January 8, 1997. 12. Obligations of apprentices 13. Payment to apprentices 14. Health, safety and welfare of apprentices. 15. Hours of work, overtime, leave and holidays 16. Employers liability for compensation for injury 17. Conduct and discipline 18. Apprentices are trainees and not workers 19. Records and returns 20. Settlement of disputes 21. Holding of test and grant of certificate and conclusion of training 22. Offer and acceptance of employment CHAPTER III AUTHORITIES 23. Authorities 24. Constitution of Councils 25. Vacancies not to invalidate acts and proceedings 26. Apprenticeship Advisers 27. Deputy and Assistant Apprenticeship 28. Apprenticeship Advisers to be public servants 29. Powers of entry, inspection, etc. 30. Offences and penalties 31. Penalty where not specific penalty is provided 32. Offences by companies 33. Cognizance of offences 34. Delegation of powers 35. Construction of references 36. Protection of action taken in good faith 37. Power to make rule 38 (Repealed) THE SCHEDULE An Act to provide for the regulation and control of training of apprentices and for 7 [* * *] matters connected therewith. Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows: Prefatory Note – The Act was introduced in the form of a bill on August 19,1961. For Statement of Objects and Reasons, see Gazette of India, Extra. , Part II, Section 2, dated August 19,1961. ________________________________________ 7. Omitted by Act 27 of 1973. CHAPTER I PRELIMINARY 1. Short title, extent, commencement and application – (1) (2) (3) (4) 2. This Act may be called the Apprentices Act, 1961. It extends to the whole of India. [* * *]8 It shall come into force on such date as the Central Government may, by notification in the Official Gazette, appoint; and different dates may be appointed for different States. The provisions of this Act shall not apply to – (a) any area or to any industry in any area unless the Central Government by notification in the Official Gazette specifies that area or industry as an area or industry to which the said provisions shall apply with effect from such date as may be mentioned in the notification: 9 (b) [ * * *] 10 (c) [any such special apprenticeship scheme for imparting training to apprentices as any be notified by the Central Government in the Official Gazette]. Definition In this Act, unless the context otherwise requires,11 [(a) All  India Council means the All India Council of Technical Education established by the resolution of the Government of India in the former Ministry of Education No. F. 16-10/44-E-III, dated the 30th November, 1945;)] 12 [(aa)]apprentice means a person who is undergoing apprenticeship training 13[* * *] in pursuance of a contract of apprenticeship; ____________________________________________ 8. Omitted by Act 25 of 1968. 9. Omitted by Act 27 of 1973. 10. Subs. by Act 27 of 1973. 11. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 12. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 13. Omitted by Act 27 of 1973 14 [(aaa)apprenticeship training means a course of training in any industry or establishment undergone in pursuance of a contract of apprenticeship and under prescribed terms and conditions which may be different for different categories of apprentices;] (b) Apprenticeship Adviser† means the Central Apprenticeship Adviser appointed under sub-section (1) of Section 26 or the State. Apprenticeship Adviser appointed under sub-section (2) of that section; (c) Apprenticeship Council means the Central Apprenticeship Council or the State Apprenticeship Council established under sub-section (1) of Section 24; (d) appropriate Government means (1) in relation to (a) the Central Apprenticeship Council, or 15 [(aa) the Regional Boards, or (aaa) the practical training of graduate or technician apprentices or of technician (vocational) apprentices, or;] (b) any establishment of any railway, major port, mine or oilfield, or (c)  any establishment owned, controlled or managed by (i). The Central Government or a department of Central Government, (ii) a company in which not less than fifty-one per cent of the share capital is held by the Central Government on partly by that Government and partly by one or more State Governments, (iii) a corporation (including a co-operative society) established by or under a Central Act which is owned, controlled or managed by the Central Government; (2) in relation to (a) a State Apprenticeship Council, or (b) any establishment other than an establishment specified in  sub-clause (1) of this clause, the State Government; 16 [(dd). Board or State Council of Technical Education means the Board or State Council of Technical Education established by the State Government;] (e) designated trade 17[means any trade or occupation or any subject field in engineering or technology [or any vocational course]18 which the Central Government, after consultation with the Central Apprenticeship Council, may, by notification in the Official Gazette, specify as a designated trade for the purposes of this Act; __________________________________________ 14. Ins. by Act 27 of 1973. 15. Ins. by Act 27 of 1973 and subs. by Act 41 of 1986, S. 2(w. e. f. 16-12-1987) 16. Ins. by Act 27 of 1973. 17. Subs. by Act 27 of 1973. 18. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987). (f) (g) (h) (i) 20 [(j) (k) (l) employer means any person who employs one or more other persons to do any work in an establishment for remuneration and includes any person entrusted with the supervision and control of employees in such establishment; establishment includes any place where any industry is carried on; 19[and where an establishment consists of different departments or have branches, whether situated in the same place or at different places, all such departments or branches shall be treated as part of the establishments]; â€Å"establishment in private sector† means an establishment which is not an establishment in public sector; establishment in private sector means an establishment which is not led or managed by (1) the Government or a department of the Government; (2) A Government company as defined in Section 617 of the  Companies Act, 1956 (1 of 1956); (3) a corporation (including a co-operative society) established by or under a Central, Provincial or State Act, which is owned, controlled or managed by the Government; (4) a local authority; graduate or technician apprentice means an apprentice who holds, or is undergoing training in order that he may hold a degree or diploma in engineering or technology or equivalent qualification granted by any institution recognised by the Government and undergoes apprenticeship training in any such subject field in engineering or technology as may be prescribed; industry means any industry or business in which any trade, occupation or subject field in engineering or technology [or any vocational course]21 may be specified as a designated trade;] National Council means the National Council for Training in Vocational Trades established by the resolution of the Government of India in the Ministry of Labour (Directorate General of Resettlement and Employment ) No. TR/E. P. 24/56, dated the 21st August 1956 22[ and re-named as the National Council for Vocational Training by the resolution of the Government of India in the Ministry of Labour (Directorate  General of Employment and Training) No. DGET/12/21/80-TC, dated the 30th September, 1981;] _________________________________________ 19. Ins. by Act 4 of 1997 20. Subs. by Act 27 of 1973. 21. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 22. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) (m) 23 prescribed means prescribed by the rules made under this Act; [(mm)Regional Board means any board of Apprenticeship Training registered under the Societies Registration Act, 1860 (21 of 1860), at Bombay, Calcutta, Madras or Kanpur;] (n) State includes a Union Territory; (o) State Council means a State Council for Training in Vocational Trades established by the State Government; (p) State Government in relation to a Union Territory, means the Administrator thereof; 24 [(pp) Technician (vocational) apprentice means an apprentice who holds or is undergoing training in order that he may hold a certificate in vocational course involving two years of study after the completion of the secondary stage of school education recognised by the All-India Council and undergoes apprenticeship training in such subject field in any vocational course as may be prescribed; ] 25 [(q) trade apprentice means an apprentice who undergoes apprenticeship training in any such trade or occupation as may be prescribed;] 26 [(r) â€Å"worker† means any persons who is employed for wages in any kind of work and who gets his wages directly from the employer but shall not include an apprentice referred to in clause(aa). ] ________________________________________ 23. Ins. by Act 27 of 1973. 24. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 25. Ins. by Act 27 of 1973. 26. Ins. by Act 4 of 1997. CHAPTER II APPRENTICES AND THEIR TRAINING 3. Qualifications for being engaged as an apprentice A person shall not be qualified for being engaged as an apprentice to undergo apprenticeship training in any designated trade, unless he(a) is not less than fourteen years of age, and (b) satisfies such standards of education and physical fitness as may be prescribed: Provided that different standards may be prescribed in relation to apprenticeship training in different designated trades 27[and for different categories of apprentices]. 28 [3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades – (1). (2) in every designated trade, training places shall be reserved by the employer for the Scheduled Castes and the Scheduled Tribes 29[ and where there is more than one designated trade in an establishment, such training places shall be reserved also on the basis of the total number of apprentices in all the designated trades in such establishment ]. the number of training places to be reserved for the Scheduled Castes and the Scheduled Tribes under sub-section (1) shall be such as may be prescribed, having regard to the population of the Scheduled Castes and the Scheduled Tribes in the State concerned. Explanation- In this section, the expressions Scheduled Castes and Scheduled Tribes shall have the meanings as in clauses (24) and (25) of Article 366 of the Constitution]. 30 [4. Contract of apprenticeship (1) No person shall be engaged as an apprentice to undergo apprenticeship training in a designated trade unless such person or, if he is minor, his guardian has entered into a contract of apprenticeship with the employer. (2) The apprenticeship training shall be deemed to have commenced on the date on which the contract of apprenticeship has been entered into under sub-section (1). _________________________________________ 27. Ins. by Act 27 of 1973. 28. Ins. by Act 27 0f 1973. 29. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 30. Subs. by Act 27 of 1973. (3) Every contract of apprenticeship may contain such terms and conditions as may be agreed to by the parties to the contract: Provided that no such term or condition shall be inconsistent with any provision of this Act or any rule made thereunder. (4) (5) (6) 5. Every contract of apprenticeship entered into under sub-section (1) shall be sent by the employer within such period as may be prescribed to the Apprenticeship Adviser for registration. The Apprenticeship Adviser shall not register a contract of apprenticeship unless he is satisfied that the person described as an apprentice in the contract is qualified under this Act for being engaged as an apprentice to  undergo apprenticeship training in the designated trade specified in the contract. Where the Central Government, after consulting the Central Apprenticeship Council, makes any rule varying the terms and conditions of apprenticeship training of any category of apprentices undergoing such training, then, the terms and conditions of every contract of apprenticeship relating to that category of apprentices and subsisting immediately before the making of such rule shall be deemed to have been modified accordingly. ] Novation of contracts of apprenticeship Where an employer with whom a contract of apprenticeship has been entered into, is for any reason unable to fulfil his obligations under the contract and with the approval of the Apprenticeship Adviser it is agreed between the employer, the apprentice or his guardian and any other employer that the apprentice shall be engaged as apprentice under the other employer for the un-expired portion of the period of apprenticeship training, the agreement, on registration with the Apprenticeship. Adviser, shall be deemed to be the contract of apprenticeship between the apprentice or his guardian and other employer, and on and from the date of such registration, the contract of apprenticeship with the first employer shall terminate and no obligation under the contract shall be enforceable at the instance of any party to the contract against the other party thereto. 6. Period of apprenticeship training The period of apprenticeship training, which shall be specified in the contract of apprenticeship, shall be as follows(a) In the case of 31[trade apprentices] who, having undergone institutional training in a school or other institution recognised by the National Council, have passed the trade tests 32[or examinations] conducted by 33 [that Council or by an institution recognised by that Council], the period of apprenticeship training shall be such as may be determined by that Council; _______________________________________ 31. Subs. by Act 27 of 1973. 32. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 33. Subs. by Act 27 of 1973. 34. [(aa) in case of trade apprentices who, having undergone institutional training in a school or other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the official gazette specify in this behalf, have passed the trade tests 35[ or examinations] conducted by that Board or State Council or authority, the period of apprenticeship training shall be such as may be prescribed;] (b) in the case of other 36[trade apprentices], the period of apprenticeship training shall be such as may be prescribed; 37 [(c) in the case of graduate or technician apprentices, [technician (vocational) apprentices]38 and the period of apprenticeship training shall be such as may be prescribed. ] 7. Termination of apprenticeship contract (1) The contract of apprenticeship shall terminate on the expiry of the period of apprenticeship training. (2) Either party to a contract of apprenticeship may make an application to the Apprenticeship Adviser for the termination of the contract, and when such application is made, shall send by post a copy thereto to the other party to the contract. (3) After considering the contents of the application and the objections, if any, filed by the other party, the Apprenticeship Adviser may, by order in writing, terminate the contract, if he is satisfied that the parties to the contract or any of them have or has failed to carry out the terms and conditions of the contract and it is desirable in the interests of the parties or any of them to terminate the same: 39. [(4) Notwithstanding anything contained in any other provision of this Act, where a contract of apprenticeship has been terminated by the Apprenticeship Adviser before the expiry of the period of apprenticeship training and a new contract of apprenticeship is being entered into with a employer, the Apprenticeship Adviser may, if he satisfied that the contract of apprenticeship with the previous employer could not be completed because of any lapse on the part of the previous employer, permit the period of apprenticeship training already undergone by the apprentice with his previous employer to be included in the period of apprenticeship training to be undertaken with the new employer. ] ____________________________________________ 34. Ins. by Act 27 of 1973. 35. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 36. Subs. by Act 27 of 1973. 37. Ins. by Act 27 of 1973. 38. Ins. by Act 41 of 1986. 39. Ins. by Act 4 of 1997. (a) (b) 8. Provided that where a contract is terminatedfor failure on the part of the employer to carry out the terms and conditions of the contract, the employer shall pay to the apprentice such compensation as may prescribed; for such failure on the part of the apprentice, the apprentice or his guardian shall refund to the employer as cost of training such amount as may be determined by the Apprenticeship Adviser. Number of apprentices for a designated trade 40 [(1) the Central Government shall, after consulting the Central Apprenticeship Council, by order notified in the Official Gazette, determine for each designated trade the ratio or trade apprentices to workers other than unskilled workers in that trade: Provided that nothing contained in this sub-section shall be deemed to prevent any employer from engaging a number of trade apprentices in excess of the ratio determined under this sub-section. (2) 3) in determining the ratio under sub-section (1), the Central Government shall have regard to the facilities available for apprenticeship training under this Act in the designated trade concerned as well as to the facilities that may have to be made available by an employer for the training of graduate or technician apprentices [technician (vocational) apprentices]41, if any, in pursuance of any notice issued to him under sub-section (3-A) by the Central Apprenticeship Adviser or such other person as is referred to in that sub-section. the Apprenticeship Adviser may, by notice in writing, require an employer to engage such number of trade apprentices within the ratio determined by the Central Government for any designated trade in his establishment, to undergo apprenticeship training in that trade and the employer shall comply with such requisition: Provided, that in making any requisition under this sub-section, the Apprenticeship Adviser shall have regard to the facilities actually available in the establishment concerned. _______________________________________________________ 40. 41. Sub-Sections (1), (2), (3) and (3-A), subs. by Act 27 of 1973 Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 42 [Provided further that the Apprenticeship Adviser may, on  a representation made to him by an employer and keeping in view the more realistic employment potential, training facilities and other relevant factors, permit him to engage such a number of apprentices for a designated trade as is lesser than a number arrived at by the ratio for that trade, not being lesser than twenty per cent of the number so arrived at, subject to the condition that the employer shall engage apprentices in other trades in excess in number equivalent to such shortfall. ] (3-A) the Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf shall, having regard to(i) the number of managerial persons (including technical and supervisory persons) employed in a designated trade; (ii) the number of management trainees engaged in the establishment; (iii) The totality of the training facilities available in a designated trade; and (iv)  such other factors as he may consider fit in the circumstances of the case, by notice in writing, require an employer to impart training to such number of graduate or technician apprentices [technician (vocational) apprentices]43, in such trade in his establishment as may be specified in such notice and the employer shall comply with such requisition. Explanation – In this sub-section the expression â€Å"management trainee† means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer ( not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a regular basis. ] (4) Several employers may join together for the purpose of providing practical training to the apprentices under them by moving them between their respective establishments. (5) Where, having regard to the public interest, a number of apprentices in excess of the ratio determined by the Central Government 44[ or in excess of the number specified in a notice issued under sub-section (3-A)] should, in the opinion of the appropriate Government be trained, the appropriate Government may require employers to train the additional number of apprentices. (6) Every employer to whom such requisition as aforesaid is made, shall comply with the requisition if the Government concerned makes available such additional facilities and such additional financial assistance as are considered necessary by the Apprenticeship Adviser for the training of the additional number of apprentices. __________________________________________ 42. Ins. by Act 4 of 1997. 43. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 44. Ins. by Act 27 of 1973. (7) 9. Any employer not satisfied with the decision of the Apprenticeship Adviser under sub-section (6), may make a reference to the Central Apprenticeship Council and such reference shall be decided by a Committee thereof appointed by that Council for the purpose and the decision of that Committee shall be final. Practical and basic training of apprentices(1) Every employer shall make suitable arrangements in his workshop for imparting a course of practical training to every apprentice engaged by him in accordance with the programme approved by the Apprenticeship Adviser. 45. [(2) The Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall be given all reasonable facilities for access to each such apprentice with a view to test his work and to ensure that the practical training is being imparted in accordance with the approved programme: Provided that 46[the State Apprenticeship Adviser or any other person not below the rank of an Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall also be given such facilities in respect of apprentices undergoing training in establishments in relation to which the appropriate Government is the State Government. 47. [(3) Such of the trade apprentices as have got undergone institutional training in a school or other institution recognised by the National Council or any other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, shall, before admission in the workshop for practical training, undergo a course of basic training. ] (3) Where an employer employs in his establishment five hundred or more workers, the basic training shall be imparted to 48[the trade apprentices] either in separate parts of the workshop building or in a separate building which shall be set up by the employer himself, but the appropriate Government may grant loans to the employer on easy terms and repayable by easy installments to meet the cost of the land, construction and equipment for such separate building. __________________________________________ 45. Subs. by Act 27 of 1973. 46. Subs. by Act 27 of 1973. 47. Subs. by Act 27 of 1973. 48. Ins. by Act 27 of 1973. 49. [(4-A)Notwithstanding anything contained in sub-section (4), if the number of apprentices to be trained at any time in any establishment in which five hundred or more workers are employed, is less than twelve the employer in relation to such establishment may depute all or any of such apprentices to any Basic Training Centre or Industrial Training Institute for basic training in any designated trade, in either case, run by the Government. (4-B). Where an employer deputes any apprentice under sub-section (4-A), such employer shall pay to the Government the expenses incurred by the Government on such training, at such rate as may be specified by the Central Government . ] (5) Where an employer employs in his establishment less than five hundred workers, the basic training shall be imparted to 50[the trade apprentices] in training institutes set by the Government. (6). In any such training institute, which shall be located within the premises of the most suitable establishment in the locality or at any other convenient place 51[ the trade apprentices]engaged by two or more employers may be imparted basic training. 52 (7) [In case of an apprentice other than a graduate or technician apprentice, [technician (vocational) apprentice]53 the syllabus of], and the equipment to be utilised for, practical training including basic training shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. 54 (7-A) In case of graduate or technician apprentices [technician (vocational) apprentices]55 the programme of apprenticeship training and the  facilities required for such training in any subject field in engineering or technology [or vocational course]56 shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. ] (8) (a) Recurring costs (including the cost of stipends) incurred by an employer in connection with 57[basic training]. 58, imparted to trade apprentices other than those referred to in clauses (a) and (aa) ] of Section 6 shall be borne(i) If such employer employs 59[two hundred and fifty] workers or more, by the employer; (ii) If such employer employs less than 60[two hundred and fifty] workers, by the employer and the Government in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone; and _______________________________________ 49. Ins. by Act 27 of 1973. 50. Subs. by Act 27 of 1973. 51. Subs. by Act 27 of 1973. 52. Subs. by Act 27 of 1973. 53. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 54. Ins. by Act 27 of 1973. 55. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 56. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 57. Subs. by Act 27 of 1973. 58. Subs. by Act 4 of 1997. 59. Subs. by Act 4 of 1997. 60. Subs. by Act 4 of 1997. (b) recurring costs (including the cost of stipends), if any, incurred by an employer in connection with 61[practical training, including basic training, imparted to trade apprentices referred to in clauses (a) and (aa)] of Section 6 shall, in every case, be borne by the employer. 62. [(c) recurring costs (excluding the cost of stipends) incurred by an employer in connection with the practical training imparted to graduate or technician apprentices [technician (vocational) apprentices]63 shall be borne by the employer and the cost of stipends shall be borne by the Central Government and the employer in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone. ] 10. Related instruction of apprentices(1) 64 [A trade apprentice] who is undergoing practical training in an establishment shall, during the period of practical training, be given a course of related instruction ( which shall be appropriate to the trade) approved by the Central Government in consultation with the Central Apprenticeship Council, with a view to giving 65[the trade apprentice] such theoretical knowledge as he needs in order to become fully qualified as a skilled craftsman. (2) Related instruction shall be imparted at the cost of the appropriate Government but the employer shall, when so required, afford all facilities for imparting such instruction. (3) Any time spend by 66[a trade apprentice] in attending classes on related instruction shall be treated as part of his paid period of work. 67 [(4). In case of trade apprentices who, after having undergone a course of institutional training, have passed the trade tests conducted by the National Council or have passed the trade tests and examinations conducted by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, the related instruction may be given on such reduced or modified scale as may be prescribed. (5). Where any person has, during his course in technical institution, become a graduate or technician apprentice, 68[technician (vocational) apprentice] and during his apprenticeship training he has to receive related instruction, then, the employer shall release such person from practical training to receive the related instruction in such institution, for such period as may be specified by the Central Apprenticeship Adviser or by any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf. ] _________________________________________ 61. Sub. by Act 27 of 1973. 62. Ins. by Act 27 of 1973. 63. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 64. Subs. by Act 27 of 1973. 65. Subs. by Act 27 of 1973. 66. Subs. by Act 27 of 1973. 67. Ins. by Act 27 of 1973. 68. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 11. Obligation of employers Without prejudice to the other provisions of this Act, every employer shall have the following obligations in relation to an apprentice, namely(a) to provide the apprentice with the training in his trade in accordance with the provisions of this Act, and the rules made thereunder; (b)  if the employer is not himself qualified in the trade, to ensure that a person 69[who possesses the prescribed qualifications] is placed in charge of the training of the apprentice; [ * * *]70 71 [(bb) to provide adequate instructional staff, possessing such qualifications as may be prescribed, for imparting practical and theoretical training and facilities for trade test of apprentices; and ] (c) to carry out his obligations under the contract of apprenticeship. 12. Obligations of apprentices72 74 [(1) 73 [Every trade apprentice] undergoing apprenticeship training shall have the following obligations, namely:(a) to learn his trade conscientiously and diligently and endeavour to qualify himself as a skilled craftsman before the expiry of the period of training; (b)  to attend practical and instructional classes regularly; (c) to carry out all lawful orders of his employer and superiors in the establishments; and (d) to carry out his obligations under the contract of apprenticeship. [(2) Every graduate or technician apprentice [technician (vocational) apprentice]75 undergoing apprenticeship training shall have the following obligations namely:(a) to learn his subject field in engineering or technology [or vocational course]76 conscientiously and diligently at his place of training; (b) to attend the practical and instructional classes regularly; (c) to carry out all lawful orders of his employers and superiors in the establis.

Elementary Education Essay Example for Free

Elementary Education Essay It may seem difficult for some to see just how teaching can become an ultimate job for myself, let alone anyone for that matter. It is easy to see why certain people have this kind of opinion of this profession. For one, depending on the career path and position, the salary is not very enticing in proportion to the work that is required. It is a thankless job at times and requires a lot of patience. Yet there are certain intangibles that make teaching the ultimate profession for me. The simple fact that as a teacher I will have the opportunity to get in touch with and shape the mind of today’s youth to allow them to see the wonderful opportunities for them in this world is worth more than any remuneration that the job can provide. The satisfaction from being able to help young children fulfill their dreams and realize their full potential is something that cannot be measured by dollars and cents. This is where my educational philosophy comes from. I have always believed that there is no other better way to learn than by teaching. Many people say that you lean best by studying yet I disagree and say that one always learns best when teaching. Education is a two way street. The student learns from the teacher and the teacher learns about the student and more about life. Often times, the problem is that there is a communication barrier that exists between students and teachers. This makes it more difficult to impart anything upon the student because they are not as receptive. Another aspect that makes it more challenging arises from the fact that the learning curve that the teacher adopts may not necessarily be the one best suited for the student. This is often the case when there is no communication between the student and the teacher as caused by this carrier. For this reason, I believe that a lot of the teaching and learning must be accompanied with a certain level of respect in order to allow free intercourse of ideas that develop the learning. This approach, I believe, makes the teaching environment more productive as it cultivates respect for the teacher and the student. There is no greater joy in life than knowing as a teacher that you have done something to change the life of another. The development of the child is paramount in education. This development, however, is not only with regard to certain matters or fields of study but is more holistic in the sense that it challenges the child to not be content with what was learned but instead yearn for more. In child development, the teacher must always strive to make the child want to learn more. It is this type of preparation that aids in the development of the child. The role of teachers then becomes important in the context of child development because teachers need to understand what they are supposed to do. Many people have the mistaken impression that as teachers their role is to simply provide the student with information. The problem with this is that it imparts a static education. In order to become more effective as a teacher, one must realize that the role of the teacher is not to teach everything to the child but to equip the child to be able to learn more on his own. Teachers are guides. Teachers are not encyclopedias that just dispense any information at hand. Teachers should know that their role is to inspire in the child the desire to pursue higher learning. Teaching is a noble profession. In the hands of the teachers are entrusted the future of today’s youth. This important position in society is one that must not be taken lightly and must be revered. Yet in order for this to happen, a teacher must realize the importance of his or her job and the responsibilities that accompany such a privileged and indispensable role in society. To lead the children on that first step to a higher education is one of the greatest accomplishments that a teacher can hope to do.

Porters Five Forces Analysis Marketing Essay

Porters Five Forces Analysis Marketing Essay Introduction The main purpose of applying the five forces analysis is to identify the key factors in the industrial environment that influence the organizations capabilities to position itself in order to merit competitive advantage. It is a framework for industry analysis and business strategy development formed by Michael Porter. An industry is a group of firms that market products which are close substitutes for each other (e.g. the car industry, the hotel industry).Some industries are more profitable than others, the answer lies in understanding the dynamics of competitive structure in an industry. Porters Five Forces Model is one of the most influential analytical models for assessing the nature of competition in an industry. Porter explains that there are five forces that determine industry attractiveness and long-run industry profitability. These five competitive forces are the threat of new competitors entry, the threat of substitutes, the bargaining power of buyers, the bargaining power of suppliers, and the degree of rivalry between existing competitors. Porters five forces diagram. http://www.b2binternational.com/china/images/stories/sections/porters_five_forces.gif Source: www.valuebasedmanagement.net Introduction to hotel industry A hotel is an institution that provides a short-term paid residence. In the past, hotels were just a small room with a bed, cupboard, and a table, but now it has totally changed to something else. Nowadays hotels are luxurious residences that include different types of facilities. Most of the hotels now include spas, swimming pools, fitness centers, conferences rooms and international restaurants. Even the rooms are now bigger and include many comfort facilities. Malaysian Association of Hotels (MAH)  was established in 1974. It is now being officially recognized as a National Hotel Association. Now it sets the regulations and minimum acceptable levels for being a legal verified hotel in Malaysia. It has 2,184 registered members and 17 more hotels in the next 3 years. Table: Hotels and rooms supply 2010/2011 Bargaining power of suppliers The term suppliers comprises all sources for inputs that are needed in order to provide goods or services. The two key suppliers to the Hotel industry are labors and real estate Over all the suppliers in this market are defined as property owners, developers and real estate companies, interior design and furnishings companies, architects, management and training service providers, marketing companies, industry consultants and ICT manufacturers. Category Rating 1-10 Remarks Number of suppliers 6 (medium) Considerable no. of local and Chinese contractors Small number of quality training providers and skilled employees. Availability of substitute 6(medium) Substitutes for property (real estate agents), designers, and employees are available. Switching cost category 2 (low) -substitute for hotel are few.. Suppliers threat of forward integration 2 (low) Suppliers are highly unlikely to forward integrate into the hotel business Industrys treat backward integration 5 (high) -hotels could backward integrate to own real estate company. They could have their own training wing. Contribution to quality 5 (high) -Property development and real estate companies add to the quality so does skilled labor and quality training Contribution to cost 2 (low) -Most suppliers are much smaller companies compared to hotel companies. -Hence hotel companies have a much higher bargaining power. suppliers contribution to cost is low Overall, the number of suppliers for the Hotel industry is quite large and each supplier is very small in size compared to the leading players in the industry. These few powerful players are indispensable to the suppliers. Substitutability of the suppliers is also quite feasible and inexpensive. Switching between real estate agents is not goingto affect a particular Hotel company significantly. However in terms of quality, training centers for employees and ICT manufacturers who provide IT systems thatfor property management are relatively more difficult to replace. Therefore in terms of substitute suppliers industry attractiveness is moderately high. Unlike the supplier is threat of  forward integration, Industry is threat of backwardintegration is pretty high since large hotel chains like ITC or IHCL  would have no qualms expanding into the real estate  business or developing employee training facilities in-house. Similarlythe industry is contribution to both cost and quality isrelatively high. Overall bargaining power of suppliers is low and industry is attractiveness in terms of supplier bargaining power is high (4). BARGAINING POWER OF BUYERS The bargaining power of buyers determines how much customers can impose pressure on margins and volumes. The end-users of the high-end hotel industry are:- Leisure traveler Business traveler Customers who require space for conferences or other events Category Rating 1-10 Remarks -Number of Buyers 7(high) -Buyers are numerous and small in size.- Losing one customer cannot going to make a difference. Their bargaining power is low -Availability of substitutes: (medium) -Multiple substitutes for a given hotel or brand is available -Informal accommodation for friends and family is available alternative -Corporate guest houses for the business traveler -Switching cost: 2(low) -Switching costs arenegligible Buyers are price sensitiveexcept in the -Buyers threat of backward integration: 5(high) Customers are will notconstruct a hotel or buy a place of residence for each place they visit. -Contribution to quality 2(low) Additional facilities suchas spas, gyms etc. are usedmy hotels to improve thequality of customers stay -contribution to cost 5(high) Brand image is veryimportant in this industry and leads to extra cost, Additional amenities,training of staff, locationrent (like close to airport)etc. -Buyers profitability 2(low) Low buyers profitability- In the mid -segment, there are numerous buyers, of very small profitability In the premium segment, buyers are very affluent, and they have greater bargaining power comparedto the mid-segment Industrys threat of forward integration. 4(medium) -low chances or forward integration This industry has many customers who are relatively very small in size. Loss of a single customer has little impact on a hotel company and this drives down the buyers bargaining power. Similarly buyers threat of backward integration is almost impossible and so the industry is under threat of forward integration. However the industry does have several substitutes such as camping and recreational vehicles for tourists, corporate guesthouses for business travelers and other informal means of accommodation with friends and family. Switching cost for all these options is very low, except for the RV. Apart from the provision of accommodation, hotels also provide additional facilities and services such as restaurants, gyms, spas, conference halls, ball rooms, lounges etc. Therefore their contribution to quality as well as cost for the buyer is very high. Barriers of entry Category Rating 1-10 Remarks Economies of scale 5(high) High economies of scale- Very important to operatea chain of hotels in multiplelocations, especially for the premium segment. This reduces thedependence on tourismtrends at any given location Product differentiation 4(medium) Highly differentiated- Brand names and valuesare very important in attracting and retaining customers -brand identity 4(medium) Brand is very important. -switching cost 2(low) -low switching cost -capital requirement 4(medium) -capital intensive. -staff, dà ©cor, infrastructure e.t.c is very expensive. -Access to technology 3(moderate) -ICT is very important for property management. -Access to raw material 4(medium) -Labor, land and other essentials are easy to obtain. -government protection 3(moderate) -The tourism industry receives government. -exit barriers 2(low) -High exit barriers. Specialized assets for the industry. Brand names are very important in the hotel industry. Companies use their strong brand names to attract new customers and retain old ones. Besides, economies of scale are also a huge factor in this industry. Profitability of hotel chains is drastically higher than individual operations. A new entrant cannot compete with established players in terms of quality, price and even services. If they cannot establish significant economies of scale.Being a capital intensive industry with a large amount of it tied down in fixed costs, makes entry more difficult. Similarly high exit barriers due to specializedassets make the industry less attractive.The hospitality industry is strongly influenced by travel and tourism trends. Government protection for the tourism industry is very high and this in turn rubs off on the hotel industry making it thereby making the industry attractive in general. Competitive power of rivalry players This aspect describes the intensity of competition between existing players (companies) in an industry. High competitive pressure results or leads to pressure on price margins and on profitability for every single company in the industry. The following table shows the analysis of the rivalry between hotels. factors Ratings (5) Remarks. No. of competitions 4 (high) Small number of large operators Industry growth 3 (medium) Annual growth rate of 15% Fixed cost 1 (low) Highly capital intensive differentiations 4 (high) Strong brand name commands a very high price premium. Switching cost 2 (moderate) Low cost switching to similar brands Openness to terms of sale 4 (high) Price, taxes etc. are known Excess capacity 2 (moderate) Only 70% rooms occupied Strategic stakes 2 (moderate) Although large hotel companies have diversified they still have a majority stake in the hotel industry. Summary Porter Five Forces Factor Current Future Rating(5) Key Rationale Rating Key Rationale Threat of New Entrants 4   reasonable     5 sensible   Competitive Rivalry 4   reasonable   5 sensible   Threat of Substitute Products 3 average   4 reasonable   Supplier Relative Buying Power 5   sensible   4 reasonable   Buyer Relative Buying Power 4        reasonable 4   reasonable Conclusion Porter five forces analysis was used effectively to determine the hotel industries in Malaysia based on treat of new entrants, competitive rivalry, and treat of substitute products, suppliers-relative buying power, and buyer-relative buying power. Hotel is a very flourishing industry in Malaysia with not so many substitutes so the treat of substitute products is very low. Rivalry between hotels is not very high because rivalry is based on classification (5-star hotels compete against other 5-star hotels). Finally in the future relative buying powers will decrease because there will be many new entrants.

Instant Messaging Essays -- Essays Papers

Instant Messaging Instant messaging is a tool used by a vast majority of Internet users. This new tools has some advantages and some disadvantages. IM is used a lot of the time in education. It’s used for recruiting and admissions, student-faculty communications, library consultations, group projects, and immediate feedback, and discussions during lectures. Businesses are also finding instant messaging useful, as well as the deaf community. Some of the disadvantages are that teachers don’t feel comfortable using IM, instant messaging might interfere with students work, and viruses can be passed via instant messaging through links. Instant messaging seems to have a more positive side than negative. Instant messaging has many benefits and that’s why so many people use it today. Instant messaging can happen instantly. One doesn’t have to sit around and wait for a response like with e-mail. Someone stated that, â€Å"You can check to see if a pal is online and available, key in a â€Å"Wassup?† and you’re chatting away† (Reid, 2004). Also, IM has a big impact on students. With instant messaging they’re able to, â€Å"create, join, leave, and rejoin at will what the Pew Internet group calls â€Å"virtual study groups† (Woods, 2002). There are always some communication delays because of dinner interruptions or a favorite television show may be on. A high school girl stated that, â€Å"Not only do I research online, but I also use it for chatting with people for school. If I forget an assignment or need assistance on a concept I cannot grasp, the Internet is an easy way for me to get in touch with a peer who might be an aid to me† (2002). If a student has a teacher’s screen name than he or she can get imm... ... American Life Project. Retrieved March 25, 2004 from Ebsco Host: http://web10.epnet.com/citation.asp?tb=1&_ug=dbs+f5h%2Ceric+sid+8DCA235D%2DE69. Reid, Goldsborough. (2001). Instant Messaging for Instant Communications. Black Issues in Higher Education, 18. Retrieved March 25, 2004 from Ebsco Host: http://web10.epnet.com/citation.asp?tb=1&_ug=dbs+f5h%2Ceric+sid+8DCA235D%2DE69. Robinson, Stacey. (2001). Morris Library serves students with instant messaging system. Retrieved March 22, 2004 from http://www.dailyegyptian.com/btc01/seca/im.html. Woods, Bob. (2002). Digital Divide between Students and Educators? Retrieved March 24, 2004 from http://www.instantmessagingplanet.com/public/print.php/10817_1447791. Yared, Diala. (2002). Instant Messaging. Retrieved March 28, 2004 from mason.gmu.edu/~dyared/NCLC348/Instantmessaging/competencies/diala.htm.

My Miracle :: Personal Narrative Writing

My Miracle "Dad, I need to go to Hailey's to borrow a shirt for school tomorrow," I shouted from the back room. It had been a hard week for me. My cheerleading squad was preparing for a performance, and we had been practicing before and after school. While I waited for an answer from my dad, the game show, "Who Wants to be a Millionaire," sounded in the background. "Dad, I am going to run to Hailey's real quick," I repeated my shout. A reply came: "It's snowing pretty hard, wait for my show to end and I will take you. I am on my way to the store anyway." I looked out the window to see snow coming down pretty heavy. On any other day, I would have argued to leave right away, but for some reason I didn't argue. Ten or fifteen minutes later, however, I decided I really needed to go. I said, "Mom just take me, I have a lot of stuff to do tonight." My mom said she didn't want to drive on the bad roads. "Wait for your dad," she told me. So I waited. Finally, the show ended and we were on our way out the door. The roads were slippery and the snow was coming down hard. I looked out the windows of the car and in my mind, I heard my mom reminding me to slide the seat away from the dashboard. I chuckled to myself that a seventeen-year old would be too small to sit with an airbag, but I was. As I slid the seat back, my dad asked, "Cara is your seat belt on?" I fastened my seat belt and stared at the snow. It was a peaceful night; it felt quiet and serene. It felt good to have a few minutes of alone time with my dad. We were lost in conversation, and before I knew it we were in front of Hailey's house. I ran in and waved goodbye to my dad. I found the shirt I wanted, and played a game with Hailey and her sisters while we waited for my dad. We joked about my mismatching outfit that consisted of doctor scrubs, a football sweatshirt, and snow boots. While we were laughing, I noticed the headlights in the driveway and hurried out. I excitedly explained the game we had played to my dad as we drove away from Hailey's house.

To Build A Fire: Theme Essay -- essays research papers

In the story "To Build a Fire" by Jack London, there are three principal themes. They are respecting nature, and considering results of actions. The main theme, or universal truth, is heeding warnings. The themes are shown through the character and his actions. The main character in the story had an attitude that prevented him from heeding internal and external warnings. He did not respect nature's power, and therefore he paid with his life.His attitude was arrogant and careless. The man had no imagination and only understood facts. He knew it was very cold and his body was numb, but he failed to realize the danger. A newcomer with no experience, he thought he was invincible. Neither the "absence of sun from the sky," nor "the tremendous cold" made any effect on him. For example, the temperature was less than -50 degrees. He did not care about how much colder it was. To him, it was just a number. He did not think of his "frailty as a creature of temperature." When the "old-timer at Sulphur Creek" warned him not to travel alone in such cold, the man laughed at him. The old-timer had experience and knowledge, yet the man called him "womanish." Even when the man knew he was about to die, he thought, "freezing was not so bad as people thought," and "When he got back to the States he could tell folks what real cold was." These quotes show that the man did not take his situation seriously. Instea...

Sexuality of Men and Women: A Comparison

The perceived views of men s and women s sexuality have been the subject of great speculation and conflict. Although great strides have been made over the years in the sexual â€Å"revolution†, the basic views of male and female sexuality have remained the same. Throughout history the ideas of proper sexuality for men and women have changed little. Men have always been portrayed as the aggressive pursuer of a woman’s sexual favors. Women, in turn, have been required by society to diligently preserve their honor outside of the marital bed. Andrew Marvell’s â€Å"To His Coy Mistress† offers a good example of the game-like behavior that has become almost expected of a man and woman in society. The narrator beseeches his Lady to â€Å"sport us while we may like amorous birds of prey†. The Lady on the other hand, flirts casually and spurns the narrator’s advances. Women are praised highly for their virtue and honor in keeping their virginity for the institution of marriage. Even though it is perfectly acceptable for a man to attempt for and even acquire the sexual favors of a woman it is a social sin and in some areas a crime for a woman to succumb to her sexual desires outside of marriage. In Nathaniel Hawthorne’s â€Å"The Scarlet Letter†, Hester Prynne is ostracized by her community for having an extra-marital affair. Her punishment condemns her for her adultery and assures her a lifetime of humiliation. Many societies have gone through great lengths over the centuries to ensure fidelity or virginity in women. In the Middle Ages, women were often forced to wear chastity belts to ensure their virtue was kept intact while men were away at war or some other manly undertaking. In some countries, women are forced to cover every inch of their bodies in an effort to avoid the advances of other men. The narrator in Amy Lowells Patterns speaks of her passion that wars against the stiff brocade of her dress, the very heavy and unrevealing style of the era in which the poem is set. She laments the death of her betrothed as they were to be wed in a month and, as she felt bound by the dress, he was to have freed her from it. This poem also illustrates how the narrator, as many women in the past, did not consider it proper to succumb to her passions before marriage. Men on the other hand have often been revered for their sexual prowess. Kings often kept concubines, or mistresses. In some countries, it is acceptable for a man to have many wives. Sexual conquest has become almost a gauge by which manhood is tested. Men are often bombarded by peer pressure to become sexually active at an early age. Seen as a rite of passage by many men, they begin their pursuit of women before they are even capable of reproduction. In Stevie Smith s The Frog Prince, the narrator speaks of his being happy the way he is but he feels that it is required of him to have a girl. Changing times have allowed people to become a little more open in expressing their sexuality. However, more often than not, most men and women tend to conform themselves to expectations that remain the same even in today s society.

Research Paper: Cryonics

Christian Cristurean Mrs. Liftson English, 4B 17 November, 2009 Research Paper: The major reason that cryonics is not more favorably viewed in the medical community is relatively easy to explain. Medicine relies on clinical trials. Put more simply, if someone proposes a technique for saving lives, the response is â€Å"Try it and see if it works. † Methods that have not been verified by clinical trials are called â€Å"experimental,† while methods that have been tried and failed are rejected; Cryonics falls under this category. While some still believe Cryonics will preserve human life and restore health; I believe we can put are efforts and money into today’s medical field that we know for a fact will work. Does Cryonics really work? In my opinion, by my research I did; â€Å"No†. As asked in the article of (Cryonics). They don’t have a yes or no answer but are sure to jump ahead to the distant future. As stated by them when asked if Cryonics really works? They answered the question by this statement; â€Å"The clinical trials are in progress. Come back in a century and we'll give you a reliable answer. † (Cryonics) With no evidence that Cryonics will work, it leads me to say that it’s a waist of time and money. Costs of cryonics vary greatly, ranging from $28,000 for cryopreservation by the Cryonics Institute, to $155,000 for whole body cryopreservation for the American Cryonics Society’s most expensive plan. Alcor’s whole body preservation is priced at $150,000 (or $80,000 for neuropreservation of the head alone) plus a ~$500 annual membership fee during life by Alcor. After payment of an initiaton fee, ACS full members pay an annual fee of $300 currently. To some extent these cost differences reflect differences in how fees are quoted. The Cryonics Institute fee doesn’t include â€Å"standby† (a team that begins procedures at bedside), transportation costs, or funeral director expenses outside of Michigan, which must be purchased as extras. CI Members wanting Standby and Transport from cryonics professionals can contract for additional payment to the Florida-based company Suspended Animation, Inc. It has been claimed that if technologies for general molecular analysis and repair are ever developed, then theoretically any damaged body could be â€Å"revived. † Survival would then depend on whether preserved brain information was sufficient to permit restoration of all or part of the personal identity of the original person, with amnesia being the final dividing line between life and death. The justification for the actual practice of cryonics is unclear, given present limitations of preservation technology. Currently cells, tissues, blood vessels, and some small animal organs can be reversibly cryopreserved. Some very small animals, such as water bears, can naturally survive preservation at cryogenic temperatures. Wood frogs can survive for a few months in a partially frozen state a few degrees below freezing, but this is not true cryopreservation. Cryonics advocates counter that demonstrably reversible preservation is not necessary to achieve the present-day goal of cryonics, which is preservation of basic brain information that encodes memory and personal identity. There is good reason to believe that current cryonics procedures can preserve the anatomical basis of mind. Proponents claim preservation of this information is sufficient to prevent information-theoretic death until future repairs might be possible. While cryonics is sometimes suspected of being greatly profitable, the high expenses of doing cryonics are well documented. The expenses are comparable to major transplant surgeries. The largest single expense, especially for whole body cases, is the money that must be set aside to generate interest to pay for maintenance in perpetuity. There isn’t enough scientific information to support this belief. With such economically times as now, it leads me to say that money must not be waisted on such gambles. Until proven to work, Cryonics should be dismissed as an idea of immortality imagination instead of future Medical Science. Work Cited Cryonics. † Http://www. free-articles-zone. com. Publishing Free Articles Zone, 15 July 2005. Web. 14 Nov. 2009. . (Cryonics)