Categorising of employees - Free Essay Example

Sample details Pages: 10 Words: 2875 Downloads: 3 Date added: 2017/06/26 Category Law Essay Type Narrative essay Level High school Tags: Act Essay Did you like this example? LL.B (Wales) à ¢Ã¢â€š ¬Ã¢â‚¬Å" Employment Law Semester II à ¢Ã¢â€š ¬Ã¢â‚¬Å" Year III by Charis Lapertas Identify the definitions contained in section 230 Employment Rights Act 1996 and explain how statutes categorise those who are employees, workers, or otherwise engaged in the provision of services. The accurate and consistent interpretation of employment status of individuals insufficiently clear and userà ¢Ã¢â€š ¬Ã¢â‚¬Å"unfriendly as it may be, is of supreme importance in order to determine both their access to statutory rights but also to define the contractual arrangements under which such persons work. Although, as mentioned earlier, unclear and user unfriendly, may be, the employment status interpretation helps to determine who is responsible for matters such as liability for tax, national insurance contribution, injuries at the workplace or damages caused to others, what contractual rights the company is entitled in controlling the workersà ¢Ã¢â€š ¬Ã¢â€ž ¢ activities and what statutory rights as unfair dismissal, redundancy compensation, maternity rights, etc. Hence, working individuals wrongly defined whether innocently, by negligence or deliberately may be excluded from benefits or important rights at work. Don’t waste time! Our writers will create an original "Categorising of employees" essay for you Create order This statutory definition, broad as it may be, provides the necessary discretion of the judiciary to upgrade the law in view of the social and employment changes in such relationships.[1] Accordingly three broad categories/terms are used to describe the employment status of working people and classify them. According to the s 230 of the Employment Rights Act 1996 working people are classified as (a) employees (b) workers and (c) self-employed. The first type of employment is that of à ¢Ã¢â€š ¬Ã…“employeeà ¢Ã¢â€š ¬Ã‚  s 230 (1) who is defined as à ¢Ã¢â€š ¬Ã…“an individual who has entered into or works under (or where the employment has ceased worked under) à ¢Ã¢â€š ¬Ã‚ ¦ a contract of employment that is defined as a contract of service or apprenticeship, whether express or implied, and (if it is express) whether oral or in writing.à ¢Ã¢â€š ¬Ã‚  [2] The question whether a working individual is an employee or not can have serious implications on the rights he is enti tled to. Most working people have a contract of employment and are employees or, in the old-fashioned word still very occasionally used by some members of the judiciary until recently, servants. A builder building an extension to a house, a watch maker repairing a watch, or a plumber mending a tap are, however, more likely to be engaged on contracts for services that is, to be independent contractor.[3] The main traditional distinction centres around: (1) a contract of services (employee) and (2) a contract for services (independent contractor).[4] The second type of employment under which an individual (excluding à ¢Ã¢â€š ¬Ã…“shopworkerà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“betting workerà ¢Ã¢â€š ¬Ã‚ ) may be engaged is that of à ¢Ã¢â€š ¬Ã…“workerà ¢Ã¢â€š ¬Ã‚  as created by Statute. As defined in ERA 1996, s 230 (3) a worker is à ¢Ã¢â€š ¬Ã…“an individual who has entered into or works under a contract of employment or any other contract express or implied and (if it is expressed) whether oral or in writing whereby the individual undertakes to do or perform personally any work or services for another party to the contract whose status is not by virtue of the contract that of a client or customer of day profession or business undertaking carried on by the individual.à ¢Ã¢â€š ¬Ã‚  [5] This particular group of working individuals are entitled to some rights such as the right not to suffer unlawful deductions from pay. As mentioned earlier, an employee is someone who has entered or works under an  employment contract. Although all employees are workers, an employee has extra employment rights and responsibilities, which donà ¢Ã¢â€š ¬Ã¢â€ž ¢t apply to workers who arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t employees. On the other hand, a person is generally classed as a worker if: they have a  contract  or other agreement to do certain work or services personally for a reward whereby a contract doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t have to be written, their reward is for mo ney or a benefit in kind, e.g. the promise of a contract or future work, they only have a limited right to assign the work to someone else (à ¢Ã¢â€š ¬Ã‹Å"subcontractà ¢Ã¢â€š ¬Ã¢â€ž ¢), they have to appear whether want to or not, their employer has to have work for them to do for the duration of the contract or arrangements made, they arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t doing the work as part of their own limited company in an arrangement where the à ¢Ã¢â€š ¬Ã‹Å"employerà ¢Ã¢â€š ¬Ã¢â€ž ¢ is actually a customer or client. The third type of employment status under which individuals may be classified is that of à ¢Ã¢â€š ¬Ã…“self-employed.à ¢Ã¢â€š ¬Ã‚  Self-employed, are individuals who are in business for themselves. They have no contract of employment with employers, they are their own boss, they may be contractual to provide services over certain time for fee, pay their income tax and national insurance contributions. They have no employment rights, since they decide how much to charg e or when and how much holiday to take, they cannot be discriminated against and they are entitled to healthy and safe of working environment on their clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ premises.[6] Servants, employees, workers, independent contractors, workers on the lump, agency staff, part-time workers, temporary workers, zero-hours contract working, self-employed workers, homeworking, teleworking, etc, the list is endless.It is exactly the nature of labour, the ways working patterns and relationships have developed that has caused difficulties in establishing a clear definition of employment status. This diversity of relations, with atypical forms of working becoming ever more typical,and new forms of business structures with agency work and bi-lateral, trilateral and even quadrilateral relationships coming to the attention of the courts (Evans v Parasol and another[2009] UKEAT 0536/08/2307), has made establishing clear rules even more problematic.[7] A variety of tests were develo ped by the courts in an effort to determine whether someone is employed or self employed. The numerous tests that have been developed are evidence that it is difficult to categorise working individuals. One of the main reasons for the numerous tests is the speed in which employment changes and, therefore, the courts have to constantly update their methods in order to accommodate the change. Moreover, many forms of employment, facts, arguments, policies, have been traversed by the courts and as a result attempts to revise, refine and upgrade were made in an effort to assist both the courts and the parties in their efforts to determine the employment status of working individuals more effectively and reliably. The main tests developed by the courts can be briefly summarized in chronological order, since the courts had difficulty in categorising working individuals in the constantly changing employment environment as follows.[8] The first test used to determine whether someone wa s an employee was the control test. It originates in the case of Yemens v Noakes (1881) focused entirely upon the degree of control the employer had over the worker, a large measure of control, i.e. where it could be said that the employer could stipulate not only what was to be done but how it was to be done, indicated a contract of employment, given that the exercise by lesser control would lead to self-employment.[9] Further, complications with this test arose with the increase in skill professions such as doctors, nurses; etc. The control test was taken to its logical conclusion when a court held that nurses were not employees of a hospital when carrying out duties in the operating surgeon and not from the hospital authorities, Hillyer v Governors of St Bartholomewà ¢Ã¢â€š ¬Ã¢â€ž ¢s Hospital (1909). This rigidity led to criticism in Lindsey County Council v Mary Marshal (1937). As the pace of technological change hastened, it became obviously unrealistic to conceive of the e mployer having the knowledge to control many of its increasingly highly skilled employees. Consider for example the case of a surgeon, a research chemist, or an airline pilot, whose know-how is far beyond that of their employers. The breakthrough towards a more realistic approach came in a series of cases round 1950à ¢Ã¢â€š ¬Ã¢â€ž ¢s in which hospitals were held vicariously liable for the acts of surgeons, radiographers and other specialist (for example Cassidy v Ministry of Health (1951)). It would be a mistake, however, to think that this was a change brought about entirely by technological and other forms of advance, (Wedderburn, Lewis and Clark). Very early cases were often concerned with employees who were more skilled than their employers.[10] However, in the middle of the last century, the courts were reluctant to disregard the element of control, and the result was that it became one of a number of factors, although sometimes still the determining one (see Montgomery v J ohnson Underwood Ltd, 2001). Thus Lord Thankerton, in Short v J W. HendersonLtd (1946), looked at whether the putative master had the power of selection of this servant, the right to control the method of doing the work, and the right of suspension and dismissal. Only if these plus other relevant questions, such as form of employment (full-time or part-time), self-employed temporary workers, wages or other remuneration, existence of employment contract, etc, were answered convincingly, would a contract of employment exist. As these notions developed, two general criteria that of integration and that of economic reality came into use.[11] The integration test set out in 1952, where Denning LJ considered that the most critical question was whether the person under consideration was fully integrated into the employerà ¢Ã¢â€š ¬Ã¢â€ž ¢s organisation, Srevenson Jordan and Harrison Ltd v Macdonald and Evans (1952). A chauffeur, a shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s master and a reporter on the st aff of a newspaper were thus all employed under a contract of service and were, therefore, employees, but a shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s captain, a taxi driver and a newspaper contributor were hired under a contract for services and were, therefore, independent contractors. He detected that: à ¢Ã¢â€š ¬Ã…“one feature which seems to run through the instances is that, under a contract of service a man is employed as part of the business and his work is done as an integral part of the business but under a contract for services his work, although done for the business is not integrated into it but only accessory to it.à ¢Ã¢â€š ¬Ã‚  In a later case, Bank voor Handel en Scheepvaard NV v Slatford (1953), reversed by the House of Lords (1954), Denning LJ reformulated the question of whether the worker was part and parcel of the employers organisation. The great drawback of this approach lies in its failure to define exactly the meaning of integration and organisation. Indeed, it has been doubted whether Denning intended to lay down such a test more on a desire to retain the control test than on a correct interpretation of the judgement in Stevenson itself.[12] This led to the 1960s. The judiciary recognised that no single test or set of criteria can be decisive and began to identify more sophisticated tests in recognition of the increasing complexity and diversity of an educated, professional workforce. Thus, the adoption of something similar to the American notion of an economic reality composite test clearly illustrated as applied in the most significant case Ready-Mixed Concrete (South East) Ltd v Minister of Pensions and National Insurance[1968]. Following a question as to who was responsible for the payment of tax and National Insurance contributions of so-called owner drivers, McKenna J identified the following three questions for a contract of service: (a) The servant agrees that, in consideration of a wage or other remuneration, he will provide his own wo rk and skill in the performance of some service for his master; (b) He agrees, expressly or impliedly, that in the performance of that service he will be subject to the others control (implied submission to control) in a sufficient degree to make that other master; and (c) The other provisions of the contract are consistent with its being a contract of service (nothing inconsistent with employment).[13] On the facts, his Lordship decided that the workers were independent contractors, most particularly because the third test (c) was not satisfied since most of the terms pointed to a contract of service. Moreover, in Hall v Lorimer [1994], LJ Nolan says that à ¢Ã¢â€š ¬Ã…“it implies a test of economic dependence, in the sense that employee status is the result of the extent to which the individual is dependent or independent of a particular paymaster for the financial exploitation of his talent.à ¢Ã¢â€š ¬Ã‚ [14] However, in practice, it may not always be possible to identify the genuine self-employed. Some self-employed may have a relationship of economic dependence on an employer.[15] With the advent of the flexible workforce, courts have faced new problems in deciding the nature of the relationship between parties where the worker (e.g. workers, homeworkers and some catering workers) regularly although not continuously performs certain tasks for the employer.The difficulty is that while the work is done regularly, and there is an expectation that it will continue to be offered to and performed by the same people in the future, there is no binding legal obligation either on the employer to offer it or on the workers to perform it in the future. This has led to much judicial discussion of whether mutuality of obligation is a necessary factor for the existence of an employment contract.[16] The issue arose directly, however, in Oà ¢Ã¢â€š ¬Ã¢â€ž ¢kelly v Trusthouse Forte [1983], where the industrial tribunal held that there was no legal mutual obl igation, although the economic power of the employer and corresponding weakness of the workers meant that in practice the workers were obliged to accept work when it was offered. Largely because of this, they held that the workers were not employees, a decision upheld eventually by the Court of Appeal.[17] It is necessary that mutuality of obligation exist in order for a contract of service to arise. This fundamental point was stressed by the Court of Appeal in Clark v Oxfordshire Health Authority [1998]. It was held that the nurse was was not an employee because there was no mutuality of obligation since she could refuse work as she wished. In the case of Carmichael v National Power plc [2000] Lord Irvine LC said it was necessary to consider not only the documents but also the way in which the relationship had worked in practice in deciding that, outside the period of actual work, there was no irreducible minimum of obligation on the part of the two parties so that no relationsh ip of employment was created.[18] The experience of using the tests examined above has shown the courts that it is not possible to focus on one particular aspect of the working relationship and to use that to determine whether or not there is an employment relationship. On that basis, the most commonly used test in the courts today is the multiple test. In using the multiple test the courts look at every aspect of the relationship as described, and use them to determine the nature of that relationship. This is best illustrated in the case of Ready-Mixed Concrete v Minister of Pensions (1968) which was analysed above.[19] Accordingly, the Court of Appeal has stated that any decision on employee status does not involve a mechanical checking off of factors. An overall view must be taken of the facts and circumstances (including whether or not the individual makes his or her own arrangements for tax and social security contributions). This overall view would involve weighing the s ignificance of particular factors and considering, if appropriate, the intentions of the parties of their behaviour. No factor is seen as sufficient in itself. Nevertheless, control, the payment of wages and mutuality of obligation are seen as essential in Hall (Inspector of Taxes) v Lorimer (1994).[20] Most employers expect that both employees and workers will personally undertake the work offered. The implication is that if there is no personal service then the person may be self-employed. However, in case law, there have been specific rulings which suggest that the issue is not clear-cut. In Express Echo Publications v Tanton [1999] the Court of Appeal ruled that: à ¢Ã¢â€š ¬Ã…“an irreducible minimum for their being a contract of employment is personal service; and that a provision in a contract allowing the substitution of a suitable person was fatal to him acquiring status as an employee.à ¢Ã¢â€š ¬Ã‚  Further, continuity of service is significant in three related res pects, (a) considering a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s status as an employee; (b) access to statutory rights, which may be service-related and (c) qualifying for employment benefits under a contract of employment (e.g. enhanced holiday entitlements, sick pay, access to flexible benefits).[21] From the above it can be argued that the employment relationship is contractual and two types of employment status have traditionally existed, that of the employee and that of the self-employed. However, the rise of the a-typical worker has led to the emergence of a third à ¢Ã¢â€š ¬Ã…“workerà ¢Ã¢â€š ¬Ã‚  category. This has created an additional tier which has made some workers more equal than others. Key issues for the employment relationship are determining who is an employee and who is a worker. A number of problems with both definitions of the categories and the current tests applied in case law have identified the need of reform to bring greater clarity and ensure consistency. [1] https://webjcli.org [2] https://www.thefriendlyemploymentlawyer.co.uk [3] Honeyball, S. (2012) Employment Law, 12th edition, Oxford University Press [4] Lecture handouts [5] Ibid 2 [6] www.gov.uk/employment-status [7] Ibid 4 [8] Ibid 4 [9] Ibid 4 [10] Ibid 3 at pg. 24-25 [11] Ibid 3 at pg. 25 [12] Bowers, J, 2002, Bowers on Employment Law, 6th edition, Oxford University Press, at pg. 15 [13] Ibid 3 at pg. 26 [14] Ibid 4 [15] Ibid 4 [16] Pitt, G, 1992, Employment Law, 1st edition, Sweet Maxwell, at pg. 48 [17] Ibid 16 at pg. 49-50 [18] Ibid 12 at pg. 23 [19] https://www.cipd.co.uk [20] Ibid 4 [21] Ibid 4

The Mass Killings The Holocaust Vs. The Rape Of Nanking

The Mass Killings: The Holocaust Vs. the Rape of Nanking Most people in the world never seem to realize the mass number of raping or killings that are going on around them. Meanwhile, during the holocaust, no one understood how much it was happening around them then either, except for the people it was happening to. Most people are aware of the savagery that occurred during the holocaust in Germany, but few have ever even heard of Nanjing, much less the rape of Nanjing. Both genocides share very close similarities, and they both also share their differences. While there were many similarities when it comes to the cruelty and degradation of the individuals that were involved, they were different. These events occurred for very different†¦show more content†¦They got tortured, brutally slaughtered, and raped. The perpetrators of the Holocaust are Adolf Hitler, all Nazi Soldiers, and SS/ Gestapo. The reason behind the blaming of Adolf Hitler is because at the time, he was their (german people) leader. He wanted a genetically perfect world. He murdered anyone who was different. Dark skinned people such as the Jews would be put in the concentration camps. They would be gassed, then thrown away like trash. All Nazi Soldiers are to blame because they murdered, kidnapped, and gassed the Jews.. The SS/ Gestapo are to blame because they were the special â€Å"Soldiers† that tortured the Jews and killed them. The perpetrators of the Rape of Nanjing would have to be Japanese soldiers and all Japanese Military. The reason behind their blame is they bombarded the city and slaughtered the innocent civilians, and they raped innocent woman and children. They even murdered newborn babies and fetuses. The Holocaust and the Rape of Nanjing were similar based on what was happening during the time of each event. During the Holocaust, the Jews had a loss of rights. Better well known as Nuremberg Laws. They lost their homes and had to live in what they called the ghettos. Numerous families were located in one house, there was no bathrooms, no showers, and they were not allowed to leave the â€Å"home.† Once they were taken from the Ghetto, their next trip was to the concentration camp, basically known as death chambers. They would take the Jews intoShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesprevious history combined. During the same time span, however, state tyranny and brutal oppression reached once unimaginable levels—in large part due to the refinement or introduction of new technologies of repression and surveillance and modes of mass organization and control. Breakthroughs in the sciences that greatly enhanced our understandings of the natural world and made for major advances in medicine and health care were very often offset by the degradation of the global environment and

Beyond Quality and Accessibility System †Free Samples to Students

Question: Discuss about the Beyond Quality and Accessibility System. Answer: Introduction The growth of technology, as well as the evolution of technology in the modern world, has arguably brought a great impact in different sectors among them been the education sectors. Studies have shown that technology has greatly influenced the students information seeking behaviors (Mills et al. 2014, p.327). Before then, many of academic research in institutions of higher learning were done under university libraries and were considered to be traditional methods of research. With advancement in technology or with increased technological change students information seeking behavior has greatly changed. Information seeking habits helps us to understand who needs what kind of information, why he needs the information, how the information would be found as well as the understanding of how the information will be evaluated and used by the students. It also explains the way people seek for and utilize information. This study will, therefore, provide an understanding of the impact or effec ts of information technology on information seeking behavior of individual students in the selected case of Holmes College. The Holmes Community College is an educational institution that was established in 1963. The institution is committed to providing the highest quality education to enable and empower its students to self-improvement irrespective of their gender, nationality or belief (Tahira Ameen, 2016, p. 111). The institution has continued to enjoy over 50 years of education excellence through developing from one level to the other. The success has regarding educational resource development has grown due to changes in technology that has had a great impact on information seeking behavior of the students. To understand the impact of the technological changes to students information seeking behavior, it is important to get an understanding of factors that give rise to a student perception of need of information, the factors that affect individuals perception for need as well as the understanding of the processes or actions involved in that response. Understanding the information needs of the studen ts in Holmes Community College calls for an individual student need across all disciplines, for instance, the information needs of a scientists student in the institution were found to vary from the information needs of a social scientist or humanities student. The information needs of the students dictated their information seeking behavior. An information need is an individual, groups or in this case a students desire to locate and obtain some useful information to satisfy their conscious or unconscious needs. Therese needs may be to research on given assignments, to obtain general knowledge about a certain topic or subject of interest, to establish whether some information is available or not, to improve their competencies in different fields and to get to understand the current issues (Zhang, 2014, p. 916). However, the student information seeking behavior is greatly influenced by their information need as well as their usage of the information. The revolution of the student information seeking behavior in Holmes Community College began with the use of library sources for information materials where students could search for this information from journals, periodicals, newspaper articles and other publications in the libraries. However, the amount of data required and the demand for more and new publications rose as t he existing ones could not meet the students or researchers demands as they were deemed insufficient and unreliable (Shah, 2014, p. 222). For instance, the information seeking behavior of a social scientist student from the institution showed that these types of students frequently visited their libraries daily and their preferred research method was through indexing and abstracting periodicals as well as citations in articles. The understanding and experience of information technology were limited to the institution in the last decade as compared to the current situation where most of the research work is being done in the school using information technologies through the use of networked computer systems (Mai, 2016, p.1). Such a move has been brought about by the increased need of information materials coupled with the increased publications which needed maintenance to avoid losing the information contained in publications. The growing data have been generated every day on education literature materials also necessitated for the use of information technologies or systems to improve the accessibility and access to the information. The factors that have been found to create a significant impact on students information seeking behavior include their educational background and cultural back ground as well as the surrounding environment and student participation. There are students in the institution who were found to embrace the use of the traditional information seeking other than the ones you have been doing. Therefore the students information seeking behavior will only be inclined towards the traditional methods of acquiring information (Soulier et al. 2014, p. 490). Their cultural backgrounds is also a key determinant in this case as the students with a cultural mindset tend to be more towards receptiveness compared to the open minded ideas of information seeking from liberal minds. These factors, therefore, have been found to have a very high positive impact on information needs as well as the information seeking behavior of students. It is, however, important to note that the level of access to information in addition to other aspects depends on the individual information seeking behaviors and skills (Conroy et al. 2014, p.651). The student information needs should, therefore, be specific and relevant to their research and therefore in order to fulfill these needs, the students interact with various online or digital sources. The pursuit of knowledge by the students of this college has therefore been revolutionized especially through the vast explosive of data, data accessibility through internet but the most important feature is to understand whether or not the information meets the student needs. The use of digital resources in this college is frequent however the college still needs an advanced training for using the digital or information technology resources (Holmes, and O'loughlin, 2014, p. 337). However, most technological changes have impacted or had a great impact on the social science students as well as the humanities researchers. The training would offer the students with an opportunity to learn more about how to conduct their research online or to use digital sources as well as how they could make the information available to them online more useful to them. Therefore the development and use of new technology in information seeking by students in colleges are seen as the source of totally new information seeking landscape (Pokhrel Herzog, 2014, p.184). The first major institutional, technological change that affected information seeking in colleges was the introduction of computers in the libraries which were characterized by the limited use of computers. These computers were able to capture the college information library catalog which made it much difficult for the students to access the catalogs of another branch of academics or public library or even any other library for that better. Therefore the computers needed in this case were supposed to provide a wide scope or collection of relevant materials for them to be more effective. The students were therefore limited to access certain sources of their information. The second technological change that had a great impact on Holmes Community College was the development of an online database which was more practicable which was developed through searching against other larger databases (Gropper 2014, p. 337). This was referred to as online searching but required more qualities which not every student had this, therefore, called for further training on the use of the internet or information technology to conduct academic research (Vigdor et al. 2014, p. 1108). Such a database would provide the students with a platform to search the required information through the established database in the information system. The other technological change was in the development of the internet and world web. This is normally considered to be the most significant development in technology that brought a great impact not only to the education world but the entire online research platform. The development of this website provided a platform where users of different information systems can use the internet features available to them such as Google (Spitzer 2014, p. 83). This product made research work easier as information was stored in this product database and was made available all the time for the users. It, therefore, enabled the students of this college as well as staff to gain access to information all over the world from anywhere. It made their learning easy, and students did not have to be much concerned with the issues of maintaining so many material publications. Since the idea of the problem of where to look for the information was solved, the students also suffered a major concern on where to save their research work once they are done. This however led to the development or the idea of creating digital libraries of all manner of both textual as well as the image material and also to create an online portal to access the resources (Poole and Sky-McIlvain 2014, p. 2). Such digital libraries allowed the institution to keep all its relevant information or documents online where they could be easily accessed or retrieved in the event of a need. The students could also save their data under such a digital library and be able to retrieve them when in need. Therefore, technological change has indeed revolutionized the information seeking behavior of students and particularly those of the above case study of Holmes Community College. A great transformation and change have been experienced from the traditional information seeking methods to online or internet and website information seeking methods (Alnahdi 2014, p. 2). The information has become more useful to the students as it was before as it can meet the needs of the user or the researcher. However more developments and more technological development, advancements and innovations have continued to be experienced, the management of the school should adopt a technology that supports the needs of the user. The technological changes have also changed the students mentality towards research which many were of the view that it is a hard or tough discipline just because they were unable to get the required information resource materials. Improved technology has made it easier for them to engage in more research work due to the availability of online research materials (Spivakovska et al. 2014, p.203). It is also important to note that information technology helped to remove disciplinary constraints. Such constraints required that some disciplinary required less extensive information gathering from the published resources. However, the success of the use of technology was found to be affected by lack of awareness of the relevant electronic resources. Conclusion Throughout the history of development, it is important to note that research forms an important part of daily lives of some people. The success of an educational institution in bringing up a generation that is all round is depended on the information they gain from their institution and how its applicable in different areas of their life. Technological change has played an important role in the development and understanding of information seeking behavior of students. It is the need of the information that dictates how a student will interact with certain information. The effectiveness of technological change is achieved in education if the needs of the supporters have been met as well as the purpose intended. Holmes Community College has therefore continued to enjoy years of excellence in the provision of highest quality education which has helped many students to seek self-improvement. List of References Alnahdi, G., 2014. Assistive technology in special education and the universal design for learning. TOJET: The Turkish Online Journal of Educational Technology, 13(2). Conroy, D.E., Yang, C.H. and Maher, J.P., 2014. Behavior change techniques in top-ranked mobile apps for physical activity. American journal of preventive medicine, 46(6), pp.649-652. Gropper, R.J., Gotlieb, H., Kronitz, R. and Tannock, R., 2014. Working memory training in college students with ADHD or LD. Journal of Attention Disorders, 18(4), pp.331-345. Holmes, K.M. and O'loughlin, N., 2014. The experiences of people with learning disabilities on social networking sites.British Journal of Learning Disabilities, 42(1), pp.1-5. Mai, J.E., 2016. Looking for information: A survey of research on information seeking, needs, and behavior.Emerald Group Publishing. Mills, L.A., Knezek, G. and Khaddage, F., 2014. Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning. Computers in Human Behavior, 32, pp.324-334. Pokhrel, P., Little, M.A. and Herzog, T.A., 2014. Current methods in health behavior research among US community college students: a review of the literature. Evaluation the health professions, 37(2), pp.178-202. Poole, B.J. and Sky-McIlvain, E., 2014.Education for an information age. Shah, C., 2014.Collaborative information seeking.Journal of the Association for Information Science and Technology, 65(2), pp.215-236. Soulier, L., Shah, C. and Tamine, L., 2014, July.User-driven system-mediated collaborative information retrieval.In Proceedings of the 37th international ACM SIGIR conference on Research development in information retrieval (pp. 485-494).ACM. Spitzer, M., 2014. Information technology in education: Risks and side effects. Trends in Neuroscience and Education, 3(3), pp.81-85. Spivakovska, E., Osipova, N., Vinnik, M. and Tarasich, Y., 2014, June. Information competence of university students in ukraine: development status and prospects. In International Conference on Information and Communication Technologies in Education, Research, and Industrial Applications (pp. 194-216).Springer, Cham. Tahira, M. and Ameen, K., 2016. Information needs and seeking behavior of science technology teachers of the university of the Punjab, Lahore. Pakistan Journal of Information Management Libraries (PJIML), 10. Vigdor, J.L., Ladd, H.F. and Martinez, E., 2014. Scaling the digital divide: Home computer technology and student achievement.Economic Inquiry, 52(3), pp.1103-1119. Zhang, Y., 2014. Beyond quality and accessibility: Source selection in consumer health information searching. Journal of the Association for Information Science and Technology, 65(5), pp.911-927.

The Death Penalty in the US Criminal Justice System

Introduction The death penalty has been a largely debated form of punishment in the U.S. since its inception. The law supporting this unkind and unfair sentence was thus, put under scrutiny and consequently several death sentences were either overturned or could only be carried out on proportionate grounds by the supreme courts heralding a new era in the criminal justice system of the US.Advertising We will write a custom essay sample on The Death Penalty in the US Criminal Justice System specifically for you for only $16.05 $11/page Learn More The legal arguments for this decision made by the higher courts were cited in line with the 8th amendment that called for the exclusive considerations on several factors that mainly touched on racial disparities, age of a convict, proper evidence that can incriminate the accused persons, respective human rights action plans against such people, satisfactory judgment delivered either by unanimous decision or a majo rity of votes by the judges and so on (Burns 1). Age The Supreme Court made a decision based on the 8th amendment to relook into criminal cases viewed as cruel or unusual, and instead provided an alternative favorable form of punishment. Most death sentences were slashed down to life imprisonment, leaving only deserved cases as death sentences. For instance, some states were forced to repackage their judicial laws after realizing that the judgment commonly delivered never materialized particularly when the cases involved were referred back to the supreme courts, which in turn, after careful hearing, overturned the rulings in favor of the accused. This occurred in cases that were considered to lack the 8th amendment thresholds for the death penalty. These circumstances made several states to re-enact laws governing the death penalty, which was a major concern to the supreme courts’ contradiction to the imposition of death sentence arbitrarily. The application of such fair tria ls justifying the subsequent sentences handed down by the supreme courts began from the year 1972. This was after the capital punishment was found to be unconstitutionally biased and cruel. An exception to this is in cases where sentences were delivered after considering the extra routine endorsement. The cases and the respective judgment on the death penalty jurisprudence handed by the supreme courts entirely depended on the moral significance culpable by the law and factors of discretion (Head 1). The Supreme Court in accordance with the laws governing the 8th amendment decided that death penalty for a minor is a harsh kind of penalty. This is supported by the fact that in a 5-4 court ruling, it was labeled unconstitutional when any convict at the time of committing the crime is below the age of 18.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, it is morally incorrect to implicate children who commit crime in relation to adults who has acted in the same way since their respective intentions cannot apply together. Example of such ruling involving a minor was a criminal case for Christopher Simmons who was sentenced to death but later overruled; Case, Roper v Simmons. Another example of such case in which the age of a convict was contested involved a 15 year old at the time of committing the crime. William Thompson was sentenced to death after being convicted of murder. Due to this, the Supreme Court overturned the decision of an Oklahoma court by explaining that the execution of the minor violated the eighth amendment statute. The case here is, Thompson v. Oklahoma. Racial disparities Another main issue surrounding the death penalty is the racial inequality that has been historically characteristic with handing of the penalty in the U.S. For instance, consider a case involving an African American who was convicted of two counts of robbery plus one count of murder. Aft er convictions in county courts and subsequently condemned to death, his plea was heard whereby the Supreme Court ruling overturned the death penalty imposed. The final ruling stated that the majority should not dictate matters of humanity since it is unconstitutional. For example, it was viewed that those accused of killing white people could easily be handed the death sentence compared to murderers for black persons. After much consideration and scrutiny of the penalty, the courts offered a platform for the voiceless like the accused person in question.i.e case, McCleskey v kemp. Mental state of the convict Mental instability in most people is believed to have unnatural rage subconscious to a person’s mind. It is for this reason that informed the Supreme Court to offer a reprieve on death penalty for mentally retarded persons who commit a criminal offence. As a result of this, the death sentence was found to be unconstitutionally excessive thereby restricting the state†™s power to deliver death penalty as a form of punishment on similar cases under the same state of mind. For instance, Daryl Atkins was convicted of murder even though his IQ score was 59 hence; the Supreme Court reversed the earlier ruling which did not evaluate his condition as that of mild mental condition; Case, Atkins v. Virginia (Jacobs 1). Proper evidence of aggravating circumstances Proper reasons were to be evaluated so as to be used against a convict. For instance, in order to incriminate a person, the Supreme Court made a decision to provide a clear distinction on where imposition of death can be allowed. It was unanimously passed that there could be circumstances when the evidence produced could exempt on the death penalty for non-murder offenses like rape except for crimes comparable to treason.Advertising We will write a custom essay sample on The Death Penalty in the US Criminal Justice System specifically for you for only $16.05 $11/page Learn More This was seen during the trial for Antonym Coker who escaped from custody but got re-arrested and condemned to death penalty for rape. The Supreme Court in turn overturned the first sentence arguing that it was too harsh on the ground that most rape cases may not involve murder. Another similar case in which a sentence by the lower court was annulled by that of the Supreme Court took place in Lousiana.The criminal case involved Patrick Kennedy accused of raping his 8 year old step daughter. The Supreme Court then scrutinized his case after a successful appeal against a capital punishment handed earlier. The argument of the higher court then concluded that imposing the death penalty against the convict was against the 8th amendment and therefore unconstitutional because the crime neither resulted nor was intended to terminate the innocent life of his victim (Radelet Akers 1). Therefore, the ruling decided that the accused should instead be sent to life imprisonment; Ca se, Kennedy v. Louisiana. Method of delivering the death sentence In cases where the method used to administer the death penalty is considered cruel and painful, the Supreme Court could then deliberate on a particular ruling by a junior state court. This was observed during the sentencing of Ralph Baze who was convicted for murder and sure enough condemned to death by a Kentucky state court by lethal injection and instead appealed against the ruling, only for the sentence to be re-affirmed by the Supreme Court since the method for its application was considered safe after all. The same scenario was also witnessed during the trial of Jimmy L. Glass who was sentenced to death according to the legal argument of Louisiana court by electrocution. Through his lawyers, he argued that the application and the intensity when passing the death sentence through electrocution can cause serious injuries and pain and therefore do not meet the humane standards as required by the constitution (White 1). The final judgment by the Supreme Court thus dismissed the petition thereby allowing the lower court’s ruling to go ahead; Case, Jimmy L. Glass v.Lousiana. Improper judgment Pending cases provided relevant provisions to re-appeal the death sentence if the trial is perceived to be as a result of discretion of a judge determining the outcome of a case almost single handedly. Take for example, the trial of Timothy Ring, a convict of first degree murder and sentenced to life imprisonment only for a state judge to step-up the penalty to another sentence by death. Consequently though, the Supreme Court reversed the decision citing that statutory maximum sentence should be put before a jury panel since the judge was found to have acted improperly without a sitting legal bench who could have delivered a unanimous decision; Case, Ring v. Arizona.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Special procedure for capital penalty It was realized that rulings could impose the death penalty by ignoring the nature or circumstance preceding a crime. Therefore, it was required that a jury must be able to cite a possible statutory aggravating legal requirement before delivering any formal penalty by death. Such a case where the judgment was allowed to stand as it was involved Troy Leon who was convicted for robbery and murder for which he was handed over death sentence (Head 1). On challenging his trial, the Supreme Court rejected his plea and instead maintained the earlier verdict by dismissing the robbery factor since the statutory system was not found to violate the constitutional statutes; Case, Gregg v. Georgia. The legislative judgments of some states Several courts in some states decided to respond to the modification of the death penalty especially for murder committed in relation to a felony. Such states that rejected the death penalty arising from committing a felony therefore illegalized the practice hence the Supreme Court found it as an appropriate way by providing more options for fair trial. This was arrived at after establishing the fact that, the death penalty usually imposed may be too harsh for a convict who did not participate in a murder or intended to carry out such heinous act. A case of study featured Enmund in which the death penalty was outlawed when determining the ultimate ruling by the supreme judges since they decided that it could not be imposed under circumstances of felony; Case, Enmund v. Florida. Contrary to the above case where a reprieve was provided by the Supreme Court, in Tison’s case, several state supreme courts amended their interpretation of the death penalty during such a case involving a felony by allowing capital punishment to take precedence in such future cases (White 1). This particular case was determined by analyzing noticeable circumstances of felony during the murder. The death penalty verdict was thus delivered since inquiries revealed passion and recklessness; Case, Tison v. Arizona. Conclusion From the above discussion, it is apparent that the suitability of imposing a death is questionable. From a number of precedents set on the death penalty, it is apparent that giving a life imprisonment instead of a death penalty will be more humane than a death penalty in permissible situations. All in all, a death penalty should be avoided as much as possible. Works Cited Burns, Kari. â€Å"Punishment: Death penalty†. 2011. Web. Head, Tom. â€Å"The Eighth Amendment†. 2011-May 6. Web. Jacobs, Nancy. â€Å"Death Penalty Essay†. 2011. Web. Radelet, M Akers, R. â€Å"Deterrence and the Death Penalty? The Views of the Experts,† (1995) White, Debora. â€Å"Pros and cons of the death penalty†. 2011. Web. This essay on The Death Penalty in the US Criminal Justice System was written and submitted by user Kristen Knight to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Exercise in Building and Connecting Sentences

Exercise in Building and Connecting Sentences This exercise will give you a chance to practice condensing and combining sentences using transitional words or phrases.  Combine the sentences in each set into two clear sentences. Add a transitional word or phrase to the second sentence to show how it relates to the first. Heres an example: Retirement should be the reward for a lifetime of work.It is widely viewed as a sort of punishment.It is a punishment for growing old.Sample Combination:Retirement should be the reward for a lifetime of work. Instead, it is widely viewed as a sort of punishment for growing old. When you are done, compare your sentences with the sample combinations  below. Exercise: Building and Connecting Sentences With Transitional Words and Phrases To be self-centered does not mean to disregard the worth of other people.We are all self-centered.Most psychologists would probably accept this position.There are differences in math performance between boys and girls.These differences cannot be attributed simply to differences in innate ability.If one were to ask the children themselves, they would probably disagree.We do not seek solitude.If we find ourselves alone for once, we flick a switch.We invite the whole world in.The world comes in through the TV or Internet.Little girls, of course, dont take toy guns out of their hip pockets.They do not say Pow, pow to all their neighbors and friends.The average well-adjusted little boy does this.If we gave little girls the six-shooters, we would soon have double the body count.We know very little about pain.What we dont know makes it hurt all the more.There is ignorance about pain.No form of illiteracy in the United States is so widespread.No form of illiteracy in the United States is so costly. We drove the wagon close to a corner post.We twisted the end of the wire around it.We twisted the wire one foot above the ground.We stapled it fast.We drove along the line of posts.We drove for about 200 yards.We unreeled the wire on the ground behind us.The historical sciences have made us very conscious of our past.They have made us conscious of the world as a machine.The machine generates successive events out of foregoing ones.Some scholars tend to look totally backward.They look backward in their interpretation of the human future.Rewriting is something that most writers find they have to do.They rewrite to discover what they have to say.They rewrite to discover how to say it.There are a few writers who do little formal rewriting.They have capacity and experience.They create and review a large number of invisible drafts.They create and review in their minds.They do this before they approach the page. When you are done, compare your sentences with the sample combinations below. Sample Combinations To be self-centered does not mean to disregard the worth of other people.  In fact,  most psychologists would probably accept the position that we are  all  self-centered.The differences in math performance between boys and girls cannot be attributed simply to differences in innate ability.  Still,  if one were to ask the children themselves, they would probably disagree.We do not seek solitude.  In fact,  if we find ourselves alone for once we flick a switch and invite the whole world in through the TV or  Internet.Little girls, of course, dont take toy guns out of their hip pockets and say Pow, pow to all their neighbors and friends like average well-adjusted little boys.  However,  if we gave little girls the six-shooters, we would soon have double the body count.(Anne Roiphe, Confessions of a Female Chauvinist Sow)We know very little about pain and what we dont know makes it hurt all the more.  Indeed,  no form of illiteracy in the United States is so wi despread or costly as ignorance about pain.(Norman Cousins, Pain Is Not the Ultimate Enemy) We drove the wagon close to a corner post, twisted the end of the wire around it one foot above the ground, and stapled it fast.  Next,  we drove along the line of posts for about 200 yards, unreeling wire on the ground behind us.(John Fischer, Barbed Wire)The historical sciences have made us very conscious of our past, and of the world as a machine generating successive events out of foregoing ones.  For this reason,  some scholars tend to look totally backward in their interpretation of the human future.(Loren Eiseley,  The Unexpected Universe)Rewriting is something that most writers find they have to do to discover what they have to say and how to say it. There are,  however,  a few writers who do little formal rewriting because they have the capacity and experience to create and review a large number of invisible drafts in their minds before they approach the page.(Donald M. Murray, The Makers Eye: Revising Your Own Manuscripts)

The Essential 55 by Ron Clark for Elementary Students

The Essential 55 by Ron Clark for Elementary Students A few years ago, I watched Disneys Teacher of the Year Ron Clark on the Oprah Winfrey Show. He told the inspirational story of how he had developed and implemented a set of 55 essential rules for success in his classroom. He and Oprah discussed the essential 55 things that adults (both parents and teachers) need to teach children and hold them accountable for. He compiled these rules into a book called The Essential 55. Eventually he wrote a second book called The Essential 11. Some of the Essential 55 rules surprised me with their mundane nature. For example, If you dont say thank you within 30 seconds, Im taking it back. Or, If someone asks you a question, you need to answer it and then ask a question yourself. That last one has always been one of my pet peeves with children. Here are some of the ideas that Ron Clark says are essential for kids to learn: Make eye contactRespect other; ideas and opinionsDo not save seatsSay thank you within three seconds of receiving somethingWhen you win, do not brag; when you lose, do not show angerDo your homework each and every night without failDo not talk in a movie theaterBe the best person you can beAlways be honestIf you are asked a question in conversation, ask a question in returnPerform random acts of kindnessLearn the names of all the teachers in the school and greet themIf someone bumps into you, even if it was not your fault , say excuse meStand up for what you believe in To tell you the truth, I had felt fed up with students general lack of manners for quite awhile. For some reason, it hadnt occurred to me to teach good manner explicitly. I figured this was something that parents would teach their children at home. Also, theres such a big push towards standards and test scores in my district that I didnt see how I could get away with teaching manners and common courtesies. But, after hearing Rons passion and his students gratitude for what he had taught them, I knew I had to give the concept a try. With Mr. Clarks book in hand and a determination to see solid improvement in how my students would treat me and their classmates in the coming school year, I set out to implement the program in my own way. First of all, feel free to adapt the 55 rules to your own needs, preferences, and personality. Ive adapted it to be Mrs. Lewis Essential 50. I got rid of some of the rules that didnt apply to my circumstances and added a few to reflect what I would really like to see in my classroom. After school started, I introduced the concept of my Essential 50 to my students. With each rule, we would take a few moments to discuss why its important and how it will look when we act a certain way. Role-playing and a frank, interactive discussion seemed to work best for me and my students. Right away, I saw a difference in my students behavior that has lasted for months. I taught them how to applaud for things that they like, so now they applaud whenever anyone enters the classroom. It makes the visitor feel so welcome and it always makes me smile because its so cute! Also, they have really taken to answering me formally, saying Yes, Mrs. Lewis or No, Mrs. Lewis. Sometimes its hard to fit a non-academic subject like the Essential 55 into your busy day. I struggle with it, too. But its definitely worth it when you see such a visible and lasting improvement in your students behavior and manners. If you havent checked out Ron Clarks The Essential 55 for yourself, pick up a copy as soon as you can. Even if its mid-year, its never too late to teach your students valuable lessons that they will likely remember for years to come.

Next Marketing Strategy Case Study Example | Topics and Well Written Essays - 5000 words

Next Marketing Strategy - Case Study Example The company designs, manufactures and sells clothes under the brand name 'Next' and targets people between the age group of 20 to 40. Since its expansion drive in 1999, the company had to close down its international outlets that were managed by it directly, and has since then concentrated on franchising options for the overseas markets. It operates in well over 20 different countries. Since 1999, the company's primary activities have been progressing along two major sections namely retail clothing and catalog sales. The retail section of the company contributes to around two thirds of the company's income. It was around 821 million in 1999. Moreover, the company has also adopted the policy of closing down smaller stores and has been in favor of opening superstores. Under its 'Next catalog' banner, the company offers the service of enabling customers to order products using a catalog, after which the purchased products are delivered to the customer's home. In fact, this method of sho pping (under the next brand) has become ingrained in the minds of the common Briton. One of the primary differences between other companies and next happens to be the fact that the latter focuses on the middle class customers. It designs and markets affordable clothes that are contemporary unlike other retail houses such as marks & Spencer that produces fashionable garments under various brand names. Likewise, the company has also adopted the policy of designing its clothes under its watchful eye, but in an attempt to cut down costs, it has been getting the goods produced in countries such as china, where the cost of production is comparatively much cheaper. The production operations are handled by the company's house in Hong Kong. The company has also started offering financial services under the next brand credit financing. In spite of these branches, retail and catalog sales continue to be the two main contributors to the company's revenues. The current trend and pattern of expansion of the company suggests a pattern similar to the one that Marks & Spencer had been following a little while earlier (except the approach of in-country production followed by M&S, which proved costly). Many industry experts predict that he company today stands at a crossroad, where speculating where the company would be faced in the near future would be extremely hard to figure out. The company now holds just a little over half of the stores it used to own way back during the 80s and most have been closed down as a result of next finding itself unable to manage such a large chain. Moreover, during that period of the 80s and the 90s, the company was not ale to register any significant rise in sales as a result of these expansions. The stagnant UK market since the last decade has forced the company to turn towards overseas markets, which is regarded by many as a moderate policy. The shutting down of small shops, paving the way for bigger store s has helped it manage its operations in a better manner, which is evident from the fact that the company's revenues started to climb since the move was taken. The most notable points about the company and its operating environment are as listed below: 1. End of international expansion in 1999 as a

Medical Lawsuit Essay Example | Topics and Well Written Essays - 750 words

Medical Lawsuit - Essay Example Midei. This means that the management was involved since it stood to gain from the over approximation of the problems that faced the patients. The management also had a laissez faire approach to the management of the actions of the doctor who was deemed to the star cardiologist. The inability or the unwillingness of the management to control the extent of the activities of the doctor was a major source of the confidence of the doctor to continue with the processes that were against the standard procedure. The installation of the stents in the patients that did not require them was a huge risk for the patients and the management. To the patients, the process of the installation was irreversible. The fact that the medical centre sanctioned the installation out of the clamour to improve the finances of the organization was an indicator that the medical centre was no longer interested in the health of the patients. Another way of looking at the issue of the installations is by comparing the installations with the ones conducted in the rest of the medical centres that are compliant with the rules. The comparison indicates that the hospital may have sanctioned the installation of the stents by the simple act of remaining silent about the issue (Hackney). The supe rvisory mechanism of the hospital had the capacity of reviewing the installation in the patients making the excuse of poor supervisory mechanism irrelevant in this case. The hospital can be said to have failed at best in the restriction of the practices of the doctor. However, the most appropriate explanation of the medical centre practices can be seen from the willingness of the medical centre to pay the doctor a large sum of money that was significantly different from other cardiologists that are in his working class (Barker and Padfield 150). The hospital proceeds to distance

African Americans jazz Essay Example for Free

African Americans jazz Essay Many believe that jazz is a music that African Americans played together with the Creole musicians during the 19th century in New Orleans, Louisiana in United States that bind the race together, black and white Americans. This is also considered as the ancient and most distinguished musical genres in North America and known as â€Å"America’s classical music. † Based from the quote of Gerald Early, a lecturer and a writer of African – American studies, he emphasizes that America will be known from three things: in the Constitution, sports (baseball), and in jazz music, since these are the most captivating things that they developed. Jazz is a type of lyricism that reflects on the Great American promise and expresses hope for freedom in slavery. It is also illustrated by the exceptional attribute of collective improvisation and should be performed with the right feelings about it. According to Louis Armstrong if you will ask, you’ll never know. He discovers the secret behind the jazz music, that’s why he became known as one of the successful musicians and leading stars in the whole world. The early jazz musicians create a great impact to the life of many as they change their point of view towards music. Although, jazz music is originated from the black, who are considered outsider but living in America, wherein they use this as a passage to be accepted in the society, still America truly owns this music. I prove it accurate because the New Orleans jazz musicians improve, develop, and patronize this music until the whole world has known it. One more thing, jazz has a big role to the history of America. This music becomes the expression of freedom because way back in 1970, it played a major role in the life of African American culture. Their longing for freedom is emphasized as they sing. I also believe that jazz eliminates the discrimination between the white and black people, that’s why I strongly agree that jazz belongs to America because the whole history of this country is the song itself. The history of jazz is deeply rooted in America and until now the musical tradition lives here. Works Cited The Importance of Jazz in American Culture | Jazz More http://jazz. learnhub. com/lesson/6809-the-importance-of-jazz-in-american-culture#ixzz0ESyZePQVA The Importance of Jazz in American Culture http://jazz. learnhub. com/lesson/6809-the-importance-of-jazz-in-american- culture#ixzz0ET3vi6UcA A History of Jazz http://www. historyjazz. com/ The History of Jazz Music http://meltingpot. fortunecity. com/zaire/721/introframe. htm Jazz Music http://www. smallsjazz. com/

Revising Education :: essays research papers

THE IDEAL CLASSROOM STRUCTURE   Ã‚  Ã‚  Ã‚  Ã‚  The education system in the United States is completely confused; I do not think that any attempts to modify the current system will ever work. Deborah Tannen also sees this problem. She sees the disorder lying in a gender gap, miscommunication between sexes, and a battle between man and woman in the classroom. Tannen thinks the current curriculum can be successful if we only work out the few kinks between the male and female learning process. I disagree, I believe this country needs to completely reevaluate and rebuild education from the bottom up. The solution will not involve sorting gender or tougher standards. We do not need to make students take tests to try and figure out what subjects are considered problem areas (as Massachusetts has decided to do), though this could arguably lead to some basic improvement. We must reconsider everything we think we know about what children ought to learn, and especially the methods used to teach this material to them.   Ã‚  Ã‚  Ã‚  Ã‚  Instead of forcing facts and figures on students and separating subjects with bells, why not connect ideas and integrate these areas of interest. Let’s completely engulf and engage students in learning, here is a typical day in the ideal classroom:   Ã‚  Ã‚  Ã‚  Ã‚  Mrs. Smith’s fourth graders are learning about redwood trees. Her classroom has one big circular table, and this morning it is covered with the magazine cutouts and photographs of redwood trees that the students have been passing around and discussing. There is a scale model of an average redwood tree next to a house, built in art class using Popsicle sticks and glue. Mrs. Smith asks questions about the size of the tree compared to the house. In the real world, the house is thirty feet tall but on the table it is only four inches high. The boys and girls can figure out the height of the tree involving their unit in math on multiplication and fractions.   Ã‚  Ã‚  Ã‚  Ã‚  Next, Mrs. Smith brings out some construction paper and paste. Before they begin cutting out and designing their own redwood trees, the students watch a short movie protesting deforestation. They are asked to think about the dangers of cutting down so many trees and write short essays and poems about their ideas.   Ã‚  Ã‚  Ã‚  Ã‚  Now the class is outside around the school looking at trees around the playground. They can even make rubbings of the bark on different trees.

Case Study: Not Just Another Outdoor Company

THE HONG KONG POLYTECHNIC UNIVERSITY MM2021: Management & Organization |Case Study: Not Just Another Outdoor Company | Case Scenario The company we are discussing this time, based in Portland, Oregon, was the brainchild of a small group of executives who left big-time jobs at Patagonia, Nike, and Adidas. These individuals shared a belief that â€Å"in addition to generating a profit, companies have an equal responsibility to create positive social and environmental change†.Putting their beliefs into action, the group formed Nau (which is Maori for â€Å"Welcome! Come in†). And Nau is not just another outdoor company! When deciding what Nau was going to be like and how it was going to do business, the founders know they did not want to do things the way they would always been done by traditional businesses. CEO Chris Van Dyke said, â€Å"We started with a clean whiteboard. We believed every single operational element in our business was an opportunity to turn traditiona l business notions inside out, integrating environmental, social, and economic factors†.From design to sales to finances, Nau is driven by these factors. Everything is Nau’s operation has been approached with a sustainability and social justice â€Å"Filter†. In the design area, the company, in partnership with suppliers, developed 24 of its 32 fabrics to be more sustainable and to combine performance and visual appeal. Each supplier, manufacturer, and even Nau itself is bound by a code of conduct. To ensure that all parties are living up to the standards, their actions are overseen by an independent, nonprofit auditing and research firm.In the sales area, the way the company retails its product is also unique. Using a concept it calls a â€Å"Web-front†, Nau has combined the efficiency of the Web with the intimacy of a gallery-like boutique. In the â€Å"store†, customers can try on clothes, but they use self-service kiosks to purchase from the Web . Because in-store inventory is greatly reduced, the stores are small (2,400 squares feet compared to the standard 4,000-plus-square-foot outdoor retail store). This approach saves operating expenses because less energy and fewer materials are used. Good for the planet†¦good for the business.Finally, Nau has a unique financial approach it calls â€Å"aggressive altruism†. The company has pledged 5 percent of sales to charitable organizations dedicated to solving crucial environmental and humanitarian problems. The â€Å"philanthropic gold standard† is 1 percent of sales, and the average among all corporations is . 047 percent. But although the amount it gives is unusual what happens with Nau’s dollars is really exceptional: Nau puts the giving decision in the hands of its customers. They are asked to indicate which â€Å"Partners for Change† they would like their 5 percent to go to.Using this â€Å"conscious choice† process, Nau is â€Å"call ing its customers out, daring them to connect the dots†. Discussions: 1. What do you think of Nau’s approach to doing business? Is it being ethical and responsible? Discuss. [pic] Sources: Nau Website, www. nau. com; and P. LaBarre, â€Å"Leap of Faith†, Fast Company, June, 2007, pp. 96-103. Robbins, S. P. and Coulter, M. (2009). Management. Pearson Prentice Hall. ———————– Each student is required to discuss Question 1 as short essay, i. e. 500 words (as 5% of your continuous assessment).

Are We Free Within Society Essay

For me, I find that there are two different answers to the question: â€Å"Are we free within Society? † – and that there are many variations, with thanks to culture, socialization, social interaction and social structure. For the most part I find freedom all around. I’ll give some examples of that and show some areas where I see other’s struggle with finding a sense of freedom, whether it be external or within. First, what is freedom? It’s an ambiguous term that can hold many different meanings to different people. Where a person comes from, their socio-economic status, their race, age, gender and other factors play a role in defining what freedom is. It’s used in many different senses, for example: is freedom being able to do as you like within society or is it free-will? Is it something you do or a way you feel? For me, it holds many different meanings pertaining to many different things. It isn’t the same for all matters and some hold-fast ideas I have on freedom, have or can quickly change or slide into a different meaning with new discoveries. Reading the news paper can be profound enough to shine a new light on something that changes me as a person. Isn’t education liberating?! Some people say we are free†¦ if we say we are. Some believe we are not free in society because we willingly give it power over us, thus we are not free. What about the laws that govern us? As a law abiding citizen, I don’t find any issues with the laws that are in place to protect us. Some people who smoke pot think it should be legalized and that it is just â€Å"The Man† infringing upon their freedom. Some think it should be legalized for other reasons such as medical purposes (in some states it is legal for those said, medicinal purposes. ). See the variation of reasons!! Culturally is one free†¦Ã¢â‚¬ ¦ say, to change ones sex? Yes, but the individual should be comfortable enough to go forward knowing that for some, it causes fear, because changing one’s sex is seen as a threat to the â€Å"normal† way of life. I certainly don’t and never have had a problem with anyone’s sexuality or sex characteristics, being different from my own. I think in today’s society we are more open to change and difference. How much freedom does a homosexual person have when it comes to their sexuality? Certainly as much as anyone else but for the individual this varies drastically per their own learned ideals, their culture, their families outlook on it and the experiences they have had. For those that are homosexual, the risk of â€Å"coming out†, can either be very easy or one they hide all their lives. I see much younger generations now, unafraid of what people may think about their sexuality. Conversely I know families that have a homosexual father or mother, who didn’t make it known that they were gay, until the kids were much older. My childhood best friend has five brothers and sisters. They had the biggest house on the block. They were wealthy beyond all recognition and the parents seemed happy. When I was twenty, so about ten years ago, I heard her parents were divorcing. Dad moved out. The next thing I know, when she had her first child three years ago, was that Dad came with a male friend. Okay, I for some reason immediately knew it was his boyfriend. Never the less, I had questions of how life was for him living with a beautiful family, I’m positive he loved every moment of, but really wanting that family with a man, instead of a woman? Did he not feel free to choose a man thirty-five years ago? If not, what enabled him to feel free to be with the man he loves now? Did he impose certain restrictions on his own life at the time and eventually shake the feeling of being limited or fearful of what negative impact his lifestyle would have? I imagine the political and social strides, plus the acceptance homosexuals have present day, made quite a difference. It is possible that he was never bound by fear, but that his family life was full and homosexuality came to him later in life. I’m not positive as to when he knew he was homosexual but this is a random analysis. Oh yes, the family also had a strong faith in Christianity and the bible condemns homosexuality. His religious belief could have surely left him feeling as though he had no choice but to marry a woman. The bible says a lot against homosexuality. Back when we were children, homosexuals were not as widely accepted as they are now. Thankfully, our society as a whole dose not look to the bible for answers. In several states there are now laws giving marriage rights to same sex couples, just as a men and women can marry. There was a huge social calling for it. Also, homosexuals exists in all cultures across the world, including in nature. So sure, we are free in society but in some cases have cultural obstacles to overcome in order to get there. What does socialization have to do with freedom? I think if anything it allows us to understand what freedom is, it shapes how we feel about it. Without socialization we aren’t human. Socialization is essential for learning how to think, feel, reason AND how to interact with others. In an isolated environment where you have no grasp of self or society, there is no understanding of what boundaries are. There is no need. Through socialization we have social encounters that show us different ways of life and encourage us to find alternate ways of thinking. We meet with individuals that have other views of the world and so we too, are exposed to new ideas, feelings and can form our own thoughts and behaviors. Our formal socialization or ideas that have been imposed upon us, can be changed and discarded as we see fit. Some people are not as emotionally strong or too afraid to change things about themselves let alone confront social injustices. This could be a fear one blames on society. I mean where does one’s own fears and or learned behaviors come from? Who and or what is really standing as a hindrance to their freedom. It’s important for people to feel some sort of freedom within social structures. Is society a prison? NO! Imagine having the type of upbringing where it was ingrained in you that you are a slave. Imagine always feeling trapped, searching for a way to get out, but get out of what? I guess real freedom isn’t about that, real freedom is freedom from the past: from your own conditioning, from fixed sets of ideas inherited from others or yourself, from behavioral habits which turn you into a â€Å"machine† instead of a fully alive human. There are all sorts of discussions on morality going on in Japan right now, and that the nation is slave to materialism and climbing the socio-economic latter. That’s seemingly a norm here in the US. What really makes me think, is the polar opposite -the kind of freedom you can have anywhere, even in jail. Inmates being completely free in their minds. Imagining they can travel the world and learn different cultures from the confines of their physical space -a four foot by six foot cell. Social structures may limit you, to what you want to do anyway but most importantly, certain structures are in place to protect society as a whole. We are not free to kill or harm people! Sociology says individuals are actively involved in the construction of self -reasoning, personality, morality, emotion, gender. You are free to think whatever you want, follow whatever religion you want, vote for political candidates of your choice, wear you pants backwards, have expectations of the people around you etc. For some, that is not enough. Defining what freedom means to you will determine whether you are free within society or not. Some will find limits and other’s will find that freedom falls within a matter of degree that can vary. Culture, socialization, social interactions and social structures all play their role in the individuals creative definition of freedom. They say, free your mind and the rest will follow!

Qué es el Servicio militar selectivo en EE.UU.

Quà © es el Servicio militar selectivo en EE.UU. En EE.UU. ciudadanos, residentes, asilados, refugiados e incluso los migrantes indocumentados varones estn obligados a registrarse para el Sistema de Servicio Selectivo. Servicio Selectivo en EE.UU. En EE.UU. no existe el servicio militar obligatorio pero sà ­ el Servicio Selectivo.Los varones entre 18 y 25 aà ±os de edad deben registrarseLa obligacià ³n tambià ©n aplica a los migrantes indocumentados.  ¿Quà © es el Servicio Selectivo en EE.UU.? El Servicio Selectivo es la obligacià ³n de registrarse en una lista que manejar una agencia federal conocida como SSS. Aunque el servicio militar obligatorio se eliminà ³ en 1973 y desde entonces el Ejà ©rcito est formado por tropas profesionales y es voluntario. Sin embargo, podrà ­a establecerse de nuevo el servicio militar obligatorio en una situacià ³n de emergencia nacional. El objetivo del Servicio Selectivo es que si el gobierno lo necesitase, podrà ­a establecer en base a ese listado quià ©nes tendrà ­an que prestar un servicio militar obligatorio. En este caso serà ­an llamados a filas los varones registrados en el Servicio Selectivo segà ºn su fecha de nacimiento y mediante un sistema de sorteo, siguiendo las directrices establecidas en la ley.  ¿Quià ©nes estn obligados a registrarse en el Servicio Selectivo? En EE.UU. deben registrarse en el Servicio Selectivo todos los varones entre los 18 y los 25 aà ±os de edad que se encuentren en alguna de las categorà ­as siguientes: Ciudadanos estadounidenses Todos los nacidos con posterioridad al 31 de diciembre de 1959. Esta obligacià ³n afecta tambià ©n a las personas con doble nacionalidad e, incluso, a los ciudadanos que residen habitualmente en otro paà ­s. Residentes permanentes legales Esta obligacià ³n aplica incluso cuando han pedido permiso para pasar una temporada fuera de los Estados Unidos. Otros migrantes Refugiados, asilados, parolees, trabajadores agrà ­colas especiales de temporada I-688 y migrantes  indocumentados Esta obligacià ³n existe aunque el varà ³n està © incapacitado parcialmente tanto fà ­sica como mentalmente siempre y cuando pueda funcionar en pà ºblico. Los migrantes que solicitan ajuste de estatus o una visa de inmigrante sern inscritos automticamente, si cumplen los requisitos.  ¿Quià ©nes NO estn obligados a registrarse en el Servicio Selectivo? En primer lugar, las mujeres de cualquier edad y los varones mayores de 26 aà ±os. Adems, tampoco deben registrarse los  turistas con un I-94 sin expirar, diplomticos y sus familias, estudiantes extranjeros y trabajadores temporales y dems extranjeros con visas vlidas y que estn cumpliendo los requisitos de sus respectivos programas, como la H-1, L-1, F-1, J-1, etc. Hay que tener en cuenta que cualquier visitante con visa no inmigrante como las seà ±aladas en el artà ­culo anterior se queda en Estados Unidos por ms de 30 dà ­as en situacià ³n ilegal tiene la obligacià ³n de registrarse. Tampoco estn obligados los ciudadanos y los migrantes que prestan servicio activo en una de las ramas del Ejà ©rcito o en la Guardia Nacional o estn en una de sus academias o en programas de oficiales en instituciones como The Citadel, Virginia Military Institute, etc. Finalmente, tampoco estn obligados a registrarse los enfermos fà ­sicos o mentales que estn internados en una residencia, hospital o institucià ³n, los encarcelados, hasta que salen de prisià ³n y los agricultores temporales I-688A.  ¿Cundo y cà ³mo registrarse para el Servicio Selectivo? En los 30 dà ­as siguientes a cumplir los 18 aà ±os o al momento en que nace la obligacià ³n. Por ejemplo, un residente permanente que entra por primera vez al paà ­s con 23 aà ±os, pues tiene 30 dà ­as a partir de ese momento. Se puede hacer la registracià ³n: Por internet en la pgina oficial de SSS.govEn una oficina de CorreosMarcando la casilla oportuna al rellenar el formulario de FAFSAEn la High School en la que se estudiaLos ciudadanos en el extranjero puede registrarse por internet o solicitar asistencia en una oficina consular. Tambià ©n puede rellenarse la inscripcià ³n en papel y enviarla a: Selective Service SystemP.O. Box 94739Palatine, IL 60094-4739  ¿Cà ³mo verificar que se est inscrito en el Servicio Selectivo? Puede checarse en la pgina de internet https://www.sss.gov. Hacer click en Check Registration e introducir los datos personales.  ¿Cules son las consecuencias de no registrarse en el Servicio Selectivo? Prohibicià ³n de acceder a determinados trabajos federalesPà ©rdida de beneficios federalesNo se califica para becas del gobierno federalPuede ser causa para que se rechace una peticià ³n para hacerse ciudadano americano por naturalizacià ³nEn algunos estados supone la imposibilidad de obtener la licencia de manejar En casos extraordinarios, los muchachos que no se inscriben podrà ­an recibir una multa por un mximo de $250.000 y ser castigados a un mximo de cinco aà ±os en prisià ³n. Se calcula que el 92 por ciento de los varones entre las edades de 18 y 25 aà ±os sà ­ que se registran para el Servicio Selectivo. Consejos prcticos sobre cà ³mo manejar el Servicio Selectivo Entre uno y tres meses despuà ©s de la registracià ³n se recibir una tarjeta que sirve de prueba de haber cumplido con esta obligacià ³n. Si no se recibe puede marcarse al 1-847-688-6888 para solicitar informacià ³n. Cabe destacar que si se produce algà ºn cambio en relacià ³n a la informacià ³n brindada, como por ejemplo un cambio de nombre o de domicilio, hay la obligacià ³n de reportarlo en los diez dà ­as siguientes a que se produzca. Puede hacerse marcando al telà ©fono seà ±alado en el prrafo anterior, en internet en la pgina del SSS  o en una oficina de Correos. Informacià ³n interesante sobre migrantes y Ejà ©rcito Como regla general, los  indocumentados no pueden alistarse  en el Ejà ©rcito de los Estados Unidos, en ninguna de sus ramas. Para todos los latinos que sà ­ pueden alistarse en el Ejà ©rcito y desean explorar esta opcià ³n como carrera, es conveniente tener en cuenta e informarse sobre los beneficios y los posibles incentivos que conlleva ingresar a cualquiera de las ramas del Ejà ©rcito. Este artà ­culo es meramente informativo. No es asesorà ­a legal.

Imaginary vs. Imaginative

Imaginary vs. Imaginative Imaginary vs. Imaginative Imaginary vs. Imaginative By Maeve Maddox Reading that a child in Texas was suspended for bringing â€Å"an imaginary ring† to school, I marveled that the school officials were able to detect the ring’s presence. Here’s the headline: Texas School Suspends 9-Year-Old for Terrorism Because He Brought Imaginary Hobbit Ring To School In fact, the child brought a real ring to school, presumably a replica of the ring carried by Bilbo Baggins in the Peter Jackson movie The Hobbit. The ring was real, but its magical powers were imaginary. The English word image derives from Latin imago. One meaning of image is â€Å"mental picture.† Something imaginary or imagined exists in the mind. Here is a review of image words with definitions and examples: imagination (noun): The power or capacity to form internal images or ideas of objects and situations not actually present to the senses. Example: It is because of the  development of the imagination  during childhood that adults are able to do many of the tasks that daily life demands.   imaginary (adjective): Existing only in imagination or fancy; having no real existence; not real or actual. Example: Lilliput is an imaginary country visited by Gulliver. imaginative (adjective): relating to, or concerned in the exercise of imagination as a mental faculty. Example: Imaginative Artists Find New Ways to Deal With the Western Landscape Tradition imagine (verb): conceive in the mind. Example: The universe is not only stranger than  we  imagine, it is stranger than  we can imagine. imagined (past participle): invented, created in the imagination. Example: The second basic axiom concerning power is that the powerful always try to create  an outside enemy, real or imagined, to bind the followers to the leaders.   Errors also occur with the pairs imaginary/imagined and imaginary/imaginative: Incorrect: It is easy to  perceive  a country as an  imaginary enemy. Correct : It is easy to  perceive  a country as an  imagined enemy. The country actually exists, so it can’t be imaginary. It can, however, be â€Å"an imagined enemy.† Incorrect: Children learn from experience: from what happens around them, from what they see, hear, smell, taste and touch.  To absorb those experiences and make sense of the world, they need to be engaged in imaginary play. Correct : Children learn from experience: from what happens around them, from what they see, hear, smell, taste and touch.  To absorb those experiences and make sense of the world, they need to be engaged in imaginative play. The play is not imaginary; it is real. Because the child is exercising imagination, the play is imaginative. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Latin Words and Expressions: All You Need to KnowAppropriate vs. Apropos vs. Apt

Invertebrate Zoology, Research Box Paper Example | Topics and Well Written Essays - 1250 words

Invertebrate Zoology, Box - Research Paper Example The fluid was centrifuged to separate liquid portion from the cellular constituents, which include the coelomocytes. The foreign bodies introduced to it were the red blood cells of a rabbit. The effect of some heavy metals, which are a part of industrial waste, was to be studied by Canicatti and Grasso. The three heavy metals used were zinc, mercury and cadmium. It was noted that among these metals, only zinc had an effect on immune response system and it varied considerably with the concentration of zinc. Zinc concentration of 1 mm or higher greatly reduced the breakdown activity. This was true both for the liquid part and the cellular part of the coelomic fluid. In contrast to this, lower zinc concentration led to increased lytic activity. At a concentration of 4 mm of zinc, the agglutination of red blood cells was not affected at all by zinc. Only the lytic activity was being affected at this concentration. The cellular portion always dominates in terms of contributing in the immu ne system when compared to the liquid portion. The contribution of liquid portion increased at a concentration of 0.25 mm zinc, but still remains below that of the cellular portion. The immune system is most responsive at 0.5 mm concentration of zinc. The immune response drastically decreases above 0.5 mm of zinc concentration. Table of Contents Summary of Findings 2 Abstract 4 INTRODUCTION 5 BASIS OF HYPOTHESIS 5 RESEARCH 5 METHODOLOGY 5 DATA COLLECTION 6 ORGANISMS COLLECTION 6 DESIGN 7 FUNDING 7 SIGNIFICANCE & CONCLUSION 8 REFERENCES 9 Abstract This paper formulates a hypothesis on how further research regarding the above experiment. Using the same scientific method the paper gives a short brief on how to formulate the project, collect data and organisms along with the design and funding of the project. Furthermore significance of the project along with the initially conclusion has been outlined. Keywords: Hypothesis, design, significance INTRODUCTION The findings of the Canicatti and Grasso (1988) were not conclusive. They left many questions unanswered. It left a big space for further research in this topic. Some of the questions which arise after the findings are: Would the same effects be observed if these tests were conducted on intact animals? Do organic pollutants have a similar effect on immune response system? Among the metals tested, why was zinc the only one which had an effect on the immune response system? Does zinc also have effects on the immune system of other animals? BASIS OF HYPOTHESIS I hypothesize that zinc would have a similar effect on the immune response system of other animals too. My basis of this hypothesis is that the immune system of all animals works in almost similar ways. Foreign bodies entering the territory of the body are attached by cells within the body and broken down, or are encapsulated and destroyed (Shankar & Prasad, 1998). This way their harmful effects are nullified. RESEARCH Before getting involved in the experime ntal procedure, it is important to further research the topic. To get background knowledge of the topic, numerous research articles have to be read related to this topic. From the work already done, it is established that zinc does have an effect on the immune response system of animals (Prasad 2008). Is the effect same for every animal is the question that needs to be answered. METHODOLOGY A research project has to be formulated for this study. The tests can be

Corporate Risk Management Essay Example | Topics and Well Written Essays - 2500 words

Corporate Risk Management - Essay Example In the past years, companies had a risk manager who would oversee the organization’s insurance purchases. In addition, the extent and undertaking of corporate risk management has drastically changed and expanded beyond insurance to comprise all types of corporate in use and tactical perils. Risk describes both the probability and severity of a loss event. Probability delineates the likelihood of the occurrence of the loss while severity denotes the magnitude of the loss in a given period. All organizations face risk and the resultant potential losses on a daily basis (Lim, 2010, p. 234). They willingly accept risks with hopes of gaining financial return. Intercontinental hotel is an example of a venture that is taking risks. An organization may be exposed to loss exposures that offer an opportunity to gain or not to gain. Pure loss exposures are exposures that offer Intercontinental Hotel potential for losses and no opportunity to gain. These pure loss exposures include  "asset exposures, personnel exposures, liability exposures and consequential loss exposures† (Merna & Al-thani, 2011, p. 167-169). Loss exposure has three primary elements. It describes the item subject to loss, the peril and cause of the loss and the financial effect of the loss. In loss exposure, the organization must have a loss of anything that could be assets, personnel or liabilities (Merna & Al-thani, 2011, p. 170). Personnel Loss exposures People are the principal inputs in an organization in generation of income. People could either be employees of a firm or belonging to a certain household. The loss of humans is indispensable as human capital cannot be replaced and that no value can be placed on human life. Personnel loss exposure refers to the probability that an organization will suffer a financial loss because of disability, retirement, death or resignation of primary employees (Siljander, 2008, p. 190). Intercontinental Hotel faces personnel loss exposures which, according to Lim (2010, p. 239), includes the â€Å"disability insurance, workers compensation insurance, long term care insurance, medical insurance and Medicare supplemental insurance†. Nonetheless, Intercontinental Hotel generates for the organization through effective risk management. In order to effectively manage the loss of personnel in the organization, it is essential to understand the value that each personnel contributes to the organization, and identify and evaluate the risks and dangers that affect the value of generation and operation of the company (Lim, 2010, p. 237). Intercontinental Hotel apprehends the value that each of its employees creates and then analyzes the dangers that affect the significance of its generation. In addition, the organization assesses the magnitude of the loss suffered after the occurrence of personnel peril. A loss of personnel in Intercontinental Hotel raises two further risk management concerns as to the employer’s liabilit y in administering and funding the employee benefit plans and the uncertainties involved in funding such plans. The personnel in any organization have a financial value to the organization. As according to Carrel (2010, p. 142), they assist in generating income for the organization. Moreover, the services that personnel render to the organization are valuable and cannot be replaced. In this regard, the financial value of an individual in an organization

Instrumentation System Assignment Lab Report Example | Topics and Well Written Essays - 1000 words - 1

Instrumentation System Assignment - Lab Report Example The improved version contains some additional features like a backlit display that can be used in low light conditions and a housing that enables optimal viewing when rotated. Other user-programmable functions of the DG-10-E include auto power-off, tare function, and password protection (Wika.com, 2015). DG-10 has the capabilities of handling pressures of up to 5000 psi. The instrument has a display accuracy of ≠¤  ±0.25% B.F.S.L. Its high accuracy, long-term stability and excellent repeatability makes it preferable to most users. The DG-10 has got applications in mechanical engineering, hydraulics/ pneumatics, pumps/ compressors and service industries. Pressure is applied to the pressure sensors within the equipment. These sensors can either be resistive, capacitive or piezoelectric crystals. A pressure on the crystals causes a generation of electric current due to the piezoelectric effect. Since the generated voltages are slight, an amplifier is used to amplify the output to a readable value. The output is in analog form due to the analog sinusoidal voltage output from the transducers. The analog to digital converter is thus used to convert the analog output to produce its digital counterpart for ease of reading. The final output is displayed on a digital display screen. The experiment discussed below uses a bourdon pressure gauge in the calibration process. Pressure in both liquids and gases of different types are mostly measured using the bourdon pressure gauge. The reason being the low prices of the equipment, and accurate results achieved from the instrument. The device is also safe and simple to operate. High pressure and vacuum measurements apply the use of bourdon tubes. The bourdon tubes form essential components of most devices used to measure various types of pressure, including absolute, gauge and differential pressures. A Bourdon pressure gauge mainly consists of a tube that has been