The Use and Abuse of Power in Management Essay Example | Topics and Well Written Essays - 3250 words

The Use and Abuse of Power in Management - Essay Example Hence, power is an inherent characteristic of organisational action. Leaders and organisational management find â€Å"continued opportunity to sharpen their power-use skills in every contact they make in the group and with relevant stakeholders† (Fairholm 1993: 37). Power is an essential part of the organisational decision making undertaken by managers, and forms the medium of leadership. It plays a critical role in the selection of key staff, in resource allocation, in promotion actions, reorganisation decisions, and in the development, flow, and use of information. Power is also considered in motivational terms to be the critical difference â€Å"between the person who seeks to control the conduct of the individual and the group, and the leader who exercises control over the results they achieve† (Fairholm 1993: 46). In contemporary organisations, effective leadership depends on the use of power for success; therefore skilled use of power forms the core accomplishment in organisations. Contrasting with the use of power is the other side of the corporate coin in the form of abuse of power by organisational leadership. Increasingly, large corporation engage in corruption, and misuse of the immense power they have built up. The corporate world is overreaching the power it has amassed, similar to power in other domains such as in politics, which also exceed their limit when permitted. Due to its excessively predatory practices, the atmosphere in today’s corporate world has been termed as ‘piratical’. Abuse of power reveals itself in several ways. The most disturbing occurrences pertain to â€Å"the efforts of corporations to conscript the political process for their own benefit through their large financial contributions, both legal and illegal† (Clinard 1990: 6). Thesis Statement: The purpose of this paper is to investigate the significance of power in organisations. The dynamics of power will include the theoretical back ground on the use and abuse of power by leaders, examination of a case study and illustrations through organisational examples. THE DYNAMICS OF POWER IN ORGANISATIONS According to Pfeffer (1992), besides organisational leaders, the members of an organisation vie with each other for dominance. They compete for the power to get their own way, while confronting competitive action by others in their intimate work group. This situation takes five aspects into consideration. Organisational participants interact continually with people in an interdependent relationship with them. The participants are in a competitive situation regarding who among them will achieve the desired goals. Scarcity forms a part of the situation to some extent. â€Å"The participants attach enough importance to the situation, goals, or approach that they are willing to engage their energy in this relationship† (Fairholm 1993: 30). These five dimensions of the power relationship also defines typical organisa tional life. Employees’ understanding of a situation increases by viewing the relationship in political power terms. Theoretical Background: Use and Abuse of Power in Organisations Leadership is a relational term, it identifies a relationship in which â€Å"some people are able to persuade others to adopt new values, attitudes and goals, and to exert effort on behalf of those values and goals† (Hogg 2005: 53). The relationship is almost always defined within the

The Farmers Almanac Essay Example for Free

The Farmers Almanac Essay Since the earliest memories in my grandparent’s farm in rural West Virginia, I have had a fascination for nature and our place in it. I remember with crystal clarity, the trip to the barn with my grandmother. She picked out a chicken, marched behind the barn and unceremoniously, without a warning, chopped off its head right before my eyes. As I screamed in terror watching the creature run headless and bleeding, my grandmother simply asked me to â€Å"hush and get some potatoes out of the basket from inside the barn. † As I moved toward the doorway, the chicken appeared to be running after me until it suddenly dropped dead in its last convulsion. That day on my grandparent’s farm was the first event of awareness I had of the harsh realities of life. I was three years old and inquisitive about everything on the farm. Although it was just a few miles from my own home, it felt as though one-stepped back in time when we visited, which we did frequently. With no running water, no indoor plumbing, no telephone and almost entire sustenance from the farm itself, it was a fantasyland. Although I had grown up in the 60’s and 70’s, it could have been the 30s due to our location in rural West Virginia. Life moved at a snail’s pace there. We were in greater touch with nature and the affinity with the earth was innate. Life was about learning to survive in a natural way. We never discussed politics, literature or history, at least not in a global sense. In my life, I have seen my father read just a single book The Farmers Almanac. As I was developing my own interest in literature, I recall asking him why The Almanac was the only book he read, and his response was simple and to the point, which was always his style. â€Å"Everything you need to know about everything important is in this book Kelly Lea†, he exclaimed with a gentle urgency. This has been a constant in my relationship with my father. â€Å"You think too much, it’s not that complicated. † Certainly, as I watch my children, I find myself thinking the same. I have learnt to utilize my hands and gain a sense of accomplishment from manual labor, from my father. Summers were spent building tree houses and working in the garden. Although I preferred working outdoors, my mother felt it was imperative that I learn to cook and develop my skills in home economics. My childhood could be taken right out of a Norman Rockwell painting. We actually had a swimming hole and caught lightning bugs in a Kerr canning jar with holes punched through the top with a nail. Impromptu kickball games in the parking lot of the local lumberyard were infamous for heated debates followed by slow walks home along the railroad tracks for supper. Some of the enlightening lessons of life I learnt as a child were from my father. There were several years on and off when we suffered financial hardship. It was during one of those years that our county had record rains and flooding. We had little money to spend for unavoidable home improvements to secure us from the elements. My parents were worried about the integrity of our roof. In the neighborhood, some homes were being constructed on property that had belonged to my grandparents. As they grew older, the taxes had absentmindedly not been paid. It was auctioned off for a bargain price without prior notification, while my father was gathering the funds to pay off the debt. The workers had hastily left the building supplies outside, covered by a mere sheet of construction plastic. Several of my father’s acquaintances at work had â€Å"helped themselves† to the supplies and encouraged my father to do the same. Trying to even the score, his fellow factory workers felt the developer was only getting what was coming to him. One evening we drove by the site and my father parked the family truck and stared at the sight. My mother was frightened. She thought he was contemplating stealing from there. My father looked at her and said, â€Å"You know better, that’s not something I would do. I just wanted to see the land again before they chopped it up and got rid of our trees. † We got by without the supplies in a very leaky house but I remember feeling a sense of pride and comfort, with the knowledge that my father was a good and righteous man who would never compromise his values. Another defining moment transpired when I was a pre-teen. That incident has greatly affected my outlook on life, as I navigate my children through their natural world. I come from a family of hunters. All of the men as well as a few of the women, myself included, have had the experience of tracking wildlife on a blistery cold winter day. This is a ritual of passage for boys in particular. My brother had been hunting for several years and my father thought he had instilled in him a respect for the wildlife, the woods and his weapon. My brother was obsessed with hunting and shot a rabbit one day purely for the thrill of it. This was absolutely forbidden in our house. My father was a strong believer of living a needs-based life. He shot only what we would eat and this never included rabbits. After watching my brother skin the animal, my father boiled the carcass and forced my brother to consume every bite. To the best of my knowledge, my brother has never hunted for the sport of it, again. Whenever I hear a person protesting against hunting, I draw their attention to the ghastly practice of factory farming as opposed to hunting in the wilderness. My father’s philosophy of respect for nature as well as his intolerance of nature-abuse has remained a corner stone in my own life and hopefully, that of my children as well. Our neighbors were from Greece and Italy as well as Eastern Europe. They had come to work in the mines and factories as young men and women. My friends were often embarrassed by their cultural differences as compared to Americanized families. As a child I would listen to their grandparents speak their native tongue and delight in their sustained holiday traditions. I imagined what these distant countries would be like as I leafed through the family atlas that my mother had purchased at the grocery store with her philately books. As a young teen, I had begun asking questions regarding my family. An aunt and uncle had raised my mother and her siblings after they were abandoned by their father following their mother’s death. My mother has never recovered from the desertion. My father was raised by his violent, abusive, alcoholic parent. My victimized mother has never had a taste of alcohol out of fear of the addiction that claimed an older brother’s life. My parents were teenagers when they had met. After a brief period of courtship, they had married. They had vowed to become each other’s family and committed to not letting the ghosts of their past haunt their future. Unfortunately, this is not something one can absolutely control. My mother has suffered from depression for years, yet she refuses to seek help. She has spent so much of her life reflecting on her past. Both my parents had stopped growing as individuals when they found one another. Their knowledge is limited to what is necessary to sustain them as they have for decades. Fortunately, I knew my grandparents as different people and I adored my now sober, ‘Born Again’ Christian grandfather. I â€Å"grew up† in the church, with him by my side. Mine was an idyllic childhood, completely ignorant of the fact that we were poor. I had everything I wanted and was gifted with a vivid imagination, a true blessing for a child of limited means. It was not until high school that life changed. I have found in my many years of self-discovery, that at the age of 17 my life had taken a major turn. The fallout of which, I am still recovering from. I was smart, pretty and outgoing, the Trifecta for small town teenage girls. With a blue-collar worker father and a housewife mother, I suddenly realized this too would be my fate. My college counselor told me that I really didn’t need to go to college; cute girls usually wasted their time in higher education because we normally just got married. It was at this time that I began an intimate relationship with a teacher and coach in my high school. After several months, it ended and I was sent into a downward spin that, I believe, had drastically changed my life. I now understood my mother’s abandonment issues. I nearly failed out of school, unable to cope with the pressure. I realize now that I was suffering from major depression for years without any sort of treatment. I spent my twenties trying to duplicate my relationship. I had outgrown my parents by now and felt the only way to continue living was to stop trying to duplicate what I envisioned to be my life story and start another one. I moved to Europe after being spotted by a modeling scout and started a career in the most glamorous and destructive environment a young woman could be exposed to in the 1980’s. Finally, I stopped thinking about my lover of five years past. Determined to change my attitude, I delved into the glamorous world of travel and adventure. I seldom stayed anywhere longer than a few months. My calendar was booked with exciting trips to some of the worlds most exotic and intoxicating locations. However, my world came to a crashing halt when I was brutally attacked on a first date by a man I had just met in Italy. My experience of the world had not prepared me for such an assault to my psyche. The physical wounds were quick to heal but I became fearful and uncomfortable in a world that I had previously relished. I now know that I had become clinically depressed following the attack. Although I continued to work and travel, my focus had changed. I wanted a family, my own family, very badly. Perhaps it is because I had been â€Å"groomed† and expected to follow that path for my entire life or perhaps I was trying to find love that would heal my wounds of abandonment and assault. Whatever may be the case, I met the man that would most influence my life, in 1987. A year later, we got married. Sometimes change is slow and passive, while at other times it is aggressive and shocking. My move to California and into the world of my new husband and his family was cold and judgmental. By then, I was expecting our first child. As previously mentioned, I was raised as a Protestant and although I had not attended services regularly, my faith was still very much a part of my identity. Soon I was expected to convert to Judaism, and raise our family in a culture which I had no experience or identification with. My husband’s domineering nature and narcissism alienated my old friends and soon we were socializing only with those of the Jewish faith and in a certain economic bracket. My previous life was eclectic, colorful and inclusive. As the years passed, I felt my authentic self diminish and take on the role of a Jewish doctor’s wife from Beverly Hills. My soul felt suffocated and isolated. I had all of the material wealth and yet, I felt deprived. I compared my husband to a middle schooler wanting to sit at the popular table and willing to compromise principles and values for any glimpse into the world of the Hollywood elite. The people we called friends were ruthless and shallow and I isolated myself more as the years passed. Occasionally, there was a bankruptcy or divorce and the vultures would descend on the poor soul that was unlucky enough to ________. My husband would ridicule me saying I only had children so I would have someone to play with. Children are honest and open and show unconditional love. Something I was starving for from my husband. Few things are more delicate than society. The West Los Angeles elite were accustomed to disposing off people like a previous year’s handbag and the choice was easy. To whom they shall be loyal depends directly on who they could most likely benefit from. My decision to finally divorce was excruciating because I was now the mother of three. I was really the only parent my children knew. My husband’s work and social calendar spared him little time to be a hands-on parent. My older son, 11 years old at the time, suffers from learning disabilities and raising him as his mother, teacher, and therapist, among other things, required my full attention. I knew the children would suffer as a consequence of what my husband considered a betrayal. The truth is that, for the first time in over 12 years, I was not betraying myself. The price I have paid is high. Due to a pre-nuptial agreement, I was nearly bankrupt after paying the attorney fees and have watched my children traverse from a life of wealth and privilege with their father to a modest lifestyle when with me in a shared custody arrangement. His, my ex-husband’s, vow to drive me to the streets had nearly materialized. A consistently litigious divorce had buried me underneath a wall of debt. Every person I knew through my husband has turned his/ her back on me, which has proved to be a gift. I have rekindled old relationships that have enriched and fortified me. Over the several years since my divorce, I have watched with pride and exuberance, as my children have met and conquered their own challenges. Divorce is ugly and very painful but I have forced myself and my children to not let it define their identity. I have gained tremendous perspective and wisdom as a result of my relationships and parenting three children, particularly my special-needs son. I have emotionally and physically returned to that place I loved as a child. To feed my curiosity of nature and travel, I spend my time diving, kayaking, traveling†¦ and discovering new adventures with my new husband who shares these same traits.

Cuba’s Isolation from Democracy Essay -- International Government

Numerous countries in Latin America have transitioned to more democratically sound political structures in the past forty years. Pressure from within the countries and abroad forced political revolutions that incorporated free elections in order to equally represent citizens that previously had no voice in society. However, with the transformation of other countries occurring, there are dissident entities in Latin American that refuse to comply with the new political migration. One country in particular, which does not have physical geographic connection to Central and South America, fiercely resisted the vociferous call of democracy. That country is Cuba situated ninety miles off the Florida coast and exists as an antithesis to United States democracy. Cuba’s unwillingness to succumb under the United States’ to adopt democratic policies has made it a special case of socialism. A revolution, transition to socialist belief, and increased economic stability have culminate d in a country that appears to be progressing, but stagnant in developing into a functioning political body. The Cuban Revolution, incited after Fidel Castro assumed power in Cuba, aimed to reform most of the policies left behind by Dictator Fulgencio Batista. Castro’s successful guerilla operations laid the groundwork for dismantling the Batista regime, and gave the Cuban people a relief from the repressive tactics used by the dictator. Historically, most revolutions take the path of using violence in order to achieve a new order of government. With Batista gone, members of the â€Å"middle class, workers, peasants, foreign investors, the U.S. embassy, and other observes† wondered â€Å"What kind of revolution would this be?† (Skidmore, Smith, & Green, 2010). Castro sough... ...e prime example of what socialism is capable of, and what the desires of larger and more developed countries can cause for countries that wish to remain independent. Castro’s revolution set aside the typical idea of a revolution by focusing on social issues that riddle the country with instability stagnant growth, but placed confidence in the Soviet Union for economic support, contradicting the national need for political independence. Works Cited Eckstein, S. (1986). The Impact of Cuban Revolution: A Comparative Perspective. Comparative Studies in Society and History, 502-534. Skidmore, T. E., Smith, P. H., & Green, J. N. (2010). Modern Latin America. In T. E. Skidmore, P. H. Smith, & J. N. Green. New York, New York: Oxford University Press Inc. UNICEF, World Health Organization, United Nations Population Division and United Nations Statistics Division

History of Rwanda Essay -- Genocide in Rwanda, Politics

Colonial rule in Rwanda began in 1895. It was used as the primary force for governing during that time and led to the emergence of Rwanda’s national identity. During the colonial era German and Belgian officials regarded the Tutsi, Hutu, and Twa as three distinct national groups. The colonial authorities helped the Rwandan monarchy to centralize its control and expand their social system throughout the Rwandan territory. This eliminated the local social and political variations that had been established earlier in the pre-colonial period. By creating new state institutions in Rwanda, colonial officials were able to import the ideas of nationality associated with the modern nation-state. Ensuing social and political issues surround the idea of how Rwandan nationality should be defined. In other words, which ethnic groups should be considered â€Å"true† citizens of Rwanda? This concern is overshadowing the validity of Rwandan as a national identity. The three ethnic groups found within Rwanda come from a combination of a vast amount of immigration and several economic and social differences. Traditionally it is known that the Twa groups were the original inhabitants; the Hutu migrated from the west, and the Tutsi followed much later from the northeast. Each group naturally took on the language and most cultural practices found in Rwanda, although they implemented some of their own practices as well. The differentiation amongst the groups occurred only during the colonial period and stemmed mainly from European ideas about race and identity than from historic cultural patterns. Colonial administrators attempted to organize power in Rwanda along ethnic lines, and began instituting policies that made the Hutu pariahs and favored the Tuts... ...n support of the overall Government of Rwanda’s initiatives for development, the USAID aims to improve the health and living situations of Rwandans as well as increase the economic and political expansion. To achieve this, USAID tries to promote the improvement of maternal and child health, agriculture and tourism, a more democratic Rwanda, and providing food aid to those that suffer the most. The Millennium Challenge Corporation (MCC) (created by the Bush Administration in 2004) works toward granting foreign aid to countries in need. Currently the MCC has collaborated with the USAID to obtain approval of the Threshold Country Plan submitted by the Government of Rwanda in November 2007. Once approved, the plan will be put into use by USAID and will focus on amplifying the forms of justice found in Rwanda; along with civic participation, and human and civil rights. History of Rwanda Essay -- Genocide in Rwanda, Politics Colonial rule in Rwanda began in 1895. It was used as the primary force for governing during that time and led to the emergence of Rwanda’s national identity. During the colonial era German and Belgian officials regarded the Tutsi, Hutu, and Twa as three distinct national groups. The colonial authorities helped the Rwandan monarchy to centralize its control and expand their social system throughout the Rwandan territory. This eliminated the local social and political variations that had been established earlier in the pre-colonial period. By creating new state institutions in Rwanda, colonial officials were able to import the ideas of nationality associated with the modern nation-state. Ensuing social and political issues surround the idea of how Rwandan nationality should be defined. In other words, which ethnic groups should be considered â€Å"true† citizens of Rwanda? This concern is overshadowing the validity of Rwandan as a national identity. The three ethnic groups found within Rwanda come from a combination of a vast amount of immigration and several economic and social differences. Traditionally it is known that the Twa groups were the original inhabitants; the Hutu migrated from the west, and the Tutsi followed much later from the northeast. Each group naturally took on the language and most cultural practices found in Rwanda, although they implemented some of their own practices as well. The differentiation amongst the groups occurred only during the colonial period and stemmed mainly from European ideas about race and identity than from historic cultural patterns. Colonial administrators attempted to organize power in Rwanda along ethnic lines, and began instituting policies that made the Hutu pariahs and favored the Tuts... ...n support of the overall Government of Rwanda’s initiatives for development, the USAID aims to improve the health and living situations of Rwandans as well as increase the economic and political expansion. To achieve this, USAID tries to promote the improvement of maternal and child health, agriculture and tourism, a more democratic Rwanda, and providing food aid to those that suffer the most. The Millennium Challenge Corporation (MCC) (created by the Bush Administration in 2004) works toward granting foreign aid to countries in need. Currently the MCC has collaborated with the USAID to obtain approval of the Threshold Country Plan submitted by the Government of Rwanda in November 2007. Once approved, the plan will be put into use by USAID and will focus on amplifying the forms of justice found in Rwanda; along with civic participation, and human and civil rights.

Latchkey Children

The effects of being a latchkey child differ with age. Loneliness, boredom and fear are most common for those younger than 10 years of age. In the early teens, there is a greater susceptibility to peer pressure, potentially resulting in such behaviors as alcohol abuse, drug abuse, sexual promiscuity and smoking. 4][5] The behaviors might stem from â€Å"unspent energy, peer pressure to misbehave, or hostility because of the lack of appropriate adult attention†. [6]However, some children can exude other positive effects. An early developement of self reliance, adaptation to difficult situations, and a desire to contribute to a visible need in the household. Socioeconomic status and length of time left alone can bring forth other negative effects.In one study, middle school students left home alone for more than three hours a day reported higher levels of behavioral problems, higher rates of depression and lower levels of self-esteem than other students. [7] Children from lower income families are associated with greater externalizing issues (such as conduct disorders and hyperactivity) andacademic problems, while children from middle class and upper class income families are no different to their supervised peers. 8] In 2000, a German PISA study found no significant differences in the scholastic performance between â€Å"latchkey kids† and kids in a â€Å"nuclear family†. [9] Positive effects of being a latchkey child include independence and self-reliance at a young age. Deborah Belle, author of The After-School Lives of Children: Alone and With Others While Parents Work suggests that being left home alone may be a better alternative to staying with baby-sitters or older siblings Latchkey Children The effects of being a latchkey child differ with age. Loneliness, boredom and fear are most common for those younger than 10 years of age. In the early teens, there is a greater susceptibility to peer pressure, potentially resulting in such behaviors as alcohol abuse, drug abuse, sexual promiscuity and smoking. 4][5] The behaviors might stem from â€Å"unspent energy, peer pressure to misbehave, or hostility because of the lack of appropriate adult attention†. [6]However, some children can exude other positive effects. An early developement of self reliance, adaptation to difficult situations, and a desire to contribute to a visible need in the household. Socioeconomic status and length of time left alone can bring forth other negative effects.In one study, middle school students left home alone for more than three hours a day reported higher levels of behavioral problems, higher rates of depression and lower levels of self-esteem than other students. [7] Children from lower income families are associated with greater externalizing issues (such as conduct disorders and hyperactivity) andacademic problems, while children from middle class and upper class income families are no different to their supervised peers. 8] In 2000, a German PISA study found no significant differences in the scholastic performance between â€Å"latchkey kids† and kids in a â€Å"nuclear family†. [9] Positive effects of being a latchkey child include independence and self-reliance at a young age. Deborah Belle, author of The After-School Lives of Children: Alone and With Others While Parents Work suggests that being left home alone may be a better alternative to staying with baby-sitters or older siblings

Serial Position Effect

Serial Position Effect Introduction Serial Position Effect describes a situation where the ability to recall items in a list varies as the position of an item on the list changes. It states that items at the start of the list and at the end have a higher chance of been remembered as opposed to items in the middle. Primacy Effect is the tendency to remember an item in the beginning of serialized items.Advertising We will write a custom essay sample on Serial Position Effect specifically for you for only $16.05 $11/page Learn More On the other hand, the ability to recall items at the end of a list is called Recency Effect. Reasons have been developed to explain this phenomenon. However, the earliest reason for Primacy Effect is long In real life, Serial Position Effect is quite possible. It is easier to remember items in the beginning and end of a list. However, this may be because of the emphasis that individuals place on these two places. In games, in school and all competitions, persons at the beginning of a list are lauded and those in the end perceived weakly (Neely LeCompte, 1999). In the English Premier League, it is always quite easy to remember the first teams. Additionally, it is easier to recall teams at the end. While teams that win this competition win the English Premier League trophy, teams that eventually finish at the tail end are punished by relegations.Advertising We will write a custom essay sample on Serial Position Effect specifically for you for only $16.05 $11/page Learn More Hence, it is actually a real life thing to engage those two places in a list. The majority of the teams that lie in the middle do not get any limelight. This is because their position is perceivably irrelevant according to Neely LeCompte (1999). Reference Neely, C.B. LeCompte, C.D. (1999). The Importance of Semantic Similarity to Irrelevant Speech Effect. Memory and Cognition, 27(1): 37-44. Available at https://link.springer.com/article /10.3758%2FBF03201211#page-2

Life Experience Essay

Life Experience Essay Life Experience Essay Life Experience Essay Essentials Life experience essay is the same as personal experience essay. It means that your life experience essay includes personal writing about yourself. You are welcome to explore different moments of your life, interesting people you met, or any other aspect you find interesting to explore. In most cases, life experience essay takes of the two forms: narrative or admission essay writing. Lets explore the secrets of life experience essay writing together. Secrets of Life Experience Essay Writing This first thing you need to keep in mind while writing your life experience essay is that it should have a central topic. You should avoid creating an essay which does not have any flow, unity in ideas, or proper organization. Without having a good outline in mind and on the paper, your life experience essay will not be well-written enough to get you a good grade. So, there should be one narrow topic. For example, you may write about one situation from a teenager years when you learned a valuable lesson. Probably, you learned about the value of true friendship or, on the contrary, your best friend did something bad to you. Writing life experience essay, you should remember that both good and positive moments can be turned into good essay. It does not mean that you should strive to make your reader cry; however, your life experience essay should be touching. Here is a list of good life experience essays to explore: Childhood memories Lesson from experience The way of getting new experience Advantages and disadvantages of experience Mistake youve made We Are Here To Help with Life Experience Essay If you struggle with writing a good life experience essay, we offer you an opportunity to take advantage of our professional essay writing services. We deliver only 100% original essays which are tailored to your specific needs, wants, and requirements. You may get thousands of life experience essays online; however, you will not get better writing service anywhere on the net. We collaborate with professional English writers who assume responsible attitude towards their job and who are talented enough to provide you with the best quality essays: If you have hesitations about our services, try google search to find feedbacks about our site. You will not see a single negative feedback about our services because we guarantee high quality writing and can definitely impress you with excellent life experience essay written for you by professional essay writers! Read also: 3,000 Words Term Paper SFU Writing Research Papers Writing a Research Paper MLA University Research Proposal Student Research Paper

Free Essays on Colorado Votes On Renewable Energy

Colorado is the first state to vote on renewable energy ever during the 2004 election. Surprisingly 52 percent of voters had backed the proposal while 48 percent opposed it. By 2025 Colorado hopes to push renewable energy up to 10 percent rather than the current 2 percent. Sixteen other states have similar regulations but those were passed through legislation. Amendment 37 this proposal, plans to affect 7 different utility company’s in the state. Most of the conservation will be made with the source of wind. Who is going to pay for this? Will the upfront cost effect those who are already suffering from expensive utility bills. Amendment 37 has many benefits to include the following. Customers could save $236 million on electricity and natural gas bills, create 2,000 jobs, $70 million in additional income and $50 million in gross state product, $15 million in gross land leasing for those living in rural areas because of wind towers, and $107 million in new property tax revenues for local communities. Other important benefits are environmental. Coal burning facilities would reduce pollution in the atmosphere creating obviously a healthier environment to live in. The battle for the approval of Amendment 37 was one by 5-4 ration. Those who were in the loser’s bracket were looking on this end of the spectrum. These voters’s were probably looking at the cost of this proposal. Even though the cost of such Amendment was repeatedly asked for, they have yet to come up with the grand total. The use of solar energy has some critics worried because solar paneling is very expensive. Xcel which is the largest company that falls under the proposal announced that it plans to increase natural gas prices by 26%. Another company Tri-State G&T announced a 14% increase in its wholesale electricity rates. These increases have many skeptical on whether Amendment 37 will actually save money or will the prices continue to rise eve... Free Essays on Colorado Votes On Renewable Energy Free Essays on Colorado Votes On Renewable Energy Colorado is the first state to vote on renewable energy ever during the 2004 election. Surprisingly 52 percent of voters had backed the proposal while 48 percent opposed it. By 2025 Colorado hopes to push renewable energy up to 10 percent rather than the current 2 percent. Sixteen other states have similar regulations but those were passed through legislation. Amendment 37 this proposal, plans to affect 7 different utility company’s in the state. Most of the conservation will be made with the source of wind. Who is going to pay for this? Will the upfront cost effect those who are already suffering from expensive utility bills. Amendment 37 has many benefits to include the following. Customers could save $236 million on electricity and natural gas bills, create 2,000 jobs, $70 million in additional income and $50 million in gross state product, $15 million in gross land leasing for those living in rural areas because of wind towers, and $107 million in new property tax revenues for local communities. Other important benefits are environmental. Coal burning facilities would reduce pollution in the atmosphere creating obviously a healthier environment to live in. The battle for the approval of Amendment 37 was one by 5-4 ration. Those who were in the loser’s bracket were looking on this end of the spectrum. These voters’s were probably looking at the cost of this proposal. Even though the cost of such Amendment was repeatedly asked for, they have yet to come up with the grand total. The use of solar energy has some critics worried because solar paneling is very expensive. Xcel which is the largest company that falls under the proposal announced that it plans to increase natural gas prices by 26%. Another company Tri-State G&T announced a 14% increase in its wholesale electricity rates. These increases have many skeptical on whether Amendment 37 will actually save money or will the prices continue to rise eve...

Public health nurse interventions and recommendations Assignment

Public health nurse interventions and recommendations - Assignment Example Most are poisoned at around their homes when they are exposed to lead-contaminated dust at harmful levels, deteriorated lead- based paint and also contaminated soil. To control lead poisoning, local advocates can target potential hot spots for lead poisoning, educate people and also policy makers on the extent and severity of lead poisoning and use the media in advocacy. The affected state should connect with lead poisoning prevention advocacy groups to make assist each other in fighting against lead poisoning. Also by learning on the number of affected children’s and collecting their blood samples will assist in making of policies meant for control of lead poisoning. Superfund sites have been ranked as the worst toxic waste sites. Around 11 million people in US and 3-4 million children live within the outcasts of federal superfund site making it a potential health risk. Most of the states have been affected by poor air quality due to smog and soot caused by six ubiquitous pollutants. Over 170 million people in America live in areas where federal air quality standards are not met. This poses them to health risks of heart and lung diseases and premature deaths. They lead to depletion of ozone layer and triggers asthma attacks. To curb the problem, the government should impose laws and regulations governing the industries in need to purify their wastes before releasing them to the environment. The water quality remains a challenge in the US even if waterways has become cleaned and discharged as well as sewage treatment has been controlled. The industrial wastes should be treated before being discharged into the water. Animal wastes produced by the intensive livestock operations with more firms have readily contributed to pollution. Proper animal wastes treatment practices should be adequate to protect water and environment

Psychologist's Reasons to Know Essay Example | Topics and Well Written Essays - 750 words

Psychologist's Reasons to Know - Essay Example To surmount the past, you must know the past." Since one is determined to become a psychologist, I agree with Rothko’s statement and identify the need to know two specialized endeavors, such as Philosophy and Anthropology, by presenting the contentions within the discourse to someone who aspires to be in the same profession. A Psychologist’s Reasons to Know â€Å"You have to learn, young man. Philosophy. Theology. Literature. Poetry. Drama. History. Archeology. Anthropology. Mythology. Music. These are your tools as much as brush and pigment. You cannot be an artist until you are civilized. You cannot be civilized until you learn. To be civilized is to know where you belong in the continuum of your art and your world. To surmount the past, you must know the past." – Mark Rothko. One is determined to become a psychologist. After having remunerated on the professed statements of Rothko, I agree that it is important to be civilized, and to be civilized one must lea rn about a variety of disciplines and from the great works and ideas that shaped our history. To become an effective psychologist, one deems it of crucial relevance to know two specialized endeavors such as Philosophy and Anthropology. ... In every conceivable setting from scientific research centers to mental health care services, "the understanding of behavior" is the enterprise of psychologists† (Amercan Psychological Association, 2012, p. 1). Likewise, anthropology is clearly defined as â€Å"the study of humanity. It has its origins in the natural sciences, humanities and social sciences† (Define Anthropology, 2011, p. 1). Philosophy, on the other hand, was revealed to be fairly difficult to define, given the expansive scope of the endeavor. Pardi (2011) wittingly noted that when his graduate professor asked what philosophy is, one of the most favorite answers was â€Å"â€Å"psychology misspelled.† Accordingly, it was noted that â€Å"the more philosophy I study, the more affinity I see between it and psychology. Both are generally focused on the mind and what it does, both worry about how the mind relates to the world around it, both are interested in behavior. But philosophy focuses less o n how to live in the world as a thinking thing and spends more energy on what it means to be a mind. Philosophy also studies the mind’s contents--ideas or concepts. Psychology helps humans to understand why things go wrong and how to make them right again (and what that means) while philosophy is concerned with understanding the structure of things like beliefs, a moral behavior, and sense experience† (Pardi, 2011, par. 6). Having established the theoretical frameworks of the mentioned disciplines, one is more determined that in pursuing a degree in psychology, there is eminent need to immerse oneself in both anthropology and philosophy to enhance expertise and awareness on the various disciplines that influence and impact human experience.

Leadership Essay Example | Topics and Well Written Essays - 750 words - 12

Leadership - Essay Example He has been known to be one of the biggest revolutions in the computer industry. Bill Gates has built a strong image for himself and has grown to be recognised as the best entrepreneurs in the world. He has set down examples, is admired by many as well as has been criticized for his style of business (Lesinki, 2006). There have been mixed views on his style of working and he has been criticized of being anti competitive. The above mentioned names are of two extra ordinary leaders, who have created a strong image for themselves and have been recognised across the world. Both these leaders have had their own styles of leading their people. Since this is a very vast topic to be discussed, this report will only deal with the aspect of their leadership in terms of communication. Communicating with the people is the most important as it a leader requires to use their people by communicating to them what exactly they require (Griessman, 2004). Focusing on the communication of Abraham Lincoln, it is seen that he has been extremely good at communicating with his people. He used a number of different tricks like story telling and humour, which assisted him strongly to send out the required message and also relate to the people alongside. He strongly believed that this would allow the audience to take back a clear painted picture of what is being told rather than forget all the statistics and details while wal king out of the room. This is a very strong form of communication and although he had a very limited experience, he has been able to rightly connect with the audience and convey the message to all. He strongly believed that if a person needed to convey something to others, it is essential that the person knows what they are talking about. This he believed could be got only with a lot of reading, and hard work. Being a lawyer, Lincoln had learned the importance of questioning

Updates and Revisions to previous project on Multigenerational Assignment - 1

Updates and Revisions to previous project on Multigenerational Leadership - Assignment Example Effective multi-generational team leadership is required across the spectrum of industries. This paper analyzes several characteristics of effective multi-generational team leadership and offers recommendations for management. Emphasis is on how effectively managing multi-generational work teams can lead to increased organizational success. While organizational success is the common goal of business leaders, many businesses have failed to achieve the expected level of success due to ineffective leadership. Leadership styles and methods vary, but many common practices exist. In the 21st century workplace, several generations of employees work together. Their varying beliefs and values add a uniquely important expectation of management. According to Martin and Tulgan (2003), multi-generational teams find it hard to embrace innovation, productivity, collective learning, and responsibilities. This challenges a leader’s leadership strategy. This paper considers this leadership challenge, and seeks to deepen understanding of the complexities of multi-generational work teams. The paper also seek to answer the question: What are best practices to effectively lead multi-generational work teams? The outcome of the study will be to advise business management on how effectively they can lead and inspire multi-generational work teams to create a business advantage. Leading multi-generational work teams presents unique challenges for management, because different generations of employees possess widely varying beliefs, values, and expectations. Fully understanding the unique characteristics of multi-generational work teams, and employing strategies for managing them, is a challenge for business leaders that must be met. Additionally, the leadership team itself is now comprised of individuals from multiple generations, adding even more complexity to this critical

Impacts of Taxation on Small and Big Businesses Essay

Impacts of Taxation on Small and Big Businesses - Essay Example ne either by an individual who is self-employed in his or her own small business or by a person who owns, manages and is the employee of his or her own business. If the treatment of tax of the income is derived from such activities differs greatly depending on the legal form in which the businesses are conducted, then the system of tax is more likely going to have a strong influence on the ways small and bug businesses are structured. Without any good reasons for favouring one legal form over the other, such distortions ought to be avoided. This will need both the same treatment of income from employment and self-employment within the personal system of tax and a similar treatment of income derived from small business and from small unincorporated business within the whole tax system (Welsh & White 2001, pp.18 – 27). As well as having these variety of legal forms, a second fundamental reason as to why small business do present vital challenges for tax design is that the income derived from the activities of small businesses do reflects a mix of rewards for labour supplied by those who work for the business and returns to the supplied capital by those who invest in the business (Button 2009, pp.389–408). The United Kingdom business community makes a huge contribution to the treasury’s coffer every fiscal year in terms of tax contribution. In the previous financial year, a total of one hundred and sixty three billion sterling pounds was paid as taxes by the business that are operating in the UK. Breaking the contribution of the business further down shows that, in addition to paying tax on the profits, businesses also contribute. This is based on their roles as the owners of the property, consumer of goods and services, employers and the impact on the environment (Adams et al. 2008, pp.101–115). It is also important to note that businesses contribute to the efficient running of the system of tax and the economy of the country, on top of their direct

Updates and Revisions to previous project on Multigenerational Assignment - 1

Updates and Revisions to previous project on Multigenerational Leadership - Assignment Example Effective multi-generational team leadership is required across the spectrum of industries. This paper analyzes several characteristics of effective multi-generational team leadership and offers recommendations for management. Emphasis is on how effectively managing multi-generational work teams can lead to increased organizational success. While organizational success is the common goal of business leaders, many businesses have failed to achieve the expected level of success due to ineffective leadership. Leadership styles and methods vary, but many common practices exist. In the 21st century workplace, several generations of employees work together. Their varying beliefs and values add a uniquely important expectation of management. According to Martin and Tulgan (2003), multi-generational teams find it hard to embrace innovation, productivity, collective learning, and responsibilities. This challenges a leader’s leadership strategy. This paper considers this leadership challenge, and seeks to deepen understanding of the complexities of multi-generational work teams. The paper also seek to answer the question: What are best practices to effectively lead multi-generational work teams? The outcome of the study will be to advise business management on how effectively they can lead and inspire multi-generational work teams to create a business advantage. Leading multi-generational work teams presents unique challenges for management, because different generations of employees possess widely varying beliefs, values, and expectations. Fully understanding the unique characteristics of multi-generational work teams, and employing strategies for managing them, is a challenge for business leaders that must be met. Additionally, the leadership team itself is now comprised of individuals from multiple generations, adding even more complexity to this critical

Daily Life in Ancient Rome Research Paper Example | Topics and Well Written Essays - 2000 words

Daily Life in Ancient Rome - Research Paper Example According to John R. Clarke in his book â€Å"Roman Life,† (S)o much of what we know comes from classical literature, written by elite men. Naturally, the texts give the mindset of the upper classes of Roman society. There's not a single woman writer, nor are there any literary texts written by slaves, former slaves, or freeborn workers.1 It wasn’t until the Fifth Century BC that Romans were divided into classes during the census for the purpose of determining eligibility for military service.2 The lowest classes were slaves seized during conquest and just above them the proletariat or proletarii, the landless and unemployed poor who could not afford military equipment. Proletarii were not considered Roman citizens because of their landless status and thus could not vote or serve in the military. It wasn’t until 212 AD that all free men were counted as citizens, but not women or slaves. The Marian Reforms after 107 BC provided that the proletariat and freed slave s could serve in the military with equipment provided by the state.3 This was mostly out of need, since the ranks of the military, typically drawn from landowners and merchant classes, were stretched thin by foreign wars. Marius changed the structure of the military in revolutionary ways, discarding the Greek-influenced fighting cohort and strategy.4 Marius further granted Roman citizenship to all who served in the military.5 As landless poor, the proletariat class had nothing to return to after a military campaign and often remained in the military as career soldiers for many years. Some became wealthy owing to the spoils of war. Reforms affecting the lower classes were also proposed by the Gracchus brothers, Tiberius and Gaius, between 133-126 BC.6 Their proposed agrarian reforms would give the plebian masses a small parcel of land to work and make them eligible for military service. They were responding to the threat of an uprising among the landless poor who thronged to Rome as slaves now did the work they had once performed and they were thus unemployed with no means of earning a living.7 Where the older brother, Tiberius, failed, the younger brother, Gaius, succeeded. Unfortunately, Gaius was a bit too liberal in his intent to give citizenship to all Italians and the Senate put him down. As the mobs of plebians revolted, over 3000 were executed and Gaius had a slave kill him. The condition of the proletarian plebes hadn’t changed much by the time of Roman satirist Juvenal (55-127 AD). He opined that the masses looked to just two things, bread and circuses.8 This referred to the free grain and the many games and holidays provided by the elites in government to keep the unemployed masses of Rome from rising up and to guarantee their loyalty to their patrons.9 Since most unemployed plebians were illiterate and often uninformed on the issues, they usually sold their vote to the candidate offering the most to them.10 Thus the legislative assembly of th e Plebian Council lost much of its populist power and the masses resorted to occasional mobs and violent uprisings to make their voices heard. There were essentially only two political parties. The populares, or people’s party, and the optimates, or senatorial party.11 The populares were for the distribution of land and cancellation of debt. The

The Definition of Success Essay Example for Free

The Definition of Success Essay Success The American Dream is a large house, a speedy car, and financial freedom. For some, it includes a boat, a RV, and a cottage by the lake. However, another definition of success doesn’t list any of these. Success does not have anything to do with material goods but is rather tied to broader concepts. One measure of success is how happy a person is. For some people, they might feel their happiest when they have luxurious items. However, this is not universally true and is consequently not a true measure of success. Happiness for most people is a happy and loving family. If this is someone’s definition of success, then their family is what defines their success. For some, this success might mean trying new things and a lifestyle that supports it. Success is tied in with happiness because they are both highly subjective. Health can also be considered a defining factor in success. People feel unsuccessful if they, or someone they love, are not healthy. For instance, can father feel successful if his child is ill? This is why doctors, nurses, pharmacists, and hospitals are so important. Not only do they allow people to live longer, but they also allow people to feel successful in their life. Finally, success can mean overcoming hardships. No one likes hard and rough times with tears and pain. Someone who has come through the pain often feels like he or she has accomplished something. An individual that has overcome an obstacle achieves a measure of success. As David Brinkley has stated, a man can be proud if he has laid â€Å"a firm foundation with the bricks others have thrown at him.† The most valuable lessons can come from failures. Like Dale Carnegie said, â€Å"Discouragement and failure are two of the surest stepping stones to success.† And who could understand the meaning of success if they did not experience disappointment? Light would not exist without darkness and success would not be truly achieved without failure. But we all hope that this failure is only temporary. People want to achieve success and make plans to reach it. However, with a  narrow interpretation of success, many people have no chance of finding it. They will continue to find themselves going the wrong way, missing out on opportunities, and happy moments along the way.

Evaluating A Health Promotion Website Information Technology Essay

Evaluating A Health Promotion Website Information Technology Essay The aim of this evaluation is to critique a health promotion website relating to a current health promotion topic. As the internet offers a vast quantity of information from a variety of sources it is commonly used to aid evidence based practice. It is important to have an awareness of how to use information from an internet based resource as it is unregulated, therefore inaccurate or falsified information can be presented on websites to look true. It is necessary to have an understanding of how to evaluate internet based resources to check for data quality and accuracy. (Dobler and Eagleton, 2006) The website selected for the evaluation is from the National Health Service (NHS) website: Immunisation the safest way to protect your child: The HPV vaccination can help protect you from cervical cancer for years to come. (NHS, 2008) It will be evaluated using a critique in the form of a series of questions designed by Jim Kapoun (Kapoun, 1998) with the aim to determine the accuracy of the information within the site. The critique achieves this by asking five key questions relating to the accuracy, authority, objectivity, currency and the coverage of the information. During its introduction over the last year the Human Papillomavirus (HPV) vaccine has been publicised in the media. The vaccine is free under the NHS for girls aged between 12 and 18. The World Health Organisation (WHO) states that there are over 100 types of HPV, 13 of which it is reasonable to assume are responsible for 100% of the cases of cervical cancer (WHO, 2007). The website was written as detailed in the site by, a team which consisted of a consultant pediatrician, senior medical officers, immunisation experts, principal and senior scientists with input from the health promotion agency (NHS, 2008). It is not possible to contact the members of this team on an individual basis as their names are not listed, however there are contact details for general enquires including, an address, fax number and email address. The purpose of the site is to provide information to the public about cervical cancer and its vaccine with information relating to cost, eligibility and where to access it. It also provides information for people who are outside of England on how they can access information in their own health setting. Due to the authors names and qualifications not being disclosed it is not possible to know if they are qualified to write the information and if they have conducted any other forms of research related to this field of study. It is important to note the difference between the authors of the information within the site and a webmaster. An author of a website writes the information within the site that is used by the public. A webmaster is a: Person responsible for creating and maintaining a worldwide website (Czar and Hebda, 2009, p. 539) they may also be termed as a website designer. The website was published by the NHS which is part of the Department of Health (D.O.H). This can be confirmed by checking the domain of the website which is .nhs.uk showing it is part of the NHS and a United Kingdom website. As the information within the site can be validated back to a reputable organisation such as the D.O.H this increases the authority of the information within the site (Czar and Hebda, 2009). There are contact names for the head of publishing and for the head of immunisation information, which are different from the website designer, showing that the website designer is not supplying the information about the vaccine. Despite the authors and publishers qualification not being displayed, the information itself must not be dismissed due to lack of knowledge of where it was sourced from. It requires the nurse or client to evaluate the publisher of the information to establish if the organisation is credible or not, hence whether to utilise the information or not. The goal of this website is to promote immunisation to help prevent cervical cancer (NHS 2008). The site achieves this by providing the public and healthcare professionals with information in order that the public will make an informed decision in favour of immunisation. The information within the site can be split into two parts, each of a different standard. The standards are different as they are intended for two different target audiences and there is a need to use different terminology for each section (Czar and Hebda, 2009). One section is targeted at the public, the other is aimed at health care professionals. The information targeted at the public is presented in a manner that is easy to read and understand. There is very little use of jargon and where medical terminology is used it is explained. There are links to other resources which may be more appropriate for parents such as a link to the information library where parents can obtain more information. The links for teenagers consist of, a link to a social networking site called Bebo which is popular with young teenagers. Here girls can comment on their experience with the vaccine and to talk to others about their experience. There would be an issue as to how the information on this site was regulated, to ensure that the site is not being abused. An alternative link is to a site called HABBO, which is an online chat forum where girls can talk online, to other girls and to NHS advisers asking questions in relation to the vaccine. The information targeted at healthcare professionals differs in its content. It offers more information relating to training of staff through online power points and links to upcoming conferences. The information also details about the distribution of the vaccination, protocols associated with it and printable resources. Often a problem associated with information on the internet is that it is cheaper to produce information of a poor standard that looks good, not good quality information of the same presentable standard (Coiera, 2003). However this site does not fit this statement and the information within it is of a good standard and well presented. The site has clearly stated that it aims to promote immunisation: Immunisation the safest way to protect your child (NHS, 2008) this could present issues of bias. The site presents the information in a way that shows both side of the debate. The information does have a lean towards the positives of the vaccination, however this is not great enough to have extended to a marketing strategy which would show clear bias (McCormick and Saba, 2006). The site is sponsored by the D.O.H, which would be in favour of immunisation to prevent the development of cancer, as it would be more cost effective overall to vaccinate than to treat cancer. The sponsorship by the D.O.H would indicate bias, though considering it is a health promotion website, to have a reputable organisation fund the site rather than an alternative organisation without a reputation for quality information instils confidence. The website does not state when it was written, revised or reviewed (Czar and Hebda, 2009, p.124) however it was copyrighted in 2008, so it is reasonable to assume that the information within the site is relatively up to date. According to information on the website it is updated every week although, it lacks dates to confirm this so the currency of the information is questionable. The site contains links to other sources of information however these pages do not contain dates making it is impossible to know how current the information within them is. The links do not state if they have been updated, yet the information for healthcare professionals contains a link to a monthly newsletter published by the D.O.H. and to recent letters relating to the vaccine, all of which imply that the site is regularly updated. None of the information on the site relating to the HPV vaccination appears to be out of date irrelevant. Searching through the site, all the links take the user to their designated page and there do not appear to be any links that no longer function. There is nothing to state that the links on the site have been evaluated, though the information within the links does complement the theme of the website. The site contains a mixture of text and images. The images are mainly promotional and do not distract the client from the text. The text itself is simplistic and easy to understand and is not overly complicated with scientific terminology. This is so that people of different levels of intellect and understanding will be able to use the information (Coiera, 2003). The information within the site and the documents which are available online do not contain references to other authors or sources of work. The use of references allows the work from which the information was taken to be checked, (Czar and Hebda, 2009) nevertheless because there are no references it is not possible to know the quality of the original information, who the authors were and when the work was written. The lack of references reduces the credibility of the information within the site, though taking in to consideration that the site is published by the D.O.H, the information would have been checked before being placed into the public domain. The site it is compatible with many different forms of software which are used on a variety of computers. There are links on the site, which connect to pages where it is possible to download the necessary browser software required to view the site. All the information is free and where required the client is able to print off hard copies of the information. The site is enabled to be viewed in different sizes depending on what is required. It is possible to obtain the information within it in one of nineteen other languages, however this will have to be originally sourced by someone who understands English, as it needs to be located from the site and printed. It can be argued that due to the sites lack of information relating to the authors or publishers qualifications and credentials, the information within the site has the potential to be inaccurate. Similarly the lack of references to other sources of work and with no dates being provided for the work could in addition strengthen this argument. Nevertheless, the site does contain information within it that is useful and appropriate for the different target audiences that the site is aimed at. More over the site is published by the D.O.H, despite there being the potential for bias from this organisation it has a duty of care to the public to provide current and accurate information. The public has access to a large source of information through the internet which can be of high or poor quality. As the number of high quality resources on the internet continue to rise, in turn will the number of poor quality sources. In the future the number of clients who have access to this information will increase as the population ages (Coiera, 2003). Nurses need to be aware of the need to critique the information found either by themselves or by the client and in turn help them to understand what they have found (McCormick and Saba, 2006) whilst encouraging them to evaluate the information for themselves. This is to ensure that clients do not put their health at risk through trusting inaccurate or unsafe information. Teaching clients how to evaluate information and where to find high quality information will ensure that poor quality sources are not mistaken for high quality and used by the client. On the whole the internet is: A wonderful information delivery tool. However, it is just that a tool. Our ability to think, to ask the right questions, to interpret, integrate, and synthesize what we find is what leads to value and makes all the difference. (McCormick and Saba, 2006, p. 147)

My Perspective on the Future of Education Essay -- essays papers

My Perspective on the Future of Education The future in education is very interesting as well as vital to me since I plan to be a teacher in the future. Many changes will be made before I enter the field of teaching. Most all of these changes will be positive and will help me to become a better teacher. The future of education will be changed completely with the help of new technology. Already education has changed thanks to technology. We now see computers in every class. In the future most classes will be totally taught through computers. New programs and software will be available that are interactive with the students as well as informative. Having classes through the internet will open up a large diversity of classes to choose since the whole world will have their classes available online. So students will be exposed to new areas of learning they may have once not had a chance to experience. However since the Web will be teaching the students what will the teachers do? Actually teachers will actually have the time to play the role they always pictured themselves...

Life or Something Like It :: essays research papers

†2’, long brown hair, and big blue eyes. It’s hard to place exactly when and where it all happened. So let me just fill you in on how I got where I am today. I met her in the seventh grade for the first time through a mutual friend. From that moment on I had a big crush. We talked on occasion throughout eighth grade up until high school. We hung out a few times and then junior year rolled around and I was asked for a favor. It was my chance to finally get my foot in the door. She asked me to take her to her friend’s high school so that we could eat lunch with her. Of course being the nice guy I was and knowing exactly how I felt about this girl, I jumped on the chance. The day went well and I thought I was on my way. The phone call I got was to help move the same friend’s TV, so once again I took the chance to try to better my position. This time there were other guys there and I felt really out of place. But I did all I could to try and make this situation a little better than the last. We began to talk more and pass notes in the hallway. Then one say she walked into the nurse’s office at school, where I worked during 7th period, and it started once again. I swore to my best friend who worked in there with me, that she was way out of my league and that I had been trying all year to land this girl that I wanted since 7th grade. He told me just to give it a chance and to ask her out. And so risking all I had and acting completely out o f my comfort zone I did the impossible and asked her to dinner. We talked, ate, she told me how she had two dates that upcoming weekend which kind pushed me back, but as my friend suggested I worked at it and eventually started to hang out with her regularly. And then the night came where we kissed for the first time, May 28th, 2003. Finally I thought, I finally did it, but since we were a little light minded at the time I didn’t know what her intentions were.

Famous Thinkers: Steven Spielberg & Grace Hopper Essay

Famous thinkers can come from all walks of life and can be from our generation and others. Reaching goals can be done in many ways. The similarity famous thinkers is that they are all share creative minds and are all creative thinkers. Creative ideas are the foundation of creative process (Goodman & Fritchie, 2011). Famous thinkers base their ideas on searching for solutions to problem, need, or the way others think or view specific issues. When I think of famous thinkers a vast number of people come to mind. Two thinkers that genuinely stand out to me are Steven Spielberg & Grace Hopper. My article will provide more details on the influence and accomplishments of these great thinkers. Steven Spielberg Steven Spielberg had an early start on his career, even as a child he was an amateur filmmaker. Spielberg became an Academy Award-winning director and one of the youngest television directors. His opportunities became endless after the television film, Duel in 1972, which landed him a chance to direct for the cinema. Steven Spielberg has brought unique contributions to society. Ten ways he has done this is 1.Helping to create the idea of the movie â€Å"blockbuster.† 2.Bringing back our sense of wonder 3.Helping to make robot uprising the new zombie apocalypse 4.Bringing back the Saturday morning serial 5.Co-founding a successful new studio, and helping bring back animated films 6.Preserving and shaping the memory of World War II 7.Showing that video games could be a viable storytelling tool. 8.Taking on tough adaptations/re-imaginings, and making them happen 9.Keeping science fiction alive on TV 10.Being an early adopter and innovator of CGI His work has shaped viewers love for cheesy, all out, ridiculously expensive summer-fun-rides through his creative mind and continues to today. Using his creative mind he explored primeval fears, tackled literary adaptations, historical, daredevil heroes, and imaginative fantasy through his movies giving the audience something to fall in love with. Even with all of Spielberg’s success came struggles. His favorite kind of film was the  melodrama (action film). Spielberg’s passion for this melodrama films has often attracted criticism. When compared to realism or tragedy, melodrama in a sense seems childish. Some say the melodrama seems juvenile and artificial when compared to realism or tragedy. Even with their criticism Spielberg is still today is found to be America’s most well-known successful maker of cinematic melodramas. Spielberg’s films also have innocence and often portray broken families. His films show his fondness for broken families and seem connected to his own personal experiences. His parents were divorced when he was sixteen. He did not have a close connection with his father which led to some of his films about missing or neglectful fathers and lonely children. With all he had experienced, his films were filled with emotions that fell close to the heart. Without the personal emotional subconscious themes, Spielberg’s films wouldn’t have been such a success. As we all know films can be expensive. One reason a lot of his films focus on broken families and children is because the audience is easy to appeal. His idea to concentrate on melodramas was a strategy that focuses on young people and can be appreciated by both adults and children. All these factors, personal, social, and political environments have affected his creativity in his films. Today he still amazes his audience with his creativity in his films. He has three Academy Award wins, many other honors, and he also received the Irving G. Thalberg Memorial Award from the Academy of Motion Picture Arts and Sciences. He also received the Directors Guild of America Lifetime Achievement Award and the French Legion of Honor. In 2005 he was inducted into the Science Fiction Hall of Fame. Grace Hopper Grace Hopper, a computer programmer, is known for helping develop and lead the team that created the first computer language compiler, which was a precursor to the widely used COBOL language. She also became an admiral in the U.S. Navy. Grace Hopper also known as Grace Brewster Murray went to college at Vassar and Yale University to study math and received a master’s degree in mathematics. While studying at Yale Grace taught at Vassar. She was the first women to receive a Ph.D. in mathematics at Yale. Her education brought her too many opportunities including an associate professor at Vassar. She joined the U.S. Naval Reserve around World War II  and was commissioned as a lieutenant. Grace Hopper went to Harvard University and was assigned to the Bureau of Ordnance Computation Project. This is where she learned to program a Mark I computer and later worked with the Mark II and Mark III computers. The term â€Å"computer bug† had come from an experience Grace had at Ha rvard after finding a moth that shorted out the Mark II. She was not the author of â€Å"computer bug† but played her part. She also led the team that created the first compilers for computer languages. Her journey continues as she returns to the navy for active duty at the age of 60 and retires at the age of 79. Grace was one of the oldest serving officers in the service. She was not ready to retire in the sense that she would be bored if she stopped working completely. She stayed in the computer industry for a few more years and was rewarded the National Medal of Technology. She was the first female to receive this honor. Grace Hopper died at the age of 85. She had so many accomplishments and was the first for many of them. Her strong personality and creative mind kept her going and she even encouraged many young people to learn how to program. Her motivation help her creativity continues throughout her career. Conclusion Steven Spielberg and Grace Hopper are both great famous thinkers that have brought unique contributions to society. Although they are very different in the career paths and how they contribute to our society, each have their own unique way of implementing their ideas and solutions. I found both to be very interesting and their accomplishments to be amazing. Their lives as children have affected the life they live today and the career they lead. I don’t think they needed to do anything differently. They had amazing lives and accomplished so much that they set out for. They take in consideration their surroundings, environment, and audience when making decisions and developing ideas. Although Grace is no longer with us, she still has a strong presence on society. Spielberg continues to amaze his audience with his films.

Myra Levine Theory Critique

Introduction Myra Levine proposed a grand theory of energy conservation. Using the Chinn and Kramer Model for critique, this paper will describe the theory reviewing purpose, concepts, definitions, relationships, structure, assumptions, and rationale for selection. Then, the theory will be critically examined for clarity, simplicity, generalizability, accessibility, and importance. Energy conservation provides a unique framework for education and current practice. Well-defined concepts of environment, health, nurse, and patient can guide research.However, the theory has limited application to some areas such as health promotion and disease prevention. Further refinement of this theory would beneficially develop the knowledge base of nursing, guide practice, and contribute to favorable outcomes. Description of Theory Purpose Myra Levine was an experienced nurse and teacher who sought to educate medical-surgical students about major concepts in nursing. Levine wanted the focus of nursi ng to be patient-centered instead of task-oriented (Sitzman & Eichelberger, 2011).Also, like other early nursing scholars, Levine wanted to distance nursing practice from medicine (Meleis, 2012). Trophicognosis is a term Levine invented to replace medical diagnosis. Trophicognosis referred to nursing judgement arrived at by the scientific method; according to Meleis (2012) trophicognosis was a â€Å"useful beginning for the use of the nursing process† (p. 291). Concepts Levine based her theoretical concepts on her personal philosophy. Levine viewed man as â€Å"an ever-changing organism in constant interaction with an ver-changing environment† (Levine, 1969, p. 93). Levine believed individuals respond to their environment in a systematic way based on their perceptual systems. Therefore, Levine conceptualized nursing based on the idea that â€Å"an appreciation of these responses will conserve the patient’s resources, alter his environment to fit his resources, and be an extension of his perceptual systems when his own are impaired† (Levine, 1969, p. 93). Conservation is unique to Levine’s theory and is the primary concept (Sitzman & Eichelberger, 2011).Levine identified four conservation principles as a framework for nursing interventions and established the goal of conservation as adaptation (Meleis, 2012). Other important concepts included wholeness, organismic responses, adaptation, integrity, and perceptual systems. Definitions The conservation model clearly defines major concepts related to patients, environment, adaptation and energy conservation. Levine did not think it was an accident that the word â€Å"health† was derived from the Anglo-saxon word for â€Å"whole† (Levine, 1969).Levine saw patients as complete persons made up of dynamic systems that continuously seek a state of balance. Levine viewed health and disease as patterns of adaptive change along a continuum of dynamic processes within a perso n’s unique pathophysiology and environment (Levine, 1966). Both internal and external environments were described; the external environment was categorized as perceptual, operational, or conceptual. Conservation of energy was defined as the goal, or outcome, of nursing; the concept of conservation included maintaining a person’s social, personal, and structural integrity (Meleis, 2012).Relationships According to Levine, the patient’s health is dependent on the nurse-supported process of adaptation (Sitzman & Eichelberger, 2011). Nurses function as an extension of the patient’s perceptual systems, but work to end the dependence as quickly as possible (Levine, 1966). Structure The conservation model follows a linear progression from desynchronization to energy conservation to adaptation. As a patient-focused and goal oriented theory, success is measured by outcome-based criteria. Assumptions Levine presented many implicit and explicit assumptions throughout her theory development.Levine’s assumptions centered on the essence of the human experience, adaptation, and nursing. The most influential assumption was the wholeness and complexity of patients (Meleis, 2012). Rationale for Selection There are many reasons to study Levine’s Conservation Model. The concept of energy conservation is unique to this model. Levine believed in holistic care and supported patient’s rights to personally define their health (Meleis, 2012). The concept of wholeness is consistent with most modern philosophies of nursing. The World Health Organization definition of health is also consistent with Levine’s concepts.Many multidisciplinary concepts relate to adaptation, including physics, physiology, and neuroscience (Meleis, 2012). These concepts may facilitate future theory development and research. Finally, in the current socio-political environment, outcome-based theory will likely become increasingly relevant as reimbursement depe nds on patient outcomes. Critical Reflection Clarity Chinn and Kramer defined clarity based on ease of understanding and consistency of concepts (Meleis, 2012). Myra Levine precisely and accurately labeled her theory Energy Conservation.It is apparent that her pedagogical practices influenced definitions of main concepts. I think she was consistent in her operational definitions of the patient, the nurse, the environment, and adaptation. However, I agree with Meleis (2012) that the derived concepts of integrity, wholeness, and humanism do not have clear boundaries. Simplicity Some of the definitions are complex, but Levine maintained simple components consistent with the theoretical assumptions & propositions (Meleis, 2012). Although human responses are a complex phenomenon, Levine limited much of her paradigm to physiologic responses.I believe this limitation benefits the use of her theory for empirical approaches to research. Generalizability The theory of energy conservation seek s to provide a broad framework for nursing care. However, the pathophysiology-based foundation biases application to acute care settings. Likewise, the specificity of the conservation principles limits implications for practice. The theory emphasizes short term goals and treatment; it does not generate propositions for modern issues of nutrition, diversity, health promotion, long-term care, family care, or community health (Meleis, 2012).Accessibility Levine’s theory has been widely used to direct education, administration, research, and practice (Meleis, 2012). The theory provides a useful framework when energy conservation is important for patient recovery. Therefore, this framework readily applies to vulnerable patient populations. However, a lack of clear definitions, boundaries between concepts, and development of propositions reduces the theory’s testability (Meleis, 2012). Importance Practically applied, Levine’s theory most readily relates to acute care settings.However, within the grand theory of energy conservation, Levine asserted concepts that are still important today. Levine emphasized science, recognized wholeness, and acknowledged patients as partners in care (Fawcett & Swoyer, 2008). Empirical knowledge remains imperative to scientific development in nursing. Also, contemporary nurses widely accept the paradigm of holistic care. Person-environment interactions and life processes are additional ideas Levine presented which current nursing practice accepts (Meleis, 2012). ConclusionLevine’s Conservation Model has proven useful as a theoretical framework to develop educational curricula, guide practice, and improve patient outcomes. The theory application is limited to acute care settings and lacks well-developed propositions for research. However, the theory possesses many salient ideas which could encourage future research on environment, energy, and adaptation. Levine accepted the evolution of theories, acknowledgin g their potential for change and development (Meleis, 2012). I think Levine would be pleased that her ideas continue to be explored.

Henry David Thoreau's Civil Disobedience and Other Essays Essay

Henry David Thoreau's Civil Disobedience and Other Essays - Essay Example This paper will highlight which justification of the two camps was more persuasive to the public as well as the reason why the battle to win the public’s heart was important. Slavery was prominent in America in the 19th Century. In his sixth debate, Lincoln-Douglas said that domestic slavery, a â€Å"disturbing† and â€Å"dangerous element,† was existing in America (Lincoln-Douglas, Lincoln-Douglas 6th Debate 1858). Abolitionists fought to end slavery. Slaves underwent many hardships, as revealed by Frederick Douglass in his narrative. Such hardships included slaves working in huge plantations and were treated as animals. There were no laws that could protect slavery and the atrocities against them were never talked about. However, the abolitionists’ efforts to end slavery were resisted by the slaveholders, who felt they could be deprived of their rights should they lose the slaves. Slaveholders had a belief that in order for them to prosper economically, they had to keep slaves. Therefore, the continuation of slavery was essential. It was evident that African slaves provided cheap and readily available labor. Furthermore, the slaveholders feared for their own safety should the slaves be freed, since, according to them, the slaves might take over or revenge on their former masters. This triggered the most proactive, bitter and bloody struggle between the antislavery (abolitionists) and the proslavery (slaveholders) in the United States in the mid-19th Century. Abolitionists such as Thoreau made efforts to fight slavery. In his Civil Disobedience and other Essays, Thoreau talks about the necessity to give priority to the conscience of an individual over the demands of the law. He strongly criticizes the institution of slavery. He disputes the assertion that the government gets its power from the majority since this group is the strongest, and not because they have the most legitimate viewpoint (Thoreau 1993, p2). In this regard, Thore au continues to assert that individuals have the obligation to do what, according to their conscience, is right and not to blindly follow the law that favors the majority. When the government is unjust, people are supposed to refuse the law and distance themselves from such a government (Thoreau 1993, p7). Additionally, people should see to it that they educate themselves on the legitimate law and fight for their rights. This assertion is depicted when slaves began to read and were enlightened about the injustices they were facing (Douglass 2005 p29). The slaves and the abolitionists started fighting to end slavery because people tended to hold dear their own prosperity and liberty. Slavery has been the main threat of people’s liberty and prosperity, and this already worsening condition cannot be improved by enlarging slavery (Lincoln-Douglas, Lincoln-Douglas 7th Debate 1858). Therefore, abolitionists realized there was need for united efforts to improve the status of the bla ck population, which was being abused through slavery. Slaves regretted their own lives and wanted to empower themselves so that they can attain freedom (Douglass 2005 p30). While abolitionists were empowering themselves in order to attain freedom, slaveholders were having sleepless nights. Several slaveholders struggled to oppose the positive efforts that were being administered by the abolitionists. Most slaveholders found

Reading Response from a Piece of Writing Essay Example | Topics and Well Written Essays - 500 words

Reading Response from a Piece of Writing - Essay Example The two purposes are similar because they indicate that pausing occurs whenever there is an end in a tone and the start of another. Indeed, the author doesn’t need to elaborate the reasons separately. They should be in one paragraph. The author gives the relevant basis of how you can measure the speaking speed. He argues that speed is the number of units per unit time. He presents his interpersonal arguments on the best methods to use for measuring the speed of speech. In the text, he analyses the strengths and weaknesses of using either the word or syllable in the measurement of speed. In this way, readers can understand both methods despite the limitations and assumptions. Linking pausing and speech speed to learning serves the pedagogical purpose of teaching or training. From the text and author’s arguments you can see that the aspect of learning how to apply the two phonetic components, you can deliver a good speech to learners. The text gives an insight of the rationale behind stressing some syllables or words after pausing, which is a common skill in effective speakers. Intonation is another phonetic aspect discussed in the text. Note that the author introduces the concept of speech stretch in order to explain the application of tonal variations when one is speaking. The phonetic components discussion has prompted my personal experience in the past encounters with the public. During the launching of the new automated home appliance in a national exhibition, he discovered that many people could not get my points clear. It was a hard time because after pausing at some point in my speech the reporter could not increase the tone immediately so as to be clear and explicit. Little did he know that pausing can be applied together with intonations, he would have succeeded in his presentation.  

The Role of Rearmament in International Relations Essay

The Role of Rearmament in International Relations - Essay Example After the World War I, many nations were disarming themselves to concentrate on rebuilding as the war had destroyed a lot of resources in terms of public infrastructure, killed a lot of people and the economies of most nations were on the downfall. Germany on the other hand left the league of nations and begun rearming itself again. This caused a threat to other nations in the region they could no sit back and wait to be attacked. 1The UK also embarked on rearmament program because Germany was becoming a threat. In the middle of 1930s, the British government obtained the biplanes to be used by the Royal Air Force and this was quite different from that which was being used in the First World War. Other weaponry obtained by the rearmament program included hawker hurricane, battleships, aircraft carriers and super marine spitfire. This came to be useful to them during the Second World War. 2 The end of the First World War was marked by the signing of the accord termed as the treaty of Versailles in the year 1919. The treaty was assented to by France, Italy, the Great Britain and not the US since it was later to draft its own accord with Germany in 1921. Many historians view the signing of the Versailles treaty as the major driving force that lead to the Second World War. ... Rearmament in the Rest of the World It's quite obvious that the most war oriented nations are those that spend a lot on rearmament obtaining more dangerous weaponry and military personnel. Germany has been criticized a lot for stimulating or rather initiating the Second World War. This is because by the time other nations were disarming and concentrating on development to recover what had been lost in the war, the Germans did the contrary and started building new weapons. In reaction to that, other countries like the UK begun to build weapons in fear that the Germans would attack them as the memories of the First World War were still fresh in their minds. 3 Hitler decided to violate the Versailles treaty claiming it was imposed to the German people. He called on all Germans to reunite and rearm and he stated clearly that the German would be the centre of the Europe and use the land to produce the food that the nation needed. For him to achieve this, Adolph Hitler realized that he needed a stronger army, than what he had inherited from his predecessor. He ordered the then army general to prepare an army of about 300,000 men, the ministry in charge of military was ordered to build 1,000 war planes and more military barracks were built as well. When the French refused his proposal to rearm, Hitler led the Nazi Germany out of the Geneva conference and was seen by many leaders as not being a supporter of external democracy and foreign policy. This led to reaction from other nations to follow suit. Japan was one of the nations to initiate a rearmament program. In 1936, its expenditure on national defense was estimated to be about 307 million dollars. France spent 716 million, the United Kingdom spent

Construction method statement and risk assessment Essay

Construction method statement and risk assessment - Essay Example (eg Designing river diversions with a series of pools to allow salmon to swim uphill despite damming of rivers in Alaska) CONCEPT: The next step is to submit the preliminary design to local authorities with a detailed report on contextual impact including Environmental impact for feedback by Government authorities and the local population who may have valid feedback regarding its impact on their lives. At this stage, all viable options to achieve the ends without this drastic intervention shall be weighed and discussed. FINAL PROPOSAL: The final proposal shall be prepared on the basis of feedback received on the conceptual proposal, and submitted for permissions. The same proposal shall be priced and tendered out to ascertain budget. Communication to effected local populace on all aspects of construction that may impact their daily activities. This would include possible demolition schedules, changes to river traffic, increased heavy road traffic to and from project site, etc. The actual project execution begins after plant and machinery required has been finalised, human resource is on site and is trained, and complete documentation and drawings are available to begin work. B. Excavation of diversionary channel to depth including foundations and sidewalls. Both ends shall be cast in-situ with metal gates in shut position. These gates will be opened permanently after channel is complete. D. As it is cheaper, faster, environmentally friendly, and a better qualitative output, the sections of the channel shall be cast off-site, and lowered over the dowels jutting out of the PCC on site. The exposed re-bars will be tied to dowel re-bars and concrete shall be poured to give a smooth inner finish to the channel. All elements to control water speed within the channel shall be cast as parts of the off-site modules and placed as required by design. 1. Cranes and

Usage of space in shell Essay Example | Topics and Well Written Essays - 1000 words

Usage of space in shell - Essay Example ssay aims at examining how the Shell Oil Company has utilized its operational space, particularly office space, to increase operations and profits as a result, in the United States. The Shell Oil Company is a subsidiary business of the Royal Dutch Shell Oil Company, located in the United States. In 2011, the Shell Oil Company leased a total of about 1.3 million feet squared of office space at the One Shell Plaza and the Two Shell Plaza in Houston (Hines, 2011). In the One Shell Plaza; Shell Oil Company occupies the largest percentage of office space. For instance, on the first floor, the Shell oil company has a small museum which illustrates the company’s history. The whole of Shell’s head office is located at the One Shell Plaza, while most of the other floors serve as corporate offices for the company. The Two Shell Plaza, on the other hand, plays the purpose of a parking lot as well as other Shell Oil Company offices. From 2011, the lease is set to expire after 15 years, thus making the Shell Oil Company a tenant at the Hines-owned property for over 55 years. According to Hines (2011), Shell renewed the lease in accordance with the latter company’s plan of consolidating more office space at Houston downtown. According to Cook (2012), the lease was the largest office space contract in the world that year. The acquisition of this office space is a significant leap from the 650, 000 square feet that the Royal Dutch Shell started with in 1970 (Cook, 2012). Over time, Shell has made progressive steps towards ensuring that there is enough working space for the thousands of people working in the company. In the 1990s, for example, Shell made major renovations to the Shell Plaza buildings aimed at easing operations and maximizing the output of the workforce (Cook, 2012). For instance, modern elevators were installed, electrical and mechanical upgrades were done, and architectural lobbies were upgr aded, in addition to other changes. In 2011, after Shell signed

Labor Laws Essay Example for Free

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