Education of respondents Essay

The above table shows that there are thirteen respondents belong to the High School Highest Educational Attainment level. This group represents sixty five percent of the entire respondent population. This group level is ranked 1 in the above table based on their percentage. Also, there are five respondents belonging to the College level. This group represents twenty five percent of the entire respondent population. This group level is ranked 2 in the above table based on their percentage. Also, there are two respondents belonging to the Masters level. This group represents ten percent of the entire respondent population. This group level is ranked 3 in the above table based on their percentage. There are more respondents belonging to the High School Highest Educational Attainment level. 4. 4. Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age, Gender and Highest Educational Attainment. 4. 4. 1 Age Table 4 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age. REALITY Sum of Squares Df Mean Square F Sig. Between Groups . 806 3 . 269 . 184 . 906 Within Groups 23. 394 16 1. 462 Total 24. 200 19 Critical value 2. 353 As for the survey question Is Beloved Novel Real (or Fiction)? In terms of age, the degree of freedom is 3 and the computed F is 0. 184 with a significance of . 906. The critical value is 2. 353. There is no significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms reality of the Beloved novel. 4. 4. 2 Gender Table 5 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Gender. REALITY Sum of Squares df Mean Square F Sig. Between Groups . 010 1 . 010 . 007 . 934 Within Groups 24. 190 18 1. 344 Total 24. 200 19 Critical value 6. 314 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of gender, the degree of freedom is 1 and the computed F is . 007 with a significance of 0. 934. The critical value is 6. 314. There is no significant difference between the respondents in terms of the reality of the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the reality of the Beloved novel. 4. 4. 3 Highest Educational Attainment Table 6 ANOVA Significant difference between the respondents’ determination if the Beloved novel is real or fiction when grouped according to Highest Educational Attainment. REALITY Sum of Squares df Mean Square F Sig. Between Groups . 131 2 . 065 . 046 . 955 Within Groups 24. 069 17 1. 416 Total 24. 200 19 Critical value 2. 920 As for the survey question Is Beloved Novel Real (or Fiction)? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is . 046 with a significance of 0. 955. The critical value is 2. 920. There is no significant difference between the respondents in terms of the reality of the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms highest Educational Attainment in the Beloved Novel. 4. 5. Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age, Gender and Highest Educational Attainment. 4. 5. 1 Age Table 7 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age. LIFE Sum of Squares df Mean Square F Sig. Between Groups 2. 564 3 . 855 2. 124 . 137 Within Groups 6. 436 16 . 402 Total 9. 000 19 Critical value 2. 353 As for the survey question Is slave life harsh in Beloved? , In terms of age, the degree of freedom is 3 and the computed F is 2. 124 with a significance of . 137. The critical value is 2. 353. There is no significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the levels in terms harshness of slave life in the Beloved novel. 4. 5. 2 Gender Table 8 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Gender. LIFE Sum of Squares df Mean Square F Sig. Between Groups . 238 1 . 238 . 489 . 493 Within Groups 8. 762 18 . 487 Total 9. 000 19 Critical value 6. 314 As for the survey question Is slave life harsh in Beloved? , In terms of gender, the degree of freedom is 1 and the computed F is . 238 with a significance of 0. 493. The critical value is 6. 314. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the harshness of slave life in the Beloved novel. 4. 5. 3 Highest Educational Attainment Table 9 ANOVA Significant difference between the respondents’ determination if slave life is harsh in the Beloved novel when grouped according to Highest Educational Attainment. LIFE Sum of Squares df Mean Square F Sig. Between Groups . 969 2 . 485 1. 026 . 380 Within Groups 8. 031 17 . 472 Total 9. 000 19 Critical value 2. 920 As for the survey question Is slave life harsh in Beloved? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 026 with a significance of 0. 380. The critical value is 2. 920. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms harshness of slave life in the Beloved Novel. 4. 6. Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age, Gender and Highest Educational Attainment. 4. 6. 1 Age Table 10 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age. SUFFERIN Sum of Squares df Mean Square F Sig. Between Groups . 206 3 . 069 . 239 . 868 Within Groups 4. 594 16 . 287 Total 4. 800 19 Critical value 2. 353 As for the survey question How did Sethe feel about her motherly suffering? , In terms of age, the degree of freedom is 3 and the computed F is . 239 with a significance of . 868. The critical value is 2. 353. There is no significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of how Sethe felt about her motherly suffering in the Beloved novel. 4. 6. 2 Gender Table 11 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according to Gender. SUFFERIN Sum of Squares Df Mean Square F Sig. Between Groups . 086 1 . 086 . 327 . 574 Within Groups 4. 714 18 . 262 Total 4. 800 19 Critical value 6. 314 As for the survey question How did Sethe feel about her motherly suffering? , In terms of gender, the degree of freedom is 1 and the computed F is . 327 with a significance of 0. 574. The critical value is 6. 314. There is no significant difference between the respondents in terms of the how Sethe feels about her motherly suffering in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of how Sethe feels about her motherly suffering in the Beloved Novel. 4. 6. 3 Highest Educational Attainment Table 12 ANOVA Significant difference between the respondents’ determination on how Sethe felt about her motherly suffering in the Beloved novel when grouped according Highest Educational Attainment. SUFFERIN Sum of Squares df Mean Square F Sig. Between Groups . 369 2 . 185 . 708 . 506 Within Groups 4. 431 17 . 261 Total 4. 800 19 Critical value 2. 920 As for the survey question How did Sethe feel about her motherly suffering? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 026 with a significance of 0. 380. The critical value is 2. 920. There is no significant difference between the respondents in terms of the harshness of slave life in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms harshness of slave life in the Beloved Novel. 4. 7. Significant difference between the respondents’ determination on the reality of Mother Baby Snugg’s Freedom when grouped according to Age, Gender and Highest Educational Attainment. 4. 7. 1 Age Table 13 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snugg’s Freedom when grouped according to Age. FREEDOM Sum of Squares df Mean Square F Sig. Between Groups 5. 333 3 1. 778 1. 255 . 323 Within Groups 22. 667 16 1. 417 Total 28. 000 19 Critical value 2. 353 As for the survey question Is Mother Baby Snugg’s Freedom real? , In terms of age, the degree of freedom is 3 and the computed F is 1. 255 with a significance of . 323. The critical value is 2. 353. There is no significant difference between the respondents’ determination on the reality of Mother Baby Snugg’s Freedom when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the reality of Mother Baby Snugg’s Freedom in the Beloved novel. 4. 7. 2 Gender Table 14 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snugg’s Freedom when grouped according to Gender. FREEDOM Sum of Squares Df Mean Square F Sig. Between Groups . 952 1 . 952 . 634 . 436 Within Groups 27. 048 18 1. 503 Total 28. 000 19 Critical value 6. 314 As for the survey question Is Mother Baby Snugg’s Freedom real? , In terms of gender, the degree of freedom is 1 and the computed F is . 634 with a significance of 0. 436. The critical value is 6. 314. There is no significant difference between the respondents in terms of Mother Baby Snugg’s Freedom reality in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of Mother Baby Snugg’s Freedom reality in the Beloved Novel. 4. 7. 3 Highest Educational Attainment Table 15 ANOVA Significant difference between the respondents’ determination on the reality of Mother Baby Snugg’s Freedom when grouped according to Highest Educational Attainment. FREEDOM Sum of Squares df Mean Square F Sig. Between Groups 2. 608 2 1. 304 . 873 . 436 Within Groups 25. 392 17 1. 494 Total 28. 000 19 Critical value 2. 920 As for the survey question Is Mother Baby Snugg’s Freedom real? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is . 873 with a significance of 0. 436. The critical value is 2. 920. There is no significant difference between the respondents in terms of the reality of Mother Baby Snugg’s freedom reality in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the reality of Mother Baby Snugg’s freedom reality in the Beloved Novel. 4. 8. Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age, Gender and Highest Educational Attainment. 4. 8. 1 Age Table 16 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age. LOVE Sum of Squares df Mean Square F Sig. Between Groups 13. 722 3 4. 574 2. 550 . 095 Within Groups 26. 909 15 1. 794 Total 40. 632 18 Critical value 2. 353 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of age, the degree of freedom is 3 and the computed F is 2. 55 with a significance of . 095. The critical value is 2. 353. This question is in relation to the right of the owners to rape their slaves. There is a significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Age because the computed F value is higher than the critical value. Therefore, the respondents with different age levels have the different levels in terms of the right of woman slaves to love in the Beloved novel. 4. 8. 2 Gender Table 17 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to Gender. LOVE Sum of Squares df Mean Square F Sig. Between Groups 1. 555 1 1. 555 . 676 . 422 Within Groups 39. 077 17 2. 299 Total 40. 632 18 Critical value 6. 314 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of gender, the degree of freedom is 1 and the computed F is . 676 with a significance of 0. 422. The critical value is 6. 314. This question is in relation to the right of the owners to rape their slaves. There is no significant difference between the respondents in terms of the right of women slaves to fall in love in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the right of women slaves to fall in love in the Beloved Novel. 4. 8. 3 Highest Educational Attainment Table 18 ANOVA Significant difference between the respondents’ determination on the reality of the right of women slaves to love when grouped according to highest educational attainment. LOVE Sum of Squares Df Mean Square F Sig. Between Groups 4. 515 2 2. 257 1. 000 . 390 Within Groups 36. 117 16 2. 257 Total 40. 632 18 Critical value 2. 920 As for the survey question Do Women Slaves in Beloved have the right to love? , In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 000 with a significance of 0. 390. The critical value is 2. 920. This question is in relation to the right of the owners to rape their slaves. There is no significant difference between the respondents in terms of the right of woman slaves to love in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the right of woman slaves to love in the Beloved Novel. 4. 9. Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age, Gender and Highest Educational Attainment. 4. 9. 1 Age Table 19 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups 2. 207 3 . 736 . 402 . 754 Within Groups 27. 477 15 1. 832 Total 29. 684 18 Critical value 2. 353 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of age, the degree of freedom is 3 and the computed F is . 402 with a significance of 0. 754. The critical value is 2. 353. There is no significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Age because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms of the right of slave mothers to own their children in the Beloved novel. 4. 9. 2 Gender Table 20 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Gender. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups . 492 1 . 492 . 286 . 599 Within Groups 29. 192 17 1. 717 Total 29. 684 18 Critical value 6. 314 As for the survey question Do slave mothers in Beloved have to right to own their children? , In terms of gender, the degree of freedom is 1 and the computed F is . 286 with a significance of 0. 599. The critical value is 6. 314. There is no significant difference between the respondents in terms of slave mothers’ right to own their children in the Beloved Novel when grouped according to Gender because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms slave mothers’ right to own their children in the Beloved Novel. 4. 9. 3 Highest Educational Attainment Table 21 ANOVA Significant difference between the respondents in terms of the right of slave mothers right to own their children when grouped according to Highest Educational Attainment. CHILDREN Sum of Squares df Mean Square F Sig. Between Groups 3. 568 2 1. 784 1. 093 . 359 Within Groups 26. 117 16 1. 632 Total 29. 684 18 Critical value 2. 920 As for the survey question Do slave mothers in Beloved have to right to own their children? In terms of highest Educational Attainment, the degree of freedom is 2 and the computed F is 1. 093 with a significance of 0. 359. The critical value is 2. 920. There is no significant difference between the respondents in terms of the right of slave mothers to own their children in the Beloved Novel when grouped according to highest Educational Attainment because the computed F value is lower than the critical value. Therefore, the respondents with different age levels have the same levels in terms the right of slave mothers to own their children.

Bent Toward Your Goal, the Whole World Will Make Way Essay

Now I am in Grade 10 and I think about the life I have spent. I come to a conclusion: everyone’s life starts similarly, but the result is different. This is because some people do not know their own goals and only do what others do. Only people who know their goals can have a meaningful life. There are many ways in my life. If I am not careful enough, I will choose the wrong way. For instance, although some people look quite busy, what they do is not meaningful because they do not know their goal! It is necessary for you to know your goal and hold on to it unless you do not want to be successful. Ants use the whole autumn to save food in order to have a good winter. Farmers work under the burning sun in order to have a good harvest. They all know their goal and hold on to it. So do I. When I was in Grade 7, I knew there would be a basketball game in Grade 8. As a student who was crazy about basketball, it was a good chance for me to help my team, so I was sure of my goal. From then on, I began to learn from others and practiced again and again. Nothing could get in my way because of my determination. Although the sun was burning, the weather was hot, I never gave up because I believed: â€Å"no pain, no gain†. Finally, our team did a good job, and it was the result that I wanted. Begin with the end in mind makes me have a definite goal, and makes me go straight towards my dream. Consequently, I advocate that everyone should begin every day with a clear direction and destination and hold on to it. This can lead you to success!

Private Prisons in Texas Research Paper Example | Topics and Well Written Essays - 3000 words

Private Prisons in Texas - Research Paper Example The aim of the creation of private prisons has been for the purpose of making a profit by private entities through the taking over the tasks of convict rehabilitation that were conducted by the government. While this has been the case, the fact remains that there has been a lot of concern about the shifting of legal punishment from the public to the private sector, the logic being that governments, being accountable to the public, are more concerned about the welfare of those imprisoned than private institutions, which have no real interests in the inmates except for the economic benefits that they receive. Therefore, the concerns raised are based on the fact that private prisons may be lax in their establishment of a corrections system that is effective as compared to government held prisons, which have such guarantees. Private prisons in the state of Texas have been criticized to be business institutions whose main aim is to ensure that they maximize their profits, since their driv ing incentive is to make as much money as possible. Plenty of skepticism in such prisons have been raised because of the fact that prisons have now become profit yielding institutions through the imprisoning of individuals caught committing crimes and sentenced. Despite the concerns that have been raised above about the establishment of private prisons, the government of Texas has continued to be adamant that private corporations can run prisons as well as the government itself and that there is no need to worry about these institutions’ doing a bad job. The state of Texas has attempted to delegate the functions of punishment to private companies with the intention of relieving itself of the burden, but also ensuring that these companies remain accountable to the public. While this has been the case, there has developed the need to ensure that these private entities are indeed performing the functions that have been delegated to them with as much diligence as would have the g overnment.1 This has created a situation where studies have to be conducted so that it can be established how the contractual relationship between private prisons and the government, relating to how the formation, maintenance and other aspects of the prisons are worked out between them. When dealing with the formation, the expectations of the private institution as well as those of the government concerning what the prison’s management will require are considered so that it is known how the prison will be developed as well as how it will be staffed. The maintenance of the prison has been outlined as the affairs which will be involved in the daily running of the prison as well as the establishment of the definitions of how the prisoners will relate to each other as well as how they will relate with the members of the prison staff.2 When one considers liability in private prisons, it basically deals with the failure of the parties involved, either the government or the private entity, to fulfill their obligations as stated in the contract between them and the consequences that are likely to follow. Through the insistence of these obligations, it becomes an obligation for both the government and the private entities running the prison to ensure that there is accountability to the public in the process. Thus, accountability can be enforced, whereby there is the protection of the various social groups within the

A hypothetical disaster scenario Essay Example | Topics and Well Written Essays - 1000 words

A hypothetical disaster scenario - Essay Example However, there is no difference between this earthquake and the California earthquake. Data needs to be collected on the extension of the effects of the earthquake. The earthquake might have triggered other earthquakes or even tsunamis. Facts deploy that the crustal plates that compose the surface of the planet are seen moving all the time. They are identified moving at a rate that is equal to the development of fingernails. They are ought to be moving away from each other. This then leads to the oozing of the magma up which forms a new crust. Therefore, they may slide past each other or even towards each other which makes the current crust to be destructed. The main thing that may make them stick together thus forcing a deformation when they continue their movement is through friction. The faults are subjected to breakage where seismic waves are when friction is by deformation. However, the divergent boundaries may occur at the mid-ocean ridges or even in the rift zones. This is where the new crust if formed. These regions are subjected to earthquakes of which they are not that hazardous in the part because they appear to be small and happen to be far away from people. During the time when the plates are moving apart, the transform boundaries are the motion of strike slip of the San Andreas Fault. The earthquakes happening in these regions happen to be shallow and thus they produce moderate magnitude earthquakes. The convergent boundaries occur when there is a collision of the plates. If the plates are both continental plates, huge mountain ranges created by the crust that crumbles out in the process of formation just like the Himalayas. If the movement happens to be in between the continent and the ocean, the oceanic plate which is of high density, is sub ducted in the floating continental plate which happens to be of low density. The regions where subduction takes place are always terrifying thus they occur infrequently in that the locals

Greek Easter or the American Easter Essay Example | Topics and Well Written Essays - 750 words

Greek Easter or the American Easter - Essay Example Easter primarily is the celebration of Jesus' triumph over death and mankind's hope for eternal life. Some of the main features behind the original Easter story are Jesus' execution, his burial and most significantly his rising from death. Christians believe that according to the Scripture, Jesus came back to life three days after his death on the cross, which is observed through the Good Friday, always the Friday before Easter. Through his death, burial and resurrection it is believed that Jesus paid the penalty for his sins and obtained eternal life for all who believe in him. Although it is the celebration of the same truth in history, the methods of celebration differ quiet a bit. In USA the name of this Holy Day is Easter. It is derived from the pagan goddess of dawn, "Eostre". Since Eostre was a pagan goddess, in some churches it is considered inappropriate to refer to this Holy Day with the name of a pagan goddess. However, the word Easter is simply used to refer to this holiday only, with no connotation what so ever with the pagan goddess bared in mind. In most other languages including Greek, Easter is called Pascha, related to the Hebrew word Pesach, for Passover. This is because the early Christians linked this celebration to Passover. Along Along with differences in names there are also differences in the ways this holiday is celebrated. If the holiday is being celebrated in the US, one can expect to see the famous Easter parades. Another famous tradition is of egg hunting for hidden eggs. This became known as the Easter Egg Roll, gaining popularity in the late 1800s. Children rolled eggs on the grounds of the US capitol the congress was not happy about this and outlawed the practice. In 1878, President Hayes and his wife Lucy invited children to roll eggs on the lawn of the White House itself, starting a tradition which still continues today. Another US tradition is the Easter Bunny, in many cultures it is viewed as the bunny as symbol of fertility. The reason behind accepting this view was that centuries ago, Pope Gregory I allowed people to keep pagan symbols such as eggs and bunny as long as they can be recast in Christian terms. In Greece the celebrations truly begin two months before Easter. They start with the festival called Apokria, in which a huge paper mache effigy of Judas is set on fire. The next Monday is called Clean or Ash Monday it is one of the most festive days of the year for the Greeks. Children and parents gather on the hills of Athens and the Greek countryside to fly kites and enjoy picnics and than Lent begins. Holy Thursday is the day when all Greek families prepare dyed red eggs. Tradition says that the Virgin Mother dyed eggs red to celebrate the resurrection of Jesus and to celebrate life. This is a big part of the Easter Sunday. On Good Friday flags at homes and government buildings are set at half mast to mark the sorrowful day. Holy Saturday is filled with anticipation of Easter. People gather at town squares and churches and by 11 P.M. the Easter Services start. Large white candles are lit and are carried by everyone. At midnight the church bells ring and the priests announce Christos Anesti (Christ has risen) and fireworks are set off. The celebration contin ues on the Sunday with great Easter feasts. This is brings us

A Critical Review in the Contemporary Themes in Youth Work Practice, Essay - 4

A Critical Review in the Contemporary Themes in Youth Work Practice, Thematic Area Mental Health and Emotional Wellbeing - Essay Example Brendtro, Ph.D, the President of Reclaiming Youth International. The main message of the article is that a crisis should be perceived as a unique opportunity that can help a student or a young person come to grips or understand an important life problem. As opposed to a glass half empty, successful management of a crisis requires looking at it as a glass half filled with water. This understanding is critical in successfully managing the crisis, therefore illuminating the pattern of self-defeating behavior of the student and providing strength-based skills. In this regard, LSCI is presented as an advanced and effective strategy of this paradigm to help promote understanding and change (Perry & Hambrick, 2008, pg. 34). In my opinion, the authors stress upon focusing upon the LSCI as opposed to other traditional approaches used to help troubled youth. Traditional approaches, or alternatives to the LSCI method, are explained and presented as reactive in nature and ineffective for solving youth problems. The LSCI, on the other hand, seeks to focus on understanding the facts and causes of counterproductive conflict styles. In support of the theories and principles presented by the authors is my own experience as well as broader research and reading on the subject. Several experts and scholars on the issue of ways of reclaiming young people who show patterns of self-defeating behavior are in favor of the LSCI approach as opposed to conventional approaches, which are seen as reactive. My evaluation of what the authors presented in this article is that it is exactly right and effective in especially the present-day challenging environments for youth growth and development. One of the major reasons why I am in support of the theories presented by the authors is with regard to the interventions for various patterns of self-defeating behavior common among young people and children. The LSCI process has been broken down into six stages

International Corporate Finance Case Study Example | Topics and Well Written Essays - 3500 words

International Corporate Finance - Case Study Example Here the banks will use the forex rate on which they are willing to buy or sell the currency with in a month or more after the transaction.3 It can be seen that due to the volatile and unpredictable nature of the forex markets during times of political or economic crisis both these markets carry a considerable risk for the multinational firms. The preceding discussion in the other sections will assess the types of strategies which can be used to avoid these risks and their feasibility in the short and long term. There are a number of risks facing VFM right now in terms of the foreign exchange and political risks involved here. These can Credit risk , Liquidity risk , Solvency risk , Operational risk , Market risk and Interest rate risk. (Aharony, 1986.Risks like operational risks (which have been defined by the Basel Committee(Basel II) arise from 'inadequate or failed processes, people and systems or from external events'. ( Hsaio 2008) .Operational Risks cover a wide category of risks which pertain to human error or technical deficiencies.(Black,1972) and are related to all other types of risk such as capital needs, inflation, concentration of revenues (by customers, products, geographies, etc.) new competitive conditions and environmental remediation obligations(reinforced by the new concept of Corporate Social Responsibility).(Black,1972). However more serious risks pertain to losses which arise due to the failure of the obligator to perform(Credit Risk) and such losses are reported to be responsible for more that 50% of yearly business losses.(Black,1972).Today the current lending practices pertaining to credit risk management methodology have made considerable progress.Another type of risk is the market risk which related to the unpredictability surrounding future earnings, because of the volatile changes in the value of financial instruments (which again accounts for 25% of yearly bank losses) ( Staikouras 2000).Reporting risk is different from market risk and credit risk as its primary focus is on derivatives and other financial instruments and is related to the problem of Accounting Risks which are caused by the likelihood of wrongly perceiving or estimating the amounts of risk arising out of their accounting assumptions and methodologies( Staikouras 2000).However the tendency of financial institutions to suffer from Accounting risk, can be remedied by care in the preparation of financial statements.(like appropriate disclosures related to estimates contained in the financial statements) .(Black,1972,Chen 1983) Modern Market Risks are no longer defined by outright exposure and

Ethics at Work Research Paper Example | Topics and Well Written Essays - 750 words

Ethics at Work - Research Paper Example ver a problem arises, one has to look in to the solutions deeply so as to overcome the problem quickly without causing further damage to the organization. Generally, in times of difficult situations and problems, many people opt to solve the problem as quickly as possible to avoid further losses; however it is not a good strategy to solve any problem (GRAHAM, 2013). Many problems bear such nature that if they are not handled properly but with haste, they cause severe damage instead of being solved. So, one needs to approach a problem after properly planning for it. The following approach shall be preferable for solving problems: As a management officer, a person can react in many ways. This reaction depends upon the style of leadership he prefers. Some managers are hard at deciding for who were involved in any problem. This type of manager is a benefit in case of employees who are negligent in performing their duties; however it may motivate those employees who are generally loyal to work (Giberson, 2009). Similarly there may be a manager who uses politeness towards those who made the problem to rise. It is advantageous as it motivate employees loyal to work to be more careful in performing duties, but can also motivate those who disregard such behavior of managers and become more and more negligent. The word â€Å"best† can be described as the single most advantageous of all the possible things. As discussed earlier, there may be many possible solutions for a given problem. It is very rare that a problem has only one possible way to be solved in. but the best is generally a single one yet this one also is not a hard and fast rule as one solution may be the best from one perspective but the other from another. 2. Concern-for-others principles: they are the principles where a person imposes decisions with the others in mind. They have no concern for the organization or themselves in these types of principles. In my business, I would prefer to use the Balancing

Concept of McLuhan's definition of Hot media Assignment

Concept of McLuhan's definition of Hot media - Assignment Example McLuhan’s various comparative arguments over the importance of the medium rather than the content of the medium, quoting examples from various facets of life are analysed to prove that hot media has the power to change the past traditions and bring a revolutionary change in society. The article finally reaches on the conclusion that views of McLuhan on the concept of hot and cool mediums are still relevant and are respected widely in the present time of high definition digital technologies. Introduction of Concept Before considering and arguing in favour or against the concept of McLuhan’s definition of hot media, it is more relevant to know what a concept means. â€Å"Concepts are centres of vibrations, each in itself and everyone in relation to all others,† (Deleuze and Guattari, 1994:23). Concepts have got transformed in the wake of vast coverage of distinctly different theoretical writings on the digital age. It has proved one fact that concepts are elastic i nstruments that emerge from the solutions of the current problems. It is more applicable in the current context of huge changes occurring in social and cultural settings (Flew, 2007). Conceptual work can primarily be divided into three categories, as based on its usage. The first is related to such concepts that are universal in appeal although it is not a stable definition, as concepts go on changing; it is the tendency to mutate over time and between various cultural contexts, taking meanings far distanced from those earlier conveyed. As Bruno Latour (2000)) talks of 'recalcitrant objects' concepts can also be recalcitrant: such concepts can be considered but it is an arduous task to review and analyse them. Concepts attract arguments both in favour and against them, turning them to various meanings, which makes it all the more difficult to bind them in a single clear-cut definition (Flew, 2007). Gane (2003)) and Haraway (1997)) have quoted Georg Lukacs and the Frankfurt School in the context of commoditisation of knowledge, which is irrespective of whether it is scientific or creative innovation. Another form, named intellectual property has further plastered this process. The purpose of such concepts, according to Donna Haraway (2004: 335)) is to be used as 'thinking technologies' to state and measure some of the major social and cultural changes of the times. Arguments in Favour of the Definition of Hot Media The concept of ‘hot media’ presented by McLuhan, related to the concept of information, is very complicated. Theorists also hesitate to describe its meaning. Claude Shannon and Warren Weaver, who have written on the concept of information, have defined information as an empirical measure rather than a physical trait. This approach has impacted media theorists like Marshall McLuhan and at the same time has also been criticised by feminist writers, such as Donna Haraway and Katherine N. Hayles, who find fault in taking out information from the medium or physical body in which it is flashing. This criticism reinforces a physical theory of information, which is tested by thinking of information as a part of a vast, structural network of informatics. Dona Harraway has also followed this route to observe a link between the physical and the semiotic via the research of entities that have both the physical characters and presence of new governance on intellectual property such as the Flavr Savr tomato (Flew, 2007). McLuhan initiates discussion by

D.L.S Essay Example | Topics and Well Written Essays - 1250 words

D.L.S - Essay Example So they don’t think there’s any way to extract information regarding this period Now I will mostly be interested in stating Smail’s ideas and supporting them with the excerpts from his book called ‘On Deep History and the Brain’. Before actually explaining the above mentioned points, one thing that must be clarified is that Smail is against the typical psychological treatment to the history. In fact, he prescribes a rather neurophysiological treatment to this case. The reason to support this sort of view is that such an approach will bring interdisciplinarity to the study of history which in turn will help in exploring history from different perspectives. Moreover, this will also tackle the presentism brought in by psychological treatment of the subject. In his words, ‘What do we gain from a deep history centered on the neurophysiological legacy of our deep past? Well, one bene?t is a new kind of interdisciplinarity that joins the humanities an d social sciences with the physical and life sciences. This is, I hope, something we would all like to aim for. This kind of interdisciplinarity, in turn, provides an opportunity for escaping the sterile presentism that grips the historical community.’ (Smail 1) According to Smail, the first and the most important of the facts that kept historians from including the prehistory to history is their dependence on the Sacred Scripts for the point of origin and the different marks of the history. Historians believed that the history started from the Garden of Eden. This point of view can be for any reason including religious, racial or political. This is how historians neglected the Paleolithic Era and in doing so they alienated a large number of audiences who were keen to know the happenings of this remote past. Smail pinpointed this loss in these words: ‘Historians risk alienating this audience if they continue to ignore that part of our history which consists of the deep past.’ (1) Smail suggests that in order to peek at the remotest past we have to move from ‘Sacred’ to ‘Human’ – our history must be centered on brain and biology rather than religion. Although Sacred History plays a major role in giving a historical account of the events that were of religious importance but it must not be the base on which the history building is to be erected. The most important reason is that it has only three major marks to go back to the past viz. Expulsion from the Garden of Eden, the Universal Deluge and the Destruction of the Tower of Babel. So it does not offer much. Latin and Greek historians generally worked in this genre as their emperors were influenced by Christianity. For those historians who were influenced by this Judeo-Christian style of history writing, history began at Eden or from Genesis. So they don’t know what happened before Expulsion from Eden. Secondly, their scope is limited to religious trea tment of the events so all they were available with for help were religious scripts or scholars who molded every aspect of history to religious mold. Not only this religious treatment but also any other treatment whether it is philosophical or

The War of 1812 Essay Example for Free

The War of 1812 Essay The War of 1812 was an important event in American history because from the end of the war forward the United States was respected internationally as a nation. In essence, the United States would gain nothing from the War of 1812 after the signing of the Treaty of Ghent, but what the United States would end the Native American threat on its westernmost borders, but also a new sense of nationalism would emerge. While the causes and effects are diverse in nature, the War of 1812 made a lasting impact on American history as being the event that taught the fledgling nation what it meant to be independent, and teaching it to be prepared militarily. One of the key elements that helped in the growing development of the United States military was the realization that the military was unprepared for the War of 1812. The United States was a new country and their military was not as prepared for a war. The primary soldiers were state militias who were untrained and not ready to see battle but as a new nation that hadnt had the time to create a strong military system, the United States had to use them if they were going to be able to fight the war. If the United States had had a better plan for the international situations that arose surrounding a nation the war may never have had to be fought. Communication was a problem as well as there were instances where it became sorely obvious how unprepared they were for this sort of situation. For example, by the time the United States entered into a declaration of war, the British had already rescinded the Order in Council. Also, when the war was ended two years later the bloodiest battle of the war would take place two weeks later because communication of the wars end did not reach the far south of the United States. The nation was unprepared to fight a war and unprepared to communicate during a war (The War of 1812). The War of 1812 had many effects on the United States. The war, which had begun as an issue involving maritime trade lines, became something even more close to home as the war turned against the Native Americans in the northern areas of the United States. The War Hawks, in fact, would get more than they could have hoped for with their victory on their own shores. This war also brought about a new sense of nationalism in the United States, a country fighting to prove its place in a world of established nations. The War of 1812 changed the face of American history for decades to come. Without this war there would have never been the type of American pride that is still felt by the average American today. The war also taught the United States a few things about their foreign policy and how to deal with international issues, and showed them how important it was to be militarily prepared for anything. The Native Americans of the northern part of the country were conquered and, while there was still bad feelings between the US and Great Britain it was nothing like it had been before.This war changed the landscape of the United States as well as its politics, making an impact that was felt for centuries. Works Cited Mintz, S. , comp. War of 1812. 2003. Digital History. 17 Mar. 2007 http://www. digitalhistory. uh. edu/historyonline/us10. cfm. Nelson, Rebecca, ed. The Handy History Answer Book. Detroit: Visible Ink, 1999. 99-101. The War of 1812. 2007. Wisconsin Historical Society. 17 Mar. 2007 http://www. wisconsinhistory. org/turningpoints/tp-010/.

Design Liability under National Engineering Contract (NEC)

Design Liability under National Engineering Contract (NEC) Design Liability under NEC Problem Every construction or engineering project is generally designed and occasionally defects occur as a result of defective design. These defects if possible then have to be rectified and this has associated costs. Where interested parties cannot agree on which of them is responsible for the defect they often seek a legal remedy to allocate costs. To avoid this legal entanglement the majority of construction projects are carried out under the relative control of a contract that identifies the party that is responsible for the design. The degree of liability depends on how the design responsibility has been allocated under the contract. However, the complicated interaction of various legal elements with contractual provisions can consequently make this difficult to determine. For practical use a contract should allow for the incorporation of clear acceptable levels of liability to both parties. Research by Gaafar and Perry (1998) suggests using a contract that allows for a spectrum of liability such as the NEC/ECC. This allows the level of responsibility to be tailored to the individual project by the inclusion of secondary clauses. Another consideration that must be investigated is that even if the design responsibility is not allocated under the contract, or no written contract exists, a level of responsibility under tort almost always exists. This responsibility is often forgotten and is rarely referenced in the contracts text. The level of design liability differs depending on what type of organisation the designer works for. For example, the level of design liability is the same in tort for a consultancys designer and a contractors designer, however, under a contract the level of liability may be different. In tort, the nature of the designers obligation is to exercise reasonable skill and care irrespective of the designers organisation. In contract, a consultancys designers liability is to exercise reasonable skill and care unless they know the purpose for which they are designing in which case a fitness for purpose liability is implied. Because of this risk of suffering an implied liability terms of engagement for a consultancys designer usually contract out fitness for purpose requirement. This is useful as no level of Professional Indemnity insurance exists to cover a consultancys designer for fitness for purpose liability and it is unlikely the consultancy would be able to independently cover the ris k. Even if a fitness for purpose liability is excluded, a consultancys designer could still be liable for not delivering the end result, if it can be proved that they did not use reasonable skill and care and has ultimately committed professional negligence under tort as well as being in breach of contract. As the tort of negligence is implied into both written and none written contracts, wherever a situation arises where one party owes another a duty of care, it is essential to look at its meaning. The Institution of Civil Engineers (2006) defines negligence as being based on the inflicting of injury or loss upon another person by failure to take such care as the law requires. A contractors designer suffers risk by reference to the statutory implied terms, under the Sales of Goods Act 1972 and the Supply of Goods and Services Act 1982, which will impose certain contractual warranties relating to merchantable quality and fitness for purpose, irrespective of what the contract says. The statutory implied terms give rise to risk for the designers contractor in that a contract which is silent on the point will impose on him a strict liability for all the obligations he has undertaken, including his design obligation. It is also worth noting that because of this, if a contractor chooses to appoint a consultancy designer under a subcontract, even if he is using the relevant standard subcontract form of the main contract, they may open themselves up to considerable risk. This is because they still have an obligation to deliver the end result that is fit for purpose, unless there are express provisions to limit liability. This why most Design and Build standard for m contracts limit the liability of the contractor for design to that of an architect under a traditional build contract. However, if there are express provisions in the contract to impose an explicit fitness for purpose liability on the contractor these provisions will then be subject to the Unfair Contract Terms Act 1977. As already stated, there are two levels of design reasonable skill and care and fitness for purpose. These two terms are the most commonly used and even though they are an over simplification it is important to define them in more detail. Fitness for purpose is just that, it should satisfy and/or deliver the clients requirements whereas reasonable skill and care can be further split into professional skill and duty of care. As well as carrying out their specialist skill competently the construction professionals have to exercise a defined level of care. This duty of care is based on foreseeability, where one must take reasonable care to avoid acts, omissions or statements, which could reasonably be foreseen to be likely to result in injury or loss to other people. The standard of care to be exercised is that of the ordinary, prudent person and will depend on the particular circumstances of each individual case. In the context of this proposal it would be the construction professionals, working for the contractor who must exercise due care to highlight errors when reading and implementing the clients design, or the contractors own designer who must exercise due care when creating and developing a design (Institution of Civil Engineers, 2006). The element of skill required by a construction professional, whether they are an engineer, designer, quantity surveyor or project manager is to carry out their own specialist skill competently. The courts have defined the specialist skill and competence on many occasions and the following direction to the jury in Bolam v Friern Hospital Management Committee [1957], has been adopted by the House of Lords and is frequently cited:- Where you get a situation which involves some special skill or competence the test is the standard of the ordinary skilled man exercising and professing to have that special skill. A man need not possess the highest expert skill it is sufficient if he exercises the ordinary skill of the ordinary competent man exercising that particular art (Institution of Civil Engineers, 2006). As previous research by Gaafar and Perry (1998) suggests, the NEC/ECC contract is an acceptable document that can be tailored to individual projects and remain workable and acceptable to both client and contractor. These advantages could explain why it has rapidly become the contract of choice for public sector work. Due to the economic situation that exists in the construction and engineering industry at present the majority of work is in the public sector and as a result is under NEC3 the most recent version of NEC/ECC form of contract. According to the Bank of England the current economic situation is going to continue for at least the next 6 months before signs of recovery start to filter through to the construction industry in the form of private investment. Because of this, more disagreements over design defects carried out under the NEC3 form of contract are probably going to go before the courts. It would be useful then for contractors construction professionals to know what design liabilities the contractor could be exposed to so that they can take steps to avoid any legal entanglement. This is especially prudent as the NEC3 contract does not include the term fitness for purpose in its text and instead relies on the works information given by the client to specify the performance requirements and secondary clauses to limit a contractors liability. When this information is incomplete or missing it creates a situation where the responsibilities and the end requirements are unclear and the contract reverts back to a silent position as discussed earlier and imposes a strict liability upon the contractor, unless secondary clauses to expressly limit liability are included within the contract document. Even where these clauses are included contractual warranties implied by the Sales of Goods Act 1972 and the Supply of Goods and Services Act 1982 may take precedence. It is important to note that in this silent position a contractor would not be liable for desi gn works carried out by subcontractors even if appointed by them under the relevant NEC3 subcontract form. The aim of the dissertation then, is to carry out primary and secondary research to determine whether, and if so, how, a contractors design liability can be limited to reasonable skill and care under the NEC3 suite of contracts. Your problem specification specifies the problem alright, but it does not indicate what can be done to resolve the problem or what issues need to be addressed in resolving this problem. These issues would form the basis of the ensuing chapters of the dissertation. There is a decided lack (although not a total absence) of appropriate citation to substantiate your many authoritative statements in the problem spec. Literature Review Current literature on the National Engineering Contract 3 (NEC3) includes legal cases, commentary or how to use guides and finally but not exhaustively research by construction and engineering academics and/or professionals. This literature individually covers the different aspects of design liability and the NEC3. Need to make more substantial to provide a structured overview. The NEC3 is endorsed and recommended by the UK Governmental Office of Government Commerce for use on all public sector construction projects. And because the majority of current construction and engineering work is in the public sector at present it is getting a lot of use and therefore it is important that those using it fully understand it. To that end Eggleston (2006) has written a comprehensive commentary on the NEC3. His commentary explains how each NEC3 contract is uniquely put together to meet the employers needs by assembling clauses from the option structure and by particularisation in accompanying documents. This commentary is particularly useful in that it helps the reader use the contract by providing step by step instructions to ensure the basic building blocks of the contract are set up correctly. A good example of this is the five steps that an employer must follow in order to create a set of NEC3 conditions for a particular contract. Egglestons (2006) commentary is an overview of the entire suite of NEC3 contract documents and gives a brief definition of the clauses. It does not give instruction of which combination of options and clauses to use but instead informs the user how to incorporate their chosen selection into a working document. On the down side the book does not give you enough legal analysis and only refers to a handful of cases and to this end does not highlight sufficiently what the repercussions of not getting it right are. This means unless the professional using it is fully versed or doesnt follow a commentary such as Egglestons to the letter they could end up in hot water regardless of what secondary clauses they think are in place to limit liability. Using Egglestons (2006) definitions of clauses and with cross reference to an NEC3 contract it is apparent that it is the secondary options X15 limitation of contractors liability for design and X18 limitation of liability are the most relevant to this proposal. This is because they are the clauses that can be included if agreed between the client and contractor to pre-determine the level of liability. Need to insert what Eggleston says Difference between two clauses and what they limitContradiction with works information Express catch all sentences added under Option Z or included in works info Egglestons thoughts on silent position Gaafar and Perry (1998) have written an insightful paper that is relevant to the proposed aim of this proposal. They based some of their findings on communication with an unnamed author involved in the development of the NEC. From this they discovered that these optional clauses came about due to legal advice that was given to avoid the term fitness for purpose and to the eventual adoption of the notion that the employer would either define the extent of his requirements for performance through the works information or would limit the liability through the choice of an optional clause. The term fit for purpose is very open to interpretation and could be a reason why it was left for the employer to fully define their requirements. Gaafar and Perry (1998) were unable to find a precise definition for the term fitness for purpose and concluded from comparing correspondence and discussion with unnamed legal academics and professionals that no such definition exists. This is hard to accept as regardless how many legal academics and professionals were contacted it is precedence set in the courts that establishes a meaning for the term not the legal academics and professionals opinion. It may be the case that these legal academics and professionals are unaware of any relevant case law and it is unlikely that they exhausted all published volumes. In addition Gaafar and Perry (1998) may have narrowed the question posed to the legal academics and professionals too much and a definition may exist in a non construction and engineering context that could be applied if the princi ples are the same. In addition to correspondence and discussion Gaafar and Perry (1998) also carried out a survey to determine the desirability to be able to adjust the level of liability. They highlight that 30% of clients questioned in the survey said that a fitness for purpose liability is not desirable as they recognise the practical and commercial problems it can cause. Gaafar and Perry (1998) expand on the description of these problems reiterating that professional designers do not have to carry a professional liability higher than reasonable skill and care and therefore no higher level of insurance cover exists. This means that the contractor can not obtain cover either and because of this if a fitness for purpose obligation exists and the design is carried out by a professional designer under a subcontract, the contractor can not pass this liability down to them. This leaves the contractor carrying a large uninsured risk. This unexpected result in their findings gives strong support to their re commendation of using a contract that allows liability to be tailored to an individual contractual situation. The theory and supporting research is comprehensive, however, the raw data is not given and it undermines their reasoning, as it is impossible to determine the significance of the results without knowing the sample size, methods used, the context and appropriateness of the questions. Gaafar and Perry (1998) was published in the International Journal of Project Management and looks at a number of problems associated with the interaction of legal elements and contractual provisions. They look at, but do not directly compare, a number of standard forms of contract and their individual advantages and disadvantages when the limitation of design liability is the key issue. The paper concludes by recommending the use of the NEC contract as they suggest it provides a spectrum of liability. Despite their suggestion of using a contract that allows a spectrum of liability they importantly acknowledge that a strict liability and obligations under the Sales of Goods Act 1972 and the Supply of Goods and Services Act 1982 exists and is difficult to sign away. This difficulty in signing away rights is also made reference to when they discuss liability under tort and the inclusion of express clauses to limit liability. These important points included by Gaafar and Perry (1998) are relevant to this proposal as they have a bearing on how effectively liability can be limited. Professor J. Perry and Dr H. K. Gaafar are academics at the School of Civil Engineering, the University of Birmingham and for this reason their assumptions on NEC3 in practice are likely to be based on 3rd part information and not their own practical experience within the construction and engineering environment. It is also worth noting that The Housing Grants, Construction and Regeneration Act 1996 (HGCRA) states that parties cannot sign away certain rights under UK law and current precedence will determine what obligations exist regardless of whether a clause was included to limit liability. The HGCRA forms the basis of the current UK law and as such must be treated seriously and acknowledged as the presiding authority on set aspects of construction projects. It is also important to note that the HGCRA is 13 years old and largely based on the report by Latham (1994), as such developments have happened in the way contracts are worded to either incorporate it or find ways around it. Egan (1998) suggests that a move to partnering and mutual cooperation will do away with a need for contracts. In this situation a strict liability will be implied by current UK law and legislation and as discussed a fit for purpose obligation will be the default situation. If clauses intended to limit design liability are not effective then Eagans (1998) view that; designers should work in close collaboration with other participants in the project will protect the contractors and reduce the risk as they will be fully aware of the requirements and ultimately able to deliver the end product that is fit for purpose. This work by Egan (1998) is a very theoretical academic view and 11 years on has not fully been adopted despite moves to create more trust through partnering, however, it does provide an alternative view to the confrontational and aggressive stand many contractors and clients are adopting in the economic down turn. Wallace (1995) states his opinion that the obligation to construct a work capable of carrying out its intended use overrides the obligations to comply with specification given in the works information. If this is the case even though a contractor may have produced a design that complied with all the works information, if the end result is not fit for purpose they are then responsible. This goes back to the implied obligation discussed earlier and responsibility of the contractor to request more information and highlight lack of clarity in the works information. They may have done everything including reasonable skill and care to produce a design that complies with the works information but if the works information was inadequate they were liable for not correcting this fault and therefore liable for not producing a design that could deliver. Wallace (1995) published this work a year after Latham (1994) and in a climate where a more progressive approach to construction was the new way of thinking, however, it ignores this work and focuses on fact and the law as it stood at the time. This is not a bad thing but when applying Wallaces work to contracts such as the NEC3 it does not always directly apply and extrapolation of the legal principles is necessary, however most are still the same and the book is still widely accepted and used. Jackson and Powel (1992) conclude that the particular obligations of a contractor to his client are generally of a different nature from those owed by a professional man to his client. They make the point that this does not expressly state that the contractors obligations amount to a fitness for purpose requirement. However they imply in the passage, my complaint against him is not that he has failed to exercise reasonable skill and care in carrying out the work but that he has failed to supply what was contracted for, that a higher level of liability than reasonable skill and care exists and that the precise level of liability is governed by what is stated in the totality of the contract. Jackson and Powel (1992) is considered to be an accepted legal text and the authors experts in their field. This opinion is supported by the fact that the book has been quoted in the courts. A good example being; Lady Justice Butler-Sloss in the Court of Appeal regarding the case of Sansom and Mona ghan v. Metcalf Hambleton Co (1997) (Was it a construction law case? Was the case to do with design liability?) EGCS 185 who quoted the book as being a helpful summary. This use in 1997 is important as it is post HGCRA and although it is 17 years old has many useful interpretations that are still relevant. For example, the concept mentioned above regarding totality of the contract is very similar to the commentary detailed in Eggleston (2006) 14 years later regarding liabilities imposed by the entire contract. In relevance to this proposal then, if the book and the authors are deemed to be an authority on the subject of negligence their implications above regarding totality of the contract carry significant weight. This would suggest that secondary clauses under NEC3 are not necessarily going to limit a contractors liability to reasonable skill and care. In addition to the above works, NEC itself provides literature in both on its website and in published form, and despite the inherent bias it may carries is worth reviewing. The bias is there because the NEC has an invested interested in portraying the NEC3 in a positive light to increase sales, however, it is useful for reference to clarify technical points and attain original copies of contract wording. What is clear is that each of these commentaries focuses on a particular area of a contract or takes a view from one particular party and at present there is nothing comprehensive to show all the interrelationships of NEC3 contractual clauses and UK law and legislation. As a result unless the employer compiling the contract or contractor entering into an NEC3 contract fully understands the full ramifications of the options and clauses chosen they should seek professional legal advice. As described by Gaafar and Perry (1998) these interrelationships are very complicated especially to the non legal professional. Gaafar and Perry (1998) try to bypass the need to understand all these complicated interrelationships by developing and suggesting the use of a Spectrum of Liability, however, as acknowledged by them no contract currently exists that fully allows for this. As stressed by Latham (1996) though and indeed acknowledged by Gaafar and Perry (1998) there are certain obligations and im plied responsibilities that cannot be signed away and a strict liability is imposed unless express clauses are used to support this flexible spectrum. Only the NEC3 contract comes close, however, the effectiveness of secondary clauses to control levels of liability is difficult to determine due to the complex legal interrelationships mentioned above. To establish whether liability can be controlled in an NEC3 contract this dissertation will use arguably the main aspect that has most bearing design liability and seek to demonstrate the following conjecture: A contractors design liability can be limited to reasonable skill and care under NEC3 by use of secondary clauses. Can expand to 2500 or 3000 words In final submission should include a statement in the summary to the literature review as to where the dissertation sits in relation to the main authors outlined in the introduction to the literature review. Methodology To manage the presentation of this dissertation it has been split into a number of chapters. The overall dissertation will form a piece of work that can be useful to all construction and engineering professionals who are considering entering into an NEC3 form of contract. Chapter 1 will be derived from the problem specification, literature review and methodology that form this dissertation proposal. Chapter 2 involves carrying out extensive secondary research. This will take the form of investigation into legal precedence that exists for cases with relevance to a contractors design responsibility and associated liability under NEC3. In addition to this, investigation into accepted academic views, professional interpretation of NEC3 clauses and commentary on UK statute and legislation is necessary. Combined this will form a theoretical perfect world view of design liability and act as the control for this research. Chapter 3 will explore construction professionals understanding of design liability under an NEC3 form of contract. To do this a statistically sufficient number of construction professionals will be interviewed. The questions are designed to be comprehensive enough to generate the desired responses but have been deliberately left open ended to ensure they do not lead the interviewees in a certain direction or stifle responses. The benefit of this is that a greater insight into the interviewees experience and knowledge is gained and helps determine how much weight to assign the responses. The results will then be summarised and initial statistical processing carried out to allow them to be analysed. The open ended nature of the interview questions also gives the opportunity for contractors problems that are not covered by the interview questions to be picked up and acknowledged and be compiled into the summary conclusions. Chapter 4 will seek to substantiate or disprove the conjecture made in Chapter 1 by comparing the differences between the control in Chapter 2 and the summary conclusions made from the interview results in Chapter 3. Depending on the outcome of this comparison will determine the recommendations made in this dissertation that aim to benefit construction professionals thinking of entering into an NEC3 form of contract. Chapter 5, the final chapter seeks to bring together all the conclusions made in the above chapters into a final summary. The outcome of the comparison in Chapter 4 should identify how effective the NEC3 form of contracts intentions are in regards creating a contract that is able to limit design liability by the inclusion of secondary clauses or whether other factors come into play and greater care and legal advice is needed before a contractor signs up to an NEC3 form of contract. The comparison will also determine whether any of the additional problems or negative experiences identified by the construction professionals in the interviews is real or merely perceived due to lack of understanding of UK law and of the NEC3 contract in general. If they are merely perceived, the recommendations made in this work should allow them more confidence when deciding whether or not to sign up to a given NEC3 contract. They would then be able to make an informed decision as to whether an included clauses attempt to limit liability under NEC3 would safeguard them or whether they would be exposed and need to adjust their price to suit the increased risk of what is effectively an imposed fit for purpose design liability. Need to justify research method. This justification is done by reference to established research methods authors. You make only one reference to Blaxter et al but it does not really get to the bottom of what you are doing and why. You do not eliminate other methodologies. Do other authors agree? A good methodology will compare the recommendations of three or four research methods texts. You might like to look at some of the following: 1) Dissertation Research and Writing for Construction Students Dr S.G. Naoum Butterworth Heinneman 808.066624 NAO 2) Research Methods in Construction Fellows Lui 3) Hart, C. 2005, Doing Your Masters Dissertation, SAGE Publications Ltd., London 4) Preece, R. 1994, Starting Research: An Introduction to Academic Research and Dissertation Writing, A Cassell Imprint, London 5) Blaxter, Hughes Tight 2006, How to Research, Open University 6) Questionnaire Design, Interview and Attitude Measurement A.N.Oppenheim Continuum 300.723 OPP The methodology should be introduced by a statement about the theoretical perspectives being employed, e.g. you are approaching this dissertation from a legal and contractual perspective by way of offering appropriate practical advice to the industry Need to justify structure. Justification for the structure requires cerebral argument and includes some linking text between your discussion on the content and format of each chapter. Remember the chapters should be based on the issues to be addressed as identified in the problem specification, so your justification of the structure could be based upon the logic of dealing with those issues. References Blaxter, L., Hughes, C. and Tight, M. (2006). How to Research 3rd Ed. Open University Press. Maidenhead. Eagan (1998). Rethinking Construction. Department of the Environment, Transport and the Regions. London. Eggleston, B. (2006). The NEC3 Engineering and Construction Contract 2nd Ed. A Commentary. Blackwell Publishing. [Online] Available from: http://books.google.co.uk/books Accessed 07.07.09 Gaafar, H, K. and Perry, J, G. (1998). Limitation of design liability for contractors. International Journal of Project Management Vol. 17, No. 5, pp. 301-308. Elsevier Science Ltd. Institution of Civil Engineers (2006). ICE Legal Note Liability for Latent Defects. Institution of Civil Engineers. London. Jackson and Powell (1992). Professional Negligence 3rd Ed. Sweet and Maxwell. London. Latham (1996). Housing Grants and Regeneration Act 1996. London. Available from: http://www.opsi.gov.uk/ Accessed 22.08.09 Murdoch, J. and Hughes, W. (2005). Construction Contracts 3rd Ed. Law and Management. Spon Press. Oxon. Wallace, D. (1995). Hudsons Building and Engineering Contracts, Volume 1, 11th Ed. Sweet and Maxwell. London. Uff, J. (2005). Construction Law 9th Ed. Sweet and Maxwell. London. Bibliography Blaxter, L., Hughes, C. and Tight, M. (2006). How to Research 3rd Ed. Open University Press. Maidenhead. Dissertation Creation. Dissertation Help How to Write and Structure a Dissertation Proposal [Online] Available from: http://www.ukdissertations.com Accessed 07.07.09 Eagan (1998). Rethinking Construction. Department of the Environment, Transport and the Regions. London. Eggleston, B. (2006). The NEC3 Engineering and Construction Contract 2nd Ed. A Commentary. Blackwell Publishing. [Online] Available from: http://books.google.co.uk/books Accessed 07.07.09 Gaafar, H, K. and Perry, J, G. (1998). Limitation of design liability for contractors. International Journal of Project Management Vol. 17, No. 5, pp. 301-308. Elsevier Science Ltd. Institution of Civil Engineers (2006). ICE Legal Note Liability for Latent Defects. Institution of Civil Engineers. London. Latham (1996). Housing Grants and Regeneration Act 1996. London. Available from: http://www.opsi.gov.uk/ Accessed 22.08.09 Murdoch, J. and Hughes, W. (2005). Construction Contracts 3rd Ed. Law and Management. Spon Press. Oxon. The Guild of Architectural Ironmongers (2004). Commercial and Contract Law. Uff, J. (2005). Construction Law 9th Ed. Sweet and Maxwell. London. Additional useful paragraphs; If the NEC3 contract is set up for the contractor to have design responsibility, then the contractors design must comply with the works information. Even if the optional clause to limit liability is used, the performance specification given in the works information will override it and therefore the contractors liability may or may not be interpreted as fitness for purpose depending on how the works information has been drafted with a strict liability imposed. Results Ques

Religious Depictions in Art

Religious Depictions in Art The Human Experience The Vladimir Madonna The Vladimir Madonna is a Russian icon painted during the 12th century. It is recognized by the arm of a child around the neck of the mother. It is designed in that the face the mother is facing the audience. The face out-shows human warmth and comprehension, as well as deep concern and sadness (Cooper, Dana, and Claire, 150). The Mosaic Dome of the Great Mosque of Cordoba It is the most important building and monument in the Muslim religion. It is beautifully decorated with no seat or altars inside and is used as a place of worship (Darke, 90). The monument symbolizes religious changes Cordoba has undergone over the centuries. It also reveals Islamic art and architecture of the 8th century (Darke, 91). Giotto Lamentation (Burial of Jesus) The work reveals the mourning of Christ. The monument consists of the painting of the body of Christ being held by three women that wear halos and biblical costumes (Lubbock, 248). The painting of the face depicts extreme sadness and lays the foundation of the Renaissance. Giotto is the artist and is commonly referred as the father of western painting (Lubbock, 248). Duccio di Buoninsegna: Maesta (Virgin Mary Enthroned) Duccio is one of the most influential artists in Italy. In his Maesta, the Virgin is painted sited on a marvelous inlaid throne. The face is painted to reveal a hint of a smile (Keith, 40). Durham Cathedral (England) It is one of the monuments founded in 1093. The building still remains centre of worship to date. The walls are whitewashed while the shrines of Cuthbert are substantially destroyed. The exterior displays are the stained broken glass windows (Ch’ing, Mark, and Prakash, 370). Grunewald ‘Crucifixion’ from the Isenheim Altarpiece The Crucifixion altarpiece is an impressive art by Matthias which depicts the crucifixion of Christ (Gardner, Helen, and Kleiner, 504). The monument was constructed and painted in early 1500s, essentially containing a box of statues covered by folding wings. The art generally consists painting of Christ with the witnesses of the crucifixion scene and as revealed in the biblical teachings (Gardner, Helen, and Kleiner, 504). Raphael: The â€Å"Alba Madonna† and the â€Å"School of Athens† Alba Madonna and the School of Athens depict the works of Raphael in 1500s. in his school of Athens, Raphael is celebrated for his paintings ranging from the depiction of Plato to Aristotle other sages that reveal human sentiments. El Greco: â€Å"The Burial of Count Orgaz† The burial is one of El Greco’s panting and architect of the Spanish Renaissance. The art was created in 1588 and is considered his greatest masterpiece of all time (Scholz-Hansel, Michael, and Greco, 51). The burial contains heaven painting above and a moral burial scene below. Bernini’s â€Å"David† â€Å"David† is a marble sculpture created in 1623 depicting Bernini’s architecture. The painting consist the sculpture of David of the bible in a position suggesting his confrontation with the giant Goliath (Janson, and Anthony, 5). ‘Values’ The Vladimir Madonna The Vladimir Madonna reveals part of the life of the Russian history, accounting for the religious beliefs of that time. The icon was founded in 1395 and has remained since then (Cooper, Dana, and Claire, 150). The icon account for the miraculous interventions ascertained to it which makes the Russian people attached to it. The icon symbolizes the Russian’s acknowledgment of the Vladimir Virgin favors as contained in the scriptures. For instance, it symbolizes how Moscow was saved thrice from the Tartars on august of 1395 (Cooper, Dana, and Claire, 152). The Russian believe that the icon roused blazing enthusiasm in her defense during the attacks by the poles. The icon was later restored with the participation of religious leaders. It was then celebrated thrice a year in 1500s where the Russian held feasts in honor of the icon. It was considered a sacred treasure for them as it defended them against the Poles attacks of the Muscovites (Cooper, Dana, and Claire, 154). The Vladimir icons exist in two groups. First is the Odigitria also known as â€Å"The Guide†. In this group, the Virgin is painted holding the child Jesus on her left arm while pointing to him with the right hand. The manner in which the icon is placed is interpreted to mean that the Virgin is guiding people, or rather communicating to the Russian that the child (Jesus) is ‘the chosen one’. The second group is the â€Å"tender hearted†. In this group, the Virgin holds the child (Jesus) with her right arm in manner as if cuddling ‘Him’ in a gentle way filled with maternal tenderness. Through the two groups, the icon depicts the attitude of the iconographer which symbolizes the religious perception at the time. Personal opinion The icon depicts the Russian art and architecture during the 12th century. It also depicts the Russian religious beliefs at the time. This explains why the icon has been preserved up to date. More importantly, the icon helps us understand the human behavior in regard, as well as in connection with religious faith. The monument also reveals the great works and creativity of the artists of that time. The monument is an illustration of the continued revolution of human life, both socially and economically, as well politically. The transformation to the current world of civilization is also depicted. Through the icon, the Russian history is well revealed and described. For instance, Russian experienced three exceptional iconographers who cooperated in their painting talents to come up with a strong architecture. Through the Vladimir Virgin, we learn more of the Biblical teaching and Christian faith, especially the Catholic faith. For instance, the prolonged gave of the Virgin to the baby Jesus reveals the deep concern of a mother-child love. The divine reveals the mother’s concern for her son’s future. The Virgin is aware of what awaits her Son, as it is revealed through the scriptures, â€Å"†¦and a sword will pierce your own soul† as contained in Luke 2-35. In ancient times, the Jerusalem school of icon painters prevailed against Greek and other influences. For instance, the Virgin is depicted as a conservative Palestinian girl with her head covered in accordance with the culture. As written in the scriptures, the clarity of Virgin Mary is crystalline. In the same manner, the veil of the icon is painted white to pass the same message. In that regard, there is a connection between the early architecture and the religious, as well as the culture of the people at tha t time. Likewise, the same values are passed from one generation to the other. Giotto Lamentation (Burial of Jesus) Giotto lamentation is similar to Vladimir Madonna. The monument consists of the painting of the body of Christ being held by three women that wear halos and biblical costumes (Lubbock, 248). The painting of the face depicts extreme sadness and lays the foundation of the Renaissance. Giotto is the artist and is commonly referred as the father of western painting. He creatively used Byzantine techniques to create an emotional biblical story that combines traditional Byzantine elements of painting (Lubbock, 248). For instance, Giotto uses the dimensional layout and iconography in his painting to bring about emotion revelation of the death of Christ. The manner in which he displays his painting invites the viewers to witness the pain the Christ experienced during the lamentation. The paintings are displayed in that one can almost hear the sobs of the women around the body (Lubbock, 249). In the same manner, one can feel the shrieks from the angels above at a close look of the painting of the angles. Giotto’s lamentation depicts a realistic turn of events, turning the paintings into real human beings with real emotions. The painting consists of the body of Christ, some women and men, and angles (Lubbock, 250). They all surrounding the body of Christ and preventing it from touching the ground. At Jesus’ feet is a woman whom we believe is Mary Magdalene from the biblical teaching. We are able to recognize her from her long red hair. The entire painting reveals the burial of the Christ as explained in the scriptures. The painting is about 7.5 feet square and relies entirely on the Bible, including the meditation on the life of Christ as described in the monk of the 13th century (Lubbock, 250). Personal opinion Giotto’s painting was done between the 12th and the 13th centuries when Christianity was widely spreading across the Roman Empire. It was during the reign of Emperor Constantine and Christianity emerged the most powerful institution in Western Europe. With the spread of the Christianity came the foundation of the Renaissance. The Renaissance was kinder like the birth of the ancient Greek and Roman culture. This came during the time economic prosperity in Europe and this gave birth to art which mainly concentrated on the human culture. Giotto mainly opened the way into a new style early painting by creating a world that is symbolic. His understanding of human form is well expressed through his painting skills as an artist. He clearly separates the human forms from the saintly counterparts. Heaven and earth are well demonstrated as well as joined together through the body of Christ. Giotto’s architecture mainly focuses on the birth and the spread of Christianity from one generation to the other. His work has proved to be one of the most influential architecture in Europe. Lamentation depicts the process of the burial of the Christ. In other word, the painting is self explanatory of what is written in the scripture. It enables readers understand the roman cultures, especially the Roman Catholic faith. It serves also as a quicker revelation of the roman culture relation the events that took place during the burial of Christ with the current faith of the Christians. With the painting, Christians can easily and effectively relate with the reality that the followers of Christ faced by then. The paintings are emotional to carry out the message effectively. Durham Cathedral (England) It is one of the monuments founded in 1093 (Gardner, Helen, and. Kleiner, 181). The building still remains centre of worship to date. It was the first cathedral in Europe and is made of stone rib vaulting, with the earliest pointed transverse arches in England. The main entry is through the north door. The door contain a sanctuary knocker made of bronze and is specifically used during medieval times by those seeking sanctuary. The Durham Cathedral’s nave is surrounded by attractive massive curved pillars, 6.6 meters high and round (Gardner, Helen, and. Kleiner, 181). The pillars have stood for more than 900 years. The building contains a long narrow slab of frosterly stone where women remained as they were not allowed to enter the building. The walls are whitewashed while the shrines of Cuthbert are substantially destroyed. The exterior displays are the stained broken glass windows (Gardner, Helen, and. Kleiner, 182). On the west end is the Galilee chapel, very large and beautifully decorated, and was built in 1170 (Ching, Mark, and Vikramaditya, 370). The chapel contains a tomb and monk built in the 8th century. The northern side walls contain painting of the 12th century (Ch’ing, Mark, and Vikramaditya, 370). Additionally, the quire contains finely curved wood stalls along which the daily services take place. The chapels also contain the bishop’s throne where the bishop used to seat. Separated from St. Cuthbert’s shrine is the high altar which is the focal point of the chapel. There is a Castell’s clock situated in the south transept which is believed to have been provided by Thomas Castell in 1494 (Ch’ing, Mark, and Vikramaditya, 370). The entire monument is well maintained in its original form is acts like a museum for tourists. Personal Opinion Durham Cathedral is one of the biggest Cathedrals and was kept to symbolize the origin of the Christian Catholic faith. The building has been kept in its original form apart from few changes which include paintings on the walls but its interior and exterior outlays have been maintained. The chapel is used as the center of worship and mainly acts as a sign of unity among the believers. The chapel takes after the main chapel of all time; the old St. Peter’s situated in Rome. Just like the Old St. Peter’s square in Rome, Durham Cathedral plays a major role in England. Durham Cathedral depicts the origin of the Catholic faith which signifies the cultural beliefs of its followers. It also signifies the traditional roman architecture of all time. The chapel can be used to study human behavior and perceptions towards a particular subjected. For instance, most Christians belief in life after death, and that Christ died on the cross for our sins. This might be different from Islamic religion. Additionally, Christians can use the chapel to trace their root of their faith, as well as trace or find answers about a particular issue. Nonetheless, the chapel can as well be used as a museum, especially for artist who want to learn and explore their skills in the field art. Work Cited Ching, Francis D. K, Mark Jarzombek, and Vikramaditya Prakash. A Global History of Architecture. Hoboken, N.J: Wiley, 2011. Internet resource. (pg, 370) Christiansen, Keith. Duccio and the Origins of Western Painting. New York: Metropolitan Museum of Art, 2008. Print. (Pg 40) Cooper, Dana, and Claire Phelan. Motherhood and War: International Perspectives. , 2014. Print. (Pg150) Darke, Diana. Syria. Chalfont St. Peter: Bradt Travel Guides, 2010. Print. 90 Gardner, Helen, and Fred S. Kleiner. Gardners Art Through the Ages: The Western Perspective. Boston, Mass.: Wadsworth Cengage Learning, 2010. Print. (Pg 255). Gardner, Helen, and Fred S. Kleiner. Gardners Art Through the Ages: A Concise Global History. Australia: Wadsworth/Cengage Learning, 2009. Print. 181-182 Gardner, Helen, and Fred S. Kleiner. Gardners Art Through the Ages: The Western Perspective. Boston, Mass.: Wadsworth Cengage Learning, 2010. Print. (Pg 504) Janson, H W, and Anthony F. Janson. History of Art. Upper Saddle River, N.J: Prentice-Hall, 2004. Print. Lubbock, Jules. Storytelling in Christian Art from Giotto to Donatello. New Haven [u.a.: Yale University Press, 2006. Print. (Pg,248) Scholz-Hansel, Michael, and Greco. El Greco: Domenikos Theotokopoulos, 1541-1614. Hong Kong, China: Taschen, 2006. Print. (Pg, 51)

My Philosophy of Teaching :: Philosophy of Education

Philosophy of Education Every high school student who plans to continue his or her education at a college or university has a reason. Some have plans to become doctors or lawyers. Other students have plans to become one of the most important members of our society, even more important than the president. Those students have plans of becoming a teacher. I am one such student. All my life, all I have ever wanted to do was teach. I loved school, for the most part. I had several teachers whom I adored. Many a summer day or snow day was spent playing school with my sister, and I was nearly always the teacher. It was a â€Å"job† I loved to have. Now, with each passing day, I am one step closer to realizing my dream of becoming an elementary teacher. I want to become a sixth grade teacher, instilling in my class the importance of education, but making the learning process fun and interesting for them at the same time. Too many students have teachers who lack the ability to hold their interest, or to make learning enjoyable for them. I want to become the exact opposite of that teacher. I believe that the overall purpose of education is to prepare our nation’s children for the various roles they will play in society, from friend to co-worker to supervisor. All the subjects I will be teaching should be preparing them for what they will become in the future: the doctor, the secretary, the computer analyst, or the teacher. But I also want to help them prepare for the social aspects of life: the mother, the father, the friend, or leader. Without the knowledge they need for whatever field they head into in life, they will not succeed, just as without the knowledge of how to be a good listener or a leader, can cause them to fail in social situations. I hope that I can show my students through my actions that it’s important to be patient and kind, even if you aren’t feeling patient or kind.

Sports Mascots Honor the Native American Indian Essay example -- Native

  Ã‚  Ã‚  Ã‚   The year is 1991.   The Atlanta Braves had just completed their first trip to the Fall Classic in four decades, and the Washington Redskins were undefeated, well on their way to their third Super Bowl title.   All across the eastern seaboard, sports fans were tasting success - while American Indians were in an uproar.   This year witnessed the peak of the protests over the use of mascots with American Indian themes.   With two of the major professional sports teams in question making front-page news across the country, many of us heard American Indians' complaints for the first time.   Suddenly, thanks to the cries of thousands of demonstrators, the names of many Americans' favorite teams had become synonymous with "nigger."   American Indians believe that the use of these mascots presents a slanderous stereotype of their society, and they demand immediate cessation of such usage.   Are these demonstrators justified?   According to the or ganizations in question, the choice of mascots based on American Indian themes was not intended to be derogatory and in most cases was instead intended to honor certain American Indian tribes or individuals.   In stark contrast, "nigger" was intended from its inception as a derogatory term for African-Americans; it is purposefully used to belittle its victims.   American Indians have made themselves victims here, choosing to be insulted where no insult was intended.   Because the intentions behind them are not slanderous, the use of mascots with American Indian themes should be continued.      Ã‚  Ã‚  Ã‚  Ã‚   Since its birth, "Indian's" definition has never been derogatory.   It dates back to the 15th century, when Christopher Columbus mistakenly applied the label to the natives of the ... ... - Heroic Symbol at Florida State." Seminoles Official   Ã‚  Ã‚  Ã‚  Ã‚   Athletic Site.   18 May 1993. Online. Available:   Ã‚  Ã‚  Ã‚  Ã‚   http://www.fansonly.com/schools/fsu/trads/fsu-trads-seminoles.html. 28 February   Ã‚  Ã‚  Ã‚  Ã‚   1999. "Louis Sockalexis: The Cleveland Indian (1871-1913)." The Official Cleveland Indians   Ã‚  Ã‚  Ã‚  Ã‚   Baseball Club Homepage. Online. Available:   Ã‚  Ã‚  Ã‚  Ã‚   http://www.indians.com/history/sockalexis.html. 25 February 1999. Munson, Barbara. "Common Themes and Questions about the Use of 'Indian' Logos."   Ã‚  Ã‚  Ã‚  Ã‚   American Comments: A Web Magazine.   1997.   Online.   Available:   Ã‚  Ã‚  Ã‚  Ã‚   http://www.iwchildren.org/barb.htm. 25 February 1999. "Native Americans." Microsoft Encarta 96 Encyclopedia. 1996 ed. CD-ROM. Microsoft Corporation, 1995. "Seminole Wars." Microsoft Encarta 96 Encyclopedia. 1996 ed. CD-ROM. Microsoft Corporation, 1995.   

The New Hazardous Waste: Electronic Waste Essay -- Technology Technol

The New Hazardous Waste: Electronic Waste Technology has opened human existence to greater ideas and knowledge than we ever thought was possible. Technological advances in everything from medicine to the distribution of information have made for a better and more convenient life. Computers and the use of the internet has created a global network in which people half-way across the globe from each other can communicate and share information instantaneously. In 1965 Gordon Moore, one of the founding members of the Intel corporation, observed and proclaimed that the processing power of computers was doubling every 18 months. Labeled as Moore’s Law, this trend continues to this day. This law and the mindset that everyone needs the newest fastest sharpest computer has created a global hazardous waste problem predicted to be the largest toxic waste problem of the 21st century.1 The problem commonly referred to as electronic waste, or e-waste, consists of the hazardous materials and plastics that computers and ot her electronic items are made of. Being that this is such a relatively new problem, not many people outside of those in large electronic companies, those who work in landfills, and people overseas in China, Indonesia, and other Asian countries where the waste is shipped know of the problem. If the world’s population is not educated and recycling or reuse programs are not initiated, catastrophe on a global level is possible. Few steps have been made to solve this problem, and the question of who is responsible, the consumer or the producer, is a valid and interesting topic to be explored. Come along as the hazardous world of e-waste is explored with background, as well as solutions and ideas for the future. ... ...eek, 4/16/2001, Vol. 8 Issue 15, p46. 4. Gawel, Richard. â€Å"Groups Aim to Make Molehill Out of Mountain of Electronic Waste†. Electronic Design, 02/19/2001, Vol. 19 Issue 4, p34. 5. Bartholomew, Doug. â€Å"Computer Makers Tackle E-Waste†. Industry Week/IW, Jan2004, Vol. 253 Issue 1, p60, 1p Other Resources Crozier, Ry. â€Å"Passing the Buck†. Electronic News (North America), 7/28/2003, Vol. 49 Issue 30. â€Å"E-Waste Reuse†. Industry Week/IW, Jan2003, Vol. 252 Issue 1, p19. Elgin, Ben. â€Å"The Information Age’s Toxic Garbage†. Business Week, 10/6/2003 Issue 3852, p54. â€Å"Long Awaited Electronic Waste Recycling Initiative is Approved†. Professional Engineering, 4/17/2002, Vol. 15 Issue 7, p5. â€Å"NSWMA Adopts e-Waste Disposal Program†. Professional Safety, Nov2003, Vol. 48 Issue 11. â€Å"Paper, Plastic, Or TV?† Environment, Sep2002, Vol. 44 Issue 7, p7 The New Hazardous Waste: Electronic Waste Essay -- Technology Technol The New Hazardous Waste: Electronic Waste Technology has opened human existence to greater ideas and knowledge than we ever thought was possible. Technological advances in everything from medicine to the distribution of information have made for a better and more convenient life. Computers and the use of the internet has created a global network in which people half-way across the globe from each other can communicate and share information instantaneously. In 1965 Gordon Moore, one of the founding members of the Intel corporation, observed and proclaimed that the processing power of computers was doubling every 18 months. Labeled as Moore’s Law, this trend continues to this day. This law and the mindset that everyone needs the newest fastest sharpest computer has created a global hazardous waste problem predicted to be the largest toxic waste problem of the 21st century.1 The problem commonly referred to as electronic waste, or e-waste, consists of the hazardous materials and plastics that computers and ot her electronic items are made of. Being that this is such a relatively new problem, not many people outside of those in large electronic companies, those who work in landfills, and people overseas in China, Indonesia, and other Asian countries where the waste is shipped know of the problem. If the world’s population is not educated and recycling or reuse programs are not initiated, catastrophe on a global level is possible. Few steps have been made to solve this problem, and the question of who is responsible, the consumer or the producer, is a valid and interesting topic to be explored. Come along as the hazardous world of e-waste is explored with background, as well as solutions and ideas for the future. ... ...eek, 4/16/2001, Vol. 8 Issue 15, p46. 4. Gawel, Richard. â€Å"Groups Aim to Make Molehill Out of Mountain of Electronic Waste†. Electronic Design, 02/19/2001, Vol. 19 Issue 4, p34. 5. Bartholomew, Doug. â€Å"Computer Makers Tackle E-Waste†. Industry Week/IW, Jan2004, Vol. 253 Issue 1, p60, 1p Other Resources Crozier, Ry. â€Å"Passing the Buck†. Electronic News (North America), 7/28/2003, Vol. 49 Issue 30. â€Å"E-Waste Reuse†. Industry Week/IW, Jan2003, Vol. 252 Issue 1, p19. Elgin, Ben. â€Å"The Information Age’s Toxic Garbage†. Business Week, 10/6/2003 Issue 3852, p54. â€Å"Long Awaited Electronic Waste Recycling Initiative is Approved†. Professional Engineering, 4/17/2002, Vol. 15 Issue 7, p5. â€Å"NSWMA Adopts e-Waste Disposal Program†. Professional Safety, Nov2003, Vol. 48 Issue 11. â€Å"Paper, Plastic, Or TV?† Environment, Sep2002, Vol. 44 Issue 7, p7