The Human Rights And Csr - 980 Words

Company is considering opening a new branch 1- Your company is considering opening a branch in a very low cost, low rights country. You are asked to provide a discussion paper on whether the company needs to worry about human rights in that country: a. To what extent is this worry just an issue of CSR with no real risk issues to review To large extent the company should worry about the CSR. The reason for that is most of the FDI is long-term investments; therefore, the company should not view the human rights and CSR issues in terms of current liability only but from long term strategy. Although the log cost and low rights in the workplace might motivate the company to open a branch in such state; however, if the company decided to be involved in such breaches this can lead to potential legal issues and it jeopardize its reputation even in its home state, i.e. Loblaw’s Joe Fresh and Bangladesh factory tragedy. On the other hand, we might assess the Legal risk or issue as low due to the fact that most of the human rights treaties has no teeth and does not enact direct legal obligations on companies, therefore, it became part of the companies CSR. Prime example to that is the Multinational enterprise (MNE) as the MNE is not subject of the international law; consequently, the rights and obligations regarding human rights and CSR are fairly vague. On the same hand, the UN guiding principles are soft law as they impose â€Å"voluntary standards† for corporations. Nevertheless, itShow MoreRelatedImpact Of Csr On Human Rights Abuses Essay1635 Words   |  7 Pagesrelating to indirect violation of worker’s rights in China. Nonetheless, the extent to which corporations are responsible to ensure their operations and associations do not create nor reinforce human rights abuses is contentious. The objective of this research paper is to engage with the theoretical discourses pertaining t o CSR, and to analyze the empirical impacts of CSR codes in Chinese factories. My research illustrates the minimal degree of effectiveness of CSR implementation in Reebok factories, dueRead MoreCsr And Its Impact On Human Rights, Labor Standards, And Environmental Protection1229 Words   |  5 Pagesthe iceberg of the CSR had been noticed by the business. But for now, it is about thinking outside the box. It is about including other non-business aspects of one’s business. According to an article published in Times Magazine in 2012 that has the title of† Why Companies Can No Longer Afford to Ignore Their Social Responsibilities†: â€Å"More than 8,000 businesses around the world have signed the UN Global Compact pledging to show good global citizenship in the areas of human rights, labor standards andRead MoreCorporate Social Responsibility And Its Legal Requirements1366 Words   |  6 Pagesareas of human rights, labor standards, the environment and anti-corrup tion (Corporate Watch. 1996 – 2014). This report will explore the concepts of Corporate Social Responsibility (CSR) and its legal requirements. It will also select and identify relevant issues surrounding the implementation of CSR principles into business polices and finally provide justified recommendations as to what type of CSR principles should be introduced if needed. What is Corporate Social Responsibility (CSR) CorporateRead MoreCorporate Social Responsibility : Business Communication And Technology835 Words   |  4 PagesApproach, refer to appendix 1) are major factors in relation to the long sustainability of a corporation. Corporate Social Responsibility (CSR) is a means by which an organisation can incorporate self-regulation into their business model whilst addressing environmental and social concerns in their business operations and interactions with their stakeholders. CSR is a â€Å"corporate initiative to assess and take responsibility for the company’s effects on the environment and impact on social welfare† (Investopedia)Read MoreEssay about The Meaning of Coroporate Social Responsibility641 Words   |  3 Pagesdown what CSR is, how CSR is in less-developed countries, how CSR is in developed countries. What is CSR? With all the resources that corporations have, they need to be socially conscious and make investments in their communities that they are stationed in. This is called corporate social responsibility, or corporation will abide by labor laws, be environmentally friendly, and are upholding human rights laws. CSR is defined in many ways for example philanthropy, or going green. CSR can be inRead MoreDefinition Of Corporate Social Responsibility1007 Words   |  5 Pagesorganizational governance, human rights, labour practices, the environment, fair operating practices, consumer issues, and community involvement and development. Although, not all issues belonging to these principles were addressed. The strongest attributes of the Rogers CSR definition supported by their 2013 CSR report are organizational governance, fair operating practices, consumer issues, community involvement and development, and the environment. The weaker attributes of the Rogers CSR definition supportedRead MoreCo rporate Social Responsibility And Human Resource Management1474 Words   |  6 Pages Corporate social responsibility (CSR) and human resource management (HRM) continue to show increases in commonality within business operations. The need for CSR to be structured and organized within businesses is gaining attention from top managers (Carroll Shabana 2010) who want to decrease overall costs. CSR has both internal and external factors that contribute to the success of a business; internal: skills and education, human rights, labor rights, workplace health and safety, due diligenceRead MoreCorporate Social Responsibility : A Company s Sense Of Responsibility1366 Words   |  6 Pagessocial and environmental concerns in their operation. Guo (2014) in his article states that CSR is the behavior demonstrated to the entire stakeholder rather than stockholders alone by assuming the importance and necessity of the sustainable development. Lindrawati (as cited in Santoso, 2010) argues that business can’t be distinguished by ethical and responsibilities issues and do not always seek profit. CSR have become more common nowadays. According to KPMG International’s survey in Asia-PacificRead MoreThe 21St Century Has Led To Businesses Having More Corporate1471 Words   |  6 Pages The 21st century has led to businesses having more Corporate Social responsibility (CSR) than before. CSR will help businesses to add value to their company. A business should know the importance of the value chain along with using CSR and not just look at profits. Customers like to do business with companies that are responsible inside and outside of an organization. When business fail with using CSR they will lose customers because customers like to do business with responsible businessesRead MoreAnalysis: Realism or idealism Corporate social responsibility and the employee stakeholder in the global fast-food industry987 Words   |  4 Pagesresponsibility and the employee stakeholder in the global fast-food industry’, published in 2005, is mainly focused on CSR (Corporate social responsibility). CSR has some earnest and ominous influences in nowadays businesses and corporations. The author is first persisting on the rights of employees and employers. Though almost all of the global companies in the world do not intend to care about CSR, the author’s perspective insists that CSR’s activities are crucial for the future existence of the companies

Fate Versus Free Will Essay - 1746 Words

Fate Versus Free Will Fate, as described in the Oxford English Dictionary, is â€Å"The principle, power, or agency by which, according to certain philosophical and popular systems of belief, all events, or some events in particular, are unalterably predetermined from eternity.† To the western world, fate is perceived as â€Å"a sentence or doom of the gods† (Oxford). They often sought prophecies of the gods, especially from Apollo, the god of knowledge. The Greeks would seek prophecies usually when they had doubts about something, or if they were afraid or in despair. When the gods made a prophecy, the Greeks put all their faith in it and believed that it would happen. When their prophecies did come true, was it really fate that†¦show more content†¦Edith Hamilton agrees that â€Å"the human mind played no part at all in the whole business† (176). Three oracles are introduced. An oracle is a communication pathway between mortals and the gods. The first oracle predicts a murder. Laius, the king of Thebes, hears the prophecy that his son will kill him. The second oracle predicts that Oedipus will kill his father and marry his mother. The third and final oracle states that whoever can solve the riddle of the Sphinx will win the throne of Thebes and Iocaste as his Queen. These three oracles serve as the backbone of the story. Knowing these, the audience sits back to wait the turn of events. Reading the play while knowing the oracles can be compared to watching a movie for the second time: you still think the characters will make a different decision. However, these characters are the victims of fate, and their actions have already been planned out, or have they? When the Greeks received bad prophecies, they often tried to avoid their fate through actions of their own. When Laius hears that his son will kill him, he tries to avoid it. He, along with Iocaste, pins their child’s legs together and gives him to a messenger to be disposed of on a mountain. However, out of pity for the boy, the messenger gives the baby to a shepherd of a nearby town, Corinth. Thus the boy grows up to become Oedipus. Later in his life, Oedipus learnsShow MoreRelatedEssay about The Question of Free Will Versus Fate910 Words   |  4 PagesThe question of free will--the idea that we are free to make decisions unhindered by external forces--is very disconcerting to deal with because most people are not willing to accept that we are not in control of our lives. It is also controversial because it wrestles with the idea of a world possibly without moral responsibility. If there is no free will how do we hold a person responsible for molesting someone or for stealing? If someone actually didnt decide to do either of those thingsRead MoreFree Romeo And Juliet Essays : Fate Versus Human Errors1412 Words   |  6 PagesNoah Meyer Teruya English 9 Honors 3 May 2015 Fate versus Human Errors in Romeo and Juliet One of Shakespeare’s greatest plays, Romeo and Juliet brings the validity of fate into question. Although Shakespeare wrote himself Romeo and Juliet were, â€Å"A pair of star-cross’d lovers,† (Prologue) more human error than fate lead to their untimely demises. The first factor to take into consideration while observing the complex series of events that led to Romeo’s and Juliet’s deaths is the family feudRead MoreThemes of No Country for Old Men Essay836 Words   |  4 PagesIn this essay, M.D. will analyze the roles and choices the main characters made while relating them to the main theme of good versus evil and fate versus free will in Cormac McCarthy’s No Country for Old Men.) â€Å"Every moment in your life is a turning and every one a choosing. Somewhere you made a choice. All followed to this. The accounting is scrupulous. The shape is drawn. No line can be erased. I had no belief in your ability to move a coin to your bidding. How could you? A persons path throughRead MoreMacbeth Theme Essay1329 Words   |  6 Pagesand Macbeth ends up dying. In the play, there are numerous of themes that you can see and examples that you can find. There are five themes that we have discussed in class which are ambition, guilt, things are not what they seem, fate versus free will, and nature versus the unnatural. One of the five themes in Macbeth that we discussed is ambition. I believe the meaning of ambition is the desire to do something whether it is bad or good. In addition, I believe having too much ambition can resultRead MoreTheme Of Fate In Oedipus708 Words   |  3 Pagesthat fate has led him to be ignorant of his the fact that those he considers his parents are not really his biological parents. The play portrays Oedipus as a man with much love for his family. Though he wishes to see his parents, he vows not to return to his home in Corinth for fear of falling into fate’s hands. Had he known who his parents are beforehand, he never would have slain his father and married his mother. His actions are noble and meant for the greater good however, twist of fate corruptRead MoreThemes Of Guilt In Macbeth711 Words   |  3 PagesMacbeth is a story written by Shakespear filled with many different themes. These themes are statements about life and human nature. Some of the most imp ortant themes are guilt, things are not what they seem, fate versus free will, and nature versus the unnatural. All of these themes were important to us and the story. The first theme of guilt is a message that says that you should not commit wrong doing and suffer the consequences. In Macbeth guilt is shown in many different ways but one of theRead MoreHow Does Conflict Manifest Itself in Romeo and Juliet?1509 Words   |  6 Pagesexpresses the intense feelings of love and hate that are juxtaposed throughout the play eventually leading into a disaster. Shakespeare uses the stylistic feature light versus dark imagery to enhance conflict. Light versus Dark imagery is when you compare two ideas or objects that relate to light and darkness. Shakespeare uses light versus dark imagery throughout the play to heighten the conflict and we perceive a clear example of this in Act 3 Scene 5. After Romeo and Juliet’s only night together RomeoRead MoreFate Vs Fate Essay1649 Words   |  7 PagesFate can be thought about as life being predetermined for the entirety of your days. From the early writings from Homer, specifically in the poem, The Iliad, there is a clear representation of whether it is free will or fate after all. Although we may never know whether there is a predetermined path or rather just free, it can only make one wonder. For most Greek Mythology, it is been evident that most of people’s decisions were not free will but rather fate itself. While people think they have freeRead MoreThe Themes Of Ambition In Shakes peares Macbeth853 Words   |  4 Pagesare many different themes displayed in Shakespeares famous play Macbeth. Many of these themes play with nature, the supernatural, and fate. From ghosts to horses eating each other the play uses symbolism, language, and characters to portray these themes. During the play the audience learns of several themes such as ambition, guilt, fate versus free will, nature versus the unnatural, and how things are not always as they seem. Anyone who has read or seen Macbeth knows that his great undoing was hisRead MoreFate Vs. Free Will988 Words   |  4 PagesThroughout the scottish tragedy Macbeth, William Shakespeare plays with the concept of fate versus free will in the the title character, Macbeth. This internal conflict is sparked and continued by the presence of the witches; three old hags whose primary purpose is presumably to serve evil. The three witches are in control of Macbeth throughout the play by incanting prophecies that ultimately remove Macbeth’s free will. Shakespeare chooses the witches to serve as the stimulant for Macbeth’s unethical

Telecommunication and Growth Evolutionary Process

Question: Discuss about the Telecommunication and Growth for Evolutionary Process. Answer: Introduction: In order to cope up with the growing competition in the telecommunication market, every company is coming out newer and newer schemes. Therefore in order to keep up with such markers and to get competitive advantage from it, business analysts and researchers continuously need to perform their researches well so that the company does not face loss. Therefore, Batelco Company also needs to produce schemes which would not only help them to survive the competition but also should be unique enough to gain attentions. Batelco Telecommunications is a leading telecommunication company that has been successful in creating a perfect consumer base who has immense trust in the brand name. However, in the recent generation, growth of many small telecommunications with lucrative schemes for both postpaid and prepaid connections have attracted many consumers from all over Bahrain. Therefore Batelco has faced severe losses in the past few years while tackling such sudden changes in market demands. Moreover, a package of postpaid or prepaid connections with discounts on internet packages in different other companies have attracted consumers which resulted in severe loss faced by the company. Hence, meetings had been conducted to propose new initiatives to get back the consumer base of Batelco. Schemes are proposed which include postpaid connections that will accompany free internet for using social media apps like face book, twitter, YouTube and Whatsapp. These schemes will include particular plans for postpaid calling and texting, In addition to this package of postpaid, free internet gigabytes are provided which can help consumers to access the apps without additional subscription. Objective: The main objective for introducing the proposal to attract the consumer base that had opted for other telecommunication systems due to their cheap rate of internet packages which Batelco had failed to provide. Free usage of the social media app will attract the old consumers of Batelco as well as the huge mass of the teenagers and young adults who always remain hooked to social media. The pricing has to be made lucrative so that it can attract the young generation but at the same time should not be less enough so that the profit margin is too low. The effect of pricing can be masked by different additional features like free internet, easy recharge schemes, caller tones and others so that consumers can feel that they are getting much more than normal and are being benefitted. Hence the pricing should be prepared by the experts which proper calculations and analysis. Proper approaches would only follow after business analysts and experts decide the rate of different packages that could be introduced which not only would be lucrative to consumers but also will bring success to the net profit of the company. Hence 6 months are allotted for the experts to arrange the plans. 3 months are allotted for the preparation of introduction of the plans into the market. This would include profit analysis, workforce and consumer representative preparation. Another 2 moths would be required for marketing strategies. From the response created, one would then decide the time of introduction of the plans in the market. Therefore altogether, 1 year should be kept in hand for preparation and implementation of the plan till consumers gets the chance to use it. This would require entire year of 2017. From December of the same year, the company can hope to see the success. Conclusion: Providing free internet for social networking instead of discounted packages of networking like other companies would give them a foothold in the competition. However they would never suffer loss as the usage of internet would be restricted to four social apps only. This scheme is expected to help Batelco gain back his old consumer base and at the same time get back the success rates that it used to achieve References: Asiri, B.K. and Al-Mossawi, M.M., 2014. The Reaction of Investors to Marketing and Financial Announcements in the Telecommunication Sector.International Journal of Business and Social Science,5(11). Freeman, Roger L.Telecommunication system engineering. Vol. 82. John Wiley Sons, 2015. Hussain, Marwan Rajeh, Abduljalil Zainal, Wael Mohamed Elmedany, and Mohamed Waleed Fakhr. "Telematics Business and Management in Bahrain Market."Transport and Telecommunication14, no. 1 (2013): 13-19. Medudula, M.K., Sagar, M. and Gandhi, R.P., 2016. Telecommunication Standards and Growth: Evolutionary Process. InTelecom Management in Emerging Economies(pp. 1-17). Springer India.

Object-oriented Programming and Unit free essay sample

This unit is a level 2 core unit in both the B. Computing (BComp) and B. Information and Communications Technologies (BICT) degrees. This unit requires prior completion of the unit 300580 Programming Fundamentals (level 1) and leads on to Operating Systems Programming (level 3 BICT). 1. 2 Textbook The textbook reinforces and complements the content provided in lectures and will also be used extensively in tutorials and practical exercises and assignments. Gaddis, T. (2013). Starting out with JAVA: From Control Structures through Objects (5th Ed. . Boston: Pearson. The textbook includes six months of prepaid access to the book’s companion website. This prepaid subscription provides you with full access to the following student support areas: †¢ †¢ †¢ †¢ †¢ Video Notes Source Code Case Studies Appendices A-L MyProgrammingLab (MyProgrammingLab enables immediate personalised feedback on selected programming tasks. This facility will be made use of during s ession on selected tutorial and practical exercises and should be utilised as an important part of the learning experience within the unit). We will write a custom essay sample on Object-oriented Programming and Unit or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . 3 Approach to teaching Lectures Lectures are designed to provide students with the essential building blocks of knowledge required to successfully complete this unit. Lectures will provide students with an understanding of the material covered at a level that is not possible to attain through mere reading of resources alone. One hour of lecture will be held each week. Please download and read the lecture material available on vUWS and the relevant chapter from the textbook before attending the lecture. Bring a copy of the lecture notes to class each week so that annotations can be made 1 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Tutorials Tutorials are small group classes that are designed for students to further explore concepts that have been discussed in preceding week’s lectures and/or covered by assigned readings. Students may be asked to prepare solutions to tutorial exercises from week to week to be discussed in the tutorial class. Typically, these exercises will be to develop or interpret algorithms for the solution of small manageable programming tasks. To receive the most benefit from the tutorial sessions students will be expected to have completed the tutorial exercises prior to tutorial so that they can discuss their solution in the classroom setting with their peers and tutor. A selection of the weekly tutorial exercises will be further developed in the practical session to provide students with an opportunity to write program code which implements the algorithms developed. Practical Sessions Practical Sessions are small group classes held in the SCEM computer laboratories and are designed to enable in-class time to write Java program ode which implements various algorithms as discussed in tutorials and/or via other suitable preparation as may be needed from time to time. Students will use the Eclipse IDE and MyProgrammingLab to write their Java code. Students will be able to ask questions of their class tutor during the practical sessions to assist them in their algorithm development and coding in the Java language. This unit is very ‘hands-on’. Students will be exposed to practical programming tasks that are best learnt and understood by ‘doing’. A number of the practical sessions will also be designated for completion and submission of assessable programing exercises. These programming exercises will be similar in nature to what the student has been exposed to previously in tutorial and/or practical exercises. More detail on this is given in section 2. 2 and 2. 3 of this learning guide. Each student should be registered for a weekly two-hour practical class. MyProgrammingLab MyProgrammingLab is a website provided by the publisher of the textbook. The website contains selected exercises from each of the textbook chapters. The UI of the website enables students to solve simple programming tasks online without the need for a compiler and will provide immediate personalised feedback on each exercise attempted. MyProgrammingLab will be utilised for selected tutorial and practical exercises which will be identified in the unit vUWS site. Assessments As mentioned above a number of the practical exercises will be assessable and are implemented as such to encourage students to develop their problem solving and programming skills throughout the entire semester rather than just prior to a major assessment falling due; this cannot be ephasised enough. The problem solving and programming skills obtained through lectures, tutorial and practical exercises, use of MyProgrammingLab and appropriate reading will be expanded and applied to a more in-depth programming project that spans two assignment deliverables. Hence, it is important that students apply themselves to the smaller tutorial and practical exercises to be able to pick up the skills needed to solve this more complex problem. Furthermore, being a very practically oriented unit there is no final written examination at the end of session. Instead, one partial-open-book practical test will be run during session that will assess arious problem solving and programming skills in a controlled environment. 2 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Feedback for assessable practical exercises and the assignments will be made available online as soon after the submission deadline as is practicable. Normally this is two weeks. Wherever possible the tutor will also give ve rbal feedback on practical exercises during class; this will enable students the opportunity to improve upon their work prior to the next assessment due date. 1. 4 Staff details Unit Coordinator: Paul Davies Building 26, Room 1. 54, Campbelltown Campus Phone: 4620 3405 Email: p. [emailprotected] edu. au Campus lecturer (see teaching staff details below) Campbelltown, Penrith Parramatta Lecturer Paul Davies Building 26, Room 1. 54, Campbelltown Campus Phone: 4620 3405 Email: p. [emailprotected] edu. au Campbelltown Tutor Paul Davies Building 26, Room 1. 54, Campbelltown Campus Phone: 4620 3405 Email: p. [emailprotected] edu. au Penrith Parramatta Tutor Dr Zhouyu Fu Building Y, Room 3. 34, Penrith (Kingswood) Campus Phone: 4736 0614 Email: z. [emailprotected] edu. au Other Penrith Parramatta Tutors At the time of publication of this learning guide the school had not fully decided upon casual staff for this unit. All tutor contact details will be published in the â€Å"Tutor Details† link in vUWS when known. First point of contact: Teaching Staff: Technical Staff: School technical staff are available on each campus to assist with issues relating to SCEM lab computers. Lab Assistants Campbelltown: Building 6, Room G. 16, Mon – Fri 9am to 6pm Parramatta: Building EB, Room 1. 49, Mon – Fri 9am to 9pm Penrith: Building Y, Room 2. 32, Mon – Fri 9am to 6pm Campus Support Officers Campbelltown: John Pullan, Building 26, Room 1. 31 Parramatta: Nabil Mansour, Building ER, Room G. 5 Penrith: Noshir Bulsara, Building Y, Room 2. 13 Email: [emailprotected] uws. edu. au 3 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S 1. 5 Student consultation arrangements Consultation Students will be able to consult with teaching staff for this unit during any of the open practical sessions for this unit and at the times indicated by the staff member in the Tutor Details link of the v UWS site for this unit. Students are encouraged to seek assistance during these times but further times can be arranged with the staff member by prior appointment (see contact details in section 1. 4). Email Under normal circumstances students should expect a response to any unit related email within 48 hours (excluding weekends) provided that the email was sent from the student’s UWS email address. Email sent from non-UWS student email addresses will not be answered. When sending unit related email please adhere to the following protocol: †¢ include the acronym PT in the subject line (PT = Programming Techniques) †¢ include your student id in the subject line †¢ clearly indicate your student id, name, home campus and your question in the body of the email. 4 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Section 2. Assessment Details . 1 Learning outcomes and assessment Learning Outcomes On the successful complete of this unit it is expected that you will be able to: 1. With a chosen programming language in mind, analyse a given Practical Exercises, problem and Programming Project, Practical Programming Test a. Develop an algorithm that applies structured programming techniques such as sequence, selection, iteration and modularisation that solve the given problem b. Choose suitable data types to store relevant data for the given problem c. Implement the solution algorithm using the chosen programming language, data types and control structures d. Test and debug the program code to produce a working computer program 2. Write and implement programs that use data structures such as arrays Practical Exercises, to solve problems in programming involving multiple data items Programming Project, Practical Programming Test 3. Demonstrate how different searching and sorting methods operate Programming Project, Practical and be able to implement them in working computer programs Programming Test 4. Store, retrieve and manipulate data programmatically from secondary Practical Exercises, storage Programming Project, Practical Programming Test 5. Use object-oriented methodology to analyse relatively simple problems and develop object-oriented computer program solutions Programming Project, Practical Programming Test Assessment tasks Each of the assessment tasks has been designed to evaluate the extent to which the student has achieved these learning outcomes. 5 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S 2. 2 Assessment summary One hundred percent (100%) of the assessment in this unit will be in the form of continuous assessment (ie, there is no final examination), which consists of the following mandatory items: Continuous Assessment Task Weight Due Date Time Practical Exercises: five assessable practical sessions (6% each). 30% Assessable Prac 1: in registered practical class during week 4; 110 minutes duration; exercises made available at start of class; exercises must be submitted by the end of class. Assessable Prac 2: in registered practical class during week 7; 110 minutes duration; exercises made availabl e at start of class; exercises must be submitted by the end of class. Assessable Prac 3: online via vUWS; 110 minutes duration in one sitting; can be attempted once at any time between 9am Monday 29th April 2013 and 11. 9pm Sunday 5th May 2013; Assessable Prac 4: online via vUWS; 110 minutes duration in one sitting; can be attempted once at any time between 9am Monday 6th May 2013 and must be submitted by 11. 59pm Sunday 12th May 2013 Assessable Prac 5: online via vUWS; 110 minutes duration in one sitting; can be attempted once at any time between 9am Monday 13th May 2013 and must be submitted by 11. 59pm Sunday 19th May 2013 All will be submitted electronically. 2 Programming Project. Two deliverables, Assignment 1 and Assignment 2 (20% each) 40% Assignment 1: 6pm Friday 19th April 2013 Assignment 2: 6pm Friday 31st May 2013 Both will be submitted electronically 3 Practical Programming Test: 90 minutes, partial open-book Total 30% * In registered practical class during week 13. * A threshold requirement exists for this assessment item see notes next page. 100% 6 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Notes: In order to gain a passing grade in this unit, the student must satisfy all of the following: 1. Complete all mandatory assessment items that are listed in the table above 2. Obtain a minimum total assessment mark of 50% in the unit. 3. Obtain a minimum mark of 40% (ie, 12/30) in the Practical Programming Test. The total assessment mark (out of 100) that the student achieves in the unit will form the basis for the determination of the grade the student will receive in the unit subject to the criteria listed above. Final marks and grades are subject to confirmation by the School and University Assessment Committees which may scale, modify or otherwise amend the marks and grades for the unit, as may be required by University policies. . 3 Assessment details ASSESSMENT TASK 1: PRACTICAL EXERCISES Details about Practical Exercises Each week students will complete a number of practical exercises in class time as described in section 1. 3. On five occasions during semester students will submit their solutions to designated exercises for marking. The due dates for the five assessable practical sessions are shown in the table in section 2. 2. The first two of the assessable practicals will be held in class time in the weeks designated in the table in section 2. 2. The exercises that will be submitted for marking for these two assessable practicals will be given to the student at the time of their practical class and will need to be submitted by the end of the practical class; hence the student will have 110 minutes to complete and submit the exercises. Students will therefore need to attend these practical sessions in person to be able to receive the exercises, develop and submit their solutions. The remaining three assessable practicals will be run online via vUWS and must be submitted no later than the dates designated in the table in section 2. 2. The exercises will be available to attempt in vUWS one week prior to the due date (see table in section 2. 2). Once available, the student may attempt the practical exercises at any time prior to the due date but will be limited to a maximum of 110 minutes to complete the exercises in one sitting. Students must ensure that files submitted for marking are their own individual work and abide by the file types as defined by the unit coordinator. After submission of each assessable practical all student code will be checked for plagiarism using the â€Å"measure of software similarity† (MOSS) system. Submission details All assessable practical exercise in this unit must be submitted electronically by the date that they fall due. The submission procedure will be detailed in the exercise document provided to the student at the time of the assessment. Unless otherwise advised, exercises that have been submitted on time will be marked by the tutors and results announced via vUWS approximately 10 working days after the relevant due date. Submission of the five assessable practical exercises is compulsory. Late submission of practical exercises will incur a late penalty of 10% per day. Marking criteria and standards Please refer to the PT vUWS site for details. 7 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S ASSESSMENT TASK 2: PROGRAMMING PROJECT Details about the Programming Project The project aims to extend student knowledge in the application of problem solving and programming techniques to a larger scale business type problem. The project covers learning outcomes 1 to 5 as listed in section 2. 1 and will require two deliverables to be submitted for marking, Assignment 1 and Assignment 2. Assignment 1 will focus on the procedural programming aspects of the unit whilst Assignment 2 will focus on the object oriented programming aspects of the unit. Specific requirements of each assignment will be detailed in the assignment specification documents released via the PT vUWS site. Students must ensure that files submitted for marking are their own individual work and abide by the file types as defined by the unit coordinator. Submission details Both assignments in this unit must be submitted electronically by the due date and time as indicated in the table in section 2. 2. The submission procedure will be detailed in the assignment document provided to the student in the unit vUWS site. Unless otherwise advised, assignments that have been submitted on time will be marked by the tutors and results announced via vUWS approximately 10 working days after the relevant due date. Submission of both Assignments is compulsory; a penalty (10% per day, for each day after the scheduled due date) will be applied to students who do not submit on time. Marking criteria and standards Please refer to the PT vUWS site for details. ASSESSMENT TASK 3: PRACTICAL PROGRAMMING TEST Details about Practical Programming Test The practical programming test is designed to test students’ knowledge of the unit material covered in lectures, recommended reading, tutorial exercises, practical exercises and coding skills and will contain several short answer coding questions. The test will be held in the students registered practical class during week 13, will be 1. 5 hours duration and will be partial open-book. Specific restrictions will be placed upon the resources that students will be allowed to use during the test. The restrictions will be published in vUWS prior to the test. The test will cover all material covered in weeks 1 to 12. The test will be conducted during the student’s registered practical class in the week set down in the Assessment Summary table in section 2. 2 of this learning guide. Attendance at the test is compulsory; a penalty (10% per day, for each day after the scheduled date) will be applied to students who do not sit the test in their registered practical class. Prior permission must be sought from the unit coordinator by the student if it is known that they will not be able to attend the test, or as soon after the sitting date as practicable, if not. Submission details The test will be held in week 13 in the student’s registered practical class. It is the student’s responsibility to ensure that they are correctly registered for a practical class in Platform Web Tutorial Registration system for this purpose. This system will be closed to PT students in week 6 of session. 8 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Section 3. Teaching and Learning Activities 3. 1 Schedule of Learning and Teaching Activities The Autumn teaching session begins on 25th February 2013. Please note that the table below is an abridged version of the Schedule document that can be found on the unit’s vUWS site. Please refer to the online version in vUWS for readings and external resource links. Week Topics Student Activities 1 Unit introduction; review of procedural programming constructs using Java Tutorial and Practical classes start in week 2. Prior to week 2 you should: †¢ †¢ Purchase your textbook Download and install Eclipse 4. 2. 1 2 3 4 5 6 Review of procedural programming constructs using Java A first look at classes Arrays Tutorial and Practical exercises Tutorial and Practical exercises Tutorial exercises Assessable Practical 1 in class Searching and Sorting algorithms Tutorial and Practical exercises Note: Public Holiday Friday 31st March Note: Public Holiday Monday 1st April. No Lectures will run this week on any campus. Online material will be used instead Text Processing Tutorial and Practical exercises Note: Public Holiday Monday 1st April. Tutorial exercises Assessable Practical 2 in class 7 8 9 10 11 Intra session break Intra session break Assignment 1 due Text Processing A second look at classes and objects Tutorial and Practical exercises Note: Public Holiday Thursday 25th April. Tutorial and Practical exercises Assessable Practical 3 online Inheritance and Polymorphism Tutorial and Practical exercises Assessable Practical 4 online 9 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Week Topics Student Activities 12 13 14 Data files Tutorial and Practical exercises Assessable Practical 5 online Unit review No lecture this week Practical Programming Test in class Assignment 2 due For full details about the timetable for this unit, go to http://platformweb. uws. edu. au/pweb_tt/start. asp Lectures, Tutorials, Practicals, MyProgrammingLab, Assessments Please see section 1. 3 of this learning guide for descriptions about lectures, tutorials, practicals and MyProgrammingLab. Please see section 2. 2 and 2. 3 of this learning guide for details abut assessments. 10 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Section 4. Learning Resources and Information As independent learners you must make choices about the resources you use to help you with your learning activities and assessments in this unit. In the following section we briefly summarize the resources that are available to you. 4. 1 People who can help Teaching Team Your unit coordinator, Paul Davies, is your first point of contact to help clarify any issues with the learning activities in Programming Techniques. Asking your lecturer and/or tutor is best when asking questions about the unit content. Your lecturer and/or tutor will be happy to help you during any of the practical sessions or in their consultation hours which are detailed in vUWS in the Tutor Details link. Librarian The librarian and other library staff on your campus can help with finding information. You can contact the library staff via the library home page, or just call in to the library on your campus. Student Learning Unit The Student Learning Unit organises and runs a variety of programs and courses to develop students academic literacy, mathematics and study skills, and participates in many collaborative projects with Schools and Colleges to enhance the academic achievement of UWS students. You can access a list of their activities, such as SLU Workshops and Peer Assisted Study Sessions, at http://www. uws. edu. au/campuses_structure/cas/services_facilities/slu. Further information about any of the SLU services can be obtained via email at [emailprotected] edu. au. 4. 2 Useful reading Your textbook provides content relating to many, but not all, of the topics covered in this unit. Therefore, other resources will be required to supplement the textbook. This section lists some recommended resources to assist your studies. The list of books can also be obtained electronically via the UWS library at http://readings. uws. edu. au/imageserver/readings. php? ci=3030. Textbook The textbook reinforces and complements the content provided in lectures and will also assist in many of the tutorial and practical exercises and assignments. Please see section 1. for details about the many benefits of the textbook. Gaddis, T. (2013). Starting out with JAVA: From Control Structures through Objects (5th Ed. ). Boston: Pearson. Library resources The following books are available in the UWS library and may be useful to you during your studies in this unit. They cover several of the major topics within the unit and are provided here as alternate references to the textbook identified ab ove. Some of you will find that the textbook gives sufficient coverage, others will find that you need extra information or a different way of describing a particular concept. These resources may be helpful to you in this situation. The resources listed below are accessible directly form the library at http://readings. uws. edu. au/imageserver/readings. php? ci=4703. Barclay. K. , Savage. W. J. (2004). Object-oriented design with UML and Java. Oxford, UK: Butterworth-Heinemann. Available Online 11 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S Bryant, J. (2011). Java 7 for absolute beginners. Berkeley, CA: Apress. Available Online Eden, A. H. , Nicholson, J. (2011). Codecharts: Roadmaps and blueprints for object-oriented programs. Hoboken, NJ: Wiley. Friesen, J. (2011). Beginning Java 7. Berkeley, CA: Apress. Available Online Horstmann, C. (2013). Big Java: Late objects. Hoboken, NJ: John Wiley Sons. Juliff, P. L. (2002). Program design (4th ed. ). New Delhi, India: Prentice-Hall. Liang, Y. D. (2013). Introduction to Java programming: Comprehensive version (9th ed. ). Boston, MA: Pearson. Malik. D. S. (2012). Java programming: From problem analysis to program design (5th ed. ). Boston, MA: Course Technology, Cengage Learning. Ramnath, S. , Dathan, B. (2011). Object-oriented analysis and design. London, UK: Springer-Verlag. Available Online Robertson, L. A. (2006). Simple program design: A step-by step approach (5th ed. ). Southbank, Australia: Thomson Learning. Savitch, W. (2012). Java: An introduction to problem solving programming (6th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Schildt, H. (2012). Java: A beginners guide (5th ed. ). New York, NY: McGraw-Hill. Skrien. D. (2009). Object-oriented design using Java. Boston, MA: McGraw-Hill Higher Education. Vocking, B. , Alt, H. , Dietzfelbinger, M. , Reischuk, R. , Scheideler, C. , Vollmer, H. (2011). Algorithms unplugged. Berlin, Germany: Springer-Verlag. Available Online Lecture notes Lecture notes are provided in the PT vUWS site. They can be downloaded from the Lecture Notes link. Many of the weeks will also contain example code that you will be able to edit and ‘play with’ to assist your learning. Much of the material covered in lectures will be helpful in developing solutions to your tutorial, practical exercises and assignments. Reading lists Reading lists for weekly topics for this unit are specified in the Schedule link of the PT vUWS site. Online Resources From time to time during session various online resources will be suggested in vUWS to assist with your learning. Additionally the assigned textbook provides access to a number of online resources that will assist your studies; these include: myProgrammingLab, source code, video notes and case studies. 12 3 0 0 5 8 1 , P R O G R A M M I N G T E C H N I Q U E S 4. 3 Other UWS website resources The UWS website http://www. uws. edu. au has a number of quick-links that will be useful during session. These include direct access to UWS Library, vUWS, handbook, timetable, and tutorial registration just to name a few. The â€Å"UWS Students† page of the UWS web site http://www. uws. edu. au/uws_students contains many important links, including information on Enrolment, Fees, Forms, Exams, Results, Graduations, Services and Facilities, Student Support, MyUWS. Other links which may be useful during session include: †¢ Students with a disability should visit: http://www. uws. edu. au/currentstudents/current_students/services_and_facilities/disability_service †¢ Course and Unit Rules This page provides information on various rules associated with UWS courses and units http://www. uws. edu. u/currentstudents/current_students/managing_your_study/enrolment/course_and_uni t_rules †¢ Policies – This page includes the full details of policies that apply to you as a UWS student. http://www. uws. edu. au/policy/policy_dds 4. 4 Referencing Requirements When coding assignments and practical work in this unit it is desirable that each student submits original work only, however it i s understood that students may sometimes use segments of code from other sources as inspiration for their work. These sources may include the lecture notes and practical exercises, a textbook, or tutorial site from the web, but must not

Lucille Balls Feminism in The Lucy Show

Lucille Balls Feminism in The Lucy Show Sitcom Title: The Lucy Show Years Aired: 1962–1968 Stars: Lucille Ball, Vivian Vance, Gale Gordon, Mary Jane Croft, many celebrities who guest-starred as themselves Feminist focus? Women, particularly Lucille Ball, can tell a complete story without husbands. The feminism in The Lucy Show comes from the fact that it was a sitcom focused on a woman, and that woman didnt always act in ways considered ladylike.  Lucille Ball played a widow, Lucy Carmichael, and Vivian Vance, for part of the show’s run, played her divorced best friend, Vivian Bagley. Notably, the main characters were women without husbands. Sure, the male characters included a banker in charge of Lucy’s trust fund and a recurring-role boyfriend, but shows that revolved around a woman without a husband were not common before The Lucy Show. Who Loves Lucy This Time? Lucille Ball was already a famous, extremely talented actress and comedian when The Lucy Show began. During the 1950s she had starred with then-husband Desi Arnaz on I Love Lucy, one of the most popular TV shows of all time, where she and Vivian Vance engaged in countless antics as Lucy and Ethel. In the 1960s, the comic duo reunited on The Lucy Show as Lucy and Vivian. Vivian was the first long-running divorced woman on primetime television. The original title of the series was to be  The Lucille Ball Show, but that was rejected by CBS.  Vivian Vance insisted that her character name be Vivian, tried of being called Ethel from her time with  I Love Lucy. Not a World Without Men Finding a little feminism in The Lucy Show does not mean there were no men. Lucy and Vivian did interact with plenty of male characters, including men they dated. However, the 1960s were an interesting time in TV history- a decade that saw inventive plot lines, experimentation outside the nuclear family model and the shift from black and white to color TV, among other developments. Here was Lucille Ball, proving again that a woman could carry a show. Gone were the I Love Lucy plots that so often revolved around tricking or hiding something from the husbands. Successful Women The Lucy Show was a top-ten ratings success as the women brought laughs to millions. Years later, Lucille Ball was asked why newer sitcoms weren’t as good as her classic sitcoms, despite a wider range of material. Lucille Ball answered that they were trying to make comedy out of reality- and who would want to listen to that?† While she may have rejected abortion and social unrest as sitcom material, Lucille Ball in many ways IS the feminism of The Lucy Show. She was a powerful woman in Hollywood who could do anything she wanted, for years, and who responded to the women’s liberation movement with a voice and viewpoint that were unique, decidedly brave and already liberated. Production Company and Series Evolution Desi Arnaz, Lucille Balls husband until 1960, ran Desilu Productions until 1963 when Ball bought his shares and became the first female CEO of any major television production corporation.   Arnaz, despite the divorce, was instrumental in talking the networks into taking on the new show.  Arnaz was the executive producer of fifteen of the first thirty episodes. In 1963, Arnaz resigned as head of Desilu Productions. Lucille Ball became President of the company, and Arnaz was also replaced as executive producer of  The Lucy Show.  Ã‚  The show was filmed the next season in color rather than black and white, though it was broadcast in black and white until 1965.  Cast changes introduced Gale Gordon and lost several male characters. (Gale Gordon had appeared on radio with Lucille Ball in a show  My Favorite Husband  that evolved into  I Love Lucy, and had been offered the role on  I Love Lucy  of Fred Mertz.) In 1965, differences over pay, commuting, and creative control led to a split between Lucille Ball and Vivian Vance, and Vance left the series.  She appeared at the end of the run for some guest appearances. By 1966, the children of Lucy Carmichael, her trust fund, and much of the previous history of the show had disappeared, and she played the part as a Los Angeles based single woman.  When Vivian returned as a married woman for a few guest appearances, their children were not mentioned. Lucille Ball founded Lucille Ball Productions in 1967, during the life of  The Lucy Show.  Ã‚  Her new husband, Gary Morton, was executive producer of  The Lucy Show  from 1967 on. Even the sixth season of the show was very popular, ranked #2 in the Nielsen ratings. She ended the series after the sixth season, and began a new show,  Heres Lucy, with her children Lucie Arnaz and Desi Arnaz, Jr., playing key roles. Pregnancy on Television Lucille Ball, in her original series I Love Lucy  (1951–1957) with her husband Desi Arnaz, had broken ground when, against the advice of the television network and ad agencies, her real-life pregnancy was integrated into the show.  For the seven episodes with her pregnant, the censorship code of the time forbid the use of the term pregnant and instead permitted expecting  (or, in Desis Cuban accent, spectin).

New York Times vs. Sullivan 376 U.S. 254 (1964) †Law Essay (400 Level Course)

New York Times vs. Sullivan 376 U.S. 254 (1964) – Law Essay (400 Level Course) Free Online Research Papers New York Times V. Sullivan 376 U.S. 254 (1964) Law Essay (400 Level Course) Facts: The New York Times ran a full – page fund raising advertisement for the civil rights movement called †Heed Their Rising Voices† on March 29, 1960. The Article was about the unfair treatment of Alabama State college student protestors. There were several minor errors of fact against the police department. L.B. Sullivan, the Montgomery city commissioner, filed a libel suit against the newspaper and the four African American ministers who were listed as endorsers of the ad, claiming that that the allegations against the Montgomery police defamed him personally. Even though the ad never stated his name or accused him personally, Sullivan felt that it implied him because he was the city official in charge of the police department. Under Alabama law, Sullivan did not have to prove that he had been harmed: and a defense claiming that the ad was truthful was unavailable since the ad contained factual errors. Sullivan then was awarded a $500,000 judgment. Judicial History: The trial court awarded Sullivan $500,000 in his favor. The court of appeals affirmed the decision. The United Supreme Court ruled that case be reversed and remanded. Issues: Whether a public official can receive damages in a civil libel action suit if malice is not proven? Rules: No. The United State Supreme Court reversed the judgment and remanded the case. Analysis / Conclusion: A state cannot, under the First and Fourteenth Amendment, award damages to a public official for defamatory falsehood relating to his official conduct unless he proves â€Å"actual malice† that the statement was made with knowledge of its falsity or with reckless disregard of whether it was true or false. Research Papers on New York Times vs. Sullivan 376 U.S. 254 (1964) - Law Essay (400 Level Course)19 Century Society: A Deeply Divided EraUnreasonable Searches and SeizuresCapital PunishmentPETSTEL analysis of IndiaThe Fifth HorsemanAnalysis Of A Cosmetics AdvertisementQuebec and CanadaStandardized TestingTwilight of the UAWHip-Hop is Art

The Assault on Reason by Al Gore Essay Example | Topics and Well Written Essays - 500 words

The Assault on Reason by Al Gore - Essay Example Nursing homes are run as a community and the community may have certain laws that have to be followed by all those who live in it. These laws may define the nature and the extent of the relationships that individuals within the community can have with each other. While consenting sexual relationships may be seen as acceptable by society at large, the board which controls the nursing home may not consider all such relationships to be kosher. Particularly, in cases where they develop between the individuals working as caregivers and those who are residents of the community. Even in situations where the sexual relationship is between two residents of the same community, there could be legal issues involved which may come about as a result of the health conditions of one partner. For example, if one of the partners has lost or has a diminished capacity to make reasonable judgments, the relationship may not be considered to be founded on consent. These issues give a solid foundation towards denying sexual relationships between the elderly who are placed in nursing homes. However, it must be noted that our society is founded on the principles of freedom and allowing people to do what they want as long as they stay within the bounds of the law. Having a consenting relationship is largely considered to be legal therefore there should be no reason why the elderly should be dined the same freedoms which their counterparts outside the nursing homes enjoy. It is often the agenda of nursing homes to provided a full, fun and participating life experience for the golden years of the elderly therefore they should be permitted to have sexual relationships if they so desire. Further, sex is healthy since it improves the mental abilities of the elderly and prevents them from falling into a cycle of depression. It gives them the understanding that even if they are old, they have not lost their life or their life goals. In

Green Buildings Essay Example | Topics and Well Written Essays - 1500 words

Green Buildings - Essay Example Rapid industrialization and increase in demand of fuels have increase pollution all over the world. The increase in carbon dioxide in the environment is damaging the ozone layer surrounding the earth’s atmosphere. This is damaging the environment and increasing the temperature of the world. Oceans are melting and seal levels are increasing. This phenomenon is known as global warming. The dangerous consequences of such climatic change are forcing the world to come up with techniques that are environmental friendly. Green building is one such technique that preserves our environment. The cost of these buildings far exceeds the benefits of green buildings. It is important to understand the benefits of green buildings and their structure to prove that this technique worth its costs. A cost benefit analysis will show clearly that green buildings should be used more often in order to protect the environment. Benefits of Green Building One of the most significant benefits of green bu ildings is that they help save energy. These buildings save electricity and in turn decrease our dependent on fuels. Electricity is produced by many ways and oil is also used to produce electricity. Green buildings are designed in such a manner that they allow the residents sunlight and natural air. In this way energy consumption is decreased greatly. Air conditioning and lights use most of the electricity in homes and by reducing this electricity environment can benefit a lot. In green buildings trees and plants are used in order to provide shade and cooling (Simpson, J. 2002). Plants take in carbon dioxide and give out oxygen in daytime. This gives freshness and coolness in daytime in the house. Another benefit of green buildings is the increased productivity of the people living in green buildings. People who live in green buildings are found to work long hours. They also have less stress and they can stay fresh for long hours. This is mainly because occupants get exposure to sun light and fresh air. Air conditioning is no substitute of fresh air. Fresh air soothes residents of green building and this is why they feel less stressed then residents of normal houses and buildings. A study reported that absenteeism was reduced by 40 percent in buildings that were green (Lallanilla, M. 2011). This is the effect of plants and natural air and sunlight. The benefits of green buildings include less sickness as well. This may be because of less pollution and harmful gases. People who live near road sides are exposed to pollution. In green buildings a proper mechanism deals with pollution as discussed before. Also greenery attracts employees to offices. Water efficiency is another benefit of green building. The design of building is such that it allows water to be reused. Water is recycled in greenhouses houses. It is purified and reused in flushes. In this way throughout the life of the green building flush water is not wasted but is used and reused over and over agai n. This is a great benefit of green buildings because it can save gallons of water. A house has a life of at least 30 to 40 years. Throughout this period all the water used in flush will remain the same. Also water is saved by using low flow of water in flushes and showers. Even this can help reduce water consumption of households greatly. Toilet paper is also not used in washrooms and that protects tress. All in all a simple technique of water recycling a great amount of water can be saved. Also material used in green buildings is environmental friendly. The wood used for making green buildings is made of plants like bamboo that grow faster. Rare plants and trees are not used in the making of green buildings. Industrial goods used in making homes are also recyclable and are environmental friendly. Stones and other materials used in houses can be reused again. Energy costs are decreased as a result of green building

Disability Discrimination Essay Example for Free

Disability Discrimination Essay Would you deem Karina disabled under the ADAAA? If so, what reasonable accommodations would you offer to her? Karina has a medical condition requiring her to take steroids and other medications. This condition led to Karina gaining weight and not able to wear two uniform items, the stockings and heels. These conditions affect her back, circulatory system, and endurance level. Additionally, according to her doctor, Karina must stop wearing the stockings and heels because of her condition. Based on this information, Karina does qualify as â€Å"disabled† even if she does not display symptoms that interfere with her ability to perform her duties. By taking medication, Karina is mitigating (reducing) the effects of her illness. However, her employer cannot consider this information in determining if she has a protected disability under the ADAAA. The ADA was passed nearly 20 years ago to provide legal protections for, and to end discrimination against, workers with disabilities. The ADA is a wide-ranging civil rights law that prohibits discrimination based on disability. It affords similar protections against discrimination to Americans with disabilities as the Civil Rights Act of 1964, which made discrimination based on race, religion, sex, national origin, and other characteristics illegal. Under the ADA, an individual is considered to have a disability if that individual either (1) has a physical or mental impairment which substantially limits one or more of that persons major life activities, (2) has a record of such an impairment, or (3) is regarded by the covered entity as having such an impairment. The determination of whether any particular condition is considered a disability is made on a case by case basis. When the ADA was first passed into law in 1990, federal courts were very strict in determining which employees met the ADAs definition of a disability, resulting in the dismissal of many cases. A series of such court decisions made it increasingly difficult to qualify for the laws protections. To remedy this problem, Congress recently passed the ADA Amendments Act of 2008 (ADAAA), which went into effect on January 1, 2009. The ADAAA made five changes to the ADA that are significant. 1.It provides that the definition of the ADA disability must both be more flexible and broadly construed. 2.It expands the list of major life activities. 3.It provides that courts can no longer consider whether mitigating measures, such as medication or assistive technology, reduce the impact of impairment on an individual. 4.It states that diseases that are episodic or in remission may still be disabilities. 5.It provides that employees who claims they are regarded as disabled can now make an ADA claim, even if the perceived disability does not impact a major life activity. It is important that employers be up to speed on these changes. This is especially important because the ADAAA created a shift of emphasis in applying the law. In enacting the ADAAA, Congress instructed that it should be interpreted to favor broad coverage of individuals under the ADA, and that courts must focus not on whether an employee is disabled, but on whether the employer is complying with its obligations under the law.

The Political Animal :: essays research papers

Much time has been devoted to the study of how and why governments exist. This effort is required to understand America's political and philosophical roots. The ancient Greek philosopher Aristotle pursued and ultimately answered this question in his work, The Politics. Though written thousands of years ago, the lessons taught about the natural state of politics reveal the immensely complex system of an organized civil government in modern United States. Perhaps one of the most profound thoughts revealed in The Politics concerns the origin and nature of basic government, the cities. "Hence it is evident that a city is a natural production, and that man is naturally a political animal" (Aristotle 1253a). Aristotle's line from The Politics exemplifies two distinct but related points. The first part states that the formation of cities is natural and the second deals with the idea that man is by his own nature, a political being. At the beginning of The Politics, Aristotle says, "every city must be allowed to be the work of nature, if we admit that the original society between male and female is; for to this as their end all subordinate societies tend, and the end of everything is the nature of it"(1253b). Each city begins as a collection of partnerships. These associations are the Sugawara 2 bonds that men create between each other as a result of their natural tendency to be social and interact, "there is then in all persons a natural impetus to associate with each other" (1253a). Partnerships are natural because man is not inclined to be self-sufficient on his own merits. A man cannot exist merely for his own sake and expect to be a functioning member of the city but must be supplemented through the thoughts and ideas of other men. A man must experience interaction with others to more fully complete his existence. This supplementation is the essence of partnerships because dealing with other men increases each man's own wholeness. Furthermore, by listening to the thoughts and ideas of other men, he is furthering his own proclivity, enabling him to be active in the city and therefore, becoming a human being. It is only through the city, however, that man can truly be complete because it reaches a level of full self-sufficiency. The collection of partnerships that comprise the city makes men into complete human beings and assists them on their way to happiness, "the end and perfection of government: first founded that we might live, but continued that we may live happily"(1252b). This is a level of excellence for man because it means that he will not only survive but will thrive after becoming fully human and therefore happy.

Cultural differences in communication with groups and teams Essay

The process of passing information from one person to another is complex and a subject of discussion. This is because effective communication is essential for the development of any organization yet it has been marked with many problems, which have far reaching effects. Over time, communication has developed progressively from oral communication to written communication and now to the media and websites but still marked with the same complexity. It is in this interest that this paper is written. It focuses on defining communication, identifying its problems and there causes and giving the possible solutions and recommendations to this problems. Definition Communication refers to an act of passing information from a given source to a recipient through a given medium (Hulkkonen, et al, 2010). It may also be defined as a connection that provides accessibility of two agents or places. For effective communication to occur there must be a source, a medium of transferring the information and a recipient. All the parties involved in communication should have a common interest of passing and receiving information otherwise there will be poor presentation or misinterpretation between the two and the common goal of transferring information will not be achieved (Texas Christian University, 2010). One common mode of communication is oral communication which includes direct speeches, poetry and songs. Secondly, we have nonverbal communication which involves the transfer of wordless information. This can be achieved through body languages such as facial expression and gestures or object communication such as symbols graphics and clothing. Lastly we have media communication which includes the radio, websites and telephones. The choice of the mode of communication to be used depends entirely on the type of information to be transferred, the number of recipients to be involved and the distance between the source and the recipient (Hulkkonen, et al, 2010).. Communication problems Although communication is essential in any society or organizational groups and teams, which is conscious of achieving its goals, many people still continue to struggle to communicate and unfortunately finds they are unable to express their thoughts and ideas efficiently or even lack proper listening skills (Wood, 2009). This inability to communicate effectively can result to misunderstanding and can cause conflict and even war at its worst amongst members with different cultural backgrounds. Another problem of communication is incompetence. Poor interpretation of instruction due to poor presentation of information can lead to misunderstanding in groups and teams or resulting into wrong actions being taken (Yarbrough & O’Rourke, 2009). Still, Poor communication can lead to endless and unnecessary arguments, which are time and energy consuming. The can result to dissatisfaction and lack of commitment among members of a given group or team. Lastly, mistrust among the members can amount to tension in groups and teams further leading to lack of coordination or total collapse of such groups and teams if proper action is not taken.. Causes of communication problem One major cause of communication problem is fear. It is a common trend of human beings to protect their interest. This renders communication impossible because the need to protect our own interest is accompanied by lack of openness (Penn State University, 2007). This can amount to an endless and unnecessary argument because every body will be after his own interest. Another major cause of communication problem is misaligned expectation (Gupta, 2009). This occurs when different members of a given team have different opinions on how things should be done or handled and all thoughts are not properly taken into consideration or harmonized. This can result to a conflict because no matter how they communicate they will never understand each other. Another cause of communication problem is incompetence. It is advisable to have the message clear and specific so that it can be accepted and acknowledged by the recipients. Lack of knowledge of the subject matter can lead to lack of this clarity and specification in the message and hence poor communication (Wood, 2009). Lastly is poor communication skill. Some effort must be put to make sure that the message is effectively passed to the recipient and that it cannot be misinterpreted Alternative solutions to communication problems One way of preventing communicating problems is to build trust among group members. This is aimed at overcoming fear, which was described earlier on as major cause communication problem. Trust is built when one does exactly what he/she is expected to do. In addition to this, it is important to learn good communication skills, appreciate your differences and attain a consensus based on a common goal (Wiethoff, Lumsden, & Lumsden, 2009). Strategies for implementing and evaluating the chosen solutions The above solutions will be declared effective if there will be efficient communication among the involved agents. There should be no misinterpretation of information, unnecessary arguments, any form of confusion or conflict. In addition to this, each and every member of a given team should be satisfied, committed and encouraged to participate for the common goal of the team (Texas Christian University, 2010). All this would be a sign of effective communication in teams and groups. Conclusion In conclusion therefore, effective communication is essential for the better running of any organization in the society. It is therefore important to put more effort in developing good communication skills that will eliminate the above discussed problems and their causes References Gupta, P. (2009). Five Things You Can Do to Manage Cultural Differences in Virtual Teams. Retrieved July 22, 2010, from http://ezinearticles. com/? Five-Things-You-Can-Do-to-Manage-Cultural-Differences-in-Virtual-Teams&id=2634314 Hulkkonen, J. , et al. (2010). Cultural Differences in Multinational Team Communication in an IT Service Organization. Retrieved July 22, 2010, from http://www. outshore. org/LinkClick. aspx? fileticket=9uZxktWCVoc%3D&tabid=58&mid=387 Penn State University. (2007). Building Blocks for Teams: Tips for Effective Communication. Retrieved July 22, 2010, from http://tlt. its. psu. edu/suggestions/teams/student/communicate. html Texas Christian University. (2010). Communication in Groups and Teams. Retrieved July 22, 2010, from http://www. cpeng. tcu. edu. tw/teaching/951/comm/1212-comm. ppt Wiethoff, C. , Lumsden, D. , & Lumsden, G. (2009). Communicating in Groups and Teams: Sharing Leadership. Boston, MA: Cengage Learning. Wood, J. (2009). Communication in Our Lives. Boston, MA: Cengage Learning. Yarbrough, B. , & O’Rourke, J. (2009). Leading Groups and Teams. Boston, MA: Cengage Learning.

Salary Is Not the Most Important Factor in Motivating Employees

Salary is not the most important factor in motivating employees The psychology of motivation is enormously complicated and there is a small part of it has been illustrated with any degree of guarantee. A number of people are desired for an effective formula for moving employees. Some adopt to the way of increasing salary, not all of which is conductive (Herzberg,1987). There are a great many factors in motivating employees. Salary plays a significant role while other factors such job participation, job loading and the work environment are available as well.Although salary is useful to move hirelings, salary is not the most important factor in motivating employees because job autonomy, job security and appreciation for work done are significant. Job autonomy has a practical effect on motivating employees. Employees who are allowed to partake in varieties of decisions may be given more incentive for action. If managers allow hirelings to set their goals, they will have the responsibili ty to compass the object and devote themselves to the job. Subordinates may feel that they are an important part of the company and be more willing to apply to the task (Madura,2008).A flexible work schedule is another approach to increasing job satisfaction which is helpful to accomplish projects (Madura,2008). It has been disputed by research proving that if superiors allow employees to have longer weekends, hirelings are likely to perform well (Madura,2008). With a flexible work schedule, people are willing to improve work efficiency and fulfill other liabilities as much as they could. Job participation is an effective approach to moving employees. Employees will realize the value of their existence when they participate in the projects.If employees desire to achieve a goal as a group of people with varied occupations, they are motivated to do their best. Job autonomy is a significant element which moves employees effectively. Job security is becoming an important factor increasi ngly to employees (Wiley,1997). Employees’ responses to job insecurity influence the development of the society, which has been proved by much evidence. Work pressure will increase and job insecurity is especially hard on the weak group in the countries.If work safety is not guaranteed and people keep working in an unsafe environment, there may be a negative impact on mental health. Organization will be affected by the lack of job security as well, which leads to negative outcomes (Wiley,1997). Job insecurity is likely to cut down work guarantee, which may result in damage of companies’ credit. Deterioration of efficacy of companies’ will happen and it has a negative impact on job satisfaction and performance (Wiley,1997). Job security has ever been the top of the list of motivational factors for employees (Wiley,1997).People’s behavior is much a function of job safety. Workers have to divert attention from work as a result of concern about unsafe factor, which have a passive influence on programs (Madura,2008). The basic needs of employees could not be fulfilled, which lead to their concern about finding safer work. The employed who have job security are likely to be given incentive to achieve the goals. Appreciation for work done is one of the important motivations for employees. Feedback and recognition for the projects which have been accomplished will give employees encouragement.Most of employers voice acknowledgement for a job done to moving subordinates and give them confidence and satisfaction. Appreciation for work done has ever been chosen to be the peak motivator in modern society and has also been taken into account by enterprise increasingly. Most of the practical elements which fulfill work occasions are from recognition. Offering opportunities for hirelings who are motivated to accomplish the goals is manager’s job (Wiley,1997). The expression of why the behaviour is available will be beneficial for employeesà ¢â‚¬â„¢ long-term development, which improves their ability and enrich their knowledge.It is significant for people to have feedback and learn more about themselves. With this method, employees are able to know which position is more appropriate for them. Feeling capable is one of factors which are useful for work. Additionally, appreciation is a way for employees to feel competent. Therefore, the employed will be achieve the goals with confidence. Greater essential motivation may be caused by recognitions which image capacity. Appreciation could bring encouragement, opportunities and feelings of competent to employees and plays an important part.Although salary is an important factor in motivating employees, it is not enough to satisfy employees’ need of autonomy, security and appreciation. High salary is advantageous to fulfill all of people’s requirements and achieve their needs. There are a number of people who gain high emolument having many complaints because the y have difficulty in their work. Money fail to meet the mental needs of people on occasion. High salary is available to improve standard of living. There exist employees whose salary is high but their work stress is too heavy for them to suffer from.Because of the reason, they may not be able to leave free time for themselves. Health and mental health problems may caused by too much work stress. No one could enjoy the life without fitness. High salary means more opportunities and happiness for employees. Though some people gain high paying salary, they are occupied with projects and have seldom time to spend with family. An examination of the evidence has shown that a part of people gaining higher payment are not as satisfied with life as ones gaining lower payment. Salary is effective on occasion but it is not always the most important motivation.In conclusion, there exist a number of factors which play a considerable part in moving employees such as job autonomy, job security and appreciation. Therefore, salary is not the most effective. Give hirelings increased job autonomy including decision making, flexible work schedule and participation, which can motivate them. Job security for employees is an important source of motivation and safe working environment is helpful for people to tap their potentials. Appreciation for work done shows respect for employees, which leads to result of motivating people.Motivation has direct relationship with business of the company. Employees ought to learn how to motivate employees. Both salary and other factors are significant. References Herzberg, F. (1987)’One more time:How do you motivate employees’, Harvard Business Review, September-Octorber, pp. 87-99 Madura, J. (2008) Introduction to Business. 4th ed. Beijing: Post & Telecom Press. Wiley, C. (1997) ‘What motivates employees according to over 40 years of motivation surveys’, International Journal of Manpower, 18(3), pp. 263-280.

Chemistry Abbreviations Starting With the Letter P

Chemistry Abbreviations Starting With the Letter P Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter P used in chemistry and chemical engineering. P - PetaP - Phosphorusp - picoP - PressureP - ProtonPA - Phosphatidic AcidPa - PascalPa - ProtactiniumPA - Proton affinityPA # - PolyAmide polymer numberPAA - PolyAcrylic AcidPABA - ParaAminoBenzoic AcidPAC - Pharmaceutically Active CompoundPAC - Polycyclic Aromatic ContentPAC - Powdered Activated CarbonPAEK - PolyaryletherketonePAGE - PolyAcrylamide Gel ElectrophoresisPAH - Polycyclic Aromatic HydrocarbonPAI - PolyAmide ImidePAO - PolyAlphaOlefinPASA - PolyAmide, Semi-AromaticPb - LeadPB - PolyButylenePBB - PolyBrominated BiphenylPBD - PolyButaDienePBI - PolyBenzImidazolePBN - PolyButylene NaphthalatePBS - Phosphate Buffered SalinePBT - PolyButylene TerephthalatePC - PolyCarbonatePC - Pyruvate CarboxylasePCA - Pyrrolidone Carboxylic AcidPCC - Pyridine Chloro ChromatePCE - TetrachloroethylenePCR - Polymerase chain reactionPCV - Pressure control valvePd - PalladiumPD - Positive displacementPD - Potential differencePE - PhycoErythrinPE - PolyethylenePE - Potential energyPEA - PolyEster Amine PEEK - PolyEtherEtherKetonePEG - PolyEthylene GlycolPEK - Poly Ether KetonePEL - Permissible exposure limitPERC - TetrachloroethylenePES - PolyEtherSulfonePET - Polyethylene TerephthalatePETP - Polyethylene terephthalatePEX - Cross-linked PolyEthylenePFC - Perfluorocarbonpg - picogramPG - Propylene GlycolPG - ProstaglandinPGA - 3-PhosphoGlyceric AcidPGA - PolyGlutamic AcidPGE - Platinum group elementsPGM - Platinum group metalspH - measurement of H ions in aqueous solutionPH - Phenol functional groupPHA - PolyHydroxyAlkanoatePHB - PolyHydroxyButyratePHC - Petroleum HydroCarbonPHMB - PolyHexaMethyleneBiguanidePHT - PHThalatePI - Phosphate IonPI - PolyImidePIB - PolyIsoButylenepK - Measurement of the dissociation constantPLA - Polymerized Lactic AcidPLC - PhosphoLipase-CPM3 - Parameterized Model number 3PM10 - Particulates smaller than 10 ÃŽ ¼m.PM - Particulate MatterPM - Photo Multiplierpm - picometerPM - Plasma MembranePM - Powder MetallurgyPm - PromethiumPMA - PhosphoMolybdic AcidPM A - PolyMethyl Acrylate PMID - PubMed IDentifierPMMA - PolyMethylMethAcrylatePMO - PolyMethylene OxidePNPA - PolyNucleotide Phosphorylase APNPB - PolyNucleotide Phosphorylase BPo - PoloniumPOC - Polar organic contaminantpOH - Measurement of OH- ions in aqueous solutionPOL - Petroleum, oils, and lubricantsPOP - Persistent organic pollutantPORC - PorcelainPPA -PhenylPropanolAminePPA - PolyPhthalAmidePPB - Parts per billionPPM - Parts per millionPPO - PolyPhenylene OxidePPS - PolyPhenylene SulfidePPT - Parts per trillionPPT - PolyPyrimidine TractPPT - PrecipitatePr - PraseodymiumPRV - Pressure relief valvePSI - Pounds per square inchPSV - Pressure safety valvePt - PlatinumPTFE - PolyTetraFluoroEthylenePu - PlutoniumPU - PolyUrethanePV - Parity ViolationPV - Pressure VolumePVC - PolyVinyl ChloridePVT - Pressure, volume, temperaturePXY - Para-XYlene

Activities for Nonverbal Communication

Activities for Nonverbal Communication Have you ever made an instant judgment about a person, without ever speaking to him or her? Can you tell when other people are worried, afraid, or angry? We can sometimes do this because we are tuning in to nonverbal clues. Through nonverbal communication, we make all kinds of inferences and decisions- often without realizing it. It’s important to be aware of nonverbal communication, so we can avoid sending and receiving unintentional messages through our expressions and body movements. These exercises are designed to help you understand how much information we transmit through nonverbal communication. Nonverbal Activity 1: Wordless Acting Separate students into groups of two.One student in each group will perform the role of Student A, and one will perform as Student B.Give each student a copy of the script below.Student A will read his/her lines out loud, but student B will communicate his/her lines in a nonverbal manner.Provide student B with a secret emotional distraction that is written on a piece of paper. For example, student B may be in a rush, may be really bored, or may be feeling guilty.After the dialogue, ask each student A to guess what emotion was affecting their partner, student B. Dialogue: Student A: Have you seen my book? I can’t remember where I put it.Student B: Which one?Student A: The murder mystery. The one you borrowed.Student B: Is this it?Student A: No. It’s the one you borrowed.Student B. I did not!Student A: Maybe it’s under the chair. Can you look?Student B: OKjust give me a minute.Student A: How long are you going to be?Student B: Geez, why so impatient? I hate when you get bossy.Student A: Forget it. I’ll find it myself.Student B: Wait- I found it! Nonverbal Activity 2: We Have to Move Now! Cut several strips of paper.On each strip of paper, write down a mood or a disposition like guilty, happy, suspicious, paranoid, insulted, or insecure.Fold the strips of paper and put them into a bowl. They will be used as prompts.Have each student take a prompt from the bowl and read the sentence: We all need to gather our possessions and move to another building as soon as possible! expressing the mood they’ve selected.After each student has read their sentence, the other students should guess the emotion of the reader. Each student should write down assumptions they made about each speaking student as they read their prompts. Nonverbal Activity 3: Stack the Deck For this exercise, you will need a regular pack of playing cards and a lot of space to move around. Blindfolds are optional, and the task takes a bit longer if blindfolds are used. Shuffle the deck of cards thoroughly and walk around the room to give each student a card.Instruct the students to keep their card a secret. No one can see the type or color of anothers card.Make it clear to students that they will not be able to speak during this exercise.Instruct students to assemble into 4 groups according to suits (hearts, clubs, diamonds, spades) using nonverbal communication.Its fun to blindfold every student during this exercise (but this version is much more time consuming).Once students get into their groups, they must line up in order of rank, from ace to king.The group that lines up in correct order first wins! Nonverbal Activity 4: Silent Movie Divide students into two or more groups. For the first half of the class, some students will be screenwriters and other students will be actors. Roles will switch for the second half. The screenwriter students will write a silent movie scene, with the following directions in mind: Silent movies tell a story without words. It is important to start the scene with a person doing an obvious task, like cleaning the house or rowing a boat.This scene is interrupted when a second actor (or several actors) enters the scene. The appearance of the new actor/s has a big impact. Remember that the new characters could be animals, burglars, children, salesmen, etc.A physical commotion takes place.The problem is resolved.The acting groups will perform the script(s) while the rest of the class sits back and enjoys the show. Popcorn is a good addition to this activity.After each silent movie, the audience should guess the story, including the conflict and resolution. This exercise gives students a great opportunity to act out and read nonverbal messages.

Electronic Health Records in the UK Research Paper

Electronic Health Records in the UK - Research Paper Example This is in part informed on the fact policy debates are fueled by bogus, self-defeating attitudes. One of such thinking is that the United States is incapable of affording to cover the uninsured, when in real sense a synchronized monetary system is the chief instrument for cutting cost down, and there relatively inexpensive ways to do it. Even more, the biggest viewpoint, seized by many medical specialists, is that they would be unable to find more authority than they have before now under commercial managed care. Nevertheless, health care systems elsewhere grant medical specialists superior institutional muscle (James, 2005). In the fall of June 1941, a British civil servant, radio personality and educator Sir William Beveridge was requested to execute social modernization after World War II. He had previously worked as a civil servant whereby he interacted with the impoverished in the East of London. At this time, Beveridge observed the numerous paradoxical, biased programs for une mployment, housing, child support, amid other programs run by various departments under conflicting doctrines. As a result, Sir William Beveridge concluded that the only crucial approach was to deal with all the programs at once, in a manner that would form affiliations among the individual and state. The Beveridge account Social Insurance and Allied Services, advocated for all-inclusive health care as an element of a postwar government grand plan endorsing employment, housing, education and social security. However the Beveridge preparation provided just a preface and faltering sketch, it recognized an important vision and became an instant success. The Beveridge report for tax-based state health service as a communal good provided a rudimentary alternative to the existing Bismarck plan of National Health Service (Polly, 2003). Waiting records are a universal pressure valve in numerous systems that cut back on far too much spending. In the National Health System, the standard waiti ng time for discretionary hospital-based care is 46 days. The distinction by social status in seeking services, and admittance are nominal by international standards, though more affluent people are always adept at maneuvering any public service. The British system has been privileged to have private sector for the rich who want faster and plusher optional care. This quarter clinical value is not superior by a margin of 9 percent. The formulated policies favor a duplicative coverage for voluntary dealings for which medical professionals charge very abnormal fees. Private care is intense in the larger London quarter and other cities. Currently, all private admittance and day cases total more than 2%. The world and International Monetary Fund and the World Trade Organization have played a crucial role in the transformation of British Health sector (Scott, Randall & Vogt 2007). The existing design for the new NHS by the current British government is even more determined than the transf ormation shaped by Margaret Thatcher. The NHS was largely criticized as no longer affordable and or sustainable. Restraining it to an emergency and benefit service would have been glaringly politically practicable and would have been received well by the public-private joint venture premises of

Operations Management Essay Example | Topics and Well Written Essays - 2500 words - 9

Operations Management - Essay Example The manner of creating these goods and services is the purview of operations management. As a field of endeavour, operations management â€Å"deals with the design and management of products, processes, services, and supply chains. It considers the acquisition, development, and utilization of resources that firms need to deliver the goods and services their clients want.† (MIT Sloan School of Management, 2009) It may be said that the operations function is the heart and soul of business. It is that organizational activity which actually gives birth to the good or service which is the reason for the firm’s existence. The operations manager stands at the helm of the operations department, and plans, organizes, directs and controls its performance. He determines, in line with the organization’s overall goals, the strategic, tactical, and operational activities undertaken. Strategic issues involve the implementation of long-term goals of the corporation, and are usually decided upon by the corporation’s board of directors, or the owner or proprietor of the small firm. Issues decided by the operations manager that are within the scope of strategic management are those that yield decisions of a relatively permanent nature, and usually require substantial capital outlay. They include determining the size of the manufacturing plants or the capacity of the equipment, as well as their location, deciding which telecommunications networks to have installed, and designing technology supply chains. Should the operations manager make a mistake in planning and implementing strategic issues, it would profoundly compromise the company’s survival. The operations manager also deals with tactical issues the operations manager. These decisions involve the relatively medium-term prospects of the business, and while not as far-ranging as strategic issues, could also entail a substantial loss for the

The cooling off period Assignment Example | Topics and Well Written Essays - 750 words

The cooling off period - Assignment Example The subsequent paragraphs will explore and define each category into details with an aim of distinguishing them from one another, Mass murderers refer to individuals who kill four or more people in one location at a particular time. It could be a few minutes or last several days but the location remains the same. Most of this type of killers do end up committing suicide or are killed by the police. Mass murders are influenced by several factors. Mass killing can result when the killers choose a specific target which they think is causing them stress and therefore execute killings to satisfy their ego. It could also take another form where the killers attack targets that have no connection with them but belongs to groups the killer dislikes. It has also been observed that most mass killings are motivated by the existence of some hatred between assailants and their victims which is provoked by a specific event that sparks the killings. Spree murderers or killers on the other hand refer to those who kill two or more victims in more than one location in a fairly rapid succession. Spree killings tend to be rare and the spree killing teams consist of a submissive lover and a dominant leader. The occurrence of their murders in separate locations is considered a single event because it lacks a cooling off period. Mass and spree murderer are actually rare but it is believed that strict gun controls may help prevent some incidences of the would-be spree or mass killings. But this measure is unlikely to control serial killing. Serial killer or murderer refers to a person who has killed three or more persons, the murders have taken place in three or more separate locations at different times and has been involved or engaged in an emotional cooling off period between the murders. It is estimated that serial killing alone has contributed to 20% of the murders in the United States. Four subtypes of serial

Meat Industry Essay Example for Free

Meat Industry Essay People all over the world eat meat for its nutritional value and taste. The United States Department of Agriculture reports that in the year 2011 people in the U.S consumed 25.6 billion pounds of beef. Most of this meat was produced in America. A Holistic approach to food production is important in order to improve the quality of beef. What we feed our cattle, the housing conditions and the slaughter procedure directly impacts our food. What the farmers feed cattle directly affects the quality of beef for the consumer. The cow has many more benefits from eating grass than being fed corn. It is a lot healthier for cows to consume grass because that is what their stomachs are made for. The stomachs have three sections that are made specifically for digesting grass (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Today, most cows are put on a diet that is based on corn. The cows used to be fed grass and roam free but since than there have been changes. The idea about feeding cattle grain began during World War II. It all started when farmers were producing more grain than the American population could handle, so the rest of it was fed to cows. It was discovered that feeding a cow different types of grains fattened them up a lot faster than when cows were consuming grass. With a grass fed diet, it takes cows about five years to reach 1,200 pounds. However, with the grain-based diet it takes a cow about 390 days to get to a reachable weight for slaughter (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Also, the producer benefits more from feeding his cows corn because it is cheaper than grass. Therefore, a diet based on corn is more cost effective but the quality of meat has less nutritional value (Why Grass Fed- Health Benefits of Grass Fed Beef). The consumer benefits more from meat that comes from cows that consume grass rather than in-taking different types of grains. The cow is a lot healthier and happier when it is eating grass, which results in higher quality meat. Since cows’ stomachs are meant to break down grass, a corn based diet causes changes in the digestion of a cow leading to serious health problems, such as diarrhea, ulcers, and a weakened immune system. As a result of these issues, the cows are given antibiotics to help prevent this from occurring, which makes the meat unhealthier (Healthy Theory -Corn-F ed Vs. Grass-Fed Beef). Another huge topic of concern is the disregard of animal welfare. These animals aren’t being cared for and they are treated as units of production (Learn About The Issues). In order to fatten up cows in time for slaughter, many farmers put them in feedlots. The conditions these cows go through are unbearable. As many cows as possible are crammed into each pen. The result of this is massive amounts of waste covering the animals living space (The Issues Animal Welfare). This causes the air to be unhealthy and creates many gases and diseases that aren’t wanted. During the whole time the cows are in the feedlot they are breathing in methane gas. Large amounts of methane are bad for animals because it takes away oxygen from the air, which can affect the central nervous system (2- Health Effects of Methane). The alternative is a more holistic way, which allows the cattle to roam around freely on huge pastures until they get fat enough to get slaughtered. In the United States, animal welfare is being ignored, because cows are being treated i n a cruel and unhealthy way. When they are living in the feedlots, they are covered with manure and aren’t being cared for. As soon as cows are fat enough to get slaughtered, they are sent to the closest slaughterhouse. On their journey they are faced with heartbreaking situations. They are often transported from 1,200 to 1,500 miles away in scorching hot weather or freezing temperatures. Dr. Lester Friedlander, a former U.S. Department of Agriculture veterinarian inspector said, â€Å"They are crammed onto trucks and go without food or water for days†. When it is cold, they are in the back of a trailer with nothing covering them. As the driver drives sixty miles per hour, cows are being exposed to a variety of extreme weather. Many cows collapse in hot weather. While they are traveling they urinate. After sometime it begins to freeze while their hooves are standing in it. Also, the fur of the cows â€Å"†¦ freezes to the sides of the trucks until workers pry them off with crowbars†(Cow Transport and Slaughter). When the cows get to the slaughterhouse, they are often in bad conditions. Most of them are sick and cannot walk because they are too weak. In order to move weak and injured cows they are dragged along with a bulldozer by a chain around their neck or leg. Even though they are in bad shape, cows are still being used for their meat because it means more money in the producer’s pocket. If some of the cows are able to walk, they are still abused. Workers beat them with a metal rod in order to move them faster (The Humane Society of the United States). Also, before they are killed the cows are lined up to wait for their turn to be stunned so that they will pass out before they get slaughtered. Sometimes the stunning procedure does not work. Ramon Moreno, a slaughterhouse worker has stated that he often has to cut the legs off of cows that are completely conscious. â€Å"They blink. They make noises, he says. The head moves, the eyes are wide and looking around. †¦ They die piece by piece. If workers try to report that the cows are still alive they risk loosing their jobs (Cow Transport and Slaughter). After cows reach a certain weight they are ready to be slaughtered for meat consumption. The process of turning cows into packe d meat can cause the meat to be infected. Before they are slaughtered, cows are cleaned. However, in some cases not well enough. The waste of the cow can get into the processed meat that is being cut by the workers. This can contaminate the meat with E-coli, which is a type of bacteria that can lead to death. â€Å"According to Centers for Disease Control estimates, up to 20,400 cases of E. coli infection and 500 deaths from E-coli disease occur annually in the United States† (Escherichia Coli 0157:H7). Another disease that is created in these fast paced industries is mad cow disease. (the issues-slaughterhouses and processing). Mad cow disease affects the cow’s nervous system and it causes the cow to act confused and loose control of the ability to walk (What is Mad Cow Disease). When people eat infected beef they may contract a human version of mad cow disease. It affects the nervous system causing depression and loss of coordination. As it becomes more severe, it causes dementia (The Basics of Mad Cow Disease). With our modern day technology, slaughterhouses are able to kill thousands and thousands of cow’s every day. There are many solutions that can change the food industry to produce their meat in a more animal friendly way. To help cut back more meat being produced in factories, consumers can support local farms by eating food that is grown locally. Holistic farming care for their animals and focus on getting delicious, healthy meat than just producing more and more for profit. The food quality of holistic farmed meat is a lot better because the cows are raised and treated well as opposed to when the animals are abused their whole life. If we really want a change, it is up to Americans to demand that. Currently, laws support the industrial farming methods and lack the attempt of helping small farms grow. An example is that American tax money goes to support research and the operating cost of large food producing companies (Learn About the Issues). In order for there to be a change, citizens need to become aware of the process. Change will happen by the consumer supporting politicians who are looking to change the food industry. Consequently, producers would need to be more focused on the care of the animals than earning as much money as possible. What American farmers feed their cattle, where they raise them and how they get slaughtered directly impacts the quality of our food. It is important for consumers to be aware of the United States food industry because there is so much more behind the food brought to you in the supermarket. If the consumer buys meat that is produced holistically, and legislation puts focus on the care of animals, the food industry will be forced to improve their methods.