Having Read Of Mice and Men by John Steinbeck the section of the book in which Lennie kills Curley’s wife Essay

Having Read Of Mice and Men by John Steinbeck the section of the book in which Lennie kills Curley’s wife, and having watched the same section of the film, do you think that the director made a good job of translating Steinbeck’s words into film? What did you find particularly effective in the film, and what would you have done differently? After having read a small section of the novel ‘Of Mice and Men’ by John Steinbeck and then having viewed the appropriate section of the film the questions above will be discussed and answered in this essay. It will become clear that the director of the film has portrayed the characters on-screen in an effective and clever way, in that he retains the good positive things about the characters. The director has portrayed the film in a certain way from the novel and also has adapted some new ideas to make his film more of a success. I will look at these ideas and sections under camera, sound, lighting, editing and characterisation. Later a section will be written on the differences between the film and the novel; you will come to understand that the information on the choice of characters and the way that they have been translated to the screen, the two main characters we are studying are very differently perceived by the director and these are for reasons, they will be looked at in detail. The evaluation will be the final section, here there will be some alternative ideas of improvements which could have made the film a better representation of the novel. I will also look at the effective and ineffective things that happen in the film and look at them in detail. I will finish the evaluation with a summary of my answers to the title questions. In the section of the essay below, the film will be deconstructed to find out what all the individual technical parts do to make the film effective. The following areas will be considered, camera, sound, lighting, editing and characterisation. Firstly the camera angles and shot types used in this film have been specially chosen by the director, they have been used to great effect in the translation of the novel to the film. They make the film a much more enjoyable experience. In the film section George – Lennie’s fellow work partner and best friend – is the first character we meet, the camera focuses on him and pans across the screen following him in a medium shot. By seeing George first we realise that George is a significant part in the main story of the novel (but not in this particular section). We enter the great barn to see Lennie in a very unhappy and depressed mood, holding what we learn to be a dead puppy. The puppy has only just been killed by Lennie in an accident whilst playing. The camera tracks towards Lennie and his face and upper body appear in a close-up shot. This shows the emotion he is feeling about the death of the dog and with a close up we realise that Lennie is not in a stable m ind. Later in the scene inside the great barn Curley’s wife is sitting next to Lennie on the remaining wisps of hay and is talking to him. The camera is an over-shoulder shot – this is where we see what is happening as if we were looking over a character’s shoulder. The camera deliberately looks down on Curley’s wife and looks up at the big imposing figure of Lennie. The camera does this to Curley’s wife as she (in the film) is designed to be a very innocent and angelic character. By looking down on her we realise that she is weak and feeble and the viewer is meant to feel sympathetic towards her and her feelings. Lenny however is a big, fearsome character. He is, however, very childish and has several serious learning difficulties, he does though come across as a big strong man – which he is – and this is meant to worry the audience when we look up to him in this way. The type camera used in the film when Lenny ‘kills’ Curley’s wife does a very good job of following the characters around the room as they are struggling in vain desperation. The camera cants j ust before Curley’s wife’s neck is broken and this shows the struggle very well. The effect of the cant is to make us realise how terrible this struggle is. When Lennie is next to her body talking to himself about doing a bad thing he is startled by a white bird (possibly a pigeon) flying straight up towards the roof. The camera looks straight down on the three entities as the bird flies up and this high angle shot makes the bird look like the soul of Curley’s wife flying off up into heaven like the angel she is portrayed to be. A final point on the camera is that when the two characters are in the barn alone what we see is a closed frame shot. This shows the closeness of the two characters. As Lennie rushes out of the barn after killing Curley’s wife he goes straight outside into the dazzling light of day, onto the field in a hugely open frame, long shot. This contrast shows us that he is free when he leaves the barn. He then runs of towards the horizon and the camera tracks and follows him. In this section it will become clear that the sound effects in the film add a lot to the viewing pleasure and that they make the film what it is. Without sound the struggle and the conversations would make no sense to those watching . It is important to remember that all the sound used in this section of the film is digetic- this means the characters hear everything that the audience hears and no extra added sound such as music is added. The fist character we hear speak directly is Lennie. Lennie is a very unintelligent person and the audience has been made to understand this through the repetition of words such as, â€Å"tend no rabbits†. This is also grammatically incorrect which show his obvious lack of intelligence. The noises Lennie makes are very childish and the assumption is that the audience will sympathise with Lennie, even though he has just killed a puppy. The digetic sound we hear is an excellent guide to the emotions that the director wants us to hear. A very important point about the sound effects are that there is no non-digetic sound at all from either inside or outside of the barn. The director has made sure that in this section of his film we hear only what the characters can hear. This makes the atmosphere tense and exciting and really involves the viewer. It is also important to remember that throughout the whole clip there is no specifically recognisable dialogue from outside of the barn. This is important because as we see a lot of the action outside and hear the cheers and clanging of metal we never hear voices. This shows that the main focus to the scene is inside the great barn and not outside on the field. Having no soundtrack to the clip makes the scenes feel more realistic but it also helps to build up the tension to create a particular mood. A further interesting point which has been specially chosen by the director is that when the puppy’s neck and Curley’s wife’s neck are broken we hear exactly the same sound. This doesn’t add much to the film but we feel upset that Curley’s wife has died after the puppy has so tragically died as well. The lighting used in the film creates a particular effect – rather like the sound does – it helps us understand the setting, characters and the mood that the film is meant to have. The most obvious point to make about the lighting effects in the film is that when Lennie is inside the great barn we see what is meant to be natural light coming through the cracks in the wooden walls. Unfortunately the light doesn’t look natural but by coming through the individual cracks it helps to create a brilliant design of a prison cell, in which Lennie is trapped and can’t escape. When Curley’s wife enters the barn she is backlit. This makes her white dress look almost unnaturally perfect. By being backlit the viewer understands the innocence of this character. During the struggle there is not much light other than the prison bar effect but as soon as Curley’s wife dies the barn is filled with bright light – this is visible when the bird flies off up to the roof. When Lennie leaves the barn after killing Curley’s wife it becomes very dark until he opens the door and the bright light shines on him as he leaves. This painfully bright light makes us realise how dark it was inside the barn. This is a very effective technique that the director has used very well in the film. The editing in a film is a very important factor. With a good edit to a scene it looks almost lifelike – as if you were there. By showing certain characters in a certain way and by introducing them to us in a friendly or unfriendly way we get to know the character better. George is the first character to be shown in this scene. We know that he is important as he looks very relaxed but also because the camera pans following him ignoring the other characters. By following George and watching him we are sub-consciously drawn to like him. As he is smiling when we are first introduced to him a nice pleasant image of George is pictured in our minds. The first time the camera focuses on Lennie it moves to a close up, this makes up sympathise with him. He has killed the dog and is very upset about this. The emotions of Lennie make the shot very upsetting but peaceful. The audience is deliberately drawn in to feel sorry for Lennie and not anger at his killing of the puppy. This has been used by the director, almost what the author of the novel would have wanted. During the conversation between Lennie and Curley’s wife the camera shots start of as mid-shots but eventually work up towards being close-ups. Whilst the close-up shots are taking place the length of each shot decreases; this shows the mounting tension caused by the two characters. Having quicker shots forces the audience to think something bad is going to happen even without a soundtrack playing. After Lennie kills Curley’s wife he heads out of the barn and out into the countryside. As Lennie is considered to be a loner he has been deliberately separated from the rest of the group of men by a fence at the edge of the horseshoe field. This deliberate separation is effective in creating the image of a desperate man in our minds. The final section of analysis is on the characterisation in the film. Gary Sinese who directed the film (and also played the part of George) has carefully chosen the people who would suit each of the roles properly. He has decided what costumes the actors will wear and also what the characters will look and sound like. Lennie is wearing several layers of clothing, which are dark, dull, depressing colours. The blue jacket Lennie wears is an example of this darkness. Lennie also has very dirty teeth and is bald. The director may have chosen Lennie to look like this for a reason. Do people perceive people with learning difficulties as dirty and bald? If this is the reason why Sinese has chosen the characters to look this way he has done a good job in translating the novel to the film. Lennie is also very repetitive in his choice of language which makes him sound very uninteresting and unintelligent. He is very basic in his use of words which can prove this. Sherilyn Fenn, who plays the part of Curley’s wife does a very good job of portraying the character. She wears a white dress and even has white shoes on. This is a big indication that she is meant to be an angelic, sweet character. We sympathise with her for this reason. She is a very fragile person and she often fiddles with her clothes as though she is uncomfortable. There is an intentional contrast between her and Lennie. She is very different in the film, from the book. There are many differences between John Steinbeck’s novel and Gary Sinese’s film. Although they share the same title; have the same characters; the same setting; the same storyline and share many points of accuracies the differences can easily be spotted. The most important difference is a very deliberate one – the depiction of Curley’s wife in the novel is one of a very greedy, selfish, self conscious person who acts more like a spoilt child; in the film however Curley’s wife is a very angelic, innocent, pure woman who looks as though she is frail and this would make the audience sympathise with her. The reason, I believe why Sinese opted for this style of Curley’s wife is that the whole reason the film was being made was to make money. If the main female character in the film was shown to be very negative then very few females would want to see the film, this would make the film earn less at the Box Office. For a similar reason to the one stated above the section where Curley’s wife confides in Lennie about her dislike of Curley and her hopes for what she could have gained, had she been in the pictures. By being such a self centred character it shows a very negative image. The portrail of the characters in the book shows that Sinese thought very carefully about the actors he wanted to use. The people he used are almost what you could have pictured in the book – apart from the obvious differences with Curley’s wife. The director has made good choices, especially with Lennie as John Malkovich plays the dyslexic killer very well. The facial expressions that he uses match those perfectly of what you would (unfortunately) associate with the less mentally abled. Having deconstructed the film in the pages above I will now try to consider the answers to the questions in the title. I will consider the mood the film creates, the way it shows the characters and the general differences between the novel and film section. I think that the film version of Of Mice and Men is a very cleverly worked out representation of the film. The film may not be entirely accurate but it is a very well worked piece of creative filming. The character of Lennie has been very well translated and shows a very good understanding of the principles of his character. Gary Sinese and John Malkovich have worked well to create the mentally disabled character and to make him look real. When the viewers watch this piece they could feel that they are in the film with Lennie as the portrayal of him is so accurate. I think that in the film, having the constant changing of scene between the inside of the barn and the outside field makes the viewer see what the world outside of Lennie is really like. In the novel we only ever ‘see’ Lennie inside of the barn and get some description of the outside. By letting us see the outside it makes us feel that we understand the film more and understand the segregation of Lennie from the group of men. This idea to let us see what the ‘real’ world is really like is a very good addition and it works very effectively. The section of the film where Lennie kills Curley’s wife is too short – it makes it look like breaking someone neck is easy. In fact the film shows Curley’s wife screaming just seconds before her neck is broken, it would take longer than this, especially with the way Lennie is holding her. It could have taken up to half a minute. For this reason I don’t think that this part of the novel has been well changed into a film. If the struggle had gone on for longer it would have been more realistic which although this is based on a novel it still is real life. This section has not worked as well as it could – and most probably should – have and therefore I feel that it is not as effective as the other scenes! The changes that have been made from the text to the film were on the whole necessary to make the film any kind of success. The complete make over of the character of Curley’s wife is a very important clue that Sinese wanted to make the film suitable to both sexes. Some changes like the absence of Lennie throwing the dead body of the puppy across the room were, in my opinion for the worse. The throwing of the dead dog’s body across the room showed us Lennie’s viscous power which he did have. By leaving it out it is more of a surprise when we find he kills Curley’s wife on the screen than it would have been if we had visually seen his anger previously. If I was to direct a remake of this film there would be several things I would change. Firstly I would make Curley’s wife appear as accurately as I could and make her a perfect representation of the character in the book. If this stopped some female viewers from watching I wouldn’t be too disappointed as the film would not really make much money at the Box Office anyway. By making Curley’s wife a real portrayal of the book it would have made the story more interesting and would have made the relationship between her and Lennie clearer. I think that this would have been a good addition. Also if I was to change another thing it would be the costume that Lennie wears. If we are meant to sympathise with Lennie it seems a lot harder to do with someone wearing dark, dirty clothes. I have agreed that this shows his character but in essence the director is trying to put across to different types on Lennie and he fails! Finally I will answer the title questions! There were three main questions to discuss and answer and my summary is below. I think Gary Sinese did an average job of translation Steinbecks novel into the film. He left out whole sections and completely changed some of the characters but still managed to capture the atmosphere of the novel and in particular managed to understand the character Lennie very well. I found the switching of the view of inside and outside of the barn very effective as well as other things such as the bird – acting as Curley’s wife’s soul – flying off up into the roof. I would have changed the character of Curley’s wife and the look of Lennie’s clothes as his appearance is very shabby.

Meaning of Education Essay

Recently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldn’t put too much weight on the recently released trends in SRA scores of the state’s high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education. A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didn’t even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education? Webster defines education as the process of educating or teaching (now that’s really useful, isn’t it? ) Educate is further defined as â€Å"to develop the knowledge, skill, or character of†¦ † Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character. What is meant by knowledge? Is it a body of information that exists â€Å"out there†Ã¢â‚¬â€apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirsch’s list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience. This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning â€Å"to lead out. â€Å") At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state. There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples. â€Å"The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together. † ~Eric Hoffer â€Å"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. † ~Emma Goldman â€Å"The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i. e. , conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort. † ~Ayn Rand â€Å"The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. † ~Bill Beattie â€Å"The one real object of education is to leave a man in the condition of continually asking questions. † ~Bishop Creighton â€Å"The central job of schools is to maximize the capacity of each student. † ~Carol Ann Tomlinson These quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, â€Å"The purpose of education is†¦ â€Å"? If you ask five of your fellow teachers to complete that sentence, it is likely that you’ll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet people’s beliefs in the purpose of education lie at the heart of their teaching behaviors. Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in today’s classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe. At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity. Purposes and Functions. To make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education. (2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education. Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason it’s valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning? Acquisition of information about the past and present: includes traditional disciplines such as literature, history, science, mathematics Formation of healthy social and/or formal relationships among and between students, teachers, others Capacity/ability to evaluate information and to predict future outcomes (decision-making) Capacity/ability to seek out alternative solutions and evaluate them (problem solving) Development of mental and physical skills: motor, thinking, communication, social, aesthetic Knowledge of moral practices and ethical standards acceptable by society/culture Capacity/ability to recognize and evaluate different points of view Respect: giving and receiving recognition as human beings Indoctrination into the culture Capacity/ability to live a fulfilling life Capacity/ability to earn a living: career education Sense of well-being: mental and physical health. Capacity/ability to be a good citizen Capacity/ability to think creatively Cultural appreciation: art, music, humanities Understanding of human relations and motivations Acquisition/clarification of values related to the physical environment Acquisition/clarification of personal values Self-realization/self-reflection: awareness of one’s abilities and goals Self-esteem/self-efficacy As Tom Peters reminds us, â€Å"What gets measured, gets done. † Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in today’s schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single ‘correct’ answer? Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students. Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the â€Å"Mom, baseball, and apple pie† variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge. It is time for the focus of education to shift from what’s â€Å"out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.

Canterbury Tales Analysis Essay Example for Free

Canterbury Tales Analysis Essay Physically the two characters appear extremely different. The knight is dressed in a fustian tunic, â€Å"Stained and dark with smudges where his armour had left mark† (Chaucer 5). Although he is a distinguished man, he dresses humbly and does not give the appearance of arrogance. It is also apparent that he carries a sword, which would match his profession as a knight because he is able to fight. The Sea Captain’s attire matches his occupation. He wears a â€Å"Woollen gown that [reaches] his knee† (Chaucer 15); he is tan and has a large beard. He carries a dagger, implying that he knows how to fight and defend himself like the Knight. Considering their occupations, one can find many similarities. They are both very proficient at their jobs. The Sea Captain is described as having no competition: â€Å"None from Hull to Carthage was his match† (Chaucer 16). He is experienced and knows the seas better than any captain. He is known for his skill at commanding his ship, the Maudelayne. He frequently travels the sea. Similarly, the knight is a traveler, except on land. He is an experienced fighter, as he has been in many battles. He was present at the battle where Alexandria was taken in 1365 by the King of Cyprus. In fifteen mortal battles he had been† (Chaucer 5). According to the examples of battles given in the text, the knight rarely loses a battle. He owns fine horses and is skilled at riding horseback. However, behavior is what really sets these two characters apart. The knight is a chivalrous man. He believes in truth, honor, and generosity. People look up to him; he is â€Å"Ever honoured for his noble graces† (Chaucer 4). A Christian and a virtuous man, he is even more humbled by his position as a knight. His many victories did not permit him to lose his modesty; instead, they led him to be wise and honorable. The Sea Captain, in contrast, is a fearsome character. When dealing with prisoners, â€Å"The nicer rules of conscience he ignored† (Chaucer 16); they walked the plank. Not a virtuous man by any means, he has a reputation of stealing goods from traders while they sleep. Those who fight him fear him. He does not have a high position in society, but his brutality and prudence make him successful in battle. He is revered for his skill and success, but people do not look up to him. In summary, the use of foil by Chaucer enables the reader to notice differences and similarities between the Knight and the Sea Captain. They have similar occupations, but different roles in society as well as nearly opposite personalities. The foil emphasizes their characteristics to make them even more prominent to the reader. For example, the knight’s Christian values make the Sea Captain seem extremely harsh and lowly in comparison. The reader will be able to gain more out of the story these characters tell because of how detailed their character sketches are. Specifically, the characters are given more depth by their similarities and differences to other characters in the tale. Canterbury Tales Analysis. (2018, Oct 17).

Police Discretion in Domestic Violence Research Paper

Police Discretion in Domestic Violence - Research Paper Example Most police officers feel that a domestic dispute is a private matter that should be handled by both parties. However, police officers mostly rely on their experience as police officers to handle the situation as they think appropriate. Police Discretion in Domestic Violence Introduction Family problems which breed domestic violence are universal issues which affect all members of the family including parents and children. Domestic violence can be fatal, but it can be effectively controlled with the proper implementation of law and timely and appropriate intervention by the police. Police reactions to incidents of domestic violence have usually depended upon the attitude and discretion of the officer involved in investigating the reported incident. â€Å"Discretion can be characterized as the authority of the police officer to chose his/her course of action or inaction. Police have discretionary powers in their positions as protectors of the public and upholders of the law. A lot ha s been written about police discretion in the criminal justice field procedures. It has been proved that arrests in such matters reduce incidences, as the offender might not repeat the offence for fear of prosecution. Many abused women do not call the police because they feel that they will not be taken seriously, and the police might make use of its discretionary powers and not arrest the abuser. In such cases, it leads to further violence causing greater injury or harm to the spouse, partner or children. Sometimes women do not report domestic violence because they do not want their spouse or partner to be arrested and sent to prison (Green & Kelso, 2010). Discussed below are some of pros and cons of the police discretion in domestic violence. Police discretion was an unmentionable subject right up to 1956, when it was brought to light by an American Bar Foundation Study. Until then, no one would admit that it was a reality. The approach of police high-ups was that any digression f rom accepted or written down procedures was not permissible by law, and most probably a basis for dishonesty. When it became public knowledge, the police administration made efforts to play it down or even have it outlawed. The actual problem lies in the abuse of discretion, not in its implementation. Police discretion is now accepted as an indispensable malevolence, which can be of great use if used properly. Community policing is where officers can exercise discretion to help the community more effectively. Discretion is good when it is managed and well thought-out. (Green & Kelso, 2010) Defining Police Discretion Some facts which can be regarded as both pros and cons depending upon application have described â€Å"police discretion† as an area where the law is not implemented or as the â€Å"gap in the doughnut†. Discretion is the vacant space which is surrounded by the relevant set of principles and procedures. Alternatively, it can be described as cases where no r ules are applicable and the officer makes a personal decision based on beliefs, assumptions and his own interpretation of the situation. Discretion is not the same as repetitive and consistent compliance. It entails information, talent and the ability to act and perform in random and awkward situations. Police are not soldiers who must obey orders blindly and without question. Police must be quite

HSTORY AND THE AMERICAN REVOLUTION Essay Example | Topics and Well Written Essays - 750 words

HSTORY AND THE AMERICAN REVOLUTION - Essay Example As a consequence they were in desperate need to pay their debts, for which they levied a variety of taxes. The so-called Navigation Acts were perhaps the first decision of the British Parliament to be received coldly by the American Colonials. These acts, technically several of them, dated back to the 1650’s and sought to mandate that all traded goods coming from the European continent and headed for the American Colonies must first pass through Great Britain so as to ensure that British merchants would benefit from the trade. They had for decades been ignored by the Americans who, in violation of these acts, simply traded as they wished (Beard 1944, p. 91). With the ruinous debt Britain faced after 1763, the Crown sought to pay that debt by taxing the colonies. If the acts had been applied uniformly to all subjects of the British Empire, then perhaps the Americans would not have been bothered by them. The opposite was the case. â€Å"The ‘main material part’ of the Navigation Acts [was] acceptable†¦Americans were not opposed to regulations of their general commerce by Parliament, ‘providing such regulations were bona fide for the benefit of the whole Empire, not for the small advantage of one part to the great injury of another’† (Doren 1938, p. 490). That was the background. The Molasses Act of 1733 had sought to tax molasses made in the French West Indies to the benefit of the more expensive British-made variety. The Americans, many of whom themselves shipped in the illegal molasses, openly refused to obey the 1733 legislation. In 1764 Parliament passed the Sugar Act, which â€Å"reflected a shrewd effort by the ministry to balance American and British interests† (Henretta 2000, p. 149). The speaker of the Massachusetts House of Representatives argued that the duties on sugar constituted a tax, so that the Sugar Act was ‘contrary to a fundamental Principall of our Constitution: That all Taxes ought

Advances in imaging and minimally invasive surgery Essay

Advances in imaging and minimally invasive surgery - Essay Example Patients can leave the hospital right after the surgery and return to their normal activities. This is more convenient than going to the conventional open surgery. In minimally invasive surgery, special medical instruments may be used, such as highly special optic cables, miniature endoscope cameras and special surgical instruments placed in tubes inserted into the body through small incisions. Internal images of the interior of the body are transmitted to a video monitor. Through it, the surgeon can identify the internal features, and do surgical operations if needed. Recently, optical engineering and imaging technology make it even more possible to visualize the manipulation of tissues. It can even reach to remote internal locations which is difficult during the former and traditional procedures (Boppart   A., Deutsch F. and Rattner  D. W., 1987). Technology has become more sophisticated most especially in helping the doctors and surgeons to locate tumors from different areas of the body internally. With these, it will be more helpful for them to explore the whole body and to get more precise diagnosis. It enhances internal navigation for surgeons and simultaneously record findings. Several medical instruments and ultrasound devices are used in minimally invasive technology. The purpose is to get images from the internal organs in order to point out the possible internal problems and provide the most accurate explanations. Dr. Stephen Smith, of the Duke’s Pratt School of Engineering said that their ultrasound device could really advance the use of minimally invasive technology. Their team first developed the three dimensional ultrasound scanners in 1987 in acquiring images of the heart. What they could provide is not simply two dimensional images but more detailed three dimensional images. He provides the comparison between the more advance imaging technologies than

Impact of Tourism on the Quality of Life on the Citizens of the Essay

Impact of Tourism on the Quality of Life on the Citizens of the Historic Center of Venice, Italy - Essay Example To achieve this primary objective, the first step is to survey and record the present distribution of retail shops and the type of primary goods such as food and other daily commodities sold therein. The number of shops that predominantly sell tourist-oriented goods would be recorded and a â€Å"touristization index† would be formulated to estimate the prevalence of tourist-oriented shops in the region. Another index, viz. â€Å"shopping comfort† would also be formulated to measure the quality of life based on the importance and necessity of products sold in these retail shops, the accessibility of the stores, the number of people of different age groups in each shop’s vicinity, average price of basic goods etc. Once these indices are computed, the shopping landscape of Venice from the time of World War II (1945) to 2005 would be recreated. This will facilitate the study of the evolution of the retail landscape of Venice in 60 years, and will also equip the resea rchers with enough data to help in identifying the trends in its evolution. The research problem that this study wishes to address is whether tourism has influenced the quality of life of people living in Venice, by affecting its retail sector. The study wishes to ascertain whether shops selling basic and daily commodities have been replaced by tourist-oriented shops selling artifacts and souvenirs, thereby affecting the common people’s daily lives. Access to shops selling foodstuff and other necessities, the age of individuals living in the shop’s vicinity and the distances travelled to procure goods for daily needs will thus be assessed by the study. research problem that this study wishes to address is whether tourism has influenced the quality of life of people living in Venice, by affecting its retail sector. The study wishes to ascertain whether shops selling basic and daily commodities have been replaced by tourist-oriented shops selling artifacts and souvenirs, thereby affecting the common people’s daily lives. Access to shops selling foodstuff and other necessities, the age of individuals living in the shop’s vicinity and the distances travelled to procure goods for daily needs will thus be assessed by the study. The study also intends to propose alternatives, and public and private interventions to stop or even reverse the trends, in case they are found to have a negative impact on the people’s quality of life. II. Research Paradigm The proposed research aims at challenging popular claims that increasing tourism in Venice has led to the replacement of shops selling goods of basic necessity with shops selling tourist-related goods such as souvenirs and apparel. Although this has been the common perception of local citizens since the past 30 years, the belief is largely anecdotal and is not backed by quantitative or qualitative evidence. Moreover, no investigation has been done until date on the type of local stores t hat have been running and those that have been shut down since the second World War. Therefore, the belief that tourism has negatively impacted the people’s quality of life by changing the retail scene is based on unconfirmed assumptions. The researchers thus wish to challenge the hypothesis that â€Å"Venice is becoming a harder and more costly place to live in, where souvenir shops have displaced stores providing primary necessities to the aging local population†. It is expected that this hypothesis will either be confirmed or decried after the successful completion of the proposed study. If the hypothesis is confirmed, potential solutions will be proposed. However, if the hypothesis were disproved, it would result in a paradigm shift in the local perception

Death Penalty Essay Example | Topics and Well Written Essays - 1250 words

Death Penalty - Essay Example Punishments are meant to rehabilitate the criminals and enable them to reform. Therefore, if the criminal is killed, the punishment loses its worth. The measure is effective because it scares off other potential criminals. The opponent perspective terms death penalty as immoral, uncivilized and ineffective in curbing crime. The proponent perspective portends that some crimes are so affront to humanity such that they can only be punishable through death. This paper is an opinionated argument detailing why the death penalty should be retained and the reasons causing the controversy. Death penalty is applied for vicious crimes such as murder and treason. Some of the methods of execution include lethal injection, electrocution and hanging. The 15th century witnessed widespread public executions in Britain, which fuelled a movement that was geared towards abolishment of the penalty. Death penalty was introduced in the United States by the country’s colonial masters, the English. Ac cording to Stuart Banner, the first American State to ban the death penalty was Michigan in 1846 (Hood 2). In America, the penalty was first opposed by Ben Franklin when writing the Bill of Rights in the Eighth Amendment. Michigan was the first American state to repeal the penalty in 1846, and by 1917 the norm was adopted by ten states. The 1960s witnessed almost complete extinction of the death penalty – only one execution was performed in 1966. However, the penalty’s near extinction was retracted in 1976 in the case of Gregg vs. Georgia, on which the court ruled that the death penalty does not violate the constitution. Although the death penalty is constitutional, the practice has been characterized by controversy due to the conflicting opinions among the opponents and proponents. The controversy on the use of the death penalty is related to the effectiveness and moral acceptability of the practice. The use of the death penalty in curbing crime is the most controvers ial measure taken as far as jurisprudence and human rights in a democratic nation are concerned. Proponents and opponents differ over whether the punishment violates human rights and if it is fair to both the victim and the criminal. Application of the penalty towards perpetrators of this vice is a reprieve to the victims. Additionally, it is more effective than other measures such as imprisonment, as criminals fear death more that prisons. Opponents portend that the practice is unusual and cruel as it undermines human dignity. However, the idea of referring the penalty as undermining the human dignity is a one sided school of thought; the victims view is opposite. Some of the disadvantage of the death penalty is that it does not decrease the rate of murder crimes. The most prominent challenge related to its application is its finality. Discussing finality in CatholicPhilly.com, Chaput portends that once the sentencing is carried out there is no retracting like in the case of lesser punishments. The contradicting views among the opponents and proponents revolve around which crimes are vicious enough to merit the death penalty. The obvious crime in this case is first degree murder. However, the dilemma revolves around what is meant by intent and preplanning to warrant the murder as the first degree. For instance, if the murder occurs when a person is committing a lesser crime, does it include intent and planning? When considering treason, should the death penalty be imposed at any

Linkedln Essay Example | Topics and Well Written Essays - 750 words

Linkedln - Essay Example LinkedIn was officially launched in 2003, with a wide network. The company possesses a diversified business model and generates its revenue from talent and marketing solution along with subscription of premium products. It is a social networking site used by the professionals for their business purposes as well as to increase connectivity with the public and other allied professionals in different fields. The site is used for various marketing reasons by the companies and it provides an opportunity to the members to showcase their talents. It provides a business oriented atmosphere and its objective is to increase connectivity. It is a useful social media for developing marketing strategies to increase connectivity for the professionals (LinkedIn Corporation, 2013). Risk Factors The social media with the advancement of technology is becoming an integral part of business networking. The platform is aggressively used by the businesses for the purpose of marketing along with increasing connectivity. LinkedIn can trigger a wide variety of risks to the organizations such as the risk of information leakage. The risk factors involved can be the leakage of confidential information by the third party which can prove to be a breach. The placement of the advertisements on the site of LinkedIn at times can be tricky which might make the user to download the infected application which causes leakage of personal information. This might lead to the misuse of data and might cause a fraudulent act. The loss of privacy can be a risk for the companies using the platform and their customers as well owing to the fact that a significant extent of personal and corporate information is exchanged through LinkedIn. The risk involved for these sites largely come from the hackers as th ey tend to extract the information and cause legal risk. The platform being open for every user does not provide adequate safety, security on social and legal basis. At the same time, the social networking site is useful for showcasing the prevailing opportunities and talents (Navetta, 2011). Growth History and Reasons for Growth LinkedIn site has shown a growth trend in the past few years. In the year 2003, the site had 4500 members in its network. With the use of the diversified business model, the LinkedIn platform has shown a tremendous growth. It has at present nearly 225 million users in not less than 200 countries. It also has revealed a steady growth as it has 4800 employees worldwide in more than 20 languages. The total revenue amassed by LinkedIn in 2013 has been nearly US$393 Million with the increase in the number of members. Moreover, officials from Fortune 500 companies are their members. LinkedIn uses the data driven strategy to enhance the growth of the site and incr ease its revenue. The data provided through the site to the end users are helping to improve the marketing strategies of the user companies. This strategy is facilitating the business and the members to decide on the marketing strategies along with decision making to increase the performance. This kind of strategy aids in providing accurate and efficient data which in turn facilitates the social networking platform in increasing the subscription and in generation of revenue. LinkedIn makes money by using premium accesses, sales of ad for the products and by providing solution to the corporate clients (LinkedIn Corporation,

Efficiency of the market Essay Example | Topics and Well Written Essays - 250 words

Efficiency of the market - Essay Example At the same time, perfect indiscriminate price monopoly not only leads to the optimal benefit to the firm but also maximizes market efficiency. In monopolistic market, single-priced monopoly adversely impacts the market mainly because it does not reflect the real human cost of producing goods which result in market anomalies and inefficient market. But when perfect indiscriminate price monopoly is applied on goods, the market response is more positive. Different price strategy in segmented market helps the firm to sell all the goods that are produced. In imperfect indiscriminate pricing, inefficient allocation of resources adversely influences the market efficiency and consequently, both the firm and the consumer become losers. Moreover, perfect indiscriminate price monopoly also encourages innovative inputs and highly creative ideas that facilitate production of goods which can provide the firms with competitive advantage vis-Ã  -vis market monopoly. Patents law, intellectual rights and copyrights are prime examples of government aided monopoly that promotes creative inputs and widens the scope of market driven goals and

Knowledge vs. Experience Essay Example for Free

Knowledge vs. Experience Essay The famous Indian philosopher J. Krishnamurti once said, â€Å"There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.† (whale.to/a/krishnamurti) Krishnamurti is addressing learning as a process in which an individual tries to gain certain knowledge for predestined purposes. He clearly believes that rote memorization is inferior to learning from experiences. Academic knowledge through textbooks can teach individuals theories about life. Life, however, deviates from theory frequently. The only way individuals are going to know about these deviations is when they experience the struggles and fruits of life on their own. [Similarly, in this compelling novel by Herman Hesse, Siddhartha learns that enlightenment cannot be reached through his 7 teachers because it cannot be instilled in an individual’s mind -enlightenment comes from the inner self and through the experiences in which one must obtain wisdom from.] he said it can be a little better In the opening of the novel, Siddhartha is influenced by outside teachings in his search for enlightment. His father and his associated community ideally want him to become a successful Brahmin, instead of joining the Samanas. Everyone else around him still has not reached enlightenment, and Siddhartha feels that residing with them will increase his curiosity regarding his presence in life.(Siddhartha to himself) [â€Å"He had begun to suspect that his worthy father and his other teachers, the wise Brahmins, had already passed on to him the bulk of their wisdom†¦ his soul was not at peace.† (3)] Siddhartha craves to better acknowledge the innermost essence of self and its connection to the world in a society. The knowledge passed on to him however does not explain this, which is why Siddhartha speculates the origins of the world and his place in it. When Siddhartha departs on his journey to achieve nirvana, he joins the Samanas and accustoms quickly to their lifestyle because of the endurance and discipline he learned in the Brahmin rituals. He learns how to free himself from the materialistic world he was living in, losing his desire for ownership and apparel. However Siddhartha is still unsatisfied. The path of self-denial does not provide an established solution for Siddhartha. He comes to the realization which is this: the Samanas have been just as unsuccessful as the previous guidance he has encountered. Siddhartha’s thirst for knowledge has only increased, as he tells his good friend, â€Å"I suffer thirst, Govinda, and on this long Samana path my thirst has not grown lessI have always thirsted for knowledge.† (15) Siddhartha is still curious, thus Govinda convinces him that they both should leave the Samanas and seek out the Buddha. During Siddhartha’s quest for enlightment, he and Govinda are looking for Gotama’s whereabouts. As they are taken in, Siddhartha is informed about a teaching called the Eightfold Path and the four main points in order to achieve the permanent solution of abstaining from the pleasures of the world. However, while Govinda is entirely influenced by these teachings, Siddhartha is still not satisfied. (Gotama to Siddhartha ) [â€Å"The teaching which you have heard†¦is not to explain the world to those who are thirsty for knowledge†¦its goal is salvation from the suffering.†(27)] Siddhartha is still unsatisfied, and desires to comprehend the meaning of life’s purpose in the world in an accomplished way. Like the Samanas, Buddha’s followers escape from reality without connecting to it. Most importantly, Siddhartha feels that he cannot achieve enlightment from an external source such as a teacher. He reasons that in order to reach enlightenment, one must learn only through experience and teachings by other mentors. Wisdom is gained through experience, while knowledge is taught. This is the reason he cannot accept Buddha’s teachings. At this point of the novel, Siddhartha knows he will have to depart his good friend behind to begin a search for the meaning of life which will be based on experience, rather than religious teachings. Siddhartha determines to set out on a life abstaining from meditation and to instead enter the material world to explore the physical pleasures of his body. In this new world of his, Siddhartha encounters a friendly ferryman, living his free life to its fullest. After crossing the ferryman’s river, he arrives to a city where a beautiful m istress named Kamala mesmerizes him. He believes she would be the most worthy one to teach him about the physical aspects of love, but Kamala will only instruct him until he proves he can fit into the materialistic world. With her guidance, Siddhartha takes up the path of the merchant and engages in business with a man named Kamaswami who taught him how to trade. While Siddhartha achieves the wisdom of the business world and experiences how to do business in the material world, Kamala becomes his lover and teaches him about every physical aspect of love. [â€Å"She taught him that lovers should not separate from each other after making love†¦so that no feeling of desolation arise nor the horrid feeling of misusing† (54)] Siddhartha renounces the spiritual path and exchanges the search for Atman to experience physical pleasures. However, Siddhartha and Kamala are both incapable to give and receive real love at this stage in the novel. Siddhartha has eliminated himself from the world completely and is not influenced by what the world has to offer him. Since both these external guides are unable to teach him wisdom, he knows he must now achieve wisdom on his own. This consciousness itself comes from his inner self. Siddhartha starts his path to seek enlightenment leaving the Brahmins, the Samanas, Gotama, and the material world becau se he feels unhappy with himself. As Siddhartha leaves the corrupted material world, he approaches a river and considers what direction his life has taken him. Ironically, the same ferryman whom he met years before introduces himself with the identity as Vasudeva. Siddhartha senses inner peace and wisdom within this man, and motivates him to obtain it as well. Eventually Siddhartha resides and works with Vasudeva until he comes to know his son was born. With his son, Siddhartha finally experiences love, but since love is a connection to the world, it threatens to distract Siddhartha from his search for enlightenment. It’s not until now when Siddhartha has gained wisdom on his own without any materialistic influences, therefore the love he expresses for his son becomes a test of this wisdom. (Siddhartha to himself) [â€Å"It is a good thing to experience everything oneself†¦as a child I learned that pleasures of the world and riches were not good†¦ but I have only just experienced it now† (80) ]Siddhartha implies that the Buddha’s teachings or any source of external guidance do not make one enlightened; they on ly transfer knowledge to the society around them. Siddhartha is aware enlightenment can only be reached if he will be able to accept love, and as difficult as it might be, to even achieve Nirvana. Successfully, Kamala and his son influenced him heavily and because of them, Siddhartha learned and experienced how to love the world and accept it as a whole. Siddhartha encounters many teachers of wisdom during his journey, but each fails to lead him to his goal: to seek enlightenment. The ferryman however, is successful and shows Siddhartha how to find enlightenment within him by blocking out all exterior guidance. [Vasudeva will not simply tell Siddhartha what he should know like the others, but a guide who will lead him where he wishes to go.] After leaving the material world, Siddhartha seeks for knowledge from the river he crossed and Vasudeva guides Siddhartha to listen to it for a better understanding of what the river communicates. Vasudeva does not tell Siddhartha what the river will say, but when Siddhartha discloses what the river has expressed to him, Vasudeva clearly admits that he too has received the same wisdom on his own. Now, Siddhartha realizes that he himself becomes the ferryman after reaching enlightenment. (Siddhartha speaking to himself) [ â€Å"The river is everywhere at the same time†¦ Siddhartha the boy, Siddhartha the mature man, and Siddhartha the old man [are] only separated by shadows, not through reality.† (87)] The river is compared to Siddhartha as it is considered continuous but yet always altering within, deeper below the body of water. Siddhartha now belongs to everything surrounding him instead of being classified to a particular group. At the end of the novel, Govinda returns to the river, still seeking enlightenment, and asks Siddhartha to teach him what he has learned. Siddhartha explains that neither he nor any other individual can teach the wisdom to Govinda, because spoken explanations are definite and can never communicate enlightenment as a whole. (Siddhartha to Govinda)[â€Å"When someone is seeking †¦he is unable to find anything†¦because he is obsessed with his goal.† (113) ] Govinda is confused just like he was when they met near the river after Siddhartha had considered suicide. This means he still does not understand the meaning of life because he hasn’t experienced the world, remaining a follower to Buddha. Therefore, Siddhartha’s ultimate attainment of Nirvana does not come from external guidance communicating the wisdom to him, but instead by experiencing an internal connection with the river, which encompasses the whole universe.

Simultaneous Equilibria in the Benzoic Acid

Simultaneous Equilibria in the Benzoic Acid Jekathjenani Ratnakumaran Simultaneous Equilibria in the Benzoic Acid Toulene -Water System Introduction: Benzoic acid is an aromatic carboxylic acid with molecular formula, C7H6O2. It appeared as colorless crystalline solid and has a fade, pleasant odor. Benzoic acid is easily available in nature and are used as a precursor to plasticizers, and sodium benzoate. Also, it inhibits the growth of microorganisms such as yeast, mold and bacteria. It also, used as an ointment to treat the fungal diseases such as ringworm and athletes foot. This benzoic acid can be prepared from the bromobenzene, benzyl alcohol and benzyl chloride. The purpose of this experiment is to determine the distribution coefficient (ÃŽ ±) and dimerization constant of the benzoic acid in equilibrium of toluene and water. The distribution coefficient can be determined by using the distributive law which is given by the Nernst in 1891. This law states that distribution of the solute either solid or liquid between two non miscible solvents1. When the solute distributes in the two non miscible solvent at constant temperature, the solute remains in both solvent at the same molecular conditions and then, the concentration of solute in those two non miscible solvents will be equal to the distribution constant, K. In this experiment, the two non miscible solvents are water and toluene. There are three equilibrium states occur in the system used in this experiment such as distribution equilibrium, aqueous phase equilibrium and toluene phase equilibrium. These three equilibria contain benzoic acid (HBz), water (W) and Toluene (T). The distribution occurs as monomer in water and hence, there is monmer-dimer equilibrium occurs in the water and toluene phase2. From the distribution equilibrium, the distribution coefficient, ÃŽ ± can be calculated by, HBz (w)HBz (T) From the aqueous equilibrium phase, the aqueous dissociation constant, Ka is calculated as follows, HBz (w)H+ + Bz From the toluene equilibrium phase, the aqueous dimerization constant, K2 is calculated as follows, 2HBz (T)(HBz)2 The total concentration of benzoic acid in Toluene (CT) and total concentration of benzoic acid in water (Cw) can determine using the formula 1 and 3, they are as follows, Cw= [HBz]w + [H+] CT= [HBz]T + 2[(HBz)2] By plotting the graph using above formula, the total concentrations present in both water and toluene can be determined. Methods: This experiment was conducted by following the procedure given in the laboratory manual by the department of chemistry, Trent University. Related questions Answers: The structure of a dimer of benzoic acid is shown below, O H- O C C O- H O As benzoic acid has phenyl group and it is non polar but water is a polar solvent. Therefore, the carboxyl group in benzoic acid will be harder to form hydrogen bonding with water and decrease the interactions between the benzoic acid molecules. Hence it does not form a dimer with water. In the case of hexane, the hexane is non polar solvent and therefore, the benzoic acid forms dimer with hexane. In the case of methanol, as it has hydrogen bonding, it is considered as polar solvent. When it reacts with benzoic acid, it does not form a dimer of benzoic acid. Furthermore, in the case of propanone, benzoic acid does not form dimer because propanone is a polar solvent. As the titrant solution is base solution, the indicator required to give end point is phenolphthalein. The indicator used in the titration is based on the pH values of the solutions used. In this case, as solution contains benzoic acid and its titrated against NaOH, therefore, the to bring the end point, the phenolphthalein which has pH approximately 9 is used. If the titrant is base solution, then the methyl orange, which has pH 3.5 is used to identify the end point. Results: Table 1 represents the volume of the benzoic acid, toluene and water added in the five solutions in different fractions of the volumes. Solutions Volume of benzoic acid in toluene Solution (ml) Volume of water added (ml) Volume of toluene required to bring total volume to 100 ml (ml) 1 50 50 0 2 40 50 10 3 25 50 25 4 15 50 35 5 5 50 45 Mass of the benzoic acid used = 5.000 g Volume of the NaOH used= 10 ml Calculated concentration of the NaOH = 0.018 M Table 2 represents the titrated volume of the solutions against NaOH and HCl and calculated concentrations of benzoic acid in the Toluene and Water. Solution Number VNaOH (w) (ml) VNaOH(T) (mL) VHCl (T) (mL) CW x 10-3 (M) CT x 10-2 (M) ÃŽ ² Cw (1-ÃŽ ²) CT/Cw (1-ÃŽ ²) 1 5.8 35.7 0.3 4.35 2.70 0.1141 0.00385 7.0130 2 5.4 28.9 0.4 4.05 2.20 0.1181 0.00357 6.1625 3 4.9 16.4 0.8 3.67 1.30 0.1236 0.00322 5.3450 4 3.0 10.7 1.6 2.25 0.92 0.1545 0.00190 4.8421 5 2.2 5.7 5.0 1.65 0.80 0.1773 0.00136 5.8823 Figure 1 represents the plot of Cw (1-ÃŽ ²) versus CT/Cw (1-ÃŽ ²). Data Analysis Calculations: Volume of HBz in water, V1= 0.02 L Volume of NaOH, V2= 0.0058 L Concentration of NaOH, C2= 0.015 M Concentration of HBz, Cw= (0.0058 x 0.015) / 0.02 M = 4.35 x 10-3 M Volume of HBz in water, V1= 0.02 L Volume of NaOH + HCl, V2= 0.036 L Concentration of NaOH, C2= 0.015 M Concentration of HBz, CT= (0.036 x 0.015) / 0.02 M = 2.70 x 10-2 M By using the below formula, the value of ÃŽ ² was calculated, The value of Ka for benzoic acid is 6.46 x 10-5 0.00435 ÃŽ ²2 + 6.46 x 10-5 ÃŽ ² 6.46 x 10-5 Using the quadratic formula, the value of ÃŽ ² is, ÃŽ ² = 0.1141 Calculation of Cw (1-ÃŽ ²) for solution 1, Cw (1-ÃŽ ²)= 0.00435 (1- 0.1141) = 0.00385 Calculation of CT/Cw (1-ÃŽ ²) for solution 1, CT/Cw (1-ÃŽ ²)= (0.0270) / (0.00385) = 7.013 From the figure 1, the value of K2 and ÃŽ ± are as follows, Y = -0.1344 x + 5.8939 ÃŽ ± (intercept) = 0.1344 2ÃŽ ±2K2= 5.8939 K2= (5.8939 ) / (0.03613) = 163.13 M Discussion: The experiment was conducted with careful consideration to get the result as close as to the real value. However, due to the some experimental error involved in this experiment, the calculated values are not close to the literature value. The calculated K2 value is 163.13 L/mol and the alpha value is 0.1344. The literature values are 260 L/mol and 1.49 respectively. Figure 1 represents the plot of Cw (1-ÃŽ ²) versus CT/Cw (1-ÃŽ ²). Based on the graph shown on figure 1, the peak is falling and then raising. When the amount of benzoic acid decreases, the amount of concentration of toluene increases. On the contrary, the value of concentration of benzoic acid (HBz) in water is higher than the concentration of HBz in toluene. In comparison with the literature value, the calculated value has deviated from it. However, the calculated percentage error is 37 %. This is considered as large difference when compared to literature values. These differences between the calculated and literature v alue occurred due to the experimental error. Equipments used in this experiment were used by the previous batch. As the experiment was conducted using the pre used equipments, there might be an error in the contamination. The solution that has made in this experiment has to be mixed well. This will provide a more accurate result. Failure to do this step might have resulted in the failure of result. Also, the burette reading and end point notification are considered one of the errors which lead to inaccurate result. Due to these occurrences, the experiment does not turn successful and have heavily affected the final results. Moreover, the adjustment made in the water bath and less time of keeping the solution in the water bath also might be lead to the error in the final result. Because temperature is ne of the factor affects the dissociation of particles. Furthermore, due to the weather condition (winter), temperature and pressure changes and might not favored to conduct the experim ent. Conclusion: In conclusion, the simultaneous equilibria of benzoic acid presence in the water and toluene solvent was studied by conducting this experiment. In order to get accuracy of result, the precision can be improved by more attention on the experimental procedure and handling the equipments. Also, accurate result can be made by observing the measurements such as notifying the burette reading and end point in a proper manner. References Chemistry Made Simple about Nernst Distribution Lawn; Metallurgy, (2009) Ellison H.R. Simultaneous equilibria in the benzoic acid-benzene-water system, A distribution experiment; 48 (2): 124 (1971). DOI: 10.1021/ed048p124P. Atkins and J. de Paula, Atkins’ Physical Chemistry, 8th ed., W. H.Freeman and Co., New York (2006). Department of Chemistry, Laboratory Manual, Experiment G1- Heat Capacity Ratio for Gases, Trent University, Peterborough, Ontario(2014)

A Comprehensive Personal And Professional Development Essay

A Comprehensive Personal And Professional Development Essay Managing Professional Development Develop a comprehensive Personal and Professional Development Strategy by answering the following: Undertake responsibility of your own personal and career development. Conduct a self-assessment inventory by doing a personal SWOT Undertake a skill audit Devise a personal development plan to achieve personal targets and short and long term objectives Devise and maintain a current CV and/or portfolio of work Evaluate progress and achievement of personal development and learning targets Evaluate learning and development with original aims and objectives set in the development plan Reset objectives in the light of evaluation and feedback Develop a range of interpersonal and transferable business skills Problem Solving Communication Time Management Demonstrate self-managed learning in a professional context 1 Undertake Responsibility Of Your Own Personal and Career Development 1.1 Undertake Skill Audit 1,2 Conduct A self-assessment inventory by doing a personal SWOT. 1.3: Devise a Personal Development Plan to achieve personal targets and short and long term objectives. 1.4 Devise and maintain a current CV and/or portfolio of work. 2 Evaluate Progress and Achievement Of Personal Development and Learning Targets. 2.1 Evaluate learning and development with original aims and objectives set in the development plan 2.2 Reset objectives in the light of evaluation and feedback 3 Develop a range of interpersonal and transferable business skills 3.1 Problem Solving 3.2 Communication 3.3 Time Management Executive Summary Management development is concerned with improving managers performance in their present roles and preparing them for greater responsibility in the future. Mumford and Gold (2004) describes as an attempt to improve managerial effectiveness through a learning process. To pursue better career we need to find what we are good, where we need to improve, however the author has undertaken SWOT to identify her strength, weakness, opportunities and threats. Skill audit is implemented to understand what skills are we good at and where we need to focus. The author has taken 4 skills audit on based on it has prepared a personal development plan. Short and long-term objectives of the author have been acknowledged. Interpersonal skills like communication, problem solving and time management has been discussed. Communication is very effective today and plays an important role in our life. Different communication style is used at different levels. Time management helps to manage time effectively and build on it. Learning helps to increase in knowledge and skills. The author has implemented different theories and types of learning and also evaluated in her personal development plan. The author has been able to apply and has also been able to identify where she is standing today. 1 Undertake Responsibility Of Your Own Personal and Career Development 1.1 Undertake Skill Audit Skill Audit is undertaken to find out what skills are developed; skills I possess but not developed to my expectations and finally skills that I would like to develop and have not got opportunities to develop. The objective for skills audit is Skills that I intend to develop over the 1 year of BBA left. The author has undertaken skill audit for Communication, Problem Solving, Decision Making and Learning, which has been attached as an appendix. The skill audit was taken in February 2011. 1,2 Conduct A self-assessment inventory by doing a personal SWOT. Dr Heinz Weihrich (1982) had initiated earlier version of the SWOT analysis. The TOWS matrix stands for Threats/Opportunities/Weakness/. Individual Swot analysis givens one an in-depth awareness of the areas in which you excel (Strength). The areas in which you need to improve (Weakness). It discovers opportunities, which are an outcome of your strengths and threats, which pose challenges obstructing your growth. The authors objective to prepare SWOT is to justify her strength, weakness, opportunities and threats for her assignments for second term HNC year. Fig 1.1: SWOT (Fieldwork) Evidence For Skill Audit: 1.3Devise a Personal Development Plan to achieve personal targets and short and long term objectives. Individuals with guidance and encouragement carry out personal development plan. A PDP sets out the actions people propose to learn and do develop themselves. 1 Personal Development Plan: A My goal is to be more skilled in this competency: To improve in my communication B Results Desired: If I am successful, this is how my improved competency will look: Present Presentations well in classes If I achieve a certificate during debates Get well socialized with people C Action Plan: To improve in my communication: D Schedule Progress Review Date: 1st December 2011 Actual Progress Review Date: 15thDecember 2011 2 Personal Development Plan: A My goal is to be more skilled in this competency: To be a confident problem solver B Results Desired If I am successful, this is how my improved competency will look: Approaching the problems systematically If decisions are well planned and well executed By understanding the criteria for a good decision C Action Plan: D Schedule Progress Review Date: 15th March 2012 Actual Progress Review Date: 25th March 2012 3 Personal Development Plan: A My goal is to be more skilled in this competency: To have an excellent approach in decision making B Results Desired: Analyse the options carefully. Having more knowledge of decision-making. Making decision quickly. C Action Plan: D Schedule Progress Review Date: 5th October 2011 Actual Progress Review Date: 7th October 2011 Define Objective: An objective is a sub-goal. It gives an individual a clear defined target. It recognizes short-term, assessable steps within a specific phase of time moving towards accomplishing long-term goals. There are two different objectives that are Short term and Long term. Short-term objectives are made to achieve in 2 years whereas long- term objectives are prepared to achieve in 5 years. Short term Objectives should be SMART: Fig 1.5: Meaning of SMART (Reference) Short term Objective Set By The Author: To achieve atleast 10 Merits and 5 Distinctions in my assignments by the end of 2nd year. To learn cooking by next year January 2012. To learn driving by July 2011. Long term Objectives should be: Fig 1.6: Long Term Objectives (Reference) Long term Objectives Set By The Author: To get in one of the top university for MBA in London. To have work experience for atleast 2 years before I get into MBA. To strengthen my weaknesses. 1.4 Devise and maintain a current CV and/or portfolio of work. Education Qualification: Work Experience: Nil Skills Profile: IT: Microsoft Word, PowerPoint and Excel. Languages: English, French, Hindi and Marathi (partial). Taking Responsibility Team Work Interests and Achievements: Achievements: Achievement: Two State level certificate in swimming (2008), Five District level certificate in athletics, Zonal Level Certificate in Football, Certificate in Badminton in Annual Sports Meet (2008-2009), Three District level certificate in swimming (2007, Satara District Youth Congress), Certificate in Athletic in Annual Sports Meet (2008-2009) Interests: Travel: Dubai, Honkong, Macau, Australia, New Zealand and Paris Music: All Type Sports: Swimming, Badminton, Basketball and Cricket (At times) Hobbies/ Leisure Activities: Listening to Music, Designing and Decorating, Meeting Friends, Reading Novels and Surfing Net.

Structure and Characterization in Sense and Sensibility Essays -- Aust

Structure and Characterization in Sense and Sensibility Fiction was not considered an important part of literature in the early nineteenth century when Jane Austen published her novels. Fiction was presumed to be immoral and even dangerous since it "over-excited the imagination" (Halperin 5). Many religious denominations instituted anti- fiction campaigns to protect young people from the corrupting influence of the novels. It was not until the middle of the nineteenth century that this attitude regarding fiction began to change. Due to this bias as well as the anonymity that Jane Austen sought by not putting her own name on her novels, there were very few critical reviews made of her work until the mid-1800's. Many early reviewers of Austen's work were uncomplimentary. Among them were writers considered to be literary greats, such as Wordsworth and Mark Twain. Though Wordsworth conceded that Austen's novels were an admirable copy of life, he remained adamant in his dislike for that type of literature. Mark Twain compared Austen to a Puritan as her novels made him feel like a "bar-keeper entering the Kingdom of Heaven!" (Halperin). Gradually critics have come to recognize Austen's literary talents. Austen's ability to make her characters "speak and act as . . . in every day life" has caused some critics to refer to her as the "greatest artist that has ever written" (Halperin 18). Her "attention to detail" can be compared to a conscientious seamstress who stitches her seams neat and leaves no ragged edges (Hardy 21). In her novels, she shows her ability to overcome the gap between the author and her reader which enables the reader to better understand the characters and their conduct. "Sense and Sensibility" was Austen'... ...Austen's Fiction." Chicago: U of Chicago P, 1980. Mudrick, Marvin. "Jane Austen: Irony as Defense and Discovery." Berkeley: U of California P. 1968. Nardin, Jane. "Those Elegant Decorums: The Concept of Propriety in Jane Austen's Novels." Albany: State U of New York P, 1973. Odmark, John. "An Understanding of Jane Austen's Novels" Character, Value and Ironic Perspective." Totowa: Barnes and Noble, 1981. Scott, P.J.M. "Jane Austen" A Reassessment." London" Vision" Totowa" Barnes and Noble, 1982. Wiesenforth, Joseph. "The Errand of Form: An Essay of Jane Austen's Art." New York: Fordham UP, 1967. Wright, Andrew H. "Jane Austen's Novels: A Study in Structure." 2nd ed. London: Chatto, 1964. Zimmerman, Everett. "Admiring Pope No More Than is Proper." "Jane Austen: Bicentenary Essays." Ed. John Halperin. Cambridge" Cambridge UP, 1975. 112-123.

Genocide in Rwanda Essay -- Rwanda History Historical Race Essays

Genocide in Rwanda   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  According to the 1948 Convention on the Prevention and Punishment of the Crime of Genocide, this inhumane act, known as Genocide, is briefly defined as follows, ?...acts committed with intent to destroy, in whole or in part, a national, ethnic, racial or religious group...? (Journal of Peace). Unfortunately, throughout history, such acts seem to be intervened upon when it is merely too late. In the country of Rwanda, over a period of one hundred days, over 800,000 people were murdered over their ascribed race. A similar situation is currently taking place at this moment in time in Sudan, where 30,000 people have recently been killed and the numbers are still rising. However, the international community has not yet responded to prevent further killings. These two countries seem to share similar histories which may have lead to the horrifying, ethnically grounded acts of genocide and racial cleansing. In this paper, we will compare and contrast the similar historica l and social-political conditions of these two countries. We will also evaluate the international community's response to the current situation in Sudan and the likelihood of a resolution.   Ã‚  Ã‚  Ã‚  Ã‚  In 1994, genocide lasted in Rwanda for merely 100 days, killing over 800,000 people. ?This was the fastest, most thoroughly ruthless programme of ?racial killing? yet implemented in the world? (Journal of Peace). The victims were those who had the ascribed identity of a Tutsi. Those who belonged to Rwanda?s military or were of the Hutu identity, carried out these inhumane acts of racial purification. There has been conflict between these two identity groups of Rwanda dating back to pre-colonial times. Many blame the act of genocide on Rwanda?s past history between these two identity groups. Let us now take a brief look at Rwanda?s history and examine the accuracy of this argument.   Ã‚  Ã‚  Ã‚  Ã‚  The pre-colonial era of Rwanda consisted of expansion of the country into neighboring areas, belonging to both Hutu and Tutsi kingdoms. Class stratification of these two groups was unclear and based largely upon social status. As Rwanda began to develop, the term Hutu and Tutsi became status terminology rather then an ethnic identity. The Tutsi resembled those of the higher status, and within this class stratification you could even belong to bother the Hutu and the Tutsi, namely the Twa... ... and do not provide enough proof for the international community to stop this obvious case of genocide. There has been absolutely no meaningful international forces deployed that could have any affect on stopping the massacre.   Ã‚  Ã‚  Ã‚  Ã‚  The little response of the international community is disheartening. Because many feel there is no other way to categorize these acts, of no other then, civil conflict is outrageous. Genocide is a act that is extremely difficult to prove. Since there are multiple groups of ethnicity?s and religions affected by these acts, it is nearly impossible to prove genocide, because in order to do so, it must affect one specific group. This is why, many believe this to be an act of ethnic cleansing, a civil conflict, one the international law can not stop.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout our history there have been numerous accusations of genocide, namely the Nazi Holocaust and the Rwanda situation in 1994. It is very insignificant that we have not learned from our past, that these acts must be stopped and prevented. Apparently, what must be done is a change in international law. Allowing such acts as the one presently occurring to be stopped before it is too late.   Ã‚  Ã‚  Ã‚  Ã‚  

Postcolonialism Essays -- Literary Analysis

Postcolonialism is a critical approach in literary studies that deals with the experience of â€Å"exclusion, denigration, and resistance under colonial control† (Waugh 340). It concerns itself with the reaction that is incited due to colonialism, which is the taking over and expansion of colonies by people from another colony. In essence, postcolonialism deals with the ways race, identity, culture, and ethnicity are represented after an area has been colonized. Postcolonialism pays particular attention to the response of the oppressed, which can be both radical and subtle. Claude McKay, a Jamaican-American poet, wrote â€Å"America† during the Harlem Renaissance, and although it was before the postcolonial movement, it exemplifies many postcolonial ideas. â€Å"America† deals heavily with the dual ideas of love and hate. In the first four lines of the poem, the narrator shows his extreme distaste for America. But, while he hates her, he also is forced to depend on her as well. In the first line, the narrator states, â€Å"Although she feeds me bread of bitterness,† which tells the reader that he relies on America for food and sustenance. It also plays on the idea of America being the â€Å"mother role:† feeding a child that depends on her to live. We are thus led to believe that the narrator acknowledges that America is keeping him alive, even though she does so with bitterness. He goes on to write, â€Å"And sinks into my throat her tiger’s tooth, / Stealing my breath of life, I will confess† (Lines 2-3). Here, readers should notice how the narrator feels America is stealing his life and draining his spirit. In a time where America was supposed to be providing freedom and equality to blacks, he is instead having his culture and his background robbed from h... ...lonial writers and critics find ways of answering the colonial oppressor back by exploiting the struggles over meaning which take place within the texts of empire themselves†¦ they ridicule and refute how they themselves have been represented. Moreover, crucially, in doing so they express their own subjectivity, their own perceptions of the world.† In â€Å"America,† McKay has done just this. He openly and honestly writes of his struggles, of the struggles faced by most blacks during this time. He depicts the double consciousness and in-between that he experiences being a hyphenated American. He is also not afraid to stand back, to use America’s strength to give him the power to fight against this hate. Although the poem ends on a more melancholy note, with the future of America looking bleak, McKay shows that, even then, there is still a small hope for the future.

Heart of Darkness and Coppola’s Essay

   Kurtz was the best agent the Company had – and yet his journey has resulted in his oppressive and tyrannical demeanour; and he unleashed his maddened soul unto his surroundings. Kurtz obviously spent much time dwelling on thoughts and attempts to journey into his soul. The fact that he once travelled down the river with his ivory, and yet turned back after miles of travelling depicts his indecisive nature. Marlow realises this, and sees how torn apart the man really is. He realises that Kurtz’s solitude in the wilderness had allowed him to segregate and isolate everything he had known. With nothing to control him and no voices of reason, his journey into his soul in the end, distorted it into a malicious, gluttonous thing, whereby its greed and passions were to become insatiable, â€Å"But his soul was mad. Being alone in the wilderness, it had looked within itself†¦ it had gone mad. † (pg66) As we approach the end of their journeys, we see that Marlow has salvaged himself from insanity and darkness. Kurtz however, cannot retrieve himself, â€Å"The brown current ran swiftly out of the heart of darkness†¦ as Kurtz’s life was running swiftly too, ebbing, ebbing out of his heart into the sea of inexorable time. † (pg68) The use of metaphors and analogous language explicates that the further Marlow and the others depart in the physical journey, the less the likelihood of Marlow obtaining a deleterious soul. However, inversely, the further Kurtz proceeds away from his physical journey, the ‘heart of darkness’ he entitled to himself – the sooner he faces his cessation. He had desecrated his soul, gratified his monstrous passions to the extent where he would now allow his journey to have a path back. This concept is elucidated in the analogy that he had â€Å"kicked himself from the earth†¦ he had kicked the very earth to pieces.. † (pg66). And so the end of Kurtz’s journey occurs, his final words being â€Å"The horror! The horror! † (pg69). He seemingly passed judgement on his actions and life, his ‘journey’ and he deemed it to be horrid. By the end of his journey, Marlow has an altered perception of life. We see that through this spiritual journey he has gained the ability to understand reasons for barbarous actions; a suggestion that it is only through experience and such a journey, that one could ever understand how and why the mind can turn into such a truculent, repugnant thing. Coppola’s Apocalypse Now presents a mission through the Nung River to reach deeper into a jungle. Captain Willard accepts a mission to exterminate Kurtz, a man who implements unsound methods and is accountable for murder. Here Coppola employs a sound technique, the use of music in a minor key to pose an apprehensive sentiment to the mission. Willard formulates an analogy â€Å"never get out of the boat†¦ unless you were going all the way. Kurtz got off the boat†¦ † Willard interpolates to Kurtz’s mental journey, and how Kurtz ‘got off the boat’, and theoretically straight into the arms of the jungle. Kurtz was a man who had extreme potential and ability to reach high ranks within the army. However, he abandoned this and adventured into the unknown and attained new beliefs and ethics, â€Å"the more I read and began to understand, the more I admired him†¦ he could’ve gone for general†¦ but he went for himself instead. † Willard’s understanding of this is one of the primary indications of his commencement towards his own spiritual journey. Kurtz opens opportunities to Willard – by venturing into Kurtz’s foundations he ventures into his own. During this dialogue we see close up camera angles of Willard, sweaty with a torch and black background, giving him a strong look of obsessiveness. Willard then reads a letter from Kurtz, within the letter is a significant passage, â€Å"there are many moments for compassion†¦ there are many moments for ruthless action. What is called ruthless†¦ may be†¦ seeing clearly what there is to be done and doing it†¦ directly. † Kurtz is attempting to postulate reason and justify his ruthless conduct. Following this the boat halts to inspect a native’s boat. During the examination, the soldiers open fire despite the native’s innocence. They discover a girl is still living, and resolve to accompany her to a hospital. Willard however, determines he must continue on his expedition. He deliberately shoots the girl and thus adopts an aspect of Kurtz, â€Å"seeing clearly what there is to be done and doing it. † A median camera shot encompasses the face, neck and torso of the girl, lifeless and inert, revealing and provoking an increased sense of callousness upon Willard’s part. Eventually Willard encounters Kurtz, and he imparts a recount explicating the barbarity of the Vietcong guerrilla forces, â€Å"And then I realized they were stronger than me because they could stand it†¦ men who are†¦ able to†¦ kill – without feeling, without passion, without judgement†¦ † Upon saying this, his face is shadowed; there is no sound but his echoing words reinforcing the dialogue’s intensity. Although Kurtz may have desired strength and mercilessness, the irony and sarcasm of his stories pose another reason as to why he divaricated from the army. The American army has the ability to kill and wage war, and yet American soldiers still hold to moral values that completely contradict their actions, â€Å"we train young men to drop fire on people. But their commanders won’t allow them to write fuck on their airplanes because it’s obscene†¦ † As Kurtz despises such â€Å"lies†, he comes to believe the ability to endure abominable vulgarity shows true genuine strength, and lacks contradictory behaviour. We thus receive reasoning for Kurtz’s journey. Willard then concludes to slay Kurtz, however it is not for the benefit of the army, â€Å"I wasn’t even in their army anymore†¦ I felt like he was up there waiting for me to take his pain away†¦ † As he sees Kurtz, the music begins to play rapidly to produce anticipation. It is a ritualistic slaughter, with constant cuts to a scene of vicious sacrificial killing of a water buffalo by the natives, insinuating Kurtz as a false deity, having an erroneous journey. He is deservingly being slaughtered like an animal, sacrificed back to his jungle. Kurtz’s last words are â€Å"The Horror, The horror. † Here we perceive an acceptance of iniquity in a human’s soul, the ‘horror’ that can arise when a man delves into his soul, and depraves it through attempts to monopolise it. As Willard exits from slaughtering Kurtz, he has been established as the native’s ‘new deity’. Undershot camera angles endorse Willard’s superior status, his face is smeared in mud and his body is profaned with blood. The music is disturbing (producing an anticipative mood) as he progressively walks through the sea of people. There is the prospect of Willard continuing in Kurtz’s footsteps. However, he advances to his boat. It was through this journey that he was able to comprehend Kurtz’s actions. But Willard himself did not falter over the edge into insanity. The journeys in this case show us that placed into the right scenarios, there does sleep a suppressed greed and insanity in every soul that has the chance to escape if delved into. However, as we can see from Marlow and Willard’s examples, this can be understood and the unleashing of such evil can be avoided. Coppola and Conrad both used their techniques to show this concept and those concepts relating to it. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Joseph Conrad section.

The Genus Homo

The increase in brain size and decrease in jaw and tooth size are associated with the first appearance of the genus Homo; the archeological evidence of a shift in subsistence patterns is often assumed to be associated with behaviors unique to Homo, although this point remains to be definitely demonstrated. The taxonomic interpretation of early Homo fossils were considered contentious when they were first found, and in many ways it remains so today.The first discoveries of early Homo fossils were made at Olduvai Gorge, not long after Mary Leakey had found Zinj (now Australopithecus boisei) and Louis Leakey pronounced it to be the maker of gorge’s stone tools. Between 1960 and 1963, a series of fossils was uncovered close to the Zinj site, including hand and foot bones, a lower jaw, and parts of the top of the cranium (Wilford, 2007).There are very strict rules of convention that must be followed when a scientist names a new species of an existing genus. These involve a careful description of the new specimen to show how the animal fits in with the definition of the genus (in this case Homo) and how it differs from other closely related species. The naming of a new species of hominid has always been likely to touch off a good deal of lively discussion within the profession, so Leakey was certainly guaranteed that much. But the fact that at the same time he had to adjust the definition of the genus Homo in order to accommodate his new species transformed what might have been properly scholarly jousting into near outrage.Previous diagnoses of Homo had focused on the so-called cerebral rubicon: a hominid had to exceed brain size in order to be judged worthy of full manhood. The trouble was that different authorities put the threshold at different levels.The diagnosis offered by Leakey and his colleagues was more comprehensive, and included habitual bipedal posture and gait, a precision grip, and a brain capacity much smaller than previously proposed (Line, 20 05; Wilford, 2007).References:Line, P. (2005). Fossil Evidence for Alleged Apemen – Part 1: The Genus Homo [Electronic Version]. Creation Ministries International. Retrieved October 1, 2007 from http://www.creationontheweb.com/content/view/4450/.Wilford, J. N. (2007). Lost in a Million – Year Gap, Solid Clues to Human Origins [Electronic Version]. The New York Times. Retrieved October 1, 2007 from http://www.nytimes.com/2007/09/18/science/18evol.html?_r=1&ref=science&oref=slogin.

Legal, Safety and Regulatory Requirements Essay

This paper examines the impact of legal, safety and the regulatory requirements of the human resources development in an organization. This aspects look at the rights of the employee and the employer and how they are secured. This human resources process affects the lawful, well-being, and governing guidelines inside a business while the privileges of those employers and workers are protected by the U. S. Department of Labor, Equal Employment Opportunity Commission, Americans with Disabilities Act of 1990, and the Department of Homeland Security. The employee-related regulations are to guard the privileges of a company and worker. The U. S. Department of Labor gives organization an excellent effective setting and reduces employment ratios by offering development within the organization. The human resources areas have to commit to having current rules and guidelines for salaries and times worked. And human resources management has to guarantee all personnel whether United States residents or non-United States mindful of any material may possibly be related (United States Department of Labor, 2011). According to the Americans with Disabilities Act of 1990 states it is unlawful to differentiate a capable individual with a disability. The law states it is prohibited to react against an individual since the individual complained about injustice, filed an allegation of discrimination, or take part in discrimination complaint. It expects that employers fairly provide the known physical or mental restrictions of an otherwise capable individual with a disability who is an applicant or employee, unless doing so would force an undue difficulty on the process of the employer’s business. The employees of Department of Homeland Security work diligently to preserve the well-being and safety of the United States. They work with municipalities, people, and countries to support them plan for and pull through from emergencies. They evaluate dozens of virtual security statements, and portions of intelligence, continuing continuous communication with specialists all through the country to defend the United States most important buildings and resources. With the legislation of the Homeland Security Act of 2002, Department Homeland Security Secretary Tom Ridge made a commitment that the new human resources system would be the result of a cooperative and comprehensive process involving supervisors, employees, labor organizations, and a expansive group of participants and specialists from the Federal division and private organization in order to deliver the greatest procedures possible for the employees of Homeland Security. The final guidelines administer to the new human resources for Department Homeland Security is evidence to that commitment The Equal Employment Opportunity Commission defends all employees working inside a corporation against discrimination regarding age, disability, sex, national origin, color or race. The human resources organization has to stay in agreement by making sure that all supervisors are extremely capable to properly relate with employees in the process of hiring, training, advancing, and dismissing. This law is enforced by a federal agency, the Equal Employment Opportunity Commission (EEOC). This law is laid out into three segments that consist of e sexual harassment, affirmative action, and equal opportunity. These three different segments have a huge influence on the human resources division, and the employment process and this department must follow the law. These equal opportunity regulations will guarantee an employee is given an equal opportunity while submitting an application or resume for a position at an organization regardless of race, age, or gender. When looking at affirmative action this process allows an organization to hire individuals which fit in to a certain group of individuals. The sexual harassment process is put into the work environment to guarantee employees both women and men are secured under both federal and state law, sexual harassment can be verbal, physical or both, this type of harassment cannot only affect an employee’s work environment, but more importantly that person emotional well-being. Sexual harassment can make an employee feel uncomfortable coming to work, prevents them from focusing on their tasks work, and they can take that emotional stress home with them. The Title VII of the Civil Rights Act of 1964 law makes it unlawful to discriminate against any individual basis on race, color, religion, national origin, or sex. It also makes it unlawful to react hostile to an individual because the individual protested about discrimination, filed a charge of discrimination, or participated in a discrimination lawsuit (â€Å"U. S. Equal Employment Opportunity Commission†, 2011). This law also states that supervisors reasonably provide candidates’ and employees’ time to hold religious customs, except if doing so would inflict an unnecessary stress on the owner’s organization. This also goes for the federal government and employment services, and labor establishments, also need to acknowledge the law. The majority of discrimination lawsuits claim a violation of this law. In regards to the statement that, â€Å"Common sense and compassion in the workplace has been replaced by litigation. † I look up the definition and it stated that Common sense is sound practical judgment derived from experience rather than study. And compassion is sympathy for the suffering of others, often including a desire to help (Encarta 1999). Guidelines and procedures are put in place to defend employees and employers. Nevertheless, not all procedures and guideline are for every employee or employer. Every situation is different and has to be approach differently; no two people are the same. A human resources manager has to be able to look at these different situations and make a choice that’s good for the organization employees. Making the right decisions protect the organization from lawsuits. The distress of upsetting employees or possible ligation has caused human resources departments to outline guidelines and procedures.