Macbeth and Jack

Hunger for power in Macbeth and Jack Hunger for power is often the driving force in one’s life. While hunger for power is an indispensible trait for all leaders, it can also remove one's ability to control emotions, desires, and greed until that person is devoured by it. Jack, from Lord of the Flies and Macbeth, from Macbeth serves as the primary example of this, as they are eventually driven to their own demise by ambition in a negative way, murder, and betrayal of friends. In addition, Jack and Macbeth show that hunger for power leads to ones downfall. In both Macbeth and jack, ambition play’s a major role because it is the start or the beginning of their downfall. Ambition has not yet overwhelmed the minds of Macbeth, He is uncanny depiction of a noble general, saving his country form domination and tyranny, but as the character progresses in the plot, the inhabitance is parallel in that he receive prestigious rankings amongst the society and in essence, his lives is ideal. Macbeth receives titles of nobility and influence as Thane of Glamis and is recently appointed Thane of Cawdor. (Shakespeare I. 3. ). With a great quantity of control being eceived, Macbeth devours the power as if it were a precious jewel. But Evil seep’s through him, diminishing the moral code in the name of attaining his esteemed goals. Macbeth, seconds after hearing his new appointment states, â€Å" If good, why do I yield to that suggestion whose horrid image doth unfix my hair and make my seated heart knock at my ribs, against the use of nature? Present fears are less than horrible imaginings; my thought, whose murder yet is but fantastical,† (Shakespeare. I. 3. ) Ambition has driven evil spirits, which will not die until his dreams are accomplished. With the seed of power and ambition implemented into his mind, the plant grows out of control until conscience is completely drained out. Similarly, Jack isn’t ambitious in the beginning. He is introduced to the reader in a â€Å"holy† aura with the description of his choir; â€Å"Their bodies, from throat to ankle, were hidden by black cloaks which bore a long silver cross on the left breast† (Golding 21) Conveying religion into Jack’s first emergence shows the likely innocence encompassed in the boy’s life prior to crashing on the island. As the character progresses in the plot, just as Macbeth, Jack also receive prestigious rankings amongst the society or in the island. Jack is appointed Leader of the hunters, the only high rank besides Ralph, who was chosen leader. (Golding 24-25). This gives Jack important stature as he controls a certain portion of the boys inhibited in the island. As he holds substantial power over some aspect of civilization. Evil also seep’s through his mind, which therefore diminishes his moral code in the name of attaining his esteemed goal. But Jack states his feelings in different ways. Jack although less apparent, also show his attentions to overtake all leadership. His constant disagreement with Ralph exhibits no respect and shows his aspirations of taking total command. Instead of looking over the fire, Jack deliberately disobeys the order made by Ralph and goes out hunting instead. (Golding 77). This shows how Jack’s ambitiousness is trying to make a dispute with Ralph so that he can prove Ralph as a not good leader and then became the next leader. Therefore this also shows how Macbeths and jacks ambition can disrupt a peaceful society. Betrayal of friends plays an important part in both Macbeth and Jack because that’s when he change of power occurs of them leading in to their downfall. In Macbeth the earliest example of betrayal serving as a impetus in power change is when Macbeth is rewarded for his loyalty to the king while the Thane of Cawdor is stripped of his title because of his betrayal. Both Banquo and Macbeth are slightly disturbed by the witches prediction because they are afraid that it will trick them into betraying the king. But because Macbeth was very ambitious and couldn’t control himself. Macbeth begins to plan his treachery against Duncan as soon as he sees that Malcolm stands in the way of Macbeth gaining the throne. I have done the deed. Didst thou not hear a noise† (Shakespeare II, 2, 56). The betrayal against Duncan is complete when Macbeth murders him. Now Macbeth must frame the guards and try to cover up his crime, which can only lead to more murder. Banquo is a general in the King's army (same as Macbeth) and is often seen in contrast to Macbeth. Banquo is the only one with Macbeth when he hears the first prophecy of the weird sisters; during the same prophecy, Banquo is told that his children will be kings, though he will not be. Banquo knows of Macbeth and his quest for power. He is the one that tells Macbeth that the instruments of darkness only cause harm and betrayal. Macbeth makes this statement true by betraying Banquo whom he once trusted. â€Å" Thou hast it now: king, cowdor, glamis, all, As the weird women promis’d; and, I fear, thou play’dst most foully for’t†(Shakespeare III. 1. 76). Banquo suspected Macbeth’s guilt and out of fear of being caught Macbeth sends out two murderers to kill Banquo. Macbeth is guilty of betrayal, but he doesn’t commit the act himself which shows how weak he really is. Macbeth is numb from all the events, which are causing his downfall. Just like how Macbeth betrayed his friends, Jack also betrays his friends in a different manner. The strong-willed, egomaniacal Jack is the novel’s primary representative of the instinct of savagery, violence, and the desire for power. He is a person who just gives out demands, and expects the group to answer him. Jacks main aim of the assemblies in the novel are to first become chief â€Å"simple arrogance†, â€Å"I ought to be chief†(Golding 29) Jack believes that no-one else has the right to control him, and he should be in control of everyone. But unfortunately Jack lost the vote to be chief and that’s when jack begins to betray his friends. He changes his image from a choirboy to a furtive hunter. Jack couldn’t follow Ralph’s(the chief) rulers so Jack calls for am assembly and insults Ralph by saying â€Å"He isn’t perfect and we don’t know anything about him. He just gives orders and expects people to obey for nothing. †(Golding 126). Jack betrays his chief Ralph and makes a new group. After Jack formed a new group he mostly influenced them in being a hunter and to always kill things and because of that Jack betrays Simon, who’s another friend of his. During Jacks party Simon went to examine the beast at the mountain. When Simon found out there wasn’t a beast and only a dead man in there, he came running towards Jack party to tell them. But Jack and his group thought it was the beast that was coming towards them so they killed it. â€Å"Simon was crying out something about a dead man on a hill. † (Golding 152). Therefore this portrays that hunger for power can lead one to betrayal of friends. In the world today people have certain goals that they set for themselves to achieve in their lifetime. Most people try to obtain these goals by hard work and to just keep on trying until they finally get what they want. In the case of Macbeth and Jack however they try to obtain their goals through violence and murder. At first Macbeth is a loyal and brave soldier and serves his king Duncan. Because of Macbeth's loyalty to Duncan he is named the Thane of Cawdor. After Macbeth hears the prophecies about himself and becoming king, which he has always wanted, the thought of murder starts coming into his mind. Instead of just staying a loyal and brave soldier and waiting to see if he will be named king, Macbeth tries to obtain his goal in a different way. The thoughts of murder tarts getting greater and Macbeth questions whether or not he should but Lady Macbeth tries to talk Macbeth into killing Duncan so that they can both get what they want. So now instead of obtaining his goal of becoming king by just waiting he gets it by murdering Duncan. â€Å"I have done the deed†(Shakespeare. II. 2. 56). The initial thought of murder starts when Macbeth receives the three prophecies from the witches about him becoming king. Macbeth has some of the same thoughts of the murder as Lady Macbeth does, but he also has some different opinions. Macbeth obviously wants to kill Duncan ecause he is the one who first came up with the plan of the murder, but Macbeth also doesn't want to commit the murder because Duncan is humble and Macbeth is a loyal kinsman. Macbeth kills the king to secure the kingship, but immediately it becomes clear that the only way to hide the murder is to keep murdering. Macbeth hasn't even settled in the new palace before Macbeth has already found two murders to murder Banquo and his son. Because after Macbeth becomes king Banqou says â€Å" Thou hast it now: king, cowdor, glamis, all, As the weird women promis’d; and, I fear, thou play’dst most foully for’t† (Shakespeare III. 1. 6). Banquo suspected Macbeth’s guilt and out of fear of being caught Macbeth sends out two murderers to kill Banquo. And so therefore hunger for power lead Macbeth in murdering both his king and friend. Similarly, Jack was a choir leader and wasn’t a violent person in the beginning. Jack as already mentioned is a person who just gives out demands, and expects the group to answer him. Jack believes that no one else has the right to control him, and he should be in control of everyone. One of the first murders that took place in the island was the murder of Simon. It was a dark scary night. Nothing could be clearly seen. Loud thunder roared as thick drops of rain fell on the ground. Nothing could be heard but the sound of thunder. Jacks group of agitated and aggressive boys danced with fear and excitement. Since Jack has become so obsessed with hunting, all he could think about mostly was killing. Because while dancing he repeatedly kept saying â€Å"Kill the beast! Cut his throat! Spill his blood! † (Golding 152). And because he build up that mood of violence in himself and his group, when they saw something crawling out of the forest, and was coming towards them, they all thought it was the beast and killed it without even making sure. Simon was crying out something about a dead man on a hill. † (Golding 152). It is was Simon that they killed not the beast. Jack is responsible for Simon murder because he misleaded the his group in thinking it was the beast. Jack is also responsible for the murder of Piggy, an overweight asthmatic boy about 8 years in age, who cannot see without his glasses represents physical weakness and mental strength. His glasses, however, help illustrate his intellectual strength, his ability to think situations over logically and use reason, rather than emotions to decide upon important dilemmas. Because piggy was always in Ralph’s side, Jack didn’t treat piggy well he was always made fun of. Jack knew piggy had vision problem and that he couldn’t see without glasses. But Jack still stole the glasses of piggy’s face, for him to build fire. Because of Jack influence in the group most of them want to be like him so when Piggy and Ralph comes to ask for piggy’s glasses back, Ralph and Jack fight for a second time. Piggy cries out shrilly, struggling to make himself heard over the brawl. As Piggy tries to speak, hoping to remind the group of the importance of rules and rescue, â€Å" high over-head, oger, with a sense of delirious abandonment leaned all his weight on the lever† (Golding 180). Roger shoves a massive rock down the mountainside. Ralph, who hears the rock falling, dives and dodges it. But the boulder strikes Piggy, shatters the conch shell he is holding, and knocks him off the mountainside to his death on the rocks below. Jack throws his spear at Ralph, and the other boys quickly join in. Just like Macbeth even Jack is fully covered with evil he wanted to also kill Ralph at the end but he couldn’t. Jack estroyed the island by burning it, hunger for power lead him into a total failure. He couldn’t lead the group in a peaceful manner. As seen in Macbeth and Jack hunger for power is the driving force in one’s life. They couldn’t control emotions, desires, and greed until they were devoured by it. An important lesson that can be learned from Macbeth and Jack is that Ambition has driven evil spirits, which will not die until ones dreams are accomplished. And to get through that dream it will lead one into betraying their friends, and murdering. Therefore hunger for power leads to ones downfall.

Pride and Prejudice Essay

Consider the final resolution of the novel. Is the ending a fairy tale one (recall that fairy tales end with â€Å"and they lived happily ever after†)? How does the novel expand upon and complicate this ending? Does the ending play up the romance, or the social satire? What is the final message, which the novel leaves us with? Many fairy tales and love stories end with a marriage and a happy ending. In many ways, Pride and Prejudice did have a fairy tale ending. Seeing Elizabeth and Jane each getting married to the men they love at the conclusion of the novel, implies a fairy tale ending. On the other hand, neither Charlotte nor Lydia experience happy marriages. Although the novel displays romantic characteristics, I perceived Darcy’s actions in using his social status and fortune to help Lizy’s family, to make the novel seem somewhat of a satire. I would have to say that the final message of the novel is that the greatest happiness you can find in life is love. The story starts off showing that being loved back by the one you love is an impossible situation to achieve in real life. Even though Darcy, because he is handsome and rich, is rejected by Lizzie she later discovers that she did not realize she truly did love him. In the end, two of the main characters end up getting married and living happily ever after. In addition, two not so important characters end up with an unhappy marriage. This novel shows that in life there might not always be a happy ending but is not a catch-22!

How Muhammad Established Islam As A Major Political And Religious Force In The World Essay

While Muhammad was living with his wife Khadija, he often went to a cave outside Makkah called Hira, where he would reflect and pray. During one night in 610CE, when Muhammad was 40, he was in a cave on Mount Hira. God revealed himself to Muhammad. This was called the night of power, and it relates in Surah 95 of the Qur’an, which is entitled The Blood Clot. When Muhammad returned home, Khadija became his first believer. Then his cousin Ali, a freed slave called Zayd, and one of his closest friends, Abu Bakr, all became followers. There started one of the great religions of the world. Muhammad had a strong belief that there was only one God, the creator. He believed that all humans should be equal in their relationship with this creator. This undermined the tribes of Makkah who, especially the Quarish, rose up against Muhammad and his followers. All through his life, Muhammad fought to establish Islam, to gather followers, and to create a substantial political force. In the 22 years after the first revelation, until Muhammad died in 632CE, God delivered the Qu’ran to Muhammad, his messenger. By the time that God had finished revealing the Qu’ran, Muhammad had moved to Madinah. Hence we get Makkan and Medinan verses. The Makkan verses are usually shorter, more judgemental, and are found towards the end of the Qu’ran. After the second revelation, the night journey, Muhammad migrated to Yathrib, 40 miles north of Makkah, to settle disputes with the pilgrims from that town. He went there with family and followers in 622CE. When he arrived, he built a house, which was later to become the first mosque. He then renamed the town Madinah. This is where the central community was established. After Muhammad died, no one knew if he had named a successor. Usually, it would pass to his eldest son. In the end the leader was chosen by the Muslim community as a person of great personal integrity. This is the belief of the Sunni branch of Islam, who did not want a government, but they wanted to rely on an authoritative ruler. The Shi’a branch believes that the early history was biased against Ali, Muhammad’s cousin. When Ali did become the leader, those who believed Ali to be the true successor formed the separate ‘Party of Ali’. The Shi’a branch wanted a leader from the family of Muhammad. Islam was greatly diversified by the achievements of the first four caliph successors to Muhammad. Here is who they are and what they achieved in their rule: * Abu Bakr (632-634 CE) He and his armies conquered Arab tribes, and they went as far as the Byzantine Empire’s borders. Abu Bakr had more than a personal belief of Islam and he had a belief of political ideology. * Umar (634-644 CE) He continued after Abu Bakr and captured Jerusalem and North Africa. * Uthman (644-656 CE) After Ali turned down the caliphate, Uthman was chosen and he expanded the empire through North Africa and Eastwards to India and China. * Ali (656-661 CE) He made Mu’awiya co-caliph, a disastrous move. Two parties were formed, one supporting Ali, the other supporting Mu’awiya. Islam today is the second largest religion in the world and it is growing fast. It is significant in the modern politics. It also contributes to art, music, architecture and philosophy. The religion has grown to have over 2 billion followers. However recently Islamophobia has stepped in. Islam has been treated very cruelly by the western media in the last few years. However Islam means to surrender, or submit, and it is linked closely to another Arabic word meaning peace. Indeed a Muslim is ‘one who surrenders’.

Secular America - Pharisees of the New Millennium Assignment

Secular America - Pharisees of the New Millennium - Assignment Example Secularization has been at the core of America’s founding as a nation. Religion has been given a minor role and influenced by the Founding Fathers based on the fundamental fact that it is against rational thinking and that it provides a less valid way of understanding reality, at least, in comparison with the humanist perspective, science, among other social institutions. According to Ostwalt (2003), this phenomenon gained traction sometime in the 1960s when the prevalent thought was religion as something that controls and manipulates and that freedom from it is an ideal way of life, a form of enlightenment for humanity (2). Morrison (1948) observed that the core liberalism in America emerged proposing a radical criticism of the Christian faith in light of modern culture instead of proposing a radical criticism of modern culture in the light of Christian faith (87). This came with his discourse that posited how Protestantism, the dominant religion in America, has embraced mode rn culture so that most of its components appeared to be sanctioned and ended up secularizing the American public life (Smith, 2003, 303).  Today, even with the aggressive initiatives on the part of religious authorities, to reverse or counter the influence of secularization, there is very little impact achieved. This can be attributed to several fundamental reasons. One of these is that argument that states how many forces of secularization are identified with the values of Romanticism, the Renaissance in addition to the Enlightenment and scientific revolutions, which have been encouraged by the Protestant Reformation and the Catholic Church itself (Norman, 2007, 32). The idea is that these phenomena and institutions created social constructs that established the platform and environment in which secularization took root, thrived and flourished.

Various summaries from 5 Leadership articles which I submit to you Essay

Various summaries from 5 Leadership articles which I submit to you - Essay Example This is a problem because a cynical workforce can have a very damaging effect on the performance of the company as a whole. â€Å"Organizations that have been struggling with a cynical workforce increasingly note a decrease in the quality of service to internal and external stakeholders, customer satisfaction, productivity and market share† (125). What cynicism does is causes employees to be hyper-sensitive to shifting climates within the organizational structure and to view any attempts at improvement as a failure waiting to happen. This attitude almost guarantees the expected results as employees fail to ‘buy into’ the program initiatives. What Dreilinger offers in this article, though, are some very specific steps that companies can take to try to overcome some of these issues. He indicates the first step in addressing cynical employees or a cynical company atmosphere is to acknowledge that it exists. Organizations that have successfully turned around the corporate climate have done so through what Dreilinger characterizes as a five step process. â€Å"First, they make past history discussable – and learn from it. Second, they directly address the legacy of previous change efforts and do so without ‘business babble’. Third, they take steps to anticipate and address unintended and potentially adverse consequences of new changes. Fourth, they provide employees with real opportunities to participate in decisions about future changes that affect them personally, rather than those that simply benefit the company. Fifth, they communicate information by telling employees: what they know and are able to discuss; what they are unable to discuss; what they do not yet know; and by asking employees what else they want to know† (126). Within this process, it can be seen that these companies are directly addressing the two main contributors to the development of cynicism – fear and mistrust. These steps are effective in this

Food safety issues and Outbreaks in Americas Food Supply Research Paper

Food safety issues and Outbreaks in Americas Food Supply - Research Paper Example Among the steps are the procurement of farm inputs, production process, manufacturing practices, retailing practices and all these processes have the capability of determining quality of food which in turn affects the health of the consumers. The food chain thus provides the best platform in which the safety of food for consumption can be managed properly and efficiently. An effective risk management practice is thus required in order to protect the consumers from developing health complications that arise from food consumption. Ensuring food safety to protect the public health and promote economic development remains a challenge to America due to variety of food produced in their country. Considerable progress has been achieved to strengthen food safety programs with most emphasis given to ways of preventing foodborne diseases. Foodborne risk in humans can arise due to biological, chemical and physical causes both of which are equally dangerous to human health. In the past few decad es, risk management, risk assessment, risk management and communication have been advanced to help tackle new challenges which arise from food insecurity. Health trends Many nations are realizing the human health and monetary burden that foodborne diseases pose to their economy. in the United States, foodborne diseases results to about 76 million illness and over 300, 000 hospitalizations leading to about 5000 deaths every year (WHO, 2005). The research service in the U.S.A department of agriculture consumes over 7billion Dollars annually in the research of foodborne diseases caused by Campylobacter, Salmonella, Escherichia and Listeria. Food safety is thus a matter of public concern in most counties due to deaths and economic burden it causes in the long run (WHO, 2005). Eating disorders is also a major problem related to food safety issues since most people lack proper eating habits in their diets. Eating disorders usually stars when the child is young especially at elementary sch ool level and they may proceed into adulthood resulting into health-related problems (Stanfield, 2010). Among the eating disorders are Anorexia nervosa, Bulimia nervosa among others and they have negative effects to humans and thus should be avoided at whatever costs. People should prescribe to health practitioners to guide them on proper diets so that they evade unhealthy eating habits which have negative consequences. Improper eating habits are largely contributed by the sedentary lifestyle of most Americans leading to decreased energy needs and improper BMR conditions. Improper consumption of more calories than expected results in to obesity hence it is prudent if people realize that obesity is caused by overconsumption of calories and not fattening foods. Eating a balanced diet of moderate proportions coupled with regular exercise is important in maintaining right energy balance required by the body (Stanfield, 2010). Changing food safety environment The link between the hazards and in food and the potential of causing illness is sometimes hard to establish and requires advanced scientific knowledge in health-related issues. Challenges still pose major threat to food safety in America due to technical hitches that arise form ever-changing environment. International trade agreements developed under the world trade organizations under the WHO emphasize the need for regulations governing food supply.

Assess the hierarchical structure of the court system in England and Essay

Assess the hierarchical structure of the court system in England and Wales. To what extent does the common law doctrine of bindi - Essay Example The court system is a hierarchical structure that begins from the bottom at the County Courts and Magistrate Courts, the High Court and Crown Court, the Court of Appeal, and the highest court which is the Supreme Court (Jones, 2011). The hierarchical structure serves two fundamental purposes. First, it enables the formation of a lineage of consistent and uniform decisions through the binding system of judicial precedent, which requires judges at lower courts to consider and follow decisions of judges at higher courts in making their judgements. Second, it enables defendants to appeal against decisions made at lower courts by forwarding their appeals to higher courts. This paper discusses the hierarchical structure of the court system in England and Wales, and the extent to which it engages with the common law doctrine of binding precedents. The Structure of the Court System in England and Wales The court system in England and Wales is hierarchical in structure (Jones, 2011). This â⠂¬Å"means that certain courts are superior to other courts† (Jones, 2011, p. 17). The lowest courts, which are the County and Magistrate Courts, try civil and criminal cases that are not too serious respectively. At the second rank are the Crown Court and the High Court. The Crown Court tries criminal cases, while the High Court tries civil cases with a limited scope over criminal cases. This rank is followed by the Court of Appeal. This court hears appeals from both civil and criminal cases that have been tried at lower levels be it at Magistrate or County Courts, Crown Court or the High Court. At the highest tier of the system is the Supreme Court. This court is the ultimate appellate court and hears appeals for both civil and criminal cases (Jones, 2011). In this structure, Magistrate and County Courts are regarded as inferior courts, while the rest of the courts are regarded as superior courts (Jones, 2011). The courts in the hierarchy follow the doctrine of binding preced ent, and this can be seen from the way cases are handled between lower and higher courts. The following diagram shows the structure of the English court system: Cited in Jones, 2011, p. 17 Magistrate Courts Magistrate Courts are located at the bottom of the hierarchy. Within England and Wales, there are about 1500 Magistrate Courts (Jones, 2011). They are a crucial component of the criminal justice system, as they deal with cases that are criminal in nature. Magistrate Courts have three lay magistrates who hear the cases brought before the court and rely on the counsel of a Clerk, who is legally qualified in providing advice on the law, to make decisions regarding procedure and sentencing (Jones, 2011). The jurisdiction of a Magistrate Court in a criminal trial depends on the nature of the offence, often its seriousness. This is the yardstick used to determine whether a case should be heard at the Magistrate Court or Crown Court. When a case before the magistrate court is too seriou s, or when the sentence that the magistrates need to impose needs to be sufficiently severe, the case is forwarded to the Crown Court. County Courts County Courts also lie at the bottom of the hierarchy. There are approximately 220 County Courts in England and Wales, which deal with cases involving civil disputes (Jones, 2011). The bench of a County Court comprises of a Circuit Judge who hears more

Software Procurement Strategies Essay Example | Topics and Well Written Essays - 750 words - 1

Software Procurement Strategies - Essay Example Lack of enough expertise internally has been shown to cause huge application delays on the delivery time, high cost of procuring and deploying the application and lack of proper documentation. When applications are developed in house there will be need to have technical member(s) of staff (Hunt & Westfall, n.d.). This will increase the operating cost of the school. When developing applications in-house most businesses are only concerned with the functionality of application. While applications need to work correctly there is a sense in that some standard methods of developing an application must be followed (Lin & Tsui, 2000). Developing an application internally there are risks of developing an application that does not meet industry accepted standards is high. The danger of not having a standardized application is that one changes need to be done on the application it could turn into a catastrophic collapse of the entire application. Computer applications grow, as businesses grow. With this in mind, developing an application must follow standards that will allow easy evolution of the application without requiring a full re-development in case changes are required except where business requirements have changed. Customization is a process which an institution procures an application with general specifications or requirements and then modifies it to meet its specific need (Nelson, et al., 1998). When the school intends to procure an application using this method they will have some challenges they have to overcome. The risks involved in such procurement are: Applications that are acquired in this method need to be easy to customize. This is only a desire that is not met many times. Applications that have been developed elsewhere may have classes, interface, or methods that are difficult to customize. This will lead to low

Technology in classrooms Research Paper Example | Topics and Well Written Essays - 750 words

Technology in classrooms - Research Paper Example Nevertheless, there has been a challenge in trying to get teachers to be comfortable and secure with their technology skills. This is particularly common with practical subjects such as social studies where technology applications would be used for tutoring purposes (Shriner et al., 2010). There has been a categorization of issues, which influence integration of technology into classrooms; they are curricular, social, environmental and personal aspects; moreover, environmental aspects refer to elements such as administrative support by the school, hardware and software. The social aspect focuses on the significance of communities, to support technology in classrooms. The personal aspect relates to the individual viewpoint on technology by teachers and their willingness to adapt it. Lastly, curricular aspects relate to use of technology in specific tutorial settings. That is, how the learning materials are linked with the course plans (Lih-Juan, 2007). It is widely agreeable among dif ferent social communities and educators that educational practices need to prepare students to flourish in the dynamic technological world, as it has gained acceptance. Hence, teachers are required to embrace technology and be willing to familiarize themselves with it. This will not only boost their confidence but also improve their teaching experiences as when applied effectively, technology enhances student learning, promotes shared learning and motivates them to seek more knowledge outside the classroom (Hubbel et al., 2012). In a bid to encourage teachers to familiarize themselves with technology advances in the classroom, various learning institutions have asked teachers to view them as a means of further developing themselves professionally; thus, this will advance their skills and knowledge. On the other hand, the learning institutions need to avail the necessary technologies to the teachers and ensure they are up-to-date whilst making their teaching schedules flexible enough for them to take the time to learn (Lih-Juan, 2007). Teaching tools that have come up due to advances in technology As aforementioned, there are the basic teaching tools that have been incorporated: the internet, LCD projectors, smart boards, document cameras and digital cameras. The internet is obviously the most widely used; teachers use it to access Web-based resources. The others offer visual assistance in the classrooms, which is the key in deepening understanding. The LCD projector is mounted in classrooms, for teachers to deliver Power Point presentations, share videos and other activities; moreover, it allows information from a single computer to be usable in a large group setting. Over time, this has proven to be the method that makes students of this generation responsive. The document camera has replaced the old overhead projectors and works hand in hand with the LCD projector. It enables teachers to magnify images and texts from diagrams, charts and textbooks for a bett er view by the students. The smart board enables charts, templates and diagrams to be rearranged, students can participate actively in the lesson and at the end, and it can be printed out as handouts for them. It requires lengthy training to use effectively but because of the eagerness it builds in students, teachers are

Ethics Essay Example | Topics and Well Written Essays - 1250 words - 2

Ethics - Essay Example Rawls’s argument that we should maximin instead of maximize leads to a fascinating standoff, whereby the argument for maximin appeared not compelling, but it was straight additive maximization of utilitarian in a way that revealed the possible function associated with morality that people are expected to maximize. In fact, according to Rawls, the utilitarianism is not straight based on taking maximandum, which refers to the things that are to be maximized that is utility instead of the primary social goods. Moreover, the idea of maximizing the key social goods is not appealing, since it fails to pursue the maximization of utility. Therefore, the espousal of the ideal legitimacy in political Liberalism does not have an effect on the conclusions and arguments that are developed to reinforce the ideal with respect to justice as fairness in utilitarianism and Rawlsian theories (Arneson, 2000). There is another problem with the utilitarianism, which is associated with the tenuous a ssociation with liberalism, whereby in prominent situations of aggregate goods of numerous, people outweigh the few individuals. Moreover, utilitarianism appears to be committed to the majority over the minority, and it seems to be unfair or violating the fundamental rights and liberties. Therefore, utilitarianism retort is unfair since the mere handovers from outdated and pernicious moral conversions. On the other hand, Rawls’s arguments are in the first part, whereby he focuses on the conflicts between utilitarianism and people’s beliefs concerning justice and fairness. In fact, he provides diagnosis, which is unflattering in order to appeal to utilitarianism. Therefore, utilitarianism may seem to be appealing by taking over the model of decision-making that individuals make relating to their lives. However, there is a significant difficulty associated with implementing the model in a society with people suffering from sacrifice, whereby they are denied the chance to obtain the benefits. In this case, the official arguments, in the parties in the original state prefer the Rawlsian Maximin Principle, by turning the choice between rules related to making the decision under uncertain circumstance of maximizing expected utility instead of maximin. The formal argument of the Rawls’s assertion is supported by the psychological arguments related to parties in the original state that prefers the principles. In fact, ideas of psychological arguments related to Rawls’s principles do not have limitations of the strains of commitment, like utilitarianism. Moreover, Rawls maintains that people growing in a society governed by principles Rawls’s principles, they would end up valuing the principles and complying with them. Rawls’s principles are concerned with the worst off, whereby the society is committed to the well being of the well off. However, this is not the case with the utilitarianism, whereby it is easier to have the all egiance to a society, which is governed Rawls’s principles, compared to the society governed by utilitarianism. Making a comparison between the Rawls principles with the maximin rule and utilitarianism, there is a chance of utilitarianism given

Business Task 2 on reflection Essay Example for Free

Business Task 2 on reflection Essay UAE otherwise known as United Arab Emirates is amalgamation of 7 Emirates namely Umm Al, Quwain, Ras Al Khaimah, Ajman, Sharjah, Dubai, Abu Dhabi, and Fujairah. UAE is the second biggest Arabian Middle East economy. The United Arab Emirates is the number 3 biggest in this region in crude oil exporting, following Iran and Saudi Arabia. It possesses the number 6 biggest recognized conservative crude oil reverse and the 5th biggest natural gas reserves. The swift growth in demand of water and electricity has generated the necessity to appraise unconventional power generation sources. In the year 2008, the United Arabs Emirates produced energy white paper on study of energy that confirmed that nuclear power to be environmentally friendly and safe alternative which would increment the prevailing plants of power in accomplishing increasing energy requirements. 2.1 Objective of this study accomplishment                The objective of this study of examining whether ownership structure matters for the performance of firms in United Arabs Emirates was achieved. Empirical evidence suggests that privately held firms tend to be more efficient and more profitable than publicly held firms. This shows that ownership structure matters. The question now is how does it affect firm performance? This question is very important because it is based on a research agenda that has been strongly promoted by La Porta et al. (1998; 1999; 2000). According to these studies, failure of the legislative framework to provide sufficient protection for external investors, entrepreneurs and founding investors of a company tend will maintain large positions in their firms thus resulting in a concentrated ownership structure.                  This paper aimed at looking at whether ownership structure has an impact on firm performance in UAE. This region has witnessed significant economic growth over the last few decades. The region is also facing turbulent times with respect to corporate governance practices, resulting in poor firm performance. Corporate governance issues are not limited to the Gulf region. From a global point of view, corporate governance has witnessed significant transformations over the last decade (Gomez and Korine, 2005).                The data that is used in this study includes 362 non-financial listed firms during the period of 2006-2011 from Thomson one banker, Thomson.com, DataStream and annual report. Panel data is used to analyse the impact of ownership structure on firm performance number of independent directors on the board are controlled for. The different types of ownership structure that are included in the study are: managerial ownership, family ownership, government ownership, institution ownership, foreign ownership and concentrated ownership. Evidence personal learning and development 1.0 Effects of structure on firm performance                  It is indisputable, managerial ownership, Chairman own share, institutional investors, corporate total own, institutional owner domestic and corporate foreign all have positive effects on firm performance. The evidence is also consistent with theoretical and empirical arguments. On the contrary, When Return on Assets (ROA) is used as a measure of performance; the evidence shows that government ownership has negative effects on firm performance in United Arab of Emirates oil firms. Therefore, performance of United Arab of Emirates oil companies is affected by government ownership.                  The relationship between performance and ownership structure also differs for firm specific variables such as leverage, GDP growth and firm size. When the Tobin’s Q is used, the relationship is negative for leverage, GDP growth and firm size. The negative and significant impact of firm size on firm performance when Tobin’s Q is used can be attributed to the fact that large firms have limited investment opportunities, which limit their potential to grow and make profit. Surprisingly, the impact of GDP growth is significantly negative. However, when ROA is used, we did not find any significant relationship with firm performance in United Arab of Emirates oil firms.                   This study also shows that there may be a necessity to motivate policy makers of United Arab of Emirates oil firms to ensure that banks practice the mechanisms of corporate governance effectively. This practice should be compatible for the business environment of United Arab of Emirates oil firms, whereas adopting the same governance standards in order to ensure unification of disclosure level among the banks. It is expected that the best practice of the corporate governance characteristics will contribute to improve efficiency, effectiveness and monitoring in the Islamic banks of UAE. Therefore, this can only be applied by developing the regulatory and compelling frameworks.                  In the last 4 decades, researchers have believed that there is a connection between the firm performance and the ownership structure. In this regards, there has been publications of many studies on different markets to inspect this relationship. This connection between performance and ownership structure dates back to empirical study of Mean and Berle in the year 1932 that got that the weakness of shareholding in a negative way influence the performance of affirm via an inverse relationship. Generally, the number of well-developed policies and the present legal systems are poorly developed in the markets that are emerging. These new markets, according to most analysis studies, lack protection for their creditors and shareholders (La Porta, 1999). 2.0 Ownership structure in relation to firm performance                  The issue as to whether ownership structure matters for the performance of firms has been an important subject of debate in the finance literature. Empirical evidence suggests that privately held firms tend to be more efficient and more profitable than publicly held firms. This shows that ownership structure matters. The question now is how does it affect firm performance? This question is very important because it is based on a research agenda that has been strongly promoted by most researchers in economics. According to these studies, failure of the legislative framework to provide sufficient protection for external investors, entrepreneurs and founding investors of a company tend will maintain large positions in their firms thus resulting in a concentrated ownership structure. This finding is interesting because it implies that ownership structure can affect the performance of the firm in one way or the other. It is indisputable; the lack of regulations in corporate governance gives managers who intend to mishandle the flow of cash for their own personal interest a low control level. The empirical results from the past studies of impacts of ownership structure on performance of corporate have been inconclusive and mixed up. References Gomez, P.Y. Korine, H. 2005, Democracy and the Evolution of Corporate Governance. Corporate Governance, 13, 739-752. La Porta, R., L. et al. 1999, Corporate ownership around the world. The Journal of Finance, 54(2), 471–517. Source document

HPLC Analysis of Caffeine Essay Example for Free

HPLC Analysis of Caffeine Essay The main objective of this lab is to gain experience in using and reading results from the HPLC machine. 2) The first step is to inject a series of caffeine standards into the machine in order to get results/values of peak height and area. 3) The next step is to investigate the effects of a series of HPLC parameters on Retention time, peak height and peak area. 4) To use above data from peak height and area to construct two standard curves vs concentration. Introduction: Caffeine is a common organic molecule found in many beverages such as coffee, tea, and cola. It is a stimulant to the central nervous system. Which is why the majority of the population use it in one form or another to help stay alert. In general people drink caffeinated drinks like the ones mentioned above in order to obtain their â€Å"fix†. However with many recent studies in the area caffeine tablets are becoming a very popular way for athletes in lots of different sports to stay alert even when fatigue is setting in. HPLC stands for High Performance Liquid Chromatography but is also referred to as High Pressure Liquid Chromatography. It is used for separating mixtures either to analyse the mixture or to separate a required product from others in a reaction mixture. It can also be used to find the relative amounts of different components in a mixture. HPLC works along the same lines as paper chromatography. In paper chromatography a liquid (mobile phase) moves past a solid (stationary phase). In paper chromatography the stationary phase consists of water molecules bound to the cellulose in the paper, the mobile phase carries different components of the mixture along with it. How fast each one moves depends on its relative affinity for the mobile and stationary phases. In HPLC the stationary phase is a solid packed into a column and the liquid is forced through the column by high pressure pumps. The pumps force the mixed solvents through the column the solvent emerging from the column carries the separated components of the mixture and is passed into the detector where a beam of ultraviolet light shines through it. There are many different types of detector depending on what you are analysing. This light is at a wavelength that is absorbed by all the components to be separated. When the detector reading drops the component that is absorbing the UV light is coming out of the column and passing through the detector. The time it takes for each component to come off the column is called its retention time and can be used to help identify it. The more polar component comes off the column first followed by the less polar. Materials: As per laboratory manual.

The Cinderella Of The Building Industry Construction Essay

The Cinderella Of The Building Industry Construction Essay Building maintenance normally regarded as the Cinderella of the building industry. The maintenance of the built environment affects everyone continually, for it is on the state of our homes, offices and factories that we depend not only for our comfort but also for our economic survival. Maintenance of the building will start from the day the builders and contractors leaves the site of the construction or after the construction is fully completed. Normally, all the building owners wants their building will keep the maintenance to a minimum cost and need the maintenance in a good and effective maintenance. In order to get the effectiveness of the maintenance, organizing maintenance work is required for the maintenance. Organizing maintenance work is to examine how work will organized to best effect. Consideration will give particularly to the place of statutory control and guidance and the involvement of contractors. The value of the supervision and inspection will explore. The overal l aim is to expose methods that are most likely to achieve the desired end-result of satisfactory buildings in which to live, work and play. Organizing is the managerial function of arranging people and resources to work toward a goal. The purposes of organizing include but are not limited to determining the tasks to perform in order to achieve objectives, dividing tasks into specific jobs, grouping job into departments, specifying reporting and authority relationships, delegating the authority necessary for task accomplishment, and allocating and deploying resources in a coordinated fashion (Anton, 2010). As a word, organization can mean an organization that is the process of getting something organized. Different organization will organize building maintenance differently. For example, two different local authorities will not organize their building maintenance work in the same way unless two different organization of the building maintenance will organized the building maintenance work in the same way is if they outsourced the provision of the service to the same company of the outsource contractors (Wood, 2009). British Standard Institution (1964) defines maintenance as work undertaken in order to keep or restore every facility such as every part of a site, building and contents, to an acceptable standard. The British Standard further explain that where there are statutory requirements for maintenance, the acceptable standard must be no less than that necessary to meet the statutory requirements, and maintained is defined in the Factories Act (1961) as maintained in an efficient state, in efficient working order and in good repair (Seeley, 1976). ORGANIZING MAINTENANCE WORK MAINTENANCE PLANNING The Pocket Oxford Dictionary defines a plan as a method or procedure for doing something on the design, scheme, or intention. In term of building maintenance management, maintenance planning has both a narrow and wide definition. The narrow definition relate to preventive maintenance in the form of planned maintenance programmed. While, wide definition maintenance planning as an essential management tool for controlling all aspects of a building maintenance management operation and will include planned preventive maintenance programmed, planned levels of expenditure on day-to-day and reactive maintenance, disaster planning, and planned strategies of asset management in conjunction with a business plan or corporate plan (Wordsworth, 2001). The Royal Institution of Chartered Surveyorsà ¢Ã¢â€š ¬Ã¢â€ž ¢ Guidance Note on Planned Building Maintenance defines the maintenance planning under five categories that are determining the policy for maintenance, deciding and preparing maintenance p rogrammes and obtaining funds for them, getting the work done, controlling progress of work and budget expenditure, and monitoring the effectiveness of the programme (Wordsworth, 2001). The nature of the maintenance planning in the building maintenance involves determining systems and sequences of operation. This noted that maintenance planning must necessarily involve a level of prediction. The prediction is not only focus on the building stock and the deterioration, but also focus on the future policy of the owners or users of the buildings. The maintenance manager or maintenance department can deal with these uncertainties with a twofold oncoming, which are by collecting and analyzing sufficient information to place as much degree of certainty on the variables as possible and by recognizing that a level of uncertainty will remain and introducing flexibility and review options within the plan (Wordsworth, 2001). The collection of the information is to assist the maintenance manager to predict with some degree of confidence will be in the form of condition surveys of the property, details of costs and cost trends in building, and information related to the wider po licies of the owners and users of the building. Care in such information gathering will enable the maintenance manager or the person who responsible for the maintenance of the building to reduce the uncertainty and permit effective planning to proceed (Wordsworth, 2001). In planning maintenance, an aim of the maintenance manager is to match the available resources with the workload. The effectiveness planning is difficult with this category of work because of the large number of uncertain factors involved. In view of the uncertainties, maintenance planning must be formulated at different levels and constantly revised according to the new information that is put into the system. Long-term programmes medium-term programmes and the short-term programmes were identified as a level of the maintenance planning (Seeley, 1976). SUPERVISION OF MAINTENANCE WORK Supervision is a management activity carried out to ensure that the work as in a plan will carry out correctly and expeditiously as what in the maintenance planning (Wood, 2009). Furthermore, the supervision of maintenance work was executed is to ensure that is of a satisfactory standard and in accordance with the drawings and specification. With the larger contracts, it is customary to employ a clerk of work who is constantly in touch with the job in order to supervise the maintenance work. Besides that, the clerk of work also is responsible to ensure that the maintenance is work as a planning. However, with the smaller contracts or smaller jobs periodic supervision only can be obtained often through the medium of architects, surveyors, inspectors or other supervisory staff (Seeley, 1976). Clerk of work must have an extensive practical knowledge of building materials, principles of construction and the execution of techniques in all trades. As a supervisor in the maintenance work, they need to ensure that all the materials and workmanship are in accordance with the drawings, specification and any other relevant documents. Furthermore, the clerk of work must to avoid their self from making any exorbitant demands or altering details or materials without getting the approval from the architect, surveyor or maintenance manager to whom he is responsible (Supervision of Maintenance Work, 1976). Besides that, the clerk of work will also responsible to prepare reports for consideration by the architect, surveyor, or maintenance manager. The preparation of the reports might be in the term of weekly reports, periodic reports or special reports (Seeley, 1976). Site meeting is also one of the supervision of maintenance work. This is one of the way to organizing maintenance work. Site meetings will hold regularly on larger jobs and are generally convened by the architect, surveyor, maintenance manager or any person who responsible for the supervision of maintenance work. The main objective of the site meetings is to ensure that satisfactory progress is maintained and to provide the opportunity for clearing outstanding points. Supervision of maintenance work is important for the all parties to get involves in the site meeting including subcontractors (Seeley, 1976). Adequate supervision of work to the new construction and of alteration and repair work need as one of the way in the organizing maintenance to ensure that the materials and workmanship comply with the contract particulars and relevant statutory requirements. In the absence of such strict supervision in the maintenance progress, inferior materials, poor workmanship and the omission of important details can occur resulting in subsequent trouble and expense to the building owner (Seeley, 1976). PLANNED INSPECTIONS A planned inspection is a formal systematic check carried out at predefined regular intervals against a detailed list of plant, equipment and activities (Code of Practice on Planned Inspections, 1993). According to the Baiche, Walliman and Ogden (2006) work needs to check regularly to ensure compliance with legislative requirements (Wood, 2009). The purpose of the planned inspections is been carried out is to ensure the systematic examinations of all locations, facilities, tools, plants, materials and to observe how these are used by employees and contractors. By carrying out the planned inspections and through taking follow up action on any defects or unsafe working practices noted, the maintenance manager or the person who responsible to maintain the building. Critically, planned inspections can effectively contribute to the provision of the safe working environment and reduce the risk of injury to persons, damage to equipment, buildings and to the environment (Code of Practice on Planned Inspections, 1993). Furthermore, planned inspections are carrying out for a variety purposes including preparation a schedule of the facilities that need to maintain and their present condition, detecting misappropriation from predetermined standards and incipient faults that may result in such deviations developing before the next inspections. Other purposes are ascertaining the cause of the misappropriations, the extent of the remedial work necessary to restore to the required standard and prevent a recurrence of the defect, and the relative urgency of the work. Checking that previous work was done in accordance with the instructions and that the work specified was adequate also is a purposes and the reason why the planned inspections is required to carrying out in the organizing maintenance work (Wordsworth, 2001). The complicated design of the buildings and the great variety of the possible defects makes it necessary fully preplan the inspections and to provide comprehensive checklists to ensure that no part of the building is missed from the inspections. Appropriate criteria also should be laid down for each element, components, or equipments and the types of the inspections needed fully defined and documented. Planned inspections also include details of the form of the inspections. For a greater consistency in organizing the maintenance work, special program macros should be prepared for each element and sub element, setting down the essential information required by the inspector with space to record the result and the recommendation of the inspections. For the later processing, a location code is required to assists and gives some information. To facilitate retrieval and computer processing of inspections, the facilities and elements should be grouped according to the location and the peri odicity of the inspections. SCHEDULING CONCLUSION

Free My Antonia Essays: The Growth of Jim Burden :: My Antonia Essays

The Growth of Jim Burden in My Antonia "The movement from possession to loss, from union to separation, is the deep and central pattern of Jim Burden's experience in My Antonia." (Fisher-Wirth) I believe that this quote given by the critic Fisher-Wirth somewhat explains the life of Jim Burden and that although he went through both gains and losses throughout his life; he learned the meaning and purpose of his life with Antonia. In the beginning of the novel, Jim had a family but was soon abandoned by them do to both of their deaths. He was then on his way to his grandparents house in Nebraska to begin a new and different life. At this point, he began a union with both his grandparents as well as Antonia. Antonia and Jim became very close friends and went through many childhood experiences together. Their friendship was soon torn apart when Ambrosch and Jake engaged in a quarrel which separated the two families for quite some time. But once again, the families resolve their differences and become close again. (Chapter 1) When Chapter 2 begins, Jim and his family are separated from Antonia's because of their new move to town. After this separation, Jim and Antonia were brought together again when Antonia came to work in town. This pattern repeats once again as the result of Jim going off to college. He loses touch with Antonia but then, through Lena, becomes connected to Antonia again. As a result of this, Jim goes back home to visit for a short time and then leaves for New York. Finally, twenty years later, Jim travels back to see Antonia and her new, "enlarged" family. He was glad to see that Antonia was finally happy again and enjoyed meeting all her children as well as her husband. With Jim's trip back to Black Hawk, he was able to tie his whole life together. After leaving Antonia's home, Jim felt that his life had made a circle. He realized that through all his gains and losses, the past that he shared with Antonia was so precious. Free My Antonia Essays: The Growth of Jim Burden :: My Antonia Essays The Growth of Jim Burden in My Antonia "The movement from possession to loss, from union to separation, is the deep and central pattern of Jim Burden's experience in My Antonia." (Fisher-Wirth) I believe that this quote given by the critic Fisher-Wirth somewhat explains the life of Jim Burden and that although he went through both gains and losses throughout his life; he learned the meaning and purpose of his life with Antonia. In the beginning of the novel, Jim had a family but was soon abandoned by them do to both of their deaths. He was then on his way to his grandparents house in Nebraska to begin a new and different life. At this point, he began a union with both his grandparents as well as Antonia. Antonia and Jim became very close friends and went through many childhood experiences together. Their friendship was soon torn apart when Ambrosch and Jake engaged in a quarrel which separated the two families for quite some time. But once again, the families resolve their differences and become close again. (Chapter 1) When Chapter 2 begins, Jim and his family are separated from Antonia's because of their new move to town. After this separation, Jim and Antonia were brought together again when Antonia came to work in town. This pattern repeats once again as the result of Jim going off to college. He loses touch with Antonia but then, through Lena, becomes connected to Antonia again. As a result of this, Jim goes back home to visit for a short time and then leaves for New York. Finally, twenty years later, Jim travels back to see Antonia and her new, "enlarged" family. He was glad to see that Antonia was finally happy again and enjoyed meeting all her children as well as her husband. With Jim's trip back to Black Hawk, he was able to tie his whole life together. After leaving Antonia's home, Jim felt that his life had made a circle. He realized that through all his gains and losses, the past that he shared with Antonia was so precious.

Sin and Humanity Essay -- The Scarlet Letter Novels Essays

Sin and Humanity In most novels, old and new, a few general themes can be interpreted. The Scarlet Letter is a novel filled with many contrasting themes. The most prominent theme in the book is that of the many sides of sin. Through the book it is shown that sin is inescapable, un-confessed sin destroys souls, and that there can be different types of sin. Although there are many more themes in The Scarlet Letter, these are most prominent. When stripped to basics there are only two reasons for sin. Love and Hate. These are the only two reasons sin is committed. Although these are rather broad feelings in the spectrum of human emotion, these two emotions seem to control all others. In The Scarlet Letter, this idea of sin is made clear. Sin is portrayed by love and hate. For instance, one of the major parts of the plot is the fact that Hester and Dimmesdale commit ery. This sin wasn’t about hate. It was purely about love. Although this sin is one of love, it doesn’t seem to be and easier to bear by the couple. Another sin of love is the defiance of an entire religion for someone you love. Dimmesdale shows this as he confesses in front of the town. Along with the sin of ery, the book shows a great example of a sin of hate. Chillingworth seems to embody this sin. He is even referred to as the black man (devil). As if a reference to the Devil was bad enough, he was described as having a â€Å"crooked† hunch. Which only translates to his â€Å"Crooked† soul. Over the course of th...

Team Behavior Essays -- Business, Organizational Structure

Team Behavior The organizational structure is compromised of groups and teams. Organizational behavior theory examines individual and group behavior types in relation to performance, organizational structure, ethics, and conflict resolution. Extensive research has been done in the field of development and application of team behavior and the positive or negative impact it has on accomplishing organizational objectives. Tuckman’s team development theory, Mintzberg’s study of organizational politics, and The Ringelmann effect will be examined. These theories provide insight into the complexities inherent in group structure and the mechanisms organizations need to minimize dysfunctional activities. The term group and team are used interchangeably for this discussion although they do not have the same meaning. A team consists of a number of people committed to common goals. Teams help organizations enhance performance, reduce costs, and provide employees with a sense of dignity and self-fulfillment. A team’s composition is formal or informal, its effectiveness is predicated, in part, on an organizations’ culture and the personalities and roles of the team members. . Group Development 1. There are critics of the five†stage group development model. Their main point is that this presentation of a group’s development is too static. Do you agree with this criticism? Why? The Tuckman stages of team development focuses on building and developing teams by analyzing team behavior. The first stage is forming. Group members get to know each other. Tuckman calls this the â€Å"ice breaking† stage. The second stage is storming. In this stage conflicts and power struggles occur as individuals compare views. The third stage is nor... ...for their outputs. Conflict among teams exists in organizations. Conflict aligned with business objectives and fosters positive employee performance (functional conflict), should be encouraged by management. However, conflict between groups that impede business objectives (dysfunctional conflict), must be confronted immediately and eliminated by management. Another form of conflict in organizations is resistance to authority. Mintzberg (1983) describes these tendencies as political games. The whistleblower game attempts to bring about organizational change by exposing practices or behaviors an individual perceives as unethical and in violation of the law. Organizations with sound ethical standards embrace valid whistle-blowing, however, most organizations view whistle-blowing negatively and impose various methods of retaliation against the individual.

The Process of an Earthquake

Have you ever wondered what has to happen to make the Earth quake? British engineer John Michell did. He was one of the first fathers of seismology and was also the first to correctly state what the cause of earthquakes was. In 1960, Michell noted that â€Å"earthquakes and the waves of energy that they make are caused by shifting masses of rock, miles below the surface† in a scientific memoir (USGS, 32). In order for you to completely understand the process of an earthquake you must first understand the process of how an earthquake is measured.An earthquake may not be able to be predicted at the moment but the intensity and magnitude of the earthquake can be measured and categorized. This is done using the Richter magnitude scale. The Richter magnitude scale was developed as a mathematical instrument to compare the size of earthquakes in 1935 by Charles Francis Richter. He was able to recognize that the seismic waves radiated by all earthquakes can provide good estimates of t heir magnitude (Richter). A seismograph is what is used to measure the amount of energy that an earthquake releases as well as the magnitude of the earthquake.It is a logarithmic scale, which means that the numbers on the scale measures factors of 10, so each whole number unit represents a tenfold increase in amplitude. The energy that is measure is about 32 times greater than the next smaller whole number. Using this scale, a magnitude 5 earthquake would result in ten times the level of ground shaking as magnitude 4 earthquakes. Think of it in relation to the energy that is released by explosives. A magnitude 1 seismic wave releases as much energy as blowing up 1 ounce of TNT, which is the equivalent of slamming a large rock onto a table.A magnitude 8 earthquake releases as much energy as detonating 1 million tons of TNT (Richter). An earthquake measuring more than 6. 0 can cause detrimental damage (see fig. 1). The biggest quake in the world since 1900 scored a 9. 5 on the Richter scale in May of 1960. More than 2,000 people were killed, 3,000 injured, 2,000,000 were left homeless, and there was over $500 million worth of damages to southern Chili (Pararas). Whenever there is an earthquake, the layers of the earth grind past one another causing the ground all around to rumble and shake, resulting in severe damage.The Earth is forged of four main layers: the inner core, the outer core, the mantle and the crust. The crust and the mantle are merely the skin to the earth’s surface. This skin is unlike our skin, though. It consists of many pieces that can slowly move past one another. These puzzle-like pieces are called tectonic plates. The edges of the tectonic plates are known as plate boundaries. Plate boundaries have many faults with very rough and jagged edges that can get stuck together. The majority of the world’s earthquakes occur on these faults.When the plates continue to try to move, the edges of the plate boundaries violently unstick, re sulting in the sudden release of energy in all directions. This energy becomes seismic waves, which act like ripples on a pond. The Earth shakes as these seismic waves move through it, and when the waves rip through the earth’s surface, the ground and anything on it shakes terribly (USGS, Science). This can be felt for miles away. The longest earthquake ever recorded originated from the center of the Indian Ocean in December of 2004.It was reported as a 9. 5 on the Richter scale after 3 months, and was measured at a whopping 800 miles, which is about the distance from Houston, Texas to Atlanta, Georgia (Longest). It created the biggest gash in the Earth’s seabed ever. That same earthquake also created horrible conditions such as the Tsunami at Sumatra which caused 61 deaths, and $75 million in damages in Hawaii. There are three different types of plate boundaries; impact zones, spreading zones, and slipping zones.Furthermore, there are two different kinds of impact zon es. One type is when oceanic crust hits continental crust causing a boundary deduction to happen. With the oceanic crust being denser than the continental crust, it withdraws beneath the continental crust. The oceanic crust then melts as it goes under the continental crusts due to the friction of the crusts rubbing against one another. The pressure of the heat causes the melted rock to rise up through faults in the continental crust. This is what causes a volcano to erupt.Another type of impact zone is where one crust is pushed upwards when two continental crusts collide. Mountain ranges are formed this way. The world’s greatest land mountain range, the Himalaya-Karakorum in Asia is the spawn of two continental crusts colliding (USGS, 11). When two plates are moving apart along mid-ocean ridges, a spreading zone occurs. This is when two tectonic plates are moving away from each other and is forming a new crust from the rising magma that is released from the Earth’s cor e.An oceanographer at the National Oceanic and Atmospheric Administration's Seattle lab, Edward T Baker says, â€Å"A spreading zone can be considered as a â€Å"linear volcano† with vent holes occurring at various points along its meandering crest†. (Raloff). Earth's mid-ocean ridge is one near-continuous zone of spreading seafloor. When one plate grinds past another plate it is known as a slipping zone. Slips along the faults in the crust allow stress from the grinding to be released. These fault slips are what cause earthquakes. Just when you might believe that an earthquake is over, you could be mistaken.Earthquakes are capable of having aftershocks that can last several years. The New Madrid fault quake of December 16, 1811 in the United States had reported ground shaking for 24 hours. Occasional severe shaking and disruptions lasted for weeks and aftershocks were felt up until 1817 (USGS, Historic). An aftershock is a smaller earthquake that happens in the same a rea of the original earthquake. As the crust around the displaced fault plane adjusts to the changes that occurred, aftershocks will follow, until the Earth has settled back in place.The final piece of the process of an earthquake is the aftermath. The aftermath is the devastation that an earthquake or any other type of disaster can leave in its wake. When the ground ruptures from the shaking caused by an earthquake, it can result in damage to bridges, dams, roads, railroad tracks, and the foundation of buildings. They can also cause landslides and avalanches as well. Another major cause of damage is when power lines are ripped down and gas lines rupture; this can most likely cause fires.Also, soil liquefaction is very common in earthquakes. It occurs when water-saturated granular material, like sand, momentarily loses its strength and turns from a solid to a liquid. In the 1964 Alaskan earthquake soil liquefaction was the cause of many buildings and bridges sinking to the ground, g radually collapsing upon one another (Dubner). Even undersea earthquakes can create tsunamis that have the possibility to cause extreme damage along the coast. 75 million Americans are in significant danger of being a victim to an earthquake.According to the United States Geological Survey, there have been over 2 million deaths attributed to earthquakes since 1900. The USGS pinpoints 20,000 earthquakes a year; that is about 50 earthquakes a day (USGS, Earthquakes). In conclusion, the movement of the earth’s crust has shaped the earth for hundreds of millions of years, moving the sharp and stony edges over, under, and past one another. Sometimes the movements and the release of energy caused by an earthquake are smooth and gradual; other times, the plates stay locked together.That is when the stockpiled energy that has been storing in between the plates grows strong enough to break apart. That is what makes the earthquake. The Richter scale can tell us the intensity and magnit ude of an earthquake but cannot predict one. Works Cited â€Å"The Longest EarthQuake Ever Recorded. † World Most RSS. N. p. , 6 Sept. 2011. Web. 11 Apr. 2013. Pararas-Caryannis, George. â€Å"Index. html. † Index. html. N. p. , n. d. Web. 11 Apr. 2013. â€Å"Richter Scale. † Science in the Early Twentieth Century: An Encyclopedia. Santa Barbara: ABC-CLIO, 2005. Credo Reference. 0 June 2008. Web. 11 Apr. 2013. Raloff, Janet. â€Å"Pearson – Science News. † Pearson – Science News. N. p. , n. d. Web. 21 Mar. 2013. United States Geological Survey. Earthquake Facts. N. p. , 24 July 2012. Web. 11 Apr. 2013. Line 32 United States Geological Survey. Earthquakes with 1,000 or More Deaths since 1900. N. p. , 30 Nov. 2012. Web. 11 Apr. 2013. United States Geological Survey. Historic Earthquakes. N. p. , 01 Nov. 2012. Web. 11 Apr. 2013. United States Geological Survey. The Science of Earthquakes. By Lisa Wald. N. p. , 24 July 2012. Web. 09 Apr. 2013.

Education and Transformation Essay Essay

Transformative learning is the process of â€Å"using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action† (Mezirow, 2003). It is also a process where â€Å"an education that is transformative redirects and reenergizes those who pause to reflect on what their lives have been and take on new purposes and perspectives† (Will McWhinney et al. , 2003). Jack Mezirow’s central idea is the process â€Å"to make meaning from our experiences through reflection, critical reflection and critical self-reflection â€Å" (Dirkx et al.,2006), Mezirow named this process perspective transformation. According to John M. Dirkx (2006) transformative learning is emotionally driven and focuses more on a deeper learning, his view suggests a more â€Å"integrated and holistic understanding of subjectivity, one that reflects the intellectual, emotional, moral and spiritual dimensions of our being in the world† (Dirkx et al. ,2006). Transformative learning is a process most individuals have experienced once in their lifetime and it is a process that I can closely relate to. My personal experience of transformative learning is closely relevant to  John M Dirkx emotional approach to the process and Mezirow’s Subjective Reframing (self-reflective) (Dirkx et al. ,2006). To demonstrate my personal transformative learning experience, I have included my story in this essay. Education has always been an important factor in my life; unlike some of my peers I enjoy studying and learning. In high school, in year 10 I had to choose my year eleven and twelve subjects. Business studies in secondary school seemed very interesting, hence why I chose it as a year eleven and twelve subject. Throughout my entire education life, I have always had a  great interest in history whether it was ancient or modern so I also chose to study modern history. For me both subjects were very important as they made a lot of difference to my 1 1 ATAR (Australian Tertiary Admission Rank). However with the two subjects I had two completely different experiences, which is related to transformative learning. Firstly, with business studies I had a teacher who lacked discipline and she was a â€Å"vessel full of knowledge and information† and we were her bank account, where she would pour her wisdom and knowledge to us students; this method is called the banking method (personal  communication, 5 August, 2013). Her teaching method included reading information from the textbook and not explaining in detail what certain terms mean and how they relate to our learning. Personally, I would walk out of the classroom as an empty ‘vessel’ and feel like I wasted fifty minutes of my learning time. Each lesson it got harder and harder to concentrate because I did not understand anything that I was supposedly learning, so my other peers easily distracted me. Unfortunately for me, my teacher kept thinking that I was the main source of distraction. Until today I still do not know why she strongly believed that I  distracted everyone else, maybe it was because I did not interact with classroom topics – I did not learn anything and that is why I could not participate in class discussions. Each lesson, I had to sit in the front row by myself or next to a student that was not my friend; some lessons I would not even speak a word but my teacher would still pick on me for turning my head to the direction of the noise a student was making. By the end of year eleven, I absolutely hated my teacher but I never argued with her, I just tried my best to stay focused and teach myself. My parents have always told me to respect my teachers but to also stand up for myself in cases where I felt isolated and disadvantaged. Three months before the HSC (Higher School Certificate), I finally had enough and stood up for myself. It was a Monday morning, I had double period of Business studies and as always I had to sit in the front row and not speak a word. Towards the end of the lesson, I quietly asked the girl next to me about a word I did not understand, before I even had a chance to hear the answer my teacher started to scream at me and that is when I broke down in tears. I tried to explain what I was doing however she 2 2 refused to listen to me so I started to argue with her, I raised my voice at her and told her to stop screaming at me. She instantly sent me to the head teacher of business studies however it backfired on her. I told the head teacher everything that had happened within a year and a half, I showed her my workbook and explained how she lacked teaching skills. Fortunately for me, one of my peers supported me and told her that the teacher kept picking on me. The next day in class we had a new seating arrangement, my teachers attitude had changed  dramatically, she seemed more focus and more serious about teaching. However, I decided to drop business studies as I felt that I could not do well in the final exam and also I could not cope with my teacher. In hindsight I am glad that I dropped that subject and stood up for myself. In comparison, modern history was my favourite subject. My passion and interest for history had a large contribution to my high grades and achievements but my teacher, she is the one who helped me receive the marks I wanted in the HSC. She applied the ‘factory learning’ (personal communication, 5 August, 2013) theory to us, at the end of each lesson we would  have to stand up and explain the key points we had learnt that lesson. Additionally, in every single class we would receive worksheets and a summary of all the important information and she would go through it, with us. If we did not understand something, she was more than happy to take time out of her lunch and carefully explain that topic to us. For two years, every single lesson was fun and interesting, she never raised her voice at us, and instead she would just say ‘shhh’ or just tap us on the shoulder if we were talking over her. In hindsight, I now realise how much my attitude and perspective has changed towards  learning. Both subjects made me realise that I have the knowledge and wisdom to achieve what I want and it also directed me to choose what I want to study in University, which is teaching. Mezirow’s states his perspective on transformative learning by describing it as an 3 3 adult learning that modifies their assumptions and clarifies them. Mezirow calls this the ‘meaning perspective’, which â€Å"selectively shapes and delimits perception, cognition, feelings and disposition† by inclining our motives, goals and expectations (Dirkx et al. ,2006). Personally, my transformational learning experience is linked with Mezirow’s meaning  perspective theory; I made meaning out of my experiences by defining and reflecting on my journey. Many people may not associate a negative and positive experience with transitional learning and meaning perspective but for me those two diverse experiences have transformed my views. I now not only study to become a teacher but I also try my best to practice becoming a helpful, disciplined, understanding and caring teacher, so my students can enjoy my classes and endure positive learning. My personal experience is described as transformative learning as I have changed and learnt  about my learning environment and even more importantly about my strengths and weaknesses. My experience closely relates to both Mezirow’s and Dirkx’s theories. Mezirow’s idea of subjective reframing and meaning perspective and also Dirkx’s emotional approach to the being in the world (Dirkx et al. ,2006). John Dirkx’s approach to transitional learning focuses more on the inner self and inner world. Dirkx’s first point is that we as adults keep our â€Å"personal and private thoughts, beliefs and values† close to our chest and â€Å"only allow a few, if any, others to know†, he further concentrates on our inner voices, the ones that  Ã¢â‚¬Å"lend a felt presence† (Dirkx et al. ,2006). According to Dirkx, these inner voices are not alone, he highlights that our consciousness joins our inner voices, which eventually lead to individual’s thinking why they think of how others perceive them as (Dirkx et al. ,2006). Joining Dirkx on his idea is Willis Harman who states that human consciousness should be given full recognition â€Å"to the primacy of inner conscious awareness†¦Ã¢â‚¬  (O’Sullivan et al. , 2004). Both Dirkx and Harman’s ideas links back to my experience as a high school student. 4 4 Looking back, I kept my true thoughts private and I allowed my inner voices to get the better  of me. Similarly to what Harman suggests, I soon started to recognise my consciousness after I stood up for myself and critically assessed myself for not taking actions earlier. In contemporary society, now, if something similar was to happen I would use my brain and consciousness rather than concentrate on my inner voice. However, Mezirow challenges Dirkx’s idea by highlighting that transitional learning occurs within ones awareness and that the outcome must involve a â€Å"rational process of critically assessing one’s epistemic assumptions†¦Ã¢â‚¬  (Dirkx et al. ,2006). Mezirow further adds to his critique, that the reason why  transitional learning is stopped from being reduced to a â€Å"faith, prejudice, vision or desire† is because; he believes that it happens within awareness and consciousness (Dirkx et al. ,2006). Furthermore, my transformational learning experience allowed me to have a better understanding of myself, I was able to self reframe (self reflect) on my journey and observe the situation that I endured and finally recognise the main reason that factored to having a transformative experience. Hence, why I believe that both Dirkx and Mezirow’s theories relate to my personal experience. In addition to Mezirow, Dirkx and Harman’s ideas, Roslyn Arnold argues that in order for effective learning to take place an effective teacher should be put in place (Arnold, 2005)John Hattie who studied ‘America’s very best teachers’ highlights that the key ingredient for the most effective teaching is not reducing class sizes or introducing new technology or asking for parent help or tutoring or concentrating on certain students, it is finding a classroom teacher that has an impact on children. He further adds that our focus should be shifted to higher quality teaching rather than seek for other solutions (Arnold, 2005). Arnold puts forward the idea that although teaching and learning is vital in schools, teachers should also recognise that students well-being are just as important as their learning. Arnold also recognises the fact that it is not only â€Å"what we learn, but it is also about how we feel about 5 5 what we learn† (Arnold, 2005). Personally I can relate to both Arnold and John Hattie’s ideas with regards to my modern history teacher. As previously stated, my modern history teacher cared for our well-being along with our learning, she did this by having group conversations  with us about what we did on the weekend or on some days when we finished our class work early we would show her funny pictures we found on Facebook. Most of all, she would show great interest in our studying and grades so she would ask us to tell her the best way we learn and how else she could make the HSC year a little less stressful for us. It was also the way I felt about the subject, I absolutely enjoyed every single minute of modern history, I would look forward to each lesson and I would always participate in-group discussions. In comparison with my business studies teacher I could not even ask questions that were  relevant to the topic, she did not care for my well-being, she would intentionally make jokes that would hurt other students or make rude comments. Of course no one made a complaint about it because they enjoyed wasting quality-learning time and distracting her from teaching. Both Arnold and John Hattie’s theories are extremely important, they not only suggest that learning is part of our environment and consciousness but they also look for other elements that impact students education and my experience with both teachers significantly show that their ideas are right. In conclusion, the reason why I selected to discuss both of my personal experiences is because I can relate to Jake Mezirow, John Dirkx, Willis Harman, Roslyn Arnold and John Hattie’s concepts and ideas significantly relate to my transition. Recognising and self-assessing your experience is essential to individuals like myself, if I did not recognise and self reframe myself, I could not have move forward or transform. Although Mezirow argues that transition happens in awareness and Dirkx argues that it happens when we are unaware, I personally believe that it is both as individuals can listen to their inner voice but 6 6  also be conscious while transforming. Arnold and John Hattie both argue strong and important points, high quality teaching will always have a positive impact on students and if teachers care for their well being then problems such as mine will not happen. Personally, I am glad that I experienced both a negative and positive learning environment as it allowed me to change the way I think and express my thoughts and values without having to worry about being yelled at. It was also a good experience because when I do become a teacher I will always keep in mind my experiences and never treat my students the way my business  studies teacher treated me. Some individual’s experiences include environmental factors, family, friends and work that allow them to transform. My personal experience included enduring two diverse learning experiences that made me transform to the young teacher I will be, who will always put her students well being first. 7 7 REFERENCE LIST Arnold, R. , (2005). Empathic intelligence. Dean of education at the University of Tasmania (UNSW Press). Dirkx, M, J. , Mezirow, J, & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of Transformative Learning a dialogue between John M. Dirkx, Jack Mezirow and Patricia Cranton. Journal of Transformative Education; 4; 123, doi: 10. 1177/1541344606287503 McWhinney, W, & Markos, L. (2003). Transformative education: across the threshold. Journal of Transformative Education; 1; 16, doi: 10. 1177/1541344603252098 Mezirow, J. (2003). Epistemology of transformative learning. Unpublished manuscript. O’Sullivan, E. V. , & Taylor, M. M. (2004). Glimpses of an ecological consciousness. In Learning toward an ecological consciousness: Selected transformative practices (pp. 5-24). New York, NY: Palgrave Macmillan. 8 8 BIBLIOGRAPHY Cooper, S. (n. d). Transformational learning. Theories of learning in educational psychology. Retrieved from http://www. lifecircles-inc. com/Learningtheories/humanist/mezirow. html (accessed 5 September 2013) 9 9 View as multi-pages TOPICS IN THIS DOCUMENT Consciousness, Education, Learning, Learning curve, Meaning of life, Teacher RELATED DOCUMENTS Education Philosophy †¦ formal logical techniques to philosophical problems. My educational philosophy is based on personal experience, and from daily observations. 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Child Labour Essay

Children are the flowers of heaven. They are the most beautiful and purest creation of God. They are innocent both inwardly and outwardly. No doubt, they are the beauty of this world. Early in the morning when the children put on different kinds of clothes and begin to go to schools for the sake of knowledge, we feel a specific kind of joy through their innocence. Introduction But there are children, those who cannot go to schools due to financial problems, they only watch others go to schools and can merely wish to seek knowledge. It is due to many hindrances and difficulties; desperate conditions that they face in life. Having been forced to kill their aspirations, dreams and other wishes, they are pressed to earn a living for themselves and for their families forgotten the pleasures of their childhood. When a child in order to earn his livelihood, does any kind of job, this act of earning a livelihood is called as Child Labour. Not all work done by children should be classified as child labour that is to be targeted for elimination. Children’s participation in work that does not affect their health and personal development or interfere with their education is generally regarded as being something positive. Whether or not particular forms of â€Å"work† can be called â€Å"child labour† depends on the child’s age, the type and hours of work performed and the conditions under which it is performed, as set out in the ILO Conventions. But before we go ahead, we must be clear about definition of child in our mind. In this regard United Nations International Children’s Emergency Fund (UNICEF)’s definition is regarded as standard, which defines â€Å"child† as anyone below the age of 18, and â€Å"child Labour† as some type of work performed by children below age 18. But, it must also be noted that individual governments may define â€Å"child† according to different ages or other criteria. Child and childhood are also defined differently by different cultures. a child is not necessarily defined by a fixed age. Social scientists point out that child’s abilities and maturities vary so much that defining a child’s maturity by calendar age can be misleading. Definition Child Labour is the natural outcome of extenuating circumstances, which evolve when the compelling forces of abject poverty, sprouting population, and non-existent facilities of health, education and welfare, exploited the deprived and disadvantaged populace. The International Labour Organization (ILO) defines child Labour as: 1- When a child is working during early age 2- He overworks or gives over time to Labour 3- He works due to the psychologically, socially, and materialistic pressure 4- He becomes ready to Labour on a very low pay History The concept of child Labour got much attention during the 1990s when European countries announced a ban on the goods of the less-developed countries because of child Labour. The curse gained power in the industrial revolution at the end of nineteenth century. The Victorian era became notorious for employing young children in factories and mines and as chimney sweeps. Child labour played an important role in the Industrial Revolution from its outset, often brought about by economic hardship. The children of the poor were expected to help towards the family budget, often working long hours in dangerous jobs for low pay, earning 10-20% of an adult male’s wages. In England and Scotland in 1788, two-thirds of the workers in 143 water-powered cotton mills were described as children. In 19th-century Great Britain, one-third of poor families were without a breadwinner, as a result of death or abandonment, obliging many children to work from a young age. Not only in the west, but also in the East and Middle-East countries, this curse was rooted in societies, but not as intensely, as in the West. With the passage of time, with growing economic pressure, people had no choice but to make their children share their economic burden and help them financially. Statistics According to estimates by International Labour Organization (ILO), in their report of 2006, the number of working children aged 5-14 years was globally190 million. Country Child Labour Remarks Asia 122 Million Greatest in Number Sub-Saharan Africa 50 Million 26% of total Latin America 5 Million Least Rest 13 Million – The following statistics summarise the key findings from the third ILO Global Report on Child Labour Accelerating action against child labour which contains new global estimates on child labour. Children comprise of 60% of the world’s total. On average, one child in every seven can be classified as a child labourer. The incidence of child labour is highest in Africa where 41% of 5-14 years old children are known to labour, compared with 25% in Asia and 17% in Latin America and Caribbean. In 2008, there were approximately 215 million child labourers, aged 5-17, in the world. Among them, 115 million children were in hazardous work (a term which is often used as a payment, only food and a place to sleep. Children in informal sector work receive no payment if they are injured or become ill, and can seek no protection if they suffer violence or are maltreated by their employer. 10% of these children are working 60 hours a week. Classification UNICEF has classified child work into three broad categories: 1. Within the Family Children are engaged without pay in domestic household tasks, agricultural pastoral work, handicraft/cottage industries etc. 2. Within the Family but outside the Home Children do agricultural/pastoral work which consists of (seasonal/ full-time) migrant labour, local agricultural work, domestic service, construction work and informal occupation e.g. recycling of waste- employed by others and self-employed. 3. Outside the Family Children are employed by others in bonded work, apprenticeship, skilled  trades (Carpet, embroidery, and brass/copper work), industrial unskilled occupations/ mines, domestic work, commercial work in shops and restaurants, begging, prostitution and pornography. Its further classifications are: a. Migrant Child Labour Child migrate from the rural area to the urban or from smaller to larger towns cities either with their families or alone. They migrate either for better employment opportunities or to escape from bondage b. Bonded Child Labour Children are pledged by their parents/guardians to employers in lieu of debts or payment. The rates of interest on loans are so high that the amount to be repaid accumulates every year, making repayment almost impossible c. Urban Child Labour The phenomenon of urban child labour includes street children. These children belong to three broad categories: i. Children on the Street Working children who have families but spend most of their time in streets They earn for themselves and may or may not contribute to the family income. ii. Children off the Streets Working children who have left their families in villages or towns and have migrated to the city. They do not have a place to live and hence spend their nights at the railway platforms, bus stands etc. They live independently and usually spend all that they earn in the same day. iii. Abandoned/Orphaned Children Working children without families or whose families have abandoned them They spend their lives on the streets without any kind of support and are hence the most exploited and abused of the lot. d. Invisible Child Labour Children work in the unorganized or/and informal sector. They do not come under the purview of law. They constitute a substantial proportion of the child labour in the country. Most of them do not go to school and are involved in criminal activities. Causes There are a number of causes which are responsible for this curse; some of the major of these is discussed as below: Poverty International Labour Organization (ILO) suggests poverty is the greatest single cause behind child labour. There is also the high inflation rate to contend with. As of 2008, 17.2% of the total population lives below the poverty line, which is the lowest figure in the history of Pakistan. Poverty levels in Pakistan appear to necessitate that children work in order to allow families to reach their target take†home pay. Literacy and Educational Problems Majority of the population of the country is illiterate. It is pitiful that they themselves do not want to get educated. This may be due to any of these reasons: Quality education is expensive. To get their children educated, parents have to work more and harder to meet the expenses. This leads to disappointment among the parents and they either send them to â€Å"Madrassas† or send them to work. A student who has just passed his matriculation exams, and unfortunately was not able to secure good marks has very dull chances of making a profitable career in the future. Thus he joins some workshop and starts learning mechanics which enables him to earn a livelihood in the future. This may take long, but this always works. There also exists a phobia among teen agers that education is very tough, demanding and difficult. So, sometimes they do not go for education and always are in quest of alternatives. Irrelevant, non-effective and non- standardized, non-vocational education has made schools and education system just a burden to society. Illiterate parents do not realize the need for a proper physical, emotional and cognitive development of their child. As they are illiterate, they do not realize the importance of education for their child. Traditional Values In third-world countries, where child labour was common, as well as in contemporary child labour of modern world, certain cultural beliefs have rationalized child labour and thereby encouraged it. Some view that work is good for the character-building and skill development of children. In many cultures, particular where informal economy and small household businesses  thrive, the cultural tradition is that children follow in their parents’ footsteps; child labour then is a means to learn and practice that trade from a very early age. Similarly, in many cultures the education of girls is less valued or girls are simply not expected to need formal schooling, and these girls pushed into child labour such as providing domestic services. Ignorance of Parents This is one of the important social cases often visible in step-parents and foster-parents. The parents are simply ignorant of adverse consequences of child labour. They just put their children to work and become contented that the total income of the house is increased. And if at all, they know about the circumstances, they are unaware of their rights and are less likely to complain or revolt. Sometimes, even adverse circumstances are noticed. The parents just leave their children alone and ask them to earn their livelihood themselves. Sometimes parents sell their children in order to repay debts or secure a loan. Ineffective Enforcement and Violation of the Legal Provisions Pertaining to Child Labour Even when laws or codes of conduct exist, they are often violated. For example, extensive subcontracting can intentionally or unintentionally hide the use of child labor. There may be a number of reasons for violation e.g. The laws may be vague, inconsistent or confusing. The government has not that much capabilities and resources to implement the laws. There may be some iron hands who do not want to implement the laws because of their own benefits. Justifications of Employers Child labour plays an important role in mills and factories because child labour is cheap, easily available, easily accessible and better managed as they are not able to unite against the exploitations. In countries with largest number of child labourers; India and Pakistan, mill owners justify the involvement of children in industry as they have nimble fingers which enable them to give special attention to details. Some, sort of work, they argue, can’t be done by adults as flawlessly as done by children e.g. embroidery, football stitching, carpeting, delicate glassware etc. On the  side of the firms, the low cost of child labour gave manufacturers a significant advantage in the Western marketplace, where they undersell their competitors from countries prohibiting child labour, often by improbable amounts. Other Factors Child soldiers are forcibly enlisted into military services and operations. The international sex trade places great value on child prostitutes. Girls and to a lesser extent boys also, are kidnapped from their homes (or sold) to networks of child traffickers supplying overseas markets: poverty and sexual and racial discrimination also drive children into tourist sex trade. Other factors may include high rate of inflation, population explosion, unemployment, uneven distribution of wealth and resources, discrimination among the nation and against minority groups, poor infra-structure, outdated social customs and norms and plethora of other factors. Forms of Child labour During the year 2001 and 2002 the government of Pakistan carried out a series of consultation of tripartite partners and stakeholders (Labour Department, trade unions, employers and NGOs) in all the provinces. The objective was to identify the occupations and the categories of work, which may be considered as hazardous under the provisions of ILO Convention 182. As a result of these deliberations, a national consensus list of occupations and categories of work was identified, which is given below: Work inside underground mines over ground quarries, including blasting and assisting in blasting Work with power driven cutting machinery like saws, shears, and guillotines, ( Thrashers, fodder cutting machines, also marbles) Work with live electrical wires over 50V. All operation related to leather tanning process e.g. soaking, de-hairing, liming chrome tanning, de-liming, pickling de-fleshing, and ink application. Mixing or application of pesticides insecticide/fumigation. Sandblasting and other work involving exposure to free silica. Work with exposure to All toxic, explosive and carcinogenic chemicals e.g. ammonia, chlorine, sulphur dioxide, organic and inorganic acids, caustic soda, phosphorus, epoxy, resins, metal fumes of heavy metals like nickel, mercury chromium, lead, arsenic etc. Work with exposure to cement dust (cement industry and  construction industry) Work with exposure to coal dust Manufacture and sale of fireworks explosives Work at the sites where Liquid Petroleum Gas (LPG) and Compressed Natural Gas (CNG) are filled in cylinders. Work on glass and metal furnaces Football stitching and making of toys Work in the clothe printing, dyeing and finishing sections Work inside sewer pipelines, pits, storage tanks Stone crushing Lifting and carrying of heavy weight specially in transport industry ( 15kg and above) Work between 10 pm to 8 am ( Hotel Industry) Carpet waving Working 2m above the floor All scavenging including garbage and hospital waste Tobacco processing ( including Niswar) and Manufacturing Deep fishing ( commercial fishing/ sea food and fish processing Sheep casing and wool industry Ship breaking Surgical instrument manufacturing specially in vendors workshop Bangles glass, furnaces Beggary, prostitution and other criminal activities Laws and Reforms Before we talk about labour laws, let’s first have a look at the constitutional provisions pertaining to child labour. †¢ Article 3: The state shall ensure the elimination of all forms of exploitation and the gradual fulfillment of fundamental principle, from each according to his ability and to each according to his work. †¢ Article 11(3): No child below the age of 14 years shall be engaged in any factory or mine or any other hazardous employment. †¢ Article 25(A): The state shall provide free and Setting-up credit and savings schemes in an attempt to provide alternatives to bonded labour. Vocational education is also one of the major clauses compulsory to all children of the age of five to sixteen years in such manner as determined by law. †¢ Article 37(e): The state shall make provision for securing just and humane conditions of work, ensuring that women and  children are not employed in vacations unsuited to their age or sex, and for maternity benefits for women in employment. Following instruments of legislation deal exclusively with the subject of child labour. †¢ The Employment of Children Act 1991 †¢ The Employment of Children Rules 1995 Other than these two, there are other laws as well which deal with the employment of children and regulate the working conditions for employed child workers. Mines Act, 1923 The Children (Pledging of Labour) Act, 1933 The Factories Act, 1934 The Road Transport Workers Ordinance, 1961 Shops and Establishments Ordinance, 1969 The Bonded Labour System Abolition Act 1992. The Punjab Compulsory Education Act 1994 Merchant Shipping Ordinance, 2001 Efforts to Reduce Child Labour Save the Children Movement Save the children has also been working with some of the sporting goods manufacturers represented by the Sialkot Chamber of Commerce and Industry (SCCI) and their international partner brands, represented by the World Federation of the Sporting Goods Industry (WFSGI). This joint effort is aimed at ensuring that children are not employed to stitch footballs. Save the Children has also worked on project with the British Secretary of State for International Development to phase out child labour in Sialkot. The  £750,000 donated by Britain will be spent on education and training, and also on SPARC SPARC has conducted research that goes into producing its publications, including three major books on child labour, juvenile justice and child rights. Its annual report The State of Pakistan’s Children and a large number of brochures, SPARC has conducted a number of research studies. SPARC has continued to ask successive governments to upgrade their laws to set a legal age limit for employment in Pakistan, although they have not been successful in doing so. Other NGOs Other NGOs that has worked on the issue of child labour in Pakistan includes organization such as UNICEF. UNICEF supported the NCCWD in drafting of the Child Protection Law and the Child Protection Policy and initiated the establishment of Child Protection Monitoring and Data Collecting System. Many other NGO such as ROZAN has work to protect the children. SPARC is also an NGO. Impacts on Society Some of the impacts of Child labour are as follows: Stunted growth of future generation Inability to contribute to and benefit from development Citizens with accumulated frustration Adult unemployment Depreciation in wages Rising poverty level and economic inequality Increased abuse rate of children Heightened crime rate Increased illiteracy Citizens with inferiority complex Malnourished and sick citizens Political instability Inter-generational phenomenon of child labour Increased constrictions in the development process Wasted human resources, talents and skills Suggestions to Eradicate Child Labour Possibly there can be no remedies for this problem. However short and long measures are possible. Rather child labour is banned in law but it is there as crime. However, it needs to draw the attention of concerns to the issue so that the root causes of issue may be explored and take a step forward with better strategy to cope with the issue systematically. The law-breakers must be punished accordingly. The parents of the children should be motivated for the purpose. The support mechanism should include schooling facilities, evolve marketing linkages of certain occupations and crafts by making communities the owner of their business preventing from external exploitation The children we employ in our homes will grow up and head  families of similarly low income. They will want their children to earn for them the same way they did for their parents. A steady family profession will be established, which will repeat and multiply in each generation. Until and unless we remove this economic incentive for having more children, poverty and population control will remain elusive. By refusing to employ a child in your home, you can help solve the problem As the provision of universal and compulsory education should be fixed upto matriculation at least, in the very start. This education should be completely free with free provision of books and uniform. The banks should advance loans for the affected families, as by micro credit banks, to start some cottage industry at their homes. Loans should be interest less and very small installments should be covered. All such cottage industries should work under the supervision of an expert. Also, facilitate and sensitize Government to take steps getting workers out of debt. For the purpose special funds might be allocated. Children used to labour can be best equipped with manual competence, by inducting them to technical and professional training. For them, special vocational institutes should be opened for best results, where education and technical knowledge shall go hand-in-hand. Small stipends shall virtually work wonders. Disabled children must receive priority attention due to their particular vulnerability to exploitation in the worst forms of child labour on the streets. Civil society and media’s engagement can change the attitude. It can raise awareness among people about child labour, population growth and its adverse effects on health and development, thus alleviating children’s vulnerability to get abused. Children should be guarded against hard work, in accordance with the children’s right and human rights. They should be provided opportunities to better their lot by giving them a chance to physically, intellectually, morally and socially to grow, develop and progress. Various international agencies are closely cooperating by providing monetary assistance besides material goods. All these materials and funds should be employed for their welfare, and, no one should be allowed to rob them of rightful privileges and facilities. In this respect, there is wide scope for N.G.O’s should come forward and chalk out practical planning for the alleviations of child labour. Summary The project is about a very controversial issue: Child Labour. The report  conveys that how the innocent creatures are bound to work for longer hours in very minute amount of income and gaining benefit of them. Child labor is a multi-dimensional issue. With no intentions of demystifying this complex, one would focus on the difference between child labor and child work, and possible consequences of deliberate or unaware exercise of the two terms interchangeably. Child labor reflects the violation of child rights leading to exploitation and deprivations of all kinds. Child work reflects social inequity and insecurity, dearth of social safety networks, magnitude of poverty, lacking of opportunities for health and education, and financial independence. The report also states the classifications, forms, reasons and impacts of child labour on society. It further talks about different laws and organization working for these laws. It also points out the ways to stop this curse. References en.wikipedia.org/wiki/child_labour www.ilo.org/global/topics/child-labour www.unicef.org/protection/files/child_labour.pdf www.ilo.org/ipec/facts www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html www.child-abuse.laws.com/child-labor www.childlabour.in www.childinfo.org/labour_education.html www.elct.org/about/overview.html www.tnchildlabour.tn.gov.in/causes.html www.childlabordata.com/the-effects.html Bibliography Child Labour & Educational Disadvantage a Review by Gordon Brown