Confidentiality: Childhood and Sensitive Information Essay

the principles and boundaries of confidentiality are to do with safeguarding children and young people. The principle – or main reason for having confidentiality in settings is to maintain positive, supportive, respectful relationships with children and young people that recognises each individual’s right to privacy, their right to protection and their right to free expression. This could be done by finding quiet less public areas for discussing information, ensuring information given within a setting isn’t repeated outside of the setting for less professional reasons, everyone connected with a setting understands how sharing information relating to safeguarding is valued and welcomed. A boundary of confidentiality is that it isn’t always appropriate/safe to keep information confidential where there may be a risk of harm to a child or young person. Confidentiality is essential in schools. The same rules of confidentiality apply whether you are employed by the school or you are working as a volunteer. You may have been told sensitive information about a child because it helps you to carry out your role, for example, about their health or particular needs. This is sensitive information and should never be a topic for discussion in the staff room or with other parents. As a teaching or learning support assistant, you may find that parents approach you to tell you personal or sensitive information. You must let them know that you would need to share it with your manager or supervisor. Information can be passed on without permission when a child is at risk of abuse or harm. However, the information should only be passed to specific people who ‘need to know’. They can then take action and provide support to protect the child. If you are in doubt, you should always ask for advice. Information sharing In some circumstances, when a child may be at risk of significant harm, information can be shared without consent with professionals who need to know. Failure to share information has been highlighted in a number of serious child abuse cases. Sharing information ensures that problems are identified early and action is taken when children are thought to be at risk of abuse. There will be systems within your school on ways that this is done. You should always ask for advice before sharing information. and from the Collins SCH 21 chapter – and title on amazon It is best to treat everything you learn about children and their families in your workplace as confidential information; it is advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone wants to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you or not.

Inclusive teaching and learning Essay

Organisations working within the learning and skills sector face increasing challenges as the UK becomes more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and underachievement. The aim of this CPD builder is to raise awareness of the inclusion challenges in organisations, and provide ways of meeting those challenges. You might like to use the Small steps – big difference tool to help you identify the challenges most relevant to you. In this CPD builder you will find a wide range of information and guidance on inclusion in the form of research, checklists, case studies, good practice advice, videos and activities. There are suggestions of how you can use each resource for CPD to ensure that inclusivity is embedded into all activities and goes further than a ‘tick box’ approach, alongside prompts to help you reflect on your current practice. The resources use a variety of pedagogy approaches but those most frequently referred to include using e-learning and technology, differentiation and assessment for learning. The learner voice is a crucial aspect in promoting inclusivity as it requires listening to learners’ opinions and involvi ng them in planning – you should consider how the resources can help you do this. Exploring these resources and using and adapting the ideas they suggest will help you to: ensure no learners are isolated or marginalised through language, culture or any other difference that may influence thoughts and actions or form a barrier; work towards eliminating discrimination and harassment;  recognise and accommodate learners’ individual needs;  ensure that all learners have equal access to the curriculum; explore how the 10 pedagogy approaches can promote understanding about inclusion and inclusive practices. Please note: The term ‘inclusion’ has been used in most instances, however ‘diversity’ has also been used when describing actual individual and group differences, particularly relating to cultural diversity. Objectives After using this CPD builder, you should: be able to relate the ideas to your own experiences and inclusion challenges in your organisation; be able to recognise how different pedagogy approaches can spread awareness and accommodate learners needs; and be able to evaluate the usefulness of the resources to your own practice and CPD. Skills I will need to ensure my practice is inclusive The ability to work with colleagues to review the inclusion challenges in my own organisation. The ability to plan sessions that promote active learning and provide assessment opportunities that are accessible to all learners. The ability to develop materials and resources that are accessible to all learners and accommodate their needs. The ability to identify the varying needs of learners and to provide the support or adjustments necessary. Knowledge I will need to ensure my practice is inclusive An understanding of the range of inclusion challenges for teachers, managers and learners. An understanding of the strategies, tools and pedagogy approaches that support a whole organisation approach to inclusivity. An understanding of the materials and resources that enable equal access to learning and assessment and how to adapt them. An understanding of how learners can take responsibility for their own learning. Activities Support for your CPD You can work through the ideas in the CPD builder on your own but you are likely to find it more enjoyable and challenging if you seek the support and involvement of colleagues. There are also lots of sources of further information and guidance you can draw on to help you make the most of the experience. Explore some of the options in the list above. SLC or ALC, E-Guide or e-CPD Professional Development Adviser Your Subject Learning Coach (SLC) or Advanced Learning Coach, E-Guide or e-CPD Professional Development Adviser, or staff with a similar role within your organisation, can support your professional development. They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you have learned. If e-learning is an area where you particularly want to develop your practice, make  contact with your E-Guide or e-CPD Professional Development Adviser. They have a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares one of these roles with a neighbouring provider. You can also work informally with colleagues in your team. Look out for face to face or virtual networks of colleagues with similar interests to your own.  Learners can contribute to your professional development. Involve them as you plan, try out and evaluate new approaches. They are the experts on their learning and insight into what works well can help them as well as you. Supporting your CPD Look at the activities and tools in the Supporting your CPD area of the website. You can use the CPD activity: Small steps – big difference to review your current practice and identify areas for development. As you reflect on your professional development needs and experiences, refer to the reflective tool: Putting CPD into action. This can help you put together your CPD plan and consider the evidence you might look for. Documents in the CPD library can help you as you try out and evaluate new ideas that you have discovered through CPD builder and record the outcomes for your CPD portfolio. You could: devise a Supported experiment using the downloadable guidance notes and form find out more about Action research and how it can contribute to your professional development investigate Peer observation or Teaching squares as ways of working with colleagues to develop your practice. Institute for Learning website For more information about your CPD and the professional registration requirements for teachers in the learning and skills sector, visit the Institute for Learning website at www.ifl.ac.uk You may also want to explore: the different types of CPD activities you could undertake and how the CPD builder can contribute to your professional development plan  how you can use the Institute for Learning tool REfLECT to record your activities and reflections in your personal learning space. Support from LSIS’s Teaching and Learning Programme Subject Learning Coaches (SLCs) and Advanced Learning Coaches (ALCs) supporting coaching activities play a central role in LSIS’s Teaching and Learning Programme. They support individuals, teams and organisations to release their potential. Find out who the SLCs and ALCs are in your organisation and ask how they can help. Coaching has been shown to have a positive and lasting impact on practice. Find out more about the Professional Training Programme (PTP) for SLCs at www.subjectlearningcoach.net Coaches participate in regional Subject Coaching Networks and other peer and community activity such as virtual networks and action research projects to collaborate, bring and exchange ideas and resources developed within their organisations. Any teacher can attend a Subject Coaching Network so ask your SLC for details of the next network in your subject area or visit the website at www.subjectlearningcoach.net/events.aspx Managers’ Engagement and Support Programme The support of senior managers is vital to the successful deployment of SLCs in your organisation. Find out more about the Managers’ Engagement Support Programme (MESP) at www.subjectlearningcoach.net/managers_area/index.aspx If you are a SLC or ALC with a management role, you may want to take part in the MESP and exchange ideas on what you can do to support CPD across your organisation. Effective teaching and learning Teaching effectively and facilitating effective learning requires the use of a range of different but mutually supportive pedagogy approaches. The resources in this topic will take you through the pedagogy approaches and how they can support inclusive teaching and learning, prompting you to reflect on your own practice. These resources can be used individually or within a group CPD session to explore in depth the approaches you might use with learners and to understand more about why and how they work. To develop your skills and understanding in the use of technology to enhance learning, join the eCPD programme and explore the online learning space were you will find teachers sharing their ideas and experiences. Through using inclusive teaching and learning approaches you can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning you can support progression and help them become expert learners. This topic also provides information about using case studies effectively, which can be a useful tool in promoting inclusivity. These activities can contribute to meeting the Institute for Learning (IfL) 30 hours (or pro rata) continuing professional development (CPD) requirements and can be related to the personalised elements in the professional formation framework to provide supporting evidence of self-evaluation, teaching and learning and subject currency. Developing the expert learner This flexible, generic resource uses a range of learner settings, including prison and work-based learning, to illustrate different aspects of Developing the expert learner under three key strands of: Learner voice; Learning how to learn; and Assessment for learning. The video clips included in the resource provide examples directly relevant to aspects of inclusive teaching and learning, such as age and faith. Becoming ‘expert learners’ enables learners to take greater control of and responsibility for their own learning. Set up a group CPD session using the ‘learner journey’ resource in the ‘Getting started’ section. Try out the two activities in small groups. In what way might inclusion issues have an impact on the development of expert learner characteristics? How can you promote the development of these characteristics? Can you imagine any scenarios where expert learner characteristics might help to break down barriers to learning? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Using pedagogy to promote inclusive learning These three resources focus on how different pedagogy approaches relate to inclusion and can help promote an inclusive learning environment. Through using these alone or with colleagues you can review how well inclusion is embedded into your practice, and how your organisation can embrace inclusion more fully. The resources will also give you ideas for enabling learners to extend and take responsibility for their own learning. The resources Introducing the 10 pedagogy approaches and Talking teaching, training and learning explore each of the pedagogy approaches and how they can be used. You can also download a set of cards that go into detail about each approach and include suggestions for using the cards individually and with colleagues. The Equality and diversity quick start guide shows how the approaches can be used to promote inclusion. Explore each pedagogy approach and reflect on your own practice. What new approaches could you adopt? How could you use co-operative learning to help prepare learners for job-based team working? How thoroughly do you plan your lessons and how much do you involve learners in planning their own learning? In a CPD activity with colleagues share ideas for setting ground rules or modelling acceptable behaviours to promote inclusivity. Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Effective teaching and learning toolkits The Effective teaching and learning area of LSIS’s Excellence Gateway contains a number of toolkits that can support your practice. The Planning toolkit will help you to understand how to plan sessions and courses effectively with both colleagues and learners. It also explores how to support learners’ planning skills and ways in which you can help them to develop expert learner characteristics. This toolkit will support your use of the resources in the ‘Session and course planning’ topic. The Case study toolkit will help you explore how and when to use case studies to promote inclusive teaching and learning. Case studies help learners engage with real issues and can promote positive attitudes and behaviours. The Effective questioning toolkit focuses on ideas to help you develop your own questioning strategies to identify learners’ needs and use different assessment techniques. The toolkit will also help you support learners in developing their own questioning strategies. These three resources include videos, questions and activities and will help you to understand: why planning is an essential part of successful course delivery and how it can promote individual and whole organisation approaches to inclusive teaching and learning; what is mean by ‘case studies’, the positive impact of using them and how to design effective case studies; why, when and how to ask questions to promote learning and support inclusivity. Explore the resources on your own or with colleagues and consider how you could these approaches in lessons or assessments to promote inclusive teaching and learning. Discuss how effective planning can impact inclusivity. How can you ensure case studies meet the needs of different learners? What pedagogy approaches do you think using case studies and a range of questioning strategies support? How can you work with colleagues and learners to plan inclusive activities and sessions? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflection on progress. An introduction to inclusive teaching and learning The challenges in ensuring that teaching and learning is inclusive relate largely to the complexity and the number of issues that teachers, managers and organisations need to be aware of in order to meet the needs of all learners. The resources in this topic include specific guidance on disability, learning difficulties, ethnic, cultural, religious and social diversity, gender, age and sexual orientation issues. They also provide guidance on using the 10 pedagogy approaches to promote inclusion, and putting organisation-wide policies into practice. The varied nature of the resources provides a wide range of material to stimulate your thinking and enable you to benefit from others’ experience. Videos show teachers, managers and learners explaining their own inclusion challenges and how they are resolving them, giving you an opportunity for  modelling. Case studies explain how good management and teaching practice aids inclusion in other organisations, and provide ideas you can adapt to suit your own circumstances. Research reports, checklists and detailed guidance offer a menu of suggestions for you to adopt. Using the CPD model of analysis, action and reflection, explore individually or with colleagues those resources which relate to the inclusion issues that currently exist in your organisation. Putting these ideas into action with your learners or colleagues through a structured Action Plan and Reflective Log can contribute to your 30 hours (or pro rata) CPD requirement and can be related to the personalised elements in the professional framework to provide supporting evidence of self-evaluation, professional development and reflective practice. Promoting equality and diversity The Promoting equality and diversity resource offers tools to help you review how well you and your organisation promote equality and inclusion. They will enable you to find new activities and encourage your organisation to fully embrace an inclusive approach to teaching and learning. Individually, use the Equality and diversity pro forma to examine your own practice and your organisation’s approach to inclusion. Next, set up a group CPD session with colleagues to discuss these issues and share ideas about approaches to help improve your practice. In small groups use the prompts in the Help sheet to stimulate discussion. The Help sheet is divided into: what you should know about your learners; the difference between differentiation and inclusion; strategies for teachers, managers and whole organisation approaches; and terms and definitions relating to inclusion. What strategies could you adopt? How can you ensure that you are promoting inclusivity rather than just differentiating between learners? In a CPD activity with colleagues, share ideas for inclusion-based ground rules or ways of modelling acceptable behaviours. Use the resources as a discussion prompt to learn from each other and to agree organisation-wide improvements. Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Encouraging inclusive teaching This seven-page OFSTED document shows how inspectors assess the impact of a school on community cohesion. The General Teaching Council (GTC) website presents research and case studies on inclusion of learners from different religious, ethnic and social backgrounds, plus further ideas for self-reflection and classroom activities around increasing inclusion. These resources will give you valuable background information on experiences in schools in multi-ethnic and multicultural communities, show you what to aim for, and prompt ideas for ways of enhancing inclusion in your organisation. Whilst these resources are school based, they include useful lessons for the learning and skills sector. Discuss with colleagues what is meant by ‘Community cohesion’, remembering that effective community cohesion embraces all strands of equality and diversity. Consider carrying out a survey of cultural diversity within your organisation and the local community, creating a plan for using this data to promote inclusivity. Consider what impact your organisation is making on the community. How could you use co-operative and experiential learning approaches to enable learners to share personal experiences of cultural, faith and race diversity and social exclusion? How can you ensure all learners are included in all activities? How could you  promote inclusion by embedding language, literacy and numeracy? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Exploring diversity in the classroom This collection of three resources gives you tools and techniques to explore inclusion in the classroom and ensure learners’ needs are accommodated, plus suggestions for your CPD. The QCA Inclusion resource contains guidance and case studies about diversity and inclusion within the curriculum, under headings such as ‘Race, ethnicity and English as an additional language’ and ‘Gifted and talented’. There is also a ‘Respect for All’ audit tool. The Teaching, learning and assessment resource provides a number of downloadable documents including checklists and good practice guides. There is a specific section on ‘Disclosure, Confidentiality and Passing on Information’ which supports dealing with disclosure in a sensitive and effective way. The Making SENse of CPD resource shows how schools are using CPD to meet the needs of all learners including those with special educational needs. Use these resources to audit your practice. Develop curriculum-based activities with colleagues to address inclusion issues relevant to your organisation following the guidance to help you put ideas into practice. Reflect on how well you provide differentiated support, adjustments, access to the curriculum and assessment for learners. What barriers to learning might your learners encounter? How can you use experiential learning to help learners share cultural, religious and other experiences? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.

Disaster Management Viii

An Introduction to Disaster Management for Class 8 Central Board of Secondary Education ‘Shiksha Kendra’, 2, Community Centre Preet Vihar, Delhi – 110092, India Tel : 91-011-22509252-57/59, Fax : 91-011-22515826 E-mail : [email  protected] vsnl. net. in Website : www. cbse. nic. in TOGETHER, TOWARDS, A SAFER INDIA An Introduction to Disaster Management for Class 8 FIRST EDITION 2003 ? CBSE, DELHI ACKNOWLEDGEMENTS AUTHORS Dr. Kamala Menon, Principal, Mirambika School, New Delhi Ms. A. Venkatachalam, Mother’s International School, New Delhi Ms. P. Thakur, Education Officer, Kendriya Vidyalaya Sangathan, New Delhi EDITORS Shri M. P. Sajnani, Director (Disaster Management), Ministry of Home Affairs, Govt. of India Ms. Aparna Kanda, Programme Associate (Vulnerability Reduction and Sustainable Environment) UNDP, New Delhi COORDINATOR Ms. Sugandh Sharma, Education Officer (Commerce), CBSE , Delhi CBSE ADVISORS Mr. Ashok Ganguly, Chairman Mr. G. Balasubramanian, Director (Academics) PUBLISHED BY : The Secretary, Central Board of Secondary Education, ‘Shiksha Kendra’, 2, Community Centre, Preet Vihar, Delhi 110 092 DESIGN & LAYOUT BY : CBSE, Delhi PRINTED BY : Tara Art Press, B-4, Hans Bhawan, B. S. Zafar Marg, New Delhi – 110 002 Ph. 23378626, 23379686 ii Hkkjr dk lafo/kku mIsf’kdk ge] Hkkjr ds yksx] Hkkjr dks ,d1 [lEiw. kZ izHkqRo&laiUu lektoknh iaFkfujis{k yksdra=kRed x. kjkT;] cukus ds fy,] rFkk mlds leLr ukxfjdksa dks% lkekftd] vkfFkZd vkSj jktuSfrd U;k;] fopkj] vfHkO;fDr] fo’okl] /keZ vkSj mikluk dh Lora=rk] izfr†Bk vkSj volj dh lerk izkIr djkus ds fy,] rFkk mu lc esa O;fDr dh xfjek vkSj2 [jk†V? h ,drk vkSj v[k. Mrk] lqfuf’pr djus okyh ca/kqrk csa vkSj mldk ifjj{k. k djsa( izkd`frd i;kZoj. k dh ftlds varxZr ou] >hy] unh] vkSj oU; tho gSa] j{kk djsa vkSj mldk lao/kZu djsa rFkk izkf. k ek= ds izfr n;kHkko j[ksa( oSKkfud n`f†Vdks. k] ekuookn vkSj KkuktZu rFkk lq/kkj dh Hkkouk dk fodkl djsa( lkoZtfud la ifYk dks lqjf{kr j[ksa vkSj fgalk ls nwj jgsa( O;fDrxr vkSj lkewfgd xfrfof/k;ksa ds lHkh {ks=ksa esa mRd†kZ dh vksj c

Tenancy Agreement Essay Example | Topics and Well Written Essays - 2750 words

Tenancy Agreement - Essay Example The Express terms are those clauses which are exclusive to the pertinent agreement, either in the written form or in the verbal form. In the Great Britain, tenants, by law, usually do not have a right in this arrangement. Nevertheless, owners dealing with the public sector normally provide an agreement on paper. This should be mutually attested, and after that it becomes imperative that the owner gives his contact information and a copy of the arrangement to each tenant. It is advisable that the written agreement includes the names and contact information of both the parties, the date, details of the payment and any time durations that may be set regarding the tenancy. The implied terms are all those clauses that are specified by law and are binding on both the parties regardless of the express terms. These include the duty of the tenant to care for the property and their right to live in peace without any disturbance from the owner, and the duty of the owner to supply basic amenitie s and perform repairs up to a level set by the law. There are three documents concerning the agreement that a tenant is entitled to, and by withholding which the owner would be committing a criminal offence. If the period of the tenancy is not fixed, but weekly, the tenant is entitled to receive a rent book by the owner. In case the name of the owner is unknown, any intermediate party between the tenant and the owner should provide the tenant with the full name and the contact information of the owner before 21 days, starting from the date of the agreement. ... that a tenant is entitled to, and by withholding which the owner would be committing a criminal offence. If the period of the tenancy is not fixed, but weekly, the tenant is entitled to receive a rent book by the owner. In case the name of the owner is unknown, any intermediate party between the tenant and the owner should provide the tenant with the full name and the contact information of the owner before 21 days, starting from the date of the agreement. For all tenancy agreements formulated on or after 28 February 1997, the tenant must get a written form of the express terms of the agreement within a period of 28 days after such a request, in written form, is made by the tenant. 3) Major types/divisions of Tenancies: Tenancies are divided into two basic divisions: public sector tenancies, and private sector tenancies: a) Public Sector Tenancy: A tenant is a public sector tenant if he is under the jurisdiction of the district and London borough councils, also known as the local authorities, a Housing Action Trust, a housing association or a housing co- operative. The tenants of the local authority and the Housing Action Trust, together with those tenants of the housing association and co-operative whose agreement started before 15 January 1989, are 'secure' tenants. The tenants of the housing association and co-operative whose agreement started on or after 15 January 1989 are 'assured' tenants. i) Payment: By right, both the

Saudi Airline in Hajj Period Case Study Example | Topics and Well Written Essays - 1750 words

Saudi Airline in Hajj Period - Case Study Example Many competitors are on their toes eager to take a big chunk of Saudi Airlines' air passenger market(O'connor 70). In addition, The Hajj is one of the five pillars of the Muslim faithfuls. For, "Since the birth of Islam, it has been a requirement that all Muslims who are able to do so must perform the Hajj, or pilgrimage, to Mecca at least once in a lifetime"(Gearon,1). However, the number of persons entering Saudi Arabia to performing the Hajj have continued to increased. The following paragraphs focuses on increasing Saudi Airline's revenues in terms of Hajj pilgrims and Non Hajj visitors. The official airline company of Saudi Arabia, Saudi airlines, is beset by many problems during the yearly religious Hajj pilgrimage. The most common complaints from client include flight cancellations and difficulties in reservation. In addition, it is observed that the sudden increase in travelers cause delay flight departures (Air Transport Department). The huge passenger also causes airports to be crowded(Moschis 8). Most travellers from local and international flight origins feel that they better service. It is a normal sight to hear passengers complain of the time wasted to search for their misplace or lost baggages. The Hajj is one of the five pillars of the Muslim faithfuls. ... Admittedly, there are more pilgrims that have performed their duty to Hajj today as compared to the prior decades. Two of the major reasons for this increasing influx of travelers to the Saudi Arabian Islamic holy destinations of Mecca and Medinah are easier financing and modern mass transport methods to perform their religious duty of Hajj. Many of these travelers to Saudi are illegal entries who do not possess valid passports and / or valid visas. The pour in from the Jordan, Yemen, Syria and other neighboring countries illegally to perform the Hajj. Legally, the Hajj Ministry issues an average of eight hundred thousand Hajj visas each year to Muslim pilgrims. And this is the goal of the world's more than 1.2 billion Muslims (Geron,1). In addition, "The pilgrimage to Mecca required once in a lifetime of every Muslim physically and financially capable--the Hajj is the central ritual of Islam. Theoretically egalitarian with emphasis on the unity of the global Muslim community, the Ha jj in practice--as portrayed by Robert R. Bianchi--reflects both unity and divisions between ethnicities, nationalities, classes, ages, and gender as pilgrims negotiate physically demanding rituals that necessitate cooperation across boundaries that would otherwise separate them"(Delong-Bas,1). Bianchi emphasized that the Saudi government is completely capable of protecting the over two million Hajj pilgrims that arrive in Mecca once a year because of the increase in population. II. Research problem IV. Saudi airlines - Company Background Saudi Airlines is currently the biggest airline company in Saudi Arabia and its neighboring countries. Currently, its fleet has four airbus A300 -600R that can carry 250 passengers, one

Finance - BIS Capital Adequacy Essay Example | Topics and Well Written Essays - 500 words

Finance - BIS Capital Adequacy - Essay Example Among its more important committees is the Basel Committee which is responsible for the promulgation of banking regulation guidelines concerning supervisory issues. In this regard, Basel I (1988 Accord) was a landmark in the banking industry in that banks having an international presence are required to hold as a minimum 8% of their capital equal to the risk weighted assets (there are five risk weightings). Basel II, which came in June 2004, addressed some of the weaknesses from Basel I. Both accords, however, are designed to strengthen the financial banking system by requiring a more rigorous set of capital requirements for banks to meet their credit and capital risks. Furthermore, Basel II is more forward-looking by requiring banks to identify those risks now and in the future especially with the sudden surge in hedge funds and esoteric investment instruments such as credit default swaps and other derivatives. Basel II attempts to avoid systemic risks such as what happened in the U S subprime mortgage crisis which engulfed the entire banking system with spectacular collapses such as AIG. Basel II is also more comprehensive by requiring banks to maintain enough capital to certain risks by quantifying credit and operational risks. A bank that engages in more risky investments is required to maintain a higher capital adequacy ratio to remain solvent in case of a crisis. Other considerations are a banks residual risks and the mandatory disclosures to comply with international accounting rules and standards. This last provision is crucial as it gives counter-parties an idea of the risks they face when dealing with a certain international bank. This way, there are no ticking time bombs like CDS which Mr. Warren Buffett likens to weapons of mass destruction (Graham & Dodd 2008, p. 622) due to unregulated credit default swaps that

Internationa project finance law Essay Example | Topics and Well Written Essays - 5000 words

Internationa project finance law - Essay Example In 2010, the gross domestic product per capita of Malaysia was about US$14,700. In the year 2009, the nominal gross domestic product (GDP) was around $383.6 billion, and the nominal GDP per capita was about us$8,100. â€Å"The IMF, in its September 2011 World Economic Outlook Report, lowered its forecast for 2012 global growth to 4 per cent, down from 5.1 per cent it had forecasted earlier. By early January 2012, its chief economist had announced that the IMF would on 24 or 25 January 2012 makes a "fairly substantial" cut to its forecast for global economic growth this year†2 Power Purchase Agreements  in Malaysia: Power Purchase Agreements  are agreements between two parties, the one who creates electricity for the cause of sale and the one who is seeks to purchase electricity. There are different kinds of power purchase agreements. They include the source of energy harnessed from solar power, wind, etc. Financing the project is defined in the agreement, which also identi fies applicable dates of the project coming into consequence, when the project starts marketable operations, and an execution date for which the agreement can be abandoned or renewed. Every sale of electrical energy is metered, to provide the buyer and the seller with the exact data regarding the amount of electricity created and bought. The electricity charges are decided upon the agreement between the aforementioned two parties, to give an economic enticement of being a  Power Purchase Agreement. â€Å"In Malaysia, the power generation sector is principally dominated by three integrated power producer companies: Tenaga Nasional Berhad (TNB), Sabah Electricity Sdn Bhd (SESB) and Syarikat SESCO Berhad (SESCO). TNB and SESB fall under the jurisdiction of the Energy Commission (EC), whilst SESCO is under the jurisdiction of the Sarawak State Government. TNB is the main electricity supplier for Peninsular Malaysia while East Malaysia is covered by SESB (Sabah) and SESCO (Sarawak)â⠂¬ 3 In the year1992, Independent Power Producers (IPPs) were permitted to enter the national power generation division, to move the problem of power plant financing from government owned electricity principles to the private sector. The motivations for the IPP programme too came from the prevailing then set back in power generation capability. The openings of five IPP licences were awarded to huge business units. The tariffs for first generation IPPs were as well especially more than those for subsequent IPPs, which helped capital market financing for the initial waive of IPP savings, with the auspicious risk distribution of IPP connected risks. The enduring power purchase agreement (PPA) in which generation facility is sold to TNB insulates the IPP from fuel cost and demand cost risks. Subsequent PPAs have featured lesser tariffs, and an additional balanced distribution of risks with necessary availability targets, and various quantify of demand risk sharing. The strong credit pr ofiles of most of the issuers from this division carry on to be supported by their stable and predictable cash flow generation. â€Å"

Who Is Responsible for Current Financial Crisis Essay

Who Is Responsible for Current Financial Crisis - Essay Example Many theories have been discussed concerning the causes of this financial crisis, moreover, why its impact has been so large for it to affect negatively people from diverse backgrounds. Although many of these theories sound logical, none of them even attempts to capture the real reasons why this crisis happened. In this matter, it is our opinion that this financial crisis has come about due to weak policies from the government as well as the greed of corporations in their bid to make more money. In this paper, we set out to prove our stand by discussing in detail the governmental and corporate causes of the crisis. Government policies on handling financial institutions had a direct hand in the financial crisis happening. This is mainly because the government failed to regulate adequately the activities of banks and instead gave them a free hand in conducting their activities, even though these activities proved to be harmful to the economy. Furthermore, during the Bush administration , there was a strong bid by Republicans in Congress to force banks to lower their lending rates so that most people could have their own homes by taking more affordable mortgages (Holtzman 95). This had a direct hand in triggering the current crisis because many of these people ended up not being able to pay their mortgages and this led to a lack of liquidity, which created a panic. Enterprises such as Freddie Mac, which are government-sponsored, were encouraged to buy securities, which were backed by mortgages, and some of these happened to be very risky ventures (Wallison). The government also helped to trigger the financial crisis when it misinterpreted the looming crisis as one, which was concerned with liquidity. To solve this problem, it responded by giving out a lot of money to people so that they could have more money to spend and in the process make the economy start to move again. However, things did not happen as predicted and instead, many people who got the money chose to save it instead of spending it. This government solution now became a problem because nothing happened as it had been expected to work. The financial crisis was something that could have been avoided and its occurrence was caused on a large part by the corporate greed, which aimed at gaining more profits through the taking of risks, which were dangerous (Chan). The ineptitude of the regulators of the financial sector to stop these tendencies by banks to take risks further made the situation worse and this almost led to a near collapse of the financial system. Those who were supposed to regulate the financial institutions lacked the morality to oversee and take action against those institutions that they were supposed to be in charge of supervising. These regulators, as well as the politicians who were allied to them, chose to ignore the regulations and instead let the financial institutions do whatever they wanted to do (Sanchez 521). Those who headed the very large financial ins titutions practiced things that were illegal in their line of work and all this brought about the financial crisis because their attempts to make profits illegally came to fall apart.  

My point of view on assisted suicide Essay Example | Topics and Well Written Essays - 500 words

My point of view on assisted suicide - Essay Example Jack Kevorkian, an unrepentant medical practitioner who openly engaged in euthanasia among terminally ill patients and a recent case in the United Kingdom in which Mr. Alan Reyes of East London publicly helped his partner end his life and was subsequently arrested for the subsequent death of his partner of twenty eight years. Dr. Kevorkian, was incarcerated for eight years for helping people to die, and is reported to have participated in at least 130 assisted suicides. To understand the complexities surrounding euthanasia today as the debate continues, the followin will address both sides of the coin and explore euthanasia from a holistic perspective. This essay begins now with a concise introduction to euthanasia and the ethical, social and legal aspects of euthanasia in America (CNN 1999; BBC 2009; StopPain 2009). From an ethical and legal standpoint the euthanasia issue is heavily charged and polarizing. Anti-euthanasia advocates argue that doctor assisted suicide is murder and that it must be opposed on both ethical and legal grounds. Pro-euthanasia advocates believe that the right to life is an intrinsic right and no one can tell a person when he or she can end their life. The decision end one’s life is thus a personal decision and the state has no place telling a terminally ill person that he or she cannot make a conscious decision and choose to put an end to his or her life. From a purely legal standpoint, all forms of euthanasia remain illegal in all 48 of the 50 states of the United States (both Oregon and Washington presently allow a limited form of doctor-assisted suicide) and most of the Western world. In Europe, notable exceptions include Belgium, Luxemburg, Switzerland and the Netherlands. Despite this, all forms of doctor assisted suicide remain illegal in much of the deve loped world including the United Kingdom, France,

Implications of Economic crisis on Greece economic Essay

Implications of Economic crisis on Greece economic - Essay Example Advancement in globalization can also be as a result of the advancement of internet. Business globalization can be termed as the idea of business organizations moving beyond their domestic markets to other markets in other countries. This paper aims at discussing globalization and how it affects the management of contemporary businesses. Globalization of businesses avails foreign goods in local markets. For instance, a person in South America can be sitting in their office sipping Italian wine while typing on a Chinese keyboard. This does not necessarily mean that this person had to travel all the way to Italy and China to seek such products. This is good for consumers of such products worldwide. For the business this will be good because with their goods being sold all over the world, they will not have to rely on the local markets (Etemad & Wright 2003, p. 89). With international markets, businesses will be able improve the diversity of their products to match the various needs and wants of different types of potential customers. This difference is always as a result of geographical, political, cultural, and economic differences of various people in the world. Globalization cannot be termed as a new concept. It is a concept that has been in business for centuries. However, it is only in the 21st century that globalization has become a common concept in business and business management. When business organizations exhaust the local markets they always find a way of stretching their territories into the international markets. At a point like this there are always many challenges that are always involved. However, as a business manager it is always good to take such challenges because they are always accompanied by best result. Globalization also leads to exchange of technologies. Businesses firms that have an international orientation always use new technologies to exploit new business opportunities. For instance, e-commerce and

Kinetic lab report Example | Topics and Well Written Essays - 500 words

Kinetic - Lab Report Example the amount of time for a given amount of product, sulfur, to form). Recall that a rate for a chemical reaction is expressed as an amount of product formed (or reactant used up) divided by the time interval of the change: The aim of my experiment is to determine the dependence of the initial rate of reaction on the initial concentration of thiosulfate ion. The concentration of the other reactant, H+, will be kept constant. A higher initial concentration of thiosulfate will lead to faster rate of reaction, since an increase in the number of thiosulfate ions per unit volume will lead to higher probability for successful collision. (2) A solution of 1 M sodium thiosulfate, is available (center bench or hood). Add 70 mL of this solution to 210 mL of water to make a solution approximately 0.25 M in thiosulfate. We will refer to this as your "stock thiosulfate solution". (7) The experiment is now repeated four more times, using progressively more dilute thiosulfate solutions. Note, however, that for each experiment, the disappearance of the "X" corresponds to formation of the same amount of precipitated sulfur in the reaction mixture. The diluted solutions are prepared as follows: The collected data indicates that the rate of reaction is increasing with increasing amounts of thiosulfate solution. An increase in the amount of thiosulfate augments the amount of particles available in solution to react. Hence there is a larger probability for reactants to react and so the rate of collisions increases which in turn increases the rate of reaction. Moreover as it is assumed that the total amount of sulfur created during the reaction remains constant, it can be implied that the usage of reactants during the reaction is small which supports the idea that the concentration of reactants is constant throughout the reaction. Given the two unique sets of data, the stock solution

Effect of Unethical Behavior Essay Example for Free

Effect of Unethical Behavior Essay The Securities and Exchange Commission was created in 1934 to police the U. S. financial markets. Today, the Securities and Exchange Commission continues to create legislation tightening reporting standards and providing more transparency. Unfortunately, increasing standards often comes after a failure of the system. The Sarbanes-Oxley Act of 2002 is a primary example of legislation following financial market failure. Sarbanes-Oxley influenced public businesses through transformation of the financial system. The July 2002 enactment of the Sarbanes Oxley Act, co-authored by U. S. Sen. Paul Sarbanes of Maryland and U. Â  S. Rep. Michael Oxley of Ohio, followed a series of large public company failures that included Enron, Tyco and WorldCom. Sarbanes-Oxley addressed investor confidence and fraud through reform of the public company reporting standards. However, much damage in the market occurred with the collapse of several major companies between 2002 and 2004. (smallbusiness. chron. com). The impact of unethical behavior is known by many companies, and have done damage to individuals, and businesses as well. The results of unethical behavior on a large scale would be the Enron, Tyco, and Global Crossing, or WorldCom. Greediness led to accounting unethical promises, and with that certain individuals became the ones who had told on their companies. Falsifying financial reports is dishonest and unethical because the financial records are supposed to show financial results of a business, and how it is growing. When accountants or managers lie about the revenue and cash flow it misleads prospective investors, stockholders, employees, and the U. S. government. So many billions of dollars have been hidden in the paperwork, and financial statements. If I had found inconsistencies in the financial statements where I worked I would have to go through the chain of command to let them know of what I have found and if there was nothing done then I would then think about going outside to tell someone so I could cover myself. Unethical behavior led to the end of Enron, and the other companies, and to financial issues for many individuals all over the United States. As a result of the unethical behavior of several companies there is now the Sarbanes-Oxley Act. All companies, must comply with the Sarbanes Oxley Act of 2002. The Sarbanes-Oxley Act set guidelines for ethical accounting practices.

Introduction to the Kalabagh Dam

Introduction to the Kalabagh Dam The Kalabagh Dam is situated about 210 km downhill of Tarbela Dam on the River Indus. The project comprises the structure of 260 ft. tall rock-fill dam. With its punishing retentive equal to 915 ft., the basin, which the dam will make, will provide the capacity of storage of about 6.1 million-acre feet. The development of this project comprises of two channels on the right side for disposal of floodwater. If the cases of highest flooding are faced, then these channels will have a discharge capacity of over 2 million cusecs. The Left side of the dam comprises of the powerhouse, with a convincing generation capability of 3,600 MW. It is to be pointed that the regular current at Kalabagh is 89 MAF, comprises of 72 percent of the Indus, 25 percent of the river Kabul and 3 percent of the river Soan. The limited storing of 6.1 MAF is 7% of the regular annual flow. Where is KALABAGH DAM LOCATED? Kalabagh Dam is situated in the Mianwali District in Khyber Pakhtunkhwa and the precise course of the dam conferring to the many coordinates is 32 °57à ¢Ã¢â€š ¬Ã‚ ²23à ¢Ã¢â€š ¬Ã‚ ³North and 071 °36à ¢Ã¢â€š ¬Ã‚ ²49à ¢Ã¢â€š ¬Ã‚ ³East. Kalabagh Dam is a dam, which features one of the distinctive type of earth, fills Dam in which the zoned fill ridge is accomplished with the help of mud and core. Suppose, we have an overview on the description and the sizes of the dam for which it is recognized as the main dam in Pakistan and one of the major dams in Asia. Height wise Kalabagh dam is 79 meters, which is 259 feet, length wise the dam is 3,350 meters, meaning it is equivalent to 10,991 feet. Confiscates of the Kalabagh Dam are straightly related with the Indus river. The tank, which is being executed at the Kalabagh Dam, has the lively volume of 7.52 km3 (6,100,000 acre/ft) while the sedentary volume of the dam is 9.7 km3 (7,900,000 acre/ft) while the covering area include of 110,500 sq mi (286,000 km2). Kalabagh Dams power station has the Hydraulic head of 170 feet which revenues 52 meters while the turbines power is 12 x 300 MW with the all-out volume of 3,600 MW and with the yearly production of 11,400 GWH. Kalabagh Dam is one of the very vital supplies of Pakistan when they are facing such intimidating and disturbing energy disaster and deficit of electricity and if the dam is being constructed to work on its whole volume then within no time Pakistan can get rid of this overwhelming problem of energy. Kalabagh Dam would allow extra and better agricultural work to all provinces, inside a little time limit. All other recognized locations for dams have a much lengthier development tenure, in the nonappearance of early lessons. The early installation will generate 11,400 million Kwh of energy annually. Because of conjunctive operation, it will allow improvement of 600 MW of climaxing competence and additional 336 million Kwh of yearly production at Tarbela. Kalabagh Dam will supplement irrigation provisions, hydropower and alleviate floods. Additionally, indirect benefits like more industrial and food production, employment and agricultural boost will accrue. The project will have a useful economic life of over 50 years, without requiring any major replacement of machines and EM equipment. The development will wage its asset cost in a retro of fewer than 10 years, as proposed project yearly welfares are US$ 628.18 Million and the development monetary cost is US$ 6002 Million (comprehe nsive of awareness and growths) at 1998 value flat. The opponents of Kalabagh dam while have the main impact on Sindh and KPK who have some anxieties relating to the building of this dam. The issues are involved which are related to faith shortfall. Due to the serious environment and human impact, the construction of this dam is believed to be worthless. KPK puts an objection to Kalabagh as it will clue towards the dislodgment of a substantial amount of its individuals and a huge area of its property will also be flooded or become waterlogged. Furthermore, it is hypothetical that the Noshehra city, which is actually home to 2000,000 people, might arise a danger of flooding, as it is located at the sets of Kabul River. Alternatively, a significant issue in Sindh is desertification, it has continuously felt endangered by Punjab, and it declines to put trust on the province that the entire River Indus waters will not be left to provide the needs of Punjab only, dehydrating the downstream Sindh River. These anxieties are connected to the understanding of the operation of Taunsa-Punjnad and Chashma-Jehlum canal. The unfriendliness of Balochistan to Kalabagh is also grounded on the faith that if the dam overstrains the request in the river than the needs for more water through Guddu Barrage will be encountered with little achievement. Other issues such as ecological deprivation and human impacts- restoration and relocation because of building have also been elevated. Most importantly, it is supposed that the location of the dam is on a fault line. Until now, Pakistan has recycled only about 10 percent of its projected 40,000 mw of monetarily feasible hydropower potential, a section around 30 percent inferior than India and China and around 75 percent lower than other established states. The country is not only facing severe electricity scarcity but in spite of the best irrigation system, it still undergo importations of wheat on credit from abroad. Kalabagh dam has rather become a disaster of supremacy; current faith shortfall between Punjab on one side and the other three provinces on the other is the important issue. It is not for the representatives or magistrates to choose whether this dam should be built. A national level discussion is obligatory lecturing the anxieties of Sindh and KPK based on technical study of the project. For this drive, apolitical experts from all four shires should take measures to study and present the feasibility report at the central level. It would be a optimistic growth if the report bounces a green signal to the construction. Though, if the report finds approximately correctness in the issues elevated by Sindh and KPK such as sinking of Nowshera and site being on the fault line, then it is period to move advancing for decent and contemplate of other supportable developments.

Calorimeters and Calorimetry

Calorimeters and Calorimetry Calorimetry is the science associated with determining the changes in energy of a system by measuring the heat exchanged with the surroundings. Now that sounds very textbooky; but in this last part of Lesson 2, we are going to try to make some meaning of this definition of calorimetry. In physics class (and for some, in chemistry class), calorimetry labs are frequently performed in order to determine the heat of reaction or the heat of fusion or the heat of dissolution or even the specific heat capacity of a metal. These types of labs are rather popular because the equipment is relatively inexpensive and the measurements are usually straightforward. In such labs, a calorimeter is used. A calorimeter is a device used to measure the quantity of heat transferred to or from an object. Most students likely do not remember using such a fancy piece of equipment known as a calorimeter. Fear not; the reason for the lack of memory is not a sign of early Alzheimers. Rather, it is because the ca lorimeter used in high school science labs is more commonly referred to as a Styrofoam cup. It is a coffee cup calorimeter usually filled with water. The more sophisticated cases include a lid on the cup with an inserted thermometer and maybe even a stirrer. Coffee Cup Calorimetry So how can such simple equipment be used to measure the quantity of heat gained or lost by a system? We have learned on the previous page, that water will change its temperature when it gains or loses energy. And in fact, the quantity of energy gained or lost is given by the equation Q = mwater†¢Cwater†¢ÃŽâ€Twater where Cwater is 4.18 J/g/ °C. So if the mass of water and the temperature change of the water in the coffee cup calorimeter can be measured, the quantity of energy gained or lost by the water can be calculated. The assumption behind the science of calorimetry is that the energy gained or lost by the water is equal to the energy lost or gained by the object under study. So if an attempt is being made to determine the specific heat of fusion of ice using a coffee cup calorimeter, then the assumption is that the energy gained by the ice when melting is equal to the energy lost by the surrounding water. It is assumed that there is a heat exchange between the iceand the water in the cup and that no other objects are involved in the heat exchanged. This statement could be placed in equation form as Qice = Qsurroundings = -Qcalorimeter The role of the Styrofoam in a coffee cup calorimeter is that it reduces the amount of heat exchange between the water in the coffee cup and the surrounding air. The value of a lid on the coffee cup is that it also reduces the amount of heat exchange between the water and the surrounding air. The more that these other heat exchanges are reduced, the more true that the above mathematical equation will be. Any error analysis of a calorimetry experiment must take into consideration the flow of heat from system to calorimeter to other parts of the surroundings. And any design of a calorimeter experiment must give attention to reducing the exchanges of heat between the calorimeter contents and the surroundings. Bomb Calorimetry The coffee cup calorimeters used in high school science labs provides students with a worthwhile exercise in calorimetry. But at the professional level, a cheap Styrofoam cup and a thermometer isnt going to assist a commercial food manufacturer in determining the Calorie content of their products. For situations in which exactness and accuracy is at stake, a more expensive calorimeter is needed. Chemists often use a device known as a bomb calorimeter to measure the heat exchanges associated with chemical reactions, especially combustion reactions. Having little to nothing to do with bombs of the military variety, a bomb calorimeter includes a reaction chamber where the reaction (usually a combustion reaction) takes place. The reaction chamber is a strong vessel that can withstand the intense pressure of heated gases with exploding. The chamber is typically filled with mostly oxygen gas and the fuel. An electrical circuit is wired into the chamber in order to electrically ignite the c ontents in order to perform a study of the heat released upon combustion. The reaction chamber is surrounded by a jacket of water with a thermometer inserted. The heat released from the chamber warms the water-filled jacket, allowing a scientist to determine the quantity of energy released by the reaction. Source: Wikimedia Commons; thanks to Lisdavid89. Solving Calorimetry Problems Now lets look at a few examples of how a coffee cup calorimeter can be used as a tool to answer some typical lab questions. The next three examples are all based on laboratory experiments involving calorimetry. Example Problem 1:A physics class has been assigned the task of determining an experimental value for the heat of fusion of ice. Anna Litical and Noah Formula dry and mass out 25.8-gram of ice and place it into a coffee cup with 100.0 g of water at 35.4 °C. They place a lid on the coffee cup and insert a thermometer. After several minutes, the ice has completely melted and the water temperature has lowered to 18.1 °C. What is their experimental value for the specific heat of fusion of ice? The basis for the solution to this problem is the recognition that the quantity of energy lost by the water when cooling is equal to the quantity of energy required to melt the ice. In equation form, this could be stated as Qice = -Qcalorimeter (The negative sign indicates that the ice is gaining energy and the water in the calorimeter is losing energy.) Here the calorimeter (as in the Qcalorimeterterm) is considered to be the water in the coffee cup. Since the mass of this water and its temperature change are known, the value of Qcalorimeter can be determined. Qcalorimeter = m†¢C†¢ÃŽâ€TQcalorimeter = (100.0 g)†¢(4.18 J/g/ °C)†¢(18.1 °C 35.4 °C)Qcalorimeter = -7231.4 J The negative sign indicates that the water lost energy. The assumption is that this energy lost by the water is equal to the quantity of energy gained by the ice. So Qice = +7231.4 J. (The positive sign indicates an energy gain.) This value can be used with the equation from the previous page to determine the heat of fusion of the ice. Qice = mice†¢ÃŽâ€Hfusion-ice+7231.4 J = (25.8 g)†¢ÃŽâ€Hfusion-iceΔHfusion-ice = (+7231.4 J)/(25.8 g)ΔHfusion-ice = 280.28 J/gΔHfusion-ice = 2.80102 J/g (rounded to two significant figures) Example Problem 2:A chemistry student dissolves 4.51 grams of sodium hydroxide in 100.0 mL of water at 19.5 °C (in a calorimeter cup). As the sodium hydroxide dissolves, the temperature of the surrounding water increases to 31.7 °C. Determine the heat of solution of the sodium hydroxide in J/g. Once more, the solution to this problem is based on the recognition that the quantity of energy released when sodium hydroxide dissolves is equal to the quantity of energy absorbed by the water in the calorimeter. In equation form, this could be stated as QNaOH dissolving = -Qcalorimeter (The negative sign indicates that the NaOH is losing energy and the water in the calorimeter is gaining energy.) Since the mass and temperature change of the water have been measured, the energy gained by the water (calorimeter) can be determined. Qcalorimeter = m†¢C†¢ÃŽâ€TQcalorimeter = (100.0 g)†¢(4.18 J/g/ °C)†¢(31.7 °C 19.5 °C)Qcalorimeter = 5099.6 J The assumption is that this energy gained by the water is equal to the quantity of energy released by the sodium hydroxide when dissolving. So QNaOH-dissolving = -5099.6 J. (The negative sign indicates an energy lost.) This quantity is the amount of heat released when dissolving 4.51 grams of the sodium hydroxide. When the heat of solution is determined on a per gram basis, this 5099.6 J of energy must be divided by the mass of sodium hydroxide that is being dissolved. ΔHsolution = QNaOH-dissolving / mNaOHΔHsolution = (-5099.6 J) / (4.51 g)ΔHsolution = -1130.7 J/gΔHsolution = -1.13103 J/g (rounded to three significant figures) Example Problem 3:A large paraffin candle has a mass of 96.83 gram. A metal cup with 100.0 mL of water at 16.2 °C absorbs the heat from the burning candle and increases its temperature to 35.7 °C. Once the burning is ceased, the temperature of the water was 35.7 °C and the paraffin had a mass of 96.14 gram. Determine the heat of combustion of paraffin in kJ/gram. GIVEN: density of water = 1.0 g/mL. As is always the case, calorimetry is based on the assumption that all the heat lost by the system is gained by the surroundings. It is assumed that the surroundings is the water that undergoes the temperature change. In equation form, it could be stated that

Dress Code Dilemma :: School Education Clothing Essays

Dress Code Dilemma Dear Dr. Pettigrew, Imagine this situation: I walk into my third period class and my teacher says to me, â€Å"Joell I think your skirt is too short. You need to get it checked by the office.† I do not understand why my first or second period teacher said nothing to me about my skirt. However, I go to the office, and wait for the principal or vice principal to measure my skirt. Forty-five minutes pass and it is time for my fourth period class. Finally, the principal steps out of her office and measures my skirt. According to the dress code, a skirt has to be four and a half inches above the knees, but mine is five inches. I now have two options: 1) I could put on my gym clothes that I have worn in gym class all week or 2) I could sit in the in-school suspension room, missing more classes until one of my parents can bring me a change of clothes. If I choose not to put on my dirty gym clothes and both of my parents are not able to bring me a change of clothes, then I am forced to sit in the in-school suspension room for the rest of the day. In this situation, I chose to have my mother bring me a change of clothes. When she arrived twenty minutes later, she was furious and demanded to speak with the principal. She wanted to know why her daughter had to miss three classes. This experience examines a policy I struggled with while attending Mars High School. There is a great deal of confusion about what is considered legal or illegal according to the dress code. Students’ getting cheated out of class time is the detrimental result of this confusion. Now that I have graduated, I want to express my concern because my younger cousin is going to be a freshman next year and I do not want her to face the same hassles. I feel our administration places too much emphasis on the specifics of the dress code and forces students to miss important education.

The Manifestation of Pride in The Great Divorce by C.S. Lewis Essay

The Manifestation of Pride in The Great Divorce by C.S. Lewis The Great Divorce by C.S. Lewis suggests that choices made on earth have a consequential effect towards our acceptance into heaven or our plummet into hell. In this book pride manifests itself in a hundred subtle ways as souls whine about perceived injustices or irrational motives. Thankfully, a few tourists do humble themselves, become transformed into marvelously real beings, and remain in heaven. But most don't, about which the great Scottish author George MacDonald, Lewis' heavenly guide, says, â€Å"They may not be rejecting the truth of heaven now. They may be reenacting the rejection they made while on earth†. George MacDonald the narrator/teacher, from whom Lewis found inspiration for his book, is the guide in the journey through the gates of heaven. This provides great wisdom throughout the book which is not understood without reflection. MacDonald in essence presents Lewis with a choice while journeying in the gates of heaven. The stories of lost ghosts in the heavenly gates only provide reflection for Lewis’ own choice. This choice is not revealed by Lewis, rather it is up to the reader to make his/her own choice. MacDonald gives guidance towards our choice, â€Å"The choice of every lost soul can be expressed in the words, ‘Better to reign in Hell than serve in Heaven.’ There is always something they prefer to joy....† (71). At one point in the book McDonald observes a ghost with Lewis and suggests that truth is a lifelong process, our life longs for this truth. Although we may not all realize truth because of lack of time, Lewis suggests it’s just a matter of obtaining the truth through good use of time. â€Å"Evil can be undone, but it cannot ‘develop’ into good. Time does not heal it† (Preface: VIII). Time is in essence, if perhaps used in the way of authentic leisure, a God given tool for overcoming evil and obtaining the truth of heaven. The women in chapter eleven loves her son so much that she has no love left to give and no room for love to be received. The spirit offers to open love to her, when she replies by requesting to see her son. This love has perhaps prevented her from receiving intellectus (receptivity of knowledge), and in my mother’s case, even the ratio (reasoning) is affected. The saying â€Å"love conquers all things† is true, even if it is not also conquering for the goo... ...tellectus. However, while painting in the ratio he noticed some things were more beautiful to paint than others. Ratio is what caused him to not enter through the gates of heaven. He had not preserved his intellectus or true beauty of things. He had lost intellectus through realization of time, of time slowing. So, instead of letting time go he grabbed it which brought him to reason his paintings through the mind rather than the spirit. â€Å"Reality never presents us with an absolutely unavoidable ‘either-or’; that, granted skill and patience and (above all) time enough, some way of embracing both alternatives can always be found† (Preface:VII). Lewis suggests here that time if spent right can bring us to self-realization of our journey, and in effect influence our choices. These choices are dependent on time. As wrong choices are made only in time, no truly rational choices can be made will out of the realm of time. Time is the evil that surrounds us. It is the letting go of this time when we truly feel void of problems. Only by letting go of our problems we will be able to communicate with God, while in the essence of being one with ourselves and finding our true inner self.

Bibliography of Martin Luther King, Jr Essay

Martin Luther King, Jr. is s renowned civil right activities in the history of the United States.   He was born on January 15, 1929 in Atlanta Georgia[1].   Martin was born son to the famous Reverend Martin Luther King, Sr. and his mother was Alberta Williams King.   Initially he was named Michael King, Jr. but when the family visited Europe in 1934 which took them to Germany, his father decided to change their names to Martin in order to honor Martin Luther who was a German Protestant. King had an older sister Willie christen born in 1927 and also a younger brother Alfred Daniel born in 1930. His family was a Christian family and therefore in his early life, King was very active in the church affair.  Ã‚   He sang in the church choir at the 1939 premiere which was produced with the movie Gone with the wind. He joined Morehouse College by the time he was fifteen years but he skipped the ninth and the twelfth high school grades which means he left the school without formal graduation.   However he had a vision in education and he continued in the same school where he graduated from the Morehouse with a Bachelor of Arts in Sociology in 1948. He then enrolled in Crozer Theological Seminary where he graduated with a Bachelor of Divinity in 1951. He immediately began his doctoral studies specializing in Systematic theology in Boston University where he received a Doctor of Philosophy in 1955. Although a 1980s inquiry into his work found out that some of portions of his work were plagiarized, King’s dissertation is still considered as a one of the most important work in his academic scholarship. It still makes an intelligent contribution to the scholarly world.   In 1953 he married Coretta Scott on her mother’s house lawn and was blessed with four children including Yolanda Denise King, Martin Luther III, Dexter Scott, and Bernice Albertine. At the age of 25 he became a pastor in 1954 in Montgomery, Alabama. He became the youngest pastor of Dexter Avenue Baptist church. Before he died, martin Luther king is credited with having made a historical mark in the life of American people. He helped to organize the Southern Christian Leadership Conferences in 1957 and the Montgomery Bus boycott of 1955. He is also famed to this â€Å"I have a Dream† speech which was delivered on     the match on Washington. He has been established as one of the greatest orator in the history of the US. He was assassinated on 1968 when he had visited Memphis in Tennessee where he had gone to show solidarity with the Black sanitary public works employees who were on strike.   After delivering as speech on â€Å"I have been to the mountaintop†, he was shot in his room on April 4 1968 while standing on a balcony[2]. He was honored with a noble prize posthumously in 2004. Analysis of historical contribution of Martin Luther King Jr Martin Luther made a history contribution in his life.   As a Baptist he became involved in civil right movements during his early days in his pastoral career. He became the youngest person to receive the Noble Peace Prize owing to his work on segregation and racial discrimination by articulating for civil disobedience and the use of other non-violent means.   He took a religious stance in his approach to many issues affecting the American people. At the time of his death he had vowed to focus his efforts on eliminating poverty and opposition to the Vietnam War where he took a religious approach to the issues. King was influenced to civil rights activism by many people including Thurman who was a civil rights leader and a theologian, Gandhi and Rustin who advocated for civil rights through non-violent means, and many others. One of his greatest achievements was the Montgomery Bus Boycott which took place in 1955-56. This was a boycott that was aimed at eliminating racial segregation after a black woman Rosa Parks was arrested when she refused to comply with Jim Crow Law which required her to give her seat to a white man. King led the boycott which lasted for about 385 days and which saw the end of racial segregation on the Montgomery public bus. King was also very instrumental in founding the Southern Christian Leadership Conference in 1957[3]. This group was created in order to harness the moral authority of the church which led to organizing of the power of black churches and conducted non-violent protests calling for civil rights reforms. King was the leader of the organization till he died.   King was an adherent of civil disobedience through the use of non-violent means. He organized several protests that called for equal rights among the blacks and ht white. His efforts convinced the whole America that civil right movement was the right vehicle that could bring  Ã‚   equity among all races in the great nation. Not even the efforts of the FBI to thwart his effort on  Ã‚   accusation of being used by communists deterred his work.   The marches organized by King eventually led to the recognition of the right of blacks with the passage of the Civil Right Act of 1964 and the Voting Right Acts of 1965. He is credited with having organized a successful march on Washington in 1963 which was aimed at expressing the job and freedom conditions of the black in the South.   It is during this match that he delivered his famous speech â€Å"I have a Dream† which gave hope to the black community of a good future life.   Throughout his life, King made great contribution to the cause of humanity. Bibliography Kirk, J. (2005). Martin Luther King Jr. London; Pearson Longman Nick, K. (2005). Judgment days: Lyndon Baines Johnson, Martin Luther King Jr and the laws that changed America.   Houghton Mifflin Book William, P. (2003). An act of state: The execution of Martin Luther King. Mercer University Press [1] Kirk, J. (2005). Martin Luther King Jr. London; Pearson Longman [2] William, P. (2003). An act of state: The execution of Martin Luther King. Mercer University Press [3] Nick, K. (2005). Judgment days: Lyndon Baines Johnson, Martin Luther King Jr and the laws that changed America.   Houghton Mifflin Book

Suggestions Canada health care

This essay will discuss the budget constraint model to understand the consumer behaviors towards health care and the Issue of adverse selection will also be analyzed, followed by the production of health care and the role f the government in the production of health care. This essay will conclude with suggestion of the lessons that policy makers in Canada can learn. Any of the economic models that exist must have assumptions; assumptions must be fulfilled to assert constancy.In the standard budget constraint model, there are three assumptions: (1) consumers are rational and have perfect information about quantity, pricing and the key players in healthcare, (2) there Is no uncertainty about the future, and (3) Important decisions are made as If the future Is known with certainty. Consumers can choose any affordable combination of healthcare and other odds. Among these bundles, consumer has a set of preference which provided different levels of satisfaction. The budget constraint model states that the demand for medical services is derived from the demand for health care and how the consumer produces health.Consumers do not purchase health. Indeed, they medical care inputs. An example of the Indian health market supports this model. India has a universal health care system of which government covers most medical services provided, similar to Canada. In India, many of the healthcare consumers are not able to produce health. Their ability to produce health is reduced by the poor vying conditions and living style. Patina in India is a slum; it is characterized with poverty, which encompasses low levels of health and income. People in this town are suffering in poverty and disease.Patina has been hit by the epidemics and develops symptoms that are attributed to tuberculosis due to poor sanitation and ventilation. They repeatedly require medical care. However, public-health system lacks the medical resources, leaving poor people at risk. This has forced consumer to sw itch to the private healthcare, but they cannot afford it. These poor people are often the cities, caught between lousy care and unaffordable care (Specter, 2010). Consumers have limited budget and, hence, healthcare production is restricted by their budget, so they have to look for the best affordable bundle of goods to meet their needs.Under lousy universal health care system, consumers are very much constrained in their choices. Policy makers must understand the budget constraints that the consumer faces. To formulate successful policies, policy makers must also consider the bundles that the consumer is permitted and regulate the private healthcare services to reasonable price (Specter, 2010). Government should also devote sufficient resources to improve the quality of care in the public sector and raise the level of nutrition and the standard of living of its people to reduce healthcare costs.Similar policies could also apply in Canada to improve our public healthcare system. Pr ivate companies that offer health insurance often encounter adverse selection. This phenomenon can be explained by asymmetric information when insurance attracts higher than average utilizes than an actual fair premium suggest. Clients purchasing insurance know their actual expenditures whereas the insurance many only knows the distribution of expected expenditures. In this market, the higher health risks tend to drive out the lower health risk people until no market is left; this is known as the Lemons Principle.This is inefficient since insurance company is not able to sufficiently pool its risks. In the U. S, congress passed the Genetic information Nondiscrimination act. This act prohibits insurance company from using genetic information to determine rates (Coursework, 2010). Genetic testing provides the insurance company with pre-existing conditions, which gives insurer incentive to deny coverage or set a higher premium. This bill was unanimously supported by congress such that insurer cannot charge higher premiums based on pre-existing conditions.The main idea of this bill is to protect the community from exploitation by insurance companies, which lead to community rating. At this time, private insurers cannot rely on medical underwriting. However, this act turns the insurance companies into oppression. The only factors they will be allowed to take into account in determining rates will be age, region, and whether or not someone smokes. While the government supports the community rating and universal access, it conflicts with its insistence of that the healthcare reform is dependent on private insurance companies (Coursework, 2010).Yet, the fact is that healthcare system could do Just fine without an insurance system with community rating. Medicare is a and people with disabilities. It may be true to say that private sectors are better in terms of managing costs and providing services, but Medicare's spending on healthcare over the past decade has risen m ore slowly than that of private sectors (Coursework, 2010). Economists all agreed that Medicare is a successful program, but that it needs efficiency improvements to be sustainable in the future (Walker, 2010). Canada can imitate from the success of Medicare in the US.Medicare in Canada is framed by the Canada Health Act; it is designed to ensure that all residents have reasonable access to medical services, on a prepaid basis. Using our existing insurance system, policy makers should expand the government-run health care regardless of risks. Instead of replacing private insurance companies, it would be more sensible to turn them into public utilities. Netherlands and Switzerland have adopted this proposal, which turns out with reasonably good results. Government has a very large role to play in the production of health services.Production of health services is the relationship between health and the health inputs that are needed to produce health. The Case in most developed countri es is that the government plays a significant role in health production (Coursework, 2010). The government provides health care which is either paid with taxes it collects or subsidy that are given to individuals. The government provides other inputs such as controlling pollution and legislation to regulate health safety. The government also carries out health promotion. This is done by promoting healthy lifestyles such as exercise and also raising awareness about diseases.The government also puts regulation on excessive consumption of harmful substances. All this defines the role the government is supposed to play in the provision of healthcare. In conclusion, policymakers in Canada can learn from the lessons discussed. Starting with the example of the Indian health market, policy makers should consider budget constraints particularly for the poor people to devote sufficient resources into public health care to improve the laity and regulate the private health care system with reas onable prices.Government could also raise the level of nutrition and the standard of living of its people to reduce healthcare costs. Secondly, from the US example, it is proven that the healthcare reform does not depend on private insurance companies. Medicare in Canada should also be expanded and private insurer can be turned into public utilities. Finally, though the Canadian government provides medical care, it is important for them to promote health as well. Provision of medical care must go hand in hand with the promotion of health as the case with other developed entries.

Design of a New Generator

1. INTRODUCTION : Gas Turbine-Generator system has proximity to zero level due to absence of condenser. Therefore, Generator should have Terminal Bushings at the top of the Stator Frame. This avoids digging of tunnel / trench for routing Bus Duct and also avoids accumulation of gases from safety point of view. It was decided to develop a module THRI 108/44 for application with Gas Turbine. 2. DESIGN CHALLENGES : Since, bar type design of THRI 108/44 module for GTG application is not available. Hence the same had to be designed afresh taking the following major design challenges into consideration: . 1. Shifting Terminal bushings for tapping power from bottom to top. 2. 2. Location, number and size of coolers and cooler ducts in stator Frame to accommodate connections between Bus Bar and Terminal Bushings. 2. 3. Proven ventilation scheme inside stator frame for cooling of stator core, windings and its overhangs. 2. 4. Provision of static excitation system by providing slip ring shaft. 2. 5. Position of Barring Gear on Exciter End (non drive end) requiring Slip Ring shaft rotor having a matching coupling with generator rotor on one side and barring gear on other side. 2. 6. Provision of routing of piping emanating from bottom of stator and end shield in the foundation. 2. 7. Routing of connections between bus bar and terminal bushings maintaining required electrical connections 2. 8. Use of existing components as far as possible for inventory and variety reduction. 2. 9. Mechanical and Electrical calculations for soundness of design. 3. ACTION PLAN : 3. 1. Identification of assemblies for fresh designing – 34 numbers design groups out of 125 groups were identified to be designed afresh. (Annexure-1) 3. 2. Carrying out Exhaustive Electromagnetic, Mechanical, Ventilation & Heat Transfer calculations. . 3. Development of detailed design documents, scrutiny by technology, incorporating the changes suggested and release of documents (drawings and CBOM). 3. 4. Verification of design by Internal design groups – Internal design groups of experts were formed and Changes suggested by different groups were incorporated in the documents. 3. 5. Strengt h of stator frame under various load conditions, its natural frequency and rotor dynamics to be carried out by Corporate R & D to validate the design. 4. INNOVATIVE SOLUTIONS AND ITS DETAILS : 4. 1. Electromagnetic calculations were carried out and design data sheet issued for preparation of design documents. 4. 2. Since the Terminal Bushings are to be mounted at the top, there was no space available to accommodate 4 Nos. Hydrogen cooler ducts (400 x 570 mm), as provided in conventional THRI design (ref. Fig. 1). Therefore, it was decided to use two nos Twin-coolers (ref Fig. 2&3). This concept has 2 nos. twin coolers placed in two separate cooler ducts. Operating conditions of one cooler out of operation apply here also as in case of conventional 4 Nos. separate coolers. 4. 3. Changes in size of cooler and cooler ducts (550 x 650 mm) and duct location resulted in increase of width of stator body to 4200 mm from 4000 mm and height 4550 mm. Accordingly, stator body was redesigned completely maintaining routings of ribs, plates etc to follow the ventilation scheme of existing machine. Full length Foundation Support has been provided on stator in line with conventional GTGs. 4. 4. Due to the above mentioned increased dimensions of stator body, the generator is not suitable for rail transport (limit up to 4040 mm). Thus the generator stator shall have to be transported by road only. A dragging fixture has been designed and shall be welded to the bottom of stator frame to place it directly on the road trailer without requiring any additional fixture. It will also help placing the stator at any location without any support or can be dragged at power station for erection, if required. 4. 5. It was proposed to use common Core Assembly for GTG as well as STG for standardization and variety reduction. STG design required a power output of 261 MW. To enhance the MCR rating it was decided to optimize the ventilation flow paths in the stator core. Number of ventilation ducts has been increased from 85 to 98 without any increase in the total core length. Width of the ventilation ducts was earlier a combination of 5 mm & 10 mm, which has now been changed to 5 mm, 8 mm & 10 mm (refer Fig. 4). In order to optimize electromagnetic performance of the machine, net iron length of core is maintained same. Modified ventilation circuit vis-a-vis existing one is depicted in Figs. 5 & 6. 4. 6. Thickness of core ETS segments (Electro Technical Steel segments) has been increased from 0. 5 mm to 0. 65 mm without any loss in quality. This will enhance the rigidity of core end zone packets. It will also increase the productivity and reduce core assembly time in shop by about 30%. 4. 3. Shifting of Terminal Bushings to the top of Stator Frame, required redesign of Connecting Bus-bars and Arrangement of Terminal Bushing Connection Assemblies maintaining the air gap clearances(Fig-7). 4. 4. End Ring is introduced in this design for providing better rigidity in stator winding overhang. 4. 5. To make the generator suitable for static excitation system, new Slip Ring Shaft has been designed. Couplings of Slip Ring Shaft have been redesigned to suit TG rotor (EE) at one end and Barring gear at the other end. 4. 6. In view of relocation of terminal bushings, drawings related to temperature and pressure monitoring circuits were prepared afresh. 4. 7. There is no availability of overhead cranes in Gas Turbine hall over Turbogenerator due to low ceiling of the building. This poses a major challenge for insertion of rotor into stator. Rotor weighs around 42 tons. So, a new Trailer with Prime-Mover has been designed for Rotor Insertion in to Generator for GTG application. 4. 8. Design Documents (drawings and CBOMs) were sent to Corporate R & D for to carry out following calculations :- (1)Static Analysis – (a) Lifting of stator with 4 lugs b) Short Circuit Torque (c) Hydraulic test at 10 bar (2) Dynamic and Harmonic Analysis of Stator Frame with Core, Windings and rotor (3) Rotor Dynamics 4. 9. Generator Outline diagram for GTG is enclosed as Fig. 8. 5. RESULTS OF MECHANICAL CALCULATIONS : 5. 1. Static Analysis – Load ConditionsMaximum Stresses(N/mm? )Reference Lifting of Stator with 4 lugs110 Fig-9 Short Circuit Torque with 3. 5 bar internal pressure of Hydrogen238 Fig-10 Deformations of side wall due to Hydraulic Pressure of 10 bar (fig-11) Locations on side wallDeformations (mm) TEEE 1700 mm above centerline1. 040. 46 1700 mm below centerline0. 460. 40 5. 2. Dynamic and Harmonic Analysis of stator with core & windings DirectionFrequency PeakReference Axial32. 3 HzFig-12,13 Vertical82 HzFig-14 Horizontal136 HzFig-15 6. TECHNOLOGICAL GAINS : 8. 1. THRI bar type Turbogenerator has been developed for the first time for application with Gas Turbine. 8. 2. New design Stator can be placed directly on the trailer during transportation by road. It can be dragged at site during erection, if required. 8. 3. The new design of core is suitable for THRI STG design also due to improved ventilation. This will result in lower temperature rise leading to more reliable operation and enhanced life of the machine. . 4. Rationalisation and standardization of components has been taken into consideration to develop this design. Assemblies like Rotor, End Shield, Winding bars, Terminal Bushings, Shaft Seals, Oil Catchers etc will be used from that of existing design variant. 8. 5. Existing major tooling like those for fabrication & machining of Stator Frame, ass embly of core, Hydraulic and Pneumatic testing of Stator Frame will be used. 7. CONCLUSION : THRI bar type Turbogenerator has been developed in-house for the application with Gas Turbine. With the concerted efforts of the team the design work was completed by 31st August, 2005. This new design has been approved by an external review team comprising of experts from IIT- Roorkee, Corp. R&D and RC Puram besides Haridwar experts from Technology, Quality & Engineering. Discussions were also held at PEM Delhi along with R. C. Puram for erection and maintenance of various Generator components like coolers, End Shields, Insert Covers, Rotor, Slip Ring Shaft Assembly and Bearings etc. New design features were explained and these were taken in to account for development of Power Plant layout.

Eternal Law and Human Law

Eternal Law and Human Law As humans live in this world, laws and regulations are strictly enforced for the justice, safety, and rights of the humans. Whether those laws are eternal or temporal, all laws require standards. Saint Augustine’s On the Free Choice of the Will discusses these standards and defines what each laws mean. Most importantly, Augustine argues that eternal law is necessary for temporal law to exist and for the nation to function properly. I agree with Augustine’s argument on the necessity of both eternal law and human law and the belief of how temporal law is based on eternal law.According to Augustine, eternal law is a law that is just, unchanging, and follows the proper ordering and reasoning. This eternal law is also what the ordering of everything is based on. He also believes that when one pursues his or her life based on eternal things, such as truth, knowledge, and love, then they are living a life under eternal law. However, if one decides to live a life of desire for temporal things, such as money, possessions, and physical appearances, then they are living under a temporal law where their happiness will not last long.This law, which is interchangeable with human law, makes a nation well ordered, where the people are allowed to designate officials with their own choices and obtain many other rights. Eternal and human laws proposed by Augustine are essential to society; though both essential, Augustine differentiates the two. Augustine explains that eternal law bases its standards on God and He is the ruler of this law; this law is the law by which God rules all creation. It can also be characterized as the â€Å"divine reason or the will of God, a will which enjoins the natural order† (Fitzgerald & Cavadini, 583).On the other hand, temporal law is subject to change in such instances as the election of a new president, or institution of new laws. While eternal law both regulates human affairs and governs eternal t hings, human law is solely limited to the regulation of human affairs. Eternal law is immutable and irreversible; there are no officials or a president to eternal law because God is the standard, and therefore it is unchanging. Eternal law is universally applicable where human law differs in between nations and countries, even tates. Though there are many differences between eternal law and human law, Augustine elaborates that eternal law is both necessary and crucial for human law to exist. He believes that what is considered just in human law is derived from eternal law. In other words, â€Å"eternal law is the measure of the temporal law’s justice† (Dilman, 77). What is considered temporal may be revised in accordance with the changing circumstances of men and their social arrangements, but still remain just by the measure of eternal law.Human law exists because eternal law is present to us right now in this moment. Augustine concludes that eternal law is just; ther efore everything is ordered in the highest degree under this law. I agree with Augustine in that eternal law encompasses human law. Reading through Augustine’s On Free Choice of the Will, I was convinced that eternal law is unchanging because it is independent of the changing circumstances of men, but temporal laws are constantly changing as years pass by because we face new generations.Therefore, there must be a boundary where temporal law can base on. And that boundary is eternal law. For clarity, an example of human law and eternal law can be compared. A well-known law that everyone should follow is that of the legal drinking age. In the United States, the legal drinking age is 21, however, in other countries such as Mexico, the legal drinking age is 18. Human law is different between many countries and it is temporal because people in United States are raising their voices to lower the drinking age to 18.Therefore, the legal drinking age law is subject to change as citize ns are constantly bringing up this topic. However, in eternal law there is no drinking age but it is telling the rational human being to not to become addicted to drinking and to find healthier desires other than the consumption of alcohol. Under eternal law, drinking is not what life is all about; there are so many other significant tasks and experiences that human beings need to fulfill during their life times in this world.Eternal law says to love eternal things, not what is a temporal joy. With this example, I am arguing that human law is based on eternal law because human law establishes the legal drinking age so that young generations can find what their true wisdom is before being introduced to worldly pleasures and find themselves lost without having realized the true purpose of their existence. To follow temporal law is to love the creature and the creation more than the Creator.The desire for artificial and materialistic things will lead to discontent, both for the individ ual and the society as a whole. However, if all men loved only eternal things, then there would be no need for temporal law, which governs our daily lives. Therefore, temporal law is necessary to restrain the actions of those men who love temporal things. Temporal law is not meant to punish men who do love temporal things, but is rather for the criminal actions that men commit because of their excessive desires for these things.This all comes back to the idea that God created the universe and He is the man of eternal law, and we need to love him more than any other things in this world. Great benefits and blessings will be rewarded to those men that earnestly seek for wisdom, love, genuine virtues, and truth than to those men that live wrongfully longing only for wealth, lust, physical beauty and many earthly things. In conclusion, it is both crucial that laws govern society and important that laws order human choices and interpersonal relations.But it is more valuable that eternal law governs these laws of society because it is always present, ultimate standard and suffers no exceptions. Therefore eternal law is necessary for human laws to exist and control the corrupted society for the better. Works Cited Dilman, Ilham. â€Å"Free Will: An Historical and Philosophical Introduction. † Google Books. Routledge, n. d. Web. 19 Feb. 2013. Fitzgerald, Allan D. , and John C. Cavadini. â€Å"Augustine Through the Ages: An Encyclopedia. † Google Books. Wm. B. Eerdmans Publishing Co. , n. d. Web. 19 Feb. 2013.

Getting The Extra Bit Out Of Your Employees Essay

An employee is required to contribute 40 to 48 hours of productive work in terms of service or visible output. The very purpose of employment is for the employer to generate enough revenue so that he can not only pay your wages, but also make some profit for himself and retain a portion of the profits for contingencies. It is widely accepted that in most cases though the employer is required by law to pay the employee for all the 365 days of the year, the employee output is restricted to some 250 days or in that region. Thus, even when the employee is not working, the employer has to support him/her. The manufacturing sector can lay down norms to measure the output of each employee and relate it to the quantum of work produced. But, in the services sector it is difficult to quantify the output of each individual. The flow of work can also not be uniform in the case of the services sector. Evaluation: In this context, let us examine the working of a Supermarket. The flow of customers into the supermarket will vary during the day as also during the month. In most cases, the evenings will see more customers coming in, while the mornings will see fewer of them. The noon period of the day can be thinner still. Thus, we have a situation where the productive output of the employee is not available to the employer all through the 7 or 8 hours that he/she spends in the Supermarket. So, the effective throughput (actual time spent in producing goods/services) diminishes to anywhere between 5 and 6 or 4 and 6 hours. The employer has to earn adequate revenue to compensate the employees and even take care of eventualities. Therefore, in most parts of the world, employers, particularly in the services sector, manage to get that extra bit of work done by each employee. Institutions, enterprises or organizations strive continuously to optimize their return on investment and use employee motivation as a major tool to achieve this. After all, it is the collective performance of employees that would manifest itself into a successful enterprise. It is not essential at all times to monetize motivation. There are several other means of motivating the employees to get optimal results. For example, in the case under discussion, we need to get an extra 30 minutes of work from each employee. The employer is unwilling to pay for that extra time or simply cannot afford to. So many terminologies and reasons will be attributed to safeguard that extra bit of money. But, heads of departments still have to achieve the desired results and with no extra money available in their hands. Conclusion: Though money is very important to employees, other factors go into employment. In the instant case, the manager can explain to the employees that by spending an extra 30 minutes after the scheduled time and reorganizing the merchandise for the next day, they will be able to start right away when they commence work on the following day. Customers walking in during the first hour will be able to transact their business quickly and this in turn will bring in more of such early customers. Another method is to address all the employees together and evolve a pattern whereby some employees can report early for work and leave at the scheduled time, some employees can shrink their breaks to accommodate the extra time required, and some can even leave late. After all, every one of us spend a lions share of the daylight hours in our respective breadwinning activity. With the correct methodology employed, getting employees to contribute 30 minutes of extra work per day can be achieved without denting the employer’s purse.