Acme Fireworks Essay

Introduction As the owner of Acme Fireworks you have asked me, you manager, to review and explain some ideas to you. In the following pages I have explained the potential personal liability for injuries to consumers and what must be on our labels for safety. Analyzed the newly formed contracts with the retailers and the employment and expansion that are needed for Acme to go along with the new contracts, and then concluding with the change of the business entity. As we go forward with the growth of the business, we want to be sure things are done properly and that we will meet or exceed our consumer and customers’ standards at Acme Fireworks. Personal Liability As you are aware you our company needs to be sure that our consumers are aware of two key things their own liability, and warnings. Our consumers need to be aware that when they use our products that they alone are responsible for any damage done by the firing of the firework is their responsibility and not ours. Insurance companies are saying â€Å"you can’t always control who is watching your fireworks display and never know who might file a lawsuit against you for any bodily harm caused by a roge firework. Despite how complicated fireworks liability may sound, making sure you’re covered in the event of injuries or property damage is as simple as finding the right custom fireworks insurance plan that can be designed exactly for your needs (Xinsurance, 2009).† Our labels as you know must contain the following items for consumers’ safety and per Title 16 of the Code of Federal Regulations. Every fireworks  device must have: A label with a signal word, either WARNING or CAUTION; A statement describing the hazard(s) associated with the device, such as A statement describing the hazard(s) associated with the device, such as â€Å"SHOOTS FLAMING BALLS† or â€Å"EMITS SHOWERS OR SPARKS†; And information describing the actions to be followed or avoided in order to store, handle and use the device safely (Consumer Products Safety Commission, 2001). The company will need to take steps to ensure that the customer is protected and the integrity of the company is not compromised. Accepting personal liability for the letting of fireworks requires that the customer has a working knowledge of the operation of the pyrotechnics. There is a great level of responsibility accepted by our company for selling fireworks and to the consumer letting them off. Consumer accepts full responsibility for any damages in the use of products purchased from Acme Fireworks. Contract From what you have told me already, Event Palace and Party Store have submitted a request for large quantity orders on an ongoing, regular, basis. You have responded that Acme Fireworks agrees that we have the ability to fulfill the large orders requested, furthermore, both retailers and Acme Fireworks have agreed on a cost of $500.00 per case. As your manager, this constitutes an implied contract with these retailers and it is appropriate to act upon it quickly and get a simple contract drawn up for each of the retailer, signed by the proper people. First off I will give you some of the definitions of what should be in the contract, i.e. offer, terms, clauses, and acceptance, once complete, I will have an example of what I think the contract should contain. An offer must, â€Å"contain a clear promise to enter into a contract, must have reasonably certain terms, and must be communicated by the promisor (the person making the promise ) to the promise (the person to whom the promise is made)† (Rogers, 2012). Terms are what we and the retailers want from each other and what we expect in return; clauses are ways out of the contract if something unforeseen happens to either of the retailers or Acme. Finally, acceptance is where the responsible parties’ purchasing personnel, would sign the contract. Acme Fireworks will provide Event Palace with a minimum of 500 cases per month at a cost of $500 per case for the next two years, with the understanding that Event palace must place an order no later than 3 weeks prior to their next shipment. If Event Palace needs a quick shipment or a special order of $300 or more Acme would need to have that item in stock or they would need to add it to the next order, or pay additional prices for rush delivery. If an unforeseen and/or uncontrollable event happens to either party, they may have the option to back out of the contract, for a negotiated period of time, for repairs or termination of the contract, if necessary. Conditions such as but not limited, but not limited to, weather conditions, store, warehouse, or personal property damage. The contract will be kept in force, until canceled or terminated by agreed upon terms by all parties. New employment Once we get the contract back from the retailers we need to sit down with Nancy, our Human Resources, and get started with the hiring. For hiring the new employees that we will need for the addition work, the steps of advertising for the positions, scheduling interviews, and meeting to choose the correct candidates must be taken. Let us start off by writing the job descriptions down so we have clear definitions of what each job will entail. Then we can go to placing a couple of online ads with our local unemployment and the local online job agencies. Then contact the three local Employment Agencies and have them do some of the pre screening for us. With increasing our employee numbers above 15 we will have to ensure that each of our employees will not have any type of discrimination being hired. This will keep us in compliance with the 1964 Civil Rights Act. Once we have the hiring going we will need to watch our scheduling to ensure that we follow the proper Fair Labor Standards Act of 1938 on the regulations, minimum wage hours worked, overtime, employee breaks and we also follow the Occupational Safety and Health Act of 1970 for the continued health and safety of the business (Rogers, 2012). We want to ensure that employees, both current and new have the understanding of what we expect of them as well as their rights. To do that  we need to gather up important information that each employee should know at all times, including the US regulation on handling and storing the explosive powers and form an employee handbook. In the employee handbook we need to include: Non-Disclosure and Conflict of Interest Statements, Compensation, Work Scheduling, Standard of Conduct, General Employment Information (Labor Laws, Minimum Wedge, and Termination Policy), Safety and Security, Media Relations, Employee Benefits and Leave Policies (Small Business Administration 2014). We can have this book on the production floor, available to take home and available to read on one in the break room computers. With the above changes into place I would like to make one more suggestion, as the Manager of the Acme Fireworks with all the new contracts and the new employees I would like to recommend that we move to a small warehouse located down by the docks in the marina area that has not been in use for a couple of years. The real-estate price is not high for a two year lease and then we could reevaluate where our business has grown; we can still keep the Payroll, and Human Resources here in the garage. I just think this will help the business. Business Entity My suggestion as your manager would be to go Limited Liability Company (LLC) and expand to a production warehouse and a sales office. Our current is the entity of a Sole Proprietor, which is good because you and your business are one in the same. The taxes are easy your file one form each year that contain your family and your business and then you are done. You have complete control of what is said and done within the business; no one else has the right to seek for your business. The disadvantage of the sole ownership is that if someone got hurt in the business and sued you they are also suing your family as well. You cannot sell stock in your business so it is hard to raise money and most investors will not invest, and banks are very hesitant to lend money. I would go to a Single Owner Limited Liability Company. The principal advantage of an LLC is that it is structured like a partnership but with limited liability protection for the owner similar to a corporation. Because an LLC is considered a separate entity from its owner, the owner cannot be held personally liable for its debts and obligations of the LLC, absent any fraud. With this choice you would still be the owner, but you would have limited liability, and your families saving and life  would not be interrupted if something happened to the business. The taxes in an LLC â€Å"are not taxed as a separate business entity. Instead, all profits and losses are â€Å"passed through† the business for each member of the LLC. LLC members report profits and losses on their personal federal tax returns, just like the owners of a partnership would (Small Business Administration 2014)†, or yourself if you choose not to have members. Members can be anyone of your choosing that you would want to share the profits and ownership respo nsibilities. Conclusion As this paper come to an end, I have covered each of the aspects that you the owner of Acme Fireworks as requested I cover. I have covered a lot of material in a short amount of time for you and all very helpful for our growing business. Please use the information wisely and understanding that I am trying to help our business grow in the right way. As a growing company, we need to ensure that our consumers know their rights and we need to ensure that our products have the proper labeling to follow the US Federal Regulations Title 16. With the oncoming of the new contracts and employees the growth of the company I recommend that we as a company go to a Sole Proprietor LLC. This you can protect your business and your family as we grow your business. As always, please feel free to come and talk to me about anything. References Consumer Products Safety Commission (2001) Fireworks Business Guidance Retrieved on August 24, 2014 from https://www.cpsc.gov/en/Business–Manufacturing/Business-Education/Business-Guidance/Fireworks/ Rogers, S. (2012). Essentials of Business Law. San Diego, CA: Bridgepoint Education, Inc. Small Business Administration (2014) Employee Handbook Retrieved on August 24, 2014 from http://www.sba.gov/content/employee-handbooks Small Business Administration (2014) Limited Liability Company Retrieved on August 24, 2014 from http://www.sba.gov/content/limited-liability-company-llc Small Business Administration (2014) Sole Proprietorship Retrieved on August 24, 2014 http://www.sba.gov/content/sole-proprietorship-0 Xinsurane 2009, Event Home

Quality Improvement Plan Final Essay

The journey of quality improvement is a responsibility of all those involved in patient care. At The Women’s Hospital (TWH) at Saint Joseph East (SJE) it was decided that a change in culture would be needed and focus was directed on decreasing the length of stay (LOS) for maternity patients. Quality process improvement is a formal approach to the analysis of performance and systematic efforts through a team approach to improve the outcomes for patients and staff (Spath, 2013). Types of Care The Women’s Hospital at SJE is a state-of-the-art free standing facility that provides exclusive care for the women of central and eastern Kentucky. Services include both high and low risk maternity care, a level three neonatal intensive care nursery, cardiology and rheumatology services, all exclusively specialized and conveniently under one roof for women. The mission of TWH is shared by the larger market based organization of Catholic Health Initiatives (CHI). As part of the mission statement of CHI and TWH the goal is to â€Å"†¦create healthier communities†, this is done through culture changing quality improvement processes such as decreasing the LOS (Catholic Health Initiatives [CHI], 2014, para. 1). The Women’s Hospital welcomes the chance to collaborate with SJE and other hospitals within CHI to offer quality improvement data while supporting the mission of the organization. Role of Consumers Health care is a business just like any other, with customers that have a choice where to obtain services. The customer is just beginning to become an integral part in the quality improvement process for health care. At TWH the role the patient and family plays will help to shape a culture of improved safety and quality of care. Patients and families are engaged in the quality improvement process through patient surveys, bedside reporting, and direct observation through patient rounding by nursing management. The organization of TWH practices transparency and public methodology. Quality results are reported and available through websites supported by agencies such The Center for Medicare and Medicaid Services, The Joint Commission and  the Kentucky Hospital Engagement Network. To assist the consumer in partnering with TWH in quality improvement the websites for TWH offer links to resources to navigate the websites that provide the reported quality data. Three Quality Indicators The organization has both internal and external accountability to quality indicators. External quality indicators are used by government agencies, third party payers and consumers to define a quality hospital stay (Kelly, 2011). The external indicators relevant to consumers for TWH include; overall patient satisfaction with hospital stay, infection rates for surgeries and patient satisfaction with nursing care. Knowing patient satisfaction with an organization, for those that are seeking similar services will allow a consumer to know if they will be able to have the desired experience at TWH. When infection rates are reported to external agencies it allows consumers to make informed decisions as to the safety of the care provided by TWH and speaks to the transparency of the quality improvement programs. Lastly, since everyone in the hospital will have contact with a nurse, the reporting of patient satisfaction with nursing care will promote the compassionate nursing culture of care available at TWH. Monitoring and reporting quality indicators externally allows the organization to know if the customer’s interests are being properly served. Stakeholders and the QI Process The Women’s Hospital at SJE takes a proactive approach to quality improvement. This approach means including all stakeholder involved in patient care; patients, managers, administration, medical staff, health insurers, accrediting agencies, and the mission team. In addition to patient surveys and manager rounding, TWH has a quarterly community group that meets to listen to the needs of its members. This multidisciplinary team is comprised of executive team associates, nursing staff, medical staff, former patients, commercial insurance representatives and is open to anyone interested in the community. Information learned in these meetings is then taken back the perinatal quality committee and serves as direction for future efforts of quality improvement initiatives. Jointly working to improve the quality of care will create an environment of trust between TWH  and the community served. In conclusion, the responsibility of quality improvement is shared by all members of the health care team and includes the patient. Importance and relevance of quality indicators is influenced by internal and external factors. At The Women’s Hospital, efforts are made to incorporate the role of the consumer in improving the quality of care delivered and through collaboration achieve optimal outcomes for both patient and caregiver. References Catholic Health Initiatives. (2014). About Us. Retrieved from http://www.catholichealth.net/mission-and-vision Kelly, D. L. (2011). Applying quality management in healthcare-A systems approach (3rd ed.). Retrieved from the University of Phoenix eBook Collection Database. Spath, P. (2013). Introduction to healthcare quality management (2nd ed.). Retrieved from the University of Phoenix eBook Collection Database.

Lidl Grocery store UK

Lidl's history goes back to the 1930s, when the company was founded in Germany as a grocery wholesaler. Today, Lidl is one of the largest grocery retailers in Europe. The first Lidl stores were opened in 1973 and by the 1980s Lidl was a household name throughout Germany. During the 1990s Lidl started to open stores outside Germany and today Lidl stores can be found in nearly every country in Europe. Lidl is now well established as a major European food retailer. Our extensive network of stores is unmatched in the discount sector. Lidl takes pride in providing top quality products at the lowest possible prices to all our customers across Europe. Our stores are operated by a network of dedicated store staff, helping to establish and further develop the success of the company. Lidl will continue to play a major role in the exploration of new markets in Europe and beyond. Since establishing ourselves in the UK in 1994, we have grown consistently and today have more than 590 stores, and there are plenty more to come†¦ OUR MANAGEMENT CULTURE We create a working environment that encourages initiative and drive and promotes enjoyment and satisfaction at work. We enable our employees to work effectively and successfully for our business and we support our employees’ development. In leading by example, each of us contributes to the achievement of common goals and to the fulfilment of our management culture and principles. OUR MANAGEMENT PRINCIPLES We agree targets together with our employees, define clear duties, develop tasks and define areas of responsibilities with room for initiative. We place confidence in our employees and trust that they will complete all tasks to the best of their ability, and that they will develop ideas and suggestions that will benefit our business. We speak to each other openly and promote honest, prompt and direct communication. We treat each other fairly and respectfully. We honour our agreements with our employees as a trustworthy partner. We give regular feedback to our employees on their performance and conduct. We support and motivate by recognition of achievements and constructive criticism. We monitor all areas of our business in a results driven and reflective manner. As a team, we are pro-active in identifying and realising improvement potential throughout our organisation. We are reliable, trustworthy and loyal – especially in times of crisis and conflict. We are open to changes and challenges with the aim of developing and continuously improving our business.

Response paper Essay Example | Topics and Well Written Essays - 500 words - 17

Response paper - Essay Example In terms of genderization, feminist theories took a turn from studying female accessibility to technology, to examining the processes that developed technology as well as its female constitution. Presently, the feminist outlook on technology and the digital era is positive unlike its counterparts in 1980s reflecting a marked change in feminist theories of technology. De Lauretis seems to emphasize on the aspect of sexual difference throughout the paper as the concept was a prominent element of feminist writings during the 1960s and 1970s. Sexual difference is the idea that reinforces the differences between male and female, man and woman, as it creates a categorization that is an artifact, not of biology or sociology but of discursive constructs. De Lauretis has pointed several limitations of the term ‘sexual difference’ which includes its restriction on feminist critical thinking and recuperation of radical feminist thought to the bounds of one’s master’s wall (2). Then the author articulates the concept of gender as relating to technology as represented in various forms. McGraw’s paper on essentially â€Å"feminine† technologies explains rather novel concept of the term from a feminist perspective (13). Here, McGraw explains how certain female possessions such as bras, closets, collars, and bathrooms are â€Å"feminist† technologies because of their utility to women. While the word technology may engender necessarily male artifacts, McGraw explains how, a recognition of such things used predominantly by women will help us understand the technologies that were used previously. This will help us to expand our thinking of technology as not necessarily a piece of gadget that is electronic or digital but that which is of use to a particular section of the target users. In turn, this realization will help individuals to understand technology as not only comprising of male-oriented objects but merely anything that has been of

Real Property Rights and Environmental Impact Research Paper

Real Property Rights and Environmental Impact - Research Paper Example Since environment is finite, ecological limitations will ultimately constrain human activities. The interrelations within human reliance on and restriction of environment gives the land paramount role in the society (John J. Fittipaldi 56). Understanding real property rights include politics, philosophy, economics, sociology and law. Restrained distinctions need to be created. The conclusions are often ambiguous. Reasonable people may disagree. Agronomic, biological and engineering aspects have to be considered in finding the limits of resource ownership, division or responsibilities on environment and effects on the third party. History, customs, facts and circumstances of specific cases are crucial in debate over property rights and environment. Real property is not a relationship between things and people but a relationship between people in regards to things around him. The social and legal significance of real property is not the tangible part of it; rather the rights that are a ttach to it (John Ratcliffe 89). An important characteristic has to be put between property rights and property ownership. Consequently, tenants have the right to use properties owned by other individuals in return of rent payment. A relevant example is the difference between trade in annual allocation –temporally trade, and trade in irrigation entitlement-permanent trade, where ownership of long term right to use is not altered. Steps have been made in application of concepts of real property rights to environmental issues, especially irrigation, where water is seen as trading innovator. Certainly, the logic of eradicating the past stiff attachment of rights to use irrigation schemes to particular lands is now hardly questioned. Nonetheless, while thinking about real properties rights is an important step in illuminating responsibilities for environmental management and assessing any claims for compensation, changes in property rights should not be oversold as an answer to e nvironmental crisis (Robinson 98). Real property can assist rationing of resources among different individuals and uses, but will not end any dispute over the impact of the rationing program. On this reasoning, a rigid legal approach to irrigators’ property rights would have a negative economic impact and political reaction. Current attitude on irrigators is that they are being supported by government, including unspoken approval of associated environmental damages. On a different perspective, environmental contamination often has a considerable impact upon real property. Buyers and sellers dedicate significant efforts towards negotiating a price in the sale of the contaminated property which accounts for its needs to be reinter ceded under the management of environment agencies (Australia 23). The eventual price agreed upon is usually replicating a negative effect caused by the subsistence of environmental pollution. There are numerous ways in which environmental situation m ay affect the valuation of real property tax appeal context (Roger LeRoy Miller 86). Arguments over property rights are forefront of debate over irrigation and the environment. Contradicting elucidations of the current political and legal situation highlight the need for practicality if excellent outcome are to be obtained in environmental

Doctrine of Freedom of Seas Term Paper Example | Topics and Well Written Essays - 3000 words

Doctrine of Freedom of Seas - Term Paper Example In the First United Nations Conference at Geneva in 1958, and the second conference in Geneva, 1960, third conference in Caracas in 1973, later in Geneva and New York, the problem was discussed; but unanimity decision could not be arrived at for a long time. According to some, the earlier doctrine of Freedom of Seas, the Laissez Faire â€Å"has been designed specifically to favor the strong countries over the weak countries, the industrialized countries over the poor, and the developed over the developing,† Njenga in Payoyo (p.69), because there are inequalities in the traditional law of the sea. Hence it was necessary for the modern doctrine to adjust well with the Doctrine of Coastal State Sovereignty. Countries outside Europe feel that the present law is rather ‘Eurocentric’ â€Å"The idea that beyond the narrow confines of the territorial sea, the Coastal State would retain jurisdiction and control over adjacent resources, living and non-living, as well as all economic activities conducted therein, was realised through the sui generis regime of the Exclusive Economic Zone (EEZ),† (Ibid, p.72). Modern Freedom of the Seas governs unrestricted access to the high seas, beyond the national territory. Initially, it was established by Romans, was challenged by Papal Bull in the 16th century, trying hard to divide the oceans between the then naval powers of Portugal and Spain. In the 18th century, the rights over the territorial waters were extended up to 3 miles. During the war, the United States argued that neutral ships should be permitted into the territorial waters to carry goods, while military blockade, war planning all affected this law in those unsettled days. When naval power was at its zenith, this law was an important bone of contention. After the French revolution when Britain and France imposed the maritime blockade, the matter went to the extent of America declaring war on Britain!

Answering two questions Essay Example | Topics and Well Written Essays - 250 words

Answering two questions - Essay Example Secondly, in arbitration, the arbitrator is given the power to make a decision whereas in mediation both parties are given authority to control the outcome of the agreement. Thirdly, arbitration requires extensive information for accurate judgment by the arbitrator whereas mediation exchange of information is always voluntary. Lastly, arbitration is always a formal process whereas mediation is an informal process. The two are however similar because they both aim at solving a conflict or dispute between parties involved. In the garner situation, the legal issue was the excessive use of police force during his seizure although this was not the case because under NYPD rules the officer’s action was allowed. In my opinion, it is false to say that the officers involved were objectively unreasonable to the victim leading to his death after being forced to place his head on the pavement in spite of saying that he could breathe well. The rule of law stated that the officer involved was only to be indicted if found out that he had malice or intent to hurt Garner. In sum his death was judged to be as result of intervening medical conditions. The legal issue here is resisting arrest and unlawful possession of marijuana leading to death of the victim. In the Radio Rahim situation, excessive use of police officers was not necessary because the victim in question was walking on a sidewalk. The law allowed a certain amount of force to be used and not excessive force to be used when arresting unarmed victim who posed no danger to the officer. In my opinion, it would have prudent enough fore the police officer to approach the victim and ID him before taking any action against like use of excessive force on him. Moreover, using excessive force on an unarmed civilian totally shows how clouded the police officers mind are in making judgments as there are several

Communication theory Essay Example | Topics and Well Written Essays - 250 words - 2

Communication theory - Essay Example Language-Centered Perspective proves that cultural framework and cultural knowledge are part of any conversation. In multicultural societies linguistic ideology becomes the means of marginalizing other cultural groups. Consequently, members of non-dominant groups are at a disadvantage because they should be familiar with two types of culture: their own and dominant culture. As a result, in conversations between members of marginalized cultural groups and representatives of dominant linguistic ideologies particular linguistic features emerge. The theory argues that linguistic policies in multicultural societies should take into account cultural diversity since both cultures coexist, constantly develop, and influence one another. In multicultural societies conversations between members of dominant and marginalized groups require the ability to negotiate cultural differences. Co-cultural theory, developed by Mark Orbe, argues that in any society privileged groups reinforce their position through dominant communication system. As a result members of other groups are socially marginalized and have to strategically communicate and negotiate the dominant system. The theory examines negotiating strategies developed by the members of underrepresented groups, such as people of color, women, gay men, lesbians, bisexuals, transgendered individuals, and people with disabilities. Their inventory of negotiating practices includes emphasizing similarities, avoiding controversy, overcompensating, bargaining, dissociation, mirroring, self-ridicule, educating others, attacking. The choice of patterns in co-cultural communication depends on six factors: 1) the goals of communication (whether the members of co-cultural group w ant to be assimilated, accommodated, or separated from the dominant group); 2) experiences that influence the inventory of

Food Policy Reform in Schools Essay Example | Topics and Well Written Essays - 1500 words

Food Policy Reform in Schools - Essay Example The program also aims to provide opportunities for various stakeholders including parents, agriculturists, retailers, etc. However, in recent times it is found that the program are unable to achieve their objectives as the nutritional status of populations have changed over the last 50 years and populations are affected with a different set of disorders compared to what was present more than 50 years ago. Hence, recommendations need to be laid down which would more effectively ensure the success of the school food programs and ensured hat the taxpayers money is put to better use. Food Policy Reform in Schools Introduction The aim of this study would to review the food reform policies that are implemented for schools across various states of the US. The aim of the food policy is to implement a population-based approach so that the diet of children is improved, their nutritional status is benefitted and various nutritional disorders such as obesity and deficiency are prevented. An impo rtant aspect of the topic is the fact that children’s diet in schools would play an important role in developing future food behavior, establish an appropriate BMI. Children spend a significant portion of their time at schools and these fruitful hours in education also need to take into consideration other activities such as exercises, food eating habits and psychosocial development. Most Americans spend life at schools for the first 16 years of their lives and hence is exposed to the food available at schools at least at some point (Adamick 2010). Over the past few years, the food problem in schools have escalated very seriously as unhealthy eating habits were being developed and promoted. Vending machines, fast food cultures, cafeterias and junk food stalls been sources of unhealthy food (Public Health Law Center 2010). Kate Adamick (co-founder, Cook for America), considers that having a school food reform program may not only be effective as the economy is sick and the cos ts of such programs would be prohibitively high. Also considering the fact that the National School Lunch Program (NSLP) and the School Breakfast Program (SBP) have certain set standards available for nutritional content and that junk food which is also easily available at schools does not need to meet any nutrient content. Schools may sell these junk food items through cafeteria, fundraising events, school stores, vending machines or snack bars (Adamick 2010). In analysis, the National School Lunch Program (NSLP) and the School Breakfast Program (SBP) have been provided by the federal government to students of school and children care facilities across the US, regardless of the income status or the social status of the families. These programs have been authorized under the statues Child Nutrition Act 1966 and the National School Lunch Act 1946. The Statutes involves creating a policy for providing food to children from schools at a subsidized rate (or free for qualified students) whilst ensuing that the various stakeholders in this scheme are benefited. The various stakeholders including the children, parents, teachers, school management, Federal government, state government, US Department of Agriculture, Department of Education, etc. The program was further modified for including snacks provided to children up to the age of 18 years. More than 31 million children across the US are benefited

Investment policy statement Essay Example for Free

Investment policy statement Essay Return Requirements: * Tax minimization – a continuing collateral goal * Inflation adjustment enhancement of investments- real growth of capital with possible extra return if possible. Risk Tolerance: * Investment risk – very low risk 1. The Muellers have been managing their own investments and are familiar with risk but may not understand volotiliity completely due to their high portion of volatile stocks within the portfolio 2. Want to provide for their daughter’s college education 3. Very high tax bracket (30% on income and 20% on net realized gains) Constraints: Time Horizon: The Muellers are relatively young and have still a lot of time to work and likely saving for retirement is in their agenda. The main goal is to provide for their daughter’s education and expenses associated with it. This goal would be considered long-term but is relatively short in comparison to possible saving for retirement. Liquidity Requirement: There is an ongoing stream of income available. Their may still be some liquidity needs in order to provide for the expenses of the college education along with life expenses associated with both The Muller’s and their daughter. Taxes: The family is in the highest of brackets. Future investments should take that into account on an indefinite basis. Tax-sheltered investments should be considered and will likely benefit the family more than high yields that are taxable. Legal and Regulatory: The Muellers would like to monitor their own investments, so their investments are generally only governed by state law. Unique Circumstances: Past unsuccessful investments of $100,000 can be used to offset tax distributions on net realized gains. Most important aspect and is unique to the saturation, Incoming expenses of $90,000 for the first year of college and then consistent four more years of $40,000 of college expenses.

Buy American Act Analysis

Buy American Act Analysis Buy American Requirements Question 1 On his last day in office on 3rd March, 1933, U.S. president Hoover signed the Buy American Act which made it essential for the federal U.S government to choose products made by U.S manufacturers for procurement. Other parts of the rulings made similar compulsions on the procurements made through federal funds for transit and highway projects. Fundamentally, the Buy American Act is an endeavor to protect the welfare of local manufacturers and labors by giving direct partiality to U.S.-made products in the procurement made by government departments. The American goods defined in the act were placed is three broad categories; manufactured, mined and produced. Although the nativity of the manufacturer is not an issue according to the act however, American goods were defined as those products which are made from components manufactured in United States. Such components may be produced, manufactured or mined from within the country to qualify for being called American products. Moreover, the cost of foreign manufactured components used in the domestic product must not, in any case, go beyond fifty percent of the cost of all the components. However, there are a few exceptions to this act. Firstly, it becomes void if the procurement of American products is against public interest or entails irrational cost. Secondly, the act is not applicable on U.S projects outside the country or on the products which are not produced in sufficient quantities or acceptable quality inside U.S. Finally, the act is also not applicable for federal government procurements of less than $3,000. Moreover, the American Act provisions and restrictions can be over-ruled by the President of United States when it is envisaged that foreign products are likely to be given unfair treatment as compared to domestic products. Question 2 VectorCal and Efficient Technologies are both engaged with the control and monitoring of drone navigation systems. In addition, the companies can develop systems that make it possible to have total management and control of drone navigation systems, as well as providing adequate security when required. As it is already known that United States is engaged in war in Afghanistan, Iraq and many other countries along with its NATO allies, the use of drone technology has gained vital importance. This technology is not only advantageous in gathering information about the activities of enemy but also prove vital in launching attacks against them. In doing so a lot of national exchequer and human lives of friendly forces are saved. And the enemies are demolished without much effort or fear of launching attack through fighter planes. Keeping this background in mind, VectorCal and Efficient Technologies have much to gain from the Buy American Requirement. First and foremost is the possibility of providing the security agencies of the United States with state of the art defense navigation drone technology. This would not only assist the United States government in achieving its war related targets in an efficient manner but also in a cost effective manner as well. Another point worth noting here is that with the enactment of Buy American Requirement, the reliance of United States on foreign suppliers for defense related procurement would decrease. This would in-turn help the country in relying on its own products rather than relying on the imports from other countries who may oppose the U.S. defense policy and at some time may also want to withhold the defense related procurements. This scenario is vital for national security of United State especially when it is engaged in wars around the world. Keeping these facts in mind, VectorCal and Efficient Technologies would definitively profit from the Buy American Requirement regulations as U.S would be compelled to procure drone related navigational aids from these companies. This would obviously mean more business for the companies and more yield for the owners of the companies. This would also assist in expanding the business for the companies which would mean employment of more American workforce and added achievable targets. Question 3 The United States takes pride in economic and political freedom that it project amongst the comity of nations. The American way of life still projects a form of capitalism, although much has changed over the years. To many today, Americanism still means appreciation that free market trade both in international and domestic markets signifies the only way to prosperity of the country. Trade in international markets is not a war to be won but a form of increasing production worldwide and cooperating with others in the business to seek prosperity. In is a common knowledge that common trade advantages are fruitful for both the countries across the borders even if one of them is much more adept in manufacturing quality products. As denoted by the Comparative Advantage Law, free trade does not create boundaries but helps in eradicating unemployment. The free market trade does not depend on boundaries sketched on the map. International commerce provides the same kind of economic advantages as does the commerce between cities and towns across the country. Therefore, if intercity or across town trade is stopped for the reason that it is more patriotic to buy the product of only the local manufacturers, a huge trade deficit would be faced by the city or the town as was being faced by U.S. in almost every year in 19th century. Americanism is basically synonymous to individualism, if we take it to philosophical terms. This means that the rights of one person are his own and do not belong to a particular race or a nation. However, in case of collectivism, which is the prime notion of Buy American, Americans are supposed to look as suppliers and manufacturers of products as nations and not as individuals offering business. The country is required to accept goods of low quality at higher prices all in the name of nationalism. Mostly, the proponents of Buy American theory propagate motive behind the attitude is hostility towards the foreign products and foreigners themselves. This intolerant attitude is against the principles of capitalism and free market economy and can thus be termed as prejudiced. Some experts even believe that preferring American made products over Japanese or Chinese products is same behavior as preferring products of white people over non-white. It is a form of economic racism which tends to judge the products by the manufacturer who made it rather than the quality of product itself. In principle, the standards of living o the people of a state are raised due to enrichment of another country. This standard analogy is clear from the fact that the standard of living of our people has greatly increased due to our trade with countries like Japan. If America decides today to stop trade relation with Japan, it would not only be detrimental for our economy but also undermine our living standards to a great extent. Let’s look at it from another point of view. Due to Buy American Requirement, if Americans have to pay more for commonly used items domestic products e.g. shirts or shoes, then the country would have less money to pay for other needs—itâ₠¬â„¢s another way of sponsoring incompetent local manufacturers. These local American producers would not have any foreign competition to face and therefore would not have any reason to improve quality or cut prices. Secondly, if America refuses to buy Chinese products, same would be reciprocated by China which would include rejection of America’s top class iPods and computers. This would lead to a collapse in economic terms which was seen after enacting of Smoot-Hawley Tariff in 1930. This tariff added huge import duties on many items due to which retaliation was seen from European countries which ultimately deepened the Depression across the globe. Question 4 Basically, there are three main exceptions to Buy American Requirement. Firstly, a product or an item can be procured from foreign manufacturer if the product or commodity is not available in local market. For example, iron and steel are not produced in America in sufficient quantities and acceptable quality. The act therefore waives the requirement of procurement of these commodities from within the country on account of their non-availability in sufficient quantity and acceptable quality. The second exception to the act refers to inconsistency to the public interest. This basically entails that any procurement which is against the interest of public may be made from the foreign manufacturer. However, such requests are to be scrutinized by DoE on case to case basis. The third exception to the act entails that a waiver would be given to the procurements for public projects when it is envisaged that by abiding to the ac would increase the domestic project construction cost by 25% or m ore. This is particularly true for the products which are neither manufactured nor produced in the U.S. in sufficient quantities e.g. Iron and Steel. Free trade in world’s open markets is the hour of the need for the Americans. Otherwise the trade deficit would increase to substantially high value which would neither be controllable for the government nor acceptable to the public. The great Depression of 1930s is clear example of how U.S. imposed restrictions on the trade with other countries aggravated the financial situation globally. The Buy American Requirement binds the government to expend public funding on the procurement of only made in U.S.A. products. This restriction when waived by a few abovementioned exceptions gives some air to breath to the U.S. economy. For example, the Department of Energy waived off the restriction to buy energy efficient lighting products in 2010 for public roads and projects. This waiver was primarily granted due to the fact items e.g. traffic signals which used LEDs (light emitting diodes) technology are solely manufactured by Mexico and China. that products like compact fluorescent lig ht bulbs and traffic signals made with light-emitting diodes, or LEDs, are manufactured almost exclusively in China and Mexico. A large number of suppliers petitioned that they were unable to find the suppliers for these items in the U.S. and those willing to supply were asking for too much money; in fact more than that allowed by Buy American Act. Moreover, the DoE had started $6.3 billion worth of energy efficient projects which were lingering due to lack of American manufacturers. The decision to waive off the restriction to buy only American products contributed a great deal towards saving the huge losses to U.S. economy in case of purchasing the items from local vendors. Moreover, this waiver was also directly related to the public interest exception as it expedited the completion of projects, resulting in the saving of trillions of dollars in energy consumption. Another such exception was provided by the DoE for the procurement of two 13 MW and three 7.2 MW diesel generator radiators in 2011. The exception was a specific waiver for Utilities Corporations (CUC) which cost a total of $2,99,0075 on the import of five radiators against a cost of $3,22,5000 from domestic suppliers which meant a decrease in cost of about 35%. Therefore, the benefits of the exceptions given by the government are really beneficial for the U.S. economy and for the public interest. Question 5 A number of advantages and disadvantages can be experienced by VectorCal and Efficient Technologies by abiding by the Buy American Requirement. Firstly, if defense and navigation equipment contracts are awarded to foreign investors, the benefit from local manufacturers is taken away. A focus on U.S. manufacturing companies e.g. VectorCal and Efficient Technologies by the Department of Defense would not only boost the profitability of the companies but would also assist the U.S. government in mobilizing the industry at the time of war. Should the government require to contracts to foreign manufacturers chips away at an already deteriorating manufacturing sector. If required by the defense agencies, both these navigation systems producing companies would be in a situation to react and provide sustained assistance throughout the period of conflict. This is already in practice in many European countries who maintain a subsidized defense industrial base. For example, France has patronized its Aerospace industry putting other countries at a disadvantage. An additional advantage that can be gained by the government through patronizing navigation systems industry is the matter of national security. The reliance of U.S. on other countries on navigation systems manufacturing would greatly decrease in case the other nations decide to restrict exports to the U.S. in case of policy disagreement. Although the argument pertaining to national security has some validity, it can also be abused for seeking protection of the industry. On the other hand, sticking to Buy American Requirement can also bring demerits to the U.S; mainly on economic grounds. According to economic principles, free trade and open market competition brings economic progress amongst the trading partners. As restrictions among the trading partners are lifted, manufacturers from around the world begin to invest in specialized industry e.g. production of navigation systems thus bringing competition on the U.S. soil. This would although bring in vast opportunities of technological advances in the country but at the same time would render the local manufacturing industry inept to provide support to the country at the time of need.

I Saw Guinevere There as Well Essay -- Arthurian Legends Essays

I Saw Guinevere There as Well Numerous sources, such as Layamon's "Arthur's Dream", Marie de France's "Lanval" and Sir Thomas Malory's Morte Darthur, portray Guinevere as a unfaithful wife and the primary cause of the fall of King Arthur and The Round Table. In all of the three works, Guinevere is seen approaching various men such as Lanval and Sir Lancelot, knights of her husband. And, yet, she remains virtuous and appealing in the eyes of King Arthur, who loves her dearly. Such blindness or possibly Arthur's unconditional love of Guinevere and Lancelot, Arthur's best knight, lead to the fall of Arthur's Britain and of the Round Table. In one of her lays, "Lanval", Marie de France presents Guinevere approaching the main character,Lanval, one of Arthur's knights, with a proposition. She offers herself to Lanval to be his mistress, willing to satisfy his sexual joys: Lanval, I've honored you sincerely, Have cherished you and loved you dearly. All my love is at your disposal. Your mistress I consent to be; You should receive much joy from me (257- 262). Such behavior is clearly unacceptable for a lady in Guinevere's position. She does not only compromise herself, but also presents Arthur as a weak man, unable to control his wife, and therefore a weak ruler. Furthermore, the author of the tale portrays Guinevere as a very wicked character. Angered by Lanval's rejection of her approaches, Guinevere insults Lanval, calling him a homosexual: Often I have heard men aver That women are not what you prefer. But you have many pretty boys With whom you like to take your joys (273-276). Moreover, Guinevere later manufactures a story to tell Arthur, in which the roles are reversed and Lanval is pr... ...Thomas Malory, present Guinevere, Arthur's queen, as one of the causes of the fall of Arthurian empire. Guinevere is described as a wicked and unfaithful wife, whose behavior triggers the fall of her husband's rule. And although other factors, such as people's jealousy and evil, influence the outcome of the legendary empire, Guinevere's unfaithfulness is the primary cause of the fall of King Arthur and his Round Table. Works Cited France, Marie De. Lanval. The Norton Anthology of English Literature. Ed. M.H.Abrams. New York: W.W.Norton & Company, Inc., 2000. 127-140. Layamon. "Arthur's Dream." The Norton Anthology of English Literature. Ed. M.H.Abrams. New York: W.W.Norton & Company, Inc., 2000. 122-124. Malory, Thomas Sir. Morte Darthur. The Norton Anthology of English Literature. Ed. M.H.Abrams. New York: W.W.Norton & Company, Inc., 2000. 421-439. I Saw Guinevere There as Well Essay -- Arthurian Legends Essays I Saw Guinevere There as Well Numerous sources, such as Layamon's "Arthur's Dream", Marie de France's "Lanval" and Sir Thomas Malory's Morte Darthur, portray Guinevere as a unfaithful wife and the primary cause of the fall of King Arthur and The Round Table. In all of the three works, Guinevere is seen approaching various men such as Lanval and Sir Lancelot, knights of her husband. And, yet, she remains virtuous and appealing in the eyes of King Arthur, who loves her dearly. Such blindness or possibly Arthur's unconditional love of Guinevere and Lancelot, Arthur's best knight, lead to the fall of Arthur's Britain and of the Round Table. In one of her lays, "Lanval", Marie de France presents Guinevere approaching the main character,Lanval, one of Arthur's knights, with a proposition. She offers herself to Lanval to be his mistress, willing to satisfy his sexual joys: Lanval, I've honored you sincerely, Have cherished you and loved you dearly. All my love is at your disposal. Your mistress I consent to be; You should receive much joy from me (257- 262). Such behavior is clearly unacceptable for a lady in Guinevere's position. She does not only compromise herself, but also presents Arthur as a weak man, unable to control his wife, and therefore a weak ruler. Furthermore, the author of the tale portrays Guinevere as a very wicked character. Angered by Lanval's rejection of her approaches, Guinevere insults Lanval, calling him a homosexual: Often I have heard men aver That women are not what you prefer. But you have many pretty boys With whom you like to take your joys (273-276). Moreover, Guinevere later manufactures a story to tell Arthur, in which the roles are reversed and Lanval is pr... ...Thomas Malory, present Guinevere, Arthur's queen, as one of the causes of the fall of Arthurian empire. Guinevere is described as a wicked and unfaithful wife, whose behavior triggers the fall of her husband's rule. And although other factors, such as people's jealousy and evil, influence the outcome of the legendary empire, Guinevere's unfaithfulness is the primary cause of the fall of King Arthur and his Round Table. Works Cited France, Marie De. Lanval. The Norton Anthology of English Literature. Ed. M.H.Abrams. New York: W.W.Norton & Company, Inc., 2000. 127-140. Layamon. "Arthur's Dream." The Norton Anthology of English Literature. Ed. M.H.Abrams. New York: W.W.Norton & Company, Inc., 2000. 122-124. Malory, Thomas Sir. Morte Darthur. The Norton Anthology of English Literature. Ed. M.H.Abrams. New York: W.W.Norton & Company, Inc., 2000. 421-439.

Compare the ways in which the authors of The Red Room, The Black Essay

Compare the ways in which the authors of The Red Room, The Black Cottage and The Signalman create fear, suspense and tension. GCSE PROSE STUDY COURSEWORK: Compare the ways in which the authors of "The Red Room", "The Black Cottage" and "The Signalman" create fear, suspense and tension. In this essay i will be analysing the way three accomplished authors create an atmosphere of tension, fear and suspense in their three short stories. Once i had read their stories i instantly noticed how comparable the stories were. They write about fear and suspense in ways only you can comprehend if you have experienced it yourself. The stories seem to be filled with the authors' own experience of fear, suspense and tension, they incorporate this into their story and give the reader the exact feeling of what they personally felt themselves. They make sure that the reader knows how the characters feel and makes the reader become fond of the characters. The reader can really empathize with the writers, because they write in a first person narrative. The stories contain vivid description seen through the eyes of the narrators. The stories were written in victorian times and have a certain gothic style to them. The victorians believed it was immoral to isolate yourself from hummanity and cut yourself off from compassion - there is evidence of this in all three stories. In "The Signalman"(Charles Dickens) the signalman isolates himself from the rest of the world, therefore making the reader feel alone and this plays tricks on his own mind: " "Did it ring your bell yestersay evening when i was here, and you went to the door?" " Twice." " Why see," said i, " how your imagination misleads you. My eyes were on t... ...that the maid could well be alot smarter than the attackers and could escape from the terrorfying situation she is in. "The Signalman", Alot of climax and suspense becomes apparant in this story because the character tries to find out whether the supernatural that haunts him is real: ""Will you come to the door with me and look for it now?" He bit his under lip as though he were somewhat unwilling, but arose." Dickens shows here, that the once arrogant and self admired narrator is frightened of what might be on the other side of the red room's door. This then creates an understanding for the reader that even the most arrogant person will be afraid, once in the presence of the red room. With these examples you can see how the writer creates fear, suspense and tension, and why these stories are so brilliantly appraised as excellent pieces of writing.

Music Censorship Essay examples -- essays research papers

Synthesis paper   Ã‚  Ã‚  Ã‚  Ã‚  Racism, hate, sex, drugs, and profanity are among many things people encounter in everyday life whether they want to or not. The one thing that people do have control over is what kind of music they listen to and to take that right away from anyone would be more offensive than having the president of the United States of America get oral sex in the oval office, one of the most honored places in the country. People get more worked up over the things in life that mean nothing, than worrying about crucial issues. Our society can tolerate watching parents smack their children in *Wal-Mart more than they can stand to hear a curse word, or a sexual comment in a song. Music is an expression of the artist and should be treated as that. Censoring music is like telling Michelangelo he could not put the penis on â€Å"David†. The truth is that censoring music is an action that goes against the constitution of the United States of America and although some content may offend people, prohibition of freedom of expression violates the rights of more than those offended.   Ã‚  Ã‚  Ã‚  Ã‚  In a democracy, there is absolutely no chance to please everyone but taking away their rights as citizens will upset even more of the population. Under the first amendment of the constitution it states that congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom...

How Far Do You Agree That “the Play of King Lear Presents Us

How far do you agree that â€Å"The play of King Lear presents us with a bleak and cruel world and offers us no comfort at the end Much of Shakespeare’s King Lear follows themes such as betrayal on the part of the antagonists and the protagonist’s blindness of the events which have befallen them. For example in a rage with Kent Lear exclaims ‘Out of my sight! ’ with Kent’s retort simply being ‘See better Lear’ this motif of a characters blindness continues throughout the play.Some of the characters can be seen to be prolifically cruel throughout the play and while many of the these characters die by the end of the play their actions still have ramifications. Gonerill and Regan for example strip their father of his self awareness and leave him to scrabble for his sanity on an unwelcoming and bleak heath. Lear is not exempt from blame for his circumstances but the disastrous and tragic consequences seem to out balance the flaws in his fra gile mind.This is a tragedy however so Lear’s downfall as the result his hamartia was expected for the katharsis of the Jacobean audiences to be achieved. The play has a sinister atmosphere but Shakespeare may have tried to include moments of comfort either for the tension of the drama or to give the audience a sense of hope. In Act 1 of King Lear Shakespeare seems to foreshadow the key themes of the play which often have sorrowful consequences for many of the characters.For example when Lear decides that he will test his daughter’s flattery in exchange for their share of the kingdom, ‘Which of you shall we say doth love us most, that we our largest bounty may extend’ the contest seems to be an empty gesture as Gloucester and Kent had already discussed that both dukes could already expect an equal share of England ‘for qualities are so weighed that curiosity in neither can make choice of either’s moiety’.The kings’ empty words ar e soon mirrored by his children’s as Gonerill remarks that ‘Sir, i love you more that word can wield the matter’ and ‘A love that makes breath poor, and speech unable’ her hyperbole contradicts her when she goes on to explain further. Regan too expresses her true feelings poorly by simply agreeing with her sister ‘I am made of that self-mettle as my sister’ this sounds as if it were just a shallow echo of Gonerill without out conviction of love Lear expected.However Lear does not recognise this as the audience might and so when Cordelia decides that she must ‘Love, and be silent’ and says ‘nothing my lord’ Lear indicates his own future ‘Nothing will come of nothing’ Because of Gonerill’s lack of seniority her expressions of love are devalued and mean nothing so that when Cordelia characterises her feelings towards Lear as loving him ‘According to my bond, no more nor less’ she re establishes the verbal integrity. To a Jacobean audience the theme of nothing may be more prevalent just from Lear’s initial speech ‘Know, that we have divided in three our kingdom†¦ To a christian audience this may have emulated Matthew 12. 25 ‘Every kingdom divided against itself is brought to desolation’. Yet even when in the most dire circumstances compassion is shown by various characters. After he is thrown into a storm and in his words Lear’s ‘†¦ wits begin to turn’ he still shows pity for the fool when he asks ‘Come on, my boy: how dost, my boy? art cold? ’ This is either one of few examples of Lear’s selflessness or his attempt to cling to his only symbol of reality. The injustice of many of the characters are obvious throughout the play.But there are some signs of pity and compassion and of loyalty too. This is usually due to a possible feelings of obligation to family or superiority which contrast ingly in other examples become treachery. For example Gloucester’s ultimate punishment for his trust in Edmond is that Cornwall puts out the Earl’s eyes. A servant protests at the brutality of Gloucester’s treatment ‘†¦ But better service have I never done you’ Along with Cordelia and Kent the servant pays the ultimate price for this and is killed.The King’s fool is mourned at the end of the play by Lear because of his selfless attitude towards helping Lear’s understanding ‘So out went the candle, and we were left darkling’. When Gonerill begins to undermine Lear’s sanity the fools says this to relay it to Lear. The loyalty of both the Fool and Kent to Lear can be seen as a comforting thought, suggesting that the king who had lost everything still maintained allies. The Fool used seemingly frivolous songs to try and guide Lear however unsuccessfully into a better situation.Kent too remained loyal, even after Le ar had banished Kent he felt a need to serve his master faithfully. Unfortunately in the final act Lear states that ‘my poor fool is hanged’ and after Lear’s death Kent says ‘My master calls me i must not say no’ suggesting he must follow Lear into death. In this instance the folly of humans are overrun by the divine goodness of nature. However the play may also send another spiritual point, a more nihilistic one; if in fact there is such a thing of gods then they are not sympathetic to the tribulations of human society and are as cruel to them as any animal.This is perhaps inconceivable to Lear as he scorns Gonerill and Regan’s behavior as ‘unnatural’ and uses animal image and similes to describe them, her tongue is said to be ‘serpent like’ and whose gratitude is ‘sharper than a serpent’s tooth’. Both may be biblical references to the greed and wickedness of mankind. Edgar too describes himself a s a ‘dog in madness’ and ‘wolf in greedines’ here we know that unlike Lear Edgar is not mad and so his word may be taken as a small parable of mankind’s fragility.At realising his two eldest daughters are betraying him Lear calls to the heavens to take his side and strike them with a storm ‘ ‘O heavens ! If you do love old men, if your sweet sway, show obedience, if you yourselves are old, make it you cause. Send down, and take my part! ’ The cruel dramatic irony being that it will be Lear who suffers a terrible storm on the heath and in his mind. As well as this the audience may see that Lear’s language hasn’t changed from the beginning of the play when he still held a position of power.Lears first words of the play is a command ‘ Attend the lords of France and Burgundy Gloucester’ This imperative sentence shows his authority which even when Gonerill and Regan reduce his only semblance of his kingship, h is army to nothing he still clings to like a child, ‘Send down and take my part! ’. This may be the root of Lear’s downfall. At the time of King Lear’s first performance, England was in political and economic turmoil Elizabeth I’s still recent death and the Gunpowder plot scared Shakespeare’s time in history. King Lear then may be a partly a criticism of an inherently unfair society.To an Elizabethan audience Edmond’s self interest to not ‘stand in the plague of custom’ and not uphold his loyalty to the king and his father was of a growing trend. At the time then Edmond may not have been seen as a villain but perhaps a free thinking individual who was prepared to do whatever it took to be successful. The apparent lack of justice in King Lear is shown by King Lear himself ‘ I am a man, more sinned against than sinning’ Lear often reaches for some wider reason for his misfortunes but perhaps finds little comfort in the end when he realises his mistakes too late to change the play’s resolution.This aspect of the story follows the theories of tragedy from Aristotle and so Lear can be said to be a ‘tragic hero’. However if King Lear can be seen as a spiritual play then Lear’s ending is one of redemption and since both Gonerill and Regan die the kingdom can once again rise from the ashes. Cordelia too serves this metaphor embodying Christ’s noble crusade against evil with a french army and dying a martyr for her father but not without speaking with him and so restoring Lear’s jagged mind even if only partially.King Lear depicts the cruelty of humankind and the breakdown of a man’s mind, the social and family ties around him and his kingdom. The token examples of compassion, shown to the audience to some extent only amplify the Shakespeare’s ‘darker purpose’ of a savage loss of morals. What little justice thats offered at the e nd, Edgar prevailing over his brother for example can not compensate for the punishment that Lear and the other characters endure. The very notion of ‘nothing’ is so significant by the end of the play the most of the characters are literally reduced to nothing.

Criminal Justice Theories Essay

A brilliant philosopher once remarked that man is by nature good. Evil, according to him is the result of ignorance or the lack of knowledge. When crime is committed it is because of the limitation and imperfection of his present knowledge. Though it may be true that no man is morally corrupt by nature, Socrates’ explanation of the presence of crime and evil in our society does not suffice to answer the question why people offend and commit crime. Why is it that even the highest ranking CEOs of multinational companies manage to steal money from their investors and stockholders? It does not explain why even educated people become criminal offenders and violators of the law. This could only mean that there is more to crime than just the goodness or badness of the individual. It is because of this reason that Sociologists have turned to other causes or factors that may influence human behavior into committing crimes. This has resulted in several theories attempting to explain crime and deviance. These theories are Social Control Theory and Labeling Theory which will be discussed in this essay. Social Control Theory proceeds from the assumption that man is by nature delinquent and is capable of committing crimes. Instinct drives human behavior to commit crime. Travis Hirschi, the proponent of Social Control Theory, asserts that despite man’s inclinations to commit crime, it can be controlled and his behavior can be regulated so as to make man conform to certain social rules or laws. He says that this could be done by strengthening man’s social bonds with the people around him. These social bonds include attachment, commitment, involvement and belief. The stronger these social bonds are, the more committed a person is to conventional activities and the greater his attachments to his parents and friends, the less likely it is that he will engage in delinquent behavior. Conversely, once this social bond is weakened then it is likely that individuals will engaged in delinquent behavior. (Reginald J. Alston, 1995, p. 3) Thus, according to E. A. Ross the most effective means for controlling and regulating behavior is not the enactment of laws and the threats of punishment but the belief and value systems that helps man obey with the rules. Labeling Theory Labeling Theory did not give much attention to crimes but to the labels that people attach to certain individuals or to certain acts. For example all people have at one time violated rules. But not all persons are labeled as criminals. Only those people who are actually caught or whose deviant acts are disclosed to the public that are considered criminals. A person who is labeled as a criminal begins to think of himself as a criminal and begins to associate with other deviants thus reinforcing the stigma that society attaches to deviants. According to the results of a study conducted by Mike S. Adams (2003) perceived negative labels were related to increased involvement in self-reported delinquent behavior. The study also showed that teachers and peer groups are important sources of negative labels which can lead to the adoption of a deviant self-concept. (p. 4) Labeling Theory states that the labels we apply to certain individuals have a significant influence his behavior. It is natural to classify or categorize things the problem with this is that the people do not realize the negative unintended effects of these labels. There are times when this labeling could scare a person and help him or her conform to the norms of the society. But most of the time labeling has the effect of pushing the person farther away from the society. The effect of this is that the person loses interest in conforming to the laws. He then places himself in the shoes, so to speak, of the label that society has imposed and he acts in such a way that is consistent with his label. Comparison and Contrast The first point of comparison between these two theories is that they both acknowledge the society’s influence on human behavior. In the case of Social Control Theory, socialization and interaction with other members of the society helps in regulating human behavior so as to make man conform to and obey social rules. It reduces man’s propensity to engage in deviant behavior. On the other hand, Labeling Theory affirms the society’s influence on the way a person sees himself and the way he thinks and behaves. Negative perception of the society leads to negative behavior on his part. The second point of comparison is that both these theories see the individual as the result of his interaction with the community. In the case of Social Control Theory, man is defined by his relationships with other, his commitments, values, norms and beliefs. If he has a strong bond with the society it is likely that he will conform to existing rules or laws but if this bond is weak then he becomes more vulnerable to committing deviances and crimes. On the other hand, in Labeling Theory, the individual’s construction of self-identity is seen as a result of his interaction with the members of his community and the way others perceive him. (Craig Calhoun p. 1) If he is judged and labeled by the society as a criminal then it is likely that he will think of himself as a criminal and act like one. . These two theories can be distinguished in the sense that Social Control Theory focuses on the reason why some people adhere and conform to existing rules. It is not actually a theory that explains why people commit crime but it explains the reasons why some people obey the laws. (Paul Delfabbro, 2004, p. 4) On the other hand, Labeling Theory focuses on why people commit crimes. It does not explain why some people obey laws but it does explain why some of us commit crimes. Another distinction is that Labeling Theory is a political rather than a sociological attempt to explain deviant behavior since political relations within the society have so much to do with the giving of labels. It does not deal with the morality of human action but rather it deals with the effects of the attitudes and perceptions of people and defines criminals not as evil persons who engage in wrong acts but as individuals who had a criminal status placed upon them by both the criminal justice system and the community at large. (â€Å"Overview of Labeling Theories†) Conclusion The theory which best explains the reason why people engage in delinquent behavior is the Social Control Theory. Not only that it explains why crime does happen in the society but it also provides for the solution to this problem. This theory supports the proposition that a punitive model of our justice system is not an effective solution to crime. Due attention must be given to alternative forms of response to crime such as giving more focus on rehabilitation and social integration. It would be better if the state instead of allocating millions of dollars for our penal system to allocate some of this money to educating parents and strengthening of communities by means of various sports and recreational program for the youth.

Ethics of Consumption Essay

Once you have read the textbook chapter and the Reading, answer discussion questions 1, 3- 5 (ignore questions 2 and 6). Q1. Who is the â€Å"we† in the question â€Å"Why do we consume so much?† Is Juliet Schor correct that â€Å"there is increasingly little that we do which is not a consumption experience† And that we have become a culture of excessive consumption? Explain your answers. The â€Å"we† in the question â€Å"why do we consume so much?† is stands for the majority of Americans those whose basic needs are met, who have discretionary income, the large middle classes whose standard of living has risen so dramatically over this century. Juliet Schor is correct that â€Å"there is increasingly little that we do which is not a consumption experience†. For example, the average American home has increased by more than 50% since 1970s and the number of vehicles per person has increased. And we have become a culture of excessive consumption due to $20,000 outdoor grills, $17,000 birthday parties for teen girls FAO Schwartz, diamond studded bras at Victoria Secrets, professional appliances for people not home to cook, designer clothes for 6 year olds as well as $1000 bed sheets. Q3. Explain why Schor believes that â€Å"more leisured. Less consumerist lifestyles are structurally blocked†. Why can’t people simply choose to work less and enjoy more free time? Do you agree that working long hours encourages people to consume more? Schor believes that â€Å"more leisure, less consumerist lifestyles is structurally blocked† because we are undermining our quality of life, we fail to take enough leisure, and live excessively busy and stressful lives. People cannot simply choose to work less and enjoy more free time because the employers set work norms and schedules, and those are tied to jobs. A full-time worker is paid per person, not per hour, and the employers prefer to hire fewer people, as well as employees who work longer hours are more financially dependent on the firm. Also, the income that people earned determines the level of consumption. The more they earned, the more or luxury goods they are able to purchase. I do not agree that working long hours encourages people to consume more. I have some working experiences before. After working for the whole day, I felt very tired and I thought money does not come easily, so I would not buy as much as I earned. I would like to save it and buy wait until I think the price of the good I want to buy is acceptable and it is useful. Q4. Schor refers to the second structural feature that creates too much consumption as â€Å"the ecological bias†. What does she mean by this? Do you agree with her that it is serious? Schor means that people overuse of the ecological resources of the earth, which account for global warming, species extinction, ecosystem depletion, water shortages, deforestation and soil erosion. I absolutely agree with her that overuse of natural capital is serious because the rate of resource use, pollution, and ecological degradation exceeds earth’s absorptive and regenerative capacities. We are already beyond a sustainable relation with earth. If rest of the world lived like the Americans do, need an additional four planets to support this lifestyle. Q5. Explain why you agree or disagree with Schor’s contention that consumption has become a social competition. How has the old concept of â€Å"keeping up with the Joneses† changed? Do you agree that it is difficult for individuals to resist or drop out of the consumption competition? Explain why or why not. Yes, I agree with Schor’s contention that consumption has become a social competition because more and more people buy luxury goods to show off, which  it stand for recognition, esteem, status, and even envy it confers. Especially young teenagers, they like to keep up with their classmates or schoolmates. As a result, branded goods were carried by students is obviously around the school. The old concept of â€Å"keeping up with the Joneses† has changed because Americans’ consumer aspirations now has become more vertical, which is in terms of economic and social standing. Young Americans regarded Rockefeller or Bill Gates who makes $100,000 a year or more as an important aspirational target. They are more squint towards a decent or comfortable standard of living. I agree that it is difficult for individuals to resist or drop out the consumption competition. Since everyone is using the latest products, we have to elevate ourselves as well. If we refused to upgrade our belonging, we will fall behind the others, it may account for inconvenience in our life. For example, nowadays, some homework has to type it out or submit online, if we do not have a laptop at home, then it will be troublesome and inconvenience. Thus, individuals are getting more and more difficult to drop put the consumption competition.

Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), jointly published the Non-Statutory National Framework for R.E., which only applies to R.E. provision in England. The document was produced on the understanding that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and agreed syllabus Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing national guidelines for the teaching of R.E. It was meant to be used by local agreed syllabus conferences for the development of agreed syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the Framework was intended to help schools to make appropriate links between R.E. and other subjects, such as for instance on key concepts like diversity. In this sense the government appeared to be building on their previous efforts to set up a common Framewo rk of curricular aims owing to the fact that the 2000 National Curriculum also contained many aims for education; White (2004). It was hoped that the Framework document would help agreed syllabus conferences and schools to plan more effectively in the provision of R.E. and towards agreed national standards. In the foreword of the Non-Statutory National Framework by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Framework was made explicit. In the first paragraph of the national Framework Charles Clarke declared ‘This non-statutory national Framework has been produced to support those with responsibility for the provision and quality of religious education in maintained schools. It lies at the heart of our policies to raise standards in the learning and teaching of religious education. It sets attainment targets for learning. The Framework therefore gives local education authorities, Standing Advisory Councils on Religious Education, relevant authorities with responsibility for schools with a religious character, teachers, pupils, parents, employers and their wider communities a clear and shared understanding of the knowledge and skills that young people will gain at school. It allows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also provides a Framework within which all partners in education can support young people on the road to further learning’. This statement reflects the commitment of the architects of the Framework to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning experience of R.E. and the ability of R.E. teachers to become more adept in their profession. The Framework it is maintained will give clear guidance to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the Framework will have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to put together schemes of work that reflect the social characteristics of their locality. The opening declaration of the Non– Statutory National Framework for R.E. does widely define the boundaries and limitations of the publication. At face value one would expect that the national Framework will work as a rough guide for educational authorities rather than as a strict code of practice to be abided by under all circumstances. The agenda of the Framework is clear but how it will actually succeed in compelling educational providers to improve standards in R.E. is vague. Bearing these factors in mind the  expectation is that at Key Stage three the Framework will provide a blueprint for teaching R.E., but whether this blueprint will cover the full scope of R.E. is an issue that needs to be closely scrutinised in this investigation. A critical analysis of the Non- Statutory National Framework is given by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the curriculum as a whole – as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a slightly useful part of a child’s education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would n eed to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum. Without an argument that defends a separate place for R.E in a child’s education then educational commentators may ask the question why R.E. is not either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is imperative that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non –Statutory National Framework does not provide an adequate blueprint for teaching R.E. An obvious weakness of the Framework is the fact that as its title describes it is a ‘non –statutory Framework’. Inevitably then the legal obligations  for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E; namely SACREs, ASCs, the board of governors within faith schools, current policies on funding and R.E. inspections then it is inevitable that the Framework will not reach it’s aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who don’t agree with its terms and the Framework will be an absolute failure. In order to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers. Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston stated ‘Many of our SACREs and their Agreed Syllabus Conferences will need support and training if they are to make full use of the Framework when developing their new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005) In this statement Weston highlights the fear that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be  in line with or influenced by the new Framework. A related concern is once the SACRE and the ASCs have actually put together their new syllabuses there will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was designed without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum. Further academic criticism of the Framework document was given by Felderhof (2004) in the Journal of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of ‘other people’s religious traditions’. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision. In focussing on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of being very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much thought and planning has been dedicated into the production of the Fram ework. From this  perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3. Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers. The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to explore secular ideas such as Humanism and Atheism. Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson  plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adopted by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom. On this evidence it is feasible to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3. In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non –Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for Public Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated ‘My fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And  I doubt that a National Framework, however good, could justify RE’s peculiar and anomalous place in the school curriculum: Why should it be compulsory right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education – could do better’? This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This unfounded outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti –R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subj ect can be lowered in the curriculum. On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the  knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where poss ible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the improvement of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s –all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduction that the Framework is an adequate resource for teaching R.E. Bibliography Agreed syllabus for Havering (2007) Pathways London Borough of Havering Agreed Syllabus for Religious Education. Draycott P (et al ed) (2005) Think R.E. London: Harcourt Education. Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge Mason, Marilyn, 2004. Religious Education –could do better? Available at: (accessed 6th December 2007). QCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007). Watson B and Thompson P (2007) The effective teaching of Religious Education London: Longman Weston, Deborah, 2004. News from R.E. Today Magazine: PCfRE comment on the launch of the Non-Statutory Framework for RE. Available at: (accessed 7th December 2007). White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge. ———————– PASS / FAIL