Administrative Management Critical Analysis

Adam Bartoshesky November 17, 2012 MAN 3025 Writing Assignment #4 Critical Analysis The University of North Florida’s Academic Integrity Code gives students and faculty members in-depth descriptions of what exactly the code is, the ways in which the code can be broken, and the actions and consequences which result from breaking it. The code’s purpose is, â€Å"to protect the integrity of the teaching and learning process† (â€Å"Academic integrity code,†). This document lacks a persuasive tone and thus is essentially free from any biases.It uses strong language and concision in order to outline what students and faculty members should do in an instance of academic dishonesty. The code’s unbiased nature and clarity combine to make it a reliable document that can be referred to by both UNF students and faculty members in order to maintain foster learning. UNF’s Academic Integrity Code’s strengths are its detail and clarity, its openness, and its good intentions. It is impossible for the document to better explain the overall process of cheating, how it is handled, and the appeal process.Another strong point of the code is that it gives the student’s teacher freedom in how they want to handle the situation. There are five different forms of apprehension listed in the code that the teacher can choose from which range in seriousness. The teacher can do anything from lower the student’s grade for the single exercise they broke the academic code on, to giving the student an unforgivable ‘F’ for the course. It is evident that a third strength of the document is that its sole purpose is to create a better teaching and learning environment.UNF has not established this code in order to reprimand students, but rather to enhance their education by clearly stating what they should avoid while enrolled at UNF. Although the Academic Integrity Code has many strengths, it also has weakness. The main weak ness that I located in the code is that the overall process of reprimanding and appealing academic dishonesty can be time consuming. There are numerous steps that each have an allotted amount of days to be completed. Also read: Advantages and Disadvantages of Administrative ManagementThese steps include the student appealing the teacher’s initial actions, and then waiting for a new faculty member to review it and come to a new conclusion; in which case the student can appeal it once more. This process can continue up the UNF administration hierarchy until the case finally reaches the UNF President. The president has the final say in the matter. If each step is taken and the maximum amount of days to complete each step is used, the case can be under review for 205 days. That is an absurd amount of time to decide the outcome of a student’s academic misconduct.By the time it is settled, the student could have already finished one semester and been well on his or her way to completing another. At this point, I think it is unfair to give the student a consequence like being expelled from the school because they have already dedicated much of their time to another semester’s course load. After examining and evaluating The University of North Florida’s Academic Integrity Code, I have concluded that its strengths far outweigh its weaknesses. I could only find one weakness in the document whereas I was able to locate many strengths.Also, after further review, even though the process of appealing can take up to 205 days; it is unlikely that this will occur. I concur that this code is a very effective source without any significant biases, and should be referred to frequently by all UNF students and faculty members in order to maintain an effective learning environment. Works Cited Education, (n. d. ). Academic integrity code and academic misconduct policies. Retrieved from The University of North Florida website: http://www. unf. edu/uploadedFiles/aa/enrollment/onestop/registrar/MisconductPolicy. pdf

Promoting Cognitive Development Essay

The best thing my family said about me when I was young was how smart I appeared to be. I had been a participant in the elementary school science fair; it always takes place in the spring time of the school year in May- It is a traditional school event. I was only in third grade, I had to be creative and come up with a science project for the science fair. My teacher suggested that all of the students go to the library and research some science books to pick a project. I remember not having a lot of self-esteem, so I did not think I could accomplish the task. I found a short story in a book about a plant without a root, so I decided to grow a plant without a root in an egg shell, my mother helped me put the project together and she was very encouraging and helpful for my self-esteem. My science project was a success and I won first prize. This was one of the best days in my life and my family was so proud of me, they all told me I was very smart and to keep up the good work. They were especially proud because I found the book and made the decision on my own do the project that made me a winner. According to Vygotsky, education should focus on activities that involve interaction with others. Both child–adult and child–child interactions can provide the potential for cognitive growth† (Feldman, page 301). Children develop a sense of competence roughly around age 6 to 12, in their elementary school years; theorists Erik Erikson believes these years are the industry-versus-inferiority stage; these years are very important for children to understand concepts and challenges that are prepared for them by their peers, parents and school. My mother was the person that made me feel so great about myself, as she often did. She put my plant without a root science project on display in our home for all to see, and she just bragged to everyone that came to the house and she was calling people on the phone telling whoever called the house; she was would brag and tell them how smart I was and how proud she was of my winning first place in the school science fair. I had and still have the strangest nickname, my mother named me Toby Margo Barr. But my nickname is Trisha. The story behind having two real names is because my godmother wanted to name me Patricia. My mother decided that Trisha could be my nickname, she really liked Toby and she promised to name me after a Jewish woman that she knew way before I was conceived. She said the woman looked the spitting image of Elizabeth Taylor. I actually very much disliked the name Toby and wished my real name was Patricia; everyone thought Toby was my nick name anyway because it sounds more like a nickname. My family members never told me what I would end up doing or becoming, they valued the fact that I just had to work. My mother wanted me to have an office job, because I took up office practice in high school. I wanted to work in an office setting, but it was hard to accomplish in the small town I grew up and lived in. It was predominately white and there was a lot of prejudices in the town back them. My family would have described me as a good kid; I was mannerly and respectful to others, very disciplined as well when I was a child and adolescent. I remember being afraid a lot and having low self-esteem. I did not like being a dark-skinned person especially in an all white town and school- it also seemed if you were light-skinned life was a little better, I was bullied and teased by both blacks and whites. I started to rebel as a teenager and did what teens do when they are insecure, like smoking pot and cigarettes. This is when my parents would say I gave them grief. My family was concerned I would get in trouble and end up dealing with the law. Elementary-school-age children begin to follow the same sort of reasoning when they seek to understand how able they are. When they were younger, they tended to consider their abilities in terms of some hypothetical standard, making a judgment that they are good or bad in an absolute sense. Children begin to use social comparison processes, comparing themselves to others; Vygotsky‘s approach has been particularly influential in the development of several classroom practices based on the proposition that children should actively participate in their educational experiences. In this approach, classrooms are seen as places where children should have the opportunity to experiment and try out new activities.

Gender in Jane Eyre Essay

â€Å"All the house belongs to me, or will do in a few years†. Discuss the significance of gender in Bronte’s portrayal of the child characters in Jane Eyre. Through my study of Charlotte Bronte’s Jane Eyre, I was quick to discover that the novel is a product of its time, but also portrays revolutionary ideas about female autonomy and the right to equality for all. Jane Eyre was written in 1847, a time were a women’s social standing and importance was significantly less to that of her male counterpart. A woman’s main objective was to find a husband and settle down. Little was made of a woman’s career choices or opportunities as it was considered daft to think a low born girl could grow up to be anything more than a governess. (Murphy, 2013) Merry E. Weisner states that â€Å"People did talk less formally about a woman’s life, however, and when they did it was her sexual status and relationship to a man that mattered most./ A woman was a virgin, wife or widow, or alternately a daughter, wife or mother† (Weisner, 1993, p51-52). Gender is a very important theme throughout Jane Eyre and can be noted particularly well through a study of the novel’s child characters. John Reed is a prime example of how class and gender conformities seep through the very permeable age barrier at a young age. John Reed is not your typical high born Victorian gentleman and this can be noted first through his image, â€Å"John Reed was a schoolboy of fourteen years old/ large and stout for his age, with a dingy and unwholesome skin; thick lineaments in a spacious visage, heavy limbs and large extremities. He gorged himself habitually at table, which made him bilious and gave him a dim and bleared eye and flabby cheeks† (Bronte, p4). We see him bully Jane unrelentingly at the start of the novel and this can be deducted to a number of reasons. John is indulged by his mother and thus has a feeling of self-importance and superiority. To some degree he probably takes a lead from her (who also dislikes Jane). As the only ‘man of the house’ John believes he is head and shoulders above a lowly orphan girl. He does not believe that she is worthy of what he , (by way of birth right), provides for her, and thus takes it upon himself to punish her accordingly, â€Å"you have no money, your father left you none; you ought to beg, and not to live here with gentlemen’s children like us, and eat the same meals we do, and wear clothes at our mama’s expense†(Bronte, 6) As the only high born male in the house he feels that he has the authority to dish out verbal and physical abuse as he sees appropriate. So  strong is his sense of self importance that he never feels as though he is on the losing end of an argument. A young Jane is aware of this and as a female in ‘his’ household, feels like she has to do what he says, even though she knows it will not end well. We see this when she allows him to throw a book at her after she takes one to read behind the curtain, â€Å"the volume was flung, it hit me, and I fell, striking my head against the door and cutting it.† (Bronte, 6). Although it is from this incident that Jane first finds her voice against an oppressive male figure, it’s still an insight into the psyche of a young boy in the early 1800’s, and one that certainly portrays how gender could shape a society in the early 19th century. (Hesse, 2013, 1) Helen Burns is a girl who suffers greatly from the wrath of M r Brocklehurst and Mrs Scatcherd. Brocklehurst believes that all girls are intrinsically born indulgent and that they want the luxuries of life that only men can offer them and thus aims to humble the girls of Lowood through food deprivation and the cutting of their hair, i.e., taking away their femininity. (Capes, 2013, 1) The conflict between Brocklehurst and Helen can on the surface, seem like a religious one, but as you delve deeper into the mind of Bronte at the time of writing, you soon find out that it has a lot more to do with gender than you might have thought. In the early 1800’s, it was men who had all the power in the church and woman were expected to serve the clergymen and on occasion help out at Sunday school. The history of Christianity is full of male martyrs who upon death are given hero status. Helen Burns serves as paradox to this idea. Helen dies of consumption, which is largely down to poor conditions she has to put up with as a result of Brocklehurst’s pious, self-righteous quest to humble the girls of Lowood. She is the epitome of good Christian values. Her ‘turn the other cheek’ outlook on life is what defines her in the novel and ultimately what Jane finds most interesting about her. Her death is beautiful, and shows a deep, sophisticated insight into what it meant to be a good Christian in the early 1800’s. Ironically, Brocklehurst’s pious crusade sees Helen, the better Christian, die. Helen is the martyr character in Jane Eyre. She is there to portray that it doesn’t matter how good a Christian you are, women will always be subordinate to their male counterparts. Even her name ‘Burns’ signifies both the hellish life she has suffered, and also how she was damned from the start. (Creelman, 2005) Bronte uses her to show  the gender conflict at the time of her writing and also as a way in which to progress Jane’s character. Jane is an average looking, intelligent, and brutally honest girl. She has been an orphan from a young age and as a lowly born, orphan female, she has faced oppression all her life. Although she has faced oppression and threats to her autonomy, she continually succeeds in showing she can be a free thinking, independent female (Murphy, 2013) The first time we see Jane stand up to male authority is through an outburst she directs towards John after he throws the book at her, â€Å"Wicked and cruel boy!† I said. â⠂¬Å"You are like a murderer–you are like a slave-driver–you are like the Roman emperors!† (Bronte, p6) It is after this she gets sent to the red room and we truly see the nature of how unfairly she is treated. Later we see her rebuke Mrs Reed’s claim that she is deceitful and should be brought up in a manner which best suits her prospects. â€Å"I am not deceitful: if I were, I should say I loved you; but I declare I do not love you: I dislike you the worst of anybody in the world except John Reed; and this book about the liar, you may give to your girl, Georgiana, for it is she who tells lies, not I† (Bronte, 1847). It is through these comments that we see Jane’s first verbal victory against an oppressor and it marks an important point in Jane’s discovery for autonomy. Mr Brocklehurst forms an opinion about Jane because of the fact that she is a lowly female girl and also because of the account he received from Mrs Reed. Jane is someone looking to break the mould. She has her own ideas of autonomy and gender inequality. Along the way she has gained inspiration from women who have managed to succeed in one way or another. Mrs Fairfax is the authority of Lowood w hen Mr Brocklehurst isn’t around. She is a powerful woman, a person Jane can look up to. Not only is she powerful but she is also kind, and makes a good impression on Jane. Other examples of this include Miss Temple and Helen Burns. On a more extreme level, Celine Varens is a woman who is at the mercy of men, but can manipulate her lovers into indulging her. She treats them badly as a result. (crossref-it.info) A young Jane soon finds out that although she is female, as long as she keeps her morals, she can succeed. Overall Jane Eyre offers us valuable insight into gender roles in the early 1800’s. Whether it’s the patriarchal way in which a 14 year old John Reed finds power, the submissive way in which a young Christian girl ‘turns the other cheek’ in the face of oppression, or how one little girl with  revolutionary self-worth gains autonomy in a male dominated world, Jane Eyre remains a classic novel, and one which will remain so for many years to come. Bibliography Crossref-it.info/Jane-Eyre/9/1082 6/11/2013 Kristycaper.co.uk/post/19688269684/gender-and-sexism-in-charlotte-brontes-jane-eyre 7/11/2013 Jane Eyre, 1847, Penguin Books, England Kamia Creelman, July 2005, Department of English University of New Brunswick, www.lib.unb.ca/texts/jsv/number27/creelman.htm Merry E. Wiesner- Women and Gender in Early Modern Europe, first published 1993, second edition 2000, Cambridge University Press Sharon Murphy, Lecture Notes, 2013 Suzanne Hesse- www.victorianweb.org/authors/bronte/cbronte/hesse1.htm

The case of Granite Construction Industry Plc Study

The of Granite Construction Industry Plc - Case Study Example This paper focuses on Granite Construction Company. The paper is aimed at carrying out financial analyses of Granite Construction Plc with particular focus on the liquidity, profitability and solvency ratio so as to gain a reasonable basis for providing recommendations to investors and suppliers on whether to invest or continue business for the company, and finally see the various methods through which the company access the capital market. Having said this, the sections that follow will be structured as follows. Section two provides an overview of the company. Part three provide a table of the various ratios, section four compares these ratios to the industry benchmark, while the next section examine the capital structure of the company and provides recommendations to various interest groups. Granite Construction Inc is a heavy civil construction contractor in the United States. The Company operates nationwide, serving both public and private sector clients. In the public sector, th e company primarily focuses on infrastructure projects, including the construction of roads, highways, bridges, dams, canals, mass transit facilities and airport infrastructure. (Annual report 2007). In the private sector, Granite Construction Inc performs site preparation and infrastructure services for residential development, commercial and industrial buildings, plants and other facilities (www.graniteconstruction.com). According to the (2007), the company owns and leases substantial aggregate reserves and own a number of construction materials processing plants. The Company also have a contractor-owned heavy construction equipment fleets in the United States (www.graniteconstruction.com). Bodie et al (2002), defines the macro economy as the environment in which all firms operate. According to Bodie et al (2002), based on a study on the S&P 500, stock price tends to rise with earnings per share. Although ones ability to forecast the macro economy environment can lead to speculative investment performance, it is not enough to forecast the m

Interview essay Example | Topics and Well Written Essays - 250 words

Interview - Essay Example The little musical device doesn’t just help him relax but also helps him become more focused when he is indulging in athletic activities such as boxing or training at the gym. Eric has owned the iPod for over three year now and no matter how old it gets he continues to cherish the music player he received as a Christmas present. It was in a way a tool to fit in with his peers better as he only wanted it because all his friends had iPods too. Eric hopes to become either a pharmacist or a doctor in the future. At the moment Front Range is a choice he has made for general study. He enrolled at Front Range because it is close to his home and the cost of classes is quite low. In order to pay for his classes he also works at Target. His hobbies further define his personality i.e. he is mainly interested in physical activity based activities such as swimming, boxing, weight lifting, running and spending time with his friends. For the sake of fun he also took a trip to Alaska and Utah at one point. Eric would like to someday visit England or France. Since he is from Louisville, Colorado, he’s not used to big cities and does not appreciate them very much. Eric is more comfortable in places where he is able to feel connected to nature. He has a very curious nature and likes experiencing new

Affects of Interest Rates on Consumption in the UK Dissertation

Affects of Interest Rates on Consumption in the UK - Dissertation Example Government has so far used interest rate effectively for enhancing the consumption pattern of the consumers in the retail sector. But at present, it seems that lowering the interest rates has become ineffective in the economy. Thus, the objective of the research has been set to find the actual effect of the interest rate changes on the consumption pattern of the people during the period from the year 2004 to 2009. Based on the entire research problem, comprehensive research question has been developed and respective research has been conducted. The section of literature review has provided findings of previous research conducted on the topic. The review findings has added value to the entire research situation. Qualitative research approach has been applied to the research with the aim that the scope can be broadened up. Survey has been conducted on the sample selected from the entire population which is the retailers and consumers of the UK nation. Findings of the survey suggest res ults complacent to the literature review. Along with the answer to research question, few more aspects of the economic nature have also been dealt with in the research paper. Table of Contents Abstract 2 Chapter 1: Introduction 6 1.1 Research Problem 7 1.2 Background of the Problem 8 1.3 Research Questions 9 1.4 Significance of the Research Study 10 1.5 Method of Solving the Research Problem 10 1.6 Structure of the Dissertation 11 Chapter 2: Literature Review 13 2.1 Interest Rate Fluctuation 13 ... of Marketing in Retail Sector in the Year 2008 and 2009 25 2.11 Interest Rates Effect on the UK Consumption with Respect to Inflation 27 2.12 Summary of the Literature Review 28 Chapter 3: Research Methodology 29 3.1 Research Philosophy 29 3.2 Research Approach 31 3.2.1 Qualitative or Quantitative 31 3.2.2 Deductive or Inductive 32 3.2.3 Subjective or Objective 33 3.3 Research Tradition 33 3.3.1 Ethnography 34 3.3.2 Grounded Theory 34 3.3.3 Ethnomethodology 35 3.3.4 Action Research 35 3.4 Research Strategy 36 3.4.1 Purpose 36 3.4.2 Design 37 Figure 3: Planned Research Design 38 3.4.3 Data Collection 39 39 3.4.4 Validity and Reliability of the Data 40 3.4.5 Data Analysis 41 3.5 Ethical Issues 41 3.5.1 Protection 42 3.5.2 Consent 42 3.5.3 Authenticity 42 3.5.4 Unbiased 43 Chapter 4: Findings and Analysis 45 4.1 Analysis of the Retailers’ Questionnaire 46 4.1.1 Retailers’ Question 1 46 4.1.2 Retailers’ Question 2 49 4.1.3 Retailers’ Question 3 51 4.1.4 Retail ers’ Question 4 52 4.1.5 Retailers’ Question 5 55 4.1.6 Retailers’ Question 6 56 4.1.7 Retailers’ Question 7 59 Figure 10: Percentage of Respondents 60 4.1.8 Retailers’ Question 8 60 4.2 Analysis of the Consumers’ Questionnaire 63 4.2.1 Consumers’ Question 1 63 4.2.2 Consumers’ Question 2 64 4.2.3 Consumers’ Question 3 66 4.2.4 Consumers’ Question 4 67 4.2.5 Consumers’ Question 5 68 4.2.6 Consumers’ Question 6 69 4.2.7 Consumers’ Question 7 70 Chapter 5: Conclusion 72 5.1 Research Question 72 5.2 Limitations 73 5.3 Final Words 73 5.4 Future Prospects 74 75 References 76 Bibliography 80 Annexure 1: Questionnaire for the Retailers 81 Annexure 2: Questions for the Consumers 85 Chapter 1: Introduction The research paper has been framed to discuss the present scenario in the UK economy

Diversity for the 21st Century Research Paper Example | Topics and Well Written Essays - 750 words

Diversity for the 21st Century - Research Paper Example Therefore, diversity plays a significant role in the success of firms and the entire sector as a whole. As a result of globalization, the concept of diversity significantly influences how organization conduct their business and daily activities. However, with diversity comes great conflicts and miscommunication as organizations benefit numerous individuals seem to be disadvantaged. As a result, numerous issues prevail in the American society including inequality due to gender, discrimination, and underpay and income disparities (Daly, 1998). The necessity for cultural competence has been seen in various events in the American society, which emphasizes for understanding cultural, social, language, and social nuances of different families and people. A specific event sis the civil rights movements from the 1950s, whereby African Americans, lesbians and gays, individuals characterized by disabilities as well and other various communities such as minority groups. This event informed the American society of distinct identities and long history characterizing these groups. Consequently, the other event is the increasing rate of new immigrants into the country. The new immigrants have distinct political, religious, language, and cultural backgrounds. The displacement of these individuals and the background associated with them and melding these aspects together with elements of experiences, history, and expectations of the American culture and diverse populations results in a diverse society (Daly, 1998). Due to the prevalent diversity in the American society, individuals tend to bring different views, innovations, approaches, and experiences into various sectors in the society. In the country, more than 75% of big companies focus on diversity as a means for strategic advantage as well as business leverage. However, with the diversity in the American society, various issues

Project management and how it relates to purchasing and supply Research Paper

Project management and how it relates to purchasing and supply management - Research Paper Example To ensure that vendors participate in the procurement process, firms are under obligation to issue request for proposal (RFP).Once the vendors receive the RFP, they should submit their proposals. The proposals are then reviewed by selection committee. This paper analyses two ways of improving the assessment of proposals. These include use of preliminary screening and professional review and assessment. Major stages applied during the selection of the most qualified vendor in a proposal include review of all proposal submitted by the vendors, recording the vendor and business requirements, assigning important value for each requirement, assigning performance value to each requirement, computation of total performance value and lastly selection of the successful vendor. In their efforts to create a strong relationship with their clients and suppliers, it is imperative for firms to implement a contract that covers the delivery terms and conditions, duration of a contract and payment ter ms. Project management entails the processes that are undertaken by the project managers to ensure that the specific objectives of a project are attained. The key processes include securing, planning, organizing, and managing the available resources (Harold, 2003). On the other hand, purchasing and supply management encompasses the procurement, monitoring of goods while in transit, storage of raw material, the level and quality of supplies. Some of the major factors that determine the success of a project are the availability of raw materials at the required time and quality, the costs of transportation of the raw materials and effective communication between the project managers and the purchasing and supply manager. In this regard, it is clear that project management and purchasing and supply management have a close link that firms cannot overlook. This paper analyses the crucial aspects

The Effects on the Human Resource Employee and the Company Research Paper

The Effects on the Human Resource Employee and the Company - Research Paper Example The â€Å"catchment area† then becomes quite important. â€Å"The catchment area will be determined by the proximity of competitors, types of employees involved, their age and sex, and the provision of transport and housing (Pearson 83). There are other factors to consider in the type of employee as well. Is your company a small company? Will the employee need to interact with just a small number of other employees, or will the prospective employee need to interact within a large organization? Are the requirements of the job such that an individual will be required to work well alone, or will the person need to interact with others in a variety of ways? Is the employee going to be an executive, and if so what will be his/her duties and responsibilities? Other considerations might include, do we need a certain gender of the employee, or does the company wish to look for a minority to fill the position? All of these considerations and many more are questions to answer before be ginning the search for a new employee. Once the analyst has defined the employee characteristics needed to succeed at the position, defined his labour market and has a working knowledge of his catchment area the analyst can then take on the next step. That next step is to know of and understand, the number of different categories that an analyst must take into consideration. One of these categories is to know your competition. What are your competitors doing to lure good, long-term viable employees while ensuring that they will be retained by the company?

Strategic Management Assignment Example | Topics and Well Written Essays - 3750 words

Strategic Management - Assignment Example With the imminent move toward internationalisation and liberalisation of industry, organisations need to be equipped with the rapid alterations in the business forces. Hence, every company require adjusting with the varying demand of customers as well as variations in the business environment. It is in this context that change is the response of business and other economic occurrences. Change is the procedure of administrative awareness, selection of alternatives and implementation of new or modified functions where managers view certain actions taking place, representing the requirement of change (Rashid & et. al., 2004). The change procedure in modern organisations is exclusive from every perspective owing to the differences prevailing in terms of the culture, i.e. the type of trade, the working environment, the values and principles, the administration and leadership style and the behaviours as well as approach of current employees. Additionally, there is risk of failure as people are generally observed to behave as resistant to the change being implemented or even those which are occurring spontaneously. For some people change can give pleasure, bliss and benefits, while for others, change can bring discomfort, pressure and difficulties (Rashid & et. al., 2004). Among all other factors, the most influential aspect which can create a vast impact on change is the organisational culture (Rashid & et. al., 2004). With due consideration to these prospects, the paper assesses how organisational culture creates an impact on the manner organisational change is embraced or resisted by the employees. Defining Organisational Culture The conception of organisational culture is extensively used in modern day organisations in order to define the environment and working practices which have been developed in order to manage the employees and at large preserve the smooth commencement of business operations. IT is in this context that organisational culture encourages moral e amid employees and statement of principles of a particular company. It is the duty of leaders being the prime executers in an organisation, to develop an effective culture according to the working procedure. It is also their sole responsibility to extinguish a particular culture when it becomes obsolete (Donnell & Boyle, 2008). Culture in any organisation provides the feeling of distinctiveness and defines the organisational traditions, customs, principles, meanings, values, standards and the way determined objectives are achieved in organisations. The culture summarises the positive performances and traditions which was worked in the past. These performances are accepted by long-serving employees in an organisation. Furthermore, the foremost concern a new employee acquires about an organisation is the culture. Culture remains in organisation and becomes a part of its conventional manner of conducting works. Over the years, organisations also develop standards, i.e.

Economics P3 Assignment Essay Example | Topics and Well Written Essays - 1250 words

Economics P3 Assignment - Essay Example Short-Term Interest Rates In most cases, the Federal Reserve use either contractionary or expansionary money policy to influence the short-term interest rates of fund. In a contractionary period, there is a higher level of short-term interest rate as shown in the figure below this means that the banks will avoid borrowing money from the Federal Reserve banks as they keep their reserves at the authorized level. As a result, the banking institutions will change a higher rate as it lends less money out, because they are borrowing money at a higher rate thus, loans become expensive, and the economy slows down. In addition, the Federal Open Market Committee (FOMC) issue trading on the open market operations as it promises higher returns on interest rates reduces the quantity of money supply (Board of Governors of the Federal Reserve System, 2012). When the Fed uses the expansionary monetary policy, the interest rates fall leading to cheaper interests rates and banks consequently borrow mo re funds from the Federal Reserve banks to maintain their reserve requirement rate. At this point, the open market operations that were bought earlier from the Federal Open Market Committee (FOMC) are sold at a higher interest rate leading to increase in money supply in the economy. (Mankiw, 2012) Foreign Exchange Rates Just like, local exchange rates that are affected by the monetary policy tools, the foreign exchange rates are also affected. As a result, conventional monetary policy that are implemented by the Federal reserve has a greater influence on the exchange rate as foreign exchange interventions take place to control the economy's demand and supply of money (Board of Governors of the Federal Reserve System, 2012). As a result, contractionary monetary policy implementation by the Federal Reserve creates shocks in the economy, as it allows the foreign exchange rate to appreciate for a shorter period and thereafter, the exchange rate depreciates with time to its original leve l. Long-Term Interest Rates More than often, the Federal Reserve decision to use the tools of monetary policy affects long-term interest rates in the economy. Depending on Fed uses, contractionary and expansionary monetary policies the effects will be realized in the long-term interest rate (Board of Governors of the Federal Reserve System, 2012). With an increase in the discount rate, reserve requirement and open market operations, the long-term interest rates will increase over time. This is because, banking institutions will have less funds as compared their reserve requirement to lend out to its customers with the ever-increasing long-term interest rate. However, expansionary monetary rate increases the money supply as the interest rate reduces and increased credit is widely available leading to lower long-term interest rate. As a result, the demand for money increases leading to more investments. The Amount of Money and Credit in the System In most instances, the Federal Reserv e uses the tools of monetary policy to influence the availability and cost of money and credit in its economy. As a way of tightening money supply and credit availability, the Federal Open Market Committee FOMC directs the New York stock exchange to sell government securities (Mankiw, 2012). As a result, it collects funds from the public and collect payments through the banks by reducing their reserve account in the main Federal Reserve Bank. In the end, banks have less money to lend to its customer

Coffee and Tea Essay Example for Free

Coffee and Tea Essay Coffee and tea have existed in the world for a long time. Hundreds of years ago, people who lived in South America started to produce coffee, but the earliest drink likes coffee was made by ancient Arabian. They thought it was a kind of medicine used for stomach. After the 15th century, coffee was spread to other countries such as Egypt and Ottoman Empire by Muslims who were back from Hajj, while in ancient China, Chinese people started to make tea about 3000 years ago. Because of nice environment and weather, the first part of tea plants was discovered in southwest China. After, drink tea became an important culture of Chinese people, and tea began to spread into countries near China. Coffee and tea are similar, but different in some specific area. First, coffee and tea are similar but different in population. People from all around the world like them. For example, British people used to drink a cup of tea with some snacks when they have a rest in the afternoon. Western people enjoy drinking black tea, and some of them mix it with milk to make milky tea. Likewise, most people like drinking coffee, for it often tastes good. In China, more and more people began to drink coffee, and some of whom want to taste better coffee like blue mountain coffee. However, although these two drinks are both popular around the world, coffee is still drunk most by western people, while the most quantity of tea is used in East Asia. People lived in China, Japan, and Korea regarded tea as the main drink. Second, coffee and tea are similar but different in function. Both coffee and tea can refresh people because there is a kind of chemical matter, which is caffeine in both of them. This chemical matter can be used for nerves to make a person feel awake and lively. Also, some experts said that black coffee and green tea can help a person lose weight. But, in contrast, tea has some more functions due to another kind of chemical matter which can’t be found in coffee. This chemical matter that named tea polyphenol whose ability is to relieve the effect that is made by poison. Finally, coffee and tea have similarity and difference in origination. Both of them are made from plants. Thousands of years ago, people lived in Africa planted coffee trees in succeed, and now, Brazil has the most coffee trees in the world. In south of China, there are a lot of terraced fields that grow tea trees. On the other hand, people use leaves from tea to make tea, while they use fruits from coffee plants to make coffee. To sum up, coffee and tea are similar in their population, function, and origination, while they are different of their use in different place, their different chemical matter, and their different material. I suggest that people should drink both coffee and tea so that they can be healthier.

Sexism In Womens Professional Sports Media Essay

Sexism In Womens Professional Sports Media Essay Sexism is the belief or mind-set that one sex (usually the male) is innately superior to, more skilled, or more worthy than the other is. It includes all kinds of prejudice, overt or covert, concerning gender. It is the belief that a certain gender is inherently better than the other; therefore, it should be in charge of the most significant spheres of political, financial, and social life. It principally involves detestation of, or bigotry towards whichever gender as a whole or the appliance of stereotypes of masculinity to all men, of femininity to women. Sexism is also known as male and female chauvinism. Sexism has been narrowed down to be described as the practice of dominance of men over women. Sexism is a practice that is held up in various ways such as through language, visual links, media depiction, and stereotyping, particularly based on the maternal/caring role of women. These ways are significant to our socialization into our gender roles, and as a result, it makes this d ominance tolerable in the community. Sexism is such a significant issue because all women go through it in various ways. For example, in the workplace and at home depending on their economic and social situation; it restricts the ways in which women go about actualizing their potential. The Sports organizations are not free from sexism either. This controversy is not a new issue that has risen. Sexism in sports goes as back as sports and sexism itself goes. Sexism in sports dates back to back to B.C.s. Even from as long as 776 B.C., antique Greek prohibited women as contenders and audience from the Olympic Games. Any married woman who was found around the stadium was thrown from a cliff (Borish, 1996). In August 1890, W.S. Franklin declared the creation of a womens professional baseball league. It was required that for one to take part in the league, they must be aged below 21 years, beautiful, and have a gorgeous shape. This was a step forward but was still not sufficient for the women. In the 1900 Olympics edition, in Paris France, was made up of 1308 men and only 11 women, another positive step from primeval Greeks but still not sufficient. Prior to 1916, women were not permitted to attend boxing matches since the sport was viewed to be too violent for the women. In the 1920 Olympics, the judges warned American figure skater Theresa Weld for making jumps that they deemed not lady-like. Before that, it was worse with jumping itself being deemed unlady-like. In early bobsled contests, two of the riders had to be women; however, they were not allowed to drive nor work the bakes. In the 1928 Olympic 800-yard running event, a number of women collapsed, this provoked the then IOC president Compete de Baillet-Latour to attempt to free the games of all womens track contest. In 1936, Avery Brundige, the then chief of the US Olympic Committee remarked, that he was sickened to the ears by women who wanted to participate both as field and track competitors. According to Brundige, they do not have any charm although they are adroit and beautiful, they cannot perform not in the swimming or diving category (Danziger, 1999). He went on to become the chief of the international Olympic committee in 1952. Women track competition longer than 200 meters were ba nned until 1960 when the 800-meter race was re-established. Women were also not permitted at center court for the Italian championship tennis finals before late 1960s. In 1972, the 1500 meters track competition was introduced in the Olympic sports. The womens AAA in the UK barred women from taking part in long-distance road races prior to 1975 when they were allowed. The International Olympic committee declined to allow women to take part in the 3000 meters track event for the 1980 Olympics in Moscow in the USSR, since the event was considered a bit too arduous for women. In the subsequent Olympics games in1984 the 3000 meters race alongside the marathon was added. In 1997, in the US, a womens professional basketball league was started, the Womens National Basketball Association (WNBA). As evidenced by this account, it has it has been a protracted and sluggish battle for women in sports. Sexism was deeply rooted in sports, and the fight against it has truly advanced through the years. On a positive note, however, there is far less offensive and overtly sexist handling of women athletes than it was the situation two or even one decade ago. Undoubtedly, there has been a gender revolt in American sports in recent times (Hargreaves, 2000). Millions of girls participate in sport competitions daily be it in college or professional leagues. Womens athletic ability levels have also done up astronomically over the last two decades in sports ranging from basketball to volleyball, from hockey to soccer etc. There still exists a long and hard journey to go for women athletes to attain the same opportunities and hold up as their male counterparts. Although discrimination of people based on their gender has almost ended in regards to whether sports bodies allow women to participate in some sports games, more need to be done to improve the way sports commentators and the general population characteristically speak of women athletes. The media and sponsors are also guilty of prop agating sexism in sports. For example, the overall coverage of womens sports has gone down to ridiculously low levels. It is time for the news media and the sports shows to up the tempo to be able to keep pace with this revolution. It is a fact that women in professional sports have never been entirely supported, either fiscally (by sponsors) or psychologically (by the media and the fans). Women have tried hard to get reorganization and respected by governing bodies. The media and public need to change their sexist outlook; this will enable sexism in sports to be wiped out. Just this year, two leading British soccer radio commentators, were relieved of their jobs a day after being taken off the air for making sexist remarks about a female assistant match official during the English premier league duel between Wolves and Liverpool. The duo requeted that a person should go to the field to show the dumb women what was meant by the offside rule. Women do not know what it is, asserted one. Certainly not, the second one concurred. Britains Sky Sports, Richard Keys, and Andy Gray were criticizing the work of the linesman Sian Massey, and they were aware that they were on air. Then as if that was not sexist enough, they laughed about the policy of West Ham United concerning sexism in football. Keys and Gray asked each other rhetorical remarks that were aimed at lowering the morale of Karen and never thought of what she would feel. Now this could be disguised as humor; however, it is also true that jokes at a persons race, or gender expense are a mask of anger t o that persons race, or gender. The words of sports commentators and sports shows hosts, repeated many times by different commentators in the same or similar manner, just like propaganda, provide a theoretical frame for the sports experience. This abstract frame is of interest since the fans often relate it even to non-athletic situations. In Wimbledon, it is a widely known that the scheduling of women tennis at the central court is mostly based on looks rather than prowess. In fact, the reason why female tennis is so popular has everything to do with the sex appeal of the female players and little (if at all anything) to do with their ability to play tennis (not to say they are not good players but to say their abilities are ignored). Marketers of female tennis sell its sex appeal rather than the skill of the athletes. Furthermore, it is an open secret that the world over, more importance is attached to men sports. Media coverage in general is better for male leagues and tournaments than female ones. Even the cost of courtside tickets for NBA vis-Ã  -vis that of the WNBA points to this. It costs more to attend NBA matches that WNBA matches. This is a testament to the fact that more value is attached to mens sports. The media, as an institution, is guilty of perpetuating sexism in tennis and sports in general. Media gives more emphasis on male sports compared to female sports. This, they claim, is because more men attracted to sports than women are. This is not true, and the assertion is contradicted by facts. Nationwide statistics point toward the fact that women make up to 38% to 42% of all sport and physical activity contestants. Nonetheless, study indicates that female sports get roughly 6% to 8% of the entirety sports coverage. According to the Amateur Athletic Foundation of Los Angeles (2000), the main factor that plays a part in deciding what sports gets coverage in newspapers is the interests of the editor; the number of sports covered grew when the ability of women in sports was devalued. The media also perpetuate sexism in sports by depicting female athletes as feminine and sexually attractive. From a traditional perspective, it is easy to say there is nothing wrong with portraying wom en in general as attractive. However, female athletes surely warrant equal acknowledgment for their sporting capabilities as male athletes. When a female athlete appears in a sport periodical or an ad to market in a sport she ought to be portrayed with respect as is male athletes, an accomplished athlete. Another problem for depicting sexual images of female athletes is the fact that images are very influential and form as well as mirror attitudes and values (Birrell and Cole, 1994). Depicting female athletes as sexual beings, or pretty sends the message that they are not greatly skilled as athletes. Depictions that overlook or belittle females athletic abilities dent the significance of womens sports and esteem for the skills of sportswomen (Fields, 2005). The use of sexist imagery to sell female sports by advertisers, promoters, and the media in general sells the athletes not as so, but as sex objects. Instead of fans going to matches to see the sporting prowess of the contestants , they go there to see the pretty ladies, they were promised in the promotions. The media and the promoters might argue that the selling of sexy images of females in general works. Of course, if it did not work they would not do it. The underlying argument would be that this is what their target market wants. This argument would be an astonishing insensitivity to the detrimental results of sexism. The sports media and the advertising industry have a responsibility of not perpetuating destructive and restrictive images to the society. The same This is what the target market wants and, This is what works or sells would not be acceptable if the images portrayed are racist or anti-Semitic. The fact that pornography sells and might be what they want to consumers does not make it any more acceptable. This argument is obviously unacceptable.

A Confederacy of Dunces :: essays research papers

Journal One: A Confederacy of Dunces Chapter One: Plot: Ignatius waited for Mrs. Reilly outside the department store. A policeman attempted to apprehend Ignatius; a mob ensued with the result of an old man being arrested for calling the policeman a communist. Mrs. Reilly and Ignatius escape to a local bar in which the bartender treats them with a lack of respect as well as eavesdrops on their conversation about Ignatius’ trip to Baton Rouge. The old man, Claude Robichaux, was brought before the police sergeant as well as the officer who brought him in. A black man named Jones made comments during the man’s â€Å"interrogation† and was repeatedly told to shut up by name, giving the idea that this wasn’t the first time Jones had been there. Returning to the Night of Joy bar, Ignatius’ mother sells her hat to a young gentleman for fifteen dollars while Ignatius tells his bus story to a regular customer by the name of Darlene. Mrs. Reilly has a little too much to drink and begins to weave a tale of domestic mistreatment by her boy and Darlene loses interest in Ignatius. Ms. Lee, the bar’s patron returns from a few hours of shopping and kicks the Reillys out of the bar. When Mrs. Reilly tries to drive away from the city, she demolishes a Voltzwagon parked behind the massive ’46 Plymouth and crumbles a balcony of a building she hits. The officer from Ignatius’ previous incident ends the chapter with his arrival in a most awkward costume, punishment for his earlier dealings. Character: Ignatius is a highly intelligent, socially awkward, and interesting character. Plump and at least a little bit apprehensive towards the world in general, he wears an odd assortment of clothing and pines for his lost lumber jacket. He is 30, unemployed and lives with his mother. He spent eight years of college getting a masters degree in an as of yet undisclosed discipline, possibly having to do with medieval history based upon his one known job interview with the head of Medieval Studies in Baton Rouge. Mrs. Reilly is Ignatius’ mother. She has arthritis of the elbow and shows a genuine interest in the well being of her child while on the same time feels a slight feeling of resentment of his overpowering each and every conversation as well as the trouble he finds himself in. Claude Robichaux was the old man who tried to defend Ignatius by calling the policeman a communist.

Contact Essay -- essays research papers

b) Why are astronomers using radio telescopes looking for far stars instead of a telescope? First of all, what is a radio telescope? The first non-visual spectral region that was used extensively for astronomical observations was the radio frequency band. Telescopes observing at these wavelengths are commonly called radio telescopes. Radio telescopes may be made much larger than optical/infrared telescopes because the wavelengths of radio waves are much longer than wavelengths of optical light. A rule of thumb is that the reflecting surface must not have irregularities larger than about 1/5 the wavelength of light that is being focused. By that criterion a radio telescope is several hundred thousand times easier to figure than an optical telescope of the same size In the movie "Contact," astronomer Ellie Arroway, played by actress Jodie Foster, searches for signs of extraterrestrial life using massive, Earth-bound radio telescopes. Much of Contact's scientific intrigue, based on Carl Sagan's 1985 bestseller, unfolds at two National Science Foundation-supported radio astronomy facilities where real-life astronomical mysteries continue to be probed. Scientists use the government-supported telescopes to detect radio waves not from distant civilizations but from planets, stars, galaxies and other objects in space. Radio observations extend astronomers' reach into space and time, letting them "see" through gas and dust in space to detect celestial objects whose visible light cannot be seen from Earth. In "Contact," Foster hears the first guttural, throbbing message transmitted by other-worldly life using the world's most powerful radio telescope, the Very Large Array in Socorro, New Mexico, a collection of 27 antennas spread in a three-armed configuration across the desert. NSF’s National Radio Astronomy Observatory runs the huge dishes, which Foster manipulates in the film from her laptop computer like a high-tech, movable Stonehenge, in reality. Electronically linked to simulate a single radio telescope up to 20 miles in diameter, the antennas can be bunched together or moved apart along railroad tracks into different configurations. About 700 astronomers visit the VLA each year to observe the universe. In "Contact," Foster gets her scientific start at another NSF-supported facility, the... ... fastest moving man made objects in the process. If those same probes were to be launched to the stars, however, they would take thousands of years to reach them! The distances to the stars are huge So huge, in fact, that the light from the nearest star to the Sun, a triple star system known as Alpha, Beta and Proxima Centauri, takes over four and a quarter years to get here. Since, according to special relativity, nothing in the universe can travel faster than the speed of light, it would seem that travel times with even the most advanced starships are going to be extremely long indeed. There are also highly exotic ideas, which lie on the tantalizing fringes of modern theoretical physics. If the universe is a multidimensional place with human beings only able to perceive three dimensions, perhaps a way can be found to shortcut through the 'higher' dimensions. These so-called wormholes are currently having their mathematics calculated by the theorists but if they can be utilized for travel then perhaps the entire universe will become accessible to us. Traveling to different planets may take no more time than traveling to different countries does now!

Canadian Law Enforcement Essay -- Technology, Tasers

â€Å"Taser Changes go Ahead†, an article published in the Alberta News in February, indicates that the RCMP is moving forward and will be instituting some previously described changes into its 2011 Police Manual framework. The framework is currently being reviewed and will later be reviewed and approved by the Albertan Solicitor General. The 16 recommendations made by the Braidwood inquiry, including yearly re-trainings, monthly quality and adherence audits, as well as updated procedures based on the minimization of any potentially adverse health effects to the subject, should be reflected in the final version of the manual for 2011. This establishment of the project by the Alberta Solicitor General demonstrates a significant attempt towards improvement over previous perspectives on the dangers of Conductive Energy Weapons, commonly known as Tasers. As a result, it is clear that improvements to the issues of adverse health effects, design flaws within the device itself and po lice policies must be instituted within the Canadian society. The issue of Conductive Energy Devices (CED), synonymously known as Conductive Energy Weapons (CEW), has been at the forefront since the introduction of the devices to the Canadian Market in 2001. The device most popularly known as a Taser has been allegedly responsible for numerous deaths caused by excessive use, flaws in the design, and lack of police training. Moreover, since the increased media coverage of the issue by non profit organizations such as Amnesty International, which began in late 2007, and the Canadian Civil Liberities Association in 2010 the use of such weapons has undergone significant change within the implementation of the device by police, codes of conduct governing CED equipp... ... number of Taser reported issues in the past decade. In conclusion, it is clear that albeit the Taser technology in its infant stage encountered many problems the fact that such a technology has not been taken off the market stands as a testament to its utility to law enforcement agencies worldwide. Furthermore, albeit the problem is complicated, time sensitive and requires significant mobilization of state resources and public participation as well as deaths of innocent civilians the issue is resolvable. As occurred in the past history of Taser failures the technology can and will be revamped whilst the society must catch up to fully optimize its utilization of the technology to achieve its goal. In the case of Tasers it is to provide a non lethal alternative to apprehend suspects, saving lives every step of the way, suspect and innocent alike.

Elizabethan Foods And Feasts Essay

The Elizabethan culture has many unusual aspects to it. Their food was one of the more unusual. Many different foods made up the Elizabethan diet and nothing was wasted. In this paper those foods, along with food trends, feasts, and recipes will be portrayed. Food for the Elizabethans was a way of coming together and a way of showing status in society. In Daily Life in Elizabethan England, breakfast was rarely eaten. If eaten it was usually pottage (stew), bread, or leftovers. Dinner was the biggest meal of the day for commoners and served at noon. Supper was the bigger meal for the upper class and served between six and nine o’clock. Some dinner dishes included pottage, roasted lamb, baked venison, tarts, and roasted rabbit. Bread was a staple in the Elizabethan diet. The upper class enjoyed the whitest Elizabethan bread, called Manchet. The lower class ate rye, barely, and mixed-grain breads. Fish was a large part of their diet and so were vegetables. Spices were used as a way to demonstrate one’s social position. Ale was the traditional drink. â€Å"Supper and Feasts,† from the web site Let-Them-Eat-Cake offered a look into upper class food. Supper was often a grand occasion, as nobility liked to entertain guests at huge banquets especially on holy days, weddings, and Christmas. The most Chatel 2 lavish feasts had three courses, with as many as 15 dishes a course. Some of these included peacocks along with other fancy birds that were served with their feathers on. Any type of meat rarely was served in a meal twice. Meals were eaten with fingers, there were no forks only spoons and knives. Sugar was a luxury only the rich could afford. Many ate so many sweets and desserts it caused black teeth. Common people had better teeth because of the little sugar they had in their diets from fruits. The articles â€Å"Snack Foods† and â€Å"What We Eat† from the Renaissance web site told of the many sweet foods eaten as snacks. Marzipan, an almond paste, sweetened, colored, and made into many fancy shapes. Gingerbread, sweet  cakes, puddings, daryole (cheesecakes), custards, and fruit pies. The most commonly used flavoring in sweets are almonds. Cinnamon, clove, and sandalwood are also some well-used spices. Sugar is imported and much too expensive for the common man. Only the wealthy are able to get sugar. In â€Å"Ingredients Used in the Sixteenth Century English Cookery† from the web site Infotrope listed the many meats, spices, fruits, vegetables, and dried foods used in dishes. Some of the most commonly used are beef, venison, lamb, pork, rabbit, and birds, duck, chickens, pigeons, fish, cabbage, lettuce, spinach, sage, carrots, onions, radishes, a scallion, turnips, beans, figs, gooseberries, apples, dries currants. Another interesting tidbit was that due to an increased longing for privacy the upper class sometimes ate their meals in a â€Å"closet† (a small private room.) The servants and household staff members ate in the main hall. To give the class an idea of what Elizabethan food is really like I will be bringing in three dishes to go with my presentation. The dishes are Maid of Honor Cakes, Tarts of Chatel 3 Flesh (pork dumplings), and an Apple and Orange Tart. My biggest interest of the Elizabethan food trends were the feasts they had. A poster will be part of the Elizabethan food presentation but has yet to be completed. The poster will include pictures of different dishes, tableware, etiquette, classic paintings of Elizabethan feasts, and a menu of a wedding feast. The food was one of the many reasons the Elizabethan time period has place in history. I hope I have at least given a little taste of why that is so far.

Hard Times Essay Essay

How does Dickens show his dislike for the education system in Hard Times? What is the effect of this system on Louisa? Does she manage to resist her very utilitarian upbringing? In the novel Hard Times, set in ‘Coke Town’ written in 1854, Dickens explores his own ideas of the poverty-ridden, factory towns of the 19th century Industrial Revolution. The book is based on family and it also shows the detail of the social standards of the time, poverty, the difficulty of life and the tough education system. Education at this time was difficult and hard to enjoy for those children who wanted to explore fantasy and surrealism; those with active or overactive imaginations. The reason was that the education system at this time was purely factual. The education that Louisa and her younger brother Thomas receive in this book is an education based on facts, this Charles Dickens seems to detest. I think Dickens may not have liked this type of education because it eliminated all sorts of fantasy and surrealism. Being a fiction author, I think that he would find this annoying as he used his imagination to create his books. I think this may be one of his motives for writing the book. One of the main characters in the book itself, Thomas Gradgrind (Senior) states that the education of children should be ‘Facts, facts, facts,’ nothing more, nothing less than facts. His young daughter Louisa does not seem to be fond of this statement and does not like to hear her father say it. When she is at home she is given all sorts of instruments to use by her father. She seems to dismiss the idea of using them, whereas her brother Thomas obeys by his fathers orders, showing no reluctancy, perhaps this is because he is a boy and his father would like him to succeed and become as successful as him, after all they share the same name. Fantasy books, creative writing and anything supernatural would not even be considered in the minds of the teachers. The pupils were taught about economic issues, the government and mathematical figures. They were also taught some politics. Their education was limited, and it did not allow their minds to stretch to the boundaries of fantasy and fiction. Charles Dickens portrays this in the book well; we gain an (If quite limited) understanding of the poorer children’s view on education. But people in poverty hardly enter the book in terms of views on education. In Dickens view the children in the classroom are being prepared to be yet more workers in one of the many factories in Coke Town. Louisa is a child who seems to have a passion for surrealism and imagination, and would probably be found daydreaming at times. I think that this type of education would then be difficult for her, and even more difficult that her father was the main enforcer of the facts. We realise that she has a passion for everything creative when she and her brother are caught peeping at the circus. She almost stands up to her father, but I think she is scared of his power so she decides against it. The education the children are receiving is not helping them to develop a creative mind with ambition for jobs in high up places. No, the education the children are receiving is based on facts and nothing but. This kind of education does not prepare them for the real world; it prepares them for a life of working in the drab factories of Coketown. Dickens does not really encounter education for children in poverty in this book. Dickens’s view on the education system and schools is that they are where any trace of imagination and wonder are extracted from the children, and replaced by pure facts. This makes us ponder the question: did Charles Dickens believe that an education was to be void of all facts, or did he believe that fact mixed with fiction was the correct way to educate children? Dickens shows his opinions very clearly throughout the book. The repetition of the word â€Å"facts† all throughout the book, the way it is said and how the facts are being ground deeper and deeper into the children’s minds, shows us his dislike to this system. Louisa is a victim of the education system. This is quite ironic, seeing as her father is the very man trying to enforce facts upon her and her classmates. Being an imaginative, creative child, interested in the circus, colour and arts she gets caught in the web of facts and struggles to escape. We see her frustration towards her father and society as a whole grow and develop throughout each part of the book. Dickens makes the reader question Gradgrind’s method of teaching and education and lets the reader decide if it is right or wrong by the evidence Dickens gradually reveals during the course of the book. Charles Dickens creates a character whose teaching methods are quite different from the education system these days. Dickens has created a character, which is disliked by many, both in attitude and appearance. Gradgrind is described to be ‘square. ‘ ‘Square wall of a forehead’ Dickens has used this imagery so the reader perceives Gradgrind as a very dull and square character. Dickens has described Gradgrind as a square man as it forces you to imagine a man with boundaries, and four straight walls with equal sides, nothing more nothing less. In this way he portrays Gradgrind as a formal man, which helps you with the impression that he is a man of facts. Each chapter is cleverly titled. They give us insight into Dickens view of the events taking place in that specific chapter. ‘Murdering the innocents’ is an example of Dickens putting his view into the titles. This is a clear indication that he thinks the planting of facts and the lack of imagination involved is not good and is not right. He thinks this is essentially killing the children, who are innocent because they have thoughts which are pure, and these pure thoughts include imagination. The fact that this innocence is being taken away from them and they are turning into adolescents means that they are entering a world of dishonesty, fault and failure. Dickens also portrays the characters true traits through their names. ‘Mr. Gradgrind’ and ‘Mr. M’Choakumchild’ are both examples of this. We can tell by the naming of the characters that they are both strong and most likely intimidating or cruel. â€Å"Gradgrind† implies the gradual grinding of facts into the children’s heads. Dickens uses these names as imagery. From ‘Mr. M’Choakumchild† we obviously imagine the choking of a child. This gives us the impression that he does not like children and that he chokes them of their imagination. It makes you believe that he would not permit them to have their own thoughts of creativity but stick to facts and facts alone. I think Dickens has done this to inform the reader early on that these characters are not in the right and to hopefully give us the same impression of this education system as him. Certain pupils get treated differently to others in Coketown’s school. It appears that how well you are treated in the school depends on your social status. Sissy Jupe is involved with the circus; she is rather looked down upon by the teachers because of this. She is referred to as girl number 20, whereas someone from a better background may be called by his or her real name. Her relationship with Louisa later on in the story also tells a tale of its own about class and how people are treated. Bitzer is treated with respect within the education system because he is of higher class, although not much higher than that of Sissy Jupe. He is quick to answer questions in class with straight facts, and this pleases the teachers. His knowledge of facts and the fact he is from a wealthier family determines his status and amount of respect he is given by teachers and students alike. Because of this division between the two characters we see them progress throughout the book watching how they both change and develop under the same system. Bitzer follows and abides by the rules of facts, with his pale visage and his eagerness to please. He is a teacher’s pet and is eager to learn and get in their good books- not ashamed to suck up to get where he wants to be. He is a very eager boy, and his pale appearance and large eyes give him a strange owlish appearance. In contrast Louisa rebels is a small but healthy, normal looking child, rebelling against the rules, longing for freedom and wishing to use her imagination and explore fantasy. In conclusion I think that Dickens has written the book ‘Hard Times’ in such a way that the reader empathises and understands the hardship of an education based purely on facts. He has written the book in such a way that you agree with his opinions on the system and you agree with his dislike of the education system. He makes you dislike the system, but not in an obvious way and he does it subtly throughout the book so that you agree with him all the way through. He uses subtle descriptions and techniques, which make the reader agree with his opinions. The way he uses chapter titles and characters names, the way Sissy and Louisa struggle through the system all add to your understanding of Dickens views. From the beginning of the book till the end, Louisa shows signs of wanting to explore the unknown, fantasy and fiction, but because of the current education system and her father being at the head of it, Louisa struggles to do this. Louisa finds that she cannot suppress her imagination whilst maintaining the rules of the system, and as she grows up she finds it easier to stand up to her father. Throughout the book, Louisa does anything to please her brother because of the factor of male dominance: she will try and get him out of trouble and help him as much as she can. In a way she almost sees him as an older brother, or someone to look out for, who may in turn look out for her. At the end, she finally becomes loose of the shackles and facts that are binding her and can express herself imaginatively and creatively. Thomas Gradgrind Louisa both have incredibly opposite opinions. They grow together throughout the book and although Gradgrind is the main enforcer of facts, his daughter Louisa opens his eyes to the fact that imagination, creativity and fantasy are to be embraced in the education system, and not abolished from the minds of the young.

Frankenstein and How to Read Literature Essay

The pursuit of knowledge is the very heart of Frankenstein. Mary Shelley depicts how the very pursuit, thirst for knowledge ruined one man’s life. Victor’s life is consumed by a want for more knowledge and Mary Shelley shows the before and after effects of that relentless pursuit. Robert Walton life could also be ruined by an endless need for more knowledge. The ruthless pursuit of knowledge, of reaching for a distant light proves dangerous to both Victor and Robert. The monster, Victor’s act of creation, eventually results in the destruction of everyone dear to him and Robert’s expedition is dangerously encased sheets of ice. It is here that the two characters pursuit of knowledge diverges. Victor’s telling of his story shows the dark path his need for knowledge led him down and ultimately his obsessive hatred of the monster, his creation, leads to his death. It is the telling of Victor’s story that pulls Robert back from his single minded mission and shows him the destruction that can lead from a blinded need for knowledge. Although the monster’s learning experiences and knowledge are not as advanced as Victor and Robert’s it is significant in this book. The monster’s thirst for knowledge was driven by a need for acceptance and understanding of his creation and ultimate rejection. Chapter 10: It’s More Than Just Rain or Snow Mary Shelley uses the weather as a metaphor throughout Frankenstein. It is coupled with Victor’s sickness as a foreshadowing of coming events. The storm that occurred on the night of William’s murder is an example, a foreshadowing, of the misery caused by the monster that night. Another example of seasons and the effects of them on this story is seen when both Victor and the monster feel the lifting of their spirits during warm weather. The Alps show a spiritual awakening and self-reflection, whereas, the cold and stormy weather of the north arctic or the rain of Victor’s wedding night show depression and thoughts of death. Both examples underscore the desperation of Victor and the monster’s circumstances and remind them of their own coming doom. It is clear that the weather directly corresponds to the attitudes and feelings of the characters. Chapter 11†¦More Than It’s Going to Hurt You: Concerning Violence The use of gloomy imagery reveals the creature’s feelings of abandonment and how much his pain was greater than that of Victor’s. The creature goes through a great deal of hatred brought on by his feelings of suffering and abandonment. As the book develops Shelley uncovers levels of sadness in the creature. An observation discovered through Mary Shelley’s writing style is how she uncovers the sense of sadness in the creature. His feeling of abandonment is seen when he talks of his emotions to Victor stating, â€Å"Be calm! I entreat you to hear me, before you give vent to your hatred on my devoted head. Have I not suffered enough that you seek to increase my misery? Life, although it may only be an accumulation of anguish, is dear to me, and I will defend it† (68-69). The theme of no one listening to the monster, thereby excluding him from society, is scene throughout the book. During this passage between the creature and Victor, he explains his feelings throughout his journeys using dark imagery in his attempt to make Victor understand what he felt inside. An attempt to show Victor that his pain was greater and would hurt him more than any pain he inflicted upon Victor. The creature says that even though his life is an â€Å"accumulation of anguish†, he will continue to live because he cares about his life even though no one else does. Chapter 12: Is That a Symbol? Touches of violent imagery are given to the reader throughout the book. The violent side of the creature is unleashed and shown to the reader as he tries to find a moment of acceptance by the human community. An excellent example of this is the portion of the monster’s story where he is sharing the cottage with the Delacy family. After being rejected by society, the monster took refuge in a little barn adjacent to a small, humble cottage. Through a gap between the barn and the cottage the monster observed their behavior. He was amazed that despite their poor circumstances the Delacy family still maintained a loving relationship. The creature remarks, â€Å"When I slept, or was absent, the forms of the venerable blind father, the gentle Agatha, and the excellent Felix flitted before me. I looked upon them as superior beings, who would be the arbiters of my future destiny. I formed in my imagination a thousand pictures of presenting myself to them, and their reception of me. I imagined that they would be disgusted, until, by my gentle demeanor and conciliating words, I should first win their favor, and afterwards their love† (72). Chapter 19: Geography Matters†¦ In a person’s life social geography plays a huge role. Included in social geography are segregation, economics, class, and race. All which play a part in how a person lives and how they are treated by society. In addition to the fore mentioned factors, a person’s looks play a part in how they are looked upon by society. Deformities, monstrosity, can directly affect where a person lives and even their class. In Frankenstein, Shelley used the monster’s looks to single him out in society. The origins of his looks were the unnatural manner of his creations, and it was this origin of his looks that made everyone want to get out of his path, to cross the street to avoid contact. The monster was immediately abandoned by Victor without any direction and left to deal with preconceived prejudices people had based on his looks and no personal knowledge of his situation. The monster’s lack of knowledge as how to handle these reactions from society pushed him to commit crimes. The monster said, â€Å"I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on† (Shelley 19). This eruption of self-pity by the monster in questioning the injustice of his treatment by society and his creator displays his inner life, giving Walton and the reader a look into the monster’s suffering and his motivation behind his crimes. Chapter 20†¦So Does Season The changes in Victor’s physical and mental state seem to mirror the changes of the seasons, or maybe these states are simply affected by the change of the seasons. An example of this would be the period in which Clerval nursed Victor back to health. During this period the season changed to spring and could be seen as signs of new beginnings. Clerval helps Victor regain his physical health and re-discover his love for the natural world he lost during his quest for creating new life. Shelley’s use of the excerpt that â€Å"Winter, Spring, and Summer passed away† during Victor’s work, does more than just inform the reader of the passing of time buts reminds the reader of the imagery relating to each of the seasons. In addition, the phrase â€Å"passed away† indicates that time Victor could have spent enjoying nature â€Å"died† while he was closed off in his laboratory. Furthermore, the excerpt describes that â€Å"The leaves of that year withered before my work drew near to a close†¦Ã¢â‚¬  The use of the word â€Å"withered† hints to Victor’s body becoming frail and unhealthy during that time. The imagery showed that Victor was in an unhealthy state of body and mind. Chapter 25: Don’t Read With Your Eyes Mary Shelley’s Frankenstein, as many other works of its time, have been taken apart and studied repeatedly for underlying meaning by the author. Scholars look for an understanding of what they believe Shelley’s views and what message she was trying to give to the reader. So many have taken apart this novel, analyzing it over and over again, from many different angles, yet her work still remains a puzzle to solve. Could this perhaps be the result of over-analysis? Are scholars looking too carefully and too deeply for a meaning more elaborate than a story told by a teenager? Mary Shelley was eighteen at the time she wrote Frankenstein. Taking into account her age, is it more likely that Shelley was not commenting on social aspects but expressing feelings felt by all teenagers. Almost all of us can relate to a time when we were young and misunderstood by our parents. A time when feelings of isolation, separation and being misunderstood, were common experiences. These feelings being attributed to the monster could be nothing more than the feelings that Shelley was herself feeling at the time. Works Cited Foster, Thomas C. How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading between the Lines. New York: Quill, 2003. Print. Shelley, Mary Wollstonecraft. Frankenstein or, The Modern Prometheus. Berkeley and Los Angeles: University of California Press, 1984.

“One Art” by Elizabeth Bishop Essay

Can one ever practice losing enough to master it? Is it possible to become a master at losing such as an artist can become a master painter, writer, or sculptor? The speaker in the poem â€Å"One Art† presents this question and provides an answer. The poem is an illustration of a common human affliction–grief and regret caused by the loss of another human. Through the use of value progression and the interweaving of denotative and connotative meaning, the speaker shows that no matter how much a person tries to prepare for the loss of one he or she loves, grief and regret are inevitable. By comparing the phrase â€Å"the art of losing isn’t hard to master† with the frequently used word â€Å"disaster,† the meaning begins to take shape. This phrase is used four times in this nineteen-line poem (lines 1, 6, 12, 18). Considered closely with the word â€Å"disaster,† also used four times, one sees the speaker is making a point of rhyming the words master and disaster to emphasize the denotative point that many losses are not disasters–they can be accepted without grief or regret (3, 9, 15, 19). Yet the phrase â€Å"the art of losing†¦Ã¢â‚¬  throws a connotative meaning into the mix by indicating that losing, an uncontrollable event, can be a learned skill. Taken together, the phrase coupled with the word â€Å"disaster† provides foreshadowing to the paradox of trying to prepare to lose a person. The Oxford English Dictionary can shed light onto this interweaving of denotative and connotative meaning. Art 1. Skill in doing anything as the result of knowledge and practice. Human skill as an agent, human workmanship. Opposed to nature. 2. An industrial pursuit or employment of a skilled nature; a craft†¦ Losing 1. The action of LOSE. Perdition, destruction; the being lost or †¦ to be in process of being lost. 2. The fact of losing (something specified or contextually implied). The being deprived of, or the failure to †¦ Denotatively the phrase â€Å"the art of losing† means that a person has acquired skill in being deprived of something or someone. This is directly opposed to nature; in other words, it is not natural for humans to have the skills of losing. The poem illustrates this process of acquisition of skill through value progression in the second though fifth stanzas of the poem. The speaker describes instances of losing beginning with the insignificant and working toward the significant. He or she maintains that by â€Å"practic[ing] losing farther, losing faster† the art of losing will be mastered, therefore it will not bring disaster. Yet, in the last stanza the connotative meaning becomes clear. The final stanza is the only one to have four lines instead of three, which places particular significance upon its message. The final sentence is the key to the connotative meaning of the poem â€Å"It’s evident the art of losing’s not too hard to master though it may look like (Write it!) like disaster† (line 17b-19). Due to the speaker’s need to tell him or herself to â€Å"Write it!,† the connotative meaning of the poem shows that the speaker has been trying to convince him or herself without success that a master loser will avoid the disaster of grief and regret associated with the loss of a loved one. By combining the denotative and connotative meanings, the universal meaning of the poem becomes clear–it is impossible to acquire skills, no matter how much you practice, that will prevent the natural result of grief and regret when someone is lost. In the value progression of loss shown in stanzas one through five, the speaker is trying to convince him or herself that developing the necessary  skills can protect one against major grief and/or regret. It is in the last stanza that the desperateness of the speaker to convince him or herself that it is possible to accomplish this becomes clear. This is where the paradox begins. The speaker is still unconvinced that it is not a disaster to lose a person regardless of the preparation other previous losses may have provided. Stanza one sets the stage of the value progression of loss. It is here that the speaker states what he or she wants to prove. â€Å"The art of losing isn’t hard to master; so many things seem filled with the intent to be lost that their loss is no disaster† (line 1-3). This is the thesis statement of the poem, but instead of proving it true the speaker ends up proving it false. The key idea is that if something intends to be lost then their loss will not cause regret once a person has become a master of losing. The last stanza, particularly the last sentence of the poem, shows the paradox between the thesis and the connotative meaning–humans cannot prepare for the loss of a person. â€Å"–Even losing you (the joking voice, a gesture I love) I shan’t have lied. It’s evident the art to losing’s not to hard to master though it may look like (Write it!) like disaster† (lines 16-19). The old idiom â€Å"if it walks like a duck, talks like a duck, and looks like a duck; it must be a duck† aptly applies to the last sentence here. If it walks like a disaster, talks like a disaster, and looks like a disaster; it must be a disaster. The speaker even has to force him or herself to write the word disaster as evidenced by the parenthetical phrase â€Å"(Write it!)† which indicates that the speaker wants to believe that â€Å"even losing you† isn’t hard to master, yet he or she cannot quite convince him or herself that it is true. In actuality, the loss of a loved person is a disaster because the very act of love requires an attachment that when severed will inescapably cause pain. The OED has this denotative meaning for love: That disposition or state of feeling with regard to a person which (arising from recognition of attractive qualities, from instincts of natural relationship, or from sympathy) manifests itself in solicitude for the welfare of the object, and usually also in delight in his or her presence and desire for his or her approval; warm affection, attachment. Connotatively love carries the concept that its removal will not be positive, for anytime a person whom one is solicitous of is removed from one’s life; his or her absence will leave a negative affect, in other words, pain will result. The poem â€Å"One Art† effectively uses connotative meaning, denotative meaning and value progression to present a paradox of human nature–the desire to find a way to avoid the pain of losing a loved person. This is a universal truth that crosses cultural and temporal boundaries for all of human kind. This essay adheres to the formalism approach to critical analysis by focusing solely upon the text to derive meaning. It analysis the poem’s use of value progression, meaning of words and phrases both connotatively and denotatively. It shows how the thesis is made into a paradox by the last stanza, which in the end provides the ultimate meaning of the poem. The formalist approach has its strength in that it takes a text at face value forcing the analyzer to think for him or herself without commentary from others. But formalism disregards the author’s mindset at the time of writing as well as the effects it may have emotionally upon the readers. In my opinion, this is a major drawback particularly in regards to the poem â€Å"One Art† by Elizabeth Bishop. This poem seems to come from the heart–the soul–of the author. It would have been interesting and meaningful to know what she may have been dealing with at the time she wrote it. But regardless of Bishop’s mindset, the readers’ reaction has a major impact upon the meaning of the poem. Several friends of mine read this poem. The impact upon all of them was, to say the least, profound. Anyone who reads it has either experience a long-term loss of a person such as long-term illness resulting in death or can empathize with the concept. I think that formalism, by removing the emotional element of the reader, greatly diminishes the power of the poem.

Qualities of a Good Parent

Parenting is defined as one who begets, gives birth to, or nurtures and raises a child; a father or mother (The free dictionary, 2013). The definition does not mean that one will make a good parent. Becoming a parent can be one of the most exciting times in ones life, or it can be a horrific experience. For most, it is a good experience that brings them happiness, joy and excitement. Others fear the unknown, do not like kids, or have a negative impression of parenting.Truthfully, parenting is all in what you make of it. Good parenting is categorized by many different factors. Some of these factors that categorize a good parent are self-sacrificing, teachable, curious, and diligence (Mallory, 2013). Self-sacrificing means that a parent will do anything they humanly can to protect and take care of their child. Teachable means that you are willing to learn various aspects of parenting. Curious means that you are intrigued at finding things out about how to be or become a better parent.D iligence means that you work hard to be the best parent that you can. According to the article, What Qualities Make a Good Parent, becoming a good parent is a high calling that every parent should strive to achieve (2013). If one is not a good parent, they can always work at being a better parent. If they work at being a better parent, their child will notice those changes and in return not have a negative connotation of parenting. With the good, there always come the bad. There are certain qualities that make an ineffective parent.According to the article, Four Traits Common to Bad Parents, there are so many pitfalls in parenting, and no parent wants to raise a brat, a beast, a shooter, or a Clinton, but some of us do in spite of that (2001). The four traits addressed about bad parents are: poor excuses, no consequences for their actions, expect everything given to them, and defensive/critical (McKinney, 2001). These traits shed some light on the pitfalls of parenting, but one must rise above this and do better.The obvious answer to being a good parent is to be a loving, caring individual, and one who strives for excellence for their child. Good parents should have a plan to teach their self-control, personal integrity and a sense of responsibility to themselves, their families and their fellow citizens, even when it hurts both them (McKinney, 2001). By setting parameters and goals as a parent you are more likely to have a positive experience and feel as if you are a â€Å"good parent. Good parenting takes a lot of commitment, participation and sacrifice, it also takes a lot of mistakes. With these mistakes come learning, and in return the quality of your parenting will increase. References Mallory, D. (December 2012). What Qualities Make a Good Parent? Retrieved March 12, 2013 from http://www. wahm. com/articles/what-qualities-make-a-good parent. html McKinney, S. (April 2011). Four Traits Common to Bad Parents Retrieved March 12, 2013 from http://www. ente rstageright. com/archive/articles/0401badparents. htm

How to Establish an Ethical Culture Research Paper

How to Establish an Ethical Culture - Research Paper Example Every small or large-scale organization operating in any type of industry possesses its own culture. It has its own set standards and ethics which are managed by the leadership within the organization’s environment. This paper will discuss the ethical leadership and the culture managed in the organization’s environment. Ethical Culture A culture, in simpler words, can be defined as a set of permanent norms, beliefs and values shared by the members of any society or community. In the management context, every organization, company or firm in the industry possesses its own culture suited to the employees working within it. The concept of organizational cultures pertains to the overall behavior of people which make up the organization. It usually emerges from the vision, values, systems, norms, symbols, working languages, beliefs and habits bore by the workforce. It can also be considered as a pattern of doing things, possessing certain beliefs and standards which are taug ht to the people by the organization. The ethical culture in an organization refers to the people’s beliefs regarding the ethics which are mutually shared by the people in the organization and can be easily conceptualized on the continuum which is bordered by the highly ethical companies at one end and unethical companies at the other end. Establishing an Ethical Culture There are various steps to creating an ethical culture in a social structure. ... Ongoing and Initial training The employees should be offered online courses, live workshops and the printed material regarding the creating and sustaining of an ethical culture at the workplace. Moreover, specific trainings should be provided referring to the personal integrity, proper usage of company assets, harassment, discrimination and other related factors. Regular communications In context to the management of the ethical culture in the organization, the line of communication must be established by the senior level management which can take the shape of corporate newsletters, and departmental and individual discussions. Set up an unknown reporting hotline The anonymous tool of reporting requires the end user to respond to the background questions, and also possess managerial abilities to enable the talent manager chase the incidents. The unidentified phone based and web-reporting tools should be allowed to the employees for the reason that the employees often consider that the re is least security in the internal avenues. Action enforcement The proper enforcement of the code of conduct will require the employees to take it in a serious manner. It will help building up strong ethical cultures in the organizations. Employee rewards for demonstrating the culture The employees who have successfully showed the ethical culture in the organization should be rewarded. Usually, the employees prefer to be more dedicated to the organization which depicts a strong moral and ethical culture. They generally stay happier and satisfied with their jobs and are better engaged with the organization. Personal Integrity and Ethical Leadership The success of any organization depends upon the efficiency

Due process and the Rule of Law Essay Example | Topics and Well Written Essays - 1250 words

Due process and the Rule of Law - Essay Example As Mapara points out, the rule of law can be stated as a legal maxim whereby government is required to make decisions on the ground of known legal principles. A government that operates under the rule of law can be called as a nomocracy. When a government hurts interests of a person without considering the exact law practices, the situation constitutes the violation of due process and the rule of law. It must be noted that the administrative due process is different from judicial due process. Administrative due process is mainly used to make decision related to administrative discharges. The opportunity to be heard is the main focus of the administrative due process. This process is applied to protect individual rights. As Dropkin and McComas point out, the major aim of the federal due process is to protect fundamental conceptions of justice; and as per the provisions of the federal due process, states need to respect and comply with their communities’ accepted norms and belie fs. 2. Regulation as a Policy Option Regulations which are brought in by the state are usually attempts to bring about certain outcomes which might not be obtained otherwise or to prevent certain undesired outcomes. For example, a regulation may be made by the government to check foreign direct investment that may inversely affect domestic manufacturers. The common definition given to regulation as such is: ‘an administrative decision that imparts rights and assigns responsibilities’ (OECD). Much of the regulations in the United States are administered and enforced by regulatory agencies. Regulations are the best option in forming policies for a country, because together with the rights enjoyed by a citizen, there are certain duties entitled to perform. Regulations thus become essential as a policy option, because together with providing the rights, they also allocate certain duties to the citizen. Along with this, regulations become handy in attaining some specific tar gets or to make certain services available to the citizens. According to Swisher, The policy formed to reduce carbon and fossil fuel emission stand as a model in this scenario; which measures that the macroeconomic models comply with the evaluation with respect to its impact on the energy system and introduces carbon taxes (Para 7). Such regulations come effective under circumstances like increasing commodity prices, matters related to wages, employment, standards of production, military proceedings etc. There are numerous possibilities that the social or economic conditions in the country taking up an undesired phase and the ability of the legislature to form regulations become extremely important under such circumstances. Regulations on liberalization, privatisation, globalisation etc found in many world countries are examples in this regard. 3. Legislative Oversight over Regulatory Agencies The capacity of legislatures to indulge in the process of lawmaking has been enhanced duri ng the last three decades. Legislatures stand as an independent assembly, and have assumed a greater responsibility in mandating laws. Legislative oversight, often referred as congressional oversight denotes the supervision of policy implementation. There are a number of federal agencies through which the policies formulated by the Congress are implemented. If the Congress is dissatisfied with an agency, it can react in various ways. Laws can be passed to overrule their decisions or to confine their jurisdictions. For example, as Kaiser, Oleszekc and Taleman point out,