Report 1 Essays - Gay Men, , Term Papers, Research Papers

Report 1 On September 18, 2013 received a call at 2:45 PM to respond to a homicide at Horry Georgetown Technical College that a male victim had been shot and killed. I arrived at the scene at 2:46 PM and was notified by the initial responding officer that the victim was dead when he arrived and that nothing had been moved and altered, and that he had set up a perimeter and established a crime scene log when officer Scott arrived on scene he saw nobody leaving the scene. And that a student walking by heard what sounded like gunshots and called the police. The student had just left out of her 12:30 PM class. I relieved Officer Scott of his duties at the scene and verified perimeter and chain of custody was established. On my approach, I noticed the weather outside was overcast. Building 700 was constructed of tan brick on the outside and upon entering the room where the body was found, which was well lit by fluorescent lighting with no signs of a forced entry and the door open made the decision to use black powder to dust for fingerprints at a later time. The victim was lying with his head pointed toward the east wall flat on his back with his right arm extended above his head and with the left arm down beside his waist. The victim was a white male with black hair and brown eyes. The victim was wearing a white tee shirt with red jogging pants that had two stripes running down the side. The victim was wearing a pair of blue, white, gray Nike Air tennis shoes. Victim had no tattoos or scars exposed on arms, face, or neck. The victim had no rings or jewelry on hands, face, and neck. The body showed no signs of decomposition. Victim had four bullet wounds two in the head with one bullet wound being almost in the center of the forehead and the other being in the left temple region. Two bullet wounds to the chest region with one being a little below the chest to the right and the other around middle of the chest to the left. Blood flow pattern of wounds to the chest flowed toward the shoulders. The blood flow pattern of the bullet wounds in the forehead and temple flow downward toward the chin with the pool of blood behind the head suggesting a gunshot wound through with one of the casing able to be seen under the back of the head. They were four bullet casings in the floor one lay to the right of the body, one lay under the victim's head; two lay to the victims left. To the left of the victim observed shoe wear impressions in blood going in the west direction. The shoe wear impressions would need to be photographed. There was high-impact blood spatter on the east wall which is the direction the victims hea d pointed towards. The blood spatter would need to be Mapped and Photographed. Look for drivers license to identify the victim. The scene would need to have photographs taken from an Overall, Midrange, and Close-up range. The scene then would have to be sketched to show layout and orientation of landmarks and evidence. The evidence would have to be documented, collected, and processed. A spiral search of the room and secondary scenes would need to be performed to locate the weapon that was used during the shooting.

Banning On Cloning Is Unjust essays

Banning On Cloning Is Unjust essays On February 24, 1997, the world was shocked and fascinated by the announcement of Ian Wilmut and his colleagues. A press release stated that they had successfully cloned a sheep from a single cell of an adult sheep. Since then, cloning has become one of the most controversial and widely discussed topics. The issue that gets the greatest focus is human cloning, and there has been an onslaught of protests and people lobbying for a ban on it. However, there is a real danger that prohibitions on cloning will open the door to inappropriate restrictions on accepted medical and genetic practices. Therefore, the banning of cloning is unjust. The most popular objection to human cloning is the assumption that science would be playing God if it were to create human clones. This argument refuses to accept the advantage of biological processes and to view the changes of the world. Religious objections were once raised at the prospects of autopsies, anesthesia, artificial insemination, organ transplants, and other acts that seemed to be tampering with divine will. Yet enormous benefits have been gathered by each of these innovations, and they have become a part of human ¡s daily life. The issue of playing God has already arisen when a doctor selects a patient on a waiting list for transplant and leaves others to die, and when the doctor puts their patient under life support whenever they are in coma or they are near death. The moral issue of cloning is similar to the past issue faced by the society such as nuclear energy, recombinant DNA, and the computer encryption. There have always been religious and moral objections to new technologies and changes merely because they are different and unknown to humans. The public not only worries about science playing God, but also fears that the cloned child ¡s autonomy and individuality will be reduced because it will have the same DNA as another person. One of the more eloquently stated fears about the ...

Accounting for Managers

Managers frequently use CVP Analysis and Budgeting to screen business plans by evaluating a firm’s cost structure and sales volume needed to generate profit. Mountain Views Hotel is planning to open a â€Å"Boutique Hotel† accommodation in the Blue Mountains area that runs a Food and Beverage operation serving breakfast as part of the guest experience. Your team is expected to develop a successful business plan including making recommendations for improvement in future years. The Report will be written as if it were being presented to potential investors in the business. Use the Balanced Score Card approach to present key assumptions and justify them by research and analysis undertaken.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss critically key results that would impact on your future decision-making including a fully supported explanation of how you could improve this business by making any changes.  Ã‚  Ã‚   Make recommendations to the proposed investors including ideas for the next steps to progress the business concept. Prepare your analysis as an authentic business report.   The Australian tourism and hotel industry have significant contribution on GDP (Gross Domestic Product) of Australian. As per Price Water cooper house Report of 2009 it is estimated there are 6807 hotels employing almost 188000 people in Australia. The market outlook indicates that the hotel industry has matured because the numbers of hotels have declined over the years and also the income growth of the industry has been minimal.   But the situations are seen improving as the 2015 data suggests that both domestic and international visitors have increased. There has been 8.2% growth in international visitors and 7% growth in domestic visitors (Hall, 1991). In this report a business plan is developed for Mountain View Hotel analyzing the business opportunity of Boutique Hotel in Blue Mountains (Hardiman & Burgin, 2011).   For this purpose the hotel industry of Australia, tourism opportunity in Blue Mountains and the projected financial data of the proposed Boutique hotel are analyzed to develop an effective business plan and also to evaluate the investment decision. The objectives of the â€Å"Mount Boutique Hotel† for first few years are: The mission of Mount Boutique Hotel is to become the preferred choice of customers in Blue Mountain area. Mountain View is a well known hotel chain that is currently running a restaurant in Blue Mountain. It is planning to open a boutique hotel in Blue Mountain. The international and domestic visitors are expected to surge giving a positive outlook for the overall hotel industry. As per the economic forecasts data it is expected that international visitors will grow by 5.3% per annum for next three years. This growth in tourism numbers will have a positive impact on the Australian Hotel Industry. The demands for hotels are expected to grow by 3% per annum in next three years. There is an increasing demand supply disparity in hotel industry as a result it is expected that room rate will grow by 2.9% by 2018 (Anderson, 2006). It can be concluded that Hotel Industry of Australia is looking good and it is the opportune moment to make investment in this sector.   The Blue Mountains is just two hours away from Sydney and it is a perfect holiday destination for anyone looking for a break from hectic life style. The blue Mountain offers spectacular scenic beauties like Three Sisters at Echo point, dinning, shopping, spa, bush walking and other natural attraction (Hudson & Lang, 2002).   It is an ever growing tourist destination with tremendous growth potential. From an hotelier point of view the current market scenario offers an excellent investment opportunity in Blue Mountain. There is a growing optimism in hotel industry because of positive macro economic developments. Being in tune with the overall market sentiment Mount View hotel has decided to start a Boutique Hotel in Blue Mountain. Boutique hotels are much smaller in size but they are stylish and unique further it tries to provide separate experience than that of corporate run hotels (Presbury et. al., 2005). The advantages of a boutique hotel are: The above analysis shows that Mount View hotels decision to open a boutique hotel in Mount View is justified. The aim is to become the best in class boutique hotel in Blue Mountains (Bruner, 1998). It is estimated to have total eighty rooms out of which 30 rooms will be high end deluxe rooms and there will be 50 standard rooms.   The deluxe rooms will include king sized bed, a desk, a mirror and a color television. Further the bathroom of the deluxe room will be of four to five meters with a sink, toilet and shower. The total estimated cost for starting the Boutique hotel is $754800.00. The details are given in the table below. To fund the project a mortgage loan of Rs. 500,000.00 is to be obtained at 8% per annum.   The remaining fund of 254,800.00 is to be provided by Mountain Views hotel. The viability of any business plan is determined by analyzing its projected financial performance.   The business plans are often screened for determining their financial viability by using cost volume profit analysis (Scapens, 1985).   The CVP (Cost Volume Profit) analysis helps in determining the effect that costs and volume has on profit. The Cost Volume Profit (CVP) analysis are often performed to determine the future activity and to provide valuable insight on: There are certain assumptions that are made while performing CVP (Cost Volume Profit) analysis (Drury, 1992), they are: The cost function is a process of dividing the total costs into fixed costs and Variable Costs (Binswanger, 1974). The total cost can only be ascertained after the estimated financial statement is prepared. The projected financial statements are prepared on the basis of certain assumptions and they are: The first step of performing the Cost Volume Profit Analysis is to estimate the cost functions. On the basis of the projected financial statement each cost is determined as either fixed or variable costs.   In the projected financial statement of Mount Boutique Hotel the estimated variable costs is $ 2234605.00 which is $96.49 per unit and the estimated fixed cost is $3153904.00.   The estimated fixed costs include Direct Labor costs of $803,040.00; overhead costs of $1696084.00; selling expenses of $259850.00 and administrative expenses of $394950.00. The estimated variable costs include direct material of $88.49 per unit and over head of $8.00 per unit.   The contribution is calculated by deducting Variable costs from sales. So the contribution margin ratio is that part of the sales that exceeds variable costs (Garrison et. al., 2003). It can be used to pay fixed costs. The contribution margin ratio measures operational efficiency, a higher ratio suggests higher efficiency. In the projected financial statement of Boutique hotel estimated sales is $6995325.00 and estimated variable costs is $2234605.00. The contribution margin comes to $4,460,720.00 that is 66.60% which is very high. It suggests that only 33.40% of total sales cover the variable costs and the remaining 66.6% is used to meet the fixed costs and earn profit. It can be reasonably concluded that any sudden increase in cost will not affect the profitability of the hotel because it has high contribution margin ratio which is a very healthy sign for any business.   The break even sale represents that level of sales where the profit is zero. At this level total sales revenue is equals to total variable costs and the contribution margin is equal to fixed costs (Blocher et. al., 2008). The break even sale is an important level because sales below this level will result in losses and sales above this level will lead to profits. In the projected financial statements of Mount Boutique hotel total fixed costs are $3153904.00 and the variable cost per unit is 192.60 so the break even sale comes to $4733857.83. The total estimated sale is $6695325.00 and the 70.70% of it is Break even sales. This means that business needs to achieve at least 70% of the estimated sales to attain no profit no loss situation otherwise it will make losses. This is a very high percentage and implies that there is a very heavy burden of fixed costs on the business.   It is suggested that business should re estimate its fixed costs structure and try to reduce the Break even sales to 50%.   The hotel should cut down fixed costs by $4399091.00 to attain the targeted break even sales.   The margin of safety is that part of the total sales that is above Breakeven Sales. It is calculated by deducting breakeven sales from total sales. The Margin of safety is a valuable indicator of profitability of an organization (Shih, 1979). It also indicates to the management how reduction of revenue will affect the break even of the organization. The higher the Margin of safety the better it is for the business. Because a low Margin of safety suggests increase in fixed costs, extra discounts or increase in prices by suppliers. So it is important to monitor margin of safety ratios. In the projected financial data of Mount Boutique hotel the total expected sales is $6695325.00 and the break even sales is $4733857.38 so the margin of safety is $1961467.62. The margin of safety ratio comes to 29.30% of total sales. It is suggested that Margin of safety ratio should be improved. It can be done by improving sales or reducing breakeven point.  Ã‚   The Operating Leverage is the analysis of relationship between fixed costs and variable costs. It is calculated by dividing contribution margin by income from operations. The operating leverages are high for companies that have large fixed costs in their total operation costs. A higher operating leverage suggests that every increase in sales will multiply profits when the breakeven point is reached (Lev, 1974). But if breakeven sales are not reached then higher operating leverage will intensify losses. So with high operating leverage a high level of risk is involved. In the estimated financial statement of Mount Boutique hotel the contribution margin is $4460720.00 and Income from operations are $1306816.00 so the operating leverage comes to 3.4 times.   This means that Contribution is 3.4 times more than income from operation so it can be derived that fixed costs are 2.4 times of income from operation which is very high. So it is suggested to take necessary measures to reduce fixe d costs.   The overall projected financial statement of Mount Boutique hotel indicates that it is a high return low risk business opportunity for any investor. The high breakeven sales and low Margin of safety is due to higher fixed costs (Alexander, 2001). The burden of higher fixed costs is due to the amortization of start up costs in initial years as it gets completely amortized then fixed costs will certainly come down thus improving the margin of safety and break even sales figure. The market analysis has shown that it is an opportune moment for any investor to enter into tourism sector. The expected growth figures are very attractive and it is also estimated there will be a shortage of supply as the increase in demand is much higher than that of supply (Jennings, 2001). If the overall macroeconomic views are considered then globally major economies are improving so it is expected that international visitors will surge in coming years. The Mount Boutique hotel will be one of its kinds in Blue Mountains. It will offer a unique experience to its visitors because of its prominent location and customized services. Further the staffs and managements are also experienced and every one of them has a valuable insight in the Hotel industry. In the light of the above analysis it can be concluded with certainty that investment in Mount Boutique will be profitable.   Alexander, C. (2001).  Market models: A guide to financial data analysis. John Wiley & Sons. Anderson, B. A. (2006). Crisis management in the Australian tourism industry: Preparedness, personnel and postscript.  Tourism Management,27(6), 1290-1297. Binswanger, H. P. (1974). A cost function approach to the measurement of elasticities of factor demand and elasticities of substitution.  American Journal of Agricultural Economics,  56(2), 377-386. Blocher, E., Chen, K. H., & Lin, T. W. (2008).  Cost management: A strategic emphasis. McGraw-Hill/Irwin. Bruner, R. F., Eades, K. M., Harris, R. S., & Higgins, R. C. (1998). Best practices in estimating the cost of capital: survey and synthesis.  Financial Practice and Education,  8, 13-28. Drury, C. (1992). Cost-volume-profit analysis. In  Management and Cost Accounting  (pp. 205-235). Springer US. Garrison, R. H., Noreen, E. W., & Brewer, P. C. (2003).  Managerial accounting. New York: McGraw-Hill/Irwin. Hall, C. M. (1991).  Introduction to tourism in Australia: impacts, planning and development. Longman Cheshire. Hardiman, N., & Burgin, S. (2011). Canyoning adventure recreation in the Blue Mountains World Heritage Area (Australia): The canyoners and canyoning trends over the last decade.  Tourism Management,  32(6), 1324-1331. Hudson, S., & Lang, N. (2002). A destination case study of marketing tourism online: Banff, Canada.  Journal of vacation Marketing,  8(2), 155-165. Jennings, G. (2001).  Tourism research. John Wiley and sons Australia, Ltd. Lev, B. (1974). On the association between operating leverage and risk.Journal of financial and quantitative analysis,  9(04), 627-641. Presbury, R., Fitzgerald, A., & Chapman, R. (2005). Impediments to improvements in service quality in luxury hotels.  Managing Service Quality: An International Journal,  15(4), 357-373. Scapens, R. W. (1985). Cost—Volume—Profit Analysis. In  Management Accounting  (pp. 59-74). Macmillan Education UK. Shih, W. (1979). A general decision model for cost-volume-profit analysis under uncertainty.  Accounting Review, 687-706. Accounting for Managers Gola and Costa set for establishing a business of selling fruit juices. The location of the shop is inside Shopping Arcade and nearby a supermarket. Their plan is to provide fresh juices to their customers, earn a significant amount of profits and sell off the same in the future course of time.   They will follow just in time for inventory management. Gola is under the impression that they will be successful in earning profits by controlling their cost as he believes that for running a successful business, only profitability is the foremost criteria. Posta believes that their business will be successful due to their choice of location and due to the eating habits of the people. Since there has been a significant shift in the eating habits, people have become more conscious for their healthy well-being and this was one of the reasons why both the entrepreneurs had propagated such kind of idea of business. As an Aspiring MBA graduate studying accounting for managers and being there friend, I can make them understand and analyse many other aspects apart from profitability and location of business. Since I am specializing in the field of Management and Finance I can help them in some statistical analysis which they are significantly missing on their part. Before setting of the business, it is very important to discuss the kind of industry in which they are supposed to enter a detailed analysis is required to be done right from the point of financial investment to related cost both fixed and fluctuating , expected return in fair terms. It is also relevant that they search for their competitors and analyse their business as for how they are creating an impact in the business environment. The location of the business, which they have decided is quite favourable. However, to achieve the same, both of them have to make a significant investment in terms of leasing. It refers to borrowing the property against paying for its value for a significant period of time. For this, they have to enter into an agreement with the lessor of Shopping Arcade. It is equally important that they understand the terms and conditions of leasing properly and should have a lease term of 5 years so that they can cover all their cost during this period of time (BusinessDictionary.com, 2016). For the purpose of investment, they need to have availability of funds. It is required that they approach a bank who can arrange for their finance. They need to convince the bank regarding their potential profitability of business. For this, they should have the significant backup plan on paper which is able to prove with reasonable estimates and assumptions that their prospective business is a successful plan for the future. It is also important that they should be aware of the cost of capital which will be required in their leasing terms. After arranging the significant amount of loan and arranging the same for the lease the next part is to analyse various types of cost associated with their business. Cost can be divided into fixed and variable component. For example, fixed cost will be the lease amount which is to be spread for the period of 5 years cost. Blending machines, refrigerators, furniture, benches washing up sinks, falls into fixed cost.   Variable cost will be the cost of raw materials like all those fruits which will be purchased on a daily basis. Fixed costs remain the same irrespective of the level of output while variable cost changes as per the level of output. Variable cost can increase or decrease as per the level of production but fixed cost remains the same throughout the level of production (Boundless, 2016).   After analysing all the significant cost, the next component is the break-even analysis. Break even analysis refers to the function where it is required to determine what is required to sell on a monthly or annual basis in order to cover the cost of doing the business. Like, if fixed cost is $2, 00,000 and expected contribution will be $4, break even will be $50,000. This means they will earn profits after covering $50,000(Cleverism, 2016). Setting up of standards and its importance: It is also required to set a standard for sales. This will act as a benchmark for their business as how much is required to earn in order to cross the level of breakeven point and earn a significant share of profit. By setting up standard it can be later compared with the actual sales figure. Like, for first quarter sales expected is $15,000 but actual sales was $18,000. Thus, it is a favourable condition for them as actual has exceeded its standards. With the actual figure and standards, variances can be computed for the future relevance (AllBusiness.com, 2016). The reason behind the setting up of a standard is equivalent to setting up of short term goal which will be quite helpful in achieving a long-term goal for the business. For cost, monthly expected expenditure is $10,000 but actual came to $12,000. Reason for extra $2,000 will be analysed and corrective action to be adopted for the same. Budgeting helps us to identify unnecessary expenditures and in making us adaptable towards the frequent changing financial position of the business. Budgeting ensures that we will have sufficient amount of money in order to meet the requirement of the business. It will be advisable to Gola and Costa that they should understand the essence of budgeting and implement the same for the success of their business. The concept of budgeting will help Gola and Costa immensely. It is an important tool which will control the flow of money in their business. It will also ensure that their business will turn out to be very effective and efficient in the long run ( Mymoneycoach.ca, 2016). One of the main reasons behind the term of the lease is to cover all kind of fixed cost during that period. Since it is the plan of Gola and Costa to sell off their business in future, it is required that their business should run in scientific and profitable manner. For this, they need to understand the relevance of documentation in terms of recording finance, lease papers terms of bank loans etc. The prospective buyer will analyse the business in his own way. Unless and until he finds it’s economically viable, he will not take over the business. Now, economic viability can be analysed by way of proper maintenance of records, lease papers, bank loan’s terms, and conditions etc. He will analyse that whether the said business was profitable or not. Whether the bank loan taken has been paid off and all other statutory dues or complied with or not. Lease papers will also be verified. This needs to be understood by Gola and Costa since the beginning of their business. It is very important that they should keep in mind since the beginning regarding selling off their business in the future course of time. This will drive them more proactively to achieve their short term plan which is in the form of standards. By achieving the short-term standard, they will be able to achieve their ultimate aim, i.e. profitability. Unless and until the business is not profitable, it won't remain attractive for the prospective buyer to take over the same in future.   It is also important that the business gains popularity amongst the consumers. This will help in creating the brand image for Gola and Costa and will it yield in terms of goodwill while selling off the business. Both the buyer and seller will be in a profitable position if a business has developed a brand image of its own in the market. The whole process is beyond the concept of capital investment decisions. It involves the role of management accounting as in terms of setting targets and achieving the same, producing raw materials i.e. inventory management, handling the customers and creating a favourable image in front of them etc. So, apart from having the knowledge of finance, it is equally important that Gola and Costa should be aware regarding management accounting and other important aspects. With the help of the above-stated concept, it will help Gola and Costa to have the efficient and effective setup of business. To conclude, it is required that Gola and Costa should not only rely on the concept of profitability or location of business. They should be quite aware regarding the concept of break-even analysis, an estimate of sales and setting up of targets, different types of cost involved and their implications, importance of budgeting in their business, arrangement of investment with the help of a loan from bank and requirements for selling off their business in future. By following these above concepts of finance and management accounting, they will surely succeed in their attempt for a successful venture (Debitoor.com, 2016). AllBusiness.com. (2016). Creating a Budget and Sales Forecast | AllBusiness.com. [online] Available at: https://www.allbusiness.com/creating-a-budget-and-sales-forecast-977-1.html [Accessed 11 Dec. 2016]. Boundless. (2016). Types of Costs. [online] Available at: https://www.boundless.com/economics/textbooks/boundless-economics-textbook/production-9/production-cost-64/types-of-costs-240-12338/ [Accessed 11 Dec. 2016]. BusinessDictionary.com. (2016). What is a lease? definition and meaning. [online] Available at: https://www.businessdictionary.com/definition/lease.html [Accessed 11 Dec. 2016]. Cleverism. (2016). Break-Even Analysis: What, Why, and How. [online] Available at: https://www.cleverism.com/break-even-analysis/ [Accessed 11 Dec. 2016]. Debitoor.com. (2016). Management accounting - What is management accounting? | Debitoor. [online] Available at: https://debitoor.com/dictionary/management-accounting [Accessed 11 Dec. 2016]. Mymoneycoach.ca. (2016). What is Budgeting and Why is it Important? | My Money Coach. [online] Available at: https://www.mymoneycoach.ca/budgeting/what-is-a-budget-planning-forecasting [Accessed 11 Dec. 2016]. End your doubt 'should I pay someone to do my dissertation by availing dissertation writing services from

Comparing English with Persian Essay Example | Topics and Well Written Essays - 1250 words

Comparing English with Persian - Essay Example Being a popular and traditional language, Persian did not remain confined to Iran only; rather, it is spoken and understood in few central Asian states along with Turkey, Afghanistan, Pakistan, India and Bangladesh. It had enjoyed the status of official language of India from the beginning of the Muslim rule under the Sultanates of Delhi till the fall of Mughal Empire in 1857. Additionally, Persian is aptly viewed as the sweet and melodious language (sheereen zubaan) because of the sophistication and tenderness. Sheikh Sa’di, Farrukhi, Omar Khayaam, Behki, Romi, Iqbal and others are most prominent Persian writers and poets. English: English is the most dominant and popular language of contemporary era, and is spoken in almost all countries of the world at large. The main reasons behind its unabated popularity include the many centuries long rule of the British Imperialism over several Asian and African countries, as well as the technological inventions made by the English spea king nations of the world. Hence, English is being taught as a compulsory language in all parts of the globe. Chaucer, Spencer, Shakespeare, Johnson, Milton, Coleridge, Austen, Keats, Emily Bronte and Frost are the most prominent literary figures of English Literature. STRUCTURE OF THE LANGUAGES UNDER ANALYSIS: Since both English and Persian are written in quite a different way, which share least characteristics with each other. It is partially due to the very fact that the former resembles with French, German and Spanish, while the latter share commonalities with Arabic, Urdu and Turkish languages. The basic structure of both these languages has been analysed as following: SYNTAX: Both English and Persian share the same number of subjects in grammar, which are six in both the languages. Since both English and Persian have first person, second person and third person as addressees, both look taking after one another grammatically. ENGLISH PERSONAL PRONOUNS: SUBJECTS, OBJECTS AND POS SESSIVES Singular Subject Object Possessive First Person I Me My, Mine Second Person You You Your, Yours Third Person He/ She/It His/ Her/Its Him/ Her/It Plural Subject Object Possessive First Person We Us Our Second Person You You Your, Yours Third Person They Them Their PERSIAN PERSONAL PRONOUNS: SUBJECTS, OBJECTS AND POSSESSIVES Singular Subject Object Possessive First Person Mann Mann raa addition of the alphabet meem (?) after every object OR addition of Mann after the object Second Person To/Tu To/Tu Tera/shuma Third Person Ou Ou Ou raa Plural Subject Object Possessive First Person Maa Maa Maa raa Second Person Taan/Shumaa Tu Taan shuma Third Person Ou Eeshaan, aanhaa Ou raa In English grammar, singular first person is described as I, my and me, whereas in Persian, the subject is translated as single word mann, while possessive is translated by adding the alphabet meem (?) after the noun related to the first person. Similarly, the first person singular object is translate d as mann or mann raa (i.e. of or related to me). Similarly, while making plural of first person, the subject we is translated as maa, and for object us, the same maa is generally applied. However, in first person possessive, raa is added to maa, making it maa raa. Similarly, second person is written as tu , shuma and tu or shuma raa in place of you, yours and you

Mobile Jacuzzis Essay Example | Topics and Well Written Essays - 500 words

Mobile Jacuzzis - Essay Example In addition, the decision to hire is justified because it would reduce the efforts and hustles needed in the course of maintaining it. Besides, this would help to reduce disappointments especially in case the Jacuzzi fails to function when needed. Mobile Jacuzzi always comes with everything set including clean and warm water. On the other hand, since not everybody would afford to buy and install Jacuzzi, hiring one at a time when families want to enjoy would be convenient and less expensive. In another dimension, the demand for mobile Jacuzzi cannot be underestimated because every family would like to have some time to enjoy. In addition, given the fact that mobile Jacuzzi would only come at affordable prices, the need for families to enjoy would grow now and then as long they are able to afford. Mobile Jacuzzi can be argued to be marketable because higher, average, and lower classes can afford to hire it as opposed to buying, installing and maintaining it. To some people especially the rich, mobile Jacuzzi stops from being a luxury to being a want. After a long day of hustles and tiresome activities, mobile Jacuzzi would offer a good opportunity for such people to relax their minds. In addition, mobile Jacuzzi is more convenient especially to people that would want to have a break from the boring environment. They can have it brought to their convenient place where they want to enjoy. In light of this, it can be argued that mobile Jacuzzi is well positioned to contain the value that every person would want to have. For instance, persons with distress and other psychological disorders are believed to have their conditioned relieved whenever they take time to do things that they love. Some people consider taking sometime using mobile Jacuzzi as one of the ways in which they can relieve their distressing issues. Analytically, it is correct to argue that mobile Jacuzzi has all the value attached to it that

Education and Skills Bill Essay Example for Free

Education and Skills Bill Essay The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The Governance of Britain Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the Treaty on European Union 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to [emailprotected] uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economys needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.

A General History of the Caribbean :: Caribbean History Culture Cultural Essays

A General History of the Caribbean When one undertakes an historical study, any success in the undertaking is arguably predicated on an understanding of the subject to be studied. Knowing the culture of a given people or region, the geography and climate of its habitation, the attitudes of the people and their current political comportment – all of these breathe life into the subject. It is this deepening familiarization that gives life to the historical figures and events of that subject. Perhaps nowhere is this preliminary requirement more necessary than when undertaking an historical study of the Caribbean islands. This archipelago of fifty small to moderate sized inhabited units that span a coarse 2,500 mile arc above the north side of Central and South America represent a very similar and yet very diverse group of people and cultures. Sharing a common climate, they contain a variety of terrain. Subjected to European invasion and conquest, then populated involuntarily by black African slaves under an oppressively dominating plantation system, the dissimilar timing of these very common circumstances lead to a curious variety of cultures. Conversely, the many languages spoken and the several cultural manifestations that are apparent in this region do not obliterate an essentially consistent ambience, a common rhythm that is unmistakably Caribbean. It is this contradiction, this sameness and yet difference, that makes a vigorous introductory approach such a compelling and, in itself, such a diversified component of this historical study. Even more important than the natural lure of anthropological or sociological considerations in their own right is the insufficiency of chronological political events alone to frame a general history of the Caribbean. Unlike many regions that experience clear, defining events and forces in a more or less cohesive fashion, periodization is difficult to construct for Caribbean history. Some pivotal events were confined to the particular island on which they occurred, while others had a regional impact. Furthermore, these latter sometimes did so with the uneven yet certain rhythm of the waves that come across the sea to lap the shores of the receptive neighboring island. This tendency yields a certain proclivity towards eclectic explanatory approaches. Three different yet mutually supportive approaches illustrate the utility of this eclecticism. The Caribbeanist Sidney Mintz employs the analytical approach of a social scientist to identify conditions of common description in his article "the Caribbean as a Socio-Cultural Area". Antonio Benitez-Rojo injects a decidedly cultural emphasis to his historical narrative of the region in his chapter "From the plantation to the Plantation", taken from his book The Repeating Island.

The Concern For Global Sustainability Issues Environmental Sciences Essay

One of the pressing jobs of the modern universe is planetary warming. This job has been analyzed by diverse research groups, and it is extremely controversial: the two chief positions are that planetary warming emerged due to human actions, and that planetary heating is a natural inclination and does non interfere with human actions ( Weart, 2011 ) . The protagonists of both hypotheses have a assortment of research turn outing their places, and neither of the hypotheses has been to the full proved today. The intent of this paper is to analyse the statements for and against each of these hypotheses related to planetary heating and to analyse the impact of planetary heating on a sustainable universe.1. The concern for planetary sustainability issuesThe job of planetary heating is widely discussed and analyzed presents, and it is normally supposed that the jobs of planetary heating started some 50-70 old ages before ( Turk & A ; Bensel, 2011 ) . Significant grounds of planetary warming emerged in the beginning of twenty-first century: analysis of temperatures clearly indicates that alterations took topographic points during the industrial period. In 2005 the research workers found out that universe oceans have dramatically warmed ( Weart, 2011 ) , which besides aligns with the hypothesis of planetary heating. Figure 1 shows the kineticss of temperature alterations during the recent 200 old ages. Figure 1. Global alterations of temperature during 1880-2000 period ( Smith, 2004 ) Such issues as intensive nursery gas emanations and depletion of ozone bed besides affect planetary clime and lead to climatic alterations. Possible effects of clime alterations might be the thaw of ice caps, deforestation, increased methane emanations and unexpected climatic alterations due to reconfigured pelagic circulation ( Masih, 2010 ) . Other utmost conditions events and rise of the sea degrees worldwide pose more menaces to the humanity. Climatic alterations might increase the possibility of the natural catastrophes, such as hurricanes, storms, heat moving ridges, drouths and inundations. Among a assortment of issues which should be considered to construct a sustainable universe in the conditions, there are the alterations in rainfall forms, increasing possibility of high temperatures and heat moving ridges, perceived badness of storms and hurricanes, and increased alterations of infective disease forms in the development states ( Masih, 2010 ) . All domains of human life, p articularly agribusiness, fabricating industries, wellness attention and building have to be ready to turn to the alterations, and in order to make sustainability, the solutions should be developed before important jobs with the bing methods emerge.2. Arguments for the hypothesis of natural global-warmingThe job of clime alteration is equivocal. There are a assortment of factors which might hold an impact on climatic conditions, and it is true that in the history of the Earth there have been dramatic alterations of temperature and other climatic conditions which did non associate to human activities ( Kump, 2011 ) . It is barely possible to set up cause-and-effect relationships between climatic alterations and the merchandises of human activity because purposeful scientific research on the jobs of environment is no more than 200 old ages old, which is non a important period to calculate the planetary alterations. The Earth has experienced important fluctuations of temperatures durin g its long-run history ( Kump, 2011 ) , and the humanity merely lacks grounds to turn out that climatic and temperature alterations are significantly associated with human activities. There is clear statistical grounds indicating out to the increased solar activity during the first half of the twentieth century, and greater volcanic activity. Khandekar, Murty and Chittibabu ( 2005 ) besides mention the relationship between the 11-year rhythm of solar activity, behavior of the tropical Pacific Ocean and the stratosphere. The bulk of bing climatic phenomena can be explained by these interrelatednesss, and even certain anticipations of the rainfall tendencies and natural catastrophes can be predicted utilizing this theoretical account. The analysis of physical grounds ( such as ice nucleuss, tree rings, dust plumes, and even the analysis of prehistoric small towns and algae skeletons ) provided by Singer and Avery ( 2007 ) along with human records and memories of the ice age and medieval warming show that planetary heating has been witnessed every 1500 old ages, and human-induced activities can non significantly change this tendency.3. Arguments for the hypothesis of human-induced planetary heatingSupporters of the human-induced theory of planetary heating have identified the nursery consequence aa‚ ¬ † addition of planetary temperatures due to turning concentration of specific gases in the ambiance of the Earth. These gases, particularly C dioxide, gaining control heat or infrared energy and keep warmer clime on the planet ( Turk & A ; Bensel, 2011 ) . The ocean H2O does non absorb big per centum of C dioxide, so big concentrations of C dioxide in the ambiance are likely to take to the addition of planetary temperatures. One more alarming effect of human activities is the depletion of ozone bed. Ozone is destructed by solar radiation in the ambiance, but it is re-created in natural manner. However, ozone can besides be destructed by Cl. Human-induced chemical compounds ( CFCs ) which contain Cl are really stable ; they can be therefore carried to the stratosphere and increase the velocity of ozone devastation. This external influence might interrupt the natural balance and consequence in the lessening of ozone bed ( make ozone holes ) . The denseness of ozone was analyzed in item in the 1980s, and scientists found important grounds of the decrease of ozone bed ( Turk & A ; Bensel, 2011 ) . Anticipated effects of human-induced planetary heating call the world to action and impulse to rethink the major ingestion processes taking topographic point in the modern society ( Weart, 2011 ) .DecisionThere is clear grounds that human activities can add to the climatic alterations ( Turk & A ; Bensel, 2011 ) , and uncontrolled enlargement and production are really likely to make conditions for environmental calamity, even if the chief cause of planetary heating is natural. Therefore, the humanity should concentrate chiefly non on seeking for the causes of planetary heating, but on future response to possible environmental challenges, and on making a sustainable society ( Rowland, 2010 ) . It should be noted that although there exist two opposing point of views on the job of planetary heating, both sides stress the importance of sustainability. Rowland ( 2010 ) gives grounds that due to human activities the regenerative capacity of the biosphere has been exceeded, and human existences are moving as the chief factor altering the Earthaa‚ ¬a„?s ecosystem now ( Turk & A ; Bensel, 2011 ) . This fact increases the environmental duty of the world, and relates to the issues of planetary heating in peculiar. The humanity should therefore halt debating whether the planetary heating is human-induced or non, and seek to cut down ain consequence on clime alterations. It can be done by making sustainable development schemes for both developed and developing states, and besides turn toing the jobs of population growing and extractive industries needed to keep the endurance of a big figure of people ( Rowland, 2010 ) .

Bomb Threat and Explosion Investigation

In addition, other law enforcement agencies may have specific information value. The Intelligence Service, Armed Forces of the Philippines (ISAFP), Police Intelligence Group (PIG) and National Intelligence Coordinating Agency (NICA) maintains files on individuals who make threats against political leaders.The Bureau of Customs (BOC) may provide information of imported goods; the Bureau of Immigration and Deportation (BID) can provide information on individuals entering or leaving the country; the Firearms and Explosive Division, Civil Security Group, Philippine National Police (FED, CSG, PNP) maintains records on firearms and explosives; the Bureau of Corrections (BUCOR) maintains records on fugitives; the Philippine Postal Corporation (PHILPOST) may assist in matters related to the mails; the National Anti-Kidnapping Task Force (NAKTAF) may, have files of information and intelligence because they have primary jurisdiction in kidnap-for-ransom cases. On the local level, the local pol ice authorities frequently maintain individual photo or â€Å"mug† files, alias files, business indexes, modus operandi (MO) files, victimization records and crime patterns. In addition, court records, probation and parole files, and other municipal records such as utilities, may prove valuable. Records of businesses, such as the telephone, electric and water companies, may also be helpful.Surveillance and stakeouts are important components of kidnap-for-ransom investigations. These activities may require various forms of electronic surveillance, including wiretapping, eavesdropping, automobile locator systems, videotaping and photography. Such efforts may require assistance from other agencies. The investigator should be familiar, not only with the use of such equipment, but also with the laws surrounding their application. The investigator must know when a court order is necessary for the use of electronic surveillance. In no case should an investigator use extralegal means to secure information. CHAPTER 7 BOMB THREAT AND EXPLOSION INVESTIGATION INTRODUCTIONThe use of explosives, by certain criminals and criminal organizations, has increased since the mid – 1980’s. Statistics also show that homes, vehicles and businesses were the primary targets of bombings and, in eight out of ten incidents, the motive was vandalism and revenge. Bombs are often made out common household items regularly found in the kitchen, garage or under the sink. The pipe bomb, the easiest bomb to construct, is often packed with screws and nails which act as projectiles, similar to hand grenades. These are materials that the bomber relies on, in part, to help conceal their identity. Because they are usually home-made, they are limited in their design only by the imagination of the bomber.When searching for a bomb, the investigator should simply look for anything that appears unusual. The bomb technician decides what is and is not a bomb. The bombing crime scene must be linked to the bomber and, if found intact, the bombs themselves can sometimes reveal the identity of the bomber. Bombs can be constructed to look like almost anything and can be placed or delivered in a variety of ways. The chance of locating a bomb that looks like the stereotypical bomb is almost non-existent. INVESTIGATING THE BOMB THREAT Bomb threats are delivered in a variety of ways. Most are telephoned in to the target. Occasionally, these calls are made through a third party. Sometimes, a threat is communicated through in writing or via a recording.There are two (2) general explanations as to why the bombers communicate a bomb threat: 1. The caller has definite knowledge or believes that an explosive or incendiary bomb has been or will be placed, and that he or she wants to minimize personal injury or property damage. The caller may be the person who placed the device or someone else who has become aware of such information. 2. The caller wants to create an atmosphere of a nxiety and panic that will, in turn, results in disruption of normal activities at the facility where the device is supposedly placed. Whatever the reason, there will certainly be a reaction to it. However, through proper planning, the wide variety of uncontrollable reactions can be minimized.The bomb threat caller is the best source of information about a bomb. When bomb threat is called in, the following steps should be implemented: 1. Keep the caller on the line as long as possible. 2. Ask him or her to repeat the message and record every word spoken by the person. 3. Ask the caller about the location of the bomb and the time of detonation of the device. 4. Inform the caller that the building is occupied and the detonation of a bomb could kill or injure innocent people. 5. Pay particular attention to background noise such as motor running, music playing or any other noise. This may give a clue as to the location of the caller. 6.Listen closely to he voice (male or female), voice quality (calm or excited), accent and speech impediments. 7. Interview the person who received the call for the preceding information. RESPONDING TO A BOMB THREAT In response to a bomb threat, the following reminders must be strictly observed by the first responders: 1. Refrain from broadcasting while at the location. Radio transmissions might trigger the explosive device. 2. Anyone involved in the search must not touch any suspected items. Under any circumstances, if a suspicious object is located, it should not be touched or disturbed. 3. Maintain a safe distance from the explosive device. 4. Call the Explosive Ordinance Disposal Team (EODT) to handle the explosive device. SAFETY PRECAUTIONSIn a raid or search situation in which explosive devices are expected to be encountered, investigations should be accompanied by an explosives expert. This person can be used to inform other police officers of what type of device is at hand and how best to proceed safely with the raid. Other pr ecautions include the following: 1. Only one officer at a time should approach the suspected booby trap. 2. When trip wires are located, both ends of the wire should be checked. 3. Wires that appear to be electric should not be cut. 4. No containers should be opened without thorough examination. ELEMENTS OF BOMB INCIDENT PLANNING To counter bomb incidents, a physical security plan and bomb incident plan should be made.The elements of these plans are as follows: 1. Control 1) Who will be in charge of the incident? 2) Where will the control center be located? 3) How will critical decisions be made? 4) Who will man the control center? 5) What primary and alternate communication system will be employed during the incident? 2. Initiation What procedures will be followed upon receipt of a bomb threat or notice that a device has been found? 3. Evacuation If evacuation is ordered, what procedure will be followed? 4. Search 1) What will be searched? 2) What search technique will be employed? 3) Who will search? 5. Damage Control 1) What damage control measures will be taken? ) Who will take the damage control measure? 6. Detonation 1) What procedure will be followed if a bomb detonates without warning? BOMB – SEARCHING TECHNIQUES A two-person search item is recommended when looking for bombs. When the search team enters the room, they should first move to various parts of the room and stand quietly, with their eyes closed, and listen for clockwork device. Often, a clockwork device can easily be detected without the use of specialized equipment. Even if no clockwork mechanism can be detected, the search team is now aware of the background noise level within the room itself. Background noise is always disturbing during a building search.If a ticking sound is heard but cannot be located, one might become unnerved. The ticking sound might come from an unbalanced air conditioner fan, several floors away, or from a dripping sink down the hall. Sound can transfer throu gh air conditioning ducts, along water pipes and through walls. One of the more difficult buildings to search is one that has steam of hot water heat. This type of building will constantly thump, crack, chatter and tick because of the movement of the steam of hot water through the pipes and the expansion and contraction of the pipes. The room should be divided into two virtually equal parts. An imaginary line is then drawn between two objects in the room.The first searching height will usually cover items in the room up to hip height. The searchers then position themselves on opposite sides of the room and begin searching their way around the room, working toward each other. During the search, all items resting on the floor and positioned around or on the wall area are inspected. Although many minor variations are possible in searching a room, the following are the summary of the basic searching steps: 1. Divide the area and select a search height. 2. Start from the bottom and work yourself up. 3. Start back-to-back and work toward each other. 4. Go around the walls and proceed toward the center of the room.

Free Essays on He Called It Rock And Roll

He Called it Rock and Roll Alan Freed was a disc jockey pioneer in the 20th century of American radio. Freed was born in Johnstown, Pennsylvania on November 21, 1921. While attending high school in Ohio, Freed became the leader of a jazz band for the group Sultans of Swing. While in college, Freed’s interest in radio grew; as a result, he pursued his dream that would eventually lead to his famous phrase â€Å"rock-and-roll† (Simon 2). After World War II, Freed landed several different jobs as a radio disc jockey. He started at WKST in New Castle, Pennsylvania before moving on to WJW in Cleveland, Ohio. Freed favorite music was composed primarily by blacks. The music was branded at the time as rhythm-and-blues. During the 1950’s, racial prejudice was predominant so he decided to call the music something original. While at WJW, his show â€Å"Moondog’s Rock’n’Roll Party† was to honor the rhythm-and-blues music that he loved (Inductee 1). With his legendary saying, he was able to get his listeners to cross ethnic lines. In March of 1952 he promoted the â€Å"Moondog Coronation Ball† which was held in Cleveland. A near riot ensued when 25,000 fans tried to attend. Most of the fans trying to get in were white teenagers. His ball is considered the first concert of rock-and-roll music in America (Inductee 1). After he decided it was time to move on, he took a job at WINS in New York. While in New York, he continued to spread rock-and-roll through radio, TV, movies, and live shows. The live shows he promoted were all-star shows held at Brooklyn’s Paramount Theater (Jockey 3). Freed’s support of rhythm and blues and his popularity among both black and white teenagers made him an adversary with both racists and musical conservatives. Many white artists would cover a song that had been recorded by a black artist, and if the cover was not as good as the original, the cover would be promoted by disc jockeys a... Free Essays on He Called It Rock And Roll Free Essays on He Called It Rock And Roll He Called it Rock and Roll Alan Freed was a disc jockey pioneer in the 20th century of American radio. Freed was born in Johnstown, Pennsylvania on November 21, 1921. While attending high school in Ohio, Freed became the leader of a jazz band for the group Sultans of Swing. While in college, Freed’s interest in radio grew; as a result, he pursued his dream that would eventually lead to his famous phrase â€Å"rock-and-roll† (Simon 2). After World War II, Freed landed several different jobs as a radio disc jockey. He started at WKST in New Castle, Pennsylvania before moving on to WJW in Cleveland, Ohio. Freed favorite music was composed primarily by blacks. The music was branded at the time as rhythm-and-blues. During the 1950’s, racial prejudice was predominant so he decided to call the music something original. While at WJW, his show â€Å"Moondog’s Rock’n’Roll Party† was to honor the rhythm-and-blues music that he loved (Inductee 1). With his legendary saying, he was able to get his listeners to cross ethnic lines. In March of 1952 he promoted the â€Å"Moondog Coronation Ball† which was held in Cleveland. A near riot ensued when 25,000 fans tried to attend. Most of the fans trying to get in were white teenagers. His ball is considered the first concert of rock-and-roll music in America (Inductee 1). After he decided it was time to move on, he took a job at WINS in New York. While in New York, he continued to spread rock-and-roll through radio, TV, movies, and live shows. The live shows he promoted were all-star shows held at Brooklyn’s Paramount Theater (Jockey 3). Freed’s support of rhythm and blues and his popularity among both black and white teenagers made him an adversary with both racists and musical conservatives. Many white artists would cover a song that had been recorded by a black artist, and if the cover was not as good as the original, the cover would be promoted by disc jockeys a...

Case study Essay Example | Topics and Well Written Essays - 1000 words - 23

Case study - Essay Example se study of VOS Enterprises-Revda, wherein VOS Enterprises is a network, the expanded name of which being All Russia Association of the Blind (VOS). Revda is a manufacturing company that employs blind people in huge numbers and utilizes the network of VOS in its marketing interventions. In the back drop of the marketing problems faced by this enterprise in the changed context of post-Peristroika Russia and also in view of the contribution that VOS played in winning back its market success, this study envisages finding out the role of VOS in the marketing success of Revda Enterprises. The prolonged period of centralized and autocratic rule in Russia came to an end when in April 1985 Gorbachev’s Perestroika opened up Russian society and let in the ethos of democracy. Perestroika resulted in the development of a democratic political system and the beginnings of a market economy which was to supplant the failing Marxist model. These changes also meant that the disabled were to get better and more employment opportunities, whether in open industry or under specialised supervision. The modern vision of getting the disabled, the chance to have full participation in life, slowly became established as part of the national policy. VOS became established an was structured around ‘enterprises’ that were training and manufacturing centres that employed visually impaired workers. The Revda enterprise, established in 1948, in the Central Urals was headed by Ivan Boormatov and it functioned in an area rich in natural resources with a history of industrial activity spanning back to the late 18th Century. In 1995 the enterprise had an employee strength of 1250 and among them, 430 were visually disabled. The company served an immediate regional market of 4.5 million people. The VOS enterprises faced a huge setback after the failure of the Commonwealth of Independent States (CIS) which had hitherto been supporting it in marketing and raw material supply. After suffering

Conduct and interview Essay Example | Topics and Well Written Essays - 1500 words

Conduct and interview - Essay Example Women have always gotten very minimal opportunities to be involved in working in heavy industrial areas as this position is seen to mainly suit the men. Apparently, there are also very few women expertise involved in the same sector due to the perception that this is a male dominated area. In most instances, women will only be given the minor positions in such industrial areas and even the pay is seen to be less. The perception being that, it is just a favor for such women to be in such areas of expertise otherwise they are very vulnerable. Currently, there is an expert woman in chemical engineering who filed a complaint over not being given an equal opportunity in an interview for a position. This is still an evidence of some job areas being considered womanly or manly and thus the reason to this interview is of high value in order to understand gender issues at work places. Description of the interview This interview was conducted on the twenty ninth of March, 2013. The interview w as conducted at Shed Pharmaceuticals Company. It was only possible to carry out the interview after consulting with the senior human resource person in this company. I was given one of the offices that belong to the chief pharmacist as it offered more privacy and the interviewee also needed to be in a more comfortable situation without any distractions that would impede getting the correct information from the employee (Barret, 2006). The interviewee was a thirty eight year old at the highlight of her work career. Her name is Joan and she has two children one at age twelve, while the last born at age seven years. She lives as a single mother and thus she has to take care of her family needs which include providing education, food and shelter for the children. I particularly chose this interviewee because of the nature of position that she has in this company. She is one of the senior analysts of the pharmaceutical products that are produced in the company. She went through so much i n order to get to this position; therefore, she can tell best what some of the challenges are as a woman she has gone through during the highlight of her career. She is also the only woman in a team of five senior analysts and thus, it is what comes from her experience from working in a team of men whereby she is the only woman. Joan is also one the most convenient individual to contact for the interview as she has been in such a position under gender disparity in work places. More so, her area of specialization has always been perceived to be a male dominated area. Therefore, she is the most ideal individual for this type of interview. Summary of responses to the questions The ten questions were divided into three basic areas. Therefore, the summary will give a summary of the ten questions into the questions with the same agenda being made into one. One compacted questions during the interview process was based on opportunities given to women to express themselves and get a positio n in an interview. The main ideas under these questions involve the concept that women should be given even an upper hand during interviews especially in a situation that there are less women vying for the same position. I linked this to the notion that, less women are found in such areas of expertise and thus they should stand even better positions for positions like what Joan possessed. Her response According to Joan, yes