Overview of the Cuban Missile Crisis

Outline of the Cuban Missile Crisis The Cuban Missile Crisis was a time of extraordinary strain and strife between the USA and Cuba and the USSR in October 1962; it was described by choices made by both John F Kennedy and Nikita Khrushchev. It was a multi day occasion which began because of the USSR setting atomic weapons in Cuba trying to stop future badgering of Cuba following the bombed Bay of Pigs attack in 1961. The Cuban Missile Crisis was by a wide margin the nearest that the USA and USSR came to utilizing atomic weapons in fighting, and it was uniquely by material dynamic in an emergency that calamity was turned away. An emergency is described by dangers to significant qualities, time direness, vagueness or vulnerability and shock or uniqueness, by these attributes, the Cuban Missile Crisis was one of the greatest emergency of the twentieth century. The emergency began when following a gathering between Fidel Castro and Nikita Khrushchev, Khrushchev consented to hold atomic rockets in Cuba. This was in light of a few dangers on Cuba from the USA. The Bay of Pigs attack, however a disappointment showed the USAs negative expectations to the Cuban system and hence Castro contended that an atomic impediment was the main choice for the drawn out security of Cuba. This was likewise a piece of the USSRs reaction to the nearness of American Jupiter rockets in both Turkey and Italy, which were solidly in scope of Moscow. Following Khrushchev giving Cuba rockets, development of the rocket dispatch offices began in the mid year of 1962.The organization of the rockets just became exposed after photographs taken by a US Air Force U-2 Spy plane. The plane had taken photographs which obviously demonstrated both medium and middle of the road run atomic rocket offices. The photographs were appeared to President Kennedy on October sixteenth and h e immediately composed a gathering of the National Security Council to examine what choices of reaction the US had (JFK library,1962). This is a case of dynamic, where the choice caused will to have a huge and irreversible effect. There were various choices and choices examined from utilizing political channels to compel the Cubans to evacuate the weapons, dispatch a full scale attack of Cuba, Air strikes or a blockage (Allison Zeilkow, 1999). While the US had the military capacities to attack and topple Cuba, they dreaded the Soviet reaction. It is likewise imperative to consider the way that it was a political race year in the US, and JFK had just experienced harsh criticism by Republicans for an apparently powerless line against Cuba and they would not like to seem frail or terrified of the joined danger of Cuba and the Soviets. This had prompted President Kennedy expressing before picking up the information on weapons in Cuba that â€Å"if Cuba ought to have an ability to do ho stile activities against the United States the United States would act’ (Peters Wooley, 1962). This had essentially effectively constrained his arm; he would not like to seem to withdraw from his guarantees. At long last the US chose to lead a maritime bar against Cuba, one of the primary purposes behind this choice was it caused the US to seem solid, while not driving the Soviets hand or apparently excessively forceful. Another key viewpoint in this is the lawful consequences of a bar. Under worldwide law, a barricade of another country is viewed as a demonstration of war, anyway legal advisors at the Justice and State Department found a proviso that dodged the US from giving a conceivably petulant assertion of war. Utilizing the Rio arrangement a goals from the Organization of American states permitted the US from proclaiming war upon Cuba, which the Soviets would have questioned (Allison and Zelikow, 1999). The ‘blockade’ was rather named as an isolate of host ile weapons. (May, 2012). President Kennedy officially reported the barricade on 22 October wherein he expressed ‘It will be the strategy of this country to respect any atomic rocket propelled from Cuba against any country in the Western Hemisphere as an assault by the Soviet Union on the United States, requiring a full retaliatory reaction upon the Soviet Union’ (United Press,2010). The global reaction was overpowering with the world understanding that they had never been nearer to the utilization of atomic weapons, and in the event that they were deployedby both the US and the Soviets, there would be overall pulverization never observed on such a scale. During this period it is accounted for not exclusively was there a Cuban intrusion power positioned and prepared in Florida yet in addition 145 intercontinental ballistic rockets prepared to take off, and the armada of b-52 planes were on constant airborne caution, the US it is clear was getting ready for a full scale war on a scale unheard of since the finish of WW2 (Kamps, 2007). On October 24 Soviet ships that were set out toward Cuba caused alarm when they approached the line of US ships which were effectively implementing the Cuban barricade. Anyway the Soviet boats halted barely shy of the barricade, requiring no activity from the US. In the event that they had endeavored to break the barricade, it could have effortlessly prompted a military encounter. A further acceleration in the emergency was on October 27, when an American covert operative plane was shot down over Cuba. Regardless of this staggering weight which appeared to offer no hint of easing back down or de-heightening a way was discovered of the emergency which stayed away from a military clash between the US and Soviets. All through the emergency Kennedy and Khrushchev had been conveying and when the emergency was close to limit, the US advised the Brazilian government to give a message to Cuba that it would be far-fetched that the US would attack Cuba on the off chance that they expelled the rockets (National Security Archive, 2011). What followed was an individual letter from Khrushchev composed on 26th October which offered an exit from the impasse, on the off chance that the US pronounced they won't attack Cuba, at that point the Soviets would leave and evacuate the rockets. Anyway the following day Khrushchev sent another letter which expressed they would expel the rocket bases in Cuba just if the US expelled rockets from both Turkey and Italy’s As the two offers varied President Kennedy said he would acknowledge the first, this would likewise be much progressively good his notoriety in the US. What followed were extraordinary dealings between both US and Soviet dignitaries in Washington. Inevitably an arrangement was reached and the Soviets consented to expel the rockets from Cuba and to return them to Russia while Kennedy covertly consented to destroy weapons bases in both Italy and Turkey. The emergency was finished. What the Cuban Missile Crisis is, is a model is of administration and dynamic in an emergency. It was a time of outrageous strain, an inappropriate choice could prompt atomic war, yet a composed and reasonable choice despite everything must be made. The choices that President Kennedy made were made simply subsequent to taking a gander at the impacts both on the world stage and furthermore back in the US. It was a senate political race year and President Kennedy couldn’t let any choice he made weakenhis position in the brain of the electorate. However he additionally needed to far up the likely obliterating sway if the emergency heightened in light of the fact that he needed to seem solid against the Cuban and Soviet danger. Kennedy had just gone under weight from Republicans, for having an as far as anyone knows feeble position on Cuba, so arriving at any type of bargain was incomprehensible to the Cuban falcons in the Republicans. What this plainly shows is the sheer multifac eted nature of the field that Kennedy needed to settle on his choice in. He needed to de-heighten the contention, which required trade off on his part, while seeming solid and not to surrender to the Soviet danger. That he figured out how to do that, and was considered by numerous individuals at an opportunity to have ‘won’ the emergency is surprising. We can break down a few of the choices made by Kennedy, how to react to the danger and how to manage the de-acceleration of the emergency. When concluding how to react to the emergency Kennedy and his guides needed to weigh up a few key and significant variables. As recently referenced there were a few thoughts and choices to look over when reacting to the underlying revelation of rockets in this beginning time in the emergency of mounting pressure. On the off chance that the US sat idle, as it was high far-fetched that Cuba would utilize them unjustifiable considering the Soviets realized they didn't have indistinguishable capability or measure of atomic warheads from the US, at that point the emergency would conceivably blur away without requiring a military reaction. Anyway a few Republicans had just been reprimanding Kennedy for being excessively merciful to Cuba, on the off chance that it came open that Kennedy did nothing when an atomic weapon was discovered 90 miles of the shore of Florida he would seem feeble and his initiative believability would be destroyed. The other outrageous would be a heightening of the emergency, either an air-strike or full scale military intrusion. While this would surely win him support back home, it is profoundly impossible that the Soviets would not additionally react with power, in this manner beginning war between the US and the Soviets. Additionally President Kennedys partners in the UK, France and in the more extensive worldwide network would feel that the US went into war excessively fast when there was a political course out of the emergency, in this manner it would cost him support from his partners. Accordingly we can see that the barricade was a decent key choice for Kennedy to take. It caused the US to seem solid, meeting the emergency head on, without looking reckless and raising the contention. Further as recently referenced there was a lawful point of reference for it. Along these lines it is clear this was a decent choice to take considering the present situation and time pressure. Kennedy had br oke down the effect his choice would have in the US, to the Soviets and Cuba just as the more extensive worldwide network. The bar made the US look solid however not excessively forceful and all the more critically it put the driving force on Khrushchev to make the following de

Balanced Scorecard Implementation Essay Example | Topics and Well Written Essays - 5500 words

Adjusted Scorecard Implementation - Essay Example Besides the investigation has found the presence of a negative connection between's the four components - money related, client, inside business procedures and, learning and development - of the BSC structure and powerful turn of events and mix of data frameworks as controlled by costs. In this way this examination is especially affected by the importance or immateriality of setting up a possibility united/unique hypothetical and reasonable model on the general hugeness of the current structures for investigation of the BSC structure and ERP condition related endogenous and exogenous factors that have an essential and a prompt effect on learning results, for example, the requirement for adaptable and financially savvy data frameworks. Endeavor Resource Planning (ERP) condition of the cutting edge business association is controlled by three central qualities. They are material prerequisites arranging (MRP), Computer Integrated Manufacturing (CIM) and advanced data frameworks (DIS) (Esteves, and Pastor, J2001). In this way the ERP condition of the business association is about data frameworks and their plan and execution by utilizing the Balanced Scorecard (BSC) system. The BSC structure then again comprises of four unmistakable however vital components, for example budgetary administration, client related viewpoints, inner business procedures and, learning and development (Kalpan and Norton 1992). All together for the association to effectively embrace estimates identified with BSC execution, the association would need to receive ERP quantifies all the while so the previous can be increasingly successful. For example ERP condition has similar favorable circumstances legitimately identified with BSC structure. Assoc iations that receive BSC system as a vital measure to accomplish positive hierarchical results are constrained to embrace similarly better MRP, CIM or potentially DIS approaches. This is controlled by competition.Thus the interior professional workplace of the association is broadly dictated by the BSC structure on the grounds that the above requirement/advantage directly affects the four principle components and their particular sub-components in the BSC system. This thus can be expected to introduce a basic and componential structure for reference in setting up a lot of ideal models or principles in the assessment of ERP frameworks for powerful appropriation of data frameworks in the association. The predictable requirement for such viable and adaptable data frameworks and sub-structures thereof has been underscored on numerous occasions by specialists and investigators accordingly concentrating consideration on the expansive outcomes of plan and execution of such data frameworks. The hierarchical setting requires such ERP measures to be assessed ahead of time for their level of assembly

Being Rich Essays - Bullying, Emotions, Envy, Narcissism, Wish, Rich

Being Rich Essays - Bullying, Emotions, Envy, Narcissism, Wish, Rich Being Rich A few young people fantasy about getting rich though others believe it to be somewhat perilous. Exposition: | - In this day and age an ever increasing number of individuals will in general accept that satisfaction can't exist without budgetary premise. That is the reason, numerous offsprings these days wish to be well off throughout everyday life. In any case, there are a few, who state that amazingly wealth represents a genuine risk to its proprietor. By and by, I am slanted to accept that the desire of being affluent is not worth the fantasy the rich stick to and cash even can do hopeless damage to people. Initially, most of individuals, being easily off, look down on others believing that the entire world spins around them. We should consider that riches regularly goes together with loss of constructive individual characteristics and inclination to ravenousness and insensitivity. Also, it would not be right to state that people being great monetarily secure are all the more frequently subject to be presented to wrongdoing. Due to envy, springing from social disparity, numerous individuals are anxious to clear the world from the rich. In any case, adversaries of this view imagine that high money related status is one of the most wanted dreams. They believe that rich individuals are given incredible chances. Rich people can bear the cost of any purchasing and significant level of administrations. In spite of this contentions, I expect that extravagances can accomplish more mischief than carry advantages to the proprietor. Having a chance to get anything , a rich comes up short on purposes, yearning and sees no reasons to live on. Taking everything into account, I am emphatically persuaded that lavishness represents a potential mischief to individuals. They sabotage their profound soundness picking up negative qualities of character and in the long run unconscious of what to go after .

Emancipation of Women Essay - 825 Words

Emancipation of Women (Essay Sample) Content: EMPOWERMENT OF WOMEN TOWARDS LEADERSHIP POSITIONSNameCourseJune 7, 2015Women need empowerment like their male counterparts so that they too can enjoy equal rights within the society. Discrimination against women is an age-old practice that some cultures across the world have internalized, making it difficult to eradicate at once. Nonetheless, G. Barani and Dheepa T. claim that various revolutionists have put concerted efforts in a bid to bring gender equality, particularly when it comes to leadership. Gender-based oppression is particularly pronounced in developing nations like India and South Africa. Emancipation of women is the way to go, especially in the 21st century when opportunities abound for both sexes. According to Thelma Makoro, women dominate the population in South Africa yet they have taken fewer roles in the political, religious, and economic spheres. This article explores critically, the emancipation of women, with specific examples of its advancement and successes.[T Dheepa and Barani G, "Emancipation of Women through Empowerment,"ÂSIES Journal of ManagementÂ6, no. 2 (September 2009): 93.ÂBusiness Source Complete, EBSCOhostÂ(accessed June 7, 2015).] [Ibid, 96.] [Thelma Makoro, "The Political Emancipation of Women in South Africa and the Challenge to Leadership in the Churches,"ÂStudies in World ChristianityÂ13, no. 1 (May 2007): 53.ÂAcademic Search Premier, EBSCOhostÂ(accessed June 7, 2015).] Liberation of women goes a long way in ensuring that the social and economic status of a community or family goes up. Thelma Makoro explains the challenges that the South African women go through in their bid to achieve political emancipation and equality in churches. She agrees that leadership is an integral part of the community and the nation although inequality reigns in this aspect. Primarily, "leadership requires land ownership and family caring" although "the situation of women in other Southern Africa n countries is grave." Women comprise of 86% of the total church population in South Africa yet the society gives leadership priorities to men. This practice is wrong and against democracy whereby the majority ought to have their way, if not their say. Therefore, the religious leaders ought to liberate women and place them in active leadership roles so that they can also serve the community.[Ibid.] [Ibid, 54.] [Thelma Makoro, "The Political Emancipation of Women in South Africa and the Challenge to Leadership in the Churches,"ÂStudies in World ChristianityÂ13, no. 1 (May 2007): 55.ÂAcademic Search Premier, EBSCOhostÂ(accessed June 7, 2015).] Barani and Dheepa argue that political and economic empowerment is a perfect method of achieving emancipation of women. It is because "9.2% of the household in India were female-headed, of which 35% lie below the poverty line." The empowerment of women ought to be multi-dimensional and not in only one perspective since leadership is diverse. Certainly, the Indian society has neglected the à ¢Ã¢â€š ¬Ã‹Å"fairer sexà ¢Ã¢â€š ¬ for an extended time, and India is a good example of male domination. The formation of self-help groups (SHGs) is a practical approach towards the liberalization of women both socially and economically. The Indian women first joined SHGs amid strong opposition from their male counterparts. However, the move has since borne fruits, which is evident in the increased number of independent women in India. Economic independence and social freedom will enable Indian women to have full participation in various leadership roles.[T Dheepa and Barani G, "Emancipation of Women through Empowerment,"ÂSIES Journal of ManagementÂ6, no. 2 (September 2009): 92.ÂBusiness Source Complete, EBSCOhostÂ(accessed June 7, 2015).] [Ibid, 95.] [Ibid, 99.] Concerning political leadership, Barani and Dheepa note that the current level of womenà ¢Ã¢â€š ¬s participation is low, especially in India wh ere gender-based discrimination is still prevalent. It could be because people are adjusting slowly to accept democracy and fairness although cultural beliefs are still a major hindrance in this respect. Indeed, more liberalization is still necessary in the political, economic, religious, and social realms in order to give women a fair chance i...

Overview of Night by Elie Wiesel

Written by Elie Wiesel, Night is a concise and intense account of the authors experience in Nazi concentration camps during the Holocaust. The memoir provides a good starting point for discussions about the Holocaust, as well as suffering and human rights. The book is short—just 116 pages—but those pages are rich and lend themselves to exploration. Use these 10 questions to keep your book club or class discussion of ​Night  challenging and interesting. *Spoiler Warning: Some of these questions reveal important details from the story. Be sure to finish the book before reading further in this article Night Discussion Questions These 10  questions should start some good conversation. Many of them include mention of pivotal plot points, so your club or class may want to explore those as well.   At the beginning of the book,  Wiesel tells the story of Moishe the Beadle. Why do you think none of the people in the village, including Wiesel, believed Moishe when he returned?What is the significance of the yellow star?  Faith plays an important role in this book. How does Wiesels faith change? Does this book change your view of God?How do the people Wiesel interacts with strengthen or diminish his hope and desire to live? Talk about his father, Madame Schachter, Juliek (the violin player), the French girl, Rabbi Eliahou and  his son, and the Nazis. Which of their actions touched you the most?What was the significance of the Jews being separated into right and left lines upon their arrival in camp?Was any section of the book particularly striking to you? Which one and why?At the end of the book, Wiesel describes himself in the mirror as a corpse gazing back at himself. In what ways did Wiesel die during the Holocaust? Does the memoir give you any hope that Wiesel ever start ed living again?Why do you think Wiesel titled the book Night? What are the literal and symbolic meanings of night in the book?How does Wiesels writing style make his account effective?Could something like the Holocaust happen today? Discuss more recent genocides, such as the situation in Rwanda in the 1990s and the conflict in Sudan. Does Night teach us anything about how we can react to these atrocities? A Word of Caution   This is a difficult book to read in several ways, and it can prompt some very provocative conversation. You may find that some members of your club or your classmates are reluctant to wade into this, or conversely, that they get pretty fired up about issues of genocide and faith. Its important that everyones feelings and opinions be respected, and that the conversation prompts growth and understanding, not hard feelings. Youll want to handle this book discussion with care.

Persuasive Essay Stem Cell Research - 1489 Words

Persuasive Essay Stem Cell research and its funding have caused a lot of controversy throughout the past years. Stem cells are cells that are present in all living organisms. These cells have the potential to grow into any type of cell, including blood cells, nerves, muscles, and pancreatic cells. Stem cell research is essential because of the beneficial aspects it has to offer. Stem cells could potentially treat conditions such as Alzheimer s, Parkinson s, birth defects, strokes, Diabetes, cancer, and help in the reconstruction of severely damaged organs. Although stem cell research withholds great potential for many medical advances, a lot of controversy surrounds the sources and methods of obtaining stem cells and the possibility of improper usage of the knowledge acquired from research and experimentation. It is necessary for scientist to continue research as well as recognizing any ethical issues that may be present. There are two different types of stem cells; unlimited and limited. Unlimited stem cells come from embryos and are referred to as embryonic stem cells (ES Cells), these cells are more medically valuable than limited stem cells. They are referred to as unlimited stem cells because they have the ability to develop into any type of cell of tissue in the human body. Limited stem cells come from adult bone marrow or umbilical cord blood cells. Limited stem cells are more rare because they are harder to obtain and can only be found in some developedShow MoreRelatedThe Debate Over Embryonic Stem Cell Research852 Words   |  4 Pagesknowledge of stem cell research has already created the ability for doctors to print a functional organ just as easily as people can print a persuasive research essay. With great medical advancements comes great controversy. The main way researchers have been studying stem cells is by harvesting undifferentiated embryonic stem cells. 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Recording Analysing free essay sample

The HR area I have chosen to investigate is absence/sickness levels. I chose this particular area as I knew the organisation I was researching had a particular problem with its on-going sickness levels. After researching more about this HR area I noticed that this year overall both in private and public sectors there have been a noticeable decrease in absence levels. However this year also sees an increase in â€Å"presenteeism† – people continuing to work when not well. This can have an effect for not only the individual but the organisation. Despite decreasing absence levels, it is imperative to continue to manage absence effectively, focusing on employee well-being. How I analysed and interpreted data The attached graph has been taken from a Hotel’s absence/sickness levels. I have looked at each department’s sickness records and figures from the last financial year 2012. After analysing the organisations sickness over the last 12 months and having taken figures from monthly HR records, I have interpreted the data and devised a graph. We will write a custom essay sample on Recording Analysing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Each line on the graph shows the amount of days off sick each department has had per month. The graph shows me that the organisation’s sickness levels could be better and are below average from other similar organisations that I further researched. It shows that it has a higher level of absence in the winter months than the summer months. This could be due to temperatures of weather and employees being off with cold and flu like symptoms. Also the epidemic of the Norovirus throughout December seemed to make its way round the hotel which led to a lot of absentees. The graph also shows me that the housekeeping department have a higher number of days off overall in the year than reception and the restaurant. I nvestigated this further and this led to the employees being off due to back pain issues from the cleaning of the rooms. The graph overall states that the Hotel lost 83 working days through absence in 2012. That is a huge 2 months and 21 days. This required extra staff being called in to cover the work resulting in extra costs in pay being carried out. Effective a bsence management needs to be looked at so employees are able to increase the amount of time to deliver services within the organisation. Effective Absence Management can be prevented by; Insufficient support from employees Insufficient training from managers Lack of management commitment Lack of sufficient data HR need to tackle absence management by supporting managers and guiding them through the absence management policy to ensure every member of staff is fairly treated. We could look closely into the operations side of the organisation and have a look at injuries and see what is causing these and see about having risk assessments done, if necessary especially in the housekeeping department, to help prevent staff from injuring themselves and being absent from work.

Jacksonian Presidency Essays - Second Party System, Democracy

Jacksonian Presidency Jacksonian Presidency Summary Despite the looming effects of the Jacksonian presidency, the following only discusses the actions and results, which occurred during the Jacksonian presidency. The activation of a new presidency was accompanied by huge numbers of Hickoryites (Jacksonian supporters) and official hopefuls. Many of these hopefuls were granted their desire of holding office, which is one of the changes brought into Washington by Andrew Jackson. The major accomplishments of Jackson during his presidency pertain to his rural upbrining and democratic beliefs. Jackson's major accomplishments were his nationalization of the spoils system, his liberal application of Jeffersonian democratic policy, and his achievement of the status of president. Firstly, prior to the presidency of Andrew Jackson, the system of appointing officials was under the ?ideal of holding office during good behavior?, which led to the holding of positions by aged and incapable politicians. Conversely, Jackson appointed officials from al l walks of life to promote the equality principles of democracy. Jackson also advocated ?rotation in office?, which meant allow as many people serve in office for the shortest possible time for experience was discounted as a governing skill. Although these principles seem to follow the guidelines of democracy they were not entirely responsible and often the appointment of officials did not fall under these jurisdictions. The selection of officials of Jackson was in many cases the return of a financial grant during campaigning. The consideration of ability to govern, intellegence, resposiblity, etc. were ignored in the wake of compensation. Although opposites alike were granted power they were not always for the continuance of democracy. Secondly, Jefferson was the most democratic of any president at that time to come to power. In practically all areas of political application there was the existence of liberal thinking. This was especially aparent in his previously mentioned appiont ment of officials. Jackson considered the roles of officials fairly simple and could and should be carried out by all people not just the members of the socially and intellectually elite. The belief of complete equality is with out a doubt Jeffersonian. Despite this already democratic view Jackson took it one step further and appointed the illiterate and plain incompetant members of society to office. This was from the influence of Jefferson and his rural upbringing in which he was at the social rump of the republic. Lastly, but of equal importance was Jackson's acheivement of president. Jackson was the very first president of the United States to have not attended college. He was completely self taught and self reliant. For someone from the backwaters of Tennessee to become president in a time of rule by the elite of the elite was revolutionary in itself. Under no other circumstances could such a leader or

Life after Death - notes Essays - Philosophy Of Mind, Ontology

Life after Death - notes Essays - Philosophy Of Mind, Ontology Life after Death - notes Pascal's Wager is the idea that, if you don't know whether there is an afterlife. Dualists There are two aspects to human beings, a physical body and a non-physical soul They tend to believe in life after death Monists/materialists The monist view states that we are physical bodies only. Once we die, that's it. Emotions are simply psycho-chemical reactions and nothing more. The Problem Whether the mind and body are one of the same nature (monistic view) or whether they have two natures (dualistic view). What therefore happens when we die? Dualism This is the notion that humans have composite natures (the material part is the physical body and the non-material part is the mind/soul). The mind and body both exist though and are linked in some way. Plato Although Platos beliefs have changed over time, his general belief about the soul is that it is immaterial, and the real me. It is pre-existent and immortal. We come back in our next life as something better or worse depending on how we were during our previous life, until we fulfil our potential and enter a type of heaven. Descartes Our body is spatial but not conscious, while the mind is not spatial but is conscious. Even though this mind and body were separate, they interact within the brain. The state of the body will affect the mind and vice versa. When people die their body is left behind although their soul is able to continue with God. We are simply survival machines, Dawkins says, and we exist only to pass on our genes: "There is no spirit-driven life force" He states that belief in the soul/life after death is just wish fulfilment for those who fear death. There are problems with dualism though: How do souls and bodies interact if they are completely separate things? Gilbert Ryle dismissed dualism as a theory about a ghost [mind] in a machine [body]. He felt that this separation of the mind and body was a category mistake. Use the example of *Cambridge University and asking where is the university. Materialism/Monism/Behaviourism This is the view that the mind cannot be separated from the body Aristotle We are made up of two things a body (matter) and a soul or psyche (the form), and (unlike Plato) the soul is an integral part of the body. You cant have one without the other (e.g. a cake cannot be a cake without its ingredients or form). The soul animates the body, by organising a potential living body into an actual living body. Aquinas took on these ideas. Gilbert Ryle Rejects the idea of the soul. All mental events are physical events interpreted in a mental way. But what if for example we were wishing? This is not a physical event. He believes that an individual is a physical living body and no more, and so when the body dies thats it, the whole person is dead. Dawkins Biological materialist. Doesnt believe in a soul. He believed that life is simply physical matter made up of DNA. We are the survival machines for this DNA as we are simply gene machines driven by our genes to protect and duplicate themselves. He takes a reductionist approach believing that the mind is nothing but a computer made of meat. Evolution filters in the good genes and filters out the bad. Does believe in consciousness though (as more important that DNA). Once the DNA has developed the brain, it can begin to think for itself as an individual and consider the consequences of its own actions. Is this simply what others call a soul though? And although Dawkins believes that everything points away from a creator, as Peter Williams pointed out, where did this information/DNA originally come from. Was there no mind behind this? Hick He is also a materialist although, unlike Dawkins, he believes in a life after death as well as God. Hicks Replica Theory believes that the soul cannot be separated from the body, and at the point of death on earth, God creates an exact replica of that person in another space. They would look the same and have the same memories. This theory is very vague though. A Mixture between Monism and Dualism Aquinas He modified Aristotles thinking. Believed that the soul is the form of the body and therefore the body needs the soul to

Wooden truss Assignment Example | Topics and Well Written Essays - 1000 words

Wooden truss - Assignment Example Materials In selecting any material, it is necessary to put into consideration a number of factors including cost, performance, safety and regulation. The following materials are needed during the construction of a wooden roofing truss. Wood Truss plates Nails Hammer (claw hammer) Tape measure Marking pen Saw (cross saw and tenon saw) The step-by-step construction process Step I: A research should be conducted to ensure that the designed truss suits the project or building. In addition, the truss should not violate local and international codes. Moreover, it should be designed to meet wind load, snow load and any other load associated with building structures. Figure 1 shows basic truss members Figure 1: Basic wooden truss members Step 2: Truss design The selected truss design should suit the building. Measure and cut materials for a truss using the recommended measurements taking into accounts allowances.fit the pieces together using nails and using correct dimensions. All connectio ns should be tightly fitted Select the best quality for top cord and the bottom cord. These areas bear the highest stress. Figure 2 shows various forces acting on a bridge that an engineer should consider while making a design. Figure 2: A representation of a truss under the compression and tension forces. Nail all truss connections on a solid, level ground. Nails must penetrate all gussets and plates The amount of load that a timber can sustain for a given period is determined using the modification factor table shown on appendix III. Step 3: select appropriate lumber for the truss Softwoods are most preferred for making lumbers. The following factors are considered while selecting the lumber for a truss; Size of the lumber Quality of the lumber Straightness It should be kiln... Wooden trusses the most common types used in building and construction industry today because they are cheap and requires less labor and experience to construct. Roofing materials are designed to support various building loads. In addition, trusses come in various shapes and sizes In selecting any material, it is necessary to put into consideration a number of factors including cost, performance, safety and regulation. The following materials are needed during the construction of a wooden roofing truss. A research should be conducted to ensure that the designed truss suits the project or building. In addition, the truss should not violate local and international codes. Moreover, it should be designed to meet wind load, snow load and any other load associated with building structures. Figure 1 shows basic truss members. The size/shape of a wood truss is requires that some field assembly be done. The installer should ensure proper field assembly is done. In addition, the building compo nent safety lists all details that guide a field installer on how to place a truss on the wall.

Baseline Organizational Ethics Essay Example | Topics and Well Written Essays - 500 words

Baseline Organizational Ethics - Essay Example ng effective communication with the management is what has led the company to its great expansion and standardized consumer products as the ethics for the consumer industries demand. For IBM, even though its workers are subjected to sometimes longer working hours, the ethics in the technology industry permits that as long as the workers are compensated for long hours and they agree with them or they are included in their employment contract which is what IBM has done. As for Total for example, the environmental ethical guidelines are clear on the procedures and the precautionary measures required of the oil companies and these ethical policies have been neglected. The oil spill for example necessitates immediate compensation and public apology as well as participation in cleaning exercises of the environment but that did not immediately happen until the affected parties moved to court and the French judicial authorizes ordered their compensation and cleaning. The same case can be compared to BP which had a similar incident of oil spill in the ocean and they delayed in cleaning exercises until stringent measures were used including threats of closure before action was taken which is against the set ethical standards and policies. B. What are the primary factors that contributed to your ratings of the five companies, groups or organizations? Discuss how the examples you noted compare with similar policies, procedures, or standards that contributed to the ethical lapses in the publicly traded company selected for part a, of this assignment. I have interned and worked even part time in some of these companies and organizations and therefore have first-hand information on their ethical practices. A comparison of this information between these companies I have worked in and the set ethical standards is what has made me rate them as carried out in the table above. For those I have no first-hand experience, the media has been on the forefront on condemning them for not

Labor Laws Essay Example for Free

Labor Laws Essay Short title, extent, commencement Definitions CHAPTER II Apprentices and their Training 3. Qualifications for being engaged as an apprentice 3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades. 4. Contract of apprenticeship 5. Novation of contract of apprenticeship 6. Period of apprenticeship training 7. Termination of apprenticeship contract 8. Number of apprentices for a designated trade 9. Practical and basic training of apprentices 10. Related instruction of apprentices 11. Obligations of employers 1. The Act came into force on March 1, 1962 vide GSR 246, dated Feb. 12,1962 2. Published in Gazette of India, Pt. II, S. 1, dated December 30,1964. 3. Published in Gazette of India, Pt. II, S. 1, dated May 24, 1968 and came into force on August 15,1968. 4. Act 27 of 1973 came into force w. e. f. December 1, 1974 vide GSR 1293, dated November 1974 5. Act 41 of 1986 came into force w. e. f. December 16,1987 vide GSR 974(E), dated December 10, 1987 6. Act 4 of 1997 came into force w. e. f. January 8, 1997. 12. Obligations of apprentices 13. Payment to apprentices 14. Health, safety and welfare of apprentices. 15. Hours of work, overtime, leave and holidays 16. Employers liability for compensation for injury 17. Conduct and discipline 18. Apprentices are trainees and not workers 19. Records and returns 20. Settlement of disputes 21. Holding of test and grant of certificate and conclusion of training 22. Offer and acceptance of employment CHAPTER III AUTHORITIES 23. Authorities 24. Constitution of Councils 25. Vacancies not to invalidate acts and proceedings 26. Apprenticeship Advisers 27. Deputy and Assistant Apprenticeship 28. Apprenticeship Advisers to be public servants 29. Powers of entry, inspection, etc. 30. Offences and penalties 31. Penalty where not specific penalty is provided 32. Offences by companies 33. Cognizance of offences 34. Delegation of powers 35. Construction of references 36. Protection of action taken in good faith 37. Power to make rule 38 (Repealed) THE SCHEDULE An Act to provide for the regulation and control of training of apprentices and for 7 [* * *] matters connected therewith. Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows: Prefatory Note – The Act was introduced in the form of a bill on August 19,1961. For Statement of Objects and Reasons, see Gazette of India, Extra. , Part II, Section 2, dated August 19,1961. ________________________________________ 7. Omitted by Act 27 of 1973. CHAPTER I PRELIMINARY 1. Short title, extent, commencement and application – (1) (2) (3) (4) 2. This Act may be called the Apprentices Act, 1961. It extends to the whole of India. [* * *]8 It shall come into force on such date as the Central Government may, by notification in the Official Gazette, appoint; and different dates may be appointed for different States. The provisions of this Act shall not apply to – (a) any area or to any industry in any area unless the Central Government by notification in the Official Gazette specifies that area or industry as an area or industry to which the said provisions shall apply with effect from such date as may be mentioned in the notification: 9 (b) [ * * *] 10 (c) [any such special apprenticeship scheme for imparting training to apprentices as any be notified by the Central Government in the Official Gazette]. Definition In this Act, unless the context otherwise requires,11 [(a) All  India Council means the All India Council of Technical Education established by the resolution of the Government of India in the former Ministry of Education No. F. 16-10/44-E-III, dated the 30th November, 1945;)] 12 [(aa)]apprentice means a person who is undergoing apprenticeship training 13[* * *] in pursuance of a contract of apprenticeship; ____________________________________________ 8. Omitted by Act 25 of 1968. 9. Omitted by Act 27 of 1973. 10. Subs. by Act 27 of 1973. 11. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 12. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 13. Omitted by Act 27 of 1973 14 [(aaa)apprenticeship training means a course of training in any industry or establishment undergone in pursuance of a contract of apprenticeship and under prescribed terms and conditions which may be different for different categories of apprentices;] (b) Apprenticeship Adviser† means the Central Apprenticeship Adviser appointed under sub-section (1) of Section 26 or the State. Apprenticeship Adviser appointed under sub-section (2) of that section; (c) Apprenticeship Council means the Central Apprenticeship Council or the State Apprenticeship Council established under sub-section (1) of Section 24; (d) appropriate Government means (1) in relation to (a) the Central Apprenticeship Council, or 15 [(aa) the Regional Boards, or (aaa) the practical training of graduate or technician apprentices or of technician (vocational) apprentices, or;] (b) any establishment of any railway, major port, mine or oilfield, or (c)  any establishment owned, controlled or managed by (i). The Central Government or a department of Central Government, (ii) a company in which not less than fifty-one per cent of the share capital is held by the Central Government on partly by that Government and partly by one or more State Governments, (iii) a corporation (including a co-operative society) established by or under a Central Act which is owned, controlled or managed by the Central Government; (2) in relation to (a) a State Apprenticeship Council, or (b) any establishment other than an establishment specified in  sub-clause (1) of this clause, the State Government; 16 [(dd). Board or State Council of Technical Education means the Board or State Council of Technical Education established by the State Government;] (e) designated trade 17[means any trade or occupation or any subject field in engineering or technology [or any vocational course]18 which the Central Government, after consultation with the Central Apprenticeship Council, may, by notification in the Official Gazette, specify as a designated trade for the purposes of this Act; __________________________________________ 14. Ins. by Act 27 of 1973. 15. Ins. by Act 27 of 1973 and subs. by Act 41 of 1986, S. 2(w. e. f. 16-12-1987) 16. Ins. by Act 27 of 1973. 17. Subs. by Act 27 of 1973. 18. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987). (f) (g) (h) (i) 20 [(j) (k) (l) employer means any person who employs one or more other persons to do any work in an establishment for remuneration and includes any person entrusted with the supervision and control of employees in such establishment; establishment includes any place where any industry is carried on; 19[and where an establishment consists of different departments or have branches, whether situated in the same place or at different places, all such departments or branches shall be treated as part of the establishments]; â€Å"establishment in private sector† means an establishment which is not an establishment in public sector; establishment in private sector means an establishment which is not led or managed by (1) the Government or a department of the Government; (2) A Government company as defined in Section 617 of the  Companies Act, 1956 (1 of 1956); (3) a corporation (including a co-operative society) established by or under a Central, Provincial or State Act, which is owned, controlled or managed by the Government; (4) a local authority; graduate or technician apprentice means an apprentice who holds, or is undergoing training in order that he may hold a degree or diploma in engineering or technology or equivalent qualification granted by any institution recognised by the Government and undergoes apprenticeship training in any such subject field in engineering or technology as may be prescribed; industry means any industry or business in which any trade, occupation or subject field in engineering or technology [or any vocational course]21 may be specified as a designated trade;] National Council means the National Council for Training in Vocational Trades established by the resolution of the Government of India in the Ministry of Labour (Directorate General of Resettlement and Employment ) No. TR/E. P. 24/56, dated the 21st August 1956 22[ and re-named as the National Council for Vocational Training by the resolution of the Government of India in the Ministry of Labour (Directorate  General of Employment and Training) No. DGET/12/21/80-TC, dated the 30th September, 1981;] _________________________________________ 19. Ins. by Act 4 of 1997 20. Subs. by Act 27 of 1973. 21. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 22. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) (m) 23 prescribed means prescribed by the rules made under this Act; [(mm)Regional Board means any board of Apprenticeship Training registered under the Societies Registration Act, 1860 (21 of 1860), at Bombay, Calcutta, Madras or Kanpur;] (n) State includes a Union Territory; (o) State Council means a State Council for Training in Vocational Trades established by the State Government; (p) State Government in relation to a Union Territory, means the Administrator thereof; 24 [(pp) Technician (vocational) apprentice means an apprentice who holds or is undergoing training in order that he may hold a certificate in vocational course involving two years of study after the completion of the secondary stage of school education recognised by the All-India Council and undergoes apprenticeship training in such subject field in any vocational course as may be prescribed; ] 25 [(q) trade apprentice means an apprentice who undergoes apprenticeship training in any such trade or occupation as may be prescribed;] 26 [(r) â€Å"worker† means any persons who is employed for wages in any kind of work and who gets his wages directly from the employer but shall not include an apprentice referred to in clause(aa). ] ________________________________________ 23. Ins. by Act 27 of 1973. 24. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 25. Ins. by Act 27 of 1973. 26. Ins. by Act 4 of 1997. CHAPTER II APPRENTICES AND THEIR TRAINING 3. Qualifications for being engaged as an apprentice A person shall not be qualified for being engaged as an apprentice to undergo apprenticeship training in any designated trade, unless he(a) is not less than fourteen years of age, and (b) satisfies such standards of education and physical fitness as may be prescribed: Provided that different standards may be prescribed in relation to apprenticeship training in different designated trades 27[and for different categories of apprentices]. 28 [3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades – (1). (2) in every designated trade, training places shall be reserved by the employer for the Scheduled Castes and the Scheduled Tribes 29[ and where there is more than one designated trade in an establishment, such training places shall be reserved also on the basis of the total number of apprentices in all the designated trades in such establishment ]. the number of training places to be reserved for the Scheduled Castes and the Scheduled Tribes under sub-section (1) shall be such as may be prescribed, having regard to the population of the Scheduled Castes and the Scheduled Tribes in the State concerned. Explanation- In this section, the expressions Scheduled Castes and Scheduled Tribes shall have the meanings as in clauses (24) and (25) of Article 366 of the Constitution]. 30 [4. Contract of apprenticeship (1) No person shall be engaged as an apprentice to undergo apprenticeship training in a designated trade unless such person or, if he is minor, his guardian has entered into a contract of apprenticeship with the employer. (2) The apprenticeship training shall be deemed to have commenced on the date on which the contract of apprenticeship has been entered into under sub-section (1). _________________________________________ 27. Ins. by Act 27 of 1973. 28. Ins. by Act 27 0f 1973. 29. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 30. Subs. by Act 27 of 1973. (3) Every contract of apprenticeship may contain such terms and conditions as may be agreed to by the parties to the contract: Provided that no such term or condition shall be inconsistent with any provision of this Act or any rule made thereunder. (4) (5) (6) 5. Every contract of apprenticeship entered into under sub-section (1) shall be sent by the employer within such period as may be prescribed to the Apprenticeship Adviser for registration. The Apprenticeship Adviser shall not register a contract of apprenticeship unless he is satisfied that the person described as an apprentice in the contract is qualified under this Act for being engaged as an apprentice to  undergo apprenticeship training in the designated trade specified in the contract. Where the Central Government, after consulting the Central Apprenticeship Council, makes any rule varying the terms and conditions of apprenticeship training of any category of apprentices undergoing such training, then, the terms and conditions of every contract of apprenticeship relating to that category of apprentices and subsisting immediately before the making of such rule shall be deemed to have been modified accordingly. ] Novation of contracts of apprenticeship Where an employer with whom a contract of apprenticeship has been entered into, is for any reason unable to fulfil his obligations under the contract and with the approval of the Apprenticeship Adviser it is agreed between the employer, the apprentice or his guardian and any other employer that the apprentice shall be engaged as apprentice under the other employer for the un-expired portion of the period of apprenticeship training, the agreement, on registration with the Apprenticeship. Adviser, shall be deemed to be the contract of apprenticeship between the apprentice or his guardian and other employer, and on and from the date of such registration, the contract of apprenticeship with the first employer shall terminate and no obligation under the contract shall be enforceable at the instance of any party to the contract against the other party thereto. 6. Period of apprenticeship training The period of apprenticeship training, which shall be specified in the contract of apprenticeship, shall be as follows(a) In the case of 31[trade apprentices] who, having undergone institutional training in a school or other institution recognised by the National Council, have passed the trade tests 32[or examinations] conducted by 33 [that Council or by an institution recognised by that Council], the period of apprenticeship training shall be such as may be determined by that Council; _______________________________________ 31. Subs. by Act 27 of 1973. 32. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 33. Subs. by Act 27 of 1973. 34. [(aa) in case of trade apprentices who, having undergone institutional training in a school or other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the official gazette specify in this behalf, have passed the trade tests 35[ or examinations] conducted by that Board or State Council or authority, the period of apprenticeship training shall be such as may be prescribed;] (b) in the case of other 36[trade apprentices], the period of apprenticeship training shall be such as may be prescribed; 37 [(c) in the case of graduate or technician apprentices, [technician (vocational) apprentices]38 and the period of apprenticeship training shall be such as may be prescribed. ] 7. Termination of apprenticeship contract (1) The contract of apprenticeship shall terminate on the expiry of the period of apprenticeship training. (2) Either party to a contract of apprenticeship may make an application to the Apprenticeship Adviser for the termination of the contract, and when such application is made, shall send by post a copy thereto to the other party to the contract. (3) After considering the contents of the application and the objections, if any, filed by the other party, the Apprenticeship Adviser may, by order in writing, terminate the contract, if he is satisfied that the parties to the contract or any of them have or has failed to carry out the terms and conditions of the contract and it is desirable in the interests of the parties or any of them to terminate the same: 39. [(4) Notwithstanding anything contained in any other provision of this Act, where a contract of apprenticeship has been terminated by the Apprenticeship Adviser before the expiry of the period of apprenticeship training and a new contract of apprenticeship is being entered into with a employer, the Apprenticeship Adviser may, if he satisfied that the contract of apprenticeship with the previous employer could not be completed because of any lapse on the part of the previous employer, permit the period of apprenticeship training already undergone by the apprentice with his previous employer to be included in the period of apprenticeship training to be undertaken with the new employer. ] ____________________________________________ 34. Ins. by Act 27 of 1973. 35. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 36. Subs. by Act 27 of 1973. 37. Ins. by Act 27 of 1973. 38. Ins. by Act 41 of 1986. 39. Ins. by Act 4 of 1997. (a) (b) 8. Provided that where a contract is terminatedfor failure on the part of the employer to carry out the terms and conditions of the contract, the employer shall pay to the apprentice such compensation as may prescribed; for such failure on the part of the apprentice, the apprentice or his guardian shall refund to the employer as cost of training such amount as may be determined by the Apprenticeship Adviser. Number of apprentices for a designated trade 40 [(1) the Central Government shall, after consulting the Central Apprenticeship Council, by order notified in the Official Gazette, determine for each designated trade the ratio or trade apprentices to workers other than unskilled workers in that trade: Provided that nothing contained in this sub-section shall be deemed to prevent any employer from engaging a number of trade apprentices in excess of the ratio determined under this sub-section. (2) 3) in determining the ratio under sub-section (1), the Central Government shall have regard to the facilities available for apprenticeship training under this Act in the designated trade concerned as well as to the facilities that may have to be made available by an employer for the training of graduate or technician apprentices [technician (vocational) apprentices]41, if any, in pursuance of any notice issued to him under sub-section (3-A) by the Central Apprenticeship Adviser or such other person as is referred to in that sub-section. the Apprenticeship Adviser may, by notice in writing, require an employer to engage such number of trade apprentices within the ratio determined by the Central Government for any designated trade in his establishment, to undergo apprenticeship training in that trade and the employer shall comply with such requisition: Provided, that in making any requisition under this sub-section, the Apprenticeship Adviser shall have regard to the facilities actually available in the establishment concerned. _______________________________________________________ 40. 41. Sub-Sections (1), (2), (3) and (3-A), subs. by Act 27 of 1973 Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 42 [Provided further that the Apprenticeship Adviser may, on  a representation made to him by an employer and keeping in view the more realistic employment potential, training facilities and other relevant factors, permit him to engage such a number of apprentices for a designated trade as is lesser than a number arrived at by the ratio for that trade, not being lesser than twenty per cent of the number so arrived at, subject to the condition that the employer shall engage apprentices in other trades in excess in number equivalent to such shortfall. ] (3-A) the Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf shall, having regard to(i) the number of managerial persons (including technical and supervisory persons) employed in a designated trade; (ii) the number of management trainees engaged in the establishment; (iii) The totality of the training facilities available in a designated trade; and (iv)  such other factors as he may consider fit in the circumstances of the case, by notice in writing, require an employer to impart training to such number of graduate or technician apprentices [technician (vocational) apprentices]43, in such trade in his establishment as may be specified in such notice and the employer shall comply with such requisition. Explanation – In this sub-section the expression â€Å"management trainee† means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer ( not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a regular basis. ] (4) Several employers may join together for the purpose of providing practical training to the apprentices under them by moving them between their respective establishments. (5) Where, having regard to the public interest, a number of apprentices in excess of the ratio determined by the Central Government 44[ or in excess of the number specified in a notice issued under sub-section (3-A)] should, in the opinion of the appropriate Government be trained, the appropriate Government may require employers to train the additional number of apprentices. (6) Every employer to whom such requisition as aforesaid is made, shall comply with the requisition if the Government concerned makes available such additional facilities and such additional financial assistance as are considered necessary by the Apprenticeship Adviser for the training of the additional number of apprentices. __________________________________________ 42. Ins. by Act 4 of 1997. 43. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 44. Ins. by Act 27 of 1973. (7) 9. Any employer not satisfied with the decision of the Apprenticeship Adviser under sub-section (6), may make a reference to the Central Apprenticeship Council and such reference shall be decided by a Committee thereof appointed by that Council for the purpose and the decision of that Committee shall be final. Practical and basic training of apprentices(1) Every employer shall make suitable arrangements in his workshop for imparting a course of practical training to every apprentice engaged by him in accordance with the programme approved by the Apprenticeship Adviser. 45. [(2) The Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall be given all reasonable facilities for access to each such apprentice with a view to test his work and to ensure that the practical training is being imparted in accordance with the approved programme: Provided that 46[the State Apprenticeship Adviser or any other person not below the rank of an Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall also be given such facilities in respect of apprentices undergoing training in establishments in relation to which the appropriate Government is the State Government. 47. [(3) Such of the trade apprentices as have got undergone institutional training in a school or other institution recognised by the National Council or any other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, shall, before admission in the workshop for practical training, undergo a course of basic training. ] (3) Where an employer employs in his establishment five hundred or more workers, the basic training shall be imparted to 48[the trade apprentices] either in separate parts of the workshop building or in a separate building which shall be set up by the employer himself, but the appropriate Government may grant loans to the employer on easy terms and repayable by easy installments to meet the cost of the land, construction and equipment for such separate building. __________________________________________ 45. Subs. by Act 27 of 1973. 46. Subs. by Act 27 of 1973. 47. Subs. by Act 27 of 1973. 48. Ins. by Act 27 of 1973. 49. [(4-A)Notwithstanding anything contained in sub-section (4), if the number of apprentices to be trained at any time in any establishment in which five hundred or more workers are employed, is less than twelve the employer in relation to such establishment may depute all or any of such apprentices to any Basic Training Centre or Industrial Training Institute for basic training in any designated trade, in either case, run by the Government. (4-B). Where an employer deputes any apprentice under sub-section (4-A), such employer shall pay to the Government the expenses incurred by the Government on such training, at such rate as may be specified by the Central Government . ] (5) Where an employer employs in his establishment less than five hundred workers, the basic training shall be imparted to 50[the trade apprentices] in training institutes set by the Government. (6). In any such training institute, which shall be located within the premises of the most suitable establishment in the locality or at any other convenient place 51[ the trade apprentices]engaged by two or more employers may be imparted basic training. 52 (7) [In case of an apprentice other than a graduate or technician apprentice, [technician (vocational) apprentice]53 the syllabus of], and the equipment to be utilised for, practical training including basic training shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. 54 (7-A) In case of graduate or technician apprentices [technician (vocational) apprentices]55 the programme of apprenticeship training and the  facilities required for such training in any subject field in engineering or technology [or vocational course]56 shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. ] (8) (a) Recurring costs (including the cost of stipends) incurred by an employer in connection with 57[basic training]. 58, imparted to trade apprentices other than those referred to in clauses (a) and (aa) ] of Section 6 shall be borne(i) If such employer employs 59[two hundred and fifty] workers or more, by the employer; (ii) If such employer employs less than 60[two hundred and fifty] workers, by the employer and the Government in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone; and _______________________________________ 49. Ins. by Act 27 of 1973. 50. Subs. by Act 27 of 1973. 51. Subs. by Act 27 of 1973. 52. Subs. by Act 27 of 1973. 53. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 54. Ins. by Act 27 of 1973. 55. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 56. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 57. Subs. by Act 27 of 1973. 58. Subs. by Act 4 of 1997. 59. Subs. by Act 4 of 1997. 60. Subs. by Act 4 of 1997. (b) recurring costs (including the cost of stipends), if any, incurred by an employer in connection with 61[practical training, including basic training, imparted to trade apprentices referred to in clauses (a) and (aa)] of Section 6 shall, in every case, be borne by the employer. 62. [(c) recurring costs (excluding the cost of stipends) incurred by an employer in connection with the practical training imparted to graduate or technician apprentices [technician (vocational) apprentices]63 shall be borne by the employer and the cost of stipends shall be borne by the Central Government and the employer in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone. ] 10. Related instruction of apprentices(1) 64 [A trade apprentice] who is undergoing practical training in an establishment shall, during the period of practical training, be given a course of related instruction ( which shall be appropriate to the trade) approved by the Central Government in consultation with the Central Apprenticeship Council, with a view to giving 65[the trade apprentice] such theoretical knowledge as he needs in order to become fully qualified as a skilled craftsman. (2) Related instruction shall be imparted at the cost of the appropriate Government but the employer shall, when so required, afford all facilities for imparting such instruction. (3) Any time spend by 66[a trade apprentice] in attending classes on related instruction shall be treated as part of his paid period of work. 67 [(4). In case of trade apprentices who, after having undergone a course of institutional training, have passed the trade tests conducted by the National Council or have passed the trade tests and examinations conducted by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, the related instruction may be given on such reduced or modified scale as may be prescribed. (5). Where any person has, during his course in technical institution, become a graduate or technician apprentice, 68[technician (vocational) apprentice] and during his apprenticeship training he has to receive related instruction, then, the employer shall release such person from practical training to receive the related instruction in such institution, for such period as may be specified by the Central Apprenticeship Adviser or by any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf. ] _________________________________________ 61. Sub. by Act 27 of 1973. 62. Ins. by Act 27 of 1973. 63. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 64. Subs. by Act 27 of 1973. 65. Subs. by Act 27 of 1973. 66. Subs. by Act 27 of 1973. 67. Ins. by Act 27 of 1973. 68. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 11. Obligation of employers Without prejudice to the other provisions of this Act, every employer shall have the following obligations in relation to an apprentice, namely(a) to provide the apprentice with the training in his trade in accordance with the provisions of this Act, and the rules made thereunder; (b)  if the employer is not himself qualified in the trade, to ensure that a person 69[who possesses the prescribed qualifications] is placed in charge of the training of the apprentice; [ * * *]70 71 [(bb) to provide adequate instructional staff, possessing such qualifications as may be prescribed, for imparting practical and theoretical training and facilities for trade test of apprentices; and ] (c) to carry out his obligations under the contract of apprenticeship. 12. Obligations of apprentices72 74 [(1) 73 [Every trade apprentice] undergoing apprenticeship training shall have the following obligations, namely:(a) to learn his trade conscientiously and diligently and endeavour to qualify himself as a skilled craftsman before the expiry of the period of training; (b)  to attend practical and instructional classes regularly; (c) to carry out all lawful orders of his employer and superiors in the establishments; and (d) to carry out his obligations under the contract of apprenticeship. [(2) Every graduate or technician apprentice [technician (vocational) apprentice]75 undergoing apprenticeship training shall have the following obligations namely:(a) to learn his subject field in engineering or technology [or vocational course]76 conscientiously and diligently at his place of training; (b) to attend the practical and instructional classes regularly; (c) to carry out all lawful orders of his employers and superiors in the establis.

Internationalization Of Accounting Standards For Consolidation - Japan :: essays research papers fc

Internationalization of Accounting Standards for Consolidation - Japan: A Case Study The purpose of this paper will be to examine problems with internationalization of accounting standards for consolidations on methods from an international perspective - specifically, in the US and Japan. This is an especially timely topic as standardization of financial markets is a prerequisite to international free trade. Given the trends toward greater globalization, the motivations of companies for seeking a uniform accounting system are strong. If companies have to prepare their accounts according to several different sets of rules, in order to communicate with investors in the various capital markets in which they operate or for other national purposes, they incur a considerable cost penalty and feel that money is wasted. This significantly limits global opportunities for multinational businesses. Thus, it is important to understand what the differences are between accounting standards, why they exist, and what problems they pose. It is worth noting that no one nation has a set of accounting rules which appears to have such clear merits that they deserve adoption by the whole world. No one country can claim to have a uniquely correct set of rules. The United States has the longest history of standard setting. It has the largest standard setting organization which is characterized by high standards of professionalism. But, even the rules of the United States exhibit compromises between different interests of a kind which could have reasonably been decided otherwise. Furthermore, no unanimity exists among U.S. accountants about the merits of the precise details of the compromises that have been struck. For example, the recent discussion memorandum on consolidation outlines three different methods which are GAAP in the US (Beckman, 1995). No one nation has a clear right, on the basis of existing achievements, to be regarded as predominant in accounting. A great deal more work is needed by accountants from different countries before we can reach the point of having a well founded basis for uniformity. People who study differences among systems of accounting rules are inclined to group countries into two categories. On the one hand, there are countries where business finance is provided more by loans than by equity capital, where accounting rules are dominated by taxation considerations and where legal systems customarily incorporate codes with detailed rules for matters such as accounting. The effect of taxation systems can be particularly pervasive. Often, the taxation system effectively offers tax breaks for businesses by allowing generous measurement of expenses and modest measurement of revenues on condition that these measurements are used for general reporting purposes. Companies have strong incentives to take advantage of these taxation concessions as real cash

Black Death in Europe Essay

European people faced great hardship during the years 1347-1352 suffering from the effects of the Bubonic Plaque. Prior to this epidemic hitting Europe the population of Europe was growing faster than the food supplies could keep up with and economic crisis was beginning to take place. Once the Bubonic Plaque started spreading it took center stage and over population would not be an issue of concern any longer. The Bubonic Plaque, also referred to as the Black Death, was caused by a bacterial infection found mostly in rodents and their fleas. The infected fleas would come into contact with humans and death would occur in less than a week. Humans suffered from high fever, aching limbs, and lymph nodes would swell and turn black. Humans also contributed to the spread of the plaque by non-effected people coming into contact with the body fluids of an effected person. As the plaque spread the people of Europe found themselves shifting from community and family to worrying about survival of the individual. Men who worked with animals contracted the plaque and died. Women that contracted the plaque that survived could no longer carry a child and were abandoned by their husbands. Children found themselves fighting to survive as their parents were taken by the plaque. Families that did have children would abandoned their children who became infected, the plaque would kill children within hours of contraction if not immediately. In attempt to escape the plaque people that lived in the cities often traveled to the country and most often taking the plaque with them only cause more death. Europe lost roughly one third of the population due to the Bubonic Plaque. The economy during this time also saw a great shift from the twenty five million people lost due to the plaque. Feudalism, which was strong before the plaque, weakened as European people realized that they could work and survive on their own. Many of the farm workers died leaving the land in bad shape which meant poor crop return and a declining food supply. The famers and workers that managed to survive the plaque were able to demand more wages from the knights, baron, or king that owned the land they worked. The cows, goats, sheep, and other live stock that were used for food supply were often shared among communities but as people feared for survival these animals were brought inside homes to prevent exposure only causing more death from spread of the plaque and other diseases. Lastly the economy  suffered from lack of trade with other counties. The Bubonic Plaque’s massive death toll left other countries fearful of trading goods adding to the already hard economy. While the Bubonic Plaque did not completely vanish until late in the fifteenth century the effects on life and economy during the peak of contamination was dramatic. In a five year span Europe experienced entire towns and villages being left lifeless from the Bubonic Plaque. The bacterial infection spread without regard to social and economical class, killing both adults and children. Those that did survive the plaque found new opportunities through negotiating and rebelling.

Anurognathus - Facts and Figures

Name: Anurognathus (Greek for without tail and jaw); pronounced ANN-your-OG-nah-thuss Habitat: Woodlands of western Europe Historical Epoch: Late Jurassic (150 million years ago) Size and Weight: About three inches long and a few ounces Diet: Insects Distinguishing Characteristics: Small size; stubby tail; short head with pin-shaped teeth; 20-inch wingspan About Anurognathus Except for the fact that it was technically a pterosaur, Anurognathus would qualify as the smallest dinosaur that ever lived. This hummingbird-sized reptile, no more than three inches long and a handful of ounces, differed from its fellow pterosaurs of the late Jurassic period thanks to its stubby tail and short (yet extremely strong) jaws, after which its name, Greek for without tail and jaw, derives. The wings of Anurognathus were very thin and delicate, stretching from the fourth fingers of its front talons back to its ankles, and they may have been brightly colored, like those of modern butterflies. This pterosaur is known by a single, well-preserved fossil specimen discovered in Germanys famous Solnhofen beds, also the source of the contemporary dino-bird Archaeopteryx; a second, smaller specimen has been identified, but has yet to be described in the published literature. The exact classification of Anurognathus has been a subject of debate; this pterosaur doesnt fit easily into either the rhamphorhynchoid or pterodactyloid family trees (typified, respectively, by the small, long-tailed, big-headed Rhamphorhynchus and the slightly larger, stubby-tailed, slender-headed Pterodactylus). Lately, the weight of opinion is that Anurognathus and its relatives (including the similarly tiny Jeholopterus and Batrachognathus) constituted a relatively unevolved sister taxon to the pterodactyloids. (Despite its primitive appearance, its important to keep in mind that Anurognathus was far from the earliest pterosaur; for example, the slightly bigger Eudimorphodon preceded it by 60 million years!) Because a free-flying, bite-sized Anurognathus would have made a quick snack for the much bigger pterosaurs of its late Jurassic ecosystem, some paleontologists wonder if this diminutive creature nested on the backs of large sauropods like the contemporary Cetiosaurus and Brachiosaurus, similar to the relationship between the modern Oxpecker bird and the African hippopotamus This arrangement would have afforded Anurognathus some much-needed protection from predators, and the bugs that constantly hovered around skyscraper-sized dinosaurs would have provided it with a steady source of food. Unfortunately, we dont have a scrap of evidence that this symbiotic relationship existed, despite that episode of Walking with Dinosaurs in which a tiny Anurognathus pecks insects off the back of a docile Diplodocus.