Principles and models of corporate governance Essay

Principles and models of corporate governance - Essay Example It is essential for each and every company to comply to this principles and models of corporate governance to establish the roles of management and the board and with the balanced skill, experience and independence on the board. The present paper makes an attempt critically assess the criteria in terms of strengths and weaknesses. Under Principle No 2 of Corporate Governance, 2.1 put forth certain criteria that would assess the capability, skills and experience of the company. Under Principle 2.1 which assesses the functioning of the board, the points excluding 2.1.9 can be regarded as the strengths of the guidebook of corporate governance which is the deciding factor for the corporate governance certificate. All the points under principle 2.1 ask about the boards’ performance, skills, capabilities, roles of the board according to the position of the board members, and other key performance areas. Principle 2.1.9 is not regarded as the weakness but can be considered as the more strongest assessment criteria than the other, as it can expose the weaknesses of the board of directors of the company asking whether they follow the company laws, regulations and also giving the boards the opportunity to mention whether or not they are voluntary capable of achieving high status in corporate governance. Principle No. 2.2 assesses the companies’ role towards the shareholders and their duties. The principles laid down in the guidebook are good enough to assess the role and responsibility of board towards their stakeholders. The principle critically assesses whether the company communicates the information with their shareholder, does it conducts annual general meeting, involvement in election of board of directors, transparency in financial matters, etc. The strengths of the principle 2.2 the sub principle 2.2.2 which evaluates the importance given to the shareholders by the company board members in respect of exercising

Courts Essay Example | Topics and Well Written Essays - 1250 words

Courts - Essay Example Generally, this power of judicial review is meant for the Courts to oversee the legislative or executive functions. However, the Court is able to exercise the power to uphold or deny the congressional and executive actions in passing upon the issue of constitutionality. Thus, judicial review can, in effect, nullify the acts of the other branches of the government. This should not be taken that the Supreme Court overpowers the other two branches. Instead, this authority must be understood in the light of the need to uphold the Constitution at all times. After all, in a country where rule of law is observed, the Constitution must be upheld without exception. To state otherwise will only result to the negation of the interests of the people. The power of the Supreme Court to make pronouncements as regards existing laws is not an absolute power. It is a rule that the power to exercise judicial review must be exercised only when there is an actual case or an actual controversy. Thus, to properly request the courts to examine the constitutionality of law, there must be at least one party who stands to benefit or to be injured by the questioned provisions of the law and who shall ask a pronouncement from the Court. This can be properly illustrated in the case of Marbury v. Madison. The case of Marbury v. Madison is considered a very important landmark case in the history of the Unite States Supreme Court. This is the first instance that the U.S. Supreme Court was able to declare and exercise its power of judicial review. What happened in the case of Marbury v. Madison? It was in the year 1800. William Marbury had been nominated, appointed as a justice of peace and given a commission. John Adams, the president of the United States back then, already signed the commission. The United States seals had been affixed to it also.

Structural and Interest Based Theories of Politics

Structural and Interest Based Theories of Politics What are the main differences between structural and interest-based explanations in comparative politics? Compare and discuss their features using empirical examples. At the heart of the field of comparative politics lie a variety of theoretical frameworks, each of which attempts to enhance our understanding of what is important in relation to explaining political phenomena. The aim of this essay is to examine and compare the features of the structural and interest-based approaches, through the use of empirical examples. As regards its structure, the essay will begin by providing a definition of the comparative method. Following on will be a brief discussion on its uses and a cost-benefit analysis of using such an approach. After all, it is the comparative method that will form the basis of the discussion to follow. The essay will subsequently identify the main differences between structural and interest-based explanations in comparative politics. Due to the lack of space, the ways in which they complement one another will be omitted. Finally, the essay will conclude by arguing that the main differences between structural and interest-based approa ches revolve around their explanations on the causes of political developments, and their focuses on the individual. In order to fully appreciate the main differences between the structural and interest-based explanations in comparative politics, it is first important to develop an understanding of the comparative method in its own right. Although widely used in the field of political science, the comparative method is far from straightforward to define. It is an abstract term to which various definitions have been applied over the years. According to the political scientist Arend Lijphart, the comparative method can be defined as the analysis of a small number of cases, entailing at least two observations, yet too few to permit the application of conventional statistical analysis. (Collier, 1993: 106) In practice, this refers to what is known as a small N analysis, within which there are two basic research designs: most similar systems design (MSSD), and most different systems design (MDSD). As a rule of thumb, the former, otherwise known as Mills Method of Difference, involves the use of less tha n 20 cases (states) that are as similar as possible. The logic behind this methodology is that the more homogeneous the cases under investigation, the easier it ought to be to pinpoint the factors accountable for the differences between them. Faure (1994) argues that the most similar systems design is the prevailing method (but not the only one) in comparative politics. (Faure, 1994: 310) By contrast, the latter, otherwise known as Mills Method of Similarity, involves the use of less than 20 cases that are as different as possible, the purpose of which is to communicate the vigorous nature of the correlation between dependent and independent variables. Such a method assumes that by proving that the observed correlations hold true in different domestic settings, the line of reasoning should be better corroborated. There are many uses of the comparative method. In addition to the case study approach, the experimental method, and the statistical method (Lijphart, 1971: 682), political scientists draw upon the comparative method to assist them in the devising of hypotheses (suggested explanations of something), the testing of hypotheses (which are proven or refuted), and the uncovering of empirical regularities and the identification of outliers' (Gherghina, 2017: 14). The comparative method is by no means faultless; though an analysis of its merits is required in order to demonstrate why it has stood the test of time in the field of political science. One of the main proponents of the comparative method, the aforementioned Arend Lijphart, deduces that given inevitable scarcity of time, energy, and financial resources, the intensive analysis of a few cases may be more promising than the superficial statistical analysis of many cases. (Collier, 1993: 107) His inference substantiates the argument that a detailed analysis of a small number of states is a more effective than a brief analysis of a large number of states as a result of various limitations already touched upon. However, that is not to say the comparative method is without its faults. Indeed, one of the inherent problems picked up on by academics is that of many variables, few cases (Lijphart, 1971: 685). Now that we have developed an understanding of the comparative method, it is possible to observe the ways in which structural and interest-based explanations differ. It can be argued that one of the main differences between structural and interest-based explanations in comparative politics is in relation to the causes of political developments. The crux of the formers argument revolves around the idea that macro factors in other words, factors that are observable at the level of society or variables to put it more simply, factors that are liable to vary or change are the ultimate causes of political events. The most prevalent macro factors or variables employed in the structural approach include a countrys level of economic development, social inequality, educational inequality, life expectancy, degree of urbanisation, ethnic fractionalisation that is, the quantity and size of ethnic groups within a society), and religious composition. (Gherghina, 2017: 10) To demonstrate the structural approach in practice, we can apply the example of the modernisation theory. Broadly speaking, the modernisation theory associated with the work of the polit ical sociologist Seymour Martin Lipset argues that democratisation is the result of modernisation. Modernisation incorporates many of the variables already touched upon, including urbanisation. In laymans terms, the more modern a society becomes, the more likely a society is to become democratic. This is the case because these changes enable middle-class elites to mobilise the working class to press for political rights for all (Gherghina, 2017: 11). From the 18th century onwards Lipset carried out an analysis of several countries, from which he was able to conclude that this does indeed hold true. Among the countries that followed the theory proposed by Lipset were the United Kingdom during the Industrial Revolution of the 19th century, and, more recently, Taiwan in the 20th century. This vividly illustrates the extent to which the structural approach can be useful with regards to explaining political developments and their causes, albeit it does not take into account its visible shortcomings. Nonetheless, by putting into practice the example, it is abundantly clear that the structural approach considers the causes of political developments to be disconnected from the dynamic of the political process. That, in stark contrast, to the interest-based approach in which individual decisions on the basis of seeking to maximise self-interest (Hague et al, 2016: 76) are seen to account for political developments. It is worth stressing that interest-based explanations do not only refer to financial optimisation, but also to a plethora of valued entities, such as authority and the accomplishment of ideological objectives. To illustrate the interest-based approach in practice, we can apply the example of political scientist William Rikers minimal winning coalition theory. It holds that in the aftermath of a general election in which no single party has been able to form a majority government, party leaders will seek to fulfil two criteria. First, they will seek to seek to form a coalition with parties that are ideologically similar to them on the political spectrum. Second, they will do so in such a way so as not to involve more politicians than is necessary to secure a parliamentary majority. This is evidenced by the 2010 UK general election. As Figure 1 vividly illustrates, the Conservatives, under the leadership of David Cameron, fell 19 seats short of a majority. As a result, they followed the aforementioned criteria to decide which party they wished to go into coalition with. Based on the first set of criteria, Cameron opted to go into coalition with Nick Cleggs Liberal Democrats as opposed to Gor don Browns Labour, in light of the fact that that the formers ideals were more closely aligned with those of their own than the latters, as Figure 2 (YouGov, 2014) makes abundantly clear. In addition, based on the second set of criteria, the Conservatives chose the Liberal Democrats as their coalition partners by taking into account the fact that the latter won over 200 fewer seats than Labour (see Figure 1), thus making it less likely that disagreements over the implementation of policies, for example would ensue in government. Hence, at the core of interest-based explanations is the idea that individuals perceived self-interest is the driving force behind political decisions and, on the whole, political developments are the result of such individual decisions. Furthermore, the structural and interest-based explanations can be contrasted in terms of their focus. According to Mahoney, at the core of structuralism is the concern with objective relationships between groups and societies. (Hague et al, 2016: 83) By contrast, the latter is focused on people. (Hague et al, 2016: 84) Thus, the latter focuses on the individual, whereas the former pays attention to networks. To summarise, this essay has examined the main differences between structural and interest-based explanations in comparative politics, through the use of empirical examples, and concluded that the grounds on which they differ are multitudinous. However, one of the main differences is in relation to how they explain the causes of political developments. Whereas structural explanations conclude that factors external to political life, such as life expectancy, are seen to account for political developments, interest-based explanations adopt the perspective that political developments are shaped by individual decisions, on the basis of what is best for them at a particular point in time. In that sense, another of the main differences between structural and interest-based approaches is that the former places a lot of emphasis on networks unlike the latter where the entirety of its focus lies with the individual. Bibliography BBC News Website (2010) Election 2010 Results http://news.bbc.co.uk/1/shared/election2010/results/default.stm [accessed 26th February 2017] Collier, David (1993) The Comparative Method in Finifter, Ada W.; and American Political Science Association Political Science; the state of the discipline II Washington DC: American Political Science Association Faure, Andrew (1994) Some Methodological Problems in Comparative Politics Journal of Theoretical Politics Vol. 6 No. 3 pp. 307-322 Gherghina, Sergiu (2017) The Comparative Method in Introduction to Comparative Politics Gherghina, Sergiu (2017) Theoretical Frameworks in Comparative Politics in Introduction to Comparative Politics Hague, Rod; Harrop, Martin; and McCormack, John (2016) Chapter 5: Theoretical Approaches in Comparative Government and Politics: An Introduction 10th Edition, Basingstoke: Palgrave Macmillan Lijphart, Arend (1971) Comparative Politics and the Comparative Method The American Political Science Review Vol. 65 No. 3 pp. 682-693 YouGov Website (2014) Britains Changing Political Spectrum https://yougov.co.uk/news/2014/07/23/britains-changing-political-spectrum/ [accessed 26th February 2017]   Ã‚   Appendices

Nicholas Romanovs Role in the Russian Revolution :: Russian Russia History

Nicholas Romanov's Role in the Russian Revolution "Nicholas Romanov was an ignorant, incompetent and insensitive leader. His character was the decisive factor in bringing on the revolution" "The last Tsar of Russia was a tragic figure a classic case of being a leader in the wrong place at the wrong time. Nothing within his power could have prevented the forces of change from overtaking Tsarist Russia." To what extent do you agree with these explanations of the collapse of autocracy in Russia? Nicholas Romanov was an indecisive man who was easily influenced by others. Although it was not his character that was the decisive factor in bringing on the revolution. He may have been a leader at the wrong time but if he had related better for the time he was in power. Russia before 1917 was the largest country under one empire. In economic terms it was backward as it was late industrialising and late to emerge from feudalism. In political terms it was also backward as there was no legal political parties nor was there any centrally elected government Russia at this time was under tsarist rule by Nicholas II of the Romanov empire. Nicholas II was brought up by his father Alexander III who didn't believe that his son could take an intelligent interest in anything and therefore did not educate him in the business of state . The fact that his father who died at age 49 thought that he had many more years ahead of him may also be another factor behind Nicholas' poor leadership of Russia . Alexander who died in 1894 had left Russia with a society no longer controlled by tsarist rule and when Nicholas took the throne after his father's death Russian society was not prepared to turn on it's heels and return to how it use to be . Nicholas II was 26 when his father died and was soon to marry the German princess, Alix of Hess, Granddaughter of Queen Victoria . The relationship between Alexandra and Nicholas was a 'critical relationship at a turning point in history' . He was weak and indecisive but he wasn't an imbecile, Alexandra, if not an imbecile was politically and socially illiterate, dominating him and towards the end of their lives forced him to make chaotic decisions. Nicholas nor Alexander III were well trained for the job of ruling this vast country. Alexander was not so much superior to the son in character of abilities to justify admirers hopes that he lived longer, so the monarchy would have.

Investing in Tufs

Case Summary Investing in TUFS The case refers to a company called Northern Insurance and their huge investment on TUFS (Technical Underwriting Financial System). That system was the largest investment ever made on IT by Northern Insurance and it was supposed to assist the company by â€Å"streamlining the underwriting process and providing strategic e-business capabilities†. Yet, after a couple months, TUFS became the cost-center of the company, spending almost $4 million, and therefore the CIO, Martin Drysdale’s job was on the line.He had a meeting with the CFO, Melissa Freeman, to discuss the reasons why the system was not providing the benefits it was supposed to and whether to keep investing on it. Discussion Questions: 1. TUFS was a great idea that would help the company a lot. It was supposed to help streamlining the underwriting process and therefore with cost savings. However, the technicians did not get any participation from the underwriters.Also, the departm ents were not in the same page in the creation of the system, and the result was a lot of money had to be spent on fixing underwriting errors that kept appearing over and over again. Additionally the senior underwriting managers still insisted on old reports instead of just looking it online, one of the benefits of TUFS. And lastly, there was a lack of business involvement in decisions, which contributed to the disappointment of the system.In conclusion, most of the resource of the company was spent on addressing underwriting issues that could have been prevented from the beginning if the underwriters and technicians had worked together (or did not lack in communication). 2. The IT people from the TUFS and the underwriter managers must get together and change the system so the whole situation with fixing one mistake and finding many others is prevented. Also, the system needs to be created (or changed) in such a way that it is easy and comfortable for the underwriters to use.To help with the transition to using the TUFS, a training program for the underwriting department would be perfect. Furthermore, the company needs to prioritize all the projects and apply deadlines to them so they have a clear list of what and by when to do it. 3. The benefits can be measured by comparing the amount of time spent using the old system and the new one (including training). And also, the company could have some kind of cost savings scorecard, and again compare the old system with the new one.

Windshield Survey Essay

This windshield survey is a simple observation of a community. It involves collection of data to help define the community, the trend within the community, stability of the community and changes that may define the health of the community. Many dimensions of the community can be observed from a car drive observing the community life, and environment. Common characteristics to be noted are the people walking the street, gathering places in the community, quality of houses, community life rhythm, and geographic boundaries (Stanhope & Lancaster, 2012, p. 409-410). Community is defined widely by (Stanhope & Lancaster, 2012). According to the World Health Organization (WHO) community is a group of people, living in a specific geographical area. They may share a common culture, norms and values. Members of the community gain their social and personal identity by sharing their common beliefs, norms and values which has been developed by the community (Stanhope & Lancaster, 2012, p. 397). Co mmunity health is the meeting of the community collective needs by identification of the community problems, managing the behaviors in the community and between the larger society and community (Stanhope & Lancaster, 2012, p. 401). The community partnerships helps to bring about the changes necessary to fulfill the vision of Healthy People 2020. A foundation is provided by Healthy People 2020 for national health promotion and disease prevention. It is necessary to have community partnerships in order for the lay community members to have vested interest in the community success to improve the community health Stanhope & Lancaster, 2012, p 402). Community as client is the community as the nurse client. The community is only the client when the focus of the nurse is on the common or collective good of the community instead of the health of one individual (Stanhope & Lancaster, 2012, p. 398). The community chosen for this windshield survey is the city I currently reside in, Virginia Beach. It is located in the state of Virginia and a part of the Hampton roads. Hampton Roads consist of seven cities which are Virginia Beach, Norfolk, Chesapeake, Hampton, Newport News, Suffolk and Portsmouth. In my city of Virginia B each I live in the Ocean Front Community. We have a large military community related to the Naval Base Oceana Naval Air Weapon station. Virginia Beach is 249.02 square miles and the persons per square miles are 1,758.9. The population estimate in 2013 is  48,479. Persons under 5 years of age is 6.7%. The percentage of Persons under 18 years of age is 23.1%. Persons 65 years of age or older is 11.8%. Female percentage is 50.9%. The percentage of Whites alone is 68.9%, Blacks are 20.0%, Alaska native and American Indian 0.5%, Asians 6.6%, Native Hawaiian and other pacific Islander is 0.2%, persons with two or more races is 3.9% and Hispanics are 7.5%. Persons residing in the same home greater than a year is 82.2% of the population. High school graduates or person with a higher education makes up 93.6%. The veteran population for 2009-2013 is 61,100. The median value of homes are $267,600 with 2.62 persons per household. The median household income is $65,219. Persons living below the poverty level is 7.9% (United States Cens us Bureau. n.d.). Virginia Beach is located alongside the Atlantic Ocean on the east and the Chesapeake Bay to the north. The average elevation of the city is 12 feet ( VB GeoFacts and Information, n.d.). VB GeoFacts and Information. (n.d.). The homes in the community are mostly two story homes colonial style, or brick and aluminum side homes and one story homes. Homes in the community are well kept with manicured lawns. There are some condominiums and apartments in the area. There is no signs of abandoned buildings in the areas observed for the windshield survey. Virginia Beach is known for its tourism especially in the summer months. Not many pedestrians were noted walking along the street in the community during the current winter month. Joggers were noted early morning and evenings in the ocean front area of the community. Public transportation available in the city of Virginia Beach are buses and taxi cabs. There is no light rail system or train system that provides transportation. There are numerous attractions such as the aquarium, the botanical garden, the boardwalk, ocean breeze Water Park. The re are many open body of water around in the community for fishing besides the Atlantic Ocean. There are two malls located in the community Pembroke mall and Lynnhaven Mall. Many restaurants are available with a healthy choices. Only five fast food restaurants were noted on an 8 mile drive. There was 3 ABC stores noted selling liquor, and 2 Totally Wine stores noted. There are two super Walmart stores, one regular Walmart, and a Walmart Neighborhood. Food Lion and Farm Fresh are the other main grocery stores. Farm fresh provides a fresh salad bar daily. There are many Consumer Value Stores (CVS) with 24 hours pharmacy available. Patient First is chain of urgent care facilities  available within the community. They are open 7 days a week until 10pm. Sentara is the name of the group of hospitals in the community. There is Sentara Princess Anne Hospital and Sentara Virginia Beach General. There are many doctor offices, dentist office and other medical specialties available in the community. The schools average rating is 6 out of 10. Virginia Beach schools have many academic programs such as the Global studies & World language, health sciences Academy, Legal Studies, Technology, Visual & Performing Arts, International Baccalaureate program and mathematics & Science for high school students. Middle school children has advance academic programs available such as the middle years International Baccalaureate program (About Us, n.d). The community provides parks and recreation centers. There are numerous trails for outdoor hiking, sporting leagues for children and adults and fitness and wellness. There are a number of religions noted in the community catholic, united Methodist, southern Baptist and Jewish. Healthy People 2020 Health Indicators The Healthy people 2020 health indicator chosen for this community is the transmission of sexually transmitted diseases. Per Healthy People 2020 there is an estimated 19 million new sexually transmitted disease cases each year in the United States (Healthypeople.gov, n.d). Hampton roads area has a higher average of sexually transmitted disease, this eastern region had the highest rates in the state for gonorrhea, syphilis and chlamydia. State statistics showed in the region there were 2,620 girls’ ages 3 to 19 diagnosed with chlamydia comparing to 528 boys in the same age range. A study completed showed the rate of STD was much higher among blacks girls compared with 20 among the white race and Hispanic girls. The CDC has a difficult time comparing the statistics to Virginia reported figures because the health care providers are not required to report Herpes, Human Papillomavirus (HPV) and trichomoniasis to the local health department. This causes the state numbers to be less than reality. Another barrier that prevents the actual numbers is many people infected with STDs may not exhibit symptoms. Meaning STD is transmitted from one person to the other without realizing transmission of the disease. There is an estimate of 70 to 80 percent of girls with chlamydia with no symptoms. Untreated these STDs causes infertility. HPV is another infection that often does not manifest  symptoms. Virginia has a new law in place requiring sixth grade girls to receive HPV vaccines unless they opt out (Simpson, 2008). Virginia Beach Department of Public of Health clinic provides free, confidential education, counseling and testing for HIV. They provide Nurses and health counselors at their Virginia Beach clinic for clients found to be HIV positive. The clinic operates on a walk in basis for testing. They offer services for the patients to contact other sexual partners that may need testing and treatment (Clinic, n.d.). Virginia Beach does not have a large immigration population with many ethnicities. There are however many resources available to address different cultures within our community. Yearly the city has a Latin festival and reggae festival. I do not encounter many people of differe nt cultures from Latin countries or Caribbean countries in the community. It is mostly whites or blacks, there is very minimal encounters with other races. It can present a problem in the community if there should be a rise in a specific ethnicities from a different parts of the world such as Africa, or Asia. Nurses and other health care providers would definitely need conferences on cultural diversity. The most I have been exposed to diversity is while working as charge nurse for a correctional facility for the Common Wealth of Virginia. Immigration and Customs Enforcement held many immigrants there for a period of time at correctional facility. Aspects of the community that can affect residents’ health were not visible to myself from a windshield point of view. Virginia Beach government website gave more insight on the aspects that affect residents in the community. Three aspects listed are teenage pregnancies, low birth weight babies and child abuse. In conclusion Virginia Beach is a wonderful community. It is not congested, we have large areas that still trees, wild animals and fishing areas. It is a family oriented community in my opinion with many resources within the community to meet the needs of individuals. Crime is at minimal, the people in the community are genuinely polite, and there are many programs in the community provided by the city or YMCA promoting health and wellness. Reference About Us. (n.d.). Retrieved February 8, 2015, from http://www.vbschools.com/root/aboutus.asp CIty of Virginia Beach Community Indicators. (2011, September 1). Retrieved February 8, 2015, from

Tregoning Critical Thinking Essay

Tregoning Critical Thinking Essay Tregoning Critical Thinking Essay Kiondra Lee MGT/350 April 22, 2013 Teri Tregoning Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (National council, 1987) Thinking Critically When it comes to thinking critical we have many different levels. Most of the thing we do throughout our lives such as walking, and blinking, we don’t have to do much think about, it just something that happens naturally, but there are things that require more thought, for instance deciding the right diet, or choosing the best clothing for a special occasion. Some levels of thinking can be higher which include our critical thinking can be higher which include our critical thinking abilities. A lot of people have noted that critical thinking is more of a skill then a process and consists of mainly evaluating arguments. Critical thinking is a mental activity of individuals evaluating arguments or propositions and making the proper judgments that can help the development of beliefs and actions taken. It has been found the experts from economy and education nominated critical thinking as the most important skill in knowledge management (Astleitner, 2002) It is very important that you are knowledgeable about making the right decision before making a decision, because it usually requires critical thinking to make the right decision. Decision can be very simple, from deciding where you want to live. It is very complex like deciding how to build your house. Some decisions can be very critical, especially if it involves a business. It is very important that managers take responsibility for their actions and learn to make the right decisions for the company sake. Also when making a decision you have to remember that taking a long time to make a simple decision and making a complex decision to fast can have drastic effects on anything. Critical thinkers have the ability to think on a much higher level. The process of a individual thinking critically is required to go about decisions and ideas that will help provide for a better life for ourselves and others around us. A lot of people take thinking for granted, but in order to develop as a critical thinker, we have to open ourselves to recognizing the strengths and weakness of our own thinking. Higher thinking comes into play when people are choosing a presidential candidate, being on stand for jury duty for a murder trail, or determining the effects of global warning. As a critical thinker one becomes a more responsible, contributing member of society (Schafersman, S.D., 1991). In order to be out on the road of being critical thinkers, we must acquire the attributes of a critical thinker and learn to be open -minded and recognize our own ignorance. Critical Thinking Experience Being the manager at my job, I was face with a problem last week. One of my employees came into work reeking of alcohol. I didn’t know if he was drinking before he got to work or the night before. I didn’t want to send him home because Fridays are usual super busy, and he was doing his work as usual nothing seem wrong, just the smell. You can smell the alcohol from a mile away. I am not the type of person to judge, so I pulled him to the side and ask him what happen? He explained that he was going through something last night and had a couple of drinks. I didn’t know what to say at that moment, so I sent him back to work and watched him very closely. Realizing that the store would be opening in just about 30mins I was forced to make a decision. I thought should I keep him there and risk breaking our policy because I need the help, or

Making a Living as a Life Story Writer

Making a Living as a Life Story Writer A business card left at a coffee shop that garners a $50,000+ writing gig. Same card, different coffee shop, that results in a feature story in a local publication. No, its not the card thats magic, but the profession it advertises: life story writer. Those were only two of the many strokes of good luck Ive had since I started my career as a life story and family history writer nearly ten years ago. The genre, also known as personal history, serves a population of mostly older adults eager to preserve their stories without having to do the writing themselves. The books are intended for family and friends, not the wider public, so theres no need for queries, book proposals, agents, or publishers- just a client willing to invest the time and money to record their cherished memories. Heres how it works: I sit down with a client for a series of interviews in which we talk about their growing-up years, their parents and siblings and relatives, their first loves, their war experiences, their careers, their challenges and joys, their reflections on what it all means- in other words, anything they feel moved to talk about. In between interviews, Im at my desk, shaping our transcripts into a compelling narrative that will, if Im doing my job right, give future generations a glimpse of family members they may or may not have ever met. This kind of writing does more than reveal the character of the narrator; it also brings to life long-ago eras. Think about it: The fifty years or so that separates the generation of grandparents from their grandchildren means that they will each spend the bulk of their life in two vastly different worlds- even if they live in the same town. Its the difference between a horse-drawn plow and an air-conditioned combine, between a one-room schoolhouse and a middle school with a thousand kids, between an outhouse and a heated toilet seat. The world is changing fast; people who hire me want their descendants to know what the world used to look like. Why has it been so easy to find clients and publicity? Two reasons. The first is a swell in interest in life stories. With genealogy the second most searched topic on the internet (Ill leave you to imagine the first), with DNA kits topping the list of holiday gifts and shows like Who Do You Think You Are? topping the charts, its clear that people are curious about their roots. And because were storytelling creatures, its only natural that the focus should swing from data- birthdates, death dates, cemetery plot numbers- to what we really love: the stories that bring it all to life. And the second reason Ive been able to make a living as a life story writer? Supply and demand. There may be loads of clients wanting to hire someone to write their story, but there arent loads of writers to do so. Im guessing thats because most writers have never heard of this niche. What a shame. Not only is it a way to earn your keep

Charles Wheelan

From 1997 to 2002, he was the Midwest correspondent for The Economist. He has also written for the Chicago Tribune, The New York Times, The Wall Street Journal and Yahoo! Finance. Wheelan is a regular contributor to the Motley Fool Radio Show on National Public Radio and to the Eight Forty-Eight program on WBEZ, Chicago Public Radio. Naked Economics, Wheelans first book, is an introduction to economics for lay readers. And Wheelans Naked Statistics (2013) is an introduction to statistics. He has also recently written The Centrist Manifesto. Works [edit] Books Naked Economics: Undressing the Dismal Science, W. W. Norton, 2002. ISBN 0-393-04982-5 Revealing Chicago: An Aerial Portrait, Harry N. Abrams, 2005. ISBN 0-8109-5874-0 Introduction to Public Policy, W. W. Norton, 2010. ISBN 0-393-92665-6 10 1/2 Things No Commencement Speaker Has Ever Said, W. W. Norton, 2012. ISBN 978-0-393-07431-4 Naked Statistics: Stripping the Dread from the Data, W. W. Norton, 2013. ISBN 978-0-393-07195-5 The Centrist Manifesto, W. W. Norton, 2013. ISBN 0-393-34687-0

Canadian Economics Policies and employment Research Paper

Canadian Economics Policies and employment - Research Paper Example The control of money supply eventually leads to the changes in interest rates prevailing in the economy. These changes are generally introduced so as to influence other macroeconomic variables / factors, which include employment trends in the country, balance of payments, aggregate demand and supply and production, inflation rates, etc. It cannot be stated that there is a uniform or universally acceptable structure or model for devising the monetary policy of an economy, and depending on the particular characteristics and issues faced by an economy and the dynamics of national and international financial markets, every country designs its monetary policy in its own way (Bernanke & Mishkin, 1997). The objective of intervention in the economy by a country’s government through monetary policy has been largely to influence varying macroeconomic indicators, as mentioned in the previous paragraph; however, the techniques and methods of doing so have revolutionized on a continuous ba sis, which are built upon the conventional mechanisms of controlling inflation, unemployment rates and other variables (McEachern, 2011). The most important change noted in the techniques used to control macroeconomic variables through monetary policy is the shift from direct controlling of money supply through direct intervention of Central Banks to indirect controlling and depending upon market mechanisms and forces to act in a favorable manner (Hirschey, 2009; Nadal, 2001). Keeping in view this background, the present study aims at determining the relationship between monetary policy and inflation trends, with particular reference to the Canadian economy. In this regard, following research question has been formulated, which will be answered on the basis of analysis conducted by researcher in this report. Research Question The research question, which is to be answered in this study on the basis of analysis and findings, is: What is the nature of relationship between monetary pol icy and inflation, with specific regard to the Canadian economy? Keeping in view this research question, this study can be considered as an important contribution to the existing literature pertaining to the relationship between monetary policy and inflation in Canadian economy. Moreover, the fact that this study includes application of various macroeconomic factors and policies, it can therefore be regarded as an important research work for individuals interested in exploring the macroeconomic environment of Canada and how different factors correlate in a practical environment. Research Method Adopted There are two broad approaches of carrying out a research work, which include qualitative and quantitative research approaches. A qualitative research approach requires the researcher to assess information on the basis of its qualitative attributes and aspects. The qualitative research approach may not necessarily produce quantitative results, as it does not make use of quantitative a nalysis of the information. On the other hand, following a quantitative rese

Law of tort (problem question) Essay Example | Topics and Well Written Essays - 1500 words

Law of tort (problem question) - Essay Example Kevin Browning was drunk or drinking while driving and he should take all the liabilities that followed the accident. Following the police investigation, Kelvin knocked Laura Coombs on the pavement as opposed to on the road. However, he claims that he will not take full responsibilities of the ill health of Robert, whose health deteriorated because of witnessing accident since Robert did not actually see the accident happen. Moreover, according to Norris J. Roberts will not be compensated since he did not have any relationship with Laura. Additionally, Kelvin is appealing the cause not to take any liability of Laura’s mother’s ill health following the death of her daughter facilitated by kelvin’s reckless driving. According to Kelvin, Clare was not at the scene of accident; thus, she is not a witness to the accident. Moreover, she did not see the major body parts of Laura, so she cannot give accounts of what the accident did to her daughter. It is also worth stat ing that there is not point she appeared shocked on learning that her daughter got involved in an accident and subsequent death. Clare suffered health problems following the death of her daughter and demands that Kelvin should take of her psychiatric medical bills among other attached responsibilities a crewed by the same. Law: The laws to be regarded in this case are those that are related to the road accident and to what extent should be the accused (Kelvin) should be responsible to the persons affected following the accident. Application: In this case, Kelvin is noted to have problems or have refused to take care of duty owing to the psychiatric harm he caused to both Jack and Clare. Additionally, Norris J. also, for the first time, dismissed Jack’s claims that the accident and subsequent death of Laura had led to his health problem. According to Norris, Jack is not in any way a primary victim of circumstances. Moreover, he lacked all grounds that Jack could be treated as a secondary victim. Law: However, according to the Road Traffic Accident, any witness who suffers any recognizable psychiatric disorder including post stress disorder due to the accident can file claims for damages for persons that have caused the accident. Application: In this case, it is a fact that Jack has suffered psychiatric disorder following the death of Laura from the accident caused by Kelvin1. Therefore, it would be prudent if Kelvin pay all the damages caused on Jack following the accident and death of the Laura. If such is considered, the Jack will be treated a road traffic accident witness. Notably, had it not for the death, it can never be ascertained beyond any reasonable doubt that Jack could have suffered such health problems. When Jack went out and saw what happened to Laura, he might have suffered from nervous shock. Jack’s case can be related to the Hambrook v Stoke2 and or Bros Dulieu v White3 cases where in both cases, the victims were awarded the damag es caused to them by accidents they witnessed. Just like it may be in any other case that nature of Jack’s injury was reasonably foreseeable and was never in any case caused by his own negligence. He had to have been in the scene of accident by the virtue that Laura was her partner, she came to his place, and by his own doorsteps, the accident happened. Therefore, he had to be there and follow her to the hospital4. Therefore, if Norris never wants to compel Kelvin to pay all health damages he has went through

Religious Traditions Essay Example | Topics and Well Written Essays - 1250 words

Religious Traditions - Essay Example The concept of ‘Divine’ is found in all religions irrespective of whether it represents the sacred or self. They differ in how they conceive their relationship with Divine. Some recommend medication while others believe in individual communication with God. The early Quakers, for example, believed that they can commune with God without any intermediary like a priest as they say that Christ came to the world Himself and therefore each person can experience and respond to the divine and allow the action of the spirit. They consider ‘prayer’ as a means to enter a relationship with beyond. Though they do not have a strict embodiment of the divine and some of them may not even accept a personified divine, they might be in awe of the universe or identify themselves with someone in great hardship or relish the laughter of a baby and these actions are interpreted as their efforts to connect with the beyond. What they look for is the wisdom, guidance, and inspiration of the spirit or divine within and without (McBee, 2010).Hinduism has many Gods and Goddesses who are timeless and are unrestricted by space. â€Å"The divine is not only beyond gender and name, but also beyond number, has resulted in its manifestation in many shapes and forms† (Cline, 2010). Despite the numerous gods personified in the religion, the divine is the omnipresent universal soul. This can be found in all the natural elements. The followers are considered devotees and worship their favorite deity in a holy shrine or in a temple with or without the help of a priest.

Edward Burtynsky Essay Example | Topics and Well Written Essays - 500 words

Edward Burtynsky - Essay Example His education shaped the skills that he already possessed as an artist, and helped him develop the techniques of photography that have captivated thousands through his snapshots. Burtynsky’s photography brings the discreet and hidden realities of human development to the public’s eye, and demands an appreciation and evaluation of man’s actions and their effects on nature (Burtynsky, 2009). He has a knack of capturing the most rudimentary and banal sites through his lens, and instilling art and finesse into those pictures (Burtynsky, 2009). His early work consists of the industrial landscape of General Motors plant in his city, which, according to him, evoked the passion for observing nature and capturing industrial development in his photos (Burtynsky, 2009). His exposure of the mining sites, recycling plants, industrial waste depots, and other such crass sites were hugely popular in Canada and elsewhere, so that very soon he became one of Canada’s most famous and respected photographers (Burtynsky, 2009). The highlight of his career and a major turning point was when he won the TED award in 2005 (TED, 2009). This led to the makin g of a documentary, called Manufactured Landscape, on the collection of his works of same title, and his life, in 2007 (TED, 2009). At the award ceremony, Burtynsky made three wishes related to the progress in his work, all of which, due to his immense influence and respect in the artworld, have been fulfilled (TED, 2009). He wished for a website to encourage children to think for their planet; the Meet The Greens website was developed (TED, 2009). He wished he would be able to film on Imax; that is currently in progress (TED, 2009).

Parking Problems in the Florida National University Essay

Parking Problems in the Florida National University - Essay Example In the Florida National University, the issue of parking and campus traffic is increasingly crippling movement. This paper will show policies that can be adopted by the university to reduce parking problems. In many colleges, the problem is addressed by restricting students driving, or simply by allocating parking slots on a first-come-first-served basis (Shoup 21). While these approaches have produced varying levels of success, they have significantly reduced on-campus traffic. However, there are a few associated problems. For example, disabled students should be allowed to drive or be driven to school because o their conditions. In addition, lecturers and other important staff members serve the concern of a large number of people, implying they should not be required to compete with students for parking space in their places of work (Shoup 21). Therefore, despite the merits of the mentioned approaches, there is a need for more conclusive approaches. An economy-based approach has been proposed by Shoup. He proposes that in controlling the parking fees for students and other staff in campuses, it is possible to reduce traffic (Shoup 29). For example, parking lots close to lecture halls and offices are susceptible to traffic congestions. Raising the parking fee in these areas is likely to take them out of the reach of students and thus reduce traffic. Following the laws of economics, reducing the demand increases the supply. Therefore, increasing the prices of parking tickets in vital areas is bound to reduce the strain of parking problems on the campus. However, there is still a predicament with this approach because it requires all people to pay for parking. By extension, all members of staff and special needs groups with no alternative would fall victim to the plan. Therefore, despite the merits of this plan, it raises other problems (Kilbert and Tali 65).

The Occurrence of the Southwest Airlines Scandal Research Paper

The Occurrence of the Southwest Airlines Scandal - Research Paper Example Southwest Airlines Co is an US-based public company headquartered at Dallas, Texas. It was founded in the year 1967 (Yahoo Finance, 2012). Originally it was known as Air Southwest. Later it was renamed as Southwest Airlines and commenced its business operations in the year 1971. The shares of the company are traded in the New York Stock Exchange (NYSE) with the ticker symbol â€Å"LUV†. Southwest Airlines is engaged in the business of providing scheduled transportation for its customers through the air in the United States. It started its business operations with three of the Boeing 737 aircraft which served the three cities in Texas namely, Dallas, San Antonio and Houston. It managed to expand its business on a large scale mainly due to its acquisition of AirTran Holdings in the year 2011 and as at December 31, 2011, the company operated a total of 698 aircraft that includes 88 Boeing 7171s and 610 Boeing 737s (Southwest Airlines Co., 2012a). AirTran Airways is now operated a s one of the wholly-owned subsidiaries of Southwest Airlines. The company is regarded to be one of the lowest fare domestic airlines in the United States and is committed to providing best Customer Services in the airline's industry (Southwest Airlines Co., 2012b). Recently in the year 2008, Southwest Airlines and the Federal Aviation Administration (FAA) were accused of presenting false safety reports. The safety reports prepared by Southwest Airlines were meant to comply with the safety regulations related to inspection of its jet aircraft. This falsification of safety reports by Southwest Airlines was confirmed by the United States House Committee.

Parking Problems in the Florida National University Essay

Parking Problems in the Florida National University - Essay Example In the Florida National University, the issue of parking and campus traffic is increasingly crippling movement. This paper will show policies that can be adopted by the university to reduce parking problems. In many colleges, the problem is addressed by restricting students driving, or simply by allocating parking slots on a first-come-first-served basis (Shoup 21). While these approaches have produced varying levels of success, they have significantly reduced on-campus traffic. However, there are a few associated problems. For example, disabled students should be allowed to drive or be driven to school because o their conditions. In addition, lecturers and other important staff members serve the concern of a large number of people, implying they should not be required to compete with students for parking space in their places of work (Shoup 21). Therefore, despite the merits of the mentioned approaches, there is a need for more conclusive approaches. An economy-based approach has been proposed by Shoup. He proposes that in controlling the parking fees for students and other staff in campuses, it is possible to reduce traffic (Shoup 29). For example, parking lots close to lecture halls and offices are susceptible to traffic congestions. Raising the parking fee in these areas is likely to take them out of the reach of students and thus reduce traffic. Following the laws of economics, reducing the demand increases the supply. Therefore, increasing the prices of parking tickets in vital areas is bound to reduce the strain of parking problems on the campus. However, there is still a predicament with this approach because it requires all people to pay for parking. By extension, all members of staff and special needs groups with no alternative would fall victim to the plan. Therefore, despite the merits of this plan, it raises other problems (Kilbert and Tali 65).

Developmental perspective to bullying Essay Example for Free

Developmental perspective to bullying Essay Researches have found that the nature of bullying and victimisation changes with age and differs by gender as well. It is also found that previous experiences influence the likelihood that children will become bullies and/or victims. The type of aggression and the relationship context for the aggression change as the child grows and development occurs. A general guideline can be prepared for the type of aggression and the target of aggression that emerge in different stages of development of children. (Pepler, D. , 1999) Figure 3: Type of aggression by developmental stage (Pepler, D., 1999) A Social- Ecological Systems Perspective on Bullying Social –ecological system perspective looks at bullying in terms of influence from multiple environments. Figure 4: A social-ecological framework of bullying among youth (Espelage, D. L. et al 2004) This perspective is based on the understanding that bullying does not occur in isolation. According to this principle, bullying is a phenomenon that is encouraged or inhibited as a result of the complex relationship between the different entities, namely, the individual, family, peer group, school, community and the culture. As shown in figure-1, the individual is at the centre of the social ecology. The individual involved may be a victim, bully, bully-victim or bystander. Individual factors influence the participation in bullying through different actions or inaction. An example is how the individual gender mediates the engagement in bullying. The bully, bully-victim, or bystander, all could exist in a family. This points to how the family can influence bullying behaviours. The bullying behaviour between the siblings can influence the development of bullying or victimisation in the individual at school. The social ecology includes other entities such as peers and the school as well. The social environment at school also influences bullying and victimisation. If an individual attends a school where a bullying climate exists, it is likely to be involved in bullying either as a bully, victim or any other role. The peer group often influences how the individual is likely to behave in terms of bullying. If the individual’s peer group supports bullying, then the individual is more likely to engage in bullying behaviour. The community extends the environment of the school to other areas that the individual uses. The community consists of school, peer group, family, and the individual apart from other roles that the individual interacts in day-to-day life. The culture consists of the general norms, beliefs and practices that could either support or inhibit bullying of individuals. The ecological-systems theory is based on the principle that all individuals are part of an inter-related system that consists of several roles and entities, but keeps the individual at the centre and looks at how the other entities affect the individual from the perspective of bullying. This model was put forward by Bronfenbrenner (1979). It puts forth the nature of human interaction and behaviour and how it is inter-related to other systems. According to this theory, the child is an inseparable part of a social network that consists of inter-related systems. These systems can be categorised into four: micro system, meso system, exo system and macro system. These different systems are inter-related to each other and the child is at the centre of these systems and actively involved in the interplay of these systems. The micro system pertains to the child’s relationship with one system such as home, classroom or playground. It depicts the child’s interaction with others as well as other’s reaction to the bullying behaviours. It also includes the status of the child in the bully/ victim continuum at any point of time. The micro system takes into account the interaction between the bully, victim, bully-victim or the bystander and the social environment. This can either encourage the bullying behaviour or restrict it. The meso system involves the congruence of two or more environments that are relevant to the individual. An example of such environments is home and school. It includes the inter-relationship between these systems. The exo-system consists of influences from other contexts that are related to bullying. An example of this context is the effect of a school district’s anti-bully policy or even the involvement of parents in the school system. The macro system involves the influence of broader entities such as the society in general. It looks at the attitudes of the society towards the bullying behaviour. This theory provided framework for prevention and intervention techniques that can be derived from it. It also helps to measure the effectiveness of these programs by looking at it from different perspectives. It provides framework for collection of data from multiple informants who are in different sub-systems using different methods. The model also can be effectively used for assessment. This is because each individual or the school or the environment is different. Any intervention or prevention program need to take into account this peculiarity. It also provides a framework for different programs that are applicable to different sub-systems such as individual-focussed program, family-focussed program and system-focussed program. (Espelage, et al, 2004).

Experiment to Determine the Coefficient of Friction

Experiment to Determine the Coefficient of Friction Student Name: Ahmad Raza Summary: This experiment has two aims. The first aim of this experiment is to determine the coefficient of friction on an inclined plane by using various materials tray. Secondly, to verify that the force have already found which were required to move a body on an inclined plane. We have provided apparatus to do this experiment that include stainless steel plane, load hanger, different weights and 4 trays of different materials such as aluminium, brass, nylon and ferado. Firstly, we place tray at the middle of plane and apply weight on weight hanger until tray starts to move. Note the angle and find the coefficient of friction. For this purpose we have found the Normal force and sliding. Then, by using formula of coefficient of friction we found the value, which was approximately 0.18 at 10Â °, 20Â ° and 30Â °. Nevertheless, the additional 10N weight was added but the friction coefficient but the angle will remain same. The experiment was taken by under good circumstances. However, errors can be reduce by overlapping the mistake that was take place in this experiment. This experiment could be done exactly the same as international standard if the following conditions apply on it. CHAPTER 1 INTRODUCTION AIMS AND OBJECTIVE The aims of the friction experiment are to find the coefficient of different combination of material which is in this experiment, the steel bar. Making use of inclined plane, also to study equilibrium and non-equilibrium of a body of an incline plane under the action of the force. The objective is to understand that a coefficient of friction could be determine via incline plane, collect experiment data and calculate the corresponding results and coefficient and finally to compare the value of coefficient generated from different pairs of surface. 1.2: THEORY AND BACKGROUND: Friction can be defined as the force that will resists the relative motion of solid surfaces which are sliding against each other. There are mainly three types of friction. Dry friction, Fluid friction and internal friction but this particular experiment was just examined only for dry friction. Dry friction is the encountered when two dry surfaces are in convention if there is a tendency of sliding. However this dry friction has split into two sub frictions as static and kinetic. Commonly, kinetic frictional force will be less than the absolute maximum value from the static frictional force. This static frictional force is derived as fs = ÃŽ ¼sN, while kinetic frictional force is fk =ÃŽ ¼kN, where ÃŽ ¼s is the coefficient of static friction, ÃŽ ¼k is the coefficient of kinetic friction, N is the normal force and ÃŽ ¼ is the proportionality constant and called coefficient of friction. An inclined plane can be defined as any plane surface positioned at an angle with respect to the horizontal plane. At the moment of sliding, the friction force must be the same to the element of weight acting down the plane. ÃŽ ¼W .cosÃŽ ¸ =W .sinÃŽ ¸ This leads to the concept of the angle of the friction ÃŽ ¼ = tanÃŽ ¸ CHAPTER 2 APPRATUS AND experimental procedure 2.1: APPRATUS: Adjustable stainless steel plane complete with base .5N load hanger Weights Trays of Aluminium, Brass, Nylon and Ferado Fig1.1: Wood plane and trays 2.2: experimental procedure: As we discussed above, we have two aims for this experiment. Each aim has different procedure. 2.2.1: Following procedure is to find the angle of friction on a steel plane by using different materials. We have given four trays for this experiment such as Aluminium, Brass, Nylon and Ferado. First of all set the plane of stainless steel at 0 slope by ensuring that it is in horizontal plane. Afterward, set the tray of any material at the middle of stainless steel plane then apply weight at the end of plane by weight hanger and note the angle of inclination when tray starts to slide. Take coefficient of Tan ÃŽ ¸ to evaluate static deflection (ÃŽ ¼s).Repeat the same procedure three times and take the average. Subsequently, to evaluate the angle of sliding friction (ÃŽ ¼k) , place the tray again in the middle of plane and reduce the tilt as this time tilt was increased, we keep pushing the tray till it started to move and note the angle for three times and take the average. Static deflection (ÃŽ ¼s) Measure angle ÃŽ ¸ for static deflection by using Aluminium tray Table 1.1: Aluminium tray Measure angle ÃŽ ¸ for static deflection by using Brass tray Table 1.2: Brass tray Measure angle ÃŽ ¸ for static deflection by using Nylon tray Table 1.3: Nylon tray Measure angle ÃŽ ¸ for static deflection by using Ferado tray Table 1.4: Ferado tray Sliding Friction (ÃŽ ¼k) Measure angle ÃŽ ¸ for sliding friction by using Aluminium tray Table 2.1: Aluminium tray Measure angle ÃŽ ¸ for sliding friction by using Brass tray Table 2.2: Brass tray Measure angle ÃŽ ¸ for sliding friction by using Nylon tray Table 2.3: Nylon tray Measure angle ÃŽ ¸ for sliding friction by using Ferado tray Table 2.4: Ferado tray 2.2.2: Following procedure is to verify the force required parallel to an inclined plane to move a body up the plane corresponds to the friction coefficient already found. First of all set the stainless steel plane horizontally at 10 slope. Place the towing cord and weight hanger in position to pull the tray up to the plane by placing any material tray at the lower end of plane. Add load to the hanger until the tray, given a slide push, slides slowly up the plane. Repeat the same procedure by applying 10N weight at angle 20 and 30. CHAPTER 3 CALCULATIONS AND RESULTS 3.1: Procedure 1 As we found angle above, now to find coefficient of static deflection, take tan ÃŽ ¸. For Aluminium (Tan15.8) = 0.28 For Brass (Tan14) = 0.25 For Nylon (Tan20) = 0.36 For Ferado (Tan18.8) = 0.34 Table 3.1: Coefficient of static deflection As we found angle above, now to find the coefficient of sliding friction, take tan ÃŽ ¸. For Aluminium (Tan10.8) = 0.19 For Brass (Tan15.1) = 0.27 For Nylon (Tan12.3) = 0.22 For Ferado (Tan13.7) = 0.24 Table 3.1: Coefficient of sliding friction Procedure 2: First of all find the normal force Normal Force = W.cosÃŽ ¸ Normal Force = 3.58.cos10Â ° Normal Force = 3.52 N Secondly find the Sliding force Sliding Force = p-(W.sinÃŽ ¸) Sliding Force = 1.2-(3.58.sin10Â °) Sliding Force = 0.58 N Now as we have both normal and sliding force, we can find Friction Coefficient ÃŽ ¼ Friction Coefficient = Sliding force / Normal force Friction Coefficient = 0.58 / 3.52 Friction Coefficient = 0.16 All the values were measured for angle 20Â ° and 30Â ° as shown in the table below. Table 4.1: Nevertheless, the additional 10N weight were added but the friction coefficient and angle will remain same as shown above in the table which proves that weight cannot change the angle and coefficient of friction. By converting mass of the tray into weight we can prove the experiment. W = mg W = 0.365*9.81 W = 3.58 N CHAPTER 4 ANALYSIS AND DISCUSSION Subsequently investigation in the data, we all observed that hypothesis is true, where the static along with kinetic friction is usually affected by the mass of body. The coefficient in the kinetic along with static friction is determined by materials used for each call surfaces. The coefficients will never always be bigger than 1 and the coefficient connected with kinetic friction is definitely more compact as opposed to among static friction for that identical scenario. The value of coefficient of friction is 0.18.The laboratory on the other hand, we all would come up with a vibrant mistake thats produced each of our kinetic friction importance unfeasible, as the importance for we all received ended up being caused by the tension pulling on the block. However, there were some systematic error occur while doing experiment. These errors were arisen due to string and hanger as they were not straight and each group member have different value while taking reading. CHAPTER 5 CONCLUSION The experiment was taken under good circumstances. However, errors can be reduce by overlapping the mistake that was take place in this experiment. This experiment could be done exactly the same as international standard if the following conditions apply on it. First of all make sure that the hanging masses do not move while adding additional weight on load hanger. This experiment will be really useful in the future to determine the coefficient of friction for different materials. REFERENCE: John, B Carl,T.F.T.F. Ross (2002).Mechanical Engineering Principles. Oxford: Taylor Francis. APPENDIX A CHAPTER 1.. CHAPTER 2.. CHPATER 3.. CHAPTER 4. Page 1 of 11

Richelieus Great Success :: European Europe History

Richelieu's Great Success Machiavelli, More, and Richelieu all at one point or another occupied a high post in their respective governments: Italy, England, and France; from such a vantage point, or rather in the case of Machiavelli after descending from office, each identified the ills existent in his given state and derived his own remedy for such ills. However, the efforts of Machiavelli and More proved less fruitful in the short run than did Richelieu's; while Richelieu raised the state of France under Louis XIII to a condition of greatness through the elimination of internal strife and discord which had for so long plagued the nation and through the advocacy of increased involvement in the international realm, his two predecessors in their renowned works, The Prince, Discourses on Livy, and Utopia, made a number of espousals concerning certain desirous reforms which would prove extremely influential in the future and throughout the world, but which would fail to be adopted as remedies for the immediate c oncerns which fostered them. Italy, and Florence itself, the birthplace and residence of Niccolo Machiavelli had endured violent political and social upheavals throughout the 15th and 16th centuries. In the 1440's the social balance which had permitted the germination of much of Renaissance thought a few decades prior was already beginning to fall into decay as a result of heavy wartime taxation; Florence had been forced to keep Spanish held Naples and Milan at bay for years and consequently found herself lacking in funds to continue such a defense. The Florentine military was composed primarily of mercenaries who proved both a costly and not necessarily loyal force. The increasing costs incurred by warfare inevitably led to a centralized state led by the Medicis that could more readily generate and amass the necessary revenues; however, the outward trappings of a republican form of government were preserved. The Medici maintained their dominance of the Florentine Republic until1494 when Piero d' Medici was oust ed from office. The ostracization of Piero by his Florentine counterparts was in direct correlation to the invasion and capture of Naples from Spanish control by the French King Charles VIII. In 1494 on route to Naples the French took Pisa, Florence, and Rome without conflict; however, Piero's surrender of Pisa, which left Florence vulnerable, provoked a fierce rebellion in Florence putting an end to Medici rule there for the time being. Despite such unrest the Dominican Friar Girolamo Savonarola who sought to create in Florence a "new Jerusalem" restored the Republic; regardless of his good intentions Savonarola made multitudous enemies, the most dangerous being Pope Alexander VI. Richelieu's Great Success :: European Europe History Richelieu's Great Success Machiavelli, More, and Richelieu all at one point or another occupied a high post in their respective governments: Italy, England, and France; from such a vantage point, or rather in the case of Machiavelli after descending from office, each identified the ills existent in his given state and derived his own remedy for such ills. However, the efforts of Machiavelli and More proved less fruitful in the short run than did Richelieu's; while Richelieu raised the state of France under Louis XIII to a condition of greatness through the elimination of internal strife and discord which had for so long plagued the nation and through the advocacy of increased involvement in the international realm, his two predecessors in their renowned works, The Prince, Discourses on Livy, and Utopia, made a number of espousals concerning certain desirous reforms which would prove extremely influential in the future and throughout the world, but which would fail to be adopted as remedies for the immediate c oncerns which fostered them. Italy, and Florence itself, the birthplace and residence of Niccolo Machiavelli had endured violent political and social upheavals throughout the 15th and 16th centuries. In the 1440's the social balance which had permitted the germination of much of Renaissance thought a few decades prior was already beginning to fall into decay as a result of heavy wartime taxation; Florence had been forced to keep Spanish held Naples and Milan at bay for years and consequently found herself lacking in funds to continue such a defense. The Florentine military was composed primarily of mercenaries who proved both a costly and not necessarily loyal force. The increasing costs incurred by warfare inevitably led to a centralized state led by the Medicis that could more readily generate and amass the necessary revenues; however, the outward trappings of a republican form of government were preserved. The Medici maintained their dominance of the Florentine Republic until1494 when Piero d' Medici was oust ed from office. The ostracization of Piero by his Florentine counterparts was in direct correlation to the invasion and capture of Naples from Spanish control by the French King Charles VIII. In 1494 on route to Naples the French took Pisa, Florence, and Rome without conflict; however, Piero's surrender of Pisa, which left Florence vulnerable, provoked a fierce rebellion in Florence putting an end to Medici rule there for the time being. Despite such unrest the Dominican Friar Girolamo Savonarola who sought to create in Florence a "new Jerusalem" restored the Republic; regardless of his good intentions Savonarola made multitudous enemies, the most dangerous being Pope Alexander VI.

Acquisition Strategies in DoD Procurements :: essays research papers

General Considerations Each PM must develop and document an acquisition strategy to guide program execution from initiation through reprocurement of systems, subsystems, components, spares, and services beyond the initial production contract award and during post-production support. The acquisition strategy evolves through an iterative process and becomes increasingly more definitive in describing the relationship of the essential elements of a program. A primary goal of the strategy is to minimize the time and cost it takes, consistent with common sense and sound business practices, to satisfy identified, validated needs, and to maximize affordability throughout a programs useful life cycle. In developing the acquisition strategy, the PM considers all policy guidance contained in the acquisition strategy portion on DoD 5000.2R. In documenting the acquisition strategy, the PM provides a complete picture of the strategy for the decision makers who will be asked to coordinate on or approve the strategy document. The PM ensures the document satisfies the requirements of DoD 5000.2R for the acquisition strategy to identify, address, describe, summarize, or otherwise document specific, major aspects or isues of the program or strategy. The PM develops the acquisition strategy in preparation initiation, prior to the program initiation decision, and updates it prior to all major program decision points or whenever the approved acquisition strategy changes or as the system approach and program elements become better defined. The PM engages the Working –Level Integrated Product Team (WIPT) and Operational Test Agency (OTA) in the development of the acquisition strategy, and obtains concurrence of the Program Executive Officer and Component Acquisition Executive , as appropriate. The Milestone Decision Authority approves the acquisition strategy prior to the release of the formal solicitation. Approval usually precedes each decision point, except at program initiation, when the acquisition strategy usually is approved as part of the milestone decision review. REQUIREMENTS The acquisition strategy provides a summary description of the requirement the acquisition is intended to satisfy. The summary highlights aspects of the requirement (1) driven by family-of-systems or mission area requirements for interoperability, and (2) that reflect dependency on planned capability being achieved by other programs. The summary also states whether the requirement is structured to achieve full capability in time-phased increments or in a single step. For time-phased requirements, define the block about to be undertaken, as well as subsequent blocks. The acquisition strategy identifies approved source documents constituting the authoritative definition of the requirement such as the Operational Requirements Document (ORD), Capstone Requirements Document (CRD), and Acquisition Program Baseline (APB).

Learning Process

Navreet Mann Professor Stanley November 29, 2012 The Learning Process â€Å"Learning to write is a complex process, both individual and social, that takes place over time with continued practice and informed guidance,† is a very complex quote. There is so much meaning and context to this one quote, that can really get the writer thinking. As for myself, I agree with this quote quite a lot but still to a certain extent.Everyone has their own mindset, but for me I do agree that learning to write is a complex process, individual and only sometimes social, and definitely does take place over time with continued practice and informed guidance (proof shows that). To start off with ‘learning is a complex process,’ as for this part of the quote I totally agree. At times, I can spend hours, sometimes days, just thinking about how to start my essay, research paper, etc. Then once you finally find your thesis and actually do begin, the complexity still doesn’t end.You have to continue to find more details, analysis, background, and a lot of other things for whatever you might be writing. One example of a complex paper I wrote in this English 10 class would have to be our first essay, â€Å"My Sacred Grounds. † I can clearly remember that it took me forever to start, to find a life experience to talk about and then to have to add details. The whole paper probably took me over a course of three to four days to just write the first draft. For the next part of the quote I only agreed to an extent of.. ‘learning to write is both individual and social. Like I said before, everyone’s writing process depends on themselves, but as for me I feel that most of the writing process is just individual and only social when you need it to be. Such as, when I write, I write without any help and its an all independent process, but then again at the same time its social because I write for my professors, get help from different sets of people at times like peers, the writing center, and sometimes even my professors. Lastly, once again I agree completely with the last part of the quote that learning is a process ‘that takes place over time with continued practice and informed guidance. To just learn how to write basics it takes us, as students, years to learn. We have to go through elementary, middle, and then finally high school with the basics of learning how to write until finally in college we are slowly let go and taught to continue to learn by ourselves. Even then the learning process never truly ends, especially not for writers, you learn as you write for the rest of your life. Also, just as the quote says we learn with ‘informed guidance’ meaning most of the time someone is there to check our work like our peers or professors. Overall, writing truly is a very complex process and this quote sums it up really well!

Poetry and Stylistic Features

I'll upload one later, I'm on my phone Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)* Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features .Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*qElizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry?Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry?Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry?Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry?Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style.Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied. *Good Luck ;)*Elizabeth Bishop poses interesting questions delivered by means of a unique style. Do u agree with this assesment of her poetry? Your answer should focus on both themes and stylistic features . Support your points with the aid of suitable reference to the poems you have studied.

Historical perspective Essay

The purpose of this report is to explore the issue of distance learning from various points of view. To start with, the report seeks to provide the definition of the term ‘distance learning’, along with its implication to the various participants. Further, the report also attempts to trace the historical background of distance learning, and how the concept has evolved over the years, together with an assessment of the various institutions of higher learning that have embraced this concept of education. Distance education is believed to have been around for as long as 1728, and the various institutions of learning have been embracing it slowly by slowly. This is yet another area that has been addressed by this report. In addition, the use of technology for purposes of delivering distance education has also been evaluated, as well as the ensuing limitations during the testing or evaluation of distance learning. A remedy on the same has also been provided. We have a number of theories that impacts on distance education and these have also been explored by this report. The issue of interconnectivity between an instructor and his/her students is very important to distance education. This issue has also bee assessed by this report. Finally, this report has endeavoured to determine the distance learning systems in the various levels of education, and how they impact on both the teacher and the student (s). Introduction Distance learning is a term used in reference to an education field whose main emphasis is on andragogy, pedagogy instructional and technology systems design (Moore & Kearsley 2005). The sole objective of distance learning is to give access to ‘off site’ students. As opposed to a physical attendance to the various courses, students and teachers instead opt to make use of advancement in technology, by way of exchanging electronic or even printed media. Alternatively, they may also decide to apply real time communication, such as online chatting. There are instances in literature whereby certain authors have sought to use â€Å"distance learning† and â€Å"distance education† as a substitute to each other (Moore & Kearsley 2005). Distance learning’s hallmark is having the learner or student and the teacher separated either in time or space. It is a desire of distance learning planners to have student control their learning process, as opposed to having the assigned distant instructor do this. This is in addition to ‘non-contagious’ correspondents between a teacher and his student. Such a correspondence could be reconciled with either print, or another type of technology (Moore & Kearsley 2005). From this perspective then, this report seeks to explore the various issues that impacts on of distance learning. In line with this, the definition of this term shall be given, along with the historical perspective of the issue at hand. It is also the intention of this report to assess the philosophies and theories that could be related to distance learning, in addition to their interpretation. There are quite a number of systems of technology that are used in the implementation of the distance learning concept, and these too, shall be assessed by this report. Finally, the limitations that may be associated with distance learning will also be explored, not to mention the benefits to both the users and the providers alike. Distance learning subscribes to a few theories, and these are explored in this report, along with the various systems of distance education that may be found in the different educational levels. Historical perspective Distance education may be traced as early as 1728 when a Boston Gazette run an advertisement about a teacher who taught shorthand, and who was seeking to have his students receive the lessons for the course via correspondence. During the 1840s in Great Britain, Isaac Pitman, a teacher in shorthand, is believed to have taught this skill to his student via correspondence (Holmberg 2005). Amongst the pioneer universities to offer degree courses by distance learning was the University of London in 1858, when they created an External programme (Holmberg 2005). In 1873, the city of Boston, Massachusetts founded a society whose goal was to enhance home studies. The University of Queensland, Australia, created a Correspondence Studies Department in 1911 (Holmberg 2005). Not to be left out, the University of South Africa (UNISA) started to offer education courses by correspondence in 1946 (Holmberg 2005). Extramural studies were started in 1960 in New Zealand, at the Massey University. The Open University that was established in the UK in 1969 remains to-date the largest university to offer distance education. Fern Universitat was established in Hagen Germany in 1974. Over the years, there are a lot of related institutions that have been founded, a majority of whom have embraced the term open university. We have a lot of public, private, for-profit and non-profit institutions that are today offering degree programs and other courses via distance learning. With regard to the accreditation levels, these usually differ, based on such factors as location jurisdiction. For instance, an institution could be termed as â€Å"University† at one jurisdiction, even without being first having received authorization or accreditation, often times by a county’s national government. However, such a description may not apply in another jurisdiction. Even amongst the mainstream universities, there is a growing trend towards online education, up to the doctoral level (Merriam, Caffarella & Baumgartner 2007). In its history, distance learning may be said to have passed through five technology ‘generations’ (Moore & Kearsley 2005). These includes print, video/audio teleconferencing, video/audio broadcasting, e-learning, and webcasting, among others. Still, the radio has managed to maintain its position as a viable medium for the dissemination of distance education, and this is especially the case amongst the developing countries, thanks largely to the level of the masses that it manages to reach out to. In India for example, the FM Channel has gained immense popularity. The universities have thus opted to employ this medium of communication for purposes of education programmes broadcasting in a variety of areas. Some of these areas include for instance rural development, science education, teacher education, creative writing, as well as agriculture programmes meant for the farmers. Nowadays, PDAs, mp3 players as well as Smart Phone are increasingly gaining immense popularity. So much so that a number of professors have gone ahead and allow their students to both watch and listen to a video of for example, a certain course in the form of a Podcast (Lever-Duffy & McDonald 2008). This has further led to a rise in the distribution medium for distance learning content. Use of technology in the delivery of distance education There are two groups of technology that distance learning employs; asynchronous and synchronous. Synchronous technology refers to an online delivery mode in which all the various participants have to be â€Å"present† simultaneously. In this case, there emerges the need to organise a timetable beforehand, for this particular event. Videoconferencing, telephone and web conferencing are just but a few examples of the synchronous technology that we have today, and which is at times applied to distance learning. On the other hand, asynchronous technology refers to an online delivery mode in which the various participants are able to access the materials of their courses at will that is on a schedule that is convenient to them (Lever-Duffy & McDonald 2008). As such, it is not a requirement that the students have to be together simultaneously. Audiocassette, Message Board Forums, Videocassete, E-mail and fax/Voice Mail are all examples of asynchronous technologies. Limitations of Evaluation and testing distance learning For a long time now, distance learning has been faced with trouble in as far as testing is concerned. Test material delivery is an exercise that may be accomplished with relative ease. The manner in which this is done is such that a given student has the necessary material at their disposal, so that they are able to read these at their convenience. However, there arises a problem at a time when the distance learning students are needed to complete various tests and assignments (Berg 2002). One observation that has been noted with online courses is that it is usually extremely difficult for say, an instructor to control the students from cheating in tests, quizzes or even the main examinations. This is because dues to the lack of the physical presence of a teacher to facilitate a physical monitoring exercise over the students. In the case of a classroom situation, it is quite possible for a teacher to not only monitor the activities of students during examination time, but also uphold visually a certain integrity level that is in line with the reputation of an institution in question. In the case of distance education however, it becomes quite easy to have a student completely removed from a supervision exercise (Berg 2002). One way through which security to curb cheating by distance learning students may be effected is to ensure that all the final examinations get done at a location that is common to all students, to allow both professors and invigilators to directly supervise the students. The internet too, has come to the rescue of distance learning. Today, we have quite a number of websites that provides exam packages and software that are secure, in a bid to assist professors to control and manage distance learning students in a more effective manner. Theories of distance learning According to the distance education theory as postulated by Desmond Keegan, it is necessary that the system of distance learning be able to recreate artificially the learning-teaching interaction, in addition, the system should also be in a position to re-integrate such an interaction with the instructional process. The Iowa Model rests on this particular basis: providing a distance learner a traditional-like experience (that involves ‘face-to-face’ instruction), through the use of intact classrooms as well as live. On the other hand, the Norwegian Model has been known to traditionally integrate distance teaching that is mediated with local teaching that is often times face-to-face. Holmberg (2005) has attempted to explain the various duties of a teacher to distance learners. At a time when a teacher gets to meet with her students physically, thanks to an effective media choice, such a teacher ceases being ‘a communicator of a fixed body of information’ (Holmberg 2005), and instead assumes the role of a learning facilitator. From this point onwards the process of learning take on as a form of knowledge building between on the one hand, the students and on the other hand, the teacher. Today, the systems of distance learning takes into account an elevated interactivity level between a student and his teacher. This is also the case for the isolated or rural communities that could be separated from each other by for instance, several thousand miles. Distance learning systems The conventional approach to distance learning is that this is a form of education that is meant for the adult learners. However, it is important to appreciate that we also have institutions that have for a number of years now been actively involved in the provision of distance education to former high school students. Even then, we also have distance learning taking place at both the middle school and elementary levels. In this case, distance learning makes use of modules that are meant to enrich the curriculum, in addition to telecommunications projects that are in place. When we explore the issue of distance learning in secondary schools, this form of education is normally financially assisted by either the federal or the local government. The aim of the program therefore is to identify and fulfil the needs that small school districts within the rural areas may be faced with (Merriam et al 2007). It is also possible today for students from secondary schools to be enrolled in certain courses, so as to enable them attain the requirements of graduation for certain courses that may not be offered by their respective districts. There are those students that opt to enrol in foreign language, advanced placement or better still, vocational classes. There are also countless instances in which we have had gifted or talented students from high schools being chosen to enrol on distance classes, on the basis of their academic capacity and ability in as far as the execution of individual work is concerned. What this means is that the management exercise of classrooms turns into a much easier task. On the negative side however, we may end up with students that are quite disenfranchised (Lever-Duffy & McDonald 2008), with the result that they may end up facing a problem of managing their time, in addition to lacking discipline. Technology may be regarded as a principle portion of distance learning, yet it is a requirement that any programme that has succeeded in this field, ought to lay more emphasis on students needs, as opposed to the actual technology. In order for a system of distance learning to be considered successful, there is a need to ensure that interactivity takes place between on the one hand, the students and on the other hand, the teacher. In addition, interactivity is also required between the environment of learning and the students, as well as amongst the various students in a distance learning institution. Interactivity could assume various forms, and it is important to note here that video, audio as well as student-teacher interactions are not the only types of interactivity that could be applied to distance learning. Interactivity on the part of the student, may very well symbolize the kind of connectivity distance learning students are able to share with their teacher, in addition to facilitators, aides, peers and also local teachers. In the absence of connectivity there is a probability that distance learning may disintegrate into the conventional independent study of course model (Lever-Duffy & McDonald 2008). Bibliography Berg, G. A, 2002, Why distance learning? : higher education administrative practices. Greenwood Publishing Group, NY.Holmberg, B, 2005, The evolution, principles and practices of distance education. Bibliotheks- und Informationssystem der Universitat Oldenburg. p. 13. Lever-Duffy, J. and Jean B. McDonald, J. B, 2008, Teaching and learning with technology. New York: Pearson Education, Inc. , Merriam, S, Caffarella, R. , and Baumgartner, L, 2007, Learning in Adulthood New York: Wiley. Moore, M, and Kearsley, G, G, 2005, Distance education: a systems view (Second Ed). Belmont, CA: Wadsworth. Taylor, J. C. â€Å"The fifth generation of distance education’, Chinese Journal of Open Education Research, Vol. 3 (2003): 25 – 27.

Individual property rights on Canadian Indian reserves Essay

Individual property rights on Canadian Indian reserves - Essay Example The aim of this review is to allow for all of this by critically reviewing the article in question, including facts and arguments that are presented by the author, counter arguments from others, as well as any and all other key and related issues in this regards. This is what will be dissertated in the following. The first thing to make note of is the actual title of this article, which is Individual Property Rights on Canadian Indian Reserves; from the title alone, we are able to get a rather detailed idea of what the article itself is going to be about. The title overtly specifies the topic as well as the main idea that is going to be represented within the article, and not only does the title itself rouse interest and create a wanting to read further on, but as well it does more than merely imply the subject, as we are told directly from the title of the article alone that we are going to be learning about the individual property rights in regards to the Canadian Indian reserves. ... Once we begin into the article, we can see that the main idea is basically stated within the first paragraph, as the first sentence of the entire article reads "Many Indian reserves in Canada, particularly but not only in the three prairie provinces, have no formalized individual property rights" (Alcantara & Flanagan, 2002: 5). Clearly, from this alone we can get at least a remote grasp on the matter of the article, as we can see that the authors are stating that most of the Indian reserves in Canada do not have any formalized individual property rights, and obviously this is - and in the future will be even more - incredibly problematic. The authors use various factual experiences and instances of different people in order to express the main point of their article, and the placement of their main idea creates much interest, because it compels you to wonder more about the individual property rights in regards to the Canadian Indian reserves, as well as the solutions - if any - whic h exist in this regards. One of the most poignant facts that the authors state within the first couple pages of the article is that of how "According to Joe v. Findlay (1981, 122 DLR 3d 377), interest in reserve land is held in common by the band as a whole and not by individual members (Nicola Band et al v Trans-Can Displays et al 2000 BCSC 1209, para 127). An individual can gain an interest in the land only under the procedures described in sections 20-29 of the Indian Act". (Alcantara & Flanagan, 2002: 5). Another one of the most major points that the authors make in this article is about how although the people living on the Canadian Indian reserves