Ryan Walsh Essays - Presidency Of Theodore Roosevelt,

Ryan Walsh Hon. U.S. History 2 The Social Impact of Theodore Roosevelt In the post-Gilded Age, America needed a strong President to carry out and embellish upon the social reform and dismantle the corruption left by trusts. Taking over for the late President McKinley, Theodore Roosevelt was the upper-class proponent of the people willing to wage the crusade against big business with a boyish vigor to be admired by the entire world. His campaign for the layperson to "avoid the extremes of swollen fortunes and grinding poverty" is one of Herculean proportions to be remembered for all history. To understand the political beliefs of Teddy Roosevelt, one must understand the man behind the people's champion. Although wealthy in his youth, young Theodore quickly learned the value of hard work due to his frail body and failing eyesight; this value echoed in his every word and bled into every bill he signed. TR worked tremendously to maintain a healthy body and became quite skilled in many areas of sport, and built a titanic zest for life, which he carried through his presidency. Without adversity, Roosevelt's romance with the raw wilderness and his sense of debt to the common person could never have been constructed. Beginning with his role in the Rough Riders, Theodore was a romantic and dynamic American hero for the new era. As President, TR was clever in bringing about his reform and fearless of his antagonists; for Roosevelt felt a president should lead and fight the good fight for the greater good. In May1902, he showed his political clout by arbitrating the coal dispute. TR backed the miners insisting that nobody owned them and by using the pressure of lose, TR composed a "square deal" for the miners and shook the age of Big Business by proving federal intervention was possible for the common man. When written, The Sherman Anti-trust Act was fruitless but in the inventive forges of Roosevelt's mind it evolved into a modern Excalibur. Roosevelt used his new blade to dismember "bad" trusts; such were the circumstances of the Northern Securities case. Roosevelt used the case to prove his skill in public relations, show the nation the power of his "sword", and prove to the nation and big business the power of the federal government. In 1904, the Supreme Court ordered the trust to dissolve. The re-energized Roosevelt campaigned against other "bad" trusts- the beef trust, the oil trust, and the tobacco trust. Roosevelt went on to complete more general reform and "prove that a free society was not powerless against large corporations". In a time stirred by muckrakers, Roosevelt made strides to improve the social standards of his nation, especially in 1906. On the coat tails of Sinclair's "The Jungle", TR pushed the Meat Inspection Act that granted federal officials the right to inspect all meat and its' source. A Pure Food and Drug Act, forbidding the sale of impure food, drug or alcohol almost immediately followed the Meat Inspection Act. Roosevelt's 1906 hat trick was capped by The Employers' Liability Act, which provided accident insurance for workers and catapulted TR to almost mythic proportions as the people's advocate. Roosevelt's years in the Oval Office mirrored the man himself, outspoken and a triumph for the American soul and people. He brought creeds and values back to the American experience and helped set the destiny of a great nation back on the tracks laid by its for fathers. In a period of history preceded by extreme rape of capitalism, TR was the fierce republican with the grit and utter courage to pull the sword from the mighty stone of corruption and bring it down upon the big businesses defiling the American principles.

Government spending and tax legislation signed by the president

Government spending and tax legislation signed by the president Introduction Fiscal policies can be described as policies that governments implement to stimulate their economies. Every government tries to spend within its revenue limit. In fact, rarely do governments spend beyond their income. However, United States has been spending more than its revenue since 1969.Advertising We will write a custom essay sample on Government spending and tax legislation signed by the president specifically for you for only $16.05 $11/page Learn More This is mainly because it pays interest on the loans. This paper will explore its spending and tax legislation. It will also explore the country’s fiscal policy and evaluate whether this is expansionary or contractionary. Finally, it will explore how American population can influence decision makers on fiscal policy (CCH Group, 2011). Summary of government spending and tax legislation The United States government has experienced increased government spending annually, as they try to settle both their international and internal commitments. This has led to increased spending, which exceeds its annual income. Since 1969, Congress has continued to make appropriations, which are way beyond its income. This has forced treasury to borrow a huge debt, which earns interest. The current national debt is estimated at $14.7 Trillion. This is quite massive. In fact, the president signed a new legislation in August that raised its debt limit. At the same time, he constituted a bipartisan committee, whose aim is to reduce deficit (Heakal, 2009). United States fiscal policy United States fiscal policy came into play after the great depression of 1930s. This led the government into managing its economic policies. During this period, US economy expanded. However, wars such as World War II caused great deficits to economy and the huge spending continued after 1969. Current fiscal policy forces the government to spend more that it earns. This is mainly because of factors such as military operations in Afghanistan and Iraq, among others. Other factors include tax cut, and September attacks, as well as the dot-com bubbles (The Library of Congress, 2011). Is US fiscal policy expansionary or contractionary? US fiscal policy can be considered as expansionary. This is mainly because most of its expenses go to defense. Otherwise, the market is expanding. In fact, its performance during peaceful years has been impressive (The Library of Congress, 2011).Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More How American consumers can influence decision makers on fiscal policies American consumers have continued to increase budget deficit. This is mainly because they opt for cheap products from China. This has forced most manufacturers to seek cheap labor in china and India, among others. The result is low income for the government and increased unemployment. In order to influence decis ion-making, consumers should buy American products to improve government income. This will influence change in fiscal policy as more revenue is received (The Library of Congress, 2011). Has it has changed over the past 5 years Consumers are continually cutting on their expenses. This is mainly because of high health insurance, recession and cheap products from China, which provide alternatives to American products. This boosted China’s economy while the US deficit increases (The Library of Congress, 2011). Conclusion Every government tries to spend within its limits. In fact, rarely do governments spend beyond their revenues. Since 1969, Congress has continued to make appropriations, which are way beyond its income. This has forced treasury to borrow a huge debt, which earns interest. Moreover, American consumers continue to increase budget deficit. This is mainly because they opt for cheap products from China. In order to influence decision-making, consumers should buy Ameri can products. This will improve government revenue (The White House Emblem, 2011). Reference List CCH Group. (2011). CCH Tax Briefing: Budget Control Act of 2011. tax.cchgroup.com. Web. Heakal, R. (2009). What Is Fiscal Policy? investopedia.com. Web. The Library of Congress. (2011). Bill Text Versions 112th Congress (2011-2012) S.365. thomas.loc.gov. Web.Advertising We will write a custom essay sample on Government spending and tax legislation signed by the president specifically for you for only $16.05 $11/page Learn More The White House Emblem. (2011). White House. whitehouse.gov. Web.

USS Lexington World War Aircraft Carrier CV-2

USS Lexington World War Aircraft Carrier CV-2 USS Lexington (CV-2) Overview Nation: United StatesType: Aircraft CarrierShipyard: Fore River Ship and Engine Building Company, Quincy, MALaid Down: January 8, 1921Launched: October 3, 1925Commissioned: December 14, 1927Fate: Lost to enemy action, May 8, 1942 Specifications Displacement: 37,000 tonsLength: 888 ft.Beam: 107 ft., 6 in.Draft: 32 ft.Propulsion: 4 sets of turbo-electric drive, 16 water-tube boilers, 4 Ãâ€" screwsSpeed: 33.25 knotsRange: 12,000 nautical miles at 14 knotsComplement: 2,791 men Armament (as built) 4 Ãâ€" twin 8-in. guns, 12 Ãâ€" single 5-in. guns Aircraft (as built) 78 aircraft Design Construction Authorized in 1916, the US Navy intended USS Lexington to be the lead ship of a new class of battlecruisers. Following the United States entry into World War I, development of the ship halted as the US Navys need for more destroyers and convoy escort vessels precluded that for a new capital ship. With the conflicts conclusion, Lexington was finally laid down at the Fore River Ship and Engine Building Company in Quincy, MA on January 8, 1921. As workers constructed the ships hull, leaders from around the world met at the Washington Naval Conference. This disarmament meeting called for tonnage limitations to be placed on the navies of the United States, Great Britain, Japan, France, and Italy. As the meeting progressed, work on Lexington was suspended in February 1922 with the ship 24.2% complete. With the signing of the Washington Naval Treaty, the US Navy elected to re-classify Lexington and completed the ship as an aircraft carrier. This aided the service in meeting the new tonnage restrictions set in place by the treaty. As the bulk of the hull was complete, the US Navy elected to retain the battlecruiser armor and torpedo protection as it would have been too expensive to remove. Workers then installed an 866-foot flight deck on the hull along with an island and large funnel. Since the concept of the aircraft carrier was still new, the Bureau of Construction and Repair insisted that the ship mount an armament of eight 8 guns to support its 78 aircraft. These were mounted in four twin turrets fore and aft of the island. Though a single aircraft catapult was installed in the bow, it was seldom used during the ships career. Launched on October 3, 1925, Lexington was completed two years later and entered commission on December 14, 1927 with Captain Albert Marshall in command. This was a month after its sister ship, USS Saratoga (CV-3) joined the fleet. Together, the ships were first large carriers to serve in the US Navy and the second and third carriers after USS Langley. After conducting fitting out and shakedown cruises in the Atlantic, Lexington transferred to the US Pacific Fleet in April 1928. The following year, the carrier took part in Fleet Problem IX as part of the Scouting Force and failed to defend the Panama Canal from Saratoga. Interwar Years Late in 1929, Lexington fulfilled an unusual role for a month when its generators provided power to the city of Tacoma, WA after a drought disabled the citys hydro-electric plant. Returning to more normal operations, Lexington spent the next two years taking part in various fleet problems and maneuvers. During this time, it was commanded by Captain Ernest J. King, the future Chief of Naval Operations during World War II. In February 1932, Lexington and Saratoga operated in tandem and mounted a surprise attack on Pearl Harbor during Grand Joint Exercise No. 4. In a harbinger of things to come, the attack was ruled a success. This feat was repeated by the ships during exercises the following January. Continuing to take part in various training problems over the next several years, Lexington played a key role in developing carrier tactics and developing new methods of underway replenishment. In July 1937, the carrier aided in the search for Amelia Earhart after her disappearance in the South Pacific. World War II Approaches In 1938, Lexington and Saratoga mounted another successful raid on Pearl Harbor during that years Fleet Problem. With tensions rising with Japan two years later, Lexington and the US Pacific Fleet were ordered to remain in Hawaiian waters after exercises in 1940. Pearl Harbor was made the fleets permanent base the following February. Late in 1941, Admiral Husband Kimmel, the Commander-in-Chief of the US Pacific Fleet, directed Lexington to ferry US Marine Corps aircraft to reinforce the base on Midway Island. Departing on December 5, the carriers Task Force 12 was 500 miles southeast of its destination two days later when the Japanese attacked Pearl Harbor. Abandoning its original mission, Lexington began an immediate search for the enemy fleet while moving to rendezvous with warships steaming out from Hawaii. Remaining at sea for several days, Lexington was unable to locate the Japanese and returned to Pearl Harbor on December 13. Raiding in the Pacific Quickly ordered back to sea as part of Task Force 11, Lexington moved to attack Jaluit in the Marshall Islands in an effort to divert Japanese attention from the relief of Wake Island. This mission was soon canceled and the carrier returned to Hawaii. After conducting patrols in the vicinity of Johnston Atoll and Christmas Island in January, the new leader the US Pacific Fleet, Admiral Chester W. Nimitz, directed Lexington to join with the ANZAC Squadron in the Coral Sea to protect the sea lanes between Australia and the United States. In this role, Vice Admiral Wilson Brown sought to mount a surprise attack on the Japanese base at Rabaul. This was aborted after his ships were discovered by enemy aircraft. Attacked by a force of Mitsubishi G4M Betty bombers on February 20, Lexington survived the raid unscathed. Still desiring to strike at Rabaul, Wilson requested reinforcements from Nimitz. In response, Rear Admiral Frank Jack Fletchers Task Force 17, containing the carrier USS Yorkt own, arrived in early March. As the combined forces moved towards Rabaul, Brown learned on March 8 that the Japanese fleet was off Lae and Salamaua, New Guinea after supporting the landing of troops in that region. Altering the plan, he instead launched a large raid from Gulf of Papua against the enemy ships. Flying over the Owen Stanley Mountains, F4F Wildcats, SBD Dauntlesses, and TBD Devastators from Lexington and Yorktown attacked on March 10. In the raid, they sank three enemy transports and damaged several other vessels. In the wake of the attack, Lexington received orders to return to Pearl Harbor. Arriving on March 26, the carrier began an overhaul which saw the removal of its 8 guns and addition of new anti-aircraft batteries. With the completion of the work, Rear Admiral Aubrey Fitch assumed command of TF 11 and began training exercises near Palmyra Atoll and Christmas Island. Loss at Coral Sea On April 18, the training maneuvers were ended and Fitch received orders to rendezvous with Fletchers TF 17 north of New Caledonia. Alerted to the Japanese naval advance against Port Moresby, New Guinea, the combined Allied forces moved into the Coral Sea in early May. On May 7, after searching for each other for a few days, the two sides began to locate opposing vessels. While Japanese aircraft attacked the destroyer USS Sims and oiler USS Neosho, aircraft from Lexington and Yorktown sank the light carrier Shoho. After the strike on the Japanese carrier, Lexingtons Lieutenant Commander Robert E. Dixon famously radioed, Scratch one flat top! Fighting resumed the next day as American aircraft attacked the Japanese carriers Shokaku and Zuikaku. While the former was badly damaged, the latter was able to take cover in a squall. While the American aircraft were attacking, their Japanese counterparts commenced strikes on Lexington and Yorktown. Around 11:20 AM, Lexington sustained two torpedo hits which caused several boilers to be shut down and reduced the ships speed. Listing slightly to port, the carrier then was struck by two bombs. While one hit the port forward 5 ready ammunition locker and started several fires, the other detonated on the ships funnel and caused little structural damage. Working to save the ship, damage control parties began shifting fuel to correct the list and Lexington began recovering aircraft that were low on fuel. In addition, a new combat air patrol was launched. As the situation aboard began to stabilize, a massive explosion occurred at 12:47 PM when gasoline vapors from the ruptured port aviation fuel tanks ignited. Though the explosion destroyed the ships main damage control station, air operations continued and all of the surviving aircraft from the mornings strike were recovered by 2:14 PM. At 2:42 PM another major explosion tore through the forward part of the ship igniting fires on the hanger deck and leading to a power failure. Though assisted by three destroyers, Lexingtons damage control teams were overwhelmed when a third explosion occurred at 3:25 PM which cut off water pressure to the hanger deck. With the carrier dead in the water, Captain Frederick Sherman ordered the wounded to be evacuated and at 5:07 PM directed the crew to abandon ship. Remaining aboard until the last of the crew had been rescued, Sherman departed at 6:30 PM. All told, 2,770 men were taken from the burning Lexington. With the carrier burning and wracked by further explosions, the destroyer USS Phelps was ordered to sink Lexington. Firing two torpedoes, the destroyer succeeded as the carrier rolled to port and sank. Following Lexingtons loss, workers at the Fore River Yard asked Secretary of the Navy Frank Knox to rename the Essex-class carrier then under construction at Quincy in honor of the lost carrier. He agreed, the new carrier became USS Lexington (CV-16). Selected Sources DANFS: USS Lexington (CV-2)Military Factory: USS Lexington (CV-2)US Carriers: USS Lexington (CV-2)

Companys annual report and accounts Assignment Example | Topics and Well Written Essays - 1500 words

Companys annual report and accounts - Assignment Example The strong cultural values make their identity as well as it is the integral part of their success (J Sainbury Plc, 2013, p.1). David Tyler is the chairman of the company. In real fair price, they are offering the best food for health. Profit making is not only the main of the company. They respect the environment. Their aim is to be the greenest grocer of UK. As well as they are funding for different charitable causes. From being a retail shop it is now diversifying its business by going online, opening own brand bank, they also doing property related business. All of these help them to acquire the whole market. In every aspect of need and demand Sainsbury can stand with their product as well as services. As a super market it is the first sponsor of the London 2012 Paralympics Games. The company has a market share of 16.5% in the UK super market (Mirza, 2012, pp.34-87). When an investor wants to invest in any company he needs to analyse the financial information of that company. The huge amount of numbers in the financial statement may confuse the investors. So financial ratio is a simpler and more organised way by which the investor can easily make his judgement about the financial position of the company. So we can say that Ratio analysis is a tool which is mainly used for different quantitative analysis of one company’s financial statement (Friedlob and  Schleifer, 2003, pp.45-67). The company’s liquidity, solvency, efficiency and capital structure of the company can be understood by using ratio analysis. Some of the ratio discussed below. Comparing with the expenses and relevant costs of the company, what is the ability of the business to generate earnings is measured by this type of ratios. Profit margin and return on assets are the two basic profitability ratios to measure the earnings capability of the companies (J Sainsbury plc, 2012, pp.2-5). The above table shows the yearly amount of profit and revenue. We can see that it is continuously

Brief #5 Assignment Example | Topics and Well Written Essays - 500 words

Brief #5 - Assignment Example According to the court, "[T]he prohibition of compelling a man in a criminal court to be witness against himself is a prohibition of the use of physical or moral compulsion to extort communications from him, not an exclusion of his body as evidence when it may be material†. While accessing the privilege under Fourteenth Amendment, the court also judged the withdrawal of petitioner’s blood against â€Å"the right of a person to remain silent unless he chooses to speak in the unfettered exercise of his own will, and to suffer no penalty†¦.for such silence†. The petitioner was driving with his companion and because of being intoxicated, he struck a tree due to which, he and his companion got injured. While having being treated for the injuries at the hospital, he was arrested on account of intoxication while driving. His blood sample for the test of intoxication was extracted against his will with the help of a physician because the officer found him drunk. The search and seizure was not unreasonable. The petitioner was informed about his right to get an attorney’s counsel, but blood sample was taken against his will. According to the petitioner, his rights under the Fourteenth Amendment, Fourth Amendment, Fifth Amendment and Sixth Amendment were violated due to which, the evidence of his blood sample should be rejected. However, the Appellate Department of California Superior court affirmed the conviction and rejected his contentions. According to the court, there is no ‘compelling communication’ or ‘testimony ’ that violate the petitioner’s rights and any compulsion with the support of which, ‘real or physical evidence’ is obtained about a suspect, is not a violation of privileges. The cases applicable here are Malloy v. Hogan, Holt v. United States (1910) and Miranda v. Arizona (1966). The Los Angeles Municipal Court of the Criminal offense decided that Schmerber was guilty of intoxicated driving

Total Rewards versus performance Essay Example for Free

Total Rewards versus performance Essay The aim of this report is to advice to, the Director of human resources at Midland Credit Management (MCM) a US based debt collection company, on the effectiveness of total rewards strategy in context to organisational performance though attracting, retaining and motivating intellectual  capital. This is achieved through the analysis of a total rewards function which is broken-up in to six segments total rewards defined, element of total rewards, model of total rewards, its organisational advantages and its linkage with organisational performance. Firstly, this report explains the meaning and objectives of total rewards and then describes the elements i.e. transactional and relational rewards. A model of total rewards is followed which portrays financial and non-financial tenets as well as individual and communal aspects of strategic reward. Further it covers the advantages provided to an organisation for the purpose of attaining competitive advantage on recruitment, development of performance management and integration between human resource strategies and business goals. Lastly, the impact of total rewards strategy is evaluated in terms of physiological contract with an employee. It includes the theory of motivation, employee commitment and engagement that culminates a sense of responsibility, respect, trust and personal growth, which increased individual performance and business goals are achieved by creating a performance culture. Thus, a successful total rewards strategy pays for the value individuals bring in an organisation with a wide range of financial and non-financial rewards which helps them to perform effectively and achieve competitive edge for the organisation. Total rewards defined 1.1. Introduction: In the era of globalisation/internationalisation people management has become a significant task for human resource (HR) unit. At present, in rapidly changing and competitive business environment, the role of self-motivated, engaged, skilled and committed employees is increasingly remarkable to achieve business goals and competitive advantage. Performance management and reward strategy are the key element to directly influence individual’s performance and ultimately organisational effectiveness within the industry. In recent year several internal and external factors, competitive business environment and developments in the field of reward management has introduced a different and most influential term called total reward. 1.2. Meaning: Strategic reward can be considered as an approach to the improvement and execution of reward schemes that validates their incorporation and clutch with the business strategy and other HR strategies and that they are in connection with other reward strategies for the benefit  of both employees as well as organisation. According to Armstrong and Murlis (1998) the essence of this notion of total reward is to manage reward policies in a way that considers the various components together to support one another to maximise employment satisfaction with the result of their performance. Brown (2001) suggests that strategic reward is a way of thinking and can be applied to any reward matter occurring in organisation to make out how one can create value from it. A reward scheme directly influences the level of motivation, satisfaction that leads to employee engagement and commitment towards organisational goals. 1.3. Objectives/aims: The aim of reward strategy is to produce a sensible purpose and guidance and foundation of improving reward policies, experiences and process. It is considered as a base to acknowledge and satisfy employees’ as well as organisation’s needs. According to Sibson Consulting (2009) the aims of a total rewards strategy can be determined as follows:- coerce business success by attracting talent, engagement and retention; Guide investment decisions for the employer while enabling informed choices for the employee; Clarify the employer-employee relationship; Build a distinctive employment brand; Increase the return on rewards and create value for the enterprise; Integrate reward and HR policies and processes; Align reward processes to business needs; Provide guidance for reward system design and implementation. 2. Elements of total rewards Total reward is an effective section of a reward system and emphasises to think about all facets of employment experience of value to employees instead of remuneration and employee benefits. The concept of total rewards identifies the necessity of getting paid appropriately in terms of pay and benefits and also encourages the significance of rewarding people for the work they performed, managed and developed in their work environment. It further adds to the performance of an employee value intention that provides an obvious, gripping cause that attracts capable workforce to remain with the organisation. The components of total rewards are shown in Figure 1.0. Figure 1.0 Elements of total rewards. The principle of total rewards mingles with two effective categories of reward as discussed below (Armstrong, 2007): 2.1. Transactional rewards: These are tangible rewards and more of financial offerings and occur from transactions between employer and employees in relation to remuneration and pay-out. Such rewards can be imitable by competitors and offered to individual employees in form of base pay, contingent pay and other employee benefits. These rewards are of extrinsic nature. 2.2. Relational rewards: Such rewards intangible (non-financial) and are related to work conditions i.e. quality of working life, the work, work-life balance, recognition, performance management and learning and development. These rewards are necessary to enhance transactional rewards and differ in different organisations as they can’t be easily copies. As described above total rewards system is a blend of monetary and non-monetary rewards offered to employees that can result in valuable business success in long term. Total rewards approach is a holistic insight of entire reward system to establish incorporation of reward elements in order to drive them so that they jointly support to achieve overall efficiency of reward system. Each component of rewards is sough in a way so that they integrate each other in all ways so that employees can be rewarded and have a sense of satisfaction from their work. A total rewards strategy is structured and joint together so that it can maximise the associated effect of various reward projects for employee motivation, commitment and job engagement. 3. Model of total rewards: Towers Perrin The effective component of total rewards can be concisely presented in the Towers Perrin model of total rewards shown in Figure 2.0. This is commonly used as foundation for the purpose of planning a total rewards approach. It includes of an environment with four quadrants. The upper two quadrants- pay and benefits those represent transactional or tangible (financial) rewards. These are financial rewards are mandatory recruitment and retain employees and can be copied by competitors. On the other hand, other two quadrants which are based on non-financial (intangible) or relational cannot be easily imitated and build both human assets and human development advantage in an organisation. These lower two quadrants are essential to boost the worth of the upper two. When organisations integrate both transactional and  relational rewards strategically it empowers the overall effectiveness to achieve business success. The model makes an important difference between individual and communal r ewards precisely in the later case which are result of work situation. Figure 2.0 Model of total rewards by Towers Perrin. As mentioned above that a total rewards concept integrates between financial and non-financial rewards to enhance a reward system, the importance of both considerations is described below: 3.1. Financial rewards: All monetary rewards those are offered in terms of money and are added up in total remuneration are the financial rewards. Base pay, contingent pay for performance, contribution, competency or skill, pay concerning to service, financial appreciation programs, and benefits like pensions, medical pay and health insurance are the core elements. 3.2. Non-financial rewards: Such rewards focus on the relational or intangible rewards those are related to people needs for various recognition, accomplishment, accountability, autonomy, influence and personal development. Such rewards are directly influenced by work environment i.e. quality of work life, the work, work-life balance, recognition, performance management and learning and development for personal growth within the organisation. Non-financial rewards can be extrinsic, such as praise or recognition as well as intrinsic if they are incorporated with job performance and attention and feelings that the work is valuable. 4. Organisational advantages of total rewards In current competitive business environment it must for an organisation to treat their employees with a sense of respect, fairness and ethically. Success of a business lies in the core value of its intellectual and it is necessary to enhance, develop and retain the same to achieve competitive advantage. Kaplan (2005) suggests the following advantages of total rewards strategy: 4.1. Congruency: The aim of total rewards strategy is that all rewards, including financial and non-financial must complement the business goals and strategies. It provides an incorporated, comprehensive sight of rewards to endorse equivalence and effectiveness of plan and implements, in alliance of business and people strategy. 4.2. Road map for HR specialists: An on paper total rewards strategy gives out as a reference guide to human resource managers to develop and compile new programs. An  evaluation helps business executives to get suggestions from HR managers to execute business strategies. 4.3. Competitive edge for recruitment: In order to attract talent a total rewards strategy helps organisation to differentiate it in a competitive talent pool by attaining competitive edge in terms of recruiting people. 4.4. Improved retention: Employment offerings focuses on people value, enhanced commitment and engagement and reduce turnover. They highlight the emotional bond between employee and employer to motivate and retain people. A strategic reward can increase engagement of work force and produce positive results. 4.5. Moderate labour costs: A reward policy may enable an organisation to moderate its labour costs by trading off several segments of employment package. This can promote flexible employ arrangements which would reduce cost of employment. 4.6. Enhanced organisational performance: Within a performance culture, a total rewards strategy can influence employees’ behaviours which lead to organisational success. A total rewards strategy that satisfies the employe e needs increases productivity, employee commitment and engagement. 5. Strategic rewards versus organisation performance An effective reward strategy attracts people, develops human capital, motivates employee, gains employee commitment and at last increases employee’s performance which ultimately results in organisational performance. So far it is covered that a total reward strategy is an important factor in terms of employee recruitment, retention, development of human capital and performance management. It establishes a performance culture and enhances individual performance. Thus total rewards can be directly incorporated to organisation performance though following: 5.1. Motivation: it an element of physiological contract which encourages, directs and energises a sense to perform extra-ordinarily in want of financial or non-financial interests. Hunter et al (1990) researched that high performance is achieved by well-motivated people who are prepared to practice flexible effort. Total rewards those are practical in deciding the several motivators of employees in an organisation are expected to result to increased employee satisfaction and trigger the desired behaviour which would ignite employees to accomplishment of positive goals by taking exact behaviour which are attractive performance. Further research by Namasivayam  et al (2007) through online survey of 1223 US hotels suggested that there is affirmative association between pay and individual benefits and organisational performance. According to Pink (2005) an extrinsic motivation is required in today’s work culture. Employees have a hectic schedule and the only motivation is the needs they have to fulfil which makes a monotonous work-life balance. 5.2. Commitment: Commitment can be considered at an attachment and loyalty that employees have for their company. Mowday et al (1982) there are 3 characteristics of commitment- 1) A strong desire to stay in the organisation, 2) A strong belief in and acceptance of the values and goals of the organisation, 3) A readiness to exert considerable efforts on behalf of the organisation. According to Walton (1985) traditional control-oriented style of employee management should be replaced by a commitment strategy which enables employees to respond best and most creatively. This is possible when they are given higher responsibilities, encouraged and helped to achieve satisfaction from their jobs. 5.3. Engagement: Performance of an organisation also influenced by the employee engagement towards the organisational design to obtain desired results though intellectual assets. Reilly and Brown (2008) suggest that a strategic reward process, including both extrinsic and extrinsic reward combination, may help to develop and increase employee’s engagement. Influence of total rewards strategy on performan ce by engagement can better demonstrated as modelled below in Figure 3.0. Figure 3.0 How reward policies influence performance through engagement. Conclusion Concluding the importance of total rewards strategy in context to individual performance and consequently organisational performance, it is necessary for an organisation to introduce a clear and achievable reward scheme. The reward functions like base pay, benefits, learning and development and work environment must be described in a way those can produce benefits to employees as well as organisation. A successful total rewards strategy is the one which is integrated with business strategies and designed considering each element of rewards in reference to employee needs. It must contain proper balance of intrinsic and extrinsic rewards to recruit, employee development, motivate, engaged and committed man power.

Abortions and Mens Rights Essay -- Argumentative Persuasive Men Essay

Abortions and Men's Rights Are you a man? Have you ever dealt with the issue of losing or being in the process of losing a child in which you took part in making? It’s difficult to truthfully answer these questions if you’re not a man and if you haven’t experienced abortion first hand. January 22, 1973 marked the beginning of a moral and political revolution in this country that would forever change many lives 1. The landmark decision ruled constitutional by the Supreme Court to legalize abortion with unrestricted procedures would profoundly affect women and men’s lives. But the American society forgot half of the population that would be traumatized by this experience, just because they were men. Throughout the limited information available on this topic it was clearly evident that men do suffer both emotional and physical symptoms due to a personal abortion. Abortion is considered an inhuman procedure according to pro-life activists, but if it’s the only option a female is willing to take to correct a mistake then it’s a decision that needs to involve both sides that created the â€Å"problem.†   Ã‚  Ã‚  Ã‚  Ã‚  When the decision comes down to abortion, where are the rights of the father? The way the law functions is that the father has no legal say in what happens to his unborn child. He is denied any rights to defend his child he cannot say one word about the continued existence of his child in the womb. The Supreme Court’s decision literally stripped the father of all his parental rights regarding his own flesh and blood during the first nine months of his son or daughter’s life. Only at birth can he engage in the child’s life and have full rights along with obligations granted to him. How is it that the courts paved the way for women to dispose of a fetus if they want to with nothing stopping them because it’s their body? Yet the men that helped create this new being has no say in what could or should happen with the life of the unborn! As many as 600,000 males annually, from all walks of life â€Å"do time† in the waiting rooms of t he nation’s five hundred or so abortion clinics 2. They are expected to sit and wait until it’s okay to visit their significant other in the recovery room or time to leave. And no one ever thinks ‘how does he feel about the abortion’?’ or ‘was there a factor that motivated him to take part in this decision?’   Ã‚  Ã‚  Ã‚  Ã‚  How does that waiting... ... be debilitating his life. Many men return to, or discovered his religious faith. Allowing him to bring a sense of joy and knowing he has complete, divine forgiveness. Whatever positive approach the male takes to curing his broken heart it will make a difference in the years to come.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Abortion is a far greater dilemma for men than researchers, counselors- and women- have even begun to realize. Men of all ethnic backgrounds, ages, and socioeconomic levels have trouble dealing with abortion- and sometimes more trouble than women have. Unable to bear children themselves and powerless to prevent their partners from terminating a pregnancy, men who care are the silent sufferers, bewildered and frustrated by their emotional responses†¦9.† The whole process that takes place in order to abort a baby is life changing and should be dealt with honest and intelligent feelings. A women and man should communicate on the matter and decide what is best for the both of them. It took to conceive it should take two to decide the future of the unborn and that of the adults involved. â€Å"A fertile women can decide to have a baby almost anytime she wants. A man cannot 10.† He needs to be involved.

Apprenticeship System

EDUCATIONAL THEORY AND PRACTICE A (ETP 410S) Discuss the impact that technological development in general had on the apprenticeship system from its original form till today. In your deliberations also refer to the apprenticeship system in Namibia. Also explain the advantages and disadvantages of the Apprenticeship system. In the introduction define the term â€Å"apprenticeship system†. In your argumentation answer the question above and also deliberate the question whether the replacement of the apprenticeship system with a trainee system can solve the vocational education and training problems of Namibia.Conclude your question with a summary of the content. THE APPRENTICESHIP SYSTEM 1. Introduction This assignment serves to discuss about the Apprenticeship system, its origin. I will as well deliberate a bit on the events in history which had an impact on the apprenticeship system and compare the ancient apprenticeship system to the modern type of skills transferring. A few d isadvantages and advantages will as be looked at, without derailing from the main focus of the assignment, the deliberations will mainly focus on Namibia in general.Certain aspects of my argumentations will as well look at the changes to the apprenticeship system and how Industrial revolution or technological development had an effect on the apprenticeship system. Lastly the focus will then be directed at the hot question of whether the replacement of the apprenticeship system with the traineeship system will solve the vocational education and training in Namibia. A conclusion will then be made to sum up the whole topic. According to A.Du Preez (2012: 13) â€Å"The word apprentice is from the Latin word apprentia which means learner†. The word system is a process or structure. The Apprenticeship system can be defined as a system training of training a new generation of apprentices of a structured set of skills and apprenticeships which may save as a gate way for one to enter many different careers. Apprenticeship ranged from craft occupations or trades to those seeking a professional license to practice in a regulated profession.Most of the apprentice’s training was done while working for the employer who in return helps the apprentice to master their trade and profession, in exchange for their continuing labour for a period agreed on in the indenture after they have achieved the required competency (Apprenticeship and traineeship n. d. ). Apprenticeship is a combination of on-the-job training (OJT) and related classroom instruction under the supervision of a journey-level craft person or trade professional in which the workers learn the practical and theoretical aspects of a highly skilled occupation. The history of Apprenticeship n. d. ). 2. Objectives The objectives of this assignment are to: 1. Discuss the historical impact on the apprenticeship system. 2. Discuss the impact that technological development in general had on the Apprenticeship system as from its origin till today. 3. Discuss notable changes to the early apprenticeship system compared to the modern type of apprenticeship. 4. Deliberate on the apprenticeship system in Namibia. 5. Discuss the advantages and disadvantages of the apprenticeship system. 6.Lastly, discuss and or deliberate on the question of whether the replacement of the apprenticeship system with a trainee system can solve the vocational education and training problems of Namibia. 7. Conclusion. 3. DELIBERATIONS/ARGUMENTATIONS Impact of historical events on the apprenticeship system Before we look at the impact that technological development had on the apprenticeship system, there is a need to step a bit back into time and look at the origin and historical impact on the apprenticeship system, being the only recognised and structured form of transferring skills from an expect to a learner.Human lives revolve around skills and knowledge in order to achieve goals, sculpturing, ploughing and creat ing of tools, are all some of the skills that have been passed from generation to the other through apprenticeship. Although not documented, apprenticeship has been part of human revolution, where parents or masters would subject young men and women to some form of skills learning in order to be able to perform certain tasks.Many years ago, the manufacturing of shoes, household utensils, boats, crafts, hunting tools, furniture, clothes, house decorations and bread baking were all produced in families and clans by specialised in doing so. As the need for such homemade items grew for commercial purposes, clan and family members with such skills formed organisations herewith known as guilds with responsibilities of protecting and guarding the exploitation of such skills and to avoid impostors from cheating the consumers and discrediting the master craftsmen.With time the guilds grew more and more powerful, they became the only authority to certify craftsman to practice the trades. With in the protection and guarding of the apprenticeship, the guilds started to set up rules and conditions of the apprenticeship, such as, suitable working conditions for the apprentice, set of wages for an apprentice who has just completed the apprenticeship and the standard of work (A. Du Preez 2012: 13). Unlike in the beginning of time, contracts were now drafted for both the master craftsman and the apprentice to sign before entering into an apprenticeship.Further readings would state that the contractual agreements signed by the two parties had with them rules and conditions for both parties to undertake. Such rules were: Rules and condition for the master craftsman: * Lodge the apprentice * Clothe the apprentice * Feed the apprentice * Teach the apprentice the art and mysteries of the trade. * Responsible for the apprentice’s morals, religion and civic education. * Teach the apprentice how to read and write. * Monitor the apprentice’s progress on a daily basis. Rule s and conditions for the apprentice: * Live and stay with the master craftsman. Work for the master craftsman for a period of time. * Obey and respect the wishes of the craftsman * Will not partake in any other apprenticeship, gambling or visit brothels. * Will only serve one master craftsman. * Would create a final masterpiece for his/her master upon completion of his/her apprenticeship as a proof of level of skills acquired (Apprenticeship n. d. ). Impact of technological development on the apprenticeship system For many centuries apprenticeship was the only kind of education a working class youth could get† while staying and working for his/her master.The apprenticeship system, which has lasted for hundreds of years since middle age has through time, gradually disappeared in its original form of apprentice and master, with the rise of industrial development. (A. Du Preez, 2012). Apprentices usually at tender ages of ten to fifteen years and would live and be fed in the mast er craftsman’s home (Apprenticeship n. d. ). Age was never a matter of concern in the ancient times, parents would allow their children to be taken away by master craftsman or would give them away due to poverty or could just not simply afford to send them to school.No education was ever provided for, for these children hence at such a young age they should have been to or attending schools. With contract signed between the craftsman and the apprentice, the young apprentice was only bound to obey their masters and only live by their masters’ wishes. In keeping up with the new era, certain laws had to be put in place to govern and transform the apprenticeship system. One such law is the Constitution of the republic of Namibia in which certain Articles based on human rights and freedoms are enshrined.We take a look at three Articles, Article 9 Slavery and forced labour, Article 15 Children’s rights and 20 Education. Article 9 Slavery and forced labour states that, no person shall be subjected to any form of slavery or forced labour. Article 15 Children’s rights, clearly states that no child under the age 16 shall be allowed to work or enter into any form of contractual agreement with an adult and most importantly it states that all children shall be cared for by both parents. Article 20 Education, it states that primary education in Namibia shall be free and compulsory.This is to stop parents from giving away or sending their children to go and work somewhere at tender age due to poverty or unable to pay education fees. (The Constitution of the Republic of Namibia). This law made it impossible for master craftsmen to practice the ancient apprenticeship system in the developing world as it protects the exploitation of humans and children in particular. Impact of industrial revolution on the apprenticeship system In the early 20s industries and technology expanded and there was a drastic demand for more skilled persons in different fiel ds.Such demands caused the master craftsman to change the apprenticeship approach, from where the learner was attached to the master for a longer period, to a more competent and demand meeting approach and which was as well changed to a more specific skills approach, a lesser or shorter period being implemented. The training of one learner at a time to acquire a wide range of skills over a long period has become a thing of the past. Masters were forced by the industrial revolution to use the on-the –job type of skills transferring and class rooms where not only one person is subjected to learning but a group of apprentices are taught at once.Vocational Training Centres were established where skills could be transferred to apprentices by different master craftsmen herewith referred to as instructors. The most notable example to this is the Namibian Police training standard. Police recruits immediately after the colonial era were recruited and trained policing in general withou t specialisation. Some were recruited on grounds of being ex-combatants or being ex police officers in the South West African Police (SWAPOL).Some of these members were sent out to countries with better police training institutions for longer periods of time to acquire the much needed policing skills and knowledge e. g. nine months police training in Zambia. The whole idea was seemingly to return experience police officers on which the police grounds could be established. According to A. Du Preez (2012: 17) â€Å"the apprenticeship system was seen as a highly beneficial method of proving skilled workforce in those trades that demanded skills and of retaining the knowledge and experience of older workers†.This was praised as a good idea, however the training period became a concern as Namibian people needed a lot of skilled and educated policemen and women. The advanced ways of how crimes were committed and the introduction of computers, the police was forced to take a new dir ection to curb the crimes and meet its goal of maintaining of law and order. Decent numbers of men and women were recruited and subjected to a more military-like training by experienced skilled police officials.Trainings continued with the military-like trainings where more military tactics were being taught, mostly the use of fire-arms and drill formations. The public demanded for more skilled and educated police officials to walk the streets. A new map was the drawn on the training to meet the changing needs. The trainings centres were then revamped to an education friendly environment. A different learning approach was adopted from that of more skills training to a 50/50 practically and theoretically oriented training.Instead of training being done in fields, classes became the song of training where educated and better qualified police official undertook to train new police recruits with more theory than practice. As time went by, training was then divided into three phases: mai nly Basic recruit training for six months, six months probation on the job practices and then a choice of specialisation in any field of choice, be it investigation or traffic policing. With the adoption of technology, a lot of things changed.The way how skills are currently being transferred compared to the early apprenticeship, the use of computers to give classes, the use of visual and audio materials where the master is never personally in contact with the apprentices, unlike the early form, where the master was on a daily basis present with the apprentice, monitored and guided him/her throughout the entire learning process. Take for example the telecommunication system, in the 19th century, for one to make a call; you have to be connected to an operator who then has to connect you to an operator who then has to connect you to the numbers or number of choice.These persons working at switch-board were only skilled persons trained by a craftsman which has all changed to the use of computers. The whole process where the operator connects the caller to the next intended receiver changed in the 20th century with the use of computers. The fate of all operators is unknown as their services were no more needed. According to A. Du Preez (2012:24) â€Å"Focused training was needed to satisfy the demands of a fast growing industrial environment†. The differences between the ancient and modern apprenticeship system ANCIENT APPRENTICESHIP| MODERN APPRENTICESHIP| . Anyone could sign an indenture with the master craftsman. (A. Du Preez 2012)| 1. Only persons meeting the required entry standards are registered. | 2. Age was never part of the requirements for anyone to undergo apprenticeship by a master craftsman. | 2. Only persons above the age of 16can be admitted as apprentices. | 3. The apprenticeship ran for many years. | 3. It runs on a more manageable period of time. | 4. The skills taught were not specific and were only based mostly on crafts. | 4. Each appr enticeship has its own craftsman with his/her students/learners| 5.There was a very low output of skilled apprentices. | 5. Since the apprenticeship is done in classrooms, they are a lot of graduates annually. | 6. The apprentice stayed and lived with the master craftsman during the entire apprenticeship process. | 6. The apprentices do not stay with masters, they their own homes. | 7. The apprentice could not engage in any other activity or change the field of study. | 7. The apprentice is likely to engage in other apprentices, depending on personal wishes. | 8. It was only a one- on-one type of skills transferring. 8. The presentations are done by one master to a group of people at once. | 9. After the completion of the apprenticeship, the apprentice was required to make and present a masterpiece to the master craftsman, which would the be presented to the guild, and only after the guild’s approval would the apprentice be certified as a journey’s man and later a craf tsman (A. Du Preez 2012: 15)| 9. The final year concentrates more on practices in workshop and on the job trainings after which theoretical and practical examinations are done.Success in the examination would amount to a Certificate, diploma or degree and higher. | 10. Done at the residence of the master. | 10. Done in classrooms, in industries and in workshops. | This clearly indicates just how much has the apprenticeship system being modernised and transformed to meet the social, economic, industrial and political pressure. The apprenticeship system in Namibia The apprenticeship system in Namibia has in years focused mostly on the psychomotor domain learning approach, other that the cognitive domain as a learning style.The psychomotor domain is the system being used in the vocational training centres as Namibia is driving towards the direction of competency, efficiency and effectiveness in skills acquiring. For a learner to be able to go and work, one has to firstly complete all v ocational requirements and lastly graduate (A. Du Preez 2012:19). We take a look at the police force once again, all police cadet or police recruits would firstly undergo a six months training programme with both theoretical and practical examinations and test being done.Those who do not excel in shooting practices would be recommended never to carry an official service firearm and as for those who do not make it academically, their fate is in the streets or recommendations for retraining and would remain cadet constable (students) until such time they qualify. Namibia’s development plan of vision 2030 is the driving force behind the current state of the apprenticeship system with the aim of meeting the target of a better and developed nation.Some Namibian may have used the ancient and colonial form of apprenticeship where a learner was attached to the master for a period of time while acquiring skills, but have changed to a vocational and on the job kind of apprenticeship. T he much thought after example to this is the Namibian Police Force, franchise shops and institutions known as vocational training centres. Let us look at the vocational training centres, skills are not passed from professionals or qualified persons in the form of practices only but theory is as well included and that goes for the police trainings.The use of firearms was taught only at shooting ranges but as of recent years, students have to undergo a theoretical approach to the use of firearms and their understanding is tested through written test and examinations after which they are then exposed to the practical shooting exercises at shooting ranges while under the supervision of instructors. The current situation in Namibia is different to that of the ancient times as apprentices are free, they receive a salary and in most times have homes of their own while undergoing training. According to A.Du Preez (2012: 21) â€Å"Namibian’s training system of training takes place in classrooms as well as in workshops and trainees receive tools to work with. Apart from doing practical wok in workshops trainees also receive individual set of writing exercises which they have to carry out and can only go on the job-attachments once they have mastered the skills†. The above practices shows just how much Namibia is striving to achieve its vision for developed Namibia by 2030 by allowing masters to conduct an on the job trainings and the introduction of vocational training centres where skills are acquired to perform or master certain tasks. Nowadays, apprentices are members of a production force as they train on the job and in the classrooms. They are paid wages, work a regular work week, and live in their own homes rather than that of a master. The apprenticeship agreement set out the work processes in which they are to be trained and the hours and wages for each training period. At the end of their apprenticeship, they receive certificates that are similar to diplomas awarded to the engineering graduates of universities (History of apprenticeship n. d. ).The above quote/ paragraph is in line with what the police is currently doing, where recruited persons undergo basic police training and are paid a probation salary until the completion of another â€Å"6† six month on the job probation. Advantages and Disadvantages of the apprenticeship system Every institution or department, entity or environment has its own ups and downs which in most cases we would refer to as the advantages and disadvantages; we will now take a look at some of the advantages and disadvantages of the apprenticeship system. The lack of job or employment opportunities in Namibia currently, has forced a lot of young women and men to seek for employment forth education in a sense of firstly securing a job and then study and without knowing, they enter into apprenticeship systems rather than the educational process. The choice of firstly seeking or getting emplo yed and then study has its own greener grounds and its down falls, this is evident in the Namibian police, when young men and women would prefer to be recruited, get trained and then pursue a career in either policing or other police related fields. Looking at some of the advantages and disadvantages, it will then be a sole choice of an apprentice to decide the direction of learning. Advantages of the apprenticeship system * Acquire skills and knowledge about your career before registering for educational qualification. * You get paid or an apprentice gets paid a salary while learning and under-supervision. * Working or work experience gives an apprentice the courage to take on any task. * Apprenticeship helps an apprentice to gain more knowledge, experience and skills which may be of advantage in or when enrolling for at a tertiary institution. With apprenticeship, less books or studying is at own will as all skills and knowledge are obtained through practice and guidance by or fro m experience supervisors. * The â€Å"master† or leader gets to monitor, guide and correct his/her apprentice through practice as the saying goes â€Å"Practice makes Perfect†. * Police officers get recruited and as soon as they are appointed as cadet constables, they start to receive a cadet constable‘s salary or while awaiting to undergo a six month basic training, they are paid a student’s salary (career information & E-Recruitment n. . ). * . Disadvantages of the apprenticeship system * Unlike a university graduate recruit an unqualified recruit gains a lesser salary compared to that of a university graduate recruit. * Sometimes having to work before obtaining a university qualification may cause an apprentice to be lazy to study and obtain such need qualification. * With the revolution of technology, the chances of an apprentice without any tertiary qualification of being retrenched to make way for qualified and certified persons are very high. It may take long for an apprentice to get promoted at work than a university graduate. * An apprentice may in some cases not be able to learn all about the choice of career through practice but tertiary education may be likely cover all aspects. * Persons with tertiary qualifications are likely start at command or senior position to that of an apprentice. * When opting to study, distance learning may be a bit difficult than having to do full time (career information & E-Recruitment n. d. ).The apprenticeship system may in other words being referred to as a backlog for young persons, as it is a very long route to obtain tertiary qualification. Replacement of the Apprenticeship system with the Trainee-Based system What are apprenticeships and traineeship; Apprenticeships and traineeships combine paid work and structured training. They allow you to learn a trade or workplace skill and receive a nationally accredited qualification. apprenticeships and traineeships can both be undertaken eithe r full-time or part-time (The traineeship). What's the difference between an apprentice and a trainee?There is a very thin line of difference between the two; however there are two main differences between an apprentice and a trainee. An apprentice is trained in a skilled trade and upon successful completion will become a qualified tradesperson. Trades such as electrical, plumbing, cabinet-making and automotive mechanics are just a few that are a part of the apprenticeship scheme. A trainee is someone who is being trained in a vocational area. These vocational areas include, but are not limited to, office administration, information technology and hospitality.Upon completion of a traineeship you will be  eligible to receive  a minimum of a certificate II in your chosen vocational area (ApprenticeshipInfo n. d. ). Many people have been fooled into believing that apprenticeships are only about plumbing, mechanics, tailoring or building. There are a lot of apprenticeships out there ; it all depends to the choice of an apprentice on what he/she is comfortable with. When the traineeship system was introduced in 1985, it shared many features with the apprenticeship system on which it was based.Over the years, institutional scopes have reduced some of the differences although traineeship system trainees have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al 1999). Why choose an apprenticeship or traineeship? An apprenticeship or traineeship can enable you to: * Gain valuable work experience * Get paid while you learn * Learn the latest knowledge and skills * Get a qualification that's recognized across Namibia. Apprentices and trainees complete a qualification while learning skills at work and under the guidance of a training organisation (ApprenticeshipInfo n. . ). When the traineeship system was firstly introduced in the mid eighties, it was introduced with a variety range of characteristics of the apprent iceship system, with the expansion of technology; most of the characteristics which the traineeship system shared with the apprenticeship system were and have been reduced. Therefore, the features that underpin the completion of the traineeship are essentially the same as for an apprenticeship, but their effects are weaker. Traineeship have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al. 999). Many occupations and industries in which traineeships are used have a tradition of a weak attachment between the employer and the employee. The unstructured nature of labour markets means that the gain to a trainee completing is small, and the lower cost to the employers means that they are less concerned recovering this cost from the trainees. However the whole traineeship completion rate changed in the midi-nineties where the system became more popular and more significant, the low completion rate became more visible (NCVER 2005).Ap prenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupation groups. Traineeships and apprenticeships also allow for the training to be done on a full time or part time basis and can vary in their duration. In addition although most trainees and apprentices are engaged in a single contract with one specific employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001).The successful completion of a traineeship or an apprenticeship requires the achievement of three specific tasks as listed below: * Completion of formal off job requirements of the traineeship or apprenticeship, including completion of the qualification specified in the training contract. * Completion of the indenture period of the contract of training, in addition to satisfying the employer endorsed on the job requirements. Once the above requireme nts have been met, notification of the successful completion of the training contract by the trainee or apprentice, along with provision of required evidence substantiating the successful completion of the traineeship or apprenticeship must be provided to the relevant training authority. High rates of non completion amongst apprentices has been recognised as being costly for employers who invest significant time and resources into offering such training opportunities but may receive little or no return for their efforts (WADOT 1998).An apprenticeship or traineeship is a formal contract between an employer and an apprentice or trainee to undertake vocational education and training under the supervision of the employer or trainer. Traineeships and apprenticeships are offered to a variety of workers including those falling into one of the following groups: i) New entrants to the labour market ii) Re-entrants into the labour market iii) Existing workers who are looking to upgrade their skills with a specific employer.Looking at the above findings, it all comes to one ending, industries are resorting more and more to the traineeship system as it is cheaper and affordable, there are contractual bindings with the trainee and they do not lose a lot in the whole training process. Although the traineeship system appears to be an advantage for the industries, it has however been regarded as a way for companies to score cheap labour without decent consideration of the workers’ needs. The bonus for the trainees is that they do not get to be counted as unemployed, even though they are living on near poverty wages (Google Groups Traineeship are a scam).Apprenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupational groups. Traineeships and apprenticeships also allow for training to be done on a full time or part time basis and can vary in their duration. In addition although most trainees and apprentices are en gaged in a single training contract with a specific employer, some may change employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001). Facts about apprenticeships and traineeships: apprenticeships and traineeships combine work with structured training * traineeships vary in length from 12 months to three years * apprenticeships can take up to four years to complete but many apprenticeships can now be completed more quickly than the traditional four years * apprenticeships and traineeships can be full-time, part-time, or school-based – where some of the training is undertaken while the apprentice or trainee is in high school * existing employees may undertake an apprenticeship or traineeship * apprenticeships and traineeships require employers to enter into a training contract with the apprentice or trainee * Employers work with a training organization and the apprentice or trainee to draw up the training plan (ApprenticeshipInfo n. d. ). Training can be delivered using one or more of the following options: * In an appropriate environment, such as an employer's premises. * Using flexible delivery methods, such as video link, teleconference, correspondence, work books, online self-paced learning, or an internet classroom link, where training is delivered by the training organization * In the workplace, where training is delivered by the employer (ApprenticeshipInfo n. d. Where can an apprenticeship or traineeship take you? On completion of an apprenticeship or traineeship you will have learnt new skills and gained experience and confidence working in a real job. This puts you in a great place to keep working, to go on to further study or even start your own business (ApprenticeshipInfo n. d. ). The afore-stated argument, if looked at the current direction at which the world is aimed and the use of technology and how much industries req uires specialisation in fields and more critical on theoretical knowledge when planning and achieve, the replacement of the apprenticeship system will not solve the vocational education in Namibia.A trainee graduates with a lower or unrecognized qualification whereas an apprentice graduates and qualifies in his/her field. It would therefore be wise and advisable that the two systems run side by side, where the traineeship prepares trainees for the apprenticeship system. The NYS (national youth service) under the Ministry of Youth runs a traineeship programme, where young men and women from all walks of life undergo a training programme and upon completion they get integrated into apprenticeships. A person who does t he apprenticeship is according to the findings, guaranteed a job unlike the one who goes through the traineedhip. Conclusion The deliberations in the assignment looked at main topic of the apprenticeship system.The apprenticeship system was an early form of education or transfer of skills from a craftsman to an apprentice or a learner in a number of years, however hence the early apprenticeship system was a one-on-one training, these whole system started to change from a one-on-one transfer of skills to one-on-many form of education and the duration minimised to a more shorter time frame due to industrial revolution and technology. The apprenticeship system has entirely changed from its original form due to historical events and industrial revolution. In the deliberations, an emphasis was made on the advantages and disadvantages of the apprenticeship system.The other part of the assignment took a focus on the apprenticeship system in Namibia in particular The recruitment of police officers changed from skill training to a 50-50 theory and skills training due to an industrial demand for more educated law enforcement officers. Although Namibia still practices the apprenticeship system, compared to the early apprenticeship system, trainees are not ent irely attached to their masters and, they are paid a salary based o the type of work performed. Current apprentices are being trained on job. The point of concern was the question asked, will the replacement of the apprenticeship system with the traineeship system solve the vocational education and training problem in Namibia.For Namibia to remain competitive to other nations the introduction of the trainee system to replace the apprenticeship system will just diminish the values of the vocational training institutions as they will be forced to enrol unqualified trainees upon the completion of the traineeship. A suggestion is then made that the apprenticeship and the traineeship system runs together as there is a thin line of difference between the two systems. References: * A. Du Preez (2012). Educational Theory and Practice A. Unit 1: 1-26 Published by centre of open and life-long learning, Windhoek, Namibia. * History of apprenticeship (n. d). Retrieved on 14 February 2013 from * http://. Ini. wa. gov/TradesLicensing/Apprenticeship/About/History/default. sp * Advantages and disadvantages of apprenticeship system. (n. d. ) Retrieved on 14 February 2013 from http://www. allaboutcareers. com/careers-advice/apprenticeship/advantages-of-apprenticeship * Traineeship. (n. d. ) Retrieved on 26 February 2013 from http://www. bbc. co. uk/news/education-20961113 * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http://www. bafensw. edu. au/courses/types/apptrain. htm * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http;//www. apprenticeshipsInfo. gld. gov. au/apprentices/index. html * Apprenticeship (n. d. ) Retrieved on 27 February 2013 from http://en. wikipedia. org/wiki/Apprenticeship

John Corvino and Glenn Stanton on Same Sex Marriage Essay

Same sex relationships have been a controversial issue now in 21st century and marriage is coming along the way. In the United States, when the issue of same sex marriage was brought up, many homosexuals are in a hurry to marry and become actual parents with legislative support but many states banned it. As a result, numerous gay activists and supporters battle in a debate for same sex marriage. John Corvino, gay activist, and Glenn Stanton, researcher and staff of Focus on the Family, have been travelling in the country and passionately fighting for the acceptance of gay marriage and parenting. In John Corvino’s Same Sex: Debating the Ethics, Science and Culture of Homosexuality, he presented different views from theologians, scientists, philosophers, historians, and lesbian and gay scholars. He showed a bigger picture of what is homosexuality, what is its history, and what are the factors that influence or hindrance it. In one of the chapters under Science and Identity, the possible biological origins of homosexuality are explained. Sexual orientation, as many argued is affected by biological foundations but is not merely determined by it but also but experiential factors. Many studies have implied results that some individuals are born with homosexual brains while others’ sexuality is later modified through experience. However, being homosexual should not about the lack of choice or heredity but of gay and lesbian rights in key areas: justice, privacy, equality, and liberty (Corvino 111). On Marriage on Trial: The Case Against Same Sex Marriage and Parenting, Glenn Stanton together with Bill Maier—another staff of Focus on the Family and also a child and family psychologist presented a strong argument on why same sex marriage should be allowed as a right for homosexuals. The two authors specifically designed the book as â€Å"equipping manual† or a defence toll to enable gays and lesbians in responding and reasoning to defend same-sex marriage (Stanton and Maier 9). The manual provided â€Å"accurate information† about homosexuality on how to answer the questions that may gay people are looking for. Questions such as â€Å"What’s wrong with letting homosexuals marry? ,† â€Å"How would homosexuals threaten other families? ,† and â€Å"Wouldn’t gay marriage make for a more open and equitable society? † are aimed to answer and guide same-sex couples into fighting for their right and actually having their families by understanding the nature of homosexuality first and by learning its historical evidences. Both authors fight for the same cause but used different attacks. Corvino presented a more wide and critical information through science and ethics without mixing the two. Although many studies revealed that sexuality is developed by genetics or experience, it is still an inconclusive matter since no one has ever seen how sexual orientation is represented on the brain. Corvino provided its readers such integrity, passion, and rationality by not mixing science and religion or to simply conclude that gays and lesbians become who they are due to violence they experience from gay community. Its approach to same sex marriage is not limited to debate and arguments by wide array of information such as its history, psychology, family, religion, and legality. Stanton, on the other hand, encourages and empowers gays and lesbians to fight for same-sex marriage not merely because they want to but because it is their right to marry and have a family as human beings. He gave sound political statements that could uplift the spirit of its readers and he also debunked the numerous myths about gays such as genetics, lifestyle, and threats. Both authors have provided arguments that are strong and critical assessment of sex-marriage and homosexuality without overly becoming biased on gays and lesbians. Works Cited Corvino, John. Same Sex: Debating the Ethics, Science and Culture of Homosexuality. Rowman and Littlefield, 1999. Stanton, Glenn and Maier, Bill. Marriage on Trial: The Case Against Same Sex Marriage and Parenting. InterVarsity Press, 2004.

Metal vs. Rap (contrast essay) essays

Metal vs. Rap (contrast essay) essays Can you honestly recall watching a television commercial without a catchy jingle or song playing in the background? If you have, these commercials are probably few and far between one another. Music is everywhere nowadays, and is divided into a multitude of musical genres. Heavy metal and rap, more specifically, are two very distinct classifications of music. Heavy metal and rap differ from each other by the music, the bands and the fans. The musical, or instrumental, aspect of heavy metal and rap are contrasting in many points of views. It should initially be noted that heavy metal is actually a "subcategory" of metal music itself. Other subcategories include: death metal, black metal, speed metal, and many more . . . Yet, metal is called heavy metal, simply because it is a better-known term. Rap, on the other hand, doesn't precisely have any subcategories, but withholds similarities with many other musical genres, such as: Hip-hop, reggae, blues, urban, etc . . . The beat and lyrics for both metal and rap, however, makes for an excellent example of how they oppose each other. On one hand, a metal song will display, either on the guitar or on the drums, a medium to fast beat. This rhythm could be a mix of fast guitar and slow drums, or vice versa; it could equally be an all-out fast-paced beat on both guitar and drums alike. Rap, on the other hand, usually has a slower, much more relaxed rhythm. The instrumental aspect of rap, especially today, is particularly focussed on the base sound. If the musical rhythms of metal and rap differ from one another, then the lyrical expressions of the two are consequently dissimilar. For starters, metal lyrics discuss about a broad range of subjects, from fantastic make-believe worlds to apocalyptic death scenarios to real-life issues. The lyrics are also shouted, and occasionally sang. Oppositely, rap lyrics mainly talk about real-life issues, especially about people living in poor neighbourho...

Catholic Social Teaching

Dignity of the human person and common good are two factors that make life enjoyable or worst in our planet earth. Human dignity holds the central position on respect for life and the human person irrespective of race, ethnicity or social status. In sense dignity of human person refers to respect of any life of human person regardless of background. On the other hand, common good summarizes the collective conditions that cause every benefit of all people as community. As professional nurse it is my responsibility to uphold dignity of human person and to work toward the realization of common good in nursing practice through provision of lifestyle education. Lifestyle education refers to teachings, trainings and counseling on personal health care and disease prevention. There are various catholic social teachings principles that work harmonically to achieve human dignity and common rule in nursing practice (Calo, 2015).   Catholic thought principles are important guidelines in nursing practice and help in promoting human dignity. Nursing practice issue of lifestyle education which include disease prevention, counseling and personal health care are perfectly guided by catholic thought principles to promote human dignity. Firstly, in event of counseling or training client on personal health care, human dignity provide the basis of these teaching and counseling (Melà ©, 2005). In this respect, education on personal care and illness prevention is provided with the view that human beings are important and are image of God. Secondly, protection of human rights and responsibilities is fundamental for good nursing practice. Catholic thought principles offers connection between human rights and responsibility and nursing-client relationship during training services to clients. Nursing practice therefore play a critical role in respecting patient’s right to good health and it is my responsibility to pro vide them good counseling on health lifestyle (Thomas, 2012). Thirdly, catholic thought principles require nurse to be steward of creation. Nursing practice especially disease early prevention and personal health require nurses to respect the sanctity of creation and this is vivid in handling of trainees. Therefore, provision of health care to human person and other creation is upholding the dignity of humanity. Fourthly, the principle of solidarity reminds is critical and mark human person as family regardless of ethnicity, race or ideological differences. Nursing profession is a key player through offering teaching to clients and showing love for clients as a dignified person. Finally, nursing practice applies the catholic thought principle of work dignity and right of workers by promoting good cooperation and relation between nurses and other health workers such as clinical officers, physicians, and laboratory technologists (Calo, 2015). Application of various catholic thought principles in nursing lifestyle education is important for promotion of common good in hospitals and health care facilities. Firstly, nursing practice is laid on community and common good principle (Secretary General Ban Ki-moon, 2008). The current realization of social nature of humanity serves to as the basis or guidelines for our involvement in educating community on health and disease prevention. As nurse it is my aim to interact with clients and hence provide the required training and respect for the good all of individuals. Secondly, I seek to minimise division between the poor and vulnerable individuals in the society. To achieve this objective my role as a nurse is to offer equal and best health care to the poor and the rich in the society. Thirdly, according Melà © (2005), to realize common good, participation and subsidiarity is important in nursing practice. This implies that all people are give equal opportunity to receive counseli ng in community affairs. It is my responsibility as community servant to harmonically include everyone in the social health workshop. Fourthly, promotion of peace is a step to realization of common good. According to Verity and Yasmin (2015), mutual respect and confident for others play a critical role in promotion happy life and this is evidence in the uttermost respect and confidentiality nursing offers to patients. In addition, involvement in community lifestyle education, training and counseling is good avenue to promote peaceful leaving in society. In conclusion, nursing practice uphold catholic thought principles in ensuring dignity of human person and promotion of common good. As nurse provision of lifestyle education on disease prevention and personal health care has an aim to respect life of human person. On the other hand, lifestyle education for individuals or community goes beyond individual interest. The core catholic social teaching operates on respect for human life and collective benefit of all people. In nutshell, nursing lifestyle education works within the context of human right responsibility for individual and as community in general. All practice within the nurse profession considers respect for Creator and the sanctity of human life as principles of catholic thought. Calo, Z. R. (2015), Catholic Social Thought and Human Rights. American Journal of Economics and Sociology, 74: 93–112. doi: 10.1111/ajes.12088 Bishops of England and Wales (1996), The Common Good and the Catholic Church’s Social Teaching n.70. Melà ©, D. (2005), â€Å"The Principle of Subsidiarity in Organizations: A Case Study.† Journal of Business Ethics 60, no. 3293-305. Verity, W. and Yasmin, P. (2015), "Golden triangle of happiness: Study finds three simple things needed for a happy life".   ABC News 1(1): 20. Posted on Sat 17-10-2015. Thomas, M. (2012), Living Justly: Catholic Social Teaching in Action. Plymouth, UK: Rowman & Littlefield. p 85. Secretary General Ban Ki-moon (2008), "Securing the Common Good in a Time of Global Crises", speech, John F. Kennedy School of Government, Cambridge, MA, October 21, 2008.

Great Pyramids of Giza Essay Example | Topics and Well Written Essays - 1250 words

Great Pyramids of Giza - Essay Example ructures have also been a great wonder as no building has been known to maintain such good condition after a long period despite the harsh weather conditions that the desert has subjected them to. None of these pyramids are more spectacular than the Great Pyramids of Giza located in an archeological site based on the outskirts of Cairo. These are made up of three pyramids that are located in close proximity with one another and next to another architectural wonder known as The Great Sphinx. There are a number of cemeteries and they are one of the most admired archeological sites in the world (Lorenzi). The pyramids are located around 5 miles from the town of Giza and thus the origin of its name. It has served as a symbol of ancient Egyptian prowess and is the only remaining ancient world wonders in existence making it the oldest of them all. The great pyramids of Giza can be referred to as a complex due to the close proximity of the three pyramids although it should be noted that there are different pyramids belonging to three different people, each with its own uniqueness (Ask Aladdin). Despite how they may look from afar, the pyramids are actually different in size with Pyramid of Khufu, otherwise known as the Great Pyramid the largest in size followed by the Pyramid of Khafre and lastly the Pyramid of Menkaure, which can be said to be modest in comparison to others in terms of size (Shafer & Dieter 41). The pyramids are located within a few 100 miles from one another, but from afar that distance looks much smaller due to the size of the structures (Hawass). As a matter of fact, one might actually get the impression that they are quite close even up to a few centimeters apart if they are far enough from the archeological discoveries. The great sphinx is believed to belong to the pyramid of Khafres as the monument was supposedly erected in his honor. The pyramid of Khufu which is the largest of the three pyramids is a complex that included a valley temple