Plastics Essays - Plastics, Thermoplastics, Dielectrics,

Plastics The Recycling of Thermoset Materials into Thermoplastic Composites Abstract Thermoset process scrap costs companies millions of dollars annually. Specific thermoplastics could benefit from the addition of recycled thermoset material. The incorporation of thermoset regrind into thermoplastic material would provide a viable alternative for the thermoset scrap that is currently sent to the landfills. Theory and Background When a thermoset part has been cross-linked, that material either has to be used in the application it was intended for, or thrown out. In process scrap, generally shear sand/saw grindings and other waste, is shipped to the landfill for disposal. The lack of recycling in the thermoset industry results in higher final prices for the consumer. Developing a practical method to recycle thermoset materials would create a commercially feasible composite material. The addition of the regrind would reduce the requirement for expensive virgin material, decreasing the composite materials price. This would provide the thermoset and thermoplastic industries with substantial savings. Thermoset regrind, from Haysite Re-Inforced plastics, polypropylene co-polymer from ExxonMobil, and Silane Q1-6106 from Dow Corning were used to create the new composite. At Haysite, the regrind is a by-product of the sanding of large laminate sheets of fiberglass-reinforced polyester. Each sheet is sanded to final size, with the waste dust being sent to the landfill. The dust used in this study was taken from Haysite's EMD product line. This regrind consists of approximately 30% glass fibers, 31.5% calcium carbonate filler, 20% polyester resins, and the final 18.5% of the mixture is comprised of organic catalysts, pigments, and trace amounts of highly concentrated chemicals. The silane acts as a coupling agent between the polypropylene and the regrind on a molecular level. The silicon and oxygen molecules, present in the silane, form strong ionic bonds between the glass particles in the regrind. This part of the silane-coupling agent also forms secondary force bonds with the chains of the propylene polymer. Van der wal forces may create bond strength between the glass fibers and the polypropylene as well. The polyester resin portion of the reground material also utilizes van der wal forces. These forces weakly bond the resin molecules to the virgin propylene. The resin and glass fiber portion of the regrind is best if bonded to the polypropylene directly. The silane does not provide any bonding forces between the calcium carbonate and propylene molecules. Calcium carbonate is also hygroscopic which may necessitate material drying if properties are affected by the water absorption. Dow Corning's Silane Q1-6106 is a high viscosity liquid, and compares best to a waxy gel. The addition of the silane provide significant wetting between the materials, which causes clumping. Multiple, less expensive materials can reproduce the wetting characteristic of the silane, however, the molecular bonding benefits are not duplicable with these other materials. Experimental Mixing Originally, it was proposed that the material be compounded through extrusion and palletizing with subsequent injection molding. A regrind level of 20% and 30% was selected to ensure the financial benefits would outweigh the costs associated with silane and the compounding of the composite material. Also, a less expensive alternative was desirable as the costs of the overall process would rise and detract from the cost savings provided by the use of the thermoset regrind. When it became evident that the material could be directly injection molded, this alternative was selected over the extrusion operation. Overall, the procedure followed was clean, efficient, and could be used to produce large quantities of the composite material in a short period of time. Mixing was preformed to the following guidelines. A five-gallon bucket was lined with two garbage bags, and filled with 4.35 kilograms of the virgin polypropylene. Next, the resin was wetted with 0.17 kilograms of silane. The mixture was then tumbled to avoid clumping in a specific area and to prevent poor distribution of the silane. The second wetting also consisted of the 0.17 kg of silane and a second tumbling. The regrind was then integrated into this mixture by splitting the amount in half, and adding the regrind in two batches of 0.99 kg each. After each addition of regrind the material was tumbled. To produce the 20% loaded parts, half of the 30% regrind loaded parts were reground into normal pellet size and mixed with

How Principals Can Provide Teacher Support

How Principals Can Provide Teacher Support Having a supportive principal can make all the difference for a teacher. Teachers want to know that their principal has their best interests in mind. One of the main duties of a principal is to provide ongoing, collaborative teacher support. The relationship between a teacher and a principal has to be built on a foundation of trust. This type of relationship takes a lot of time to build. Principals must slowly cultivate these relationships while taking the time to get to know each teachers strength and weaknesses. The worst thing that a new principal can do is to go in and quickly make a lot of changes. This will assuredly turn a group of teachers against a principal quickly. A smart principal will initially make small changes, allow time for teachers to get to know them, and then gradually make larger, more meaningful changes over the course of time. It is important to note that any significant changes should be made only after seeking and considering input from teachers. Here, we examine ten suggestions for earning teacher trust and ultimately providing them with ongoing, collaborative teacher support. Allow Time for Peer Collaboration Teachers should be given time to work together in a collaborative effort. This collaboration will strengthen relationships among your faculty, provide new or struggling teachers with an outlet to gain valuable insight and advice, and allows teachers to share best practices and success stories. The principal becomes the driving force in this collaboration. They are the one who schedules the time to collaborate and sets the agenda for these times. Principals who reject the importance of peer collaboration are selling its value far short. Ask Questions and Seek Their Advice The principal is the primary decision maker in their building. This doesn’t mean that teachers shouldn’t be included in the decision-making process. Although a principal may have the final say, teachers should be given a platform to express their feelings or provide advice for the principal, especially when the issue will directly affect the teachers. A principal should use the resources at hand when making decisions. Teachers have brilliant ideas. By seeking their advice, they may challenge your thinking on an issue may validate that you are on the right track. Neither case is a terrible thing when making any decision. Have Their Back Teachers are people, and all people go through difficult times both personally and professionally at some point in their lives. When a teacher is going through a difficult situation personally (death, divorce, illness, etc.), a principal should give them 100% support at all times. A teacher going through a personal issue will appreciate any support their principal shows during this time. Sometimes this could be as simple as asking them how they are doing and sometimes it may be necessary to give them a few days off. Professionally you want to back a teacher as long as you believe they are effective, ethical, and moral. There are situations where you absolutely cannot support a teacher because the decision they made is ethically or morally wrong. In this case, do not skirt around the issue. Be up front with them and tell them that they messed up, and there is no way you can back them up based on their actions. Be Consistent Teachers hate it when principals are inconsistent especially when dealing with student discipline or parent situations. A principal should always try to be fair and consistent with their decision making. Teachers may not always agree with how you handle situations, but if you establish a pattern of consistency, then they will not complain too much. For example, if a 3rd-grade teacher sends a student to the office for being disrespectful in class, check your student discipline records to see how you have handled similar issues in the past. You do not want any teacher to feel like you play favorites. Conduct Meaningful Evaluations Teacher evaluations are meant to be tools that show a teacher where they are and to move them in a direction to maximize their overall effectiveness. Conducting meaningful evaluations takes a lot of time and time is not something a lot of principals have, therefore many principals neglect making the most out of their teacher evaluations. Providing effective teacher support requires constructive criticism at times. No teacher is perfect. There is always room for improvement in some area. A meaningful evaluation allows you the opportunity to be critical and to offer praise. It is a balance of both. A satisfactory evaluation cannot be given on a single classroom visit. It is a collaboration of information gathered through many visits that provide the most meaningful evaluations. Create a Teacher-Friendly Schedule Principals are typically responsible for creating their building’s daily schedule. This includes class schedules, teacher planning periods, and duties. If you want to make your teachers happy, minimize the time they need to be on duty. Teachers hate duties of any kind whether it is lunch duty, recess duty, bus duty, etc. If you can figure out a way to create a schedule in which they only have to cover a few duties a month, your teachers will love you. Encourage Them to Bring Problems to You Have an open door policy. The relationship between a teacher and principal should be strong enough that they can bring any problem or issue and trust that you are going to try your best to help them out confidentially. Often times you will find that teachers simply need someone to vent their frustrations to, so being a good listener is often all that is necessary. Other times you will have to tell the teacher that you need some time to think about the problem and then get back with them with some take it or leave it advice. Try not to force your opinion on the teacher. Give them options and explain where you are coming from. Tell them what decision you would make and why, but don’t hold it against them if they go with another option. Understand that every situation that is brought to you is unique and how you handle that situation depends on upon the situation itself. Get to Know Them There is a thin line between getting to know your teachers and being their best friends. As their leader, you want to build a trusting relationship without getting so close that it interferes when you have to make a tough decision. You want to build a balanced relationship between personal and professional, but you don’t want to tip it where it is more personal than professional. Take an active interest in their family, hobbies, and other interest. This will let them know that you care about them as individuals and not just as teachers. Offer Advice, Direction, or Assistance All principals should continuously offer their teachers advice, direction, or assistance. This is especially true for beginning teachers, but it is true for teachers throughout all levels of experience. The principal is the instructional leader, and providing advice, direction, or assistance is the primary job of a leader. This can be done through a variety of ways. Sometimes a principal can simply provide a teacher with verbal advice. Other times they may want to show the teacher by having them observe another teacher whose strengths are in an area where that teacher needs assistance. Providing the teacher with books and resources are another way to provide advice, direction, or assistance. Provide Applicable Professional Development All teachers are required to participate in professional development. However, teachers want these professional development opportunities to be applicable to their situation. No teacher wants to sit through eight hours of professional development that doesn’t directly apply to what their teaching or they will never use. This can fall back on the principal as they are often involved in the scheduling of professional development. Choose professional development opportunities that are going to benefit your teachers, not just ones that meet your minimum professional development criteria. Your teachers will appreciate you more, and your school will be better off in the long run because your teachers are learning new things that they can then apply to their daily classroom.

Performance Management System Improvement Assignment

Performance Management System Improvement - Assignment Example To enhance the performance of the employees over time, it is considered important to evaluate their output to increase the efficiency of the organization (Warner, 2002). In essence, the employees’ output is figured out and ways to improve the performance level formulated. The obtained results after evaluation are used to improve on the organization’s output, effectiveness and efficiency over time. An organization generally constitutes of the two types of environment, namely; the internal environment and the external environment. The external environment could constitute of factors such as technological, political, legal and economic, whereas the internal environment is comprised of structure, organizational culture, mode of exercising power, the leadership style, and available resources. The key factors that constitute the external environment of Ngusama Investment Company are technology, political, economic and legal factors (Rao, 2004). The company has been trying to upgrade its technology so as to cope with evolution of technology that presents. Upgrading of the system also ensures that the company keeps abreast with current issues and trends in the society. With a modified technology, the employees have a platform which they work on to improve the performance of the organization.... For any organization to prevail in a market, it has to ensure that it fulfils the regulations and the policies. Technological factors; productivity is quickly achieved through the use of new technology. The production of new products increases the sales of an organization and consequently leads to an upsurge in the revenue. This therefore is a major indicator of the organization’s performance. The external environment can be viewed in two dimensions; micro-environment and macro-environment. Micro-environment is concerned with the immediate benefactors of the organization’s competitors, suppliers, customers and the public at large. On the other hand, the macro-environment constitutes of the current trends in the society. The organization concentrates on the following factors in assessment of the external environment; competitive environment analysis, analysis of the expectations for interest, the external environment’s development outlook, and analysis of the infl uence of the macro-environment on the organization’s performance. Competitive environment is a key external factor (Sahu, 2007). It is a process in its own that involves analyzing, identifying the major characteristics and the impact of the forces that come about as a result of competition. After the analysis, positioning efforts are made so as to ensure that the competitive advantage of the organization is attained. When conducting the activity there are competitive forces that are experienced and this makes up the environment with the organization inclusive. The industry includes all the organizations that are producing similar products or are offering identical services. The

Water Pollution of Duwamish River (Seattle) Essay

Water Pollution of Duwamish River (Seattle) - Essay Example For instance, this pollution has resulted to a decrease in the number of Salmon fish. This is because the River Duwamish is the major breeding and rearing ground of the Salmon fish, and the chemical pollution that occurs in the river, has resulted to the depletion of oxygen, making it impossible for these fish to survive. Human beings are affected because they cannot consume fish from this river. Consumption of food substance that emanate from this river are polluted, hence it is a danger to the life of human beings. Hence, there is a need of initiating measures aimed at conserving and protecting the river from pollutants. Goel (7) begins his study by the definition of water pollution. He defines water pollution as negative changes in the quality of water bodies, making it harmful for use by any living organisms (Goel, 9). There are different types of water pollution. Some of these include nutrients, surface, oxygen depleting, ground water, microbiological and chemical water pollution. All these have a negative effect on marine animals, as well as on human beings who are using the polluted waters under consideration. For instance, one of the major effects of water pollution is that it leads to the death of marine animals. Crabs, seas gulls, dolphins, and other marine animals are always killed by contaminated water. Water pollution also has the capability of disrupting the natural food chain. Chemical pollutants like lead are always consumed by tiny sea animals. Later on, these tiny animals are consumed by fish, which in turn is consumed by human beings. This can lead to an aspect referred to as food p oisoning. Water pollution affects the entire world, and therefore, there is a need of coming up with a water resource policy, that can help in the reduction of water pollution. Furthermore, there is a suggestion and proof that water pollution is one of the leading causes of deaths in the world (Hauser-Davis, Reinaldo and Roberta,

Buyer behaviour Essay Example | Topics and Well Written Essays - 2500 words

Buyer behaviour - Essay Example One of the main reasons of this report is to study how this advertisement campaign slogan has helped in boosting the organization’s sales and whether it has been effective (John, March 21, 2002). To do this one will have to identify who the slogan is aimed at, what products are offered by the organization, when the product is in use, the positioning of the advert and lastly why the slogan is so effective. In order to know who the product is aimed at, one has to consider the product itself. Nike organisation has a wide range of products, ranging from sport shoes, clothes and drinking bottles. One of the most common things about these products is that, they are mainly used when people are performing sport related activities such as running, jumping or climbing. The advertisement campaign â€Å"Just Do It† targets both the young and the old who fills they have the strength to go an extra mile. The campaign slogan invokes the spirit to go an extra mile. According to analyst s, the advertisement campaign was mostly successful in targeting sport lovers because it gave them the motivation to do something, when they thought their strength was depleted (John, March 21,2002). This means that the advertisement campaign gave them an extra motivation to just go ahead and do whatever it is they thought was impossible. Most customers are willing to pay more money for the brand because they judge it as beige more dominant than any other brand in its field. The brand has also been associated with leading organisations in their particular fields such as Coco-cola Gillette and other leading organisations. This has helped in expanding its customer out reach. According to executives of the company, this has been made possible due to the use of the slogan â€Å"Just Do It† in their advertisement campaign. In addition, according to research most customers have associated the brand with style and reliability. This has also played a crucial part in expanding the org anisation’s consumer outlook. In conclusion, one can state that the advertisement campaign slogan targets sportsman and women, age not being a hindrance and people who are willing to go an extra mile to achieve total satisfaction. Nike organisation offers a range of products such as sport shoes, sport clothes, drinking bottles and many other products related to sports. However, the organisation’s best seller to date, due to the slogan used as its main advertisement campaign, is shoes. This product has helped the company in expanding its market shear in an extremely congested industry. Because of the success of the slogan, the organisation has been able to command more sales, irrespective to its highly priced products. This has helped in generating more revenue than any of its competitor. After the organisation implemented its ‘Just Do It’ slogan in its campaign, the organisation saw its market shear rise, due to influence it had on the consumers. Its sport shoe business rose from eighteen percent to a whooping forty-three percent, in less ten years of the advertisement campaign implementation. This means that, the slogan influenced the consumers behaviour, which led to success the company has today. The organisation brand is immensely influential in the market. Its products are well identified with its branding of a tick like figure, which also goes with the slogan that the company uses as its main slogan in advertisements campaigns

The Feminist Sentencing Law

The Feminist Sentencing Law Feminist Sentencing Law Outline and evaluate feminist critiques of sentencing policy A feminist discourse of criminology is a relatively recent development and is seemingly much needed in field which is dominated primarily by men, both in terms of law professionals and offenders. For this reason, it will first be necessary to outline briefly the general principles behind sentencing policy before progressing to a consideration of feminist critiques. This will first examine the critical standpoint taken towards women as offenders, viewing sentencing policy in the light of liberal feminism, ‘difference’ standpoints and finally in respect of postmodernist views. This will lead on to a brief discussion of critiques of sentencing policy in crimes in which women are victims rather than offenders, and an examination of the way in which this can be seen to endorse patriarchal structures in society. As a result of this, the essay will conclude that feminist critiques of sentencing have an important role to play in raising awareness of the dominance of male perspectives in criminology. The law is objective in the sense that there is no discrepancy in the definition of crime dependent on the sex of the perpetrator. There is, however, the possibility that gender has a bearing society’s perception of crime, which may in turn influence the sentencing procedure. Ashworth (2002) identifies the introduction of mandatory and minimum sentencing in the Crime (Sentences) Act 1997 as a significant restriction on judges’ discretion. However, judges still exercise a significant amount of discretionary power in determining the nature and length of sentences. This allows the full range of contributing factors to be taken into account, but also introduces the possibility of the sentence being affected by factors with no bearing on the deed in question. Sentencing may also be motivated by a number of different concerns. This variety of justifications for choosing a particular type of punishment over another is relevant to a discussion of feminist theory, as again it is subject to interpretation and discretion. In addition, some critics claim that certain approaches are particularly appropriate or inappropriate to women, or that there are significant differences in the way in which these theories are applied to the different sexes. A consideration of feminist critiques of sentencing policy must then take into account the motivation for respective sentences imposed on men and women as well as the nature and length of the sentences themselves in order to evaluate the validity of such perspectives. Gelsthorpe and Morris (1992) point out that although criminology is male-oriented, it does not deal with men and masculinity, but rather ‘deals with men without acknowledging this and hence creates theories about criminals without a conceptualisation of gender.’ (p.3-4). Bryson (1999) attributes this to the under-representation of women in the judiciary, highlighting it as a decisive factor in confirming the marginalisation of women’s experiences. The legal system is indeed dominated by male professionals, for example only 22% of police officers and 9% of high court judges are female (The Fawcett Society, 2007), confirming the likelihood of the law being treated in correspondence with dominant male interests. Some feminists would further Bryson’s position (Bryson, 1999) and argue that the law itself is based on a gendered process of moral reasoning and thus protects men in society. This is supported by Gilligan’s ideas juxtaposition of an ethic of responsibility (which determines women’s moral thinking) with the male ethic of rights (Gilligan, 1982 cited in Bryson, 1999). Feminist perspectives, therefore, play an important role in highlighting the extent to which male perspectives dominate models of sentencing and introducing the possibility of an alternative, female experience. Gelsthorpe draws attention to the absence of one, single homogenous feminist view, highlighting instead the existence of ‘differences and tensions’ (2002:511). All feminist approaches, however, find common ground in arguing against the traditional perception of courts showing a greater degree of leniency towards women than towards men. This is confirmed by statistical analysis, highlighting the fact that only a small percentage of known offenders are female (19% in 2002) and the lesser magnitude of crimes committed by women. Shoplifting is the most commonly occurring crime among women, followed by drug offences, theft and fraud (www.crimeinfo.org.uk). This, however, contrasts the fact that between 1995 and 2005, the imprisonment rate for women in England and Wales increased by 175% (compared to an increase of only 85% for men) (www.crimeinfo.org.uk). This alone suggests a greater readiness to sentence female offenders to imprisonment for less serious crimes. This is confirmed by the number of female offenders who have no previous convictions and who are sent to prison (over a third of the whole female prison population), which is more than double the proportion of men who are sent to prison for a first offence (www.crimeinfo.org.uk). This adds weight to feminist critiques of sentencing policy and stands in direct contradiction to the chivalrous viewpoint, whereby women are perceived to be treated more leniently because men do not consider them capable of being motivated by criminality and thus are reluct ant to treat them harshly. Feminist critiques oppose this idea of chivalry and introduce the concept of double deviance: not only are women deviant in the sense that the have committed a crime, but they have contravened society’s expectations of ‘normal’ feminine behaviour and are thus doubly stigmatised (Heidensohn, 1992). Therefore as well as being punished for their crimes, women are sanctioned for deviating from their perceived feminine role. Thus women have been historically portrayed in relation to ‘stereotypes based on their supposed biological and psychological nature.’ (Gelsthorpe, 2002:517). A liberal feminist perspective would attempt to combat this by demanding equal treatment for men and women and insisting that the same structural analyses of class, state control and policisation of deviance which came to be applied to male crime is extended to women (Gelsthorpe, 2005). The liberalist view of equality demands the insertion of women into such theories, and their equal treatment within the system, but the limitations of such a position quickly become clear. Smart dismisses such a liberal perspective as having ‘done so little to emancipate women’ (2003:76) and it is evident that while it causes women to be acknowledged within the field of criminology, it does little to challenge stereotypes of female behaviour. A simple demand for equality of treatment fails to acknowledge the fact that theories of women’s crime may demand a starting point distinct from that of male deviance (Gelsthorpe, 2002). Equality does not necessarily mean the same treatment for all, but could be applied to the need to consider theoretical perspectives in the same way, whilst acknowledging the fact that male and female notions of crime are rooted in different systems of behaviour. Naffine identifies this shortcoming in reinforcing the way which liberal feminism, although calling for a consideration of a female discourse of criminology, tends to leave the male dominated theories intact and does not demand that these be reconsidered in the light of feminist critiques (1997:36) This acknowledgement of difference is consistent with ‘difference’ theories of feminism, which call for a broader conceptualisation of the context of gender and power relations in order to consider female criminality. This approach goes beyond demanding that women be treated equally, arguing that it is inappropriate to apply certain forms of male criminology to women, and as such women should be treated differently within the criminal justice system. It focuses on how women’s ‘experiences’ are distinct from men’s, and the implications of this for sentencing policy. One widely-held belief of this theoretical standpoint is that the difference between male and female experience renders prison inappropriate for women, as it subjects them to further oppression on the basis of gender roles already present in society, and as such, alternative sentences should be prioritised. A variety of reasons are given by way of justification for this. Smart (1976) argues that the role which women are expected to adopt in prison reinforces the gendered perception of them in society, with tasks such as cooking, cleaning and sewing taking priority over the kind of vocational training which might benefit them to find employment on their release. This is compounded by the fact that women’s sentences are typically shorter than men’s. Statistics highlight that many more women are reminded in custody pending trial than men, and that less than half of these are actually sentenced to serving any time in prison. (www.crimeinfo.org.uk). Furthermore sentences tend to be shorter, for example nearly two-thirds (63%) of women sentenced to custody in 2005 were given a sentence of six months or less (The Fawcett Society, 2007). Proportionally then, more women tend to be imprisoned for shorter periods, long enough to disrupt their home life, but not long enough to allow them to develop strategies to readjust to life on the outside. Smart (1976) suggests that the reinforcement of dominant and patriarchal gender norms in prisons is based on the fact that a woman who is stereotypically passive and caring is not a criminal woman, and this is, therefore, another consequence, perhaps, of the double deviance view of female offenders. The claim for different treatment of men and women also endorses the societal status quo in its basis on women’s traditional role within the family. Statistics abound as to the number of women with child dependents taken into custody and the negative impact separation. Smart (1976) identifies this familial function as one of the reasons for which prison is an inappropriate sanction for female offenders, and attributes the increased hardships which women experience in prison as due, in part, to their greater need for family life and the consequences of enforced separation from their children (p.140). To subscribe to such a view, however, neglects the possibility of men as primary caregivers for their children and creates a gendered perception of family life in which the role of the woman is perceived to be superior to that of the man. This reinforces stereotypical views of women and also risks advocating a two-tier perception of the female criminal justice system, in which women who are also mothers are given greater worth than those who are not. Psychological differences between women and men are also highlighted as a reason for varying prison experience of the two genders. The Fawcett society cites statistics on the prevalence of self harm, suicide attempts and other mental health issues in women prisoners as compared to men. Gelsthorpe (2002) attributes this to the systems of control which operate within prisons, locating the problem in the way in which women are treated in custody than the unsuitability of prison sentences for women per se. To highlight mental health issues as a reason for which women should not be imprisoned is in a sense to endorse a stereotype of women as weak and fragile and thus condone the very perceptions which feminists seek to destroy. Difference perspectives then create a paradox in that the argument for a different approach to women also endorses a structurally stereotyped view. Postmodern approaches move beyond this to acknowledge commonalities in male and female experiences of sentencing, and emphasise the importance of power structures extending beyond the division of men and women. Gelsthorpe (2002) rejects the idea of innate differences between men and women, believing instead that these differences are socially constructed. Wider considerations of the circumstances of crime are necessary, but these should focus on other forms of structural oppression in society. In accordance with this, Naffine (1997) denies the possibility of criminal women and claims that just as there is no homogenous explanation for why men commit crime, theories must look beyond gender to ideas of diversity and socio-economic status in attempting to explain criminal behaviour in both men and women (p.53). Gelsthorpe (2002) too supports this view in claiming that the question should be less about crime in relation to men and women, but the political process of criminology and the consideration of why certain acts have come to be defined as criminal, while others remain legal. These perspectives, therefore, situate feminist critiques in the wider context of a society in which gender is one of many factors giving rise to oppression and in which diverse structural forces operate across each other to shape perceptions and reactions to criminal deeds. This is reflected in general support for retributive justice, in which sentences are motivated by consideration of compensation for the victim and therefore often involve community focussed sentences. While this seems more fitting to the rehabilitative function which has been seen to be lacking in the imprisonment of women, feminist critics also raise concerns about the appropriateness of this approach to crimes where women have been victimised or oppressed. By the very fact that it takes place within a society and system heavily dominated by male concerns, such an approach can be seen to reinforce structures of oppression in terms of violent crimes against women. This essay could not be complete without acknowledging the body of feminist literature which argues for the oppression of women in society by the very fact that men are not sentenced severely enough for crimes which they commit against women. This approach draws attention to the inadequacy of laws themselves, coupled with a lack of enforcement and triviality of sentences imposed by ‘a largely ageing, male judiciary’ (Edwards, 1992:146). This then echoes Bryson’s point that the dominance of men in the legal profession means that sentencing can never truly reflect women’s interests. Feminist critiques appear clearer and more unified here than in terms of the sentencing of female offenders. Naffine argues that the sexual relations of men to women implied within the common understanding of rape reflect a culturally dominant male view (1997:104), thus women’s interests are not reflected in bringing perpetrators to justice. Chambers and Millar (1992) examine the process of rape trials and the way in which cross-examination typically tries to imply some amount of blame on the part of the woman for not resisting more strongly, thus perhaps having an effect on the sentencing procedure and encouraging less severe sentences. The very nature of rape as a private crime, often with no witnesses and only the word of the victim against that of the defendant means that conviction and sentencing are problematic at best, but this should not be used as justification for dismissing feminist critiques of sentencing, which make a valid point about the dominance of male perspectives and attitudes within the judiciary system. It is evident, therefore, that feminist critiques have filled a gap in terms of female perspectives in criminology, and they are significant for this very reason. It has emerged in the course of the discussion however, that it is more the way in which sentences endorse the societal status quo than the sentences themselves which seem to be inappropriate, although feminists are justified in highlighting the worrying trend towards the imprisonment of women. It is not, enough, however to insert women into pre-existing theories which deal with men: the prevalence of male attitudes in the criminal justice system means that oppressive attitudes need to be reviewed, not just in the light of women, but in the consideration of other oppressed minorities in society, in order to ensure a system which really is fair to all. References Ashworth, A. (2002) Sentencing, in M. Maguire et al. (eds.) The Oxford Handbook of Criminology. Oxford: Oxford University Press, pp.1105-1135 Bryson, V. (1999) Feminist Debates: Issues of theory and political practice. Basingstoke: Macmillan Chambers, G Millar, A (1992) Proving Sexual Assault: Prosecuting the offender or persecuting the victim? in P. Carlen and A. Worral (eds.) Gender, Crime and Justice. Milton Keynes; Philadelphia: Open University Press, pp.58-80 Crime Info (2007) Women, Gender and Crime [online] accessible at http://www.crimeinfo.org.uk /servlet/factsheetservlet?command=viewfactsheetfactsheetid=110category=factsheets [accessed 27th November 2007] Edwards, S. (1992) Violence against women: Feminism and the law in L. Gelsthorpe A. Morris (eds.) Feminist perspectives in criminology. Milton Keynes; Philadelphia: Open University Press, pp.145-159 Fawcett Society (2007) Women and the criminal justice system: The facts [online] accessible at http://www.fawcettsociety.org.uk/index.asp?PageID=30. [accessed 27th November 2007] Gelsthorpe, L. (2002) Feminism and Criminology, in M. Maguire et al. (eds.) The Oxford Handbook of Criminology. Oxford: Oxford University Press, pp.511-533 Gelsthorpe, L. Morris, A. (1992) Introduction: Transforming and transgressing criminology, in L. Gelsthorpe A. Morris (eds.) Feminist perspectives in criminology. Milton Keynes; Philadelphia: Open University Press, pp.1-6 Heidensohn, F. (1992) Women and Crime: Questions for Criminology, in P. Carlen and A. Worral (eds.) Gender, Crime and Justice. Milton Keynes; Philadelphia: Open University Press, pp.16-27 Naffine, N. (1997) Feminism and Criminology. Cambridge: Polity Press Smart, C. (1976) Women, Crime and Criminology: A Feminist Critique. London: Routledge Smart, C (2003) Feminism and the Power of Law. London; New York: Routledge

stock :: essays research papers

Khaled Bitar What were the causes of the 1929 stock market crash and the 1987 stock market crash? What are the differences between the causes?   Ã‚  Ã‚  Ã‚  Ã‚  In the 1920s stock was first issued by companies. Companies issued stock after they went public in order to make money. When traders buy stock, they were buying from the company and a stake in the company. On October 24, 1929, (a.k.a. Black Thursday) the stock market fell 9% and five days later the market fell an unprecedented 17.3%. About 29 million shares of stock changed owners causing, at the time, the biggest stock market crash in the history of the United States.   Ã‚  Ã‚  Ã‚  Ã‚  In the decade before the crash, America was thriving and production was soaring. The GNP increased by 40% and average income grew 30% throughout the decade. There was an abnormally high level of investment and traders were overwhelmed with confidence.   Ã‚  Ã‚  Ã‚  Ã‚  When the stock market crashed on Black Thursday, traders were still confident because of President Hoover’s declaration that a recovery was imminent.   Ã‚  Ã‚  Ã‚  Ã‚  Despite the general optimism, the market crashed again causing the great depression. The effects were devastating. Over the next three years, the unemployment rate rose to 13.6 million people and GNP decreased 45 million dollars.   Ã‚  Ã‚  Ã‚  Ã‚  There are many causes to the 1929 stock market crash including speculation, WWI, Foreign investment, and a scandal that could have played a minor role.   Ã‚  Ã‚  Ã‚  Ã‚  The 1929 stock market was a bull market fueled by speculation. Speculation inflated stock prices beyond what they were worth because of the large amount of traders. Speculation is when traders think that a stock has much more value and potential then it really does. Traders would buy a stock that they think is thriving and when they realize that the company is losing money, they sell causing the market to decrease. (i.e. people investing in ebay and then selling after seeing ebay’s earnings.)   Ã‚  Ã‚  Ã‚  Ã‚  Many investors were not very experienced and they believed that whenever their stock went down, they felt selling was the best option which fueled the crash even further.   Ã‚  Ã‚  Ã‚  Ã‚  Because of the thriving market, many loaned money from banks and invested in the stock market. When it crashed, they could not pay back the loans and the banks lost money. The market misled the banks as they thought loaning traders money would be very lucrative. The Federal Reserve was a cause of the 1929 stock market crash because it essentially owned the government and fueled the speculation.

A brief analysis of the positive and negative effects of adolescent working

Adolescent working is associated with both positive and negative effects. Apart from their indulgence in delinquent behavior, they are also more unlikely to meet academic requirements too. This apart any negative feelings with the workplace, can itself produce have a depressing effect. However there are also many positive effects associated with their early interaction with the industry and work attitudes.They learn to manage themselves with an eye for savings and future life. It cannot be defied that this is a crucial phase of life for an adolescent individual and any external support could help immensely, in meeting the demands placed on the individual.The adolescent period is perhaps the most difficult phase of life for any individual. This child-to-adult transition phase is associated with both physical and mental changes. In their adolescence years, children experience greater psychological growth as they try to keep up with the related physical and sexual developments, associat ed with this period.Adolescents experience difficulty in adapting to the unexpected sudden rise in sexual and aggressive drives. These changes on them produce confusion and they struggle to come to terms with their understanding of the world around them.The physical development in adolescents affects their habits and interaction in several ways. By their mid-adolescence, their emotional and intellectual abilities are increased and they seek adventure and are willing to experiment different ideas.They seek to develop an identity for themselves, be independent and achieve. Adolescents would want to weaken their ties and their dependence, on their parents. They look for an employment to facilitate all these requirements.Research has shown that adolescents taking to work are associated with positive and negative effects. Among the skill sets they acquire through work are time management abilities, marketing capabilities, managing finances etc.Apart from gaining work experience, they dev elop good work habits and experience financial independence. It has been estimated that about 50% of the students save from their earnings even as they reach their tenth grade. Their interest in working is driven by aspirations of a higher standard of life and a passion to buy things they need.Adolescents use their money mainly on expenses associated with car, their clothing and education (McDowell and Futris, 2001). They also save for their college while helping their parents with their domestic expenses.An adolescents’ positive perception of industry and employment is boosted by early encouraging experiences. Emphasizing on the benefits associated with early employment, the government too has encouraged high school students to seek part time employment (Net industries, 2008).A 1999 study by Barling and Kelloway found that about 80% of high school graduates have worked at least on one part-time job. Among the significant benefits of working, while at high school are that it helps in the transformation from school to workplace, and in developing a work psyche. Parents too encourage youth employment as it promotes independence and responsibility.Unfortunately adolescent employment is more associated with negative outcomes, than its benefits. Their employment deprives them of sufficient time with their homework, thus forcing them to make it up by manipulating; by copying and cheating. They tend to cut classes to make up for the time spent on the job.Apart from a decline in academic achievements, they are influenced by other factors existing in their work places. These effects are lesser among adolescents who work for lesser number of hours and therefore get to spend more time with their parents.Adolescents working for more than 20 hours a week develop delinquent and problematic behaviors. Adolescents are exposed to other adults in their workplace, devoid of any parental guidance, and they acquire habits and behaviors that are not appropriate to their age, although it may suit an adult (Dufur, 2002).When youth find themselves in a work setting, they are more focused on employed adults as role models, rather than school completed seniors. They have lesser time for eating, exercising or sleeping which has its own physical or mental effects.Adolescents having complaints at work are more likely to get depressed and develop negative self- perceptions. Some employed youth, particularly those in high intensity work, even take to alcohol and drugs while being in school. Several studies have pointed to the association of adolescent working and risk behavior including petty crimes, marijuana and risky sexual indulgence.Teens need to be understood and supported to meet the challenges of work and school. They need to be guided to use their time and resources in a more beneficial way. Creating a time bound schedule, emphasizing on the time to be spent on work or school each day or week, would help in organizing their commitments. As they near adu lthood, they must be taught to manage all responsibilities and roles associated with it.REFERENCESMcDowell U and Futris T.G., (2001) Adolescent Employment, Ohio State University Extension, [Electronic Version] downloaded on 6th March 2007 fromhttp://ohioline.osu.edu/flm01/FS08.htmlNet industries (2008) Working in Adolescence – Advantages and Disadvantages of Adolescent Employment [Electronic Version] downloaded on 6th March 2007 fromhttp://social.jrank.org/pages/690/Dufur M. (2002) Examining the Motives for and Effects of At-Risk Students’ Work for Pay during High School. Brigham Young University [Electronic Version] downloaded on 6th March 2007 from http://www.fcs.utah.edu/info/utahdemographers/binary/?id=13

What is Proofreading And Can You Do It Yourself

What is Proofreading And Can You Do It Yourself What is Proofreading? And Can You Do It Yourself? Whether you’re a student, a mechanic, a doctor, or a professional writer, you’ve probably come across proofreading in some form or another - though you might not be aware of it. So much of the work people do these days revolves around the written word. Mistakes in their writing can have a massive impact on their success - which is where proofreading comes in!In this post, we’ll have a look at the ins and outs of proofreading, from the perspective of experienced proofreaders in the publishing trade.What is proofreading?Proofreading is the act of reading written work and marking any errors. These mistakes most commonly involve spelling, grammar, punctuation, and consistency.In publishing, proofreading comes into play at the very end of the editorial process, after a manuscript has been corrected by a copy or line editor. The proofreader’s job is to comb through the document and look for any mistakes that may have slipped through the cracks. Regardless of h ow meticulous the writer and editor have been, there will almost always be errors when you’re dealing with a book of 80,000 words or more. Find out what proofreading involves right here. What Are the Meaning of Proofreading Marks? Read post Can you proofread your own work?Many writers can and do proofread their own work. Simply reading back something you’ve written will usually reveal typos and ungainly passages. In situations where your writing isn’t intended for a massive audience (for example, in an email to your boss), you can usually rely on an online spelling and grammar checker such as Grammarly to catch any major mistakes.However, when it comes to a longer piece of writing meant for wider consumption - like, say, a book - there’s still nothing that can beat a trained professional.Who should use professional proofreading?In traditional publishing, every book will be proofed before it’s released to the public. If a reader were to find more than a handful of typos or grammatical mistakes in a novel, for example, it could negatively color their reading experience (and damage the publisher’s reputation).In self-publishing, where independent authors often look for ways to reduce th eir costs, proofreading is becoming a non-negotiable part of the editorial process. As indie authors become more professional in their approach, the specter of the â€Å"poorly edited self-pub book† is quickly becoming a thing of the past.Outside of trade publishing, proofreaders will often find work in areas such as academia, journalism, and even advertising. In some corporate settings, they can even be hired to check through slide decks before presentations. Find out how much it costs to hire a pro proofreader. How much does a professional proofreader cost?Based on statistics from Reedsy’s marketplace, proofreading a book costs $10 per thousand words, on average.Of course, this is only a ballpark figure and the final rate will depend on a number of other factors. For example, if the proofreader needs to cross-check the index, this would naturally escalate the cost.In non-publishing industries, costs may also vary. A proofreader with a deep background in technical writing may choose to charge extra for their expertise, for example. But whatever the cost, you can be sure that getting a professional proofreader is worth it. They might just be the difference between a few frustrating typos and a perfectly polished piece.Looking for a proofreader? Sign up for a free Reedsy account and browse through the best freelancers in the business.

Psychology of the Internet essays

Psychology of the Internet essays A Report on the Book by Patricia Wallace Today, the internet is a growing community. Millions of people from all over the world go online everyday to check email, research, shop, or even just interact with someone halfway around the world. As this community grows, so does the number of interactions between people. The Psychology of the Internet examines the psychology of new behavior produced by this novel method of human communication. It also delves into the business sector of the internet and how certain companies are using this medium to increase productivity within their companies and corporations. The book provides several examples of how the internet can affect the quality of an organizations production. When used in the appropriate manner, the internet can facilitate interaction between a group 24 hours a day and is only limited by the availability of a telephone line. The idea that a person must be in work and at his desk for production is becoming more obsolete as companies realize the potential of the internet. One impressive way the internet can help companies is the workgroups that can be formed internationally. A workgroup is a group of employees striving to achieve the same objective. In the traditional sense, these groups are formed in a room with notepads for each person to help them brainstorm and meetings at regular intervals until the project is complete. The internet revolution is changing all of that. The workgroups are no longer governed by the geographical positioning of its members. I found this particularly interesting because the idea of having a supervisor in Manila, a Research and Development team in Cebu, and a sales group in the United States is becoming more of a feasible possibility than ever before. The internet can also help employees overcome inhibitions that they may not be able to in person. This is due, in part, to the amount of social cues that are los...

Fire Department Safety Officer Week 3 - Smoke Essay - 1

Fire Department Safety Officer Week 3 - Smoke - Essay Example Heat exhaustion on the other hand, is the bodys reaction to an extreme loss of salt and water, generally through extreme sweating (Corbett, 2009). These two types of stress affect firefighters in the following ways. Firefighters find themselves in a situation where they have to assess the conditions to determine how to deal with the incident. When dealing with highly hazardous energy, they need to have knowledge on the source of the energy, its transmission and related risks. Although firefighters are highly trained professionals, there are certain conditions they face which cannot be controlled. Firefighting is a risk-taking job, and when firefighters are in an incident, they are exposed to excess heat and smoke. They are usually very active to ensure that, they contain the fire by following all the laid down procedures. Their body temperatures rise as a result of their work and as well as the high temperatures in their work environment. This leads to heat stroke and heat exhaustion stresses to some or to all the firefighters dealing with the fire incident. Treat heat stroke patients by moving them to a cool, shaded area, and cool them using various methods such as wetting their clothes. Treat heat exhaustion patients by having them rest in a cool, shaded area, and having them drink plenty of water (Corbett,

Collective Law Essay Example | Topics and Well Written Essays - 2000 words

Collective Law - Essay Example There were many law collectives in the 1970s and till late 1980s. These collectives ran as worker-run, co operative law firms. They often had revolutionary politics, and supported explicitly revolutionary groups and individuals. Lawyer and non-lawyer employees were paid the same wages, and had equal decision- making power. At some law collectives, workers supporting families were paid more. A handful of law collectives organized along those lines still exist – For example, the People's Law Office in Chicago. There has been a small movement of activist law collectives since the 1999 Seattle WTO protests. These groups are usually non-lawyer centered, they run along anarchist principles even if they do not explicitly identify as anarchist, and work as part of the movement for social justice. These law collectives are made up mostly or entirely of non-lawyers. They are located in cities including Philadelphia, Washington, DC; New York; Madison; Portland; Oakland; and Montreal, Ott awa, and Toronto, Canada. This new generation of law collective works to empower people to provide their own legal support. They give "trainer trainings" so people can give "Know Your Rights" and other workshops to their communities; teach people to provide legal support for their affinity groups or for specific protests; and demystify the law in general and law collective work in particular.... the "A16" World Bank and IMF protests in 2000; the Republican and Democratic convention protests, also in 2000; the Free Trade Area of the Americas FTAA protests in 2001 and 2004; on going protests by the Ontario Coalition Against Poverty; and in the mass protests around the US against the war in Iraq in 2003. Role of collective law in Canada:- Canadians believe that the rule of law must govern relations between states. Canadians have deemed their own security indivisible from that of their allies. These are the abiding foundations of Canada's commitment to collective security. Canadians have a strong sense of responsibility to alleviate suffering and respond, where their efforts can make a difference. Canadians have proven their worth in the past and remain equally valid in a global environment that is increasingly inter dependent. Canada cannot dispense with the maritime, land, and air combat capabilities of modern armed forces. at present, there is no immediate direct military threat to Canada and that today's conflicts are far from our shores. even so, the country must maintain a prudent level of military force to deal with challenges to our sovereignty in peacetime, and retain the capability to generate forces capable of contributing to the defense of their country when the need arise. Beyond the basic national requirement, were Canada to abandon the capability to participate effectively in the defense of North America, NATO-Europe allies, and victims of aggression elsewhere, the country would stand to lose a significant degree of respect and influence abroad. Collective Security and the Changing Face of Peacekeeping. If the country make a significant