Authoritarianism of Taiwanese Government

According to Thomas Gold Taiwan offers a text book case of an elite-led revolution leading to social transformation. The stability of hard authoritarianism of the Taiwanese government laid the groundwork for Taiwanese development. The KMT's cohesiveness and political domination plus the economic development aid supplied by the United States also helped to provide good conditions for Taiwanese growth in the beginning. Once the KMT gained control of Taiwan they redistributed the land and launched a program of rehabilitation and industrialization. This period was responsible for the nationalization of many businesses formerly owned by the Japanese and the start of industrial production in Taiwan marked by a shift away from agriculture to industry. During the early period of industrialization Taiwan tried to create domestic markets for its goods. During the period from 1960 to 1973 Taiwan pursued export expansion in the area of industrial goods. During this period U. S. aid directed at Taiwan declined as did the islands geopolitical significance. To make up for this decline Taiwan focused on increasing its exports. The rowth of the Taiwanese economy during this period according to Gold laid the ground work for the growth of opposition movements and loosening of the KMT†S grip on power. According to Gold this was because the changes in the Taiwanese economy brought about a middle class, a better educated populace, and a dispersion of industry through out the country. The Period from 1973 to 1984 Gold calls the time of industrial upgrading and the emergence of a political opposition. During this period Taiwan faced the oil shock, and increase in export prices due to a labor shortage that doubled workers alaries, a further loss of geopolitical prestige, and the growth of dissent and political opposition. Taiwan industrially during this time improved the quality and quantity of its exports. The Taiwan industrial model was that of a elite run bureaucracy that tightly controlled its nations citizenry in authoritarian ways. This authoritarian government was able to effectively channel the energies of Taiwan toward modernization. This authoritarian government became a victim of its own success because as living and education standards rose the citizenry demanded a shift Taiwan is not a very good industrialization model for other countries to use outside of East Asia. This is because many of the factors that allowed Taiwanese industrialization were unique to Taiwan. First, Taiwan was colonized before 1950 by a developmentalist power, Japan to which is had close ties even after 1950. Second, Taiwan was the recipient of financial aid during its critical early years because of a inter-core competition for hegemony between China and the United States. Third, Taiwan benefited by having a implacable foe with a very different vision of development. Fourth, Taiwan was given breathing space following 1949, this enabled Taiwan to revive production and consolidate power without foreign powers interfering. All these factor make Taiwan unique from other nations that would try to copy it. One of the elements that nations should not copy from the Taiwan Model according to Gold is Taiwan's harsh authoritarian government which was much too strictly authoritarian and had a hard time changing as the attitudes of the Taiwanese people changed. (Gold's book was published years before the 1996 democratic elections n Taiwan) But Gold does say that Taiwan's development model does have some lessons that could be copied in other nations seeking to industrialize. These are a official commitment to development, land redistribution, fostering of agriculture, creation of extra-ministerial ministries to guide development, strategic credit allocation, collection and efficient management of data concerning the economy, investment in infrastructure and human capital, and proper allocation of foreign assistance. Taiwan's development model was a combination of an orwellian state and effective ways of industrializing.

Atom History Essay

An Atom is a basic unit of matter that consists of a dense, central nucleus surrounded by a cloud of negatively charged electrons. The Atom was theorized by a man named Democritus of Abdera, Thrace in between c. a 460 BC – ca. 370 B. C. Atom is derived from the Greek word â€Å"atomos† , which means to be uncuttable. He had a theory that everything is composed of â€Å"atoms†, which he believed that these minuscule objects are indivisible, indestructible and have and always been in motion, had a void that exists between atoms, they are solid, homogeneous, and differ in size, shape, mass, position, arrangement, etc. Democritus identified all of these qualities by using the analogies from our sense experiences. In the early 1800 John Dalton, a meteorologist/ color blindness physician, came up with his own atomic theory and The Dalton Model. Even though, the idea of atoms were already proposed by Democritus, his theory was different in that it had the weight of careful measurements behind it. John Dalton’s Atomic Theory consisted of these facts: All elements are composed of tiny indivisible particles called atoms. Atoms of the same elements are identical. The atoms of any one element are different from those of any other element. Atoms of different elements can physically mix together or can chemically combine with one another in simple whole-number ratios to form compounds Chemical reactions occur when atoms are separated, joined, or rearranged. Atoms of one element, however, are ever changed into atoms of another element as a result of a chemical reaction. Important changes were revised from his theory like his atoms are indivisible which is wrong since atoms can be divided into subatomic particles like Protons,Neutrons, and Electrons. Next, is his theory that Atoms of all elements are the same, this is proven wrong by the discovery of isotopes. Lastly, his theory that elements can’t be transformed into other elements, which is also proven wrong because elements can be changed into other elements through radioactivity. About less than 100 years later after John Dalton’s findings, in 1897 Sir Joseph John â€Å"J. J. † Thomson, OM, FRS of Great Britain received the 1906 Nobel Prize in Physics for his discovery of the electron and for The Thomson’s atomic model. He assumed that the body of an atom is a spherical object containing N electrons confined in homogeneous jellylike but relatively massive positive charge distribution whose total charge cancels that of the N electrons. It was sometimes nicknamed as plum pudding model, because of its features as you can see below. Next great physicist that would step up to the plate and take over world of Atoms, was The 1st Baron Rutherford of Nelson, also known as Ernest Rutherford OM, FRS. He was also awarded with a Nobel Prize in Chemistry in 1908, just like Thomson did a couple decades ago, for his investigations of the elements and discovery of the chemistry of radioactive substances. He proposed a model in which the electric charge +Ze in an atom is not distributed over the whole area of the atom but concentrates in a small area. Rutherford’s atomic model is most likely called the Rutherford model or simply Rutherford model of the nuclear atom. It is to be seen to have a black big ball at the center as the nucleus and small red points moving around the nucleus are electrons as seen below. In a long line of the Bohr Family line as great physicists the most exemplary member in the authors opinion is Mr. Niels Bohr of Denmark. He took great advice from both great past physicists both J. J. Thomson and Ernest Rutherford. Which also led him to win a Nobel Prize in Physicists in 1922. One of his best researches was for his Model of the Atom, commonly named The Bohr Model. In his version of the Model the neutrons and protons occupy a dense central region called the nucleus and the electrons orbit the nucleus much like planets orbiting the Sun. It is sometimes also called the planetary model because he theorized that the attractive gravitational force in a solar system and attractive electrical force between the positively charged nucleus and the negatively charged electrons in the atom are mathematically of the same form. As compared Below. V. S Another Great Austrian physicist in 1926 named Erwin Rudolf Joself Alexander Schrodinger, also created his own view of Atom. He improved atomic models to a whole other level. Schrodinger used the new quantum theory to write and solve a mathematical equation describing the location and energy of an electron in a Hydrogen atom. Thus the quantum mechanical model was born. His view of the atom can be seen as â€Å"layers within layer† in terms of the electron shells. While not an accurate physical picture of what is happening with the electrons, it does allow to be visually grasp an otherwise concept. He says that each electron shell is made of a number of sub-shells. ( the number of sub-shells in a shell depends on what the shell number is). In a picture it looks like this: The last and final physicist in this Atomic Theory is named Sir James Chadwick, CH, FRS, of the United Kingdom. In 1932, Chadwick proved that the atomic nucleus contained a neutral particle which had been proposed more than a decade earlier by Ernest Rutherford but he added the knowledge that it has the same mass as a proton. Now with the Neutron added, the atomic model seemed more complete than ever. The overall charges remained the same, and now there no longer seemed to be a discrepancy between the atomic and the atomic number. Picture exampled below.

Week8G Essay Example | Topics and Well Written Essays - 1000 words

Week8G - Essay Example Our mission is to provide easy access to cheap (used) books for students all over the world, with regards to the steadily increasing prices on the textbook market (YPB.com, 2012). There should be a vision statement that is the basis of the creation of the given mission statement. There is so much need for clarity on the main purpose of the project. Is it focused at selling the books to its target audience or to offer students a forum for discussion on textbooks and course content, share experience and network all over the continent? Change of a project should also not be initiated because it does not bring forth so much revenue. On the contrary, there should be a development strategy for better marketing and related issues to increase the market scope. It’s not practical to have such a large scope of market for a developing investment. The mission and vision should be smart, where the mission is specific, measurable, and also time bound. Stating that the service will aim to deliver anywhere in the world means there so mush need for an understanding of different course requirements from potentially thousands of academic institutions. This may take a million ears to achieve. The site needs to sell itself in terms of look and feel, so that it is easy to use and keeps interest from site visitors. By using existing customer purchase and search data, the site can offer a more personalised service and allow for people to find additional books which complement current ones. It can also tap into other social networks to help draw in more customers and promote itself at University fresher fairs with a fun image which will help people to remember them when later looking for their course books. Finally, although allowing for some fun and humour, the site needs to be seen as a place which can provide a good quality service and experience whilst maintaining an eye on keen pricing and offers to demonstrate affordability. Such a requirement barely gives

Race,Multiculturalism , and Geography in Barack Obama's Dreams from my Essay

Race,Multiculturalism , and Geography in Barack Obama's Dreams from my father - Essay Example Some of the best sources for anthropological studies on Hawaii’s pre-colonial history, particularly in regard to their Polynesian ancestors, are the Hawaiian chants, legends, mele or vocal music, which are handed down from the ancient generation to next. (McDermott, Wen-Shing and Maretzki 5) Along with other artifacts, these materials tell a story of Polynesian ancestors journeying from Tahiti to Hawaii. Indeed, specific anthropological findings show that settlers from the Marquesas and Tahiti started arriving in Hawaii from 500-1000 AD. The new settlers colonized the new territory and brought with them pigs, dogs, taro root and other crop plants. The discovery of Hawaii of these settlers may have been an accident at first but subsequent Tahitians migrations showed a different pattern. Vast waves of Tahitians, with their advanced seafaring abilities, migrated to Hawaii in 1450, perhaps encouraged by those who have journeyed back and forth between Polynesia and Hwaii carrying w ith them tales of the new found land. These migrations enlarged Hawaii’s population to a peak of 250,000. (Friary and Bendure 24) The Polynesian voyages eventually ceased but the culture flourished in Hawaii and the settlement was able develop a society that is both highly unique and isolated from outside influence. The emergent social structure in pre-colonial Hawaii was characterized by a hierarchal system reminiscent of the medieval Europe with its classes of ruler, priest, knight, and commoner. When Captain James Cook, for instance, stumbled upon the civilization, he found that Hawaiian society was then consisted of the ali’I (ruling class), the kahuna (priests or experts), the maka’ainana (commoners), and the kauwa (slaves). Particularly, the anciet kapu system demonstrated a highly rigid but advanced Hawaiian society as it provided a system of restriction and separation of roles. The kapu had many benefits for the natives: roles were never confused and

Social work Personal Statement Example | Topics and Well Written Essays - 1000 words

Social work - Personal Statement Example f social assistance and responsibility, work to enhance practices of social work in developing countries, and successfully educate my audiences and patients on ways to empower themselves and pursue a healthy lifestyle. I enjoy helping people in need. Making a difference in people’s lives is the main reason for choosing a career in social work. I acquired some understanding in the field of family and child social care while growing up in a foster care ran by my aunt. I valued the intense hard work put into caring for the children individually. I realised from an early age that I would like knowing more about this field. I also volunteered at a child services centre to gain a better insight into the kind of skills and resources required to support needy children. I learned more about the role of a social worker in terms of working on multidisciplinary care reviews that helped the child services centre determine their current necessities and wishes. In the process, the centre recognized its future aims and preferred outcomes. Eventually, I helped the children become enabled, independent, realise their civil liberties, responsibilities, identity, and build on their self-worth. I enjoy dealing with children. At the social services centre, I offered constant emotional support to the children, especially during challenging events and development stages. This supports involves learning ways to communicate with children regarding sensitive more embarrassing issues in an appropriate way. As a result, I understood and was ready to support their responses to my social working skills and therapy methods. This post significantly enhanced my communication skills, patience with children, and initiative to offer social support. I needed this enhancement considering I only had experience with children going back to the foster care ran by my aunt when I was 12 years old. I enjoy helping children come more aware of newly learned principles and beliefs while expressing respect for

Gender and Consumer Culture Essay Example | Topics and Well Written Essays - 3000 words

Gender and Consumer Culture - Essay Example The culture of consumption is related with goods and products, where the purchase activities are largely grounded on the quality of the products and the value of its material usage. The difference in style possessed by different genders has therefore often been evaluated during the transitional phase, from pre-industrial economy to an industrialized and capitalistic economy, where the sole aim of the manufacturers was to maximise production and earn higher amount of revenue through the sales (Leonini & Santoro, 2004). It has further been observed that even though production dominated the earlier periods, in the modern era, consumer goods have gained its significance as the supreme factor which influences the purchasing behaviours of both the genders. In this context, shopping malls have replaced individual shops where the rudiments influencing consumers’ purchasing behaviour reflects immensely. Furthermore, from the perspectives of family, woman has been observed to spend thei r earnings towards fulfilling their family needs by a significant extent. Comparatively, men are generally noticed to keep aside a proportion of their earnings for their personal requirements. However, differences have aroused in situations where women are examined to be dependent on the earnings of the male members for the effective accomplishment of their family needs. Recent studies in this regard state that women are more concerned about the welfare of their family and children and thereby prefer spending for themselves after the needs of other family members have been attained. On the contrary, men have been identified to possess individualistic attitudes while considering the consumption choices (Leonini & Santoro, 2004). Emphasising on this conception, the study will evaluate the various factors that determine the consumption behaviour of both the genders. Furthermore, it will focus on identifying the relationships shared between consumption and gender analysing the ways in w hich the gender based perspectives tend to influence the consumption patterns amid customer groups. Literature Review According to Grazia & Furlough (1996), while decorating their homes, women not only focus on furnishings and attractive appliances, but also tend to consider the style and tastes of the other family members. Furthermore, women magazines, furnishings and marriage manuals have been an influencing commodity for the women consumers in deciding the consumption of its products. In relation to the modern day context, the development of departmental stores in major cities has further been observed to have re-defined the experiences of shopping for the female customers which was earlier considered as a highly-skilled task in regard to homemaking (Grazia & Furlough, 1996). However, Felski (1995) argued that although women consider themselves a prime source for decoration of households, they are the most irrational consumers, simply prone to wastefulness and extravagance when e ncountered with the attractive displays of products for sale (Felski, 1995). Thus, it can be stated that even though women are more concerned about family choices while consuming products, they are at times illogical while purchasing products, especially for the decoration purposes. This is because they cannot resist the attractive displays set up in the shopping malls which give them the opportunity to choose from a wide range of products. According to Veblen (1965), consumption is a symbolic act that evolved from the difficult distinction between ‘subordinate working people and dominant leisure classes’

Identification & Exploration of designated dimensions and impacts of Essay

Identification & Exploration of designated dimensions and impacts of the Millennium Centre, Cardiff, UK - Essay Example le region cannot be denied as the number of visitors has significantly increased due to the events (athletic, cultural, educational, artistic) that are organized in the Centre on a daily basis. Current paper examines the effects of the Centre’s creation on the socio-cultural, political and economic environment. The effects on the natural environment are also being examined in order to formulate a more complete assumption regarding the role of the Centre in the whole Wales region and the specific gains for the local society. Cardiff is one of Europes youngest capital cities but the history of the city dates back over 2000 years to Roman times. Today Cardiff is a vibrant, multi-cultural centre for education, business, sport and the arts. There has been extensive redevelopment in Cardiff over the past two decades but the city has managed to retain much of its style and architecture. The city is lively, confident and cosmopolitan with a good quality of life and a distinctive character. Located in the east of Wales, Cardiff is a very accessible city and has good road, rail and air links. The town is only 2 hours travel from London using the hourly high-speed train service [1]. The location of the town is being offered for the deduction of commerce and other financial activities as well as for the enhancement of the cultural level of the whole region as it can be considered as the most accessible town of the region. As a result any interested individual can access a specific cultural event easily, a fact tha t has led to the increase of the athletic, educational and all cultural activities in town mostly the last years. More specifically, the population of the town is around 300,000, which grows by 100,000 on "Big Event" occasions. For this reason the local accommodation offered to visitors has been located around the important cultural centres of the town which are the following: the Millenium Stadium (Rugby, Football, Speedway & Concerts), Sophia Gardens (Cricket),

Is it fair to suggest that the German state is a 'frozen landscape Essay

Is it fair to suggest that the German state is a 'frozen landscape - Essay Example Criticising the trend of confining welfare state to the element of social spending, he contends that the social expenditures are â€Å"epiphenomenal to the theoretical substance† of welfare states (p.19). Thus, he denotes the inflexibility of continental welfare state system and refers to it as a â€Å"frozen continental landscape† deriving from the â€Å"frozen Fordism† existing in countries Germany, Italy and France and concludes that the situation favours a â€Å"status quo† in these countries (Palier and Martin, 2007, p.538). However, Scharpf and Schmidt (2000), as quoted in Palier and Martin (2007), challenges this notion and contends that social insurance based welfare systems â€Å"face the biggest difficulties† among welfare states (p.538). Therefore, to accommodate the changes in economy, the welfare state system of Germany has evolved to align with the transition and it may not be fair anymore to call it â€Å"a frozen landscape.† P alier and Martin (2007) contend that the Bismarckian welfare system has initially been unable to cope with the problems due to the rigidness of â€Å"their own tradition† while the other welfare regimes have done so by adapting to the changes through the implementation of various structural reforms (p.358). However, they concede to the fact that with some reforms introduced after the year 2000, the Bismarckian system has been able to incorporate drastic changes within their system, which may account for the emergence out of the frozen landscape. In the modern day of complex economy, states cannot focus too much on social welfare, ignoring other aspects that deserve better attention. Quoting Therborn (1983), Esping-Anderson (1990) argues that if one considers the historical changes in the activities of the states, it appears that only when countries invest the majority of its resources for â€Å"servicing the welfare needs of households† they can be called welfare state s (p.20). But, it has transpires from historical evidence that countries usually spend a greater part of their funds on â€Å"defence† and â€Å"administration† than on social welfare and, therefore, no state can be called a welfare state (p.20). Therefore, it appears that Germany’s continued existence as a Bismarckian welfare state has become impractical, forcing them to adapt to the changing environment. The country, over a period of time, has hence been evolving various strategies and changing their rigid stance on welfare orientation, incorporating various changes in their systems. Gosta Esping-Anderson again finds a possible failure of the welfare states to stand up to the â€Å"edifice of social protection† which remained â€Å"frozen† due to socio-economic pressures of the past and the system became incompatible to the emerging economic conditions and needs (Esping-Anderson, 1996, p.2). Developing nations such as the US and UK have prospered in the twentieth century by their focus on developing technology rather than investing on social welfare schemes. However, it becomes evident from the examples of these countries that when aspects such as technology is accorded adequate priority, the resultant growth in industry as well as other employment avenues will offer the citizens better jobs and living conditions and thereby improve the overall standard of living. This situation also seems to have

Land Law Essay Example | Topics and Well Written Essays - 3000 words - 4

Land Law - Essay Example both personal and proprietary rights to land exist and an individual may not technically own land but a series of rights related to the use of the land1. From a jurisprudential standpoint, the distinction between personal rights and proprietary rights to use land is critically important today as it was in the past. This is particularly because land leases remain personal property in the contemporary English property laws. As such a clear distinction between personal rights and proprietary rights may be required in solving a wide range of land use disputes and other legal issues pertaining to land ownership, inheritance, leasing, and contractual agreements. However, despite some of the clear legal benefits of drawing the distinction between personal rights and proprietary rights to use land, there have been a number of opposing arguments questioning the necessity of distinguishing the two rights. For example, many critics argue that the distinction may not be necessary due to the diminishing divide between personal rights and property rights in the contemporary English laws. According to this argument, the collapsing boundary between the proprietary rights and personal rights are mostly attributed to the current persistent commercial pressure. This paper argues that it is both necessary and possible to draw a clear distinction between personal and property rights to land use. The conceptual distinction between the property rights and the personal rights in the English law can best be seen in the fundamental differences between a land lease and a license. Firstly, whereas a lease usually confers exclusive possession and greater protection of the tenant (proprietary rights to the land), a license only confers personal permission with no exclusive possession rights and the licensee cannot enforce any of its rights against third parties. In this regard, a license does not qualify as a proprietary right. In the case of Errington v Errington Woods  [1952], Lord

Ethics Game Simulation Essay Example for Free

Ethics Game Simulation Essay In simulation game, two dilemmas were presented. The first case is happened to a 16-year-old mother, RB. She is in her tenth hour of labor. Her parents are at bedside with her. Because of religious belief, they have chosen to limit the amount of medication and other medical assistance. Due to the length of her labor, her unborn child’s situation is getting worse. RB has not received any medication so far. Because of her fear and distress, fetal distress has been increasing gradually. RB’s brother stated that their parents want the staff hold the painkiller and treatment because they punish her for getting pregnant before she was married. RB is still a minor, her parents are informed of her health status, but we are not sure whether or not they understand how dangerous her situation could get. In the second case, one of the ICU patient, AT, was brought to the hospital by his domestic partner, YM. YM was accompanied with him while both of them were in the ER, but he was not allowed to visit his partner in the ICU. The shift supervisor nurse stated she would follow the rules and allow actual family members visit the patient. AT has been unconscious for one day and no definitive diagnosis has been reached. He was in critical condition and cannot make decision by himself. There is no related information on patient’s file whether or not approve or refuse the current treatment. In order to address ethically, I need to be attentive. So I have to identify the real dilemma first. In the first case, the teen and her unborn child need medical care but her parents are the legal guardian that have legal responsibility for her care. Now I have already now the problem, the next step is to be intelligent. I need to use my critical thinking skill to evaluate the facts. Also, I need to think about my obligation to my patient and how my decision affects each person involved in this case. Hence, the decision needs to be fair, fulfill my duty, and reasonable. I have to assure that the patient and her unbor n child get appropriate medical care, her parents’ wishes are being honored, and I will follow hospital’s policies and  rules. After careful consideration, my decision is to ask the assigned nurse to call a physician to make sure the mother and baby are assessed medically, they will get appropriate and necessary care, and both of them will be safe. Meanwhile, I will contact the chaplain to make sure patient’s parents’ values are respected by the medical care team. In the second case, I have to identify patient’s domestic partner’s rights and each person’s emotional state. Then I have to consider how to perform my job duty responsibly and my obligations to the patient, and patient’s best interest. The issue they have now is how to assure access for same-sex partner’s patients on equal footing with heterosexual couples. Because the same-sex partner do have some rights in this situation such as right to make decision for an unconscious family member. Since my patient, AT, is still unconscious and he can’t make any decisions for himself. So, my decision is to give YM access to his loved one and treats him as family. I will also speak to my supervisor about my decision. When utilizing ethical lenses, it will guide me make a sound decision. In the first case, I used right/responsibilities lens and results lens. The right/responsibilities lens focuses on duties and obligations, and be ethically acceptable. The results lens focuses on the duties and what meets individual desires, which means I have to consider how my action will affect each person. Hence, I have to combine all the analysis and my knowledge to make a sound decision in order to satisfy each person’s ethical desires. The second case, I used relationship lens and reputation lens. The relationship lens focuses on being fair. In order to be fair, I have to use my power appropriately and everyone’s rights as a person. For instance, I need to know the patient’s domestic partner’s rights and what kind access I can give to him. The reputation lens guides me focus on the virtues of each person. The rights/responsibilities lens allow me to consider my duty as a nurse and how to accomplish my duty. My patient and her baby’s safety ar e my top priority. Hence, I have to call the physician and notify him that my patient needs medical care. When using the results lens, I need to consider how to create a satisfied result to meet my patient and her family member’s needs and honor patient’s parents’ wishes as well. Hence, I have to contact the chaplain to comfort patient’s parents in order to meet their spiritual needs. The relationship lens allow me to consider my patient and his domestic partner’s rights. Hence, before I make a decision. I look at  hospital’s policy and rules. I want to make sure I give my patient’s partner his rights to access his loved one while I am still implementing hospital protocols. The reputation lens leads me to think about how to be a good nurse and how to provide best care for my patient. Also, I have to let my supervisor understand my decision and my standard as an employee and a nurse. As a home health nurse, we meet patients who from countries and who has different beliefs, and cultural backgrounds. I think when I have an ethical conflict, I have to assess the situation and gather data instead of making assumptions. After I collect data, I need to think about how the decision will impact each person involved in this case (right/responsibilities lens). As a nurse, I also need to remember ANA Code of Ethics. I have to remind myself I need to References EthicsGame.com, LLC. (2007). The troubled teen and policies an politics. Retrieved from: http://www.ethicsgame.com References Guido, G. W. (2010). Legal ethical issues in nursing (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Juveniles in the US Criminal Justice System

Juveniles in the US Criminal Justice System The juvenile court system has been in existence since 1899 (Kerbs, n.d.). Although this does not show how long juvenile crimes have been taking place, it does give one a glimpse into how long juvenile crime has been taken to courts. Politically, both sides of the spectrum; liberals as well as conservatives are calling for the abolition of the juvenile courts jurisdiction over delinquency adjudications (Kerbs, n.d.). Sadly, crimes that juveniles are committing have become more violent including rape and murder and although they are still, in fact children, they must still be punished for their crime. In most cases, a child who is over the age of 13 and commits a crime of that magnitude will be tried in an adult court. The one thing that needs to be remembered is that children are children, not adults. A possibility remains that children can be rehabilitated into becoming more productive members of society once they have gone through some sort of rehabilitation process. of course, ther e is always the exception to that rule when children just do not care and want to continue living a bad life and committing crimes. Adults have already gotten set in their ways and the chances of rehabilitating them are not as great as that of a child. Comparison between juvenile and adult courts Some differences between the two types of courts are the terminology used in each. For juveniles, they commit an act of delinquency whereas adults commit a crime (Misha, 2006). Differences in background are another way that the two courts can be distinguished. When considering the juvenile case, the courts look at both the students academic and family background. In adult courts, these issues are not considered when the adult is on trial (Misha, 2006). Juvenile courts look at rehabilitation efforts for the child who committed the delinquency. Adult courts focus more on the fact that the adult committed a crime and the community in which he or she lives or committed that crime does not approve of that crime and think the individual needs to be punished accordingly (Misha, 2006). Juveniles are not arrested but taken into custody. Adults are simply arrested. Adults are indicted and juveniles have petitions filed against them. Juvenile courts must either agree to a finding or deny the pe tition. Adults have to enter a plea of guilty, not guilty, or no contest. Juvenile courts have an adjustment made. In adult courts, this is also called plea bargaining (Misha, 2006). Juvenile courts will decide if the child should go to a detention facility or childcare center; adults who are facing due process are either sent to jail or sent back to jail (Misha, 2006). Similarities are present between the two as well. Both juveniles and adults have a right to get counsel to represent them in court. Both have a right to cross-examine and also to confront witnesses. They have the right to be protected against self-incrimination and a right to be advised of the charges pending against them. Last, the prosecution in both types of courts must show proof that the defendant is guilty beyond a reasonable doubt before the defendant can be convicted. Implications of Juveniles in Adult Courts There are times when judges will remand a juvenile to an adult court, depending on the severity of the crime that has been committed, including rape and murder. This is called waiving jurisdiction, and it also depends on some other factors such as the age of the juvenile, and whether or not the court feels that the juvenile can be rehabilitated (Steinberg, 2000). In some states, a juvenile court judge must waive jurisdiction for certain offenses if probable cause exists that the juvenile committed the offense (Steinberg, 2000). other states have a presumption waiver in which the juvenile will be transferred to criminal court, when it is presumed appropriate. If the juvenile can prove that he or she should be in a juvenile rehabilitation program, then they will not get a presumption waiver (Steinberg, 2000). The judge will make that final decision, but the juvenile must be the one to prove it. Direct File, which is also known as Prosecutorial Discretion, exists in some jurisdictions and the prosecutor who uses his or her own discretion can file charges either in a juvenile or criminal court (Steinberg, 2000). Statutory Exclusion, which is also known as Legislative Exclusion, Mandatory Transfer, or Automatic Transfer, there are certain categories under which the juvenile can be excluded automatically from juvenile court. This exclusion is determined by a combination of age and offense (Steinberg, 2000). In some states there is a reverse waiver where a criminal court judge can waive a case to juvenile court based on various characteristics of the offender and the offense (Steinberg, 2000). In some states like New York, juveniles who are age 16 or 17 will automatically be tried in a criminal court because the juvenile court jurisdiction ends at age 15, and this is not considered a transfer. More cases are being transferred to adult courts because the list of cases being tried are growing, approximately one-third of those cases are for non-violent offenses like robbery or drugs, and there are a larger number of black and Hispanic offenders transferred than white offenders, even when they have committed the same type of crime (Steinberg, 2000). The problem that exists in this area is that there are many cases being tried in adult courts for children who are too young to really and fully understand the consequences behind their actions. The punishments they are being given are the same as adults and this does not sound like a fair deal. Punishments that are handed down to these juveniles in the adult courts should be done so with the understanding of the juvenile that they know what they have done is wrong and they can accept the consequences of their actions (Steinberg, 2000). The age of the offender needs to be taken into account and the judicial system certainly needs to realize that some juveniles, even at the age of 17, may not be emotionally mature enough to have this understanding. Societal Implications of Abolishing Juvenile Court If juvenile courts are taken away, there will be more juveniles sent to adult prisons and given much harsher sentences and punishments than they should really get. It is crucial for the U.S. to keep these courts alive and active. Sending juveniles to adult prisons can make their lives much worse, and the chances of them being rehabilitated and becoming better citizens will be reduced greatly because of the things that can happen to them in prison and the things they will learn in prison. Children should not be housed with adults who are career criminals and have spent the better part of their lives doing bad things, hurting people and stealing. No one wants their children to end up like that. It is likely that society will not allow this to happen, but if citizens and law makers alike do not fight it, abolishing juvenile courts can become a reality.

Corporate Sponsored Education: The Limits Of Social Responsibility Essa

Corporate Sponsored Education: The Limits Of Social Responsibility ABSTRACT: The business sector increasingly subsidizes financially challenged institutions. Representative examples would include health care, major sports arenas, and penal facilities. Among the recent beneficiaries of corporate largesse are schools. Such assistance blurs social roles and raises serious moral concerns, especially those of moral agency. Education, more so than other social institutions, determines the kind of citizen and moral character a person can become. Put differently, education operates on virtue development that may override the fiscal logic of profit-maximization practiced by corporations. In this paper I argue that whatever benefit received by struggling schools is short-lived by comparison to the long range influence achieved by a corporation via advertisements that affect the psychological preferences of children. I contend that this makes the exchange unfair insofar as it violates the autonomy of the student. Education should provide a free and open atmosp here in which critical points of view are discussed. If corporations are permitted untrammeled access to schools, social views may become one-dimensional. Economic salvation would effectively trade on the moral failure of schools. The familiar debate over corporate social responsibility draws against the classical view of Milton Friedman that the sole responsibility of corporations is to its stockholders. This narrow view eschews corporate social responsibility for the maximization of profits whereby society would be the indirect beneficiary of market capitalism. In contrast, the broader view held by Richard DeGeorge, Tom Donaldson, and Norman Bowie argue that corporations have... ...Press, 1996) p. 12. (3) David Brewster. Weekly Washington, p. 6, 1997. (4) Alex Molnar, p. 66. (5) D. Stead. New York Times, January 5, 1997, p. 33. (6) John Kenneth Galbraith. "The Dependence Effect," in Beauchamp and Bowie, p. 500. (7) Robert Arrington. "Advertising and Behavior Control." In Business Ethics, (Ed.) Thomas I. White. (New York: Macmillan Publishing Co., 1993) p. 578. (8) See Henry Frankfurt. "Freedom of the Will and the Concept of a Person." Journal of Philosophy, LXVIII (1971), 5-20. (9) Richard L. Lippke. "Advertising and the Social Conditions of Autonomy." In Thomas I. White, p. 586. (10) See Lynn Sharp Paine. "Children as Consumers: An Ethical Evaluation of Children's Television Advertising." In Thomas I. White, p. 619. (11) Ibid., p. 622. (12) Ibid., p. 623. (13) P. Applebome. New York Times, March 16, 1997, p. E5.

Hammurabi :: Essays Papers

Hammurabi Of the many law codes surviving from the ancient Middle East, perhaps the most famous is the Code of Hammurabi, sixth King of the Amorite Dynasty of Old Babylon. Today, the code, engraved in stone takes on a unique form as a piece of art. However, decoded it is clear that this stone was obeyed and served as a sort of political propaganda. The noted stone found in 1901 by French archeologists, now rests in the Paris Louvre where it is preserved from moisture and natural decomposition. The raw material consists of an 8 ft. tall block of black basalt engraved with cuneiform. It clearly intended to be observed in public. The immense size of this rock was a sign of strength and authority and its dark coloration an ominous warning. At the top is a depiction of Hammurabi receiving the code from Shamash the sun god or god of justice. In this picture the two men are the same size, which symbolizes Hammurabi’s power being equal to that of the gods. Below this is a prologue praising Hammurbai’s wisdom and power. To further its legitimacy the law code was in those days regarded as subject for prayer, though the prayers here are chiefly cursings of whoever shall neglect or destroy the law. The content of the code regulates in clear and definite strokes the organization of society and the harsh punishment for crimes. For example, the witness who testifies falsely is to be slain. Indeed, more serious crimes were punishable with death. If a man builds a house poorly, and it falls and kills the owner, the builder is to be slain. If the owner’s son is killed, the builder’s son is slain. The idea of â€Å"eye for an eye, tooth for a tooth† could not be debated.

Views of Slavery and Ralph Waldo Emerson and Henry David Thoreaus Work

Views of Slavery and Ralph Waldo Emerson and Henry David Thoreau's Works Two men, similar in their transcendentalist beliefs and yet so different in their methods of expressing their beliefs on handling the issues of society, were major voices in the anti-slavery movement. While their focuses are more on the subjects of morality and individual choice, they still reflect on how slavery should be addressed by the American people, American referring to the free whites who actually make the decisions. Ralph Waldo Emerson is highly regarded for his views on Transcendentalism during what some of deemed the â€Å"American Renaissance.† Emerson establishes his place in history by expressing his liberal agenda through his beliefs that truth is based on intuition and law should be based on individual reflection. He believes that the only way one could truly learn about life is by ignoring knowledge from outside sources and relying on one’s internal voice; he incorporates this belief into the convincing rhetoric of â€Å"Last of the Anti-Slavery L ectures.† While Emerson asserts his views on self reliance, he is really trying to sway the views of his audience. This makes us ask the question: Is he really right, or is he only convincing us that he is right? Henry David Thoreau, however, serves as both a complement and a foil for Emerson; while he also expresses his transcendental beliefs, he converges on a split between these beliefs and reason. He articulates his ideas in â€Å"Slavery in Massachusetts,† a piece that illustrates how Thoreau separates himself from his own state because of his â€Å"contempt for her courts† (1991). While some would argue that Thoreau is somewhat of a better writer than Emerson, it cannot be denied that one cannot reach... ...ety. He strengthens his views with his inclusion of images of nature and his comparative analysis of the beauty of nature with the good of society. Both men support transcendental views that complement each other’s beliefs. While their paths to the solution differ, the resolution that slavery is an unscrupulous product of an immoral society unites their views. Works Cited Cadava, Eduardo. Nineteenth-Century Literature Criticism 98 (2001): 38-54. Emerson, Ralph Waldo. "Last of the Anti-Slavery Lectures." Ed. Baym, Nina. The Norton Anthology American Literature 6th ed., Vol A. New York: W.W. Norton & Company, 2003. 1207-1216 Eulau, Heinz. Nineteenth-Century Literature Criticism 21 (1989): 329-332. Hyman, Stanley Edgar. Nineteenth-Century Literature Criticism 7 (1984): 384-388. Thoreau, Henry David. â€Å"Slavery in Massachusetts.† Baym 1982-1992.

Jazz concert

As much as I enjoyed attending a classical music concert in November, I thoroughly enjoyed myself at the Jazz concert I attended on Monday night. Though two vastly different types of music, the theory almost remains the same; variations on a theme. Since Jazz music is a little more my speed, I have to be honest when I say that I was looking forward to this assignment slightly more than the classical concert. I found a Jazz club called Zinc Bar on Houston in New York City that seemed to have reasonable prices and a wide selection of shows and musicians playing at ifferent times. We decided to attend the nine p. . show not knowing exactly who would be playing. Already this is a huge difference between the classical and Jazz concerts. Arriving early, we decided to eat some dinner at a restaurant called Arturo's right down the block from the club. As soon as we walked in, our first sight was a set of musicians and a singer playing live free Jazz music for the restaurant patrons. The band included an upright bass, a piano, and auxiliary percussion instruments and a male singer. They stuck to Jazz standards for the most part but eing that we were at an Italian restaurant we got a generous helping of Frank Sinatra.The musicians really set the tone for the entire establishment. Everywhere you looked, even though time with the music. Needless to say when we left the restaurant, we couldn't help but feel swept away by the entire New York Jazz experience. The ambiance continued inside of the Zinc Bar. The club itself was a small, very intimate setting, with a banquette and small tables on one wall and a long bar on the other. The band was positioned at the end of the bar facing out towards the entrance. The lighting was inimal save for a few candles and colored lights.There was a two drink minimum at the tables whereas the classical concert reserved the drinking to coffee at intermission. The crowd is sparse in the beginning but grows to a full bar towards the end, which we find out is a result of the main head-liner playing at 1 1 p. m. Ron Afflf. But we had very little regrets seeing this first band, the Alexis Cole Trio. The trio consisted of a singer, Alexis Cole, Ben Stivers on the keyboards, Bill Pace on the upright bass, Ryan Scott on guitar, and Greg Ritchie on drums.The lead singer would ntroduce all of the songs before they were played unlike the classical concert where listeners relied on their programs to inform them of the upcoming pieces. The first song they played was by Bob Marley and one of my favorite tunes, â€Å"Redemption Song†. The song was faster than Bob Marleys version and in the middle, Ms. Cole transformed her voice into many different instruments as she scatted her way to the final chorus. In this song, and in every song where the band was involved, each instrument had their own chance to â€Å"scat† and improvise on their respective instruments.After each musician finished their solo, the audience was encou raged to clap which is in stark movements. The second piece was an original composition by the keyboard player, Ben Stivers, called â€Å"East of the Sun† and again featured all members of the band. I found my feet really tapping to this tune and I really enjoyed the piano solo. It had Just the right rhythm and well-balanced solos that I never felt bored. The third and fourth songs were by Thelonius Monk and unfortunately Ms. Cole never mentioned the names. Ms. Cole almost took a back seat in these songs and really let usicians go to town.The solos were intricate and involved seemingly removing the musician from the room and into his heart and mind. The listener couldn't help but be totally transfixed. I also felt that in this section the bass player really took the most risk rhythm wise and possibly might have made a mistake. I say possibly only because if he did make a mistake, he recovered so well it's possible we were Just imagining things. The fifth song was by Billy Str ahorn called â€Å"My Little Brown Book† which Ms. Cole introduced as a song about regret. This tune was only or the singer and the keyboards and was extremely intimate.One really got the sense that Ms. Cole was trying to give you something. The sixth song was another original and by far the most experimental. It started slow and soft and grew into a myriad of sounds with the guitar player playing with certain pedals on the floor. The more they played and the more she couldn't help but feel like I was caught in a windstorm. It culminated into what sounded like a disorganized Jumble of chords and solo material but somehow ended up right back at the original melody and rhythm. It was impressive to say the least.For their last song they decided to take a request from the audience and after much heckling from the crowd it was decided that they would end with â€Å"My Funny Valentine† which the keyboard player had arranged in G minor and in 3. It was an interesting take on an old standard and done in a beautiful smoky tone. It was really a nice end toa perfect New York Jazz experience. As different as classical and Jazz are, I couldn't help but feel that Jazz had at least drawn on the basics of classical music. Start with a melody, make it your own, and then tell your story. I feel that music will forever enrich my story.

Related Local Literature Essay

This study deals with the review and analysis of the literature and studies relevant to inventory management techniques that the researchers will be using in the optimization. It consists of information culled from studies and literature, both local and foreign, from which this study is subject to. This chapter will certainly help in giving the reader a better understanding of what is Economic Order Quantity model and Dynamic Programming to optimization of the inventory system. Definition: Inventory Inventory refers to any kind of resources having economic value and is maintained to fulfil the present and future needs of theconsumers.It is a physical stock of items that business or production enterprise keeps in hand for efficient running of affairs or its production. Inventory is the quantity of goods, raw materials or other resources that are idle at any given point of time. Inventory control is the means by which materials of the correct quantity and quality is made available as a when required with due regard to economy in storage and ordering costs and working capital. It is also defined as the systematic location, storage and recording of goods in such a way that desired degree of service can be made to the operating shops at a minimum ultimate cost† (S.C sharma (1999). P. 509, 512). Inventory model: Economic Order Quantityand Dynamic Programming For over a century, the literature encompassing hundreds of books and journals has included frequent writings of management scientists applying quantitative methods to help inventory managers make two critical decisions: how much inventory to order, and when to order it. Inventory management started as early as the beginning of the 20th century when F. W. Harris originally developed the lot size formula or the EOQ model in 1915. R. H. Wilson independently developed the same formula in 1918. Apparently, Wilson popularized the model so the EOQ model is also referred to as the Wilson EOQ model. The EOQ formula has been independently discovered many times in the last eighty years. It is simplistic and uses several unrealistic assumptions. In Cargal discussed the basic EOQ model; he said that they cannot determine what quantity of an item to order when ordering supplies. Despite the many more sophisticated formulas and algorithm available, some large corporations still use the EOQ formula. In general, large corporations that use the EOQ formula do not want the public or competitors to know they use something so unsophisticated. The variables, graph, and the formula was also discussed in this paper. The classic EOQ model has been directly used in practice but which, more importantly, represents the key foundation of decision rules dealing with more complicated circumstances.Different variations and applications of the EOQ model in production and inventory operations were expanded over the years such as dealing with the quantity discounts, shelf-life considerations, replenishment lead time and constraints on the replenishment. Further advancements in inventory management took place when dynamic programming was used, with R. Bellman as its founding father. However, earlier works in DP were produced by Arrow, Karlin and Scarf. Bellman, who popularized DP, used the stochastic models for the inventory management problems. But in 1958, Wagner and Within started with a deterministic model, referred to as the Wagner-Within method, with known demands in each period, and fluctuating costs from one period to the next. A few years later, results for the stochastic model were established by Iglehart and Wagner with Veinott, which involves a demand with a continuous distribution. Inventory models have been applied and adapted by organizations. Silver enumerated the extensive research and application done over the years. In retail inventory management, retail outlets are increasingly adopting equipment that permits capture of demand data and updating of inventory records at the point of sale. In integrated logistics, a very complex system, it utilizes operations inventory management where maintenance, transportation and/or production are involved. In interactions with marketing, inventory management is applied on how to routinely take account of the effects of promotional activities on the control of inventories, how to predict and account for the effects of the system on the demand pattern, and the allocation of the shelf space in outlets such as supermarkets. Stock on Inventory The American Institute of Accountants defined the term inventory as â€Å"the aggregate of those items of tangible property which (1) are held for sale in the ordinary course of business, (2) are in process of production for such sale or (3) are to be available for ‘sale’. In Nigeria, inventory is usually referred to as stock-in-trade or work-in-progress. Stock may consist of (i) Raw materials and supplies to be consumed in production (ii) work-in-progress, or partly manufactured goods, (ii) Finished stock or goods ready for sale. Stocks are valued in a fundamentally different way from fixed assets; the latter are usually valued at cost less accumulated depreciation. No method of stock valuation is suitable for all types of business in all circumstances. Stock is valued at cost less any part of cost, which needs to be written off when net realizable value or the replacement price is lower than cost. The Functions of Inventory Inventories perform a number of vital functions in the operations of a system, which in turn makes them critical to the production sector as well. Without inventories, organizations could not hope to achieve smooth production flow, obtain reasonable utilization of machines and reasonable handling cost or expects to give reasonable service to customers. The basic function of inventories whether they are raw materials, work-in-progress or finished goods are that of decoupling the operations involved in converting inputs into outputs. This allows the successive stages in the purchasing, manufacturing and distribution process to operate reliance on the schedule of output, of prior activities in the production process. Furthermore, the decoupling function allows both time and spatial separation between production and consumption of products in the operating system. Lastly, inventories can also be used for other purposes apart from the decoupling functions. For example, when inventories are displayed, they serve as promotional investment. Raw materials and finished inventories are frequently accumulated to wedge against price rises, inflation and strikes. Inventories also serve to smooth out irregularities in supply. In essence, inventories act to decouple organizational activities, thereby achieving lower costs of operations. Inventories act to reduce procurement costs, and inventories act to provide good customer service and smooth production flow by providing onetime delivery and avoiding costly stock shortages. Inventories ordered in large quantities can result in lower freight charges and price discounts. On the other hand, inventory requires tying up capital that would otherwise be invested elsewhere. Inventory also requires costly storage space; and such costs as insurance, spoilage obsolesce, pilferage and taxes must be incurred as a result of maintaining inventory. Hence, there is an appropriate opportunity cost associated with their value. It is therefore, the duty of the management to seek decision rules that will actually balance these controversies of costs for a given system. It is in response to this management quest for guidance in handling inventory decision situations that a number of techniques (models) have been developed to serve as aid to management in achieving optimal inventory solutions. Inventory Cost The objectives of materials management are to minimize inventory investments and to maximize customer service. It is a plan to see that, the goals can be inconsistent or even indirect conflicts the role of the materials management is thus to balance the objective in relation to the existing conditions and environmental limitations. The basic object of inventory management is to maximize customer service through maintaining appropriate amount of inventory with minimum possible cost. Inventory costs are costs associated with the operation of an inventory system. Thus the relevant costs included inventory are the following: The purchase cost (P)The purchase costs of an item are the unit purchase it is obtained from an external source or the unit production costs it is produced internally. For the purchase items it is the purchase costless modified for different quantity levels manufacturing items the unit cost include direct labour or company overhead. Ordering or set up cost (C)This is the cost of placing an order. This cost directly with the number of order or setups placed and not at all weigh the size of the order. The ordering cost included making analysing materials inspecting materials follows up orders and doing the processing necessary to complete the transaction. Carrying costs or holding costs (H)There are costs of items (inventories) in storage. These costs vary with the level of inventory and occasionally with the length of item an item is held. The greater the level of inventory overtime, the higher the caring cost caring casts can be included the costs of losing the use of funds field up in inventory like storages casts such as rent of building heating cooling righting security, record keeping, deprecation obsolescence, product deterioration etc. Stock out cost (shortage cost) This is the cost as a result of not having items in storage. This can bring loses of good will profit loss of incur back order cost and delay in the customer service. Establishing the correct quantity to order from vendors or the size of lots submitted to the firms productive facilities involves a search for the minimum total cost resulting from the combined effects of fewer individual costs holding costs, setup costs ordering costs and storage costs (Tersine, R.J, 1994. PP. 13-15) Inventory Costing Method There are three methods of inventory costing method. These are:First – in First – out (FIFO)This method is based on the assumption that costs should be computed out in the order in which incurred. Inventory is thus stated in terms of recent costs. Last – in First – out (LIFO)is a method based on the assumption that goods should be charged out the latest cost be the latest cost be the first that are charge out. Inventories are thus stated in terms of earliest cost.Weighted average method is a method based on the assumption that goods should be charged out at an average cost such average being influenced by the number of unites acquired at the price. Inventories are stated at the same weighted average cost.

What Does It Mean to Describe Television as a Domestic Technology? How Does Its Primary Position in the Home Shape Its Forms and Uses?

WHAT DOES IT MEAN TO DESCRIBE TELEVISION AS A DOMESTIC TECHNOLOGY? HOW DOES ITS PRIMARY POSITION IN THE HOME SHAPE ITS FORMS AND USES? The act of television consumption occurs in technological, social and cultural forms, which concurrently effect the impact television has on everyday life as a domestic technology. The relationship between these elements is the basis for understanding television consumption. Television today is among the most commonly undertaken leisure activities, yet it is typically viewed as a mundane activity as a result of it’s domestic introduction to households.The initiation of television into the domestic home developed over time to become a routine leisure activity. For more than half a century television has been an intimate part of the life of most populations. ‘It can be extraordinarily powerful because it sits right in the middle of all that mundaneness’ (Potter, 1993). Television was first broadcast to the public in London 1929 by th e BBC network. In the US, commercial broadcasting began in 1939 as a domestic medium developed to provide programming for entertainment.Housing was democratized after the Second World War, and television made its domestic appearance as an essential part of that process. Prior to the 1940’s, private housing was not capable of facilitating a television set. Houses lacked proper electricity, gas facilities and hygiene causing incentive to spend as much time out of the home as possible. ‘Domestication became the solution to urbanization, industrialization and population explosion in the nineteenth century’ (Geraghty & Lusted 1998). Creating an incentive for domesticity solved the uncontrolled working class problem.That incentive began with television. For TV to succeed, consumers had to be at home. To be at home, they needed both capital investment in the home to maintain activities there, as well as an ‘ideology of domesticity which would maintain their pleasu res there rather than in the street, pub, cinema, music-hall or even in brothels or communism’ (Geraghty & Lusted 1998). Throughout the 1940s and 1950s ‘mass’ private housing was perfected as the necessary precondition for televisio. This movement promoted the values of domesticity by creating an incentive to spend time at home.Television became a medium for the association of the home with the ideology of domesticity. It has grown to represent private life, suburbia, consumption, ordinariness, heterosexuality, family-building, hygiene and the ‘femininization’ of family governance (Geraghty & Lusted, 1998). Shortly after the domestication of television, women became the focus for a number of campaigns to achieve social compliance, focusing on hygiene and domesticity. Women attracted men towards the home as they promoted comfort, cleanliness, cooking, security and regular sex.This ideology of domesticity was promoted through political and commercial c ampaigns. They were based upon existing aspects of respectable life like religion, femininity, thrift, shame, privacy, self-help and property. The home became a lifestyle in itself and the activities it was expected to sustain. These associations of domesticity have ineradicably become a part of the TV’s textuality. ‘Television viewing is integrated with the routines through which the rituals of everyday domestic life are constructed’ Grossberg(1987).The ways television consumption is performed depends greatly on various types of social, cultural and household influences. Culture, domestic space, social structure, lifestyle and income, among many other factors all effect the consumption of television in any home. These influences concurrently determine the role of television and the way it is consumed. The television is ultimately a pervasive item of furniture, which is central to the contemporary concept of the home. The TV set is a symbolic object of commodity culture as the choice of television purchased reflects upon its owner.Its relationship to commodity culture is further symbolized by its location in the household. Television is not only an integral part of individual’s lives; it has also become integral to their households physically, focally and socially. Most Western homes are arranged to accommodate the television rather than arranging the television to suit the home. Homes are typically organized to use the television as the main feature of the living space. Viewing is influenced greatly by the location of the TV in the home. The availability of space within a household impacts upon viewing practices.This technology will often be used to create personal space in a restricted environment. The TV may be used in small homes to avoid conflict and lessen the tensions of spatial privacy. In small homes the room must be used for many purposes, which requires the need for negotiation between family members. Larger, wealthier hom es may have more TV’s causing an increase in private space. This may lead to less conflict and friction because personal TV preferences are not an issue. While the television can be used as a medium for privacy it is also effective in terms of developing social relationships.Families are considered to be the fundamental units of society. Examinations of family leisure have consistently demonstrated a positive relationship between family recreation and the success of family functioning. In modern society, leisure is the single most important factor in developing healthy relationships between husbands and wives as well as between parents and their children. The inclusion of the television in the home allows families to always have a leisure activity available to participate in together.Such viewing experiences can provide one of the best opportunities for communication among families today. The household has become a major unit of consumptions and major market focus, yet the pu blic is not well informed about the processes of consumption and its relationship with domestic time, space and actions. Though influences within the household can affect the ways in which television is consumed, television also affects the dynamics of household consumption and use of goods, services and meanings.It defines that homes relationship to the outside world. The last forty years have shown major increases in the diversity of consumption of technologies in households. Advertising through television has greatly impacted this. Television as an object of consumption has a complex economy of meanings. It is both a technology as well as a carrier of meaning. The purchase of televisions as a commodity gains meaning by the intention of the consumer. The type of TV purchased, its location in the home, and its use all signify something about the owner.The associations, which develop as a result of purchase, are all influenced by social measures. Consumption is a general process of the construction of meaning. (Douglas & Isherwood. 1978). It is concerned with ‘the internalization of culture in everyday life’. Which is the re contextualization of the alienating possibilities of everyday life. (Miller,1987, 212) Television is often assigned a kind of everyday piority which means that other interactions take place around and throughout the watching of it. Television is a catalyst for forms of domestic organization of time and space.It is often a determining factor in how households organize their setup and everyday timetables. Disagreements may arise about the choices of broadcast content, or sheer quantity of viewing as well as differences of opinion about whether the set should be on in shared living spaces. Television content can often take priority for some over the more monotonous aspects of the household, a spouse for example. Most domestic conflicts today are not concerned with what is on television but rather about completing chores when oppo sed to luxury of viewing.TV today has become so entwined with every day culture in the home that people will often constantly be watching television while concurrently doing other things. The television continues to prevail over other outdated technologies, as it is so deeply immersed in everyday life that it would seem outrageous for the television to be excluded from the home. Historians and theorists of mass culture have commented widely on the electronic foundations of the mass media and their role in the evolution of modern consumer capitalism.Following the decline of a competitive market structure and furthering it, advanced capitalism creates an expanded sphere of consumption where the needs of the individual are defined, shaped and administered in the interest of high consumption levels and increased market control (Baran & Sweezy 1966). A culture of consumerism meeting these requirements has been largely through mass communications, representing an unprecedented joining of economic and cultural forces through which the meanings and structure of consumption are constituted throughout the realm of daily life.Previous research into the television audience does not consider the new environment in which television exists; the environment today is both technological and social. This new environment needs to be taken into account when studying the effects TV has on everyday lives. The consumption habits among households need to be viewed with the social, economic and technological aspects of the domestic sphere as central influences.Televisions audience needs to be understood in terms of a set of practices that are routine and ritual yet also embedded in the various multiple dimensions of domesticity. References. Dennis Potter, Potter on Potter, ed. Grahem Fuller, 1993:122. Douglas, Mary & Isherwood, Baron. The World of Goods. London and New York Press. 1978 Geraghty, Christine & Lusted, David. The Television Studies Book. Arnold Publishing. 1998. Isherwood, Baron. The World of Goods. 1978. Grossberg, L. ‘The In-Difference of TV’. Screen, 28, 2. 1987 Sweezy, P. & Baran, P. A. – Monopoly Capital [1966]

Juvenile Crime Statistics Paper Essay

The Federal Bureau of Investigation tracks four offenses murder, forcible rape, robbery, and aggravated assault in its Violent Crime Index. The juvenile arrest rate for each of these offenses has been declining steadily since the mid-1990s. The murder rate fell 70% from its 1993 peak through 2001 (Snyder, 2003). Statistics: Research has shown that crimes committed by juveniles are more likely to be cleared by law enforcement than crimes committed by adults. The clearance data in the Crime in the United States series show that the proportion of violent crimes attributed to juveniles by law enforcement has declined in recent years. The proportion of violent crimes cleared by juvenile arrests grew from about 9% in the late 1980s to 14% in 1994 and then declined to 12% in 2001. (Snyder 2003). Cleared Proportions: The juvenile proportion of cleared forcible rapes peaked in 1995 and then fell, with the 2001 proportion still above the levels of the late 1980s. The juvenile proportion of robbery clearances also peaked in 1995 at 20% and fell substantially by 2001 to 14%, but was still above the levels of the late 1980s at 10%. The juvenile proportion of aggravated assault clearances was at 12% in 2001 and was slightly below its peak of 13% in 1994. This was still substantially above the levels of the late 1980s. The proportion of Property Crime Index offenses cleared by juvenile arrests in 2001 was below all but 2 years in the 1980s and 1990s. (Snyder 2003) Drug Offenses: The text highlights an overall increase in the rate of drug offenses as well as simple assaults amount juveniles. After review of arrest statistics, the finding were that law enforcement agencies made an estimated 202,500 arrests of young people for drug abuse violations in 2001. Of those 202,500 arrests a drug abuse violation is seen to be the most serious. There was a decline in juvenile arrests for murder between 1992 and 2001. During this time period there were a large number of increases as well though. Statistics showed 51% motor vehicle theft and 40 % burglary. There was also a major increase in juvenile arrests for drug abuse violations at a 121%. (Snyder 2003). Simple assault increased between the early 1980s and the late 1990s which was more than 150% between 1983 and 1997. This rate fell 7% between 1997 and 2001. Arrests of Females: Arrests of females for various offenses are increasing more than the arrests of males, and the overall juvenile arrest rate for simple assault in 2001 remained near its all-time high. (Snyder 2003). Of the juvenile arrests reported in 2001 females accounted for 23% of those arrests for aggravated assault and 32% of juvenile arrests for other assaults. Females also appeared to be the leading sex in regards to runaway violations. Females were involved in 59% of all arrests for running away from home. Arrests for curfew and loitering law violations were reported at 31% for female juveniles. Females accounted for 23% of juvenile arrests for aggravated assault and 32% of juvenile arrests for other assaults (i.e., simple assaults and intimidations) in 2001. Females were involved in 59% of all arrests for running away from home and 31% of arrests for curfew and loitering law violations. (Snyder 2003) Violent Arrests of the Races: The text points out that the disparity in violent crime arrest rates for black juveniles and white juveniles declined substantially between 1980 and 2001. In 2001 the juvenile population was comprised of 78% white, 17% black, 4% Asian/Pacific Islander, and 1% American Indian. Violent crime statistics  showed that 55% involved white youth, 43% involved black youth, 1% involved Asian youth, and 1% involved American Indian youth. The results for property crime arrests were 68% white youth, 28% black youth, 2% Asian youth, and 1% American Indian youth. Between 1980 through 2001 black-to-white disparity in juvenile arrest rates for violent crimes show a decrease. The black juvenile Violent Crime Index arrest rate was 6.3 times the white rate in 1980 and in 2001; the rate disparity had declined to 3.6. The reduction in arrest rate were primarily due to the decline in black-to-white arrest disparities for robbery, which was greater than the decline for aggravated assault. Conclusion The outlook for the juvenile crime rate is uncertain as there are many factors which will affect those final numbers. One thing is for certain and that is that the population is projected to grow throughout the county at a rapid pace. The number of juveniles age 11 through 17; the ages of juveniles responsible for 99% of juvenile arrests will increase in the next decade. This will ultimately cause a spike in juvenile offenses and arrest numbers. References: Snyder, H. (December 2003). U.S. Department of Justice. Office of Justice Programs. Office of Juvenile Justice and Delinquency Prevention. Juvenile Justice Bulletin. Juvenile Arrests 2001. Retrieved July 24, 2008, from http://www.ncjrs.org/pdffiles1/ojjdp/201370.pdf

Term Paper One Article Example | Topics and Well Written Essays - 3000 words

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