The Great Crash 1929, by John Kenneth Galbraith essays

The Great Crash 1929, by John Kenneth Galbraith essays In his book The Great Crash 1929, John Kenneth Galbraith, a foremost economist, examines the implication of the stock market crash of 1929 which has become a persistent fear for Wall Street ever since. A not too distant downturn of the market, in 1987, was compared to the Great Crash in the introduction, added for this release (1988). For instance, how many economists and investors alike were watching to see if the protections put in place to stop this kind of crash would work and prevent a repeat of 1929. They did appear to work and many believe that a crash, such as occurred in 1929, is entirely impossible given the current structure of the market and of governmental safeguards and other controls now in place. Galbraith finds that what happened in 1929 was not an isolated incident, he notes that earlier in history there had been other exploratory splurges. He notes, later in the book, an instance as early as beginning in 1637 when Dutch speculators invested in tulip bulbs. Ga lbraith also comments that we were going through a similar period, at the time his writing, but he makes no solid predictions about the outcome. Galbraith begins in 1928 as President Calvin Coolidge saw only optimism after the boom period of the 1920s and failed to see the storm that was coming. The 1920s was an excellent time, and people were showing a tremendous desire to get rich quickly. Stock speculation was one of the results. The stock market boom was evident by the middle of the decade, although it is not possible to say precisely when it started. By 1927 the increase in speculation was obvious. This was occurring as Britain was becoming an unappealing place to spend money because of a long series of exchange crises, and The United States benefited greatly. It was believed by many that the prices of common stocks were only catching up with the increase in corporate earnings. Galbraith perceives this as a mass exodus into the l...

Best Jobs for Retired Military

Best Jobs for Retired Military Statistics show that the majority of those who choose an army career retire at the age of thirty-nine and officers stick it out for a little longer, retiring at forty-six. Unlike in other careers, retiring from the army while you’re still young, vibrant, and full of energy means that you don’t want to sit around the house and watch TV, dont you? You still have a lot of life left in you and you want to use it to the full. With more than two million veterans on the job hunt, finding a job that is as rewarding as the army can be a challenge but there are many highly profitable opportunities out there if you know where to look. Below is a list of some possible after army careers that just may be the perfect solution for an ambitious veteran. Jobs for a People Person 1.Operations Manager This is the perfect leadership job. The person who holds this position will be responsible for making sure that their organization runs smoothly and efficiently. They will coordinate between various departments to make sure that the product or service is completed on time and to the client’s satisfaction. Requirements: Depending on the company you work for entrance requirements could vary where some will require a demonstration of leadership ability while others may require a Bachelor’s Degree. Salary: $97,730 2.Customer Service Representative If you’re a people person then a customer service job is ideal. They are the people that interact with the public, providing customers with information and assistance about the company’s products and services. They handle complaints and deal with whatever problems or issues arise. Requirements: Most positions only require a high school diploma to get in the door and most companies provide on the job training. The person best suited for this type of job is a good communicator and good computer skills. Once you get in the door, the job can easily lead to supervisory positions for those who are more motivated. Salary: $31,720 3.Marketing Manager As a marketing manager you would be responsible for determining the public need for your company’s products and/or services. Managers identify and seek out potential customers and follow competitor’s trends and use their research to develop marketing plans that will help their company grow. Requirements: Ideally, you will need a Bachelor’s Degree in either marketing, communications, or business. Salary: $128,750 4.Registered Nurse Another job that is perfect for the people person is a registered nurse. As a nurse you will manage patient care, educating those who are ill, injured or disabled on how to take care of their health and you may be called upon to give advice or just to be a source of comfort and support during their recovery process. Requirements: In order to get licensed by the state where you will be practicing you will first need to earn a diploma or certificate from an approved nursing program or you’ll have to get at least an Associates or Bachelor’s Degree in nursing. Salary: $67,490 Jobs for a Technology-Admirer 1.Computer Information Systems Manager CIS Managers have oversight over their companies computer activities. This might include recommending the technology needed, making sure that any technical problems related to computer systems are taken care of, and training employees on how to use the technology properly. Requirements: Most companies require at least a Bachelor’s Degree in computer science and a little bit of experience may also be required. Salary: $131,600 2.Aircraft Aviation Technician Aircraft Technicians are responsible for keeping everything that flies up in the air. This means they have to take care of maintenance, diagnosing problems, and repairs of aircraft engines. This is a very important job as they are responsible for people’s lives. Requirements: While a degree is not required, technicians need a mechanic’s certification with the appropriate rating from the FAA for the type of aircraft they will be working on. Salary: $58,370 3.First-line Supervisor: Transportation, Material-Moving Vehicle Operators This job is perfect for those who like to be on the move. If you’re at all reluctant to be tied down to an office you’ll be moving around a lot here. Responsible for supervising the logistics involved with moving people and goods you can be working in any field from refuse to freighters. Requirements: All that is needed in this field is a high-school diploma or its equivalent and some work experience. Military veterans usually get first pick at a job like this. Salary: $55,860 4.Cyber Security Analyst This job is like the cyber police force. Their role is to find ways to protect computer networks from infiltration. As businesses become more and more tech savvy, these jobs will only increase in demand. You could find yourself working anywhere from a government office to a private company. Requirements: While most companies will require a Bachelor’s Degree, many will forego that for your military background if you have experience in computer systems. Salary:$90,120 And if you can’t find the job you like, you can always use this opition Entrepreneur Military training is the perfect platform for tomorrow’s business leaders. The discipline, skills, perspective, and goal driven state of mind they develop while serving in the armed forces bring amazing advantages to the business world and if they choose a business opportunity that they are passionate about they definitely have the drive to make it happen. Salary: the sky is the limit The skills learned as a military professional can be put to use in many ways after you leave. The fact is you have the very skills that many businesses need to develop in order to be successful. There are plenty of rewarding opportunities for veterans to take advantage of that can carry that spirit of the military forward so that everyone in the community can benefit. You just need to know where to look.

Real World Negotiation 2 Assignment Example | Topics and Well Written Essays - 500 words

Real World Negotiation 2 - Assignment Example The pair, Sofia and Echo, remained on silent terms for about a week until when Echo approached me and asked me to facilitate their reconciliation. Echo and I had a lengthy discussion and he expressed his desire to resolve his conflict with Sofia. So we arranged for a special dinner whereby I could meet both of them and try to resolve the conflict. I called Sofia and asked her to accompany me for dinner on that due date. I requested to surprise her by inviting a third person, Echo. To keep Sofia calm, I reminded her of how she had made out with a stranger at a party and never mentioned the same to Echo. I indirectly threatened to discuss the same with Echo and see if she was fair enough in her reaction. She eventually agreed to my proposal out of guilt. Thereafter, I rang my favorite hotel and made a reservation for a table for three. When the three of us met at the hotel, I asked Echo to apologize to Sofia after talking to them deeply in turns. I deliberately told Echo numerous and long stories of how wrong cheating was to compel him to issue an apology. He asked for forgiveness without complaining. I requested Sofia to accept the apology and as a reward I promised to do her laundry for the next two weeks. Sofia smiled as she embraced Echo in a show of forgiveness. I used the tactic successfully to compel Echo to issue an apology to Sofia. The very long stories about the negative aspect of cheating left him no chance of arguing. Next time I am negotiating using the tactic, I would give stories with both positive and negative aspects. That would ensure the other party does not discover my intention in advance. I successfully employed the tactic on Sofia at the instance that I reminded her of how she had made out with a stranger. The reminder sparked emotions of guilt in her conscience. Through arousing guilt inside Sofia, I had used intimidation to make her accept my dinner proposal. The tactic worked because I

Workplace Diversity and Nondiscrimination Essay

Workplace Diversity and Nondiscrimination - Essay Example he uphill task of supervising the offenders, managing the staff, overseeing administration and promoting community relations in and out of the office. The following paper describes the role played by a criminal justice administrator to address issues of sexual harassment, drug testing, privacy, employment and disability affecting employees. As stated by Cyndi (2008) ‘Although, it is expected that an employee abides by the company laws, it is also the duty of the employer to create a conducive environment, for an employee to work’. To properly ensure this rapport, the criminal justice administrator was introduced. For example, scenarios of sexual harassment have been reported in offices and working places. When such claims are reported the criminal justice administrator has the responsibility of taking up legal actions against the offenders. This could be done by reporting the incident to the local authorities and pushing for legal actions to be taken against the offender. The criminal administrator should also see to it that the victim is adequately and properly compensated (Brian, 2009). Cyndi (2008) explains that many private and public employers attempt to test prospective employees (and employees already on staff) for drug and alcohol use. However, some of these tests are illegal and should not be allowed in the office presentation. Urine and blood testing for drugs has been a normal procedure for an employer to use when selecting their employees. But legal acts prohibit employers from testing employee’s samples without their knowledge or consent (Craig, 2005). When such cases where the employer goes against the legal rights of the employee, the criminal justice administrator should step in and provide legal advice to the victim on the steps to take. Further, the criminal administrator should also report the incident to the authorities and ensure proper compensation. In addition, the employer should respect the privacy and confidentiality of his

The Experience of Ethnic Minority Workers Essay Example for Free

The Experience of Ethnic Minority Workers Essay Working conditions in hotels and restaurants †¢ Cash-in-hand, undeclared or under-declared, and illegal working was found among the ethnic minority and migrant restaurant workers interviewed, and affected both employment conditions and rates of pay. This was prevalent in small, ethnic minority-owned restaurants, usually employing members of the same ethnic group. The National Minimum Wage (NMW) was the rate commonly paid to basic grade staff, including bar and restaurant staff, hotel porters and housekeeping staff, particularly outside of London. The research also found a high incidence of flat rate payments per shift or per week, regardless of hours worked, below the NMW, often paid cash-in-hand. Long hours working was a further feature. Full-time workers did a minimum 40-hour week, with 50 to 60 hours a week being common, particularly in restaurants. Late night working, or until the last customer left, was often expected without extra pay. Some felt that they had no life outside work due to the long hours demanded by the job. In some instances, individuals had several jobs to earn money to support family or send back home. There was low awareness of holiday and leave entitlements. Very few workers received more than the statutory entitlement to four weeks’ holiday. Some reported getting no paid holidays or receiving less than the legal minimum, and there was generally low awareness of holiday entitlement. In small restaurants there was sometimes an informal policy of two weeks’ leave. It was common for workers to have received no written statements of particulars or contracts. This was found among both informally and legitimately employed workers, and was a source of anxiety for several. †¢ †¢ †¢ †¢ 1 †¢ There were poor perceptions of job security in the sector. Few workers felt secure in their employment, often feeling they could be sacked on the spot, particularly those working informally. Some longer-term workers in regular employment were aware that increasing use of casual and agency staff meant that their jobs were not secure. Training available to migrant workers, particularly in restaurants, was minimal, usually only in basic health and safety, hygiene or fire procedures. In some hotels, however, managers had recognised the neglect of training in the past and were offering staff the chance to pursue National Vocational Qualifications. †¢ Problems at work †¢ There was a high degree of acceptance of the poor working conditions in the sector among interviewees, with issues such as low pay, long hours, unpaid overtime and poor health and safety standards often not perceived as particular â€Å"problems† but rather viewed as the nature of work in the sector. Where problems were identified these related to: pay; long working hours; workload; getting time off; bullying and verbal abuse, including racial harassment; problems getting on with colleagues; English language skills; and theft of property from work. Bullying and verbal abuse was common, particularly in kitchens where chefs were often known as bullies, but this was accepted by some as â€Å"just the mentality of the kitchen†. Sometimes the abuse had a racial element, with â€Å"bloody foreigner† used as a term of abuse. Racist abuse from restaurant customers was also regularly suffered by some waiters. In one hotel, several staff had experienced bullying from a manager, resulting in time off sick with stress. Staff believed there was an ulterior motive of trying to get rid of long-serving employees and replacing them with cheaper casual staff. Opportunities for promotion were felt by several interviewees to be inhibited by discrimination on grounds of race, ethnicity, nationality or age, as well as the limitations imposed by work permit or visa rules. Some long-term workers felt they had been overlooked for promotion, with their age then compounding the problem as employers looked for younger staff to promote and develop. Where employees saw that they had opportunities to progress, this was due to the support of a manager. Opportunities were further limited by employer presumptions about the suitability of staff for â€Å"front-of-house† jobs, such as reception or waiter positions, based on ethnicity, gender and age. Some employers expressed preferences for white staff, or a â€Å"balance† of white and non-white front-of ­ house staff, on the grounds that it was what their customers wanted. The research found that such racial stereotyping was expressed openly in this sector in a way that may not be acceptable in other sectors. †¢ †¢ †¢ †¢ 2  . In the main, interviewees did not raise health and safety concerns when discussing problems at work, reflecting an acceptance of the hazards of this type of work. However many issues did arise during the course of interviews, which included: burns and working in hot kitchens; working in a confined space; back and shoulder pains; and tiredness from long working hours and heavy workload. Often, responsibility for health and safety, such as avoiding burns, was seen as primarily belonging to the employee and not the employer. Most workers believed that little could be done to tackle the problems that they were having at work, or felt that the only solution was to leave the job. A handful of workers had taken action to resolve their problems at work, either by raising concerns with their manager, or seeking outside support or advice. †¢ Support, advice and awareness of rights †¢ Workers felt poorly informed about employment rights in the UK, and had little idea of where to get information if they needed it. Many also were unsure about aspects of their own particular terms and conditions of employment, which was related to a lack of written information. As might be expected, those who had been in the UK for a longer time, and the small number who were members of a trade union, felt better informed about their rights at work. Trade unions had been a valuable source of support for a small number of interviewees, but for most workers, unions simply did not feature in their experience of work. But despite the difficulties of organising in the sector, including high staff turnover, no culture of trade unionism and employers that are hostile to trade unions, union membership was growing in one London hotel and catering branch. This was the result of recruitment campaigns that included information in several languages. Some interviewees either had, or would, seek support from community organisations about problems at work. However, there was a variation in the level of community support available in the three regions, with London and the West Midlands having established organisations representing a variety of ethnic groups, but such structures were much less well developed in the South West. Seeking support and advice through community organisations can also be a double-edged sword for those who work for employers within the same ethnic community, with some fearing that if they sought advice, word would get around and they would have problems getting work in future. Of the small number of workers who had sought support for problems at work, Citizen’s Advice, Acas and a specific project for service workers (no longer in existence) had been used. While a small number were aware of Citizen’s Advice, a couple thought that the service excluded them because of its name, which implied to them that it was for British citizens only. †¢ †¢ †¢ 3 Conclusions and recommendations †¢ While many of the working conditions and problems highlighted in this report are common to workers in the sector, the research found several features that serve to differentiate the experience of ethnic minority and migrant workers: immigration status; working in the informal sector; discrimination in the labour market and employment; and low expectations which increase tolerance of poor working conditions. For ethnic minority and migrant workers the difficulties in raising and resolving problems relate both to their own individual vulnerability and characteristics of work in the sector. Recent migrant workers may have limited English language skills and little or no knowledge of UK employment rights and support structures, factors that compound the difficulties of addressing problems in the sector. These include: the perception that there is a ready supply of labour to replace workers who complain; a lack of union organisation; a culture of poor personnel practice, such as minimal training and provision of information; and the informal nature of much employment obtained by ethnic minority and migrant workers in the sector. There appeared also to be a lack of monitoring or enforcement of employers’ compliance with employment legislation in this sector. To understand the different experiences and motivations for ethnic minority and migrant workers working in hotels and restaurants, the research developed a typology of strategies that highlights at one end how some individuals feel they are acting strategically in relation to their work choices, whereas at the other, economic factors and limitations play a greater role in determining their choices. The strategies move from Career progression through Broadening opportunities and Stepping stone to Pragmatic acceptance and No alternative. The research makes a number of recommendations about how the position of this vulnerable group of workers can be improved through better access to employment rights and information, improvements in working conditions and career opportunities, and improved provision of support and advice. †¢ †¢ †¢ 4 1. INTRODUCTION This project, The Experience of Ethnic Minority Workers in the Hotel and Catering Industry: Routes to Support and Advice on Workplace Problems, was funded by the European Social Fund and Acas and carried out by the Working Lives Research Institute, London Metropolitan University between May 2004 and July 2006. The project used qualitative research methods to explore the experiences and problems at work of ethnic minority and migrant workers in hotels and restaurants, with the aim of both identifying the range of experiences and problems encountered, and gaining a greater understanding of access to and use of support and advice to resolve these problems. The research therefore provides evidence of the conditions faced by ethnic minority and migrant workers, which is an area relatively neglected by research so far. Its objective is to inform policy in order to improve good practice in relation to the employment of ethnic minority and migrant workers, to prevent problems from arising, and to improve the support and advice mechanisms available. The key target groups for these research findings and policy objectives are thus employers, statutory bodies, the voluntary sector, trade unions and community groups. 1. 1 Background to the project At the start of the project a working paper (Wright and Pollert, 2005) was prepared to establish the extent of ethnic minority and migrant working in the hotel and restaurant sector, as well as pinpointing the main issues for workers in the sector identified by the existing literature. The working paper is available on the project website1. The paper showed that ethnic minority and migrant workers make up a significant part of the hotel and restaurant workforce – almost threefifths (59%) of workers in the sector in London described themselves as other than. White British in the 2001 census (Wright and Pollert, 2005: 27). Outside of London the picture reflects the differences in the concentration of the ethnic minority population across the UK. In the West Midlands, where 84% of the hotel and restaurant workforce were White British in 2001, the largest other groups were White other (2. 9%), Bangladeshi (2. 3%) and Indian (2. 2%). The sector is a particularly important source of employment for some groups, with 52% of male Bangladeshi workers employed in restaurants, compared to only 1% of white males (Holgate, 2004: 21). In London, migrant workers (those born outside the UK) account for 60% of those employed in the hotel and restaurant sector (GLA, 2005: 68), compared to 31% of all London workers who were born outside the UK. However there have been important changes in the composition of the hotel and restaurant workforce since the 2001 census, with employers filling vacancies in the sector by employing significant numbers of workers from the East European countries that acceded to the EU in 2004 (known as the A8 countries). The government requires nationals of the A8 countries who wish to work in the UK to register with the Worker Registration Scheme (WRS), and Home Office figures show that of the 375,000 workers registered between May 2004 and March 2006, 22% were working in hospitality and catering (80,570 workers) (Home Office, 1 http://www. workinglives. org/HotelCatering. html 5 2006a). There has, however, been a decline in the proportion of WRS applicants in Hospitality and Catering from 31% in the second quarter of 2004, to 18% in the first quarter of 2006, with Administration, Business and Management now employing greater numbers. The highest proportion of all applicants under the scheme were Polish (61%), followed by Lithuanian (12%) and Slovak (10%). The figures also show a movement of registered workers to other parts of the UK than London, with the percentage applying to London falling from 25% in the second quarter of 2004, to 11% in the first quarter of 2006 (Home Office, 2006a). While working conditions in the industry have been well documented as consisting of low pay, low status, exploitation of employees and lack of unionisation (e.g. Gabriel, 1988; Price, 1994; Head and Lucas, 2004; LPC 2005), little has been written in the UK about the actual experiences of ethnic minority and migrant workers, with much of the existing literature focusing on management behaviour and strategy (Wright and Pollert, 2005). Some recent exceptions include a study of low pay in London (Evans et al, 2005), which included the hotel and catering industry. This study of 341 randomly selected low paid workers contained 90% who were migrants. Of their sample of hotel and hospitality workers, the largest group (two-fifths) were non-British whites, mainly from Eastern Europe, followed by Africans (24%). It found the lowest rates of pay to be in the hotel and catering sector, below contract cleaning, home care and the food industry. Other recent research has considered the experience of Central and East European migrants in low paid employment in the UK in the context of the A8 countries joining the EU, and covers hospitality, along with construction, agriculture and au pairs (Anderson et al, 2006). It is some 15 years since the Commission for Racial Equality (CRE) undertook a formal investigation into recruitment and selection in hotels (CRE, 1991) in response to concern that the sector was failing to consider equal opportunities in employment practices. It found that ethnic minority staff were disproportionately concentrated in unskilled jobs, and found only one ethnic minority manager out of 117 hotels investigated. It made a number of recommendations about how hotels should improve their practices in relation to recruitment, monitoring, positive action and training taking account of equal opportunities issues. However, we have been unable to find evidence of any monitoring or evaluation of whether these recommendations have been heeded or implemented by hotel employers. While knowledge of employment rights among all workers in the UK is poor, it has been shown that vulnerable groups know even less (Pollert, 2005). A random survey of people’s awareness of employment rights in the West Midlands found that women, ethnic minorities, young people and the low paid were least likely to be aware of their rights (WMLPU, 2001). The research was undertaken in the context of considerable public debate on migration policy, and at a time when the government was intending to phase out low skilled migration schemes, such as the Sectors Based Scheme, which granted work permits to certain numbers of workers in skills shortage sectors such as hospitality, in the light of new labour available from the European Union (Home Office,2005). At the same time there is increasing concern for â€Å"vulnerable† workers, and the government has recently published a policy statement on protecting vulnerable workers, defined as â€Å"someone working in an environment where the risk of being denied employment rights is high and who does not have the capacity or means to protect themselves from that abuse† (DTI, 2006: 25). 6 1. 2 Research aims The research set out to address the following key questions: 1. What are the working conditions of ethnic minority and migrant workers in hotels and restaurants? 2. How are working conditions seen and what are perceived as ‘problems’, and how does this impact on acceptance of poor working conditions? 3. What type of problems do ethnic minority and migrant workers have working in hotels and restaurants? 4. How do these compare to the problems generally affecting workers in the sector and to what extent are they associated with particular labourmarket niches within the sector to which these workers are confined? If this is so, to what extent is the insecurity of migrant status relevant, or is racial discrimination relevant? 5. How much do ethnic minority and migrant workers in this sector know about their rights at work, and to what extent do ethnic minority and migrant workers in this sector attempt to enforce their legal rights at work, or instead try to find ways to achieve a sufficient income and manageable working conditions, even if this means colluding with illegal employment practices? 6. How much do ethnic minority and migrant workers in this sector know about where to get advice and support for problems at work? And who do they turn to for advice and support? To what extent do ethnic minority and migrant workers in this sector use statutory (i.e. Acas, CRE), voluntary (CABx, local advice agencies), trade union, community (groups or informal contacts through ethnic networks) or informal (friends, family) sources of support and advice? 7. What are the experiences of ethnic minority and migrant workers in this sector of using all these sources of support and advice and what barriers do they face in accessing support and advice for workplace problems? 1. 3 Structure of the report The report describes the research methodology and access routes, together with the characteristics of the interviewees in section 2. The working conditions experienced by interviewees are described in section 3, confirming evidence from much of the existing literature on the sector, but also highlighting where the experience of ethnic minority and migrant workers may be particular. Section 4 describes the problems encountered by interviewees in their jobs in hotels and restaurants, but also considers the attitude of these workers to defining â€Å"problems† at work, as well as their approaches to resolving problems and barriers to resolution. The information, support and advice available to and used by the ethnic minority and migrant workers interviewed is explored in section 5, together with their awareness of employment rights in the UK. 7 In section 6 conclusions are drawn about the specific experiences of ethnic minority and migrant workers in the sector, the problems that they face and their need for support and advice, suggesting that changes need to be made to practice within the sector, as well as in improved provision of support to ethnic minority and migrant workers. 8 2. METHODOLOGY The project employed qualitative research methods to gather in-depth accounts of the experiences of 50 ethnic minority and migrant workers. Interviews were carried out between May 2005 and May 2006. In addition, interviews and face-to ­ face and telephone conversations were held with key informants to provide contextual information on features and trends within the sector affecting ethnic minority and migrant workers. The strengths of using qualitative methods are that they can not only identify tangible issues (the problems themselves, for example), but also more elusive, subjective issues, such as motivation, perceptions of opportunities and of rights, sense of inclusion, integration and fairness – or their opposites – sense of frustration, alienation and barriers to obtaining support and fairness at work. 2. 1 Regional scope The research project was confined to England within the terms of reference set by the European Social Fund. Three English regions were selected in order to provide a comparison of experiences of migrant and ethnic minority workers: London, the West Midlands and the South West. London and the West Midlands have considerably larger non-white and migrant populations than other parts of the country, with significant numbers of Bangladeshis and Pakistanis working in the hotel and restaurant sector in the West Midlands (Wright and Pollert, 2005: 27 ­ 28). In contrast, the South West is the English region with the smallest non-white population, but is experiencing a growth in migrant workers. The problems facing ethnic minority and migrant populations here have been less well documented, but where studies have been done, isolation from ethnic minority communities and support structures emerges as an issue (BMG Research, 2003; Gaine and Lamley, 2003; SWTUC, 2004). Tourism also accounts for 10% of total employment in the South West, with the greatest proportion of these (70%) employed in the hospitality sector – accommodation, restaurants, pubs etc. (Tourism Skills Network South West, 2002). In the South West it was decided to focus the research on two towns with a large tourist population and therefore a high demand for a hotel and restaurant workforce: Bournemouth and Plymouth. The Human Resources manager of a Bournemouth hotel group, interviewed for this research, said that only 32% of their workforce was British, indicating a high reliance on foreign-born workers. 2. 2 Definitions of ethnic minority and migrant workers The research includes both â€Å"ethnic minority† and â€Å"migrant† workers, categories which, in real life, are complex, changing and overlapping. Some ethnic minorities (using the Labour Force Survey definitions) will also be migrants. Migrants (defined here as all those who were born outside the UK, Home Office, 2002) may or may not be defined as ethnic minorities, and may or may not be discriminated against. White Australian or Canadian migrant workers, for example, would not be. But Kosovan people may be regarded as ethnic minorities, and suffer racism and discrimination, and Czech or Polish people may or may not be discriminated against, and while they may not be â€Å"visible† in terms of skin colour, in the way black and Asian people are, they are â€Å"visible† in terms of language, cultural characteristics, and discrimination. As many â€Å"white† Eastern Europeans are now 9 working in the hotel and restaurant sector, particularly since the EU enlargement in May 2004, it was felt to be important to include their experiences in the study. 2. 3 Access to research participants In order to include the experience of a broad range of interviewees from different ethnic groups and backgrounds, including both recent and more settled ethnic minorities, it was decided to use multiple routes to access interviewees. Therefore a range of bodies were contacted, many with a twofold purpose of: a) providing contextual information about the sector and/or the experiences of particular ethnic groups; and b) helping gain access to research participants. Organisations contacted included trade unions, community and worker organisations, sector bodies, employers and statutory and advice agencies (see Appendix 2). In the South West, where there are fewer organised community groups than in the two other regions, we spoke to officers at Bournemouth Borough Council, who gave us informal contacts within the main local ethnic minority communities, as well as putting us in contact with several community interpreters who spoke the main languages of the local ethnic minority groups: Portuguese, Korean, Turkish, Bengali and Spanish. These routes proved very useful in helping to access research participants and in providing interpretation for interviews. However, in the end, Turkish and Bangladeshi workers were reluctant to come forward to be interviewed, which the interpreters said was because they were fearful of speaking out about their employers, despite reassurances of confidentiality. In all three areas we used fieldworkers who were able to use their language skills to carry out interviews in workers’ native languages, namely Bengali, Spanish, Polish, Lithuanian and Mandarin. The fieldworkers were also able to provide access to workers who may not have come forward otherwise, being people who were known and trusted among their own ethnic communities, or who were able to provide sufficient reassurance of confidentiality. Training was provided in using the interview guide to all fieldworkers to ensure a common approach was used in interviews and that fieldworkers understood the aims and objectives of the research. While the approach used provided access to workers in a wide range of establishments, from large hotel groups to small independent restaurants, including several working ‘illegally’ or ‘informally’, we acknowledge that using such routes could not access the most hard-to-reach illegal migrant and ethnic minority workers, who may constitute a considerable proportion of workers in the sector. The research may not fully represent the worst conditions found in the ‘underbelly’ of the sector as suffered by many ‘illegal’ or ‘undocumented’ migrants, as portrayed, for example, in Steven Frear’s 2002 film about a London hotel, Dirty Pretty Things. It was decided not only to seek out interviewees who perceived themselves as having had a â€Å"problem† at work, but a range of people in different jobs in the sector, in order to explore their typical work experiences and their attitudes towards â€Å"problems† and conditions in the sector. 10 2. 4 Key informants In addition to the worker interviews, at least 20 key informants (see Appendix 2) provided further context on the hotel and restaurant sector, including regional knowledge. These included employers and employer representative bodies, trade union officials and branch members, community organisations, representatives of sector bodies and statutory and voluntary organisations. In some cases in-depth interviews were carried out, and in others more informal conversations were held either face-to-face or on the telephone. 2. 5 Worker interviews A total of 50 in-depth qualitative interviews were carried out in the three regions, with a greater number in London due to the huge range of ethnic minority and migrant workers in the sector in the capital. The breakdown was as follows: Table 1: Worker interviews by region Region London South West West Midlands Total % 46% 24% 30% 100% No. of worker interviews 23 12 15 50 during the interviews, which and a half. Participants were of both themselves and their participation with a ? 10 shop A semi-structured interview schedule was used generally lasted between 45 minutes to an hour assured of confidentiality, and of the anonymity employer. They were thanked for their time and voucher. At the start of the interview, participants were asked to complete a two-page questionnaire giving basic demographic and employment details, data from which is provided in the following section. 2. 5. 1 Ethnicity Respondents were asked to describe their ethnicity, according to the classification used in the 2001 Census. The results are grouped together in table 2. Table 2: Ethnicity of the sample Ethnicity White Bangladeshi and Pakistani Chinese and Other Asian Black Mixed % 36% 26% 20% 16% 2% No. of interviewees 18 13 10 8 1 11 2. 5. 2 Country of birth Table 3 shows the range of countries from which interviewees came. It was notable that only one participant was born in the UK, despite attempts to find British-born ethnic minority workers in the sector. Both fieldworkers and interviewees themselves commented that many British-born people do not wish to work in a sector that is known for low pay and long hours, including the children of migrants interviewed, as they seek better alternative employment opportunities (some young British-born workers do work in the sector while they are students, but tend to do so for only a short time). Table 3: Country of birth Country of birth Bangladesh China Colombia France Ghana Holland Indonesia Ivory coast Korea Lithuania Philippines Poland Portugal Slovakia Somalia Spain Sudan Turkey UK Ukraine 2. 5. 3 Gender Women are under-represented in the sample (38% of interviewees) compared to their presence in the sector as a whole, but this reflects the fact that the sample includes a substantial number of Bangladeshi workers, who represent a significant group in the sector in the West Midlands, and most of these workers are male (Wright and Pollert, 2005: 27-28). 2. 5. 4 Age Only one interviewee was under 21 years old. Almost two-fifths (38%) were aged 21 to 30 years old, and the same proportion were between 31 and 40 years old. Six interviewees (12%) were aged 41 to 50, and five (10%) were between 51 to 60. None of the interviewees were aged over 60. 2. 5. 5 Education Overall the sample was fairly highly educated, with 36% having a first stage or higher degree. Another 10% had post-secondary non-tertiary level education, and 36% had received education up to secondary level, while 12% had received. % 24% 10% 6% 2% 4% 2% 2% 2% 6% 8% 2% 4% 4% 6% 6% 2% 2% 4% 2% 2% No. of interviewees 12 5 3 1 2 1 1 1 3 4 1 2 2 3 3 1 1 2 1 1 12 primary level education or less. A further 6% had other qualifications or the details of their education were not known. 2. 5. 6 Employment The majority (62%) of the interviewees worked in restaurants, while 30% worked in hotels. The remaining 8% either worked in both hotels and restaurants, as agency workers, or in catering services. More than half of respondents (54%) said there were 10 or fewer employees where they worked. A further 22% said there were between 11 and 25 people where they worked. Only 6% worked for employers with between 26 to 49 people and 10% said there were 50 or more employees where they worked. However these figures should be treated with caution, and may underestimate the number working for larger employers, as respondents may have interpreted the questions as referring to the workplace or department of the hotel where they worked, rather than the employer as a whole. Almost half the interviewees (48%) worked as waiters or waitresses, either in hotels or restaurants. Another 20% were chefs or cooks, and a further 4% worked in kitchens as general assistants. 12% said they were supervisors or managers and 4% described themselves as cashiers. Another 10% worked in other jobs in hotels as receptionist, general assistant or porter/bar worker. The majority of workers were full-time (70%), while 14% said they worked parttime, and 14% were casual workers. Working hours were long. The largest proportion (40%) worked over 40 hours per week – 10% worked between 41 and 48 hours, while almost a third (30%) said they worked over 48 hours a week. Just over a third (36%) worked between 21 and 40 hours a week. Only 6% did less than 20 hours a week. The majority (82%) had only one job at the time of the interview, with 18% having two or more jobs. However, some of those currently working in only one job talked of previous times in the sector when they had more than one job. 2. 5. 7 Union membership Only five were members of a trade union (either the GMB or the TG), or 10% of the interviewees, although this is still a higher proportion than in the sector as a whole, where only 5% of workers are unionised (Wright and Pollert, 2005: 25). 2. 6 Data analysis All worker interviews were tape recorded and transcribed (or detailed notes were made where the quality of the recording did not allow for full transcription) with the participants’ consent, and field-notes were made shortly after the interviews. This data was analysed with the help of QSR N6 data analysis software in order to assist a consistent and rigorous approach to the data being analysed. A thematic index was developed to categorise the transcripts according to major themes and transcripts were coded accordingly using the N6 software.

The Outsiders by S.E. Hinton :: The Outsiders SE Hinton

The Outsiders by S.E. Hinton The Outsiders by S.E. Hinton, published by puffin books in 2001. Pony boy is the little brother of Soda and Darry. Pony, Soda and Darry live together in the house, that their parents left them when they died in a car crash. Darry is 19 and a big muscly man who works two jobs to support his two little brothers. Soda is 16 going on 17 and looks a lot like a Greek god; he works at a car yard and dropped out of school because he needed to work to support the family. Pony is 14 and is an A student at school he likes to watch the sunset and is the narrator of this book.   Ã‚  Ã‚  Ã‚  Ã‚  The Greasers are the poorest with not too much money at all. They drive fords and are much more laid back than the Soc’s. Greasers commit petty crimes and sometimes more serious ones. Greasers have long hair which they take great pride in; the Greasers wear older clothes and normally smoke far too much. The Greasers fight fair ‘â€Å"Skin fighting isn’t rough. It blows of steam better than anything.’† (p37) Greasers usually stick together but sometimes they can’t help throwing a punch or two. Soc’s are rich they have all the money and all the (cool) stuff. The Soc’s drive Mustangs and wear Madras ski jackets; they have social clubs and beat up people for the fun of it. Soc’s fight dirty and they drink and fight amongst themselves. They are the devils of society then its saviours. They are the presidents and the politicians when they get old and when there young, they get in trouble for crime and abuse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ËœÃ¢â‚¬Å"I’ll bet you watch sunsets, too.† I nodded. â€Å"I used to watch them, too, before I got so busy†¦Ã¢â‚¬ Ã¢â‚¬â„¢ (p50) Cherry Valance (a socy cheerleader) and Pony boy both watch the same sunset. The Soc’s and the Greasers both live in Tulsa.

Compare the Johnston family Essay

Now do you understand that? †¦ † (police woman to Mrs. Lyons) â€Å"As I say it was more of a prank really, Mrs. Lyons. I’d just dock his pocket money if I was you. But one thing I would like to say, and excuse me if I’m interfering, but I’d not let him mix with the like of them in future. †¦ † He has a sense of pride probably at the fact that everything he does he does it himself without the help of others even though he’s not rich. Mickey and Eddie’s well-developed friendship starts rolling down hill as Mickey starts understanding life better and as his responsibilities grow. He says he had to grow up whilst no one looked and Eddie could stay a kid. By this he basically means you’ve had it laid on a plate for you all your life when I had to work and gain or lose everything. Mickey starts to feel as though people own him because he thought everything he did he did himself when he realizes this is not true he feels betrayed and feels he owes everything he is to someone else. All the struggle and all the suffering Mickey goes through at the end affects Linda as she is his wife and doesn’t get any attention from her husband because his mind is else where all the time. Mrs. Lyons is a selfish woman who took a baby away from its mother. She said the children would die if they found out they were twins because they had been separated at birth, this was a made up superstition, because she knew from a previous incident in act 1 scene 8 that Mrs. Johnston was a very superstitious person. â€Å"Oh God. Never put new shoes on a table, Mrs. Lyons. You never know what’ll happen. † â€Å"Oh, you mean it’s a superstition. You’re superstitious are you? † I think she is just showing of for how much dosh she has. Even though she promises that she would let Mrs. Johnston keep in close contact with the baby as it grows she becomes possessive and sacks her from her job. She thinks that Mrs. Johnston will tell someone and her husband would get angry, as he also doesn’t know the truth. Later on she becomes paranoid of Mrs. Johnston, and starts thinking that the superstition she made up is actually true. After trying to keep her son away from Mickey, in the usual manner, saying he’s a bad influence, threatening, forbidding, etc she decides to move away to a far off area where she thinks Mrs. Johnston would not be able to follow. When Mrs. Johnston gets a house by the council near to where Mrs. Lyons lives, Mrs. Lyons fears are confirmed she starts thinking Mrs. Johnston has put a curse on her. She looks after Eddie well and treats him like her own son so no one suspects anything throughout. In the end she kills both boys due to her mental state. Eddie is given a great childhood he lives in a big house gets the love of his parents and goes to school to get educated. His mother is the only person to know that he is Mrs. Johnston’s child, however she is determined to keep that a secret and keep ‘her’ child away from the Johnston family. He is a member of a rich family therefore is taught to speak in a posh accent and will kind of show off. â€Å"Pissed off! You say smashing things don’t you? Pissed off. Do you know any more words like that? † It is a good thing that he is educated because he can then have a good job and a very good status further in life. Eddie has money and he doesn’t care where the money goes. He thinks of Mickey as a brother, this is probably because he is an only child and when Mickey tells him they can be blood brothers he is delighted that he will finally have a brother. When he is caught by the police woman he ends up getting his lines mixed giving the play a streak of humour as well as showing how protected he has been during his upbringing. â€Å"†¦ And what do you think you’re doing? † â€Å"Adolf Hitler! † â€Å"What’s your name, son? † â€Å"Waiting for a ninety two bus†¦ † â€Å"He’s not with me†¦ † He is sent to boarding schools so that he is kept away from Mickey. He doesn’t understand why everyone wants to keep them apart but goes along because he is left no choice. When he comes back from university for Christmas he is surprised to find that his best friend is now also against him, which upsets him greatly. He tries to show that he is not bothered about Mickey being poor, that Mickey’s friendship means more to him than the world by telling him to take all the money he wants but this just makes Mickey feel offended and feel as though he is being presented with charity money or something. â€Å"Look, come on. I’ve got money, lots of it. I’m back, let’s forget about bloody jobs, let’s go and get Linda and celebrate. Look, look, money, lots of it, have some. † â€Å"NO! I don’t want your money. Stuff it. Eddie, do me a favour will you? Piss off. † â€Å"I thought †¦ I thought we always stuck together. I thought we were †¦ blood brothers. † Even though Mickey stops talking to Eddie and doesn’t want to stay in any form of contact Eddie carries on trying to make there friendship work out. He tries to help Mickey every chance he gets, even if it is only secretly. In the end he finds out they are real brothers. When Mrs. Lyons comes in and goes to shoot Mickey, Eddie sacrifices his life showing he really cared about Mickey.

Reading skills Essay

Q1: Explain 5 strategies that a teaching assistant might use to support literacy development. The teaching assistant could read to the pupils on a daily basis, this will help pupils learn how fluent reading sounds and this will help them understand how sentences and text can make sense, and will learn when to pause for full stops, question marks etc, and they will also learn how using expression in reading can make a story more exciting and understandable. The teaching assistant can have one to one sessions with a pupil, getting them to read certain passages aloud from a story and then getting them to repeat the passage, this will help with word recognition, and their speed and accuracy will improve the more they are asked to do this. Games or structured computer games where there is some reading can also be used to help with literacy skills, the teaching assistant can play games with a group of pupils, appropriate age related games with simple instructions can be a good learning resource. Building a child’s vocabulary is very important to a pupil learning to read, write and being able to express themselves, a pupils vocabulary will grow if they are in a rich language environment, this will help them when they try more challenging text, so they teaching assistant can help by talking to the pupil and asking if they understand the words and if not explaining what they mean, which will help them learn more words. The teaching assistant could in a group have a reading session, where each pupil could try to guess what will happen next from the line they have just read, this will help to see if any of the pupils do not understand any of the text, the teaching assistant can then help explain any parts that are not understood which will then help the pupil in the future to understand that type of text. Q2: outline the stages of reading development skills. Early emergent readers: these readers are just beginning to understand the concepts of books, they are learning the alphabet and maybe recognise upper and lowercase letters. They are also learning high frequency words and sound words, books in this level include: repeated words, picture support and content that will be very familiar. Emergent readers: these readers understand the alphabet, they also know a lot of high frequency words and they are also grasping how to attack words they don’t know better, books in this level include: more lines per page, harder words in the sentences and less picture support. Early fluent readers: these readers are reading harder text and have more of an understanding of the text, they read more automatically rather than trying to attack the word, they are able to recognise different styles and genres of books and understand what is being read, they are becoming independent in their reading and require a lot less help, books in this level include: books with a lot more pages and much longer sentences, and a lot less pictures to help with their reading and understanding. Fluent readers: these readers rarely need help with any text, they can pause at the correct time, they can also have expression when reading out loud, they are able to read many genres of books and understand what they are reading, and they are able to keep learning reading skills if they read a harder book, they are no longer learning to read, they are reading to learn, books in this stage include: more varied topics, a lot more text and pages, books with no pictures as they are capable of understanding the text without visual references and a lot more challenging vocabulary. Q3: describe the main methods used to teach reading skills There are three main methods that can be combined to teach reading skills, they are: Auditory training, this is where an adult talks, sings and reads to their child, this will put language and sound into the child’s brain, the more they hear the bigger their vocabulary will be, which will help them to learn to read when they are ready to, playing and singing rhyming games will all help the child with learning to read. Phonics: this is the most known and used method to teach reading skills, phonics teaches children the relationship between letters of the written language and the sounds of the spoken language, it teaches children to use these relationships to read and write. This will teach them the alphabet and how these words are written and spoken which will be predictable, this will help them recognise familiar words and help them with harder ones. They are taught to sound out words by learning certain rules that they will memorise, some of these are: blending sounds such as br, fr, wr and bl among others, digraph sounds such as sh, th these letters combine to make a different sound, double vowel sounds. Phonics will start to be taught in nursery or reception and a child will not be able to learn to read without proper understanding of phonics. Whole language: this is a whole-part method of teaching children to read, children are taught to memorise words as one whole word not as parts or broken down, they can do different activities like writing in journals and using pictures to help memorise the words. Children can begin to write early using this method and it can make reading more interesting, but the only problem with this method is that some children may not be able to use phonics and may find it harder to learn new words without the understanding of phonics. Q4: give 5 examples of how a teaching assistant could support and demonstrate writing and spelling skills 1. Get children to discover how different sounds can be written, this can be done by reading books or rhymes that they know and asking the children to listen out for words with a particular sound, for example words with a T sound, words like bite, height, light. They can then be helped to find these letters that make that sound by finding them and circling or underlining them in any book. 2. Choosing words that the children know from a song, poem or book they can learn how a word they know can help them to write new words just by changing the beginning letter, for example the teaching assistant can write words that sound the same but have different beginning letters and then ask the children if they can think of any other words with the same sound that can be added, the examples could be: hat, cat, mat. This can help with phonic awareness which is vital in writing and spelling skills. 3. Correct letter formation is the start of learning to write and develop writing skills, there are many ways a teaching assistant can support a child in this, a couple of examples are: get the child to say out loud how they are writing the letter like a ’round , up and down’, p’ down, up and around’ . The teaching assistant can make some dot to dots of the correct letter formation. 4. Teaching children about different spelling patterns, the teaching assistant and child could look through a book they know and look for spelling patterns, looking for ones that have been chosen like ea, words like: break, treat, bread and lead, the child could then mark the words they find and say them out loud as they find them. 5. The teaching assistant can help children learn how to use a dictionary to help them spell a word they are unsure of, they need to teach them that words in a dictionary are in alphabetical order, so if they know the first letter then they can try to find the word they are looking for, the teaching assistant or teacher can make an individualised dictionary with words that are aimed at a particular level of writing and spelling stage, they could also leave spaces for children to write any words they have learned that are not in the dictionary they have got. Q5: How can a teaching assistant encourage learners to use speaking and listening skills correctly. The teaching assistant can encourage these skills by asking the child to write down what has just been said to them, this is a good way to make sure they are listening properly. Or to ask them to repeat something that is being said, for example another child could be telling a story or event that has happened and if the teaching assistant thinks that someone is not listening then they can ask them to repeat it. If a child does not understand anything that is being said then they should be encouraged to ask questions to help explain, this will show that they are listening to what is being said. Children can show they have listened when they can follow instructions properly and this can seen by asking them what they have to do, or when they make responses or comments to anything they are listening to. If they have watched a film or other type of programme they should be able to recount some or all of the story if they have listened, a group talk on certain subjects would be a good way to encourage speaking and listening skills, letting everyone have a say while all others listen but have some input or comment if they didn’t understand anything. Having a weekly time for any children to stand in front of the class and tell the class of anything they have done or somewhere they have been would be very good for speaking skills, the rest of the class should be encouraged to listen and to ask any questions at the end, if there are any children that are reluctant to speak in front of people, then trying to to encourage them in group discussions will hopefully help them to be more confident and eventually want to speak in front of everyone. Allowing children to have time to chat amongst themselves can also help develop these skills as they will learn to listen and speak at different times, and they should be encouraged not to ignore people because if they do no-one will want to talk to them.

Epistemic Closure Essays

Epistemic Closure Essays Epistemic Closure Essay Epistemic Closure Essay Essay Topic: Rene Descartes In this essay I am traveling to analyse the rule of epistemological closing and so I will look at the counterexamples. proposed by by Fred Dretsky and Jonathan Vogel. I will analyze and come to a decision whether their statements are converting and what responces there are to their counterexamples. In general epistemology is a  «branch of doctrine that is directed towards theories of beginnings. nature and bounds of knowledge »1. Rene Descartes’ celebrated treatise  «Meditations on First Philosophy » will besides be discussed in relation to the Cartesian Method of Doubt. which is mostly based on the closing rule. Rene Descartes’ chief purpose was to do people get down doubting the things which they ab initio saw as granted. He wanted to take people to get down establishing their cognition That’s why in the First Meditation this he turned to planetary agnosticism. and claimed  «I am traveling to follow my method. so. I shall hold to suspend opinion about everything I used to believe2 » . This way of believing leads Descartes to the decision that he can be certain merely about the being of himself ( the celebrated  «cogito ergo sum » comes here ) . and besides he can be certain about the being of God. hence. so the stuff universe exists. as God is non lead oning a priori. As we can see Descartes made usage of the closing rule. the simple signifier of which says that if Person A knows x . and x entails y . and S knows that x entails y . so Person S knows Y. In instance of Descartes. he claims that he knows that God exists. and the being of God implies the being of material universe ( as God is non a prevaricator to lead on us ) . he knows that God is non a prevaricator and will non lead on us. hence he knows that the material universe exists. This proposition is more frequently called ASA ( anti-skeptical statement ) . Another illustration of this is given by Tim Black3. he proposed the undermentioned logical proposition: ( 1 ) If I know that I have custodies. and if I know that my holding custodies entails that I am non a brain-in-a-vat. so I know that I am non a brain-in-a-vat. ( 2 ) I know that my holding custodies entails that I am non a brain-in-a-vat. ( 3 ) I know that I have custodies. Therefore. ( 4 ) I know that Im non a brain-in-a-vat. However. here the disbelieving mystifier begins. as it is impossible to cognize whether I am non a encephalon in a vat . So the first 3 premises are independently plausible. but they support the decision ( 4 ) . which is non plausible. Keith DeRose4 offers us to see the alleged Abominable Concurrence: given closure the first premiss is plausible. nevertheless it is detestable. as I know that I have custodies while non cognizing that I am non a encephalon in a VAT. Some would accept the ASA. e. g. harmonizing to Tim Black. G. E. Moore would hold likely accepted it. Moore would likely accept ( 1 ) . ( 2 ) and ( 3 ) . and so claim that it follows from that ( 4 ) is true. that is he knows that he is non a encephalon in a vat5 . However. there were many who denied the closing rule. First I will see the counter-examples put frontward by Fred Dretske. Dretske tries to exemplify the failure of the closing rule by giving the illustration of a Zebra in a Zoo. In the ill-famed illustration Dretske makes two claims: ( 1 ) You know there’s a zebra in forepart of you. ( 2 ) You don’t know that it isn’t a smartly disguised mule. Dretske so explains:  «You have some general uniformities on which you rely. regularities to which you give look by such comments as.  «That isn’t really likely » or  «Why should the menagerie governments do that?  » †¦ But the inquiry here is now whether the option is plausible. non whether it is more or less plausible than that there are existent zebras in the pen. but whether you know that this alternate hypothesis is false. I don’t believe you do6 What Dretske tries to explicate is that cognition is an evidentiary province in which all relevant options are eliminated. Then he asserts the closing rule fails if the cognition P requires to except non all. but merely all relevant options to P. However Vogel finds the description of the state of affairs implausible. Given what Dretske has said in puting out the illustration. I think it is more sensible to reason that if you know ( 1 ) you know ( 2 ) every bit good. and closing is preserved after all7 He keeps explicating his place. in which he claims that if a belief is more plausible than its denial. a individual should be justified in accepting that belief. The ground you know that an animate being in the pen is non a cloaked mule ( if you do cognize it’s a zebra ) is that you have a true belief to that consequence backed up by good grounds. That grounds includes background information about the nature and map of menagerie. You know that zoos by and large exhibit echt specimens. and that it would be a great trade of problem to mask a mule and to replace it for a zebra†¦ If you did experience there was a opportunity that a switch had been made. you would hold ground to doubt that the animate being you see is a zebra. You would non cognize that it is a zebra. Vogel farther explains the defects of Dretske’s Zoo instance. by presenting the Car Theft instance. which I will analyse now. Car Larceny instance besides is widely counted as a counter-example to cloture rule Because you at the same clip cognize a proposition about where you auto is. but you fail to cognize another proposition which is a clear logical effect of the first. You know the proposition ( P ) My auto is now parked on Avenue A. You besides know that the proposition entails ( Q ) My auto has non been stolen and driven off from where it was parked Yet it seems you do now cognize q. despite the fact that it is for you a clear logical effect of p. which you do cognize. As you seemingly fail to cognize a clear logical effect of a proposition you do cognize. the closing rule is seemingly violated. Vogel claims that the auto larceny instance is indistinguishable to a lottery. Having your auto stolen is an unfortunate opposite number to winning the lottery †¦ Believing that your auto won’t be stolen is like believing you won’t win the lottery8 . Vogel claims that this illustration is much stronger ( it has a statistical footing in it instead than the Zebra instance. He claims that Zebra instance lacks the lottery component. so it is non clear why you do non cognize that the striped animate being before you isn’t a cloaked mule. Using this as a footing. Vogel explains that the Car Theft Case itself besides does non take to any decision sing the closing rule. To exemplify this. let’s return to the initial premises. As we can see there is no lottery component connected to being a encephalon in a vat . Its non a affair of chance. as we can non cognize if anyone is a encephalon in a VAT. or whether anyone can be a encephalon in a VAT at all. So the Car Theft counterexample fails every bit good. In decision. we can see that the closing rule. on which Rene Descartes Meditations are based is argued to be incorrect. nevertheless the counterexamples which foremost seem converting. such as the Car Theft Case and Zoo Zebra instance are doomed to neglect. Biblography DeRose. Keith. and Ted A. Warfield. Incredulity: A Contemporary Reader. New York: Oxford UP. 1999. Print. Epistemology ( redirected from Epistomology ) . TheFreeDictionary. com. N. p. . n. d. Web. 19 Jan. 2013. . Cesar francks. Richard. Descartes’ Meditations: A Reader’s Guide. London: Continuum. 2008. Print. Jonathan Vogel. Are There Counterexamples to the Closure Principle? N. p. . n. d. Web. 19 Jan. 2013. . Tim Black. What We Can Learn From The Skeptical Puzzle. N. p. . n. d. Web. 19 Jan. 2013. .

Here Is the Reason Why Dry Ice Makes Fog

Here Is the Reason Why Dry Ice Makes Fog Why you put a piece of dry ice in water, youll see a cloud of what looks like smoke or fog billow away from the surface and down toward the floor. The cloud is not carbon dioxide, but actual water fog.   How Dry Ice Produces Water Fog Dry ice is the solid form of carbon dioxide, a molecule that is found as a gas in the air. Carbon dioxide has to be cooled to at least  -109.3  °F to become a solid. When a chunk of dry ice is exposed to room temperature air it undergoes sublimation, which means it changes from a solid directly into a gas, without melting into a liquid first. Under ordinary conditions, this occurs at the rate of 5-10 pounds of dry ice converting into gaseous carbon dioxide per day. Initially, the gas is much colder than the surrounding air. The sudden drop in temperature causes water vapor in the air to condense into tiny droplets, forming fog. Only a small amount of fog is visible in the air around a piece of dry ice. However, if you drop dry ice in water, especially hot water, the effect is magnified. The carbon dioxide forms bubbles of cold gas in the water. When the bubbles escape at the surface of the water, the warmer moist air condenses into lots of fog. The fog sinks toward the floor both because it is colder than the air and because carbon dioxide is denser than air. After a time, the gas warms up, so the fog dissipates. When you make dry ice fog, the concentration of carbon dioxide is increased near the floor. Ready to try it yourself? Heres how to make dry ice fog, safely.

Media of Social Media on the Society Essay Example | Topics and Well Written Essays - 500 words

Media of Social Media on the Society - Essay Example People do not get the opportunity to experience real life situations because of the social media sites. Social sites lead to individuals believing that they can measure their success using the success of others. They enable most people to feel that they are living a real life because of the activities of a social site. The society expects individuals to act and behave in a particular manner. In addition to, individuals end up equating their success through the likes and comments they get from a social site. It has a negative attitude towards the growth of most young boys and girls in the society. Most societies do not measure their success on the likes and comments on Facebook (Gummow, 22). Social media sites affect the society negatively because it changes the mental set up of most children in the society. Children are the leaders of tomorrow, and they should invest most of their time concentrating on school. The social sites change the perception most people have on the values of the society. Exposure of young children to social leads to the children learning little about their culture (Healey, 32). The society tends to shape their message in a manner to attract many viewers. The social media shapes their messages to attract most viewers. The messages on social media sites are not authentic because they will not reach the intended audience. The social media change the cultures of most societies in the world. It tries to make the life of people better, but it leads moral deprivation of the community (Potter, 23).

Victorian Equity Law Essay Example | Topics and Well Written Essays - 2250 words

Victorian Equity Law - Essay Example This position arises in case of relationships between solicitor and client, parent and child, wife and husband which is known as fiduciary relationship, where trust and confidence exists. In this case, undue influence is presumed by law unless until it is proved contrary2. The presumption of undue influence is recognised by court of law basically where fiduciary relationship exists believing that in fiduciary relationship one party succeeds in exerting unfair influence or undue influence over the other. The court of law recognises relationship between employer and junior employee, doctor and patient also to bring into the ambit of presumption of undue influence3. In fiduciary relationship between wife and husband the creditor has a bounden duty before obtaining guarantee from the wife where wife is not a benficiary, is that a) to take reasonable steps to establish that her consent had been properly obtained, b) to discuss the facts with her c) to warn her of the consequences d) to suggest to take independent legal advise. Failing which, the transaction could be set aside by court of law4. Equity law protects innocent persons from undue influence by giving an opportunity to rescind the contract executed under undue influence. Defence available to opposite party if the fact of non existance of undue influence is rebutted with evidence5. Undue influence: Undue influence is classified into three types, a) actual undue influence, b) presumptive undue influence and c) proven undue influence. Actual undue influence is to be proved. Presumptive undue influence exists where trust and confidence is placed upon a strong party, especially in fiduciary relationships such as solicitor and client, religious adviser and disciple, physicians and patients, and parent and child. Proven Undue influence is similar to presumed undue influence except that in proven undue influence the trust and confidence is to be proved unlike in case of presumptive undue influence. Special Wives Equity: The law provides special equity for wives to protect their interest from the undue influence of their husbands, who take advantage of the weaker position of their wives. Under this equity if the transaction is clouded by actual undue influence and the creditor has the knowledge of existence of marriage between the surety and the borrower the transaction will be set aside. The law further provides that even there is no actual undue influence the transaction is subject to be set aside at the option of the surety unless the creditor has taken sufficient measures to bring to her notice and inform her suitably the effect of the transaction. The law says in special wives equity constructive notice of undue influence or relationship of influence is immaterial, mere knowledge of existence of marriage is sufficient. In Garcia case, which is relied on Yerkey v Jones8 the High Court has discussed elaborately on the principles based on the doctrine of Special Wives Equity. Clear and thorough study of the judgment in Garcia case shows how the different principle adopted in case of Wives in setting aside of security of wife is justified when compared to the non-wives security to third party, duly following the law of equity6. Garcia vNnational Australia Bank ltd7: National Australian Bank