Pro Athletes Salaries Essays - Employment Compensation,

Pro Athletes Salaries Here is an example of a Professional Athletes Salary. Kevin Garnett is a 21 year old Basketball player who had taken the A.C.T test three times in High School, failing all three times and had also taken the S.A.T Test once and failed. Kevin decided that he would not go to a collage even though he was the highly recruited #1 basketball player in the nation, and could have had a scholarship to any collage he wanted. So his decision took him to the NBA draft, where he was selected in the first round to the Minnesota Timberwolves.The Timberwolves signed him to a 6 year $125 Million dollar contract to play for them. (Tom Lenard-Opinion columist) Every year we hear of some new name, some new player in the sports news getting a new record contract which sets a much higher mark and blows away the high from the year before. So we ask who's fault is this that theses men and women are getting paid more and more? Most fingers point our way, the peoples way, the fans way. We are the ones that go to these sporting events pay $50 dollars for a ticket, pay a $100 dollars for a jacket, and $20 dollars for a cap of our favorite teams. We are the ones who support these teams and the players. The reason ticket prices keep going up is because money is needed to pay all of our great players. It doesn't help that they know that we will pay these ticket prices no matter how ridiculous they start charging. Michael Jordan makes 33 million a year plus another 40 million in endorsements. Just because our favorite Athlete wears this brand of underwear and our favorite Athlete eats this brand of a hot dog, should we? Should go out and pay these outrageous prices just for an ordinary product? Mr. Jordan makes $170 Thousand dollars a day!(ESPN.com no page) Considering our President of the United States of America only makes $250 Thousand dollars a year , whats does this tell you about our Country that we think that a person that play's a game for a living should be making more than the person that makes some major decisions concerning America? When players get paid this much it puts more pressure on them to perform. When players are not making so much, they are actually working for money , but when they sign a new Million-dollar contract ?Underachieving Millionaires? (Gary Horton-ESPN.com no page). A big payday is a good thing for the person and his family, but might not always be good for the locker room and the Organization writing the checks. When you see a million dollar Running Back and a hundred thousand dollar lead blocker you can see where the problems start.They players will start playing worse if they are unsatisfied with their current contract and the guy who plays with makes way more than you they start thinking about how much their worth. ?Professional Athletes are making too much money in a society that's salaries and wages are traditionally based on the values of ones work?(Jon Shepard-ESPN.com) Professional Athletes are constantly getting in trouble with the law.The players have all this money they are going to go out and spend it and have fun with it.You can turn to the Sports page and read about Rae Carrot a Wide Receiver for the Carolina Panthers in the NFL going to court for murdering his wife, Michael Irvin or Darryl Strawberry once again getting busted for possession of Cocaine and Marijuana or the crazed out lunatic Dennis Rodman kicking a cameraman in the groin.Whethar it's Drug violation or Sexual Assault, it seems that the money is making these players behave badly . If we pay these players millions of dollars to entertain us, then it would be great if the could stay out of jail long enough so that the us the fans can see them play, but most of them end up getting out of prison and found not guilty of the crime because of who they are how much they are worth and how powerful they are. Professional athletes are getting paid millions for just games that

Scarlet Pimpernel, 1982 essays

Scarlet Pimpernel, 1982 essays This film takes place in the 18th century during the French Revolution (Reign of Terror). The story is basically about an aristocrat who disguises himself and saves people from being executed for no reason. This man, Sir Percy Blakney, (Anthony Andrews) calls himself the Scarlet Pimpernel. He saves a man (Armand Sanjuste) and falls in love with that man ¡s sister (Margarite, played by Jane Seymour). This starts a conflict because Margarite already has a boyfriend, Chauvelin (Ian Mckellen), who happens to be Robspierre ¡s right hand man during the Reign of Terror. Margarite marries Percy and Chauvelin gets jealous so he spreads lies about Margarite to separate her with Percy. The plan works and leads to Chauvelin ¡s discovery of the Scarlet Pimpernel ¡s identity. Then the story basically leads to a fight between Percy and Chauvelin. Percy wins and he and his wife get back together and live happily ever after. Just looking at this film, I could tell that this movie was made in the 80 ¡s. The video quality of the film gives it away. From looking at the scenery, this film most likely was filmed in Europe. This movie was based on the novel by Baroness Orcsy and later aired on TV and brought out on VHS in 1982. The scenery and setting was perfect for the film because it gives the audience an idea of when the story took place. The costumes were great also because the clothing actually looked like what people used to where in France and England. The editing was okay, but they could have done better. There was one part in the video, which the colors were all red. The sound was good, but I ¡m not too sure about the music. The music didn ¡t really seem to entertaining to me. The cinematography was pretty good. I ¡ve got to admit, the actors have talent in their work, especially Anthony Andrews. ...

Adventures of IT Leader

â€Å"The Adventures of an IT Leader† is a book that is committed to point out the challenges and issues IT leaders come across that affect both personal and professional areas of their lives. The book is about a fantasy story of Jim Barton who was head in loans operation department and now the new Chief information officer (CIO) at IVK Company. The book was written by Richard Nolan, Robert Austin and O’Donnell. The book also explains the issues that Jim Barton encountered in the fictional IVK Company until he was finally assigned the role of CIO where he would be the IT manager in the corporation. Though Jim had no any background in IT, after so much research and consultations with his girlfriend Maggie and a lot of web search, he decides to take the job and implement all the ideas he was always telling the former CIO, Davies, to implement. The reshuffling   in the corporation was done because the company sales were going down as there was no significant growth as compared to other years. Due to this flat growth, Carl Williams was hired as the new CEO in IVK Corporation who in turn assigned Jim Barton as the IT manager. From the book it is clear that IT leaders or managers should all the time keep abreast with technology by bringing changes as well as development as it may be required for analyzing and scanning emerging technologies. There should be no time an IT leader will lose track of emerging technologies since technology trends are changing every now and then. The IT department should adapt new technologies on regular bases so that they can improve the productivity of the corporation by improving their services. This can also improve the skills of the IT team. The New skills will help improve the It department as well as achieve the efficiency needed to deliver their services. This will in turn improve the sales of the IVK Corporation and improve the growth. Implementing new technologies for managing, reporting and monitoring will also help in the management of the compliance of programs in the company.   There will be easy sharing and availability of information will be easier  (Austin, L .Nolan, & O'Donnell, 2009). The information will then be stored in a backup by the technological upgrades as well as data inputs. The employees should be given proper training so that they can help in identifying, learning as well as developing the emerging technologies. The training of the employees will release the company from the great losses they are experiencing and this in turn will highly help the company by improving its competition in the market  (Drew, 2015). The IT department need not to relax since the field is advancing so fast and their process should be current or in line with the current trends in the market. This will ensure all services are of good quality, customers are happy and the company will grow tremendously and be on its feet again  (Austin, L.Nolan, & O'Donnell, 2009). The Bernie Ruben’s questions which he raised about the blog and how to take action on the blog issues at the IVK Corporation are to be considered since they are part of the current day developmental and creativity trends in the advanced technology that has help in bringing in issues for a better business system.   The blog should have some strict guidelines in order to prevent such issues as personal interests from being transmitted from the blog as well as important information for the company. Blogging will also be reviewed by qualified experts to ensure it is of desired standard before it is even published.   The blog should only be handled by the personnel who are authorized so that there is liability for every issue that happens. Blogging is very important for the company because it allows a better branding and coverage which in turn will increase the productivity of the company  (Stangarone, 2014). The process that IVK Corporation should use to enforce the infrastructure standards that align to the standards. They should follow a well simulated strategy that will enable the corporation to improve the business system simultaneously to increase the standards of the software used as products. There should be a lot of focus when it comes to the estimated cost as well as the price earned from the clients when there is a successful implementation. When the cost is very high, there must be a thought to drop the plan  (Mair, 2015). There is IT standardization as well as innovation conflict in the IVK Corporation since there is no standardization policy. Due to this, there is no flexibility of IT Departments in IVK corporation as wells as the ability to respond to the highly competitive market. If the conflict is reduced, the productivity for the company will be improved  (Agrawal, Lacetera, & Lyons, 2016). The toolkit approach given by the kid for management is very suitable based on my knowledge. This is because in a changing as well as a very dynamic market setting, there is need of management appraisal for the techniques used  (Austin, L.Nolan, & O'Donnell, 2009).   This will be very necessary for the management of the IT department  (The District Management Council, 2014). This book (The Adventures of an IT Leader) through the reading and review has outlined that to succeed in the accomplishment of the new technologies. Therefore it is very necessary to do a pre planning process to ensure that the implementation is done in the right way. After the pre planning process there should be a framework put in place to ensure appropriate usage of resources and skills. Also improvement of the IT budget will be a greater achievement since it will shrink the organizational complications. This will be achieved by using strategic IT standards. Agrawal, A., Lacetera, N., & Lyons, E. (2016). Does standardized information in online markets disproportionately benefit job applicants from less developed countries? Journal of International Economics . Austin, R. D., L.Nolan, R., & O'Donnell, S. (2009). Adventures Of IT Leader. Boston,Massachusetts: Havard Business Press. Drew, J. (2015). Seven Ways CIO can keep up with changing Technology. Journal of accountancy . Mair, C. (2015). Taking Technological Infrastructure Seriously: Standards, Intellectual Property and Open Access. Ubiquity Press . Stangarone, J. (2014, october 21). 5 big challenges facing CIOs and IT leaders in 2015 (part 1). mrc's cup of Joe Blog . The District Management Council. (2014). DMC Manager’s Toolkit: Does your district take an Achievement Value Analysis approach. The District Management Journal , 2.

Healthcare for the Elderly Essay Example | Topics and Well Written Essays - 250 words

Healthcare for the Elderly - Essay Example reece, Germany and Italy, increase in taxes to fund healthcare for the older population and decline in trade and savings as these older population retire from active social participation. These challenges being witnessed today will continue to be witnessed in future unless governments come up with responsive policies to address the situation. The best theory to apply in an ethical dilemma for how best to allocate the limited healthcare resources for an aging population and end-of-life care is utilitarianism (Harris, 1987). The theory holds that the best ethically acceptable action is the one that leads to greatest overall benefits. Accordingly, the practical use of utilitarian will be though the application of Quality Adjusted Life Years (QALYs) as a tool of assessing the total gains from heath care approaches compared to others. The ethical challenges to preparation of this healthcare provision are that utilitarian principle in resource allocation fails to offer an equitable approach of distributing resource (Lockwood, 1988). In addition, it fails to consider the variations in need for health care by focusing only on the benefits to be achieved, yet some groups may be more deserving to be allocated those resources. National Institute on Aging (2007): Why Population Aging Matters. A Global Perspective: National Institutes of Health U.S. Department of Health And Human Services: Retrieved from:

Western Civilization of the French Revolution Essay

Western Civilization of the French Revolution - Essay Example It essentially detailed his life, including capture, slavery, brutality, and eventual literacy. It was created in the United Kingdom. It is useful to historians because it provides a first-hand account of slavery, something that is relatively hard to come by, as so few were literate. The French Revolution was one of the most turbulent times in western history – it involved mass uprisings, huge reversals in power and wealth, and had one of the strangest endings: the rise of Napoleon. The development of one of the world’s most famous late emperors is a strange ending to a democratic revolution. Some argue that Napoleon largely upheld revolutionary values during his reign – and indeed there are some ways this was true, such as installing a civil code of laws to replace the whims of rulers, aristocrats and so forth and would eventually be a major influence in many countries around the world. However, this and similar achievements cannot overshadow the fact that the fundamentals of the revolution were populist, and an emperorship is anything but. If the spirit of the revolution was enshrined in the phrase â€Å"Libertà ©, Égalità ©, Fraternità ©,† then it is clear Napoleon did not live up to those standards. As mentioned previously, it is tempting to argue that Napoleon upheld many aspects of the revolution. Certainly his reign was nothing like as terrible to the French populace as that of the monarchs that proceeded the revolution: the economy was largely stabilized, wealth was less concentrated in the hands of the wealthy than previously and so forth. His Civil Code embodied many of the features present in the declaration of the rights of man,1 especially in imagining the rule of law as the prime mechanism of power, replacing the absolute control held by previous monarchs. While these achievements should be

Education and Economics Essay Example for Free

Education and Economics Essay I. Introduction: The conventional theory of human capital developed by Becker (1962) and Mincer (1974) views education and training as the major sources of human capital accumulation that, in turn, have direct and positive effect on individuals’ life time earnings. In the Mincerian earning function, the coefficient of school years indicates the returns to education, i. e. , how much addition in earnings takes place with an additional school year. There exists a wide range of literature that estimated the rates of returns to education for different countries [Pascharapoulos (1980; 1985; and 1994); Pascharapoulos and Chu Ng (1992)]1. In Pakistan, most of the nationally representative household surveys do not contain information on variables, such as, completed years of schooling, age starting school, literacy and numeracy skills, quality of schooling, and technical training. Due to the unavailability of completed school years, one can neither compute the potential experience nor observe the effect of an additional year of schooling on individual earnings. Therefore, the available literature in Pakistan is lacking in estimating the returns to education by using the Mincerian earning function2. In recent years, the government of Pakistan has started nation-wide survey, Pakistan Integrated Household Survey (PIHS), to address the imbalances in the social sector. This survey ? The authors are Senior Research Economist and Research Economist at the Pakistan Institute of Development Economics (PIDE) Islamabad. 1 Pascharapoulos (1994) provide a comprehensive update of the estimated rates of returns to education at a global scale. He observed high social and private profitability of primary education (18%and 9% respectively) in all regions of world. The private rate of returns at this level were found highest in Asia (39%) as compared to other regions. He also noted a considerable increase in total earnings by an additional year of education in all regions of world; 13% in Sub-Saharan Africa; 10% in Asia; 12% in Europe/Middle East/North Africa; and 12% in Latin America/Caribbean. 2 At national level, only two studies are available in Pakistan that used the Mincerian earning function approach to examine the returns to education [see Shabbir and Khan (1991) and Shabbir (1994)]. However, both these studies are based on twenty years old data set. 2 provides rich information on the above mentioned variables that were missing in the earlier household surveys. This study uses the data of PIHS to examine the returns to education by using Mincerian earning function and thus aims to fill the vacuum that, due to the lack of appropriate data, exists in the literature on returns to education in Pakistan. In this paper we will first estimate the earning function with continuous school years with the assumption of uniform rate of returns for all school years. It is argued that different school years impart different skills therefore we extend our analysis to examine the addition in earning associated with extra years of schooling at different levels of education, i. e. , how much increase in earnings takes place with an extra year of schooling at different levels, such as, primary, middle, matric, intermediate, bachelors and masters. By doing so we overcome the problem that exists in the available literature in Pakistan. To our knowledge no study has yet adopted this method to examine the returns to education in Pakistan3. The impact of technical training and school quality on the earnings of fixed salaried and wage earners will be examined in this study. Based on the available data in Pakistan, most of the studies, for example, Haque (1977), Hamdani (1977), Guisinger et al (1984), Khan and Irfan (1985), Ahmad, et al (1991); and Ashraf and Ashraf (1993a, 1993b, and 1996) estimated the earning functions by defining the dummy variables for different levels of education4. These studies observe low rates of returns at different levels of education as compared to other developing countries. However, a positive association between levels of education and earnings and an inverse relationship between the degree of income inequality and educational attainment has been noted. In order to examine the inter- 3 Most of the studies on returns to education in Pakistan used dummy variables for different levels of education where the rates of returns at different levels of education are computed by the estimated coefficients. 4 In Pakistan, the data on education in most of the nationally representative household surveys have been reported in discrete form that denotes the completion of different levels of education, such as, ‘primary but incomplete middle’, ‘middle and incomplete matric’, and so on. 3 provincial differentials in returns to education, Shabbir and Khan (1991) estimated the Mincerian earning function by using a nationally representative sample, drawn from the of Population, Labour Force and Migration Survey (1979) for the literate wage earners and salaried males. Later Shabbir (1994) estimated the earning function on the extended sample of the same data set. These studies found 7 to 8 percent increase in earnings with an additional year of schooling. Although the results are consistent with those of comparable LDCs but may not reflect the recent developments in Pakistan’s economy as these studies are based on the data set which are 20 years old now. Since 1979, the economy of Pakistan has passed through various changes, especially after the inception of the Structural Adjustment Programme in late 1980s. For example, the literacy rate has increased from 26 percent to 45 percent and enrolment at primary level has increased by 67 percent. Public and household expenditures on education have also increased [Economic Survey (1998-99)]. Moreover, due to the fiscal constraints, the employment opportunities in the public sector have started shrinking and the economy is moving towards more openness with stronger role of private sector in recent years. In this scenario, it becomes imperative to re-test the role of human capital as both private and public sectors are moving towards more efficiency and productivity. This study is important from three standpoints. First, in order to estimate the effect of education on earnings, the most recent and nationally representative household survey data is used which provides detailed information on the variables that were missing in previous surveys. Second, it uses the splines of education in the earning function to examine the additional earnings associated with extra school years at different levels. Third, this study investigates the role of some important factors such as, technical training, school quality, and literacy and numeracy skills on earnings for the first time. 4 The rest of the paper is organised as follows: section 2 presents an overview of the education sector. Section 3 outlines the model for empirical estimation and describes data. Section 4 reports the results. Conclusions and policy Implications are presented in the last Section. II. The Education Sector in Pakistan: An Overview: Education plays an important role in human capital formation. It raises the productivity and efficiency of individuals and thus produces skilled manpower that is capable of leading the economy towards the path of sustainable economic development. Like many other developing countries, the situation of the education sector in Pakistan is not very encouraging. The low enrolment rates at the primary level, wide disparities between regions and gender, lack of trained teachers, deficiency of proper teaching materials and poor physical infrastructure of schools indicate the poor performance of this sector. The overall literacy rate for 1997-98 was estimated at 40 percent; 51 percent for males and 28 percent for females; 60 percent in urban areas and 30 percent in rural areas. These rates are still among the lowest in the world. Due to various measures in recent years, the enrolment rates have increased considerably. However, the high drop-out rate could not be controlled at primary level. Moreover, under-utilisation of the existing educational infrastructure can be seen through low student-institution ratio, (almost 18 students per class per institution) low teacher-institution ratio (2 teachers per institution) and high studentteacher ratio (46 students per teacher). The extremely low levels of public investment are the major cause of the poor performance of Pakistan’s education sector. Public expenditure on education remained less than 2 percent of GNP before 1984-85. In recent years it has increased to 2. 2 percent. In addition, the allocation of government funds is skewed towards higher education so that the benefits of public subsidy on education are largely reaped by the upper income class. Many of the highly educated 5 go abroad either for higher education or in search of better job opportunities. Most of them do not return and cause a large public loss. After mid-1980s, each government announced special programs for the improvement of the education sector. However, due to the political instability, none of these programs could achieve their targets. The Social Action Program was launched in early 1990s to address the imbalances in the social sector. This program aims to enhance education; to improve school environment by providing trained teachers, teaching aids and quality text books; and to reduce gender and regional disparities. The Phase-I of SAP (1993-96) has been completed and Phase-II is in progress. The gains from the Phase-I are still debatable because the rise in enrolment ratio has not been confirmed by the independent sources. Irrespective of this outcome, government has started work on Phase-II of SAP. In this Phase, government is paying special attention to promote technical and vocational education, expanding higher education in public as well as in the private sector, enhancing computer literacy, promoting scientific education, and improving curriculum for schools and teachers training institutions in addition to promoting primary and secondary education. Due to low levels of educational attainment and lack of technical and vocational education, Pakistan’s labour market is dominated by less educated and unskilled manpower. A considerable rise in the number of educational institutions and enrolment after 1980s is not yet reflected in Pakistan’s labour market. This might be due to the fact that most of the bachelor’s and master’s degree programmes emphasise only on academic education without developing specific skills. The sluggish demand for the graduates of these programs in the job markets leads to unemployment among the educated and the job market remains dominated by the less educated. In this scenario, it becomes important to explore the role of education for the economic benefit of individuals. 6 III. Theoretical Model and Estimation Methodology: We start with the human capital model developed by Becker (1964) and Mincer (1974) where natural logarithm of monthly earnings are the linear function of completed school years, experience and its square. In mathematical form the equation can be written as: ln Wi = ? 0 + ? 1 EDU i + ? 2 EXPi + ? 3 ( EXPi ) 2 + Ui (1) where ln Wi stands for natural logarithm of monthly earnings, EDUi represents completed years of schooling, and EXPi is the labor market experience of ith individual. ?1 implies the marginal rate of return to schooling. A positive value of ? 2 and negative value of ? 3 reflects the concavity of the earning function with respect to experience. Ui is the error term, assumed to be normally and identically distributed. It has been argued in the literature that different school years impart different skills and hence affect earnings differently. Therefore, it is misleading to assume a uniform rate of return for all educational levels. Most of the previous studies used dummy variables to capture the effect of different levels of education. In order to examine the effect of school years at different levels of education, van der Gaag and Vijverberg (1989) divided the years of schooling according to the school systems of Cote d’ Ivore. Similarly Khandker (1990) also used years of primary, secondary and post-secondary schooling in wage function for Peru. Both studies found significant differences in returns to education at different levels of education. Following van der Gaag and Vijverberg (1989), we divide the school years into seven categories according to the education system of Pakistan. In Pakistan, the primary education consists of 5 years of schooling; middle requires 3 more years; and by completing 2 more years of schooling after middle, an individual obtains a secondary school certificate i. e., Matric. After matric , i. e. , 10 years of schooling, students have a choice between technical and formal education. Technical education 7 can be obtained from technical institutions which award diploma after 3 years of education while the certificate of intermediate can be obtained after two years of formal education. After the completion of intermediate certificate, students can enter either in the professional colleges for four years or in non-professional bachelors degree program for two years in a college. Those who choose non-professional degree can pursue their studies in a university for masters for two more years. At this stage the graduates of professional and non-professional colleges complete 16 years of education. They can now proceed to the M. Phil. or Ph. D. degrees. In order to examine the returns to education at different splines of education, we estimate the following extended earning function. ln Wi = ? 0 + ? 1Yrs Pr imi + ? 2 YrsMid i + ? 3YrsMati + ? 4 YrsInteri + ? 5 YrsBAi + (2) ? 6 Yrs Pr of i + ? 7 EXPi + ? 8 ( EXPi ) 2 + Ui where YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf are defined as: YrsPrim = D5EDUi YrsMid = D8EDUi YrsMat = D10EDUi YrsInter = D12EDUi YrsBA = D14EDUi YrsProf = D16EDUi where D5 = 1 if where D8 = 1 if where D10 = 1 if where D12 = 1 if where D14 = 1 if where D16 = 1 if 0 EDU ? 5 5 EDU ? 8 8 EDU ? 10 10 EDU ? 12 12 EDU ? 14 EDU 14 The coefficients associated with YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf in equation 2 imply an increase in income with one year increase in education at respective levels. For example, the returns to five completed years of education at primary level will be 5*? 1. Similarly, the returns to for six, seven and eight of education will be 5*? 1+? 2, 5*? 1+2? 2, and 5*? 1+3? 2 respectively. On the same lines we can compute the returns to education at each level as: 8 Returns to Primary =5*? 1 Returns to Middle =5*? 1+3*? 2 Returns to Matric= 5*? 1+3*? 2+2*? 3 Returns to Intermediate=5*? 1+3*? 2+2*? 3 +2*? 4 Returns to Bachelor’s =5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 Returns to MA/Prof=5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 +2*? 6 The data are drawn from the nationally representative Pakistan Integrated Household Survey 1995-96. In order to assess the performance of the Social Action Programme (SAP), the government of Pakistan has launched the series of Pakistan Integrated Household Surveys (PIHS), a collaborative nation wide data collection effort undertaken by the Federal Bureau of Statistics (FBS). So far two rounds have been completed. The first round of the PIHS is different from other round on two counts. Firstly, the information on employment and wages is available only in this round. Secondly, only 33 percent of the sample used in the first round is being repeated in the subsequent rounds. This implies that all of these rounds are independent cross-section data sets and can not be properly linked with each other to be used as panel data. Therefore, the appropriate sample can only be drawn from the first round of PIHS. This round was conducted in 1995-96, which covers 12,622 households and more than 84,000 individuals. The 1995-96 PIHS provides a detailed information on completed school years5. In addition, this survey contains information on age started school. This information is particularly important for our study to calculate the potential experience of a worker. The indicator for experience used by Mincer (1974) is a good proxy for U. S. workers as they start school at the uniform age of six years6. However, this assumption does not hold in Pakistan, as in this country there is no uniform age to start school. In urban areas, children as young as three years start going to school whereas in rural 5 This is the only nation-wide data set that provides this particular information. Similarly no other survey contains information on public and private school attendence and year starting school. 6 Mincer defined experience as (Age-education-6). 9 areas the school starting age is higher. 7 This information enables us to construct potential experience as (age-schools years-age starting school). Although experience is still a proxy for actual experience but it is relatively better measure than age and the Mincer type potential experience. In addition to education and experience, various other factors, such as quality of schooling, technical training and quality of schooling have significant impact on earning8. It has been argued that because of the market-oriented approach adopted by the private schools, the graduates of these schools earn more as compared to the graduates of public schools9. According to Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997), the quality of education has positive, significant and substantial impact on cognitive achievements and hence on post school productivity, measured by earnings. These studies observed higher earnings of the graduates of high quality school than those who attended a low quality school. A recent study by Nasir (1999) found considerably higher earnings for the private school graduates. These schools, however, charge higher fees. â€Å"Estimates of average annual expenditure per pupil in both government and private schools indicates that the total cost of primary level in rural areas is Rs. 437 (Rs 355 for government schools and Rs. 1252 for private schools), compared with Rs. 2038 in urban areas (Rs.1315 for government and Rs. 3478 for private schools). This means that the cost of primary schooling is almost three times that of public schools in urban 7 The issue of age starting school has been highlighted by Ashraf and Ashraf (1993) and because of the nonavailability of this information, they used age as proxy for experience. 8 See Summers and Wolf (1977); Rizzuto and Wachtel (1980); Behrman and Birdsall (1983); Booissiere, Knight and Sabot (1985); Knight and Sabot (1990);Behrman, Ross, Sabot, and Tropp (1994); Behrman, Khan, Ross and Sabot (1997). 9 Various studies found the effectiveness of private schools to acquire cognitive skills [Colemen, Hoffer and Kilgore (1982); and Jimenez, Lockheed, Luna and Paqueo (1989)]. For Pakistan, Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997) found a significant variation in the cognitive skills among children with same number of school years. These studies conclude that some of the differences are due to the family characteristics while some are due to the quality of schooling. 10  areas and nearly four times in rural areas. The differences in cost of schooling also reflect the degree of quality differentials in public and private schools, and between urban and rural schools. A relatively better provision of school facilities and quality of education in private schools is causing a continuous rise in school enrolment in urban areas† [Mehmood (1999) page 20]. The PIHS provides information on the type of school attended10. On the basis of this information we can identify workers according to the school they attended and therefore examine the effect of type of school on individual earnings. In order to capture the quality of education an individual received, a dummy variable is included in the model that takes the value ‘1’ if individual is a graduate of private schools and ‘0’ otherwise. The effect of post-school training on earning has been found positive and substantial in many developing countries [see Jimenez and Kugler (1987); van der Gaag and Vijverberg (1989); Khandker (1990); and Nasir (1999)]. The PIHS contains information on years of technical training. This information helps us to examine the effect of technical training received on individual earnings. We use completed years of technical training as independent variable in the earning function. The existence of vast gender gap in human capital accumulation is evidenced by various studies in Pakistan11. The PIHS reports vast gender disparities in literacy and enrolment rates. The literacy rate among females is half than that of males’ literacy rate for whole Pakistan. This difference has increased to three-folds for rural areas. The gender difference is however smaller for the gross enrolment rate at primary level. For the higher levels of education, this difference 10. The coefficient of private school may also capture the effect of socio-economic background of workers. The data, however, does not contain such information, therefore we are unable to separate the effect of parental characteristics from the effect of private schools in worker’s earnings. 11 Sabot (1992); and Alderman, Behrman, Ross and Sabot (1996b); Sawada (1997); Shabbir (1993); and Ashraf and Ashraf (1993a, 1993b, and 1996) 11 shows an increasing trend. Similarly vast gender gap has been observed in returns to education where males earn more than the female workers [Ashraf and Ashraf (1993a, 1993b and 1996) and Nasir (1999)]. In order to capture the effect of gender, a dummy variable is introduced in the model that takes the value ‘1’ for males and ‘0’ otherwise. The regional imbalances in the provision of limited available social services are more pronounced in Pakistan. Rural areas are not only underdeveloped in terms of physical infrastructure but also neglected in gaining basic amenities. Haq (1997) calculated the disaggregated human development index for Pakistan and its provinces. He noted that nearly 56 percent of population is deprived of basic amenities of life in Pakistan; 58 percent in rural areas and 48 percent in urban areas. According to the 1995-96 PIHS, the literacy rate in urban areas is 57 percent and in rural areas it is 31 percent. The gross enrolment rate was noted 92 percent in urban areas and 68 percent in rural areas. Because of these differences low returns to education are observed in rural areas [Shabbir (1993 and 1994) and Nasir (1999)]. To capture the effect of regional differences, a dummy variable is used that takes the value ‘1’ if individual lives in urban areas and zero otherwise. The four provinces of Pakistan exhibit different characteristics in terms of economic as well as social and cultural values. Significant provincial differentials in rates of returns to education have been noted that reflect not only the differences in market opportunities but also indicate uneven expansion of social services across provinces [Khan and Irfan (1985); Shabbir and Khan (1991); Shabbir (1993); Shabbir (1994); and Haq (1997)]. The effects of these differences are captured through the use of dummy variables for each province in the earning function, Sindh being the excluded category. 12 For the purpose of analysis we restrict our sample to wage earners and salaried persons. Our sample contains 4828 individuals. Among them, 4375 are males and 453 are females. Table 1 presents the descriptive statistics of some of the salient features of the important variables. According to the statistics in table 1, average age of the individuals included in the sample is 34 years with 18 years of experience. A typical worker in the sample has completed approximately 10 years of education. A majority is graduated from public schools. Most of the workers live in urban areas. On average an individual earns Rs. 3163 per month. In our sample, there are only 22 percent individuals who received technical training. The average years spent for training are less than one year. A majority of wage earners belong to Punjab, followed by Sindh and Balochistan. Table1 Mean, Standard Deviation and Brief Definitions of Important Variables Variables W Age EDU EXP RWA MALE Urban Private Training Punjab Sindh NWFP Balochistan Mean SD Variables Definitions 3163. 34 3397. 39 Individuals monthly earnings in rupees consist of wages and salaries. 34. 07 12. 36 Age of an individual in years. 9. 53 4. 36 Completed years of schooling. 18. 14 11. 80 Total Years of labour market experience calculated as (age-school years-age starting school). 2. 37 1. 07 Categorical variables, contains 4 categories of literacy and numeracy. 0. 91 0. 29 Dichotomous variable equal to 1 if individual is male. 0. 60 0. 49 Dichotomous variable equal to 1 if individual belongs to urban area 0. 04 0. 19 Dichotomous variable equal to 1 if individual is a graduate of private school 0. 35 0. 87 Completed years of technical training 0. 38 0. 49 Dichotomous variable equal to 1 if individual belongs to Punjab 0. 31 0. 46 Dichotomous variable equal to 1 if individual belongs to Sindh 0. 15 0. 36 Dichotomous variable equal to 1 if individual belongs to NWFP 0. 16 0. 36 Dichotomous variable equal to 1 if individual belongs to Balochistan 13 IV. Empirical Results The estimated results of equation 1 and equation 2 are reported in table 2. The highly significant coefficients of school years and experience indicate the applicability of human capital model for Pakistan. An additional year of schooling raises individual’s monthly income by 7. 3 percent, which is very close to the prior studies. 12 13 The coefficient of experience shows substantial increase in wages with each additional year. The concavity of age-earnings profile is evident from the negative and significant coefficient of experience squared. The results reveal that an individual with five years of experience earns 31 percent higher wages as compared to non-experience worker. The highest level of earnings is achieved with approximately 30 years of experience. These estimates are relatively low compared to prior studies14. The positive and significant coefficients of gender (0. 401) and regional dummies (0. 178) strengthens the a priori expectation that males earn more than females and earnings are higher in urban areas as compared to rural areas. These estimates are consistent with earlier studies [see Arshaf and Ashraf (1993), Khan and Irfan (1985)]. Furthermore, significant inter-provincial differences in individual’s earnings can be observed in the estimated model. Many studies indicate substantial differences in earnings across school levels. For example, van der Gaag and Vijverberg (1989) noted that an increase of one year in elementary, high and university education causes an increase of 12 percent, 20 percent and 22 percent respectively in 12 The estimated coefficients of school years by Shabbir and Khan (1991), Shabbir (1991), Shabbir (1993) and Shabbir (1994) are found to be in the range of 6 percent to 9. 7 percent. 13 The returns to education are calculated by taking the anti-log of 0. 092 (estimated coefficient of completed school years) and subtracting from 1. To convert into percentage, multiply the value by 100. For details, please see Gujrati (1988) page 149. 14 The difference in the returns to experience could be due to the approach adopted by these studies. Most of the studies used age as a proxy for experience [see for example Khan and Irfan (1985); Ashraf and Ashraf (1993); and Nasir (1999)]. Shabbir (1991) used the Mincerian approach to calculate experience. The present study uses actual age of starting school and actual years of education. These information enable us to calculate total years of labor market experience. This approach is also not the perfect alternative for actual experience, as we do not have information about the starting time of the first job. But when compared with other approaches, it is more precise in measuring experience. 14 earnings. In order to examine the returns to education across different school years, we include the information on schooling according to the education system of Pakistan (equation 2). The results reported in column 3 of table 2 show a positive and significant impact of school years at each educational level on earnings. For example, an increase of one year in education at primary level increases the earnings by 3 percent. Similarly, at middle level, one year of schooling brings about an increase of 4 percent in earnings and the total returns to schooling at middle level are 27 percent. Table 2 Earning Function with and without Levels of Education Variables Coefficient s 6. 122 0. 072* 0. 058* -0. 001* 0. 178* 0. 401* 0. 127* -0. 113* -0. 203* 0. 412 t-ratios Coefficient s 6. 380 0. 058* -0. 001* 0. 150* 0. 264* 0. 098* -0. 112* -0. 166* 0. 027** 0. 040* 0. 050* 0. 057* 0. 071* 0. 082* 0. 429 t-ratios Coefficient s 6. 342 0. 058* -0. 001* 0. 152* 0. 262* 0. 096* -0. 108* -0. 164* 0. 052* 0. 007 0. 025* 0. 038* 0. 047* 0. 063* 0. 075* 0. 429 t-ratios Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab RWA Yrs-Prim Yrs-Mid Yrs-Mat Yrs-Inter Yrs-BA Yrs-Prof Adj R2 148. 91 46. 71 26. 49 -19. 20 10. 31 13. 98 4. 94 -4. 34 -10. 21 92. 03 23. 85 -16. 84 7. 87 8. 15 3. 40 -4. 06 -7. 75 2. 03 5. 07 8. 69 11. 41 16. 85 21. 98 89. 25 23. 84 -16. 88 7. 98 8. 09 3. 32 -3. 91 -7. 63 2. 41 0. 45 2. 45 5. 02 7. 28 11. 47 15. 57 * significant at 99 percent level. ** significant at 95 percent level. One can note higher returns of additional year of schooling for higher educational levels from this table. For example, the returns to masters and professional education (Yrs-Prof) are more than five- 15 times higher than that of primary school years (Yrs-Prim). The results exhibit a difference of 15 percent between primary graduates and illiterates, the excluded category. This category includes illiterates as well as all those who have not obtained any formal schooling but have literacy and numeracy skills15. To further explore the earning differential between primary school graduates and those who never attended school but have literacy and numeracy skills, we have constructed an index RWA that separates illiterates from those who have literacy and numeracy skills. This index takes the value ‘zero’ if individual does not have any skill; ‘1’ if individual has only one skill; ‘2’ if individual has two skills; and ‘3’ if individual has all three skills. We re-estimated equation 2 with this new variable and the results are reported in column 5 of table 2. According to our expectations, the coefficient of RWA is found not only large (0. 05) in magnitude but also statistically significant at 99 percent level. This indicates that the individuals with all three skills earn 15 percent more than those who have no skill. On the other hand, the coefficient of Yrs-Prim dropped to 0. 007 and became insignificant16. The differential in the earnings of illiterates and those having five years of primary education was 15 percent (0. 03*5=0. 15). This differential however, reduced to approximately 9 percent (0. 007*5+0. 053=8. 8) when we include those who have no formal education but have literacy and numeracy skills. These high returns to cognitive skills indicates the willingness of employer to pay higher wages to the able workers as compared to those who have five or less years of schooling but do not have these skills. Now we examine the effect of technical training and quality of schooling on earnings, first in separate equations and then in a single equation. The impact of technical training on earnings is examined by including years of apprenticeship as continuous variable in our model. The results are reported in column 1 of table 3. The results show a positive and significant impact of technical 15 There are 48 wage earners in our sample who have education less than primary but do not have any of these skill. Whereas we found 76 wage earners who do not have any formal education but have at least one of these skills. 16 This result is consistent with van der Gaag and Vijierberg (1989). 16 Table 3 Earning Functions : Impact of Technical Training and School Quality (Separate Functions) Variables Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab Tra.

The Banning Of Little House On The Prairie :: essays research papers fc

"The Banning of Little House on the Prairie" Objections to Little House on the Prairie arose in the mid 1990's. Until then, the book, as well as the rest of the series, was highly praised for children of all ages. In fact, Laura was such a highly praised author that a book award was named in her honor, The Laura Ingalls Wilder Award. It was established in 1954 by the American Library Association and was first presented to Mrs. Wilder herself for the Little House on the Prairie series. It is now presented every three years to an author who has produced a piece of work that has made a substantial and lasting contribution to children's literature. Little House on the Prairie was first challenged in 1993 by parents of students at Lafourche Parish elementary schools in Thibodaux, Louisiana. They were requesting the novel be removed on the grounds of it being "offensive to Indians." Parents recited excerpts from the book supporting their objections as follows: "naked wild men", "terrible men", and "glittering black eyes". A phrase repeated several times the Ingalls neighbor, Mrs. Scott, was also cited, "The only good Indian is a dead Indian." Further, another quote was given to the school board from when Ma and the girls were alone in the cabin since Pa was gone hunting. Two men from the Osage tribe visited the cabin in which Laura describes them as, "Those Indians were dirty and scowling and mean. They acted as if the house belonged to them." Wilder then goes on to describe how the Indians went through their cupboards and began to take food and tobacco and fur that was to be traded for plows and seeds until the Indian's companion stopped him. The school board denied the request and the book was retained. In 1994, the book was banned from elementary schools in Sturgis, South Dakota again on the grounds that "it contains statements that are considered derogatory to Native Americans." The objection presented to the Sturgis School Board were mainly cited in the Lafourche Parish challenge, and Sturgis evidenced significantly greater public support for the ban. Should we read this book? This is a question that can be answered in many shapes and forms. I think the Little House on the Prairie series is a delight to read, and a wonderful addition in any person's library. I own copy of the series myself and practically know it by heart.

Aspects of Contract and Neglegence for Business Essay

IntroductionThis study focuses on the designation of the facets of contract and carelessness for concern. There are understandings and contract in every concern in recent than earlier. Verbal understandings are normally no longer used by the concerns. Written understanding in the signifier of contract is ore preferred to all. But. the profitableness of contract is uncomplete if the ordinances and facets are unknown. Well recognition of contract in concern provides a legal certification procuring the outlooks of the parties involved. Contracts work as a safety tool of the resources. On the contrary. carelessness is lifting into the basis of our system for counterbalancing people for inadvertent harm and hurts. This is because it allows the tribunals to present amendss in civil wrong in some fortunes where it is non possible to make so in contract. This study will assist scholars to understand in and all about the contract formation and carelessness of contract in concerns. Learning OBJECTIVESTASK 1 Understand the indispensable elements of a valid contract in a concern context TASK 2 Be able to use the elements of a contract in concern state of affairss TASK 3 Understand rules of liability in carelessness in concern activities TASK 4 Be able to use the rules of liability in carelessness in concern state of affairss. Undertaking 1LO 1. 1 Importance of the indispensable elements required for the formation of a valid contract Offer and Acceptance: The being of an offer and an credence are a procedure of dissect the process of agreement to make up one's mind whether an understanding has been created. Common consent of the parties is necessary of an understanding. Without an understanding. contract is impossible. Consideration: another critical component is consideration of the parties related to the contracted topic. Legal consideration makes the parties form a contract. Capacity: Both or all of the parties need to be capable to cover an understanding. Having mental upset. under age etc. do incapacities to organize a contract. Consent: The apprehension would be invalid. if the portion doesn’t come without consent. Consent means willingness of the parties. It might be influenced by several issues. Certainty: It is needed to the topic of the contract be certain. Uncertainty creates ambiguity in the contract. Lawfulness: The topic is of import to come into trade or contract lawfully. Otherwise. it won’t be count as a contract harmonizing to the jurisprudence. LO 1. 2 Impact of different types of contract Bilateral and Unilateral ContractsIf two parties exchange a shared and equal warrant that ensures the executing of a gesture. a committedness or a dealing or turning away from executing of a presentation or a committedness. refering each assemblage included in the understanding. is called as bilateral contract in the facets of jurisprudence. It is besides called as a reversible contract. Unilateral contract is a warrant provided by one and merely assemblage. The offerer who offers. warrants to put to death a certain gesture or a committedness if the offeree who accepts the offer. coincides on executing an act that is seen as a legitimately enforceable contract. It normally asks for an recognition from the other assemblage to acquire the understanding executed. As a consequence. it is an unbalanced contract since merely the offerer is certain to the tribunal of jurisprudence nor the offeree. An of import aim of this type of understanding is that. the offeree can’t be sued for f orbearing. giving up or really pretermiting to put to death his presentation. since he doesn’t warrant anything. If two parties trades a common and mutual promise that implicates the executing of an act. forbearing. abandoning or even neglecting to put to death his act. since he does non assure anything. LO 1. 3 Footings in contracts with mention to their significance and consequence ConditionsA status is an of import affair of capable which is considered as the basic to the chief cause for the formation of understanding. A breach of status qualifies the harmed party for denying the understanding. WARRANTIES Warranty is a less indispensable but ineluctable term. It is count as a must to the understanding as it is non cardinal. A guarantee gives the harmed party the right to claim injuries and the claimed party can’t revoke the understanding. Intermediate Footing It is tough to specify a term suitably earlier clip as either a status or a guarantee. A few issues may include a moderate place. in that the term could be surveyed as the results of a interruption. Sing that a rupture of the term brings about utmost injury. the harmed party will be qualified for haling the understanding where the interruption includes minor bad luck. the harmed party’s remedies will be limited to harm. Undertaking 2LO 2. 1 Application of the elements of contractIn the jurisprudence of contract. the offer and credence is so conventional and important. The rules of offer and credence include a standard offer. credence and correspondence around the two or more parties or people doing the understanding is important. In the given concern scenario. it is noticeable that the illustrations of organizing an understanding is when Mr. John was responded the responsibility of guaranting new Personal computer model. He decided to purchase from â€Å"Best Computers† . and marked a concern concurrency with that organisation for the supply of new machine models. In concern concurrency with Best Computers. the footings and conditions of the understanding were non clear plenty. and Mr. John signed that contract without a spot respect for the all facets of the averment. which created a wretchedness for him and few yearss subsequently when they neglected to provide the machines on clip and most of them were harmed. That happened because of the contractual topics were non checked decently. The offer must be univocal and immediate to an surrogate party to contract. LO 2. 2 Application of the jurisprudence on footings in different contracts The Sale of Goods Act-1979 can be applied in the instance of the instance between Linda Green and the jobber. The act can be applied in the instance in the undermentioned ways: If Linda Green wants a claim under the Sale of Goods Act. she has several possible ways of deciding the issue depending on the fortunes and on what she wants to be done. Well here the rights are against the jobber non the maker as the marketer was apt because of the incorrect supply of merchandise. The Sale of Goods Act 1979 gives the right to the purchaser to acquire replaced. repaired or refunded if the goods are defective and it is returned in the clip as per the jurisprudence provides that is 3-4 hebdomads after purchase depending on the type and nature of the defective merchandise. So Linda Green can reject it and acquire a refund in stipulated clip. The retail merchant must mend or replace defective goods within a sensible clip. If don’t. Linda will be entitled to claim either a decrease on the purchase monetary value or recision. If the retail merchant refuses. so the compensation can be claimed by mendi ng it by person else and roll up the sum at that place of ( Simon and Gillian. 2005 ) . But Linda’s claims end up in tribunal. and so she has to turn out that the mistake was present when she bought the point and it wasn’t the consequence of normal wear and tear. But if it is beyond six months. adept sentiment is required to turn out the faulty merchandise. So given the undermentioned state of affairss. Linda Green can easy win in claiming for the faulty goods. LO 2. 3 Effects of different footingsA proper rating of the effects of different footings is necessary to continue with the contract. Here. a state of affairs was given where some footings are noticeable. The followerss are some of the footings of John’s contract with the Best Computers: The marketer will non transport the hazard for any harm or bad luck occurred by any defect in workstation. Parties are able to call off the petition through a former notice of three yearss without geting any duty for any bad luck. Value paid by clients is non returnable by the organisation at the cancellation of the understanding. These are some indispensable footings included in John’s contract with the Best Computers. The organisation should hold been obligated to vouch the safety of supplying right machines or any available points without any mischievousness. The organisation should hold been responsible to reply for any happening. But conditions should be included in the apprehensio n of the understanding. Making legitimate model of the cancellation of understanding is furthermore imperative throughout the given contract. but doing some footings unnoticed is non lawful. all the footings and conditions involved in an understanding must be good defined and clear plenty. TASK 3 LO 3. 1 Liability in civil wrong with contractual liabilityThere are some important differences exist in between the liability in civil wrong and contractual liability. Some among of them are as: †¢ Contractual duties are volitionally done but Byzantine duties are implemented by jurisprudence. Contractual duties give a free pick to come in in a contractual relationship but Byzantine duties provide no picks.†¢ a individual is apt to pay or owes a responsibility merely to the contracted party but liabilities in civil wrong agencies that a individual is apt to owe responsibility to all as non to slander or intrude other’s belongings.†¢ A historical difference of formation exists in these two. The contractual liability is created from three parts of actions as debt. compact and sumps while the liabilities in civil wrong are derived from the right of trespass.†¢ Usually liability in contract is rigorous and ineluctable one time formed but the Byzantine liability is based on mistake. Any mistake comes into history in the Byzantine liability. It is more similar common for everybody of a certain affair. The liability in civil wrong is ever paid square atten tion while the liability in contract is non at all. LO 3. 2 Nature of liability in carelessness In the given state of affairs. the direction of the organisation is apt for the injuries and hurts caused by the slippy floor of their office and they should besides be considerable adequate to see themselves dependable for the amendss or injuries caused due the mistakes in their merchandises. Rigorous duty is risk without defect. Recollect rigorous hazard is non categorical duty and is deserving researching of the jurisprudence on this zone. As pictured prior that Byzantine duty rotates around duties settled by jurisprudence. While rigorous hazard is a criterion for duty which may be in either by a condemnable or civil connexion. A regulation specifying rigorous duty makes an single lawfully answerable for the injury and bad luck brought on by his or her passages and inadvertences paying small attentiveness to blameworthiness. In the given state of affairs the disposal of Best Computer is answerable for the amendss and lesions brought approximately by the slippery floor of their off ice. and they might every bit good similarly be sufficient to see themselves as reliable for the injuries or amendss initiated due the issues in their points. LO 3. 3 Concept and elements of vicarious liability Vicarious liabilityVicarious liability refers liability for the civil wrongs of others. It arises due to a relationship between the parties. It is a philosophy of English civil wrong jurisprudence that imposes rigorous liability on employers for the errors of their employees. Generally. an employer will be held apt for any civil wrong committed while an employee is carry oning their responsibilities. The vicarious liability commissariats of the statute law are merely applicable where the alleged favoritism and torment occurs in connexion with the person’s employment. This means the employer may be held vicariously apt for the actions of employees if they have non taken all sensible stairss to forestall the favoritism and torment from happening both within the usual work environment and at employer events. such as sponsored seminars. conferences. work maps. Christmas parties. concern or field trips. An employer may be vicariously apt for the behavior of: single employees or groups of employeesmanagers. supervisors or directorsworkplace participantsagentscontract workers or people being paid committeea spouse of a company hassling another spouseLiability of personsThe vicarious liability commissariats of the statute law do non prevent single individuals from being held apt for their ain discriminatory or hassling behaviour in the workplace or in connexion with their employment. It may be that both the employer. who has been found to hold non taken all sensible stairss to forestall the favoritism and torment from happening. and the person. who is the alleged differentiator or harasser. will be held jointly apt for the behaviour. Undertaking 4LO 4. 1 Application of the elements of the civil wrong of carelessness There are several constituents of carelessness that obliges that an pained party illustrates the attach toing four variables. They are: The litigator owed an duty to the offended party The litigator abused that dutyAs a effect of the respondent’s misdemeanor of that duty. the pained party endured harm The harm was a sanely predictable consequence of the litigant’s activity or inactivity In this state of affairs. the artlessness is happened when figure of people slipped at floor of the Best Computer office. In fact. they may every bit good inform the wet floor and show people come ining to their office premises. LO 4. 2 Application of the elements of vicarious liabilityIt is obligatory for the resident of premises to vouch the wellness and security of the persons working at that place. In the given state of affairs it was duty of the Best Computers to vouch that their office premises are sheltered for its specializers. The hazard appropriate in the given state of affairs will be direct liability on the evidences that the disposal is specifically obligated for the lesions created at their premises. DecisionIt is hoped that this study clear up its intents of specifying and showing the contract and footings and conditions of contract. It besides expresses an adequate illustration of carelessness which is a cardinal fact to the contract. Whatsoever. parties involved within an understanding or contract need to hold an well apprehension of contract and carelessness for every twenty-four hours concern traffics which is mentioned in a suited manner in this study. MentionsAndrew Burrows. Ewan McKendrick. James Edelman ( 2007 ) . Cases and stuffs on the jurisprudence of damages 2nd Edition. New York: Oxford University. BPP Professional Education. ( 2004 ) . Compulsory Unit 5 Common Law I back uping foundation grades. West Midlands. England: W M Print. Rose. Nelson ( 2003 ) . Gambling and the Law: Status of Gambling Laws. California: Whittier Law School. MacMilan C. and Stone R. . 2012. Elementss of a Contract. London University Press. Atiyah P. S. . 2000. An Introduction to the Law of Contract. Clarendon. Beatson J. . 2010. A Burrows and J Cartwright. Anson’s Law of Contract. OUP ( ed 29 ) . London Press. McKendrick E. . 2009. Contract Law ( ed 4 ) . Palgrave. Peel E. and Treitel G. H. . 2011. Treitel on the Law of Contract ( ed 13 ) .Sweet and Maxwell. Simon D and Gillian M. . 2005. . Labour Law. UK.Department of employment and acquisition. 2004. Individual right of employees. Employment brochure series. UK. Mathews B. . 2002. Employer Employee Relationship. Department of labour publications. UK. Wedderburn K. W. . 1986. The Worker and the Law ( ed 3 ) . Harmondsworth. UK. The Sale of Goods Act. 1979 ( online ) Available at. Accessed at 9th July. 2014. The Consumer Credit Act-1974. Availabe at Accessed at 9th July. 2014.

E-Discovery Procurement

Table of Contents Assignment #1: e-Discovery Project Procurement Management2 Introduction2 Plan e-Discovery Procurements3 Conduct e-Discovery Procurements5 Administer e-Discovery Procurements6 Close e-Discovery Procurements8 Conclusion9 References10 Assignment #1: e-Discovery Project Procurement Management Introduction Most projects of whichever size or significance cannot be completed using 100% in-sourced resources. But Project managers must still procure their project’s resources that are not obtained in-house, and that must be done through outsourcing.To that end, the project procurement process â€Å"tries to maximize the value derived from all funds invested in the project to obtain goods and services. This occurs by reducing the cost and using more effectively and efficiently whatever is obtained† (Rapp, 2011, pp. Kindle 2974-2975). Seasoned project managers know that the deceptively humdrum aspects of procurement can be a greater source of pain for a projectâ₠¬â„¢s quality, recovery schedule and budget if they are not given their due recognition and attention.New project managers need to realize that at the core of their success stands, among other things, great management of their project’s procurements and precise logistics, which is essential to success. Therefore, procurement success begins with planning procurements, conducting procurements, administering procurements and closing procurements. The procurement process â€Å"includes the processes necessary to purchase or acquire products, services, or results needed from outside the project team† (PMI, 2011, pp. Kindle 5723-5724).This paper will discuss the procurement process that could have been applied to a law firm matter for which e-Discovery services had to be outsourced. According to the EDRM (2013)E-Discovery is the management of electronically stored information (ESI) to mitigate risk and expenses during the discovery phase of a matter and though it is not alwa ys a full blown legal case , it could evolve into that. The law firm had a client who had a desire to review for relevance hundreds of thousands of documents on a hard drive which held a collection of data from client servers.As project manager of the e-Discovery part of this matter, I was tasked with managing that procurement from inception to closure and the inter-organizational relationships thereof. Plan e-Discovery Procurements For the procurement inputs, we must first document any and all decisions and legal requirements that the appropriate stakeholders or legal entities have made regarding the outsourcing of materials, services, and results expected and acceptable in a legal matter.In an e-Discovery project, this would require the use of and input from the following according to the PMBOK Guide (2011): Scope Baseline Requirements Documentation Teaming agreements Risk register Risk related contract decisions Activity resource requirements Project schedule Activity cost estima te Cost performance baseline Enterprise Environmental Factors Thus, the circumstances and technical reasons that preclude us from in-house e-Discovery can be determined utilizing make-or buy analysis and expert judgment.We would show what we need in order to execute outsourced e-Discovery, and the boundaries within which we must control an outsourced deliverable by using the scope baseline, WBS including jargon definitions for lay stakeholders. Also, the PM would document the level of service that is required to achieve the client’s goals with relation to the legal matter and apply planned value, earned value and actual cost analyses for estimates. Next, all contracts between the firm, the client, the e-Discovery seller and any other parties including the contract types – hether fixed-price, cost-reimbursable, time & material, or some hybrid should be codified. If this is a matter where the government is represented, it is likely that an agreement would disqualify the use of some types of contracts, specifically cost plus percentage of cost contract types. Commercial matters may or may not have the same restrictions. With the preceding inputs the PM can then identify and document risks, risk owners and risk responses at all e-Discovery stages and include all project contributors.Identify and record all contract decisions that could present risks or opportunities during the execution of the contracts and parties that are responsible for those risk responses specific to each contract. Confirm positive market conditions, rate comparisons and local regulatory requirements. The plan began by â€Å"determining which project needs can be fulfilled internally by the project team and which can best be met externally (Marchewka, 2012, p. 382). The project team made decisions about when, how, what quantities and what sources would sustain the insourced and outsourced tasks.With this information and the results of the plan inputs, tools and techniques, eith er a detailed or a broadly organized project procurement management plan that includes guidance for procurements from inception to closure. The documentation would comprise the e-Discovery procurement statement of work identifying where documents should be collected, and from which custodians. Where documents should be sent for processing, processing specifications and options, document review requirements and rules, categorization specifications, production format agreements and production deadlines.Included would be the documentation for any make or buy analyses and peripheral procurement documents like proposals, bids and technical documentation. And finally, the plan will include the final source selection criteria utilized to rate and select the e-Discovery seller would be documented as well. With the attainment of this procurement management plan depicting activities from creating procurement documents through contract closure and accepted by the stakeholders, the PM can comme nce with conducting procurements. Conduct e-Discovery ProcurementsNow that the project procurement plan has been hashed out, the RFP has been sent out, bids have been received and analyzed (this process is often repeated until a select pool is attained), the PM can focus on awarding a contract to the seller that best fits the needs of the legal matter and the e-Discovery requirements according to the plan documentation and some tools and techniques. Utilizing the following inputs, that selection will be made to engage a seller according to the PMBOK Guide (2011): Project management plan Procurement documents Source selection criteria Qualified seller list Seller proposals Project documentsMake-or-buy decisions Teaming agreements Organizational process assets The PM will utilize the above inputs to describe and codify the e-Discovery project procurement process from inception to closure. The objective is to obtain a sensible range of possible high quality proposals in order to achiev e the e-discovery goals of this matter. The project documents help to build a solid selection criteria such as a weighted system, which through past experience will be based on the PM’s expert judgment about seller criteria, independent estimates and bidder conferences to further narrow down the most qualified of sellers.When it is necessary to extend the pool of bidders, some can be obtained through advertisements in industry publications and with organizational process assets such as preferred vendors and partnering agreements. For e-Discovery, it is not likely that a random internet search would suffice to identify sellers as this is a very specialized field. Through proposal evaluation techniques that have been approved by management, the selection criteria will evolve. The details of the sellers’ proposals will have everything that the PM needs to make a fair weighted selection.Matching the requirements to the project documentation will ensure that the PM is stayi ng within the bounds of the project requirements and the risk register. The use of the make-or-buy decisions will determine whether portion of the project should be insourced or should remain part of a teeming agreement. Organizational process assets will identify other sellers that qualified for previous projects as well as documented best practices and lessons learned from previous project whether they were successful or failed.The result of conducting procurement is a selected seller which is typically approved by management and other critical stakeholders if necessary. The contract, with the structure that was approved â€Å"defines the terms and conditions or such things as responsibilities and authorities, technical and project management approaches, proprietary rights, financing, schedule, payments, quality requirements, and price, as well as remedies and process for revisions to the contract† (Marchewka, 2012, p. 83), is signed sealed and delivered. For an e-Discovery project, the contract can also contain the agreed upon project calendar and resource calendars that depict court dates and deadlines, change request procedures with integrated change control measures. Finally, the updates to the project management plan and project documents are executed including the baselines and the risk register. With the project updates complete, the PM can now administer procurements. Administer e-Discovery ProcurementsNow that the project documents are updated the seller and the buyer are in a relationship guided by the contract, the client expectations have been set, resources have been affiliated with the project scope and the stage is set to execute the project deliverables. Each party, buyer and seller must accomplish their obligations at a high level of quality according to the Ts & Cs of the contract. Rules are created to manage changes to the contract, procurements are reviewed on a scheduled basis, reports with the results of inspections and audits to show the effectiveness of the process.Functional structures such as payment systems, claims administration and records management are set up. The inputs toward these activities according to the PMBOK Guide (2011) include: Procurement documents Project management plan Contract Performance reports Approved change requests Work performance information * The PM will utilize the inputs to create the final procurement documentation. In an e-Discovery project the â€Å"contract documentation allows people who did not participate in forming the contract to carry out the agreement made by the people who did† (Garrett, 2010, p. 6). It will contain the collection activities during discovery, the chain of custody for the hard drive or other media containing data, the processing specifications, any de-duplication issues and the exception report showing which documents could not be processed and suggestions for addressing any that are of interest to the client. The contract documentation will contain details about the document review, and â€Å"modifications, invoices, meeting notes, payments, and correspondence† (Garrett, 2010, p. 8), as well as technical facts from the seller about the deliverables. Also, the PM will update the organizational process assets, such as â€Å"assumptions about present or future company assets that can impact the success of the project such as the capability of your enterprise project management methodology, the project management information system, forms, templates, guidelines, checklists, and the ability to capture and use lessons learned data and best practices† (Kerzner, 2009, pp. Kindle 9889-9891).In an e-Discovery project, this is very critical because the industry is always growing and changing. Finally, change requests are processed for review and action and then the project management plan is updated as the final output. With the administration of procurements complete, the project plan updated, and the document review and final production complete, now the PM can close procurements. Close e-Discovery Procurements Closing procurements involves the â€Å"process of verifying that all administrative matters are concluded on a contract that is otherwise physically complete.This involves completing and settling the contract, including resolving any open items† (Kerzner, 2009, pp. Kindle 18292-18293). The PM will commence with closing the procurement with the following inputs according to the PMBOK Guide (2011): Project management plan Procurement documentation Fleming (2003) recommends that it is a best practice to ensure that the seller has completed all of the tasks, terms and conditions of the SOW and contract unless the circumstances dictate otherwise as â€Å"there are often residual issues which must be addressed† (Fleming, 2003, p. 27). Ultimately, with these issues resolved, the PM will use the inputs to conduct procurement audits to identify and document the good, bad an d ugly achievements and disappointments in performance of the contract. The PM can also explore and execute any negotiated settlements of open items to avoid litigation, however sometimes litigation is unavoidable, though not wanted. Finally, the records management system must be updated with the above tools and techniques outcomes.The e-Discovery project is closed when the PM closes procurements and thusly notifies all appropriate stakeholders that the contract has been completed and details any spin-off actions that might apply. The procurement file, derivable acceptance and lessons learned documentation should all be updated, finalized and executed accordingly so that the entire contract process can be written in stone for future reference or projects. ConclusionMost e-Discovery projects of varying scope will not be completely in-sourced so they require some level of outsourcing or procurement. According to the PMBOK Guide (2011, p. 313), procurement success begins with planning procurements, conducting procurements, administering procurements and closing procurements and these steps may intermingle, may require multiple discrete or ongoing efforts and individuals or teams to complete. The PM must initially plan the procurements using the inputs tools and techniques as a basis for the conducting procurement.Next, the PM should conduct procurements using the inputs, tools and techniques as basis for administering procurements successfully while all along documenting the outputs and updates. Third, the PM must administer the procurements using the inputs, tools and techniques as a basis for closing the procurement while updating documentation and resolving buyer and seller differences along the way. Finally, the PM will close procurements and wrap up any lose ends with the ultimate goal of project success and notification to all parties that the procurement is closed.The procurement plan will make it a simple exercise for all of the stakeholders whether they were involved in the procurement or not to know the status of the procurement throughout the outsourcing lifecycle. References EDRM. (2013). The Electronic Discovery Reference Model: Establishing guidelines. Setting standards. Delivering resources. Retrieved from edrm. net: http://www. edrm. net/resources/edrm-stages-explained Fleming, Q. W. (2003). Project Procurement Management Contracting, Subcontracting, Teaming. Tustin, CA: FMC Press.Garrett, G. A. (2010). World Class Contracting (5th Kindle Edition ed. ). (W. K. Legal, Ed. ) Aspen PUblishers. Kerzner, H. (2009). Project management: a systems approach to planning, scheduling, and controlling. Wiley. Marchewka, J. T. (2012). Information technology project management with CD-ROM. (4th). Wiley. PMI. (2011, Jan 01). A guide to project management body of knowledge. (4th). Project Management Institute. Rapp, R. R. (2011). Disaster Recovery Project Management: Brining Order from Chaos (Kindle Edition ed. ). BookMasters.

War and Heroism essays

War and Heroism essays On Sunday, July 8, 1741, Jonathan Edwards, a Puritan theologian and pastor at the First Church of Northampton, MA, travels to Enfield, Connecticut and preaches Sinners in the Hands of an Angry God. Jonathan Edwards is a American Congregational clergyman and theologian, born in East Windsor, Connecticut Colony. When Edwards was twenty-six his grandfather died and became the pastor at Northampton. He is a firm believer in Calvinism and the doctrine of predestination. One thing was for sure, churchgoers did not expect the sermon to be what it was. His strong and forceful words left the people in virtual hysteria. This revival by Jonathan Edwards included stern demands to his followers that they must repent and become reborn to escape Gods wrath. As Jonathan Edwards had finished his sermon, it was clear that it had touched many people. Several times throughout the piece he would have to stop and ask the congregation to quiet down, because there was so much weeping and hysteria occurring. It was the content of the speech, not the deliverance so much that caused the weeping and fainting of the people. His words were delivered in a calm humane manner, the content however consisted of hell and brimstone. Throughout the sermon Jonathan Edwards uses metaphors and similes to paint a vivid picture enabling the congregation to literally feel the burn in the word fire. After hearing of all these events that went on many would question, does Jonathan Edwards sincerely care about the salvation of others, or is he merely trying to scare people. After I questioned many churchgoers they all strongly believe that he does in fact sincerely preach for the salvation of others and that is why he is so dedicated and passionate about spreading the word of God. This sermon is sure to be infamous for the masterpiece that was brought at the height of the New England Revivals. ...

Francovich Coursework Example | Topics and Well Written Essays - 500 words

Francovich - Coursework Example Sutton for getting interest on the awarded benefit. The Secretary of State for Social Security rejected Mrs. Sutton’s application on the basis of the argument that no interest could be awarded under the national law on the arrears of ICA (Opinion of Advocate General Là ©ger, 19 September 1996, I-2168). Question1. (c) The Advocate General refers to three ways in which the Court of Justice has addressed the fact that directives can only be relied upon against the state (i.e. vertically).   What are the three ways? Explain briefly the main elements of each. Answer. According to the Advocate General, all the divisions of a state come in the scope of the infringement procedures. These are various tiers that include executive, legislature and the courts. In a situation when one organ of the state, for instance the court, is not capable of delivering justice, as vouched in a national set up because it goes against the spirit of Community law, the reason could be any. Either it is not workable because it is not accurate or not enough to fully guarantee the implementation of the Community law. Vertically, it is the responsibility of the executive and legislature also to find a path that ensures that rights of the people are safeguarded through various measures, one or the others (Opinion of Advocate General Mischo, 1991). As in a democratic set up, the primary responsibility of providing justice remains with the judiciary, vertically if judiciary is lacking in providing exact and unconditional justice, it is the responsibility of the legislature to reform the law, which needs to be channelized by the bureaucracy so that all deficiencies are covered to the delivery of final judgement (Opinion of Advocate General Mischo, 1991). Directives can not be depended upon against the state for such rights of individuals that need to be implemented. The gist of Community law to individuals should be straight

Ethics and Social Responsibility Relevant to Facebook Essay

Ethics and Social Responsibility Relevant to Facebook - Essay Example The social networking sites operate at interpersonal levels. The communication involves the ethical and social considerations between friend to friend, parents to their children, employer to the employee, employee to the employee, doctor to patient, teacher to student, and buyer to sellers; in fact, it encompasses every human relationship which exists in the world. The ethics and the social responsibility related to the Facebook and how they are dealing with it shall be discussed in this paper. To take a deeper insight into the ethics and social responsibility of social networking sites, a brief history related to the social networking will be highlighted, regarding the information on how they have expanded. Definitions and history of social networking sites Social networking seems to be an ambiguous term used for such sites. Human beings are inherently social creatures. From the very start, they have developed different ways and modes to communicate with each other. They cannot live in complete isolation from each other. For this purpose, human beings have always facilitated and built structured social networks. These institutions and facilities included community clubs, public places, churches and communication technologies such as postal and courier system, telephone and telegraph system. However, with the passage of time and tremendous increase in technological advancement, they have started resorting to faster and quicker ways of communications in the form of information technology. Most of these are based on the software standards of Web 2.0 (Vallor 2012). Before the emergence of Web 2.0 standards, various forms of networking such as chat rooms, Bulletin Board System (BBS) and MUD’s (multi user’s dungeons) were being used for social interactions (Barnes 2001; Turkle 1995). These early social networking places worked typically as places of commercial, personal or academic exploitation. These were rather used for broad social purposes. The pur pose behind the emergence of Web 2.0 was to produce user-friendly, collaborative and communicative internet content. Though the initial aims of the developers were same as that of the previous social networking and internet but it evolved with the rapid changes in the technology. Social topography of the internet has been redefined by Web 2.0 social interfaces which built increased social networks between their users online as well as offline. This trend shifted the original function of internet from pseudonymous identities to formation of Sui Generis social networking (Ess 2011). Sites which adopted new trends The very first websites which adopted the explicit standards for social networking were Orkut, FaceBook, LinkedIn, MySpace, Friendster, Beboand Habbo. The recent change in these trends is the rise in the media sharing sites such as You Tube, icro-blogging sites such as Twitter, Location based networking sites such as Google Latitude and interest sharing sites such as Pinteres t (Vallor 2012). Rise of ethical concerns related to social networking sites One of the sub parts of the computer and information ethics is the ethical implications of Social Networking Sites (Bynum 2011). With an increase in the social networking phenomenon and owing much to the effects and usage of the computer as a medium of social communication, the