Challenges of VET Programs in Schools Essay Example | Topics and Well Written Essays - 1250 words

Challenges of VET Programs in Schools - Essay Example It also offers different forms of trainings that help students fit into the job market easily. This paper will describe the vocational and training program in detail and highlight challenges that the program is facing. One may wonder how Australia arrived at a situation whereby a vocational and training program became an available option in the education system. History reveals that TAFE has been a leader in offering technical training for more than hundred years. However, tracing what it has evolved into from the 1970’s is more crucial than the entire history. Australia found 1970’s to be full of economical challenges. Its export values dropped and the country plunged into inflation and unemployment. Since the world was embracing technology so fast, people became jobless in Australia. The Sydney mechanical college had been offering technical skills that enabled people make a living before the hard times. When the economy destabilized, strategies changed. The Australian National Training Authority came into place and introduced vocational and education training in schools (VET). Students could learn different vocations alongside the curriculum and even train on workplaces. The program’s main objective was to provide the students with skills that could enable them find jobs or learn trades that could enable them make a living (Rauner, Maclean & Boreham, 2008). Vocational education and training is part of what TAFE does. Currently, TAFE has a broad range of courses. TAFE targets people of all age groups. It offers trainings to students who are completing their year12 enabling them to land jobs. Courses for such students instill them with skills that are necessary for the workplace. In addition, TAFE offers part-time courses to people who land jobs before they complete school. Other working class people need extra qualifications to get promotions and TAFE offers such. TAFE is unique and is the preferred choice because it offers nationally and internationally recognized courses at a broad range. On the hand, similar courses are available in schools approved and supported by TAFE for students who are yet to complete their year 12. It is one of the ways of ensuring a high retention rate to curb levels of dropouts. Schools offering such courses prepare students for the workplace and offer them life skills. These schools link up the students with workplace exposures. By the time of completion, students have some experience that can help them get jobs. In addition, these schools are a choice for students who cannot put up with the curriculum in the other schools. Instead of dropping out of school, they opt for TVET schools. Schools that run VET program have had their success stories over the years. They have positively influenced the society. However, such schools face several challenges. One of the challenges has its roots on the nature of the courses offered. Critics argue that students take subjects of a broad range making it difficult for them to determine their certification level. According to these schools, students complete their courses. However, keeping a track of all the courses students take becomes quite complex and this is the basis of the challenge (Maclachlan, 1994). As TAFE supports schools in offering TVET, it includes a program that requires a student to get a job and work a day weekly for several months. Students have to manage their time wisely and manage the two

How do you see this issue affecting New York City in the next Five Term Paper

How do you see this issue affecting New York City in the next Five Years - Term Paper Example These grants are meant to cut outlay by a third. This must have ensued after the former president Bill Clinton stated in his convention speech that Medicaid expenditure on the elderly accounts for over a third. This new bill proposed by the republicans will permit states to change the minimum eligibility, canons of care, as well as federal rules, which now safeguard adult children from being charged for their seniors’ Medicare. The official election may resolve Medicaid’s future. Nevertheless, many federations challenged with escalating Medicaid rates and budget shortfalls are now trying to cutback the budget of lifetime care by greatly altering Medicare coverage by using federal waivers. Waivers taken or obtained by twenty six states, comprising California, New York, Illinois, Texas and Illinois, would affect nearly three million persons, most of who are eligible for both Medicare and Medicaid. Lastly, the suggest that plans vary; nonetheless, typically they attempt to cut down costs by offering private managed-care establishments a fixed figure for a long term of care from hospital visits and doctor to nursing home settlement to aid at home, supposing that adequate care will occur in less costly settings. Hospice and Its Costs June 27, 2011, 1:14 pm By The New York Times This article provides an insight on the fact that hospice care bill is increasing at an astounding pace, and it has stimulated charges that most benefactors, especially commercial corporations which are incongruously enrolling patients. This, according to the article, can be explained by moving of hospice into the mainstream where it is currently serving about 1.1 million Medicaid patients annually. This has resulted in mounted concerns concerning excessive costs and misappropriation. The article claims that for the 28 + years that Medicare has recompensed benefactors for hospice provisions, it has, however, been acclaimed for providing critical health and emotional aid to dying patients as well as their families. Proper use of hospice care can save the government money. Studies have revealed that affording dying patients comforting care within their own households, or within a hospice institution

Jewish Holy Days Essay Example for Free

Jewish Holy Days Essay Roy Rehberg Jewish Holy Days Paper Many different religions celebrate holidays of all kinds. Throughout history, each religion has developed their own traditions. These traditions are important as they have been traced back through our ancestors and provide a valuable lesson on how important traditions are. Judaism is no different. Although Judaism was the base of Christianity, the traditions are very different. Those of Jewish faith celebrate three major holy days in succession; Rosh Hashanah, ten days later is Yom Kippur, and finally five days after that is Sukkot. Time of the Year of Holy Day It all starts in the fall with the Jewish New Year, Rosh Hashanah. Following that is the most sacred day of the year, Yom Kippur. Although these days are now celebrated on specific days, it was not always like that. They used to just base it off of the harvest season. Yom Kippur is referred to as the Day of Atonement, which means to make up for faults. It is during this time that the Jewish people stick to a strict regime of prayer and fasting. Occurring in late autumn is Sukkot, which marks the end of the wandering period by the Jewish after their departure from Egypt. Altogether, this whole period in time is called the Days of Awe because of the effect it has on the people (Molloy, 2010). Historical Origin of Holy Day In order to fully understand Sukkot, we must first go back in the Bible to Exodus, more specifically the book of Numbers. In the book of Numbers, we are told of the Israelites being led out of Egypt by Moses. They were led out because 400 years before that, they had been made slaves. Moses led the Israelites to Mount Sinai where God handed down to him the Ten Commandments. After this they made their way to the Promise Land. Once they found the Promise Land, God told them they could enter; however, no one trusted God enough to go in. As part of a punishment for not having faith in God, they were forced to wonder for forty years. Sukkot commemorates the end of the Jewish wandering by giving thanks for a plentiful harvest. It is now one of three pilgrimage festivals that those of Jewish faith celebrate. Religious Practices Associated with the Days In the Torah, it states that on this holiday we should â€Å"live in booths seven days†¦in order that future generations may know that I made the Israelite people live in booths when I brought them out of the land of Egypt, I am the Lord your God† (Lev. 23:42-43) (History Of Sukkot, n. d. ). Sukkot means â€Å"booth† and refers to what the Jewish people were required to live in during this time. These booths must have 3 walls and be covered with some kind of material that will not allow for the building to be easily knocked down. In order for the roof to fulfill the commandment, the roof needs to be made of a material from the earth, has to be something that allows for rain to enter and the stars to be seen (Jewish Virtual Library, 2014). Theological or Cultural Differences Throughout all the different religions, people have made small changes or adjusted things to better fit their lives. For example, Christmas is a Christian holiday, but the way every family celebrates it may vary quite a bit. Theologically speaking, there is a definite difference between Orthodox Jews and Liberal Jews. Orthodox Jews believe in complete acceptance of the Torah, whereas liberal Jews believe that Torah laws are more lenient or adapt to the modern world. The cultural difference will not be as significant when it comes to Jews in different countries. For example, one difference would be the food served on Holy Days. Conclusion Sukkot is a very important holy day to those who are practicing Jews. The booths they build during this time are also significant to this day because they are a symbol of a more humbling time. Not only does Sukkot remind the Jews about bountiful harvests, but it is also a reminder of the faith they should have had in God at the promise land. Traditions such as these are handed down through ancestors and are an important part of our heritage and religious beliefs. References History of Sukkot. (n. d. ). Retrieved from

Every Child Matters: Green Paper

Every Child Matters: Green Paper In 2003 the Government released the original Every Child Matters: Green paper, it was a response to the Joint Chief Inspectors report on the findings of Lord Lamings (Victoria Climbies death) public enquiry. It highlighted many failings from services to communicate and intervene. It set out proposals on how to address the issues of concern that had been identified and suggested measures that were needed to improve and reform childcare The Green Paper identified four areas of action: Support for parents and carers Effective protection and early intervention Accountability and poor integration Reform of the workforce The aim was to not only protect children but also to enable children to improve and fulfil their lives. The Green Paper built upon the foundations of Sure Start, aiming to eradicate child poverty and raising school standards. The success of the Green Paper led to the paper being transformed in to Every Child Matters: The Next Steps. Alongside this and with the support of the Houses of Parliament, the 1998 Childrens Act was reformed and adapted into The Childrens Act 2004. This Act aimed to encourage. It also aimed to ensure that LAs (Local Authorities) were given more flexibility when implementing their provision. One result of this act was the development of Local Safeguarding Childrens Boards. These boards aimed to co-ordinate between all LAs in a local area in order to safeguard children. The Act also resulted in the formation of the Every Child Matters Framework Every Child Matters: Change for Children, became a national framework. The title Every Child Matters was used to amalgamate all of the documents, that aimed to organise and deliver services that ensured every child and young person became an active member of society. There was also the aim of preventions as opposed to just dealing with the consequences. For this to work the framework suggested multi-agency collaboration from all those working with children and young people. Through this collaboration of services it would hopefully allow children and young people to achieve the five outcomes of the The Children Act 2004 (Section 10). Section 10 requires public services to ensure all children and young people are: Protected from neglect and harm Have the right to education, training and recreation Physical and mental health and emotional well-being Contributing to society Achieve social and economic well-being These are summarised as enabling children or young people to: Stay Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve, and Achieve Economic Well-Being. These five outcomes are referenced to throughout Every Child Matters. To ensure all children and young people progress against these outcomes, policies and practices needed to be developed and implemented. The framework also focused on trying to ensure every child had provision regardless of their background or circumstances, and to enable children and young people to have a greater say about the issues and problems that affect them collectively and as individuals. This was evident in 2005, when the first Childrens Commissioner for England was elected; this gave a voice for children. This was one action aimed to prevent problems rather than dealing with consequences. As well as this the framework was seen as an inescapable moral imperative that it intended to assist a radical reform of services In 2007 The Childrens Plan was published, this aimed to build upon the Every Child Matters framework. The Childrens Plan: Building Brighter Future was a ten year plan that aimed to centralise children and young people, and increasing the focus on parental roles and the wider communities. The Plan focused on the Childrens Trusts, and believed that this was central to delivering quality, and set high expectations of them to deliver. The Childrens Trusts had similar aims to those of the Local Safeguarding Children Boards, they both aimed to collaborate. The Trusts take the child centred approach and use an integrated strategy of joint planning and commissioning, and pooled budgets. This inter agency co-operation aims to be sustainable by using a shared language and similar processes. Working in this manner means that the trust will hopefully be able to deliver a service that is very child centred, and has no restrictions from professional boundaries or any other existing agencies. Other frameworks, initiatives, acts and policies that have been a result of, or linked to, the Every Child Matters policy include Working Together to Safeguard Children (2006) and The Equality Act (2006). My Local Authority has made many changes and developed many policies. The LA has developed a policy on e-safety, explaining the risks and what can be done to stay safe. They have also developed an Assessment and Response to Children System (ARCS). This explains the Common Assessment Framework (CAF) and how it aims to assess The LA are also currently undertaking a consultation of the Thurrocks Draft Children and Young Peoples Plan 2010-2013 (CYPP). This is the revised plan is signed up to by many organisations that provide key services for children and young people in Thurrock (including the Council, the NHS, the Police, schools and colleges and the voluntary sector). It sets out the priorities for the Childrens Trust, based on the analysis of the needs of children and young people, and what has been learnt through various consultations and interactions with children, young people, their parents, carers and professionals. These plans have to be prepared by every area in the country and the Department of Children Schools and Families (DFSF) provide guidance to help them do this. These plans will form the main planning document of all Childrens Trust agencies, and partner agencies, meaning that whatever is done with children and young people in Thurrock it will contribute to achieving the collective ambiti ons everybody has for them. Thurrock Children Young Peoples Plan 2007-10, developed many policies such as Each Child, Every Young Person, All Agencies Our Plan 2007 2010. This identified the priorities that were needed and the goals to be set in order for all children and young people in Thurrock to be able to achieve the five outcomes of ECM. It aimed to improve services in Thurrock over the past three years. The plan was delivered through the Children and Young Peoples Strategic Partnership (CYPSP), which aims to meet the need of children and young people in Thurrock. It sets out 12 goals that they aimed to achieve to be able to meet the ultimate five goals of ECM. In January of this year A Review of School Improvement was also conducted by Peter Wylie for Thurrock Council. It was a review of how effective school improvement services in Thurrock were, and it went on to propose options for the future whilst keeping in mind the local and national policy priorities. One such policy: Your child, your schools, our future: building a 21st century schools system aims to create a school system. It is a system that aims to respond to changes in economy and society and enable every child to enjoy growing up, and develop their potential and talent. It also gives them the broad skills they will need for the future. There are many guidelines, policies and legislation in place to ensure children are protected and achieve wellbeing, and each covers various areas and ensures multiagency collaboration. As a trainee teacher and a qualified teacher I will need to be aware of these because they underpin everything that I do. Within school and within my teaching and planning, the five key principles of the ECM framework must be at the forefront of my mind, they need to be at the heart of every aspect of the school, including. Within Every Child Matters, at the heart of the curriculum it states that ECM requires teachers to be committed and passionate, and offer. It also states that teaching should include activities that are beyond the school, that involve parents and relate to real life experience. It also suggests. The curriculum is designed with ECM at the centre; the design features address all 5 aspects, such as ensuring children are given the opportunity to learn in many subjects, and in a variety of settings and environments. ECM is at the centre when considering and ensuring opportunities for events such as productions and sports days, and when considering the schools routines. Also when considering any extended hours, offering opportunities before, during and after school, and links with health and social agencies. Young peoples lives are centred around school, and they clearly have an important part to play in supporting children to achieve the five aspects of ECM. Schools need to take into account the needs of all learners when planning. I will now consider how each aspect is/can be promoted in the curriculum. Schools can promote being healthy and staying safe by having a positive school ethos, which promotes inclusion. It should also follow many policies and procedures, to ensure children stay safe. When working as a Trainee Teacher and a qualified teacher I will need to be aware of all the policies that the school follows and ensure I am kept up to date with these. For example: safeguarding and health and safety policies. Some procedures for this might be: questioning any adults in the school without a name badge; and safety hinges on doors. I will also need to ensure I promote inclusion by methods such as personalisation. The school in which I am training tries very hard to ensure that children stay healthy. They have gained the Healthy School Award and have recently been given The Sports Unlimited Award. The school now offers a range of after school and lunchtime clubs, and provides healthy snacks for Foundation Stage and KS1 children. The school also brings in coaches to take P.E. lessons, to motivate learners and teach them the sport that they are experts in. Drinking water is provided throughout the day and each child has their own water bottle for them to drink from when in lessons. The school also actively promotes walking or cycling to school, and conducts cycling proficiency for pupils. Over the past year lunchtimes have become more structured with MDA and LSAs taking structured activities. Another good initiative that the school has adopted is the use of peer buddying and mentoring, with each adult in the school mentoring at least one child that is in need. The school also provides opportunit ies for learners to grow vegetables. As well as having regular assemblies taken by police officers and visits from health workers. The school makes many links between the community with visits to sing at old peoples homes and links with reading schemes through the library. When I am planning and teaching I will need to ensure that I use circle time to explore health and personal issues as well as encourage debate and peer decisions. I could also provide a quiet area within my classroom where children are able to take time out. Opportunities should be given to promote and encourage and to learn to be healthy in many subjects. I will need to be aware of this and apply them in my teaching. A few examples include: allowing for leaners to be empowered through making their own decisions, encouraging diversity, respecting difference and teaching them about their own identity, and using mathematics to investigate data on diet and health. History could also be used to explore community history and individual identity. Schools have the responsibility to ensure children are able to enjoy and achieve whilst staying safe when they are at school, through a wide range of policies and procedures. For example rules for how to use equipment safely, safeguarding, carrying out risk assessments, and bullying policies. However the staying safe element of ECM goes much further than the school and it is about. The school in which I am training provides many opportunities to ensure children are able to stay safe. They provide day and residential trips and set rules around the school based upon the schools Core values. With the increase in the use of the internet, the LA have also developed a policy for E-safety. The school provides mentoring and home work clubs to ensure the learners dont fall behind with work and also provide pupils with the opportunities to discuss any issues they may have. The school also has a council that acts as the student voice and gets learners more involved in the school. The school also encourages confidence for children to speak out, and uses role play, performances and presentations to promote this. The school uses visits from outside professionals, such as community police officers, and before any school trips, a safety check has to be conducted. There are also many opportunities to promote staying safe in the subjects that are being taught in my school. For example art, and design and technology could be used to promote safe practice and managing risks that may occur. ICT could be used to develop safety, such as questioning information and how to sit correctly at computer, i.e. .posture. When Teaching I need to be aware of how I can incorporate staying safe in my planning and in my classroom. I would also need to use the schools Core Values to assist safety and set class rules with the children. I will also need to take some responsibility in ensuring the school is safe, because it is everybodys responsibility not just the head teachers or senior managers. I could use stories in my class to deal with behaviours such as bullying and challenging stereotypes, resolving conflict and consequences. Schools need to ensure every child is making a positive contribution by ensuring the environment is created to encourage all to participate. They also give learners a voice, and vary in teaching strategies. The school where I am training has a school council that provides the children with a voice to speak out. In the Every Child Matters, at the heart of the curriculum booklet it states that if the children are aware that they have the opportunity to enrich the lives of others and support and care for them, and ultimately change things for the better, then they are much more likely to be more sociable beyond the school gates. The school I will be training at provides opportunities across the curriculum to ensure children give a positive contribution. The school council gives the opportunity to make decisions such as what equipment shall be built in the playground. It is important that children are able to make choices that have a true impact. Learners are also given various responsibilities around the school such as being responsible for the library, putting books away or giving them out, watering and looking after the garden, and collecting the register. They also encourage learners to participate in clubs and projects around the school. The school offers various clubs and everybody participates in the Christmas plays, as well as using buddying and mentoring schemes. They make links with the community through projects such as Christmas singing and also use such projects to raise money for charities. I will need to be aware of these points to ensure that I incorporate them into my classroom, for example by giving children responsibilities. I will also need to be aware of the ways the children can offer a positive contribution in certain subjects, such as promoting group work in English, including listening, speaking and responding to others, or encouraging children to contribute to a performance in music. When I am teaching I will need to ensure I enable and provide children with an opportunity to speak out and tell me the support they need, and provide an environment which is created for all to be able to participate in. I could use various methods to promote positive contribution such as using talk partners, incentives and mentors. Enjoying and Achieving is promoted in schools by lessons always taking account for different learning styles and abilities, thus ensuring that learners enjoy their learning. To ensure they enjoy and achieve, I may need to refer a child that may need more specialist help, research any needs they may have, differentiate and personalise my lessons, and celebrate achievements. If children are enjoying learning and have good supportive relationships, they are more likely to achieve. Every child has a talent, and it is the responsibility of the school to uncover these talents and ensure that all young people view themselves as a success and can live a fulfilling life. This means that the curriculum needs to be full of challenges and surprises. Children need to be able to build upon their own aptitudes as well as being able to enjoy what they are learning, and should be given opportunities to take on responsibility, whilst always considering each childs individual needs. The school that I am training at offers the pupils many opportunities to achieve and enjoy across the curriculum. The school gives each year group a topic every term, this allows children to see links between subjects, and provides them with opportunities to deeply explore issues. The school provides many trips from adventurous activities to historical sites, and provides opportunities for children to participate in the community through activities and projects. The school also provides many opportunities for children to demonstrate their skills through concerts, plays, and sports, and uses an achievement wall to praise children that achieve and/or participate, as well as having ac hievement assemblies once a week. In the achievement assemblies many awards are given: sporting awards; awards for effort; knowledge and reading; or anything else that is considered an achievement. The school also provides catch-up lessons and additional support through lunchtime and afterschool. I need to ensure that I see the school as a learning community and that I see myself as a lead learner. I will need to ensure that I provide opportunities for children to explore deeply and widely. When I am planning I will try and ensure to incorporate the childrens interest into lessons, and I will also need to ensure I arrange trips to help them to enjoy and achieve. I will need to try and use experts and organisations when teaching, and reach out and use parents where possible. I will also need to fully participate throughout the school to ensure I assist in allowing children to enjoy and achieve. There are many opportunities in lessons where I can plan to ensure children enjoy and achieve. In PSHE I could provide practical learning activities that relate to real life. I could also use real life situations in mathematics or use investigation games and strategies. I will need to be able to incorporate and ensure the children enjoying and achieving is at the heart of my teaching and planning. I must understand that it isnt about just teaching the lesson; it is about them understanding, enjoying and learning from the lesson. Economic wellbeing is about contextualising learning by relating it to the real world, and learners see the value of their learning. It also helps learners to create a. This means that children can achieve a great sense of satisfaction from being responsible for their own future. The school where I will be training uses many opportunities in the curriculum to help children to achieve economic wellbeing. The school provides learning opportunities for children to fundraise, in school or in an outside school setting. The school also encourages children to take on jobs in school such as taking responsibility for the school library or collecting the register. The school also provides leadership opportunities for pupils, such as becoming mentors or part of the school council. The school also actively promotes and embraces cultural difference and diversity. I could help children to achieve economic wellbeing by making them responsible for their dinner money and make it their responsibility to work out any change. I must ensure I encourage children to take on responsibilities in the school and in the class. There are many opportunities for learners to achieve economic wellbeing in subjects. For example I could use English to develop communication skills, and expressing views and ideas effectively. Learners could also develop their skills in obtaining information, analysing it, and evaluating it in science. P.E. could be used to teach children to work both as an individual and as part of team. When considering my personal development, my priority is to learn how to plan correctly, ensuring I use various learning environments and take into account the different childrens contexts. I will need to sit down with my School Based Trainer and maybe the classs last teacher, and consider each childs context. I will then be able to use this to personalise and differentiate planning. It will also inform me of the childrens interests, this will help me to plan for their interests and ensure they enjoy the lessons. ECM has greatly affected education and the way teachers teach. It has impacted many areas from, planning, safety, and dealing with behaviour. It has played a major part in radically reforming many children and young peoples services and lives. It is important however to not only praise the policy but also to criticise the policy in order for it to be developed and improved. This can be seen in the development from the Green Paper. At every stage the original policy aims were evaluated and then reset. For ECM to fully achieve its aims it is important that there needs to be multi-disciplinary work, and that teams and colleagues need to continuously reflect and evaluate. The overall effect of Every Child Matters and been massive, and Im sure that the results will continue to be seen for many years to come. Why Doesnt the UK Have a Constitution? Why Doesnt the UK Have a Constitution? Does the UK need a Republican Constitution? ANSWER There is a long and a short answer to this question. The short answer is â€Å"No†. The long answer is â€Å"Definitely not.† This may seem a flippant response, but this commentator predicts that it is precisely the kind of reaction that this question would engender in the majority of United Kingdom lawyers, commentators and politicians. Moreover, justification of this negative response is likely to be equally pithy: If it ’aint broke, don’t fix it. The United Kingdom is a stable, peaceful and wealthy constitutional monarchy. It is very far indeed from â€Å"broke†. Human rights are protected, the power of the state and its agencies are subject to the rule of law, corruption is relatively minimal and our legal system, welfare state and national health service are envied the world over. Democracy functions well, or at least relatively well in comparison with examples overseas. The Queen is generally respected and in many quarters cherished as a national figurehead. UK armed forces police the world and we have a seat at the highest global tables exercising far more influence over world affairs than our size and population merit. There is little in the way of civil strife or serious unrest no state of emergency or sense of impending doom. Our system, with all its typically British foibles and idiosyncrasies, undeniably works, and has done for the greater part of one thousand years.[1] It may seem like a prosaic claim but it is a blunt fact that almost no other country in the world can lay claim to a history the like of which graces these islands. The question as to whether the United Kingdom needs a Republican constitution is therefore unarguably flawed. Of course it doesn’t need a Republican constitution. The Status Quo The United Kingdom operates as a constitutional monarchy with a bicameral (two house) parliament comprised of the House of Commons and the House of Lords. Supreme executive power is technically invested in the Crown, but in practice this power is discharged in the name of the Crown by ministers of state led by the Prime Minister. The House of Lords acts as essentially as a consulting chamber and while it can delay the enactment of legislation even the fact that it is comprised of appointed rather than elected members has proved advantageous, because it leaves the authority of the House of Commons unchallenged. The system works and there is no sign of imminent frailty or jeopardy to the status quo. There is no formal separation of powers between the executive and the legislature and while the Sovereign in Parliament stands as the supreme legislative authority, ministers carry out the agenda and work of the government. In the House of Lords, Law Lords sit as judges in the Appellate Committee and they also play a full part in the legislative work of the House. All that said it must be conceded that the United Kingdom does not actually possess a formal constitution at all.[2] The United Kingdom is one of a tiny minority of countries that lack a single comprehensive document laying down the legal system of the state, the roles and functions of the apparatus of government and the procedural rules by which it should operate. It is submitted that such documents have proved useful in other countries as the ultimate statement of a nation’s supreme law with the sovereign legal authority to empower a nominated constitutional court to rule acts of the legislature illegal if they are found to contravene the rights entailed within. However, that revelation aside, it does not appear to matter that the United Kingdom lacks a single constitutional document. Our constitutional basis is found in piecemeal form shot through our entire system of government. Aspects of the United Kingdom’s constitutional system can be found in a multiplicity of rules that establish and govern the very practice of governance. It is a time-honoured system founded on a combination of Acts of Parliament conventions, judicial decisions and political practice. Perhaps it could not work in every state, but it appears to work here. A New Republican Horizon? Need it be said, a Republican Constitution would demand the abolition of the monarchy or more realistically a dramatic reduction in the power of the monarchy and a transfer of authority to, for example a Presidential executive. None of the mainstream political parties subscribe to such an ambition and one must descend to the third tier of political activity before the issue attracts even a modicum of fringe support. This commentator could identify only one Republican pressure group with a significant presence on the Internet, and even this group professes to have no political ambitions of its own.[3] This suggests that the issue of a new Republican Constitution for the United Kingdom, while titillating for students of politics and law, is simply not on the agenda. One could easily infer that the reason it is not on the agenda is that there is no perception of current need or even of current advantage, inherent in such a move. This view, which is as stated is held by the overwhelming majority of political actors and commentators, speaks for itself. It is a view that may well change over time as future events are unpredictable, and the succession to the throne of Charles may weaken the prestige of the Crown. However, with the popular Prince William waiting in the wings that may only be a temporary blip in the history of the British monarchy. Concluding Comments It is submitted that there can be only one reasonable response to this question and that is, as stated in the introduction to this paper â€Å"No†. The fault lies in the question itself and in particular with the use of the word need. The United Kingdom has developed into one of the most successful countries in the world. This commentator can see no imperative demanding immediate constitutional reform.[4] It would have made for a more interesting intellectual exercise if the question had asked if the United Kingdom would benefit from a Republican constitution? Does it need a Republican constitution? From the perspective of 2006, the answer is manifestly and unequivocally No. Indeed, this commentator would go further: it is argued that the United Kingdom seems to operate quite satisfactorily without any formal constitution at all. BIBLIOGRAPHY Brazier, R., Constitutional Reform: Re-Shaping the British Political System. (1998) Oxford University Press Dicey, A.V., Introduction to the study of the law of the constitution. (1959) London, Macmillan Republic: The Campaign for an Elected Head of State: http://www.republic.org.uk/faqs.htm Oliver, D., Constitutional Reform in the UK, (2003) Oxford University Press Footnotes [1] For comment see: Brazier, R., Constitutional Reform: Re-Shaping the British Political System. (1998) Oxford University Press. [2] For insightful comment see: Dicey, A.V., Introduction to the study of the law of the constitution. (1959) London, Macmillan. [3] See: http://www.republic.org.uk/faqs.htm. [4] Contrast the views of: Oliver, D., Constitutional Reform in the UK, (2003) Oxford University Press.

Comparison of Death of a Salesman and The Glass Menagerie Essay

Example: I asked Gina to accept my hand in marriage. She then smiled and as I awaited her response, her face appeared to diffuse just as leisurely as a dinner candle that is dripping its’ melting wax onto the fibers of an Egyptian, cotton tablecloth. The sentence example preceding this paragraph can be perplexing to any reader when any additional details are not given that describe the context in which this sentence has been written. Devoid of any transition in the opening sentence of this paper, the audience may not be able to discern whether the actions in the sentence are real or part of a dream or some alternate reality. As any author or playwright attempts to transition his story from one reality to an alternate reality, it is his responsibility to noticeably or inconspicuously guide his audience into the next scene or alternate reality of the story. Not doing so can lead the audience into confusion and misperception of the intentions of the author. Playwrights Tennessee Williams and Arthur Miller have both similar and contrasting ways in which they apply their non-realistic techniques, with the purpose of elucidating any transitions from the stage or script to the intended audience. Subsequently I will explain my examination, both comparatively and contrastively, of Arthur Miller’s Death of a Salesman along with Tennessee Williams’ The Glass Menagerie and each playwright’s application of non- realistic technique. The first major transition in Death of a Salesman transpires as the main character, Willy Loman, is imagining that his teenage sons, though now both in their 30’s are washing his fairly new Chevy automobile. The audience... ...Miller’s non-realistic approach was abstract and metaphoric, while Williams’ non-realistic approach was conveyed as a memory of certain times and places with events and actions that did happen. I have a personal affection and admiration for the abstruse but I’d perhaps better receive the message in Death of a Salesman by witnessing the story on stage or on film. I admire the straightforward approach that Tennessee Williams took in writing The Glass Menagerie. Williams’ approach allowed for easier reading on paper. My eyes and mind now instinctively move toward the future. Works Cited Miller, Arthur. "Death of a Salesman." 1949. The Norton Anthology of American Literature. 8th ed. Vol. E. New York: W.W. Norton &, 2012. Print. Williams, Tennessee. The Glass Menagerie. New York: New Directions Publishing, 1945.

The Universal Living Wage Essay -- Essays Papers

The Universal Living Wage In 1906 Father John Ryan, a renowned social and economic intellectual within the Catholic Church, published a book titled A Living Wage: Its Ethical and Economic Aspects. The book introduced to America workers the idea of a guaranteed minimum pay determined by the basic costs of living and set the stage for later minimum wage legislation during the 1930’s. Over the last decade, the idea of a living wage has resurfaced as workers have become more outspoken about the inadequacies of the federal and state minimum wage levels. Living wage legislation for government workers has taken effect in major U.S. cities such as Baltimore, Los Angeles, San Jose, Detroit, Boston, and many more. This paper will discuss the moral, social, and economic implications of instituting these laws as well as labor conditions around the world and the need for guaranteed living wages in countries such as India and Mexico. First of all, a clear definition of the living wage should be established. The Universal Living Wage Campaign Organization says that if a person works forty hours a week, a living wage should provide the worker and his/her dependents with proper nutrition, health care, housing, clothing, and transportation. Some debate has arisen around this definition though for a few reasons. First of all, the number of dependents the wage-earner must support has a huge impact on the calculation of the living wage. A wage-earner who only has to support himself can survive with a much lower wage than a wage-earner who must support a family of five for example, so how should legislation take this into account? If the idea of the living wage is to pay workers based on need, a law that provides a wage capable of supp... ...> - Clean Clothes Campaign. < http://www.cleanclothes.org/campaign/liwa99-11- 3.htm>. - â€Å"Universal Living Wage Effect on Business and Taxpayers†. http://www.nationalhomeless.org/ulwwhitepaper.html - Pritchard, Justin. â€Å"U.S. Study Concludes That 'Living Wage' Reduces Poverty†. < http://www.commondreams.org/headlines02/0314-03.htm >. 2002 - Coalition for Justice in the Maquiladoras. â€Å"New Study: Mexicans Unable to Live on Sweatshop Wages†. . 2001. - CFO â€Å"Protecting the Rights of Maquiladora Workers†. - Pritchard, Justin. â€Å"Study: Living Wage Laws Work†. http://www.cbsnews.com/stories/2002/03/14/national/main503712.shtml - http://www.epinet.org/issueguides/minwage/figure1.gif

Littlefield Lab Essay

Since the beginning the team decided to try an aggressive strategy to win the game, assuming a riskier position with higher potential benefits and costs. For that, it was necessary to identify key parameters of the process and design a dashboard to analyze the information and make decisions in a faster way. The key parameters we started monitoring were demand (jobs accepted), stations utilization and lead times of the entire process. The first goal was to balance the line and satisfying the demand. Demand analysis and its relation to order kits In order to predict the future flows of the demand and match the info with the kit orders we create a model in attempting to avoid stock breaks or overstocks and anticipate the purchase of machines. The model considered the median demand of last 2 weeks projected with the growth rate of those weeks. Utilization of stations and its relation to purchase machines In order to to satisfy the demand, generate equilibrium in the capacity of the 3 stations, and avoid bottlenecks to get the maximum profit with the contract 3, the purchasing of new machines were made when utilization of any station was steadely over 80% and was justified by the cost-benefit analysis. Cost-benefit analysis to purchase machines Considering a demand of 30, 60 & 90, the pay back time will be 29, 15 & 10 days on ideal conditions. Changing the contracts When the balance was achieved on the process, then we started to intervene contracts since contract 3 provides the best profitability when the Lab is able to accomplish a promised lead time of 0.5 days being careful of change to contract 2 or 1 if the promised lead time would not be accomplished due to the circumstantial conditions of the process. To optimize the profitability of the jobs received on the first day of every week, we began to modify the contracts according to the following criteria: – Contract 1: If machine 1 had more than 3 jobs waiting for kits on last day of the previous week. – Contract 2: If machine 1 had between 1 to 3 jobs waiting  for kits on last day of the previous week. – Contract 3: If machine 1 had 0 jobs waiting for kits on last day of the previous week. Finally, on day 150 we try an â€Å"all in† strategy spending $160.000 in 1 machine for station 1 and 2 to increase the capacity and to process jobs only on conditions of con tract 3. This decision was taken based on a demand of 91 jobs and a utilization of station 1 of 0.83 between days 143 and 149. Profits analysis The table shows the sources and uses of cash including the analysis of main items. Description Amount, $ Comments Starting Cash + 1.000.000 Revenue +2.770.670 – 493, 226 & 1981 jobs were accepted under contract 1, 2 & 3 respectively. – $ 3.072.000 was the maximum possible revenue. (Calculations: 493 x $ 750 + 226 x $ 1.000 + 1.981 x $ 1.250) – $ 301.220 were lost for non-fulfillment of the contracts. (Calculations: $ 3.072.000 – 2.770.670) Interest +81.993 Station purchases -560.000 – 4 stations N º1 were bought on days 61,115, 141 and 150. – 2 stations N º2 were bought on days 116 and 150. All stations were bought at a certain time which ensures that the investment were payed back before the day 314 considering a pay back period 10-29 days for each station (see cost-benefit analysis). Inventory -1.704.600 – 2.841 kits were bought (including kits ordered by default). – 2.566 kits were ordered on the review period corresponding to day 7. – 2.700 jobs were accepted. Inefficiencies: – 134 kits were needed but not ordered (2.700-2.566 kits). They represent maximum losses of $ 167.500 (134 x $ 1.250) – 141 kits were ordered but not needed (2.841-2.700 kits). They represent losses of $ 84.600 (141 x $ 600) Cash Balance 1.588.064 The cash balance shows that investments on machines and kits were payed back but was not possible to get a better profitability because orders were only 80/week instead 91/week as we predicted on day 150. Conclusion – The Lab purchased the first 4 machines too late, so the up-grade of the process and the pay back of the investments were got too late, affecting profits. – The Lab should not have purchased last 2 machines (station 1 &2), since they were not needed to serve 80 orders/week (demand after day 150 was overestimated). It would have saved $ 160.000. – The contracts were not changed on time, so because of that there was a maximum lost of $ 301.220. – The kits were ordered including the number of jobs waiting for kits at the end of each week, because we do not realize that they were ordered by default. It would saved a maximum of $ 84.600. – The Lab should have worked with LIFO instead FIFO system considering that kits queued for station 1 were mostly already late to be ready at the lead time of 0.5 days under contract 3.