Athletes Deserve High Salaries Essays - Employment Compensation

Athletes Deserve High Salaries Andy Huckabay PE 401 January 24, 2001 Missy Frost Are athletes getting paid too much? Maybe they are, but I don't really believe that athletes are over paid. People don't understand how the lifestyle of a professional athlete really is or who would get the money we spend if the athlete's didn't get it. They just see those astronomical numbers and think that it is unfair that us working class people don't make that amount of money. Pro athletes are some of the most dedicated, hardest working people in world. They don't just play during their season, they have to train year round or they will lose their job. The psychological stress placed upon athletes is overwhelming. They are constantly worrying about their bodies, because if they get hurt, their career may be over. They get paid to compete, that in itself is stressful. It is a business, just like lawyers, salesmen, and companies. You just don't hear about the kind of money those people make. According to Nathan Durkee, it truly is a business and he breaks it down on his web site. Here's how it works: Fans pay to watch the game. Numerous companies pay the team to endorse various products. Clothing and apparel companies pay the team to make jerseys, shirts, hats, etc. Different broadcasting corporations pay the team to cover and air the game. All of this money goes to the owner of the particular team. The owners, in turn, then pay their players their salaries. The truth of the matter is that the owners actually make the most money, and only distribute a small portion of it to their hard working employees. Sam Felsenfeld pointed out in one of his articles that it is a simple matter of supply and demand when it comes to fans paying ridiculous amounts of money for tickets. Owners, with a little help from economists and accountants, have figured out they can charge $30 a seat and fill the stands Sunday after Sunday. So why in the name of capitalism charge only $29. As the system works now, players' salaries depend on the size of the revenue pool. About 95 percent of revenue in the NFL comes from gate receipts and television contracts. In closing, athletes are not at fault for getting paid the amount of money they get. Most will even tell you they get paid too much. But don't try to make them feel guilty about making that kind of money when we as a society worship them like we do. Most athletes give back to the community and donate to charities. The NFL and the United Way have been working together for years. Athlete's salaries must stay high to keep the level of competition where it is, and keep striving to get better. Why not complain about Hollywood actors getting paid astronomical amounts of money for making a movie. How are they different, they are in the entertainment business and don't have to deal with anything close to what athletes have to endure. Sports and Games

Critically discuss how EU Law (as applied under Article 101 TFEU) identifies anti-competitive conduct between undertakings, and assess the extent to which such conduct is considered illegal. The WritePass Journal

Critically discuss how EU Law (as applied under Article 101 TFEU) identifies anti-competitive conduct between undertakings, and assess the extent to which such conduct is considered illegal. The WritePass Journal Introduction Critically discuss how EU Law (as applied under Article 101 TFEU) identifies anti-competitive conduct between undertakings, and assess the extent to which such conduct is considered illegal. rodrigo | October 24, 2016 WritePass - Essay Writing - Dissertation Topics [TOC]IntroductionMain BodyConclusionReferencesRelated Introduction It will be critically discussed how EU law identifies anti-competitive conduct between undertakings. In doing so, the extent to which such conduct is considered illegal will also be assessed by reviewing the case law and academic opinion within this area. Applicable textbooks, journal articles and online legal databases will be utilised by adopting a secondary research approach. This will enable a wider range of information to be collected that is considered suitable for this study. Main Body It is provided for under Article 101 (1) of the Treaty on the Functioning of the European Union (TFEU) that; â€Å"all agreements between undertakings, decisions by associations of undertakings and concerted practices which may affect trade between Member States† shall be prohibited. This advances free competition within the EU’s economic market by prohibiting conduct that could disrupt free competition. Therefore, any behaviour involving the restriction of free trade will be sanctioned (Castendyk et al, 2008, p. 41). Much concern is thus placed upon â€Å"horizontal agreements and concreted practices because of the detriment to consumer welfare that results from co-ordination between competitors† (Colston and Galloway, 2010, p. 25). Despite this, vertical agreements are also cause for concern since they often contain clauses which provide for the exclusive distribution of trade as well as single branding. This can have a significant impact upon free trade and co mpetition within the common market is ultimately stifled. In Consten Grundig v Commission [1966] ECR 299; it was made clear that an agreement which aims to artificially maintain separate national markets so that the free flow of particular products can be restrained would violate Article 101. Therefore, undertakings which attempt to affect the free flow of products in any way will generally be deemed illegal (Wesseling, 1999, p. 427). In addition, as demonstrated in Procureur du Roi v Dassonville Case C-8/74, [1974] ECR 837, trading rules enacted by Member States must not contain any prohibitions on the free flow of products which are capable of â€Å"hindering directly or indirectly, actually or potentially, intra-Community trade.† Therefore, Member States must also ensure that their practices comply with the provisions in Article 101, yet as noted in Societe Technique Miniere Case C-56/65, [1966] ECR 235; â€Å"the competition in question must be understood within the actual context in which it would occur in the absence of the a greement in dispute.† Since not all anti-competitive conduct between undertakings will be considered illegal. This is because; there are certain agreements which will be permitted under Article 101 (3) and section 9 of the Competition Act 1998. This is provided that they can fulfil certain conditions under Commission Regulation No’s 2790/1999 and 1400/2002. In effect, it is manifest that anti-competitive conduct between undertakings is largely considered an illegal practice within the EU. However, because there are certain exceptions to this rule, it is likely that anti-competitive undertakings will still be adopted in certain instances. An example of this can be seen in the Wouters, Savelbergh, Price Waterhouse Belastingadviseurs BV v Algemene Raad van de Nederlandse Orde van Advocaten Case C-309/99, [2002] 4 C.M.L.R. 27 case when a Regulation which was created through an association of undertakings within the meaning of Article 101 (1) was deemed necessary even though it prohibited partnerships. The Regulation in this decision clearly effected competition within the common market an d thus violated Article 101, yet because it use could be justified the Regulation was permitted. Consequently, it will depend entirely upon the circumstances as to whether anti-competitive conduct between undertakings will be permitted or not and â€Å"where the restriction is ancillary to some desirable, pro-competitive agreement it is likely to qualify for exemption† (Woods and Watson, 2012, p. 594). This may consist of either a research and development agreement or a specialisation agreement between small and medium sized firms and such agreements will thus qualify for either automatic exemption or block exemption under Article 101 (3). In Re Vacuum Interrupters Ltd [1977] 1 CMLR D67 the parties were provided with individual exemption on the basis that the agreement was for research and development. Regardless of this, however, it is often very difficult to determine whether anti-competitive conduct between undertakings will be considered illegal or not since the term ‘undertaking’ remains ill-defined (Craig and de Burca, 2011, p. 961). Still, it was held in Hofner and Elser v Macroton GmbH Case C-41/90 [1991] ECRI – 1979 that the term undertaking will generally cover â€Å"any entity engage in economic activity.† Therefore, any organisation found to have entered into an anti-competitive agreement will be capable of being subjected to the provisions contained in Article 101. Nevertheless, it will depend entirely upon the way in which the undertaking operates in order to decide whether it can be rendered permissible; Kattner Stahibau GmbH v Maschinenbau – und Metall – Berufsgenossenschaft [2009] ECR – I 1513. Bailey (2012, p. 559) believes, nonetheless, that there are four different ways an anti-competitive agreement will be exempted from the provisions contained under Article 101 which are; 1) that the context of an agreement can exclude a prima facie finding of restrictive object; 2) that the undertakings can plead an objective justification for a prima facie object restriction. 3) where the restriction does not have an appreciable effect on competition between Member States; and 4) that a restriction should be permitted under article 101(3). Therefore, rather than merely relying on the provisions under Article 101 (3) it is believed by Bailey that there are other situations which may give rise to an exemption under Article 101 (1). Again, this will require close inspection of the undertaking in question in order to decide whether or not it can be justified. Conclusion Overall, whilst it is provided for under Article 101 (1) that anti-competitive conduct between undertakings is illegal, it is clear after reviewing the case law that there are many available exceptions to this provision. Consequently, it will thus depend upon the particular facts of the case as to whether an undertaking is considered reasonable or not and although conduct which affects the free flow of trade should always be prohibited, this is not always the case in reality. Hence, there will often be times when a restriction of competition is required which illustrates that anti-competitive conduct between undertakings is not always rendered illegal. References Bailey, D. (2012) Restrictions of Competition by Object under Article 101 TFEU, Common Market Law Review, vol. 22. Castendyk, O. Dommering, E. J. and Scheuer, A. (2008) European Media Law, Kluwer Law International. Colston, C. and Galloway, J. (2010) Modern Intellectual Property, Taylor Francis. Craig, P. and de Burca, G. (2011) EU Law: Text, Cases and Materials, OUP Oxford, 5th Edition. Wesseling, R. (1999) The Commission White Paper on Modernisation of EC Antitrust Law, European Competition Law Review, vol. 20, no. 427. Woods, L. and Watson, P. (2012) Steiner Woods EU Law, OUP Oxford, 11th Edition. Cases Consten Grundig v Commission [1966] ECR 299 Hofner and Elser v Macroton GmbH Case C-41/90 [1991] ECRI – 1979 Kattner Stahibau GmbH v Maschinenbau – und Metall – Berufsgenossenschaft [2009] ECR – I 1513 Procureur du Roi v Dassonville Case C-8/74, [1974] ECR 837 Re Vacuum Interrupters Ltd [1977] 1 CMLR D67 Societe Technique Miniere Case C-56/65, [1966] ECR 235 Wouters, Savelbergh, Price Waterhouse Belastingadviseurs BV v Algemene Raad van de Nederlandse Orde van Advocaten Case C-309/99, [2002] 4 C.M.L.R. 27

African Americans Essay Example | Topics and Well Written Essays - 1250 words

African Americans - Essay Example In the short story â€Å"Drinking Coffee Elsewhere†, Dina is an African American student admitted to the Yale University, which by itself is a great achievement considering her neglected upbringing. Her metamorphosis is evident from the way she is portrayed in the beginning of the story as a somewhat timid character, while towards the end of the story, she is characterized as an independent minded person who is willing to speak her mind freely. Initially, even though life seems to be going well for her, she is battling to cope with her white elitist environment as a young African American. The story is able to highlight Dina’s ongoing struggles and her self-discovery process. It is seen how throughout the story, Dina has to put up a fight to maintain her integrity in the face of racial discrimination and finding a name for herself. In a world where racial equality is unheard of, she still manages to admit herself into Yale. Additionally, towards the end, she even befrie nds Heidi, who is a white lesbian young woman. This is proof of her growth. The short story â€Å"Every Tongue Shall Confess†, also highlights the metamorphosis of another young African American woman known as Sister Clareese. Just like Dina, she is struggling with her own life experiences which eventually shape the way that she perceives herself and others. Sister Clareese is not only a devout member of her Pentecostal Church, but she is also a nurse which makes her stand out above the ordinary women in her community.

Managing Capabilities Essay Example | Topics and Well Written Essays - 2750 words

Managing Capabilities - Essay Example The adoption of new technology on regular intervals has boosted the marketing capabilities of ASDA. For any organization to stay competitive in the world it is very important to adopt the strategic changes. For ASDA the distribution channel in connection with the internet by online stores has helped the company a lot to expand the range of services and providing the customers with various purchasing options. Another approach used by ASDA that enhances its overall capabilities is the process of acquiring more information related to the product while the customer is in the process of taking decision. Online services also serve as sales tool. ASDA is the second retail store to offer this online service. ASDA has also brought in structural changes like removing the top layer hierarchy and the freezing wages. This change brought in positive change in the performance of the organization. The transparency has helped the company win the name of the best employer in the UK today. This led to an increase in the shareholder value. ASDA is the second largest supermarket chain in UK and has about 17% of the market share. It is a powerful retailing business and is well reputed for the products it has and the convenience it gives to its customers. The primary focus of ASDA is to save money and keep the costs as low as possible. The company has a strong technology system that supports its operations. If we talk about the weakness of the company so it can be regarded as the lack of convenience stores and the small supermarkets (Ackerman, 1997). Talking about the biggest competition to ASDA that is Tesco it is found out that almost two third of its total... Managing Capabilities Structuring tools and strategy frameworks are main keys to assess the situation of the business. Value trade-offs and risks are made explicit that lead to proposals that are concrete for adding value and reducing the risk. The frameworks that have been discussed in this study and the Pestle analysis in specific are likely to help ASDA in the identification of related laws planning and conform to decrease any distraction associated with them. To retain the customer base ASDA meets the customer needs, customizes the service, ensures lower prices, helps in making better choices, continuous flow of in-store promotions. These analysis will help the company in assessing the possible success for opening new stores, that are small in any area, which is the need to stay in competition. These analyses are likely to assist in identifying the policies, regulations and laws that govern the competition and monopolies. This is a challenge faced by ASDA in its pursuit to expand its business. Under t he European Union law, the unfair competition and the large market share (dominant) can lead to low quality services and products that consequently will increase the prices of services and goods. ASDA needs to keep this in mind as it aims to increase the number of its stores and move to new areas. This study can be of great help for ASDA to maintain its strong position and implementation of the frameworks given in this study can further assist the company to enjoy the heights of success.

Discussion question Assignment Example | Topics and Well Written Essays - 250 words - 8

Discussion question - Assignment Example For instance, integrity is very critical in a workplace environment. Being honest as well as doing the right thing when it is required plays a significant role in the general performance of the organization. Integrity improves the performance of organizations since employees are trusted in the utilization of resources, and more importantly, supervision may not be necessary (Daft, 2013). To ensure that organizations are effective in terms of resource utilization, performance as well as productivity, it is decisive to make employees aware of their responsibilities. When employees are aware of their responsibilities accountability is enhanced. Accountability is a very critical element in organizations. How well resources are utilized in an organization is determined by how well an organization has laid its accountability structures. Organizations are required to take various steps to make employees aware of their responsibilities including developing of employees’ handbook. During induction, employees are required to be provided with an employee handbook. An employee’s handbook contains all the guidelines of the job including their various duties and responsibilities. An employee handbook will keep every employee accountable to every duty they are delegated to undertake (Daft, 2013). Additionally, organizations may be required to offer frequent reviews of the employee’s duties and responsibilities. These reviews can be done through seminars, workshops or internal meetings with individual employees. Review will act as a way of showing employees how critical their responsibilities are to the overall performance of the organization (Daft,

Code Of Practice In Teaching And Learning

Code Of Practice In Teaching And Learning This assignment covers issues relating to current legislation and codes of practice in teaching and learning, as well as on the stages of the teaching/training cycle with emphasis on boundaries on some of the highlighted stages. The importance of record keeping in teaching and learning was also discussed in this assignment. I am currently working as an IT professional with the view of progressing onto more rewarding and better fulfilling profession as Mathematics cum ICT teacher/trainer in a lifelong learning sector. I decided to enrol for the Preparing to Teaching in Lifelong Learning Sector (PTLLS) programme at the North Hertfordshire College in preparing myself for the fulfilment of my career aspiration. LEGISLATION AND CODE OF PRACTICE IN TEACHING LEARNING The legislation and code of practice in teaching and learning are in place to act as guidelines and to protect the employees and learners in a typical lifelong learning sector. As a Tutor in the lifelong learning sector, it is my responsibility to be aware and adhere to the current legislative requirements and codes of practice as expected on my job role. Two examples of the current legislation relevant to teaching and learning are: Equality Act 2010 The key features of this act are, but not limited to the following: Aim at protecting disabled employees/learners and prevent disability discrimination as it provides legal rights for them in the area of employment, education, access to public facilities/services within a reputable lifelong learning institution. It provides rights to people (Carer or parent of a disabled person) not to be directly discriminated against or harassed because they have association with disabled people. It is unlawful for any education provider in the lifelong learning sector to treat a disabled employee/learner as less favourably for a reason related to their disability or fail to make reasonable adjustments to prevent them being placed at a substantial advantage. The Health and Safety at Work Act 1974 The learning institution must make it mandatory for the teachers/trainers and learners to understand and comply with the Health and safety at work Act 1974. This act ensures that they put the safety and health of employees and learners first. As Trainer, I must minimize the risks associated with repetitive strain injury (RSI) amongst my learners. For example, highly repetitive movements such as typing on the keyboard consistently can lead to RSI; continuous usage of the VDU (visual display unit) can also lead to eye strain. Hence, I must ensure that learners go on short intermittent breaks. Other current legislations that are relevant to lifelong learning sector are: The Sex Discrimination Act (SDA) 1984 Special Education Needs and Disability Act (2001) The Health and Safety at work Act 1974 Freedom of Information and Data Protection Act 2005 Employment Equality (Religious or Belief )Regulations 2003 Racial and Religious Hatred Act 2006 Human Rights Act 1998 Apart from the aforementioned current legislative requirements, there are also codes of practice that I have to adhere to as a teacher/trainer in a lifelong learning sector. Codes of practice, (CoP) are lower level documents that provide guidance. For example, the institute for learning (IFL) introduced a code of practice for teachers in the lifelong learning sector in 2008. The Code was developed by the profession for the profession and it outlines the behaviour expected of members for the benefit of learners, employers, the profession and the wider community. An example of the Code of practice that relates to teaching in a lifelong learning sector is the disclosure of criminal offence; as it is expected that any member to notify the institute as soon as practicable after cautioning or conviction for a criminal offence. STAGES OF TEACHING/TRAINING CYCLES The teaching/training cycle (as depicted below) can be described as a cyclic learning process that can continue indefinitely to facilitate successful learning experience. The teaching/training cycle can be joined at any point but needs to be followed through to be effective. The teaching/training cycle involves the following stages: Identifying needs Planning Delivering Assessing Evaluating The roles and responsibilities as well as the boundaries for each of the five stages of the teaching cycle in a lifelong learning sector are as highlighted below: IDENTIFYING NEEDS This stage is about finding out the needs of the institution as well as that of the learners. Roles Responsibilities To accommodate the specific needs of the learners e.g. provision of specialised equipment when needed, adequate provision for the disabled learners should in case of any accident/fire alarm, permitting learners to observe their religious obligation. The need to understand their leaning styles as well as providing the right tools, textbooks and any other materials needed to enhance their learning experience. Boundary To need to gain the qualification that are requisite for the course that one intended to teach PLANNING This phase involves preparing the suitable delivery resources that can facilitate conducive learning environment. Roles Responsibilities To identify the learning outcomes and thereby ensuring the provision of value-added learning services Ensuring that the outcomes of each session must be specific, measurable, achievable, realistic and time bound (SMART). To ensure that the specifications that were outlined in the schemes of work are addressed in the lesson plans this can be achieved by preparing the appropriate learning resources and also by including a variety of teaching and learning activities, dynamics and assessment methods. Boundary Physical contact with distressed pupil should appear normal and natural. Adhering to the ethos of the profession by maintaining high quality training, thereby guarantying that development and progression of the learner is being achieved. DELIVERING Roles Responsibilities To conduct the learning effectively by valuing and caring for the learner This is can be achieved by delivering the sessions based on the session plan that has already puts into consideration the various learning styles. To create a positive environment that fosters learning and keep the learners motivated Achieved by showing by demonstration, using teaching aids, giving out clear instructions and checking understanding among the learners regularly. Boundary Appropriateness of the teacher/learner relationship by ensuring that the learners do not know all about you and your life despite the fact of the need to be open, friendly and supportive. Knowing where to refer learners to such as assessment support for diagnosis of Dyslexia and other learning difficulties, Learning services for support with finance as well as knowing the procedures and where/who to escalate disruptive behaviour. Physical contact while demonstrating to the learner should not be misinterpreted. ASSESSING Roles Responsibilities To assess the learners during and at the end of the session in order to ensure they have gained the skills and knowledge needed to achieve their qualification Achieved by using any of the different types of assessment such as the Initial, Formative (quizzes and group discussion) or Summative (an examination that counts towards a qualification) assessments. To give constructive feedback and ensuring that Internal and External Verification (IV/EV) are carried out. Boundary No favouritism for any of the learners during assessment. EVALUATING This stage deals with getting feedback from the learner in order to reflect on ones teaching style and delivery. Roles and Responsibilities To obtain feedback from the learners in form of the course evaluation questionnaires in order to improve on ones teaching pedagogy and assist in future professional development. To evaluate the effectiveness of the program. Why keep records? Records are mainly kept for the following reasons: To let awarding bodies, employers and other stakeholders know This in terms of quality assurance is related to Internal/External verification as well as Internal/External moderation. Monitoring of progress and performance Helps tutors plan, monitor and review learners progress allows the trainer to monitor the effectiveness of his/her teaching and learners progress in relation to targets. To provide written feedback and guidance to learners. It is also the duty of the trainer to keep attendance records of the learners for health and safety reasons (evacuation in case of fire) and also for punctuality. To make the teaching/training work much easier. The reasons enumerated above are basically for legal reasons and also to support the teaching/training cycle. The stakeholders of these records are, but not limited to the following: Teachers/Trainers Awarding Bodies Employers Students Supervisors Ofsted Parents/Guardians/Sponsors Internal/External Verifiers Paper based and Computer records Paper based records Pros Less likely to be accessed by unauthorized user. Information update does not require any special skills. Cons Prone to lots of human errors due to differing terminologies, illegibility and misspelling. Disaster issue: can easily be lost or destroyed during fire or flood incident. Computer records Pros eliminate handwriting errors and offer spell checking ability. are cost efficient, because they eliminate expenses associated with stationeries, printing, other office supplies. Faster access to information and less space is required with regard to physical storage. Cons Privacy concerns: Personal information can be dispersed into the wrong hands. Data access problem: loss of power or technical glitches. This assignment has covered the various stages of the teaching/training cycles as well as the current legislation and the ethos of the profession in the teaching and learning sector. The needs for keeping records were also highlighted. WORD COUNT: 1585 words

Divine Evil by Nora Roberts Essay

â€Å"Divine Evil† is an interesting novel about crime and romance, written by the popular American author Nora Roberts. She is one of the world’s most successful and best-loved novelists and has more than 201 million copies of her books in print. The book is about several murders that happened in a small town, called Emmitsboro and the people who were affected by them. In the beginning of the story, Clare Kimball, who was a sculptor, went back to her home-town Emmitsboro to rest from the big city and focus on her work. She hadn’t gone back there in years, due to her father’s suicide. She re-opened her father’s house to live in and started to get re-acquainted with the people from the town. She met Cameron Rafferty, who was the town’s sheriff. He was a smart and influential man. Cameron knew Clare from before – they used to be intimate friends in high-school. She seemed really different to him now, more mature and established as an artist. Clare was really his type – good-looking and well-off. Soon after Clare’s arrival, unpleasant things started happening in Emmitsboro. Carly Simon, a troubled fifteen-year old teenager, came up missing one evening. For months no one saw her , and her body wasn’t found. Almost at the same time another person was severely killed. His name was Biff Stokey, Cameron’s step-father. Cameron had lost his real father when he was ten years old. That was when his mother Jane remarried Biff Stokey. He was a loud and rough guy, who became a decent husband to Jane, but never really loved Cameron as his son. As Cameron grew older, him and Biff started being enemies. While investigating Biff’s murder, Cameron started to get involved with Clare emotionally and sexually. He met her assistant from New York, Angie LeBeau and her husband Jean-Paul. They had come to visit Clare for the weekend and check on her sculpting. Clare’s brother Blaire also came in town to visit his sister. All four of them were really concerned with Cameron’s investigation. The suspense in the book escalated when Clare almost crashed into a scared woman on the highway. Lisa was running away from two men in masks, who had chased her in the woods, after her car had broken down. Clare drove Lisa to the nearest hospital. After that she phone-called Cameron to report the crime. Soon after that the plot started unveiling itself. Cameron found a whole bunch of evidence in Biff’s basement that he used to be involved in something not legal. He found pictures of naked women, together with books on worshipping the devil. Similar type of satanic literature was found in Jack Kimball’s attic that no one in Clare’s family had destroyed for years. The investigation discovered the existence of a satanic cult in Emmitsboro. The cult consisted of men, who worshipped the devil. These man gathered late at night in the fields to chant and make human sacrifices. They were also allowed to rape women before they kill them. Biff Stokey was apparently one of their guys and they had sacrificed him.

Rate of Vaporization Design Lab Essay

How does changing the surface area of a sample of water affect the time taken for the water to boil? Background: By changing the containers of the water, the surface area of the water is thus being modified as the same volume of water is spread out over smaller or larger surfaces. The measure being compared is the time each sample of water will take before it reaches the boiling point, 100 CÂ °. The relationship between the surface area and this amount of time will be determined by comparing the circular area of each container to the time. The independent variable manipulated in this lab is surface area, which will be varied by filling the water into different sized containers. The dependent variable being measured is the time taken to boil in seconds. This will therein tell us the rate of boiling, a measure of the rate of vaporization. Variables that must be controlled while performing this experiment include the temperature of the water and the volume of the water. Materials: – petri dish – test tube – 80 mL beaker – 300 mL beaker – graduated cylinder – 5 50 mL samples of distilled water – Bunsen burner – metal ring stand – thermometer – stopwatch Method 1. Measure in cm the radius of each the petri dish, test tube, graduated cylinder, and two beakers. Calculate the area of each. 2. Pour 50 mL of distilled water into petri dish. Repeat for test tube, graduated cylinder, 80 and 300 mL beakers. 3. Set up Bunsen burner and metal ring stand. Place petri dish with distilled water on metal ring stand. Place thermometer in petri dish. 4. Turn on gas / Bunsen burner. Start stopwatch. 5. Measure with stopwatch the time it takes until the thermometer reads 100Â ° C (boiling point of water). Record this time. 6. Repeat steps 1 – 5 four more times. 7. Repeat above procedure using the test tube, graduated cylinder, and two beakers.

Free Essays on Female Recidivisim

Gender Inequality The influence of society’s gender biased roles can be traced back to the moment of human birth. Immediately sex roles are defined and can be divided into stereotypes. At a very young age the child is exposed to what it means to be either a boy or a girl. There are the gender specific color associations of blue for male and pink for female. There are gender distinct male names such as John, Paul and Tim while female names include Mary, Lisa and Elizabeth. As the child grows, even play toys have their gender differentiated purposes such as cars, balls and tools for males while the females are given dolls, doll houses and tea sets (Adolescence 1997). A child’s earliest exposure to what it means to be male or female comes from the parents. There is an expectant behavior from the child and as children grow and develop the gender stereotypes that are continuously reinforced are further perpetuated throughout childhood and into adolescence. Thus the stereotypes become firmly implanted into beliefs and also as part of the child’s self-concept. The theoretical perspective of gender polarization is the foundation for these gender specific divisions of male and female roles in society. â€Å"Gender polarization defines mutually exclusive scripts for being male and female and any deviation from these scripts as unnatural†. (Lenses of Gender pp. 80-87). Traditional male roles in society includes the economic provider, family patriarch, community educator, voter, property owner and sports athlete. In contrast the female traditional roles included the child bearer, home keeper and subordinate to the males. As females continue to cross over the boundary into the traditional male roles, then each act is considered to be abnormal or the act itself to be unnatural. The perceived invasion of females into the male role causes men to protect its once dominant social role. Feminists argue that â€Å"no j... Free Essays on Female Recidivisim Free Essays on Female Recidivisim Gender Inequality The influence of society’s gender biased roles can be traced back to the moment of human birth. Immediately sex roles are defined and can be divided into stereotypes. At a very young age the child is exposed to what it means to be either a boy or a girl. There are the gender specific color associations of blue for male and pink for female. There are gender distinct male names such as John, Paul and Tim while female names include Mary, Lisa and Elizabeth. As the child grows, even play toys have their gender differentiated purposes such as cars, balls and tools for males while the females are given dolls, doll houses and tea sets (Adolescence 1997). A child’s earliest exposure to what it means to be male or female comes from the parents. There is an expectant behavior from the child and as children grow and develop the gender stereotypes that are continuously reinforced are further perpetuated throughout childhood and into adolescence. Thus the stereotypes become firmly implanted into beliefs and also as part of the child’s self-concept. The theoretical perspective of gender polarization is the foundation for these gender specific divisions of male and female roles in society. â€Å"Gender polarization defines mutually exclusive scripts for being male and female and any deviation from these scripts as unnatural†. (Lenses of Gender pp. 80-87). Traditional male roles in society includes the economic provider, family patriarch, community educator, voter, property owner and sports athlete. In contrast the female traditional roles included the child bearer, home keeper and subordinate to the males. As females continue to cross over the boundary into the traditional male roles, then each act is considered to be abnormal or the act itself to be unnatural. The perceived invasion of females into the male role causes men to protect its once dominant social role. Feminists argue that â€Å"no j...

Ideal Gas Law Example Problem

Ideal Gas Law Example Problem The ideal gas law is  an equation of state the describes the behavior of an ideal gas and also a real gas under conditions of ordinary temperature and low pressure. This is one of the most useful gas laws to know because it can be used to find pressure, volume, number of moles, or temperature of a gas. The formula for the ideal gas law is: PV nRT P pressureV volumen number of moles of gasR   ideal or universal  gas constant   0.08 L atm / mol KT   absolute temperature  in Kelvin Sometimes, you may use another version of the ideal gas law: PV NkT where: N number of moleculesk   Boltzmann constant 1.38066 x 10-23  J/K 8.617385 x 10-5  eV/K Ideal Gas Law Example One of the easiest applications of the ideal gas law is to find the unknown value, given all the others. 6.2 liters of an ideal gas is contained at 3.0 atm and 37  °C. How many moles of this gas are present? Solution The ideal gas law states PV nRT Because the units of the gas constant are given using atmospheres, moles, and Kelvin, its important to make sure you convert values given in other temperature or pressure scales. For this problem, convert  °C temperature to K using the equation: T  °C 273 T 37  °C 273T 310 K Now, you can plug in the values. Solve ideal gas law for the number of moles n PV / RT n ( 3.0 atm x 6.2 L ) / ( 0.08 L atm /mol K x 310 K)n 0.75 mol Answer There are 0.75 mol of the ideal gas present in the system.

Advanced Cross-Cultural Communication Essay Example | Topics and Well Written Essays - 2250 words

Advanced Cross-Cultural Communication - Essay Example ; (2) Why was the homestay mother rude to me?; and (3) Why was she refusing my help? The first question was analyzed using theories related to non-verbal miscommunication and parochialism. The second question was addressed using theories related to high- and low-context culture. The third question was answered based on the theory of individualism and collectivism as well as the high- and low-context culture. It was concluded that the root cause of miscommunication in cross-cultural encounter is â€Å"parochialism†. Therefore, this report highly recommends the need to provide our future business people with opportunity to learn different the ways on how they can increase their awareness particularly with regards to the relationship between cultural background and the use of non-verbal cues such as facial expression, body distance, gestures, etc. Table of Contents Executive Summary .................................................................................................. ........ ii 1.0 Introduction ........................................................................................................... 1 2.0 Research Process ................................................................................................... 2 3.0 Findings and Discussion ........................................................................................ ... .................................................................................................. 9 5.0 Recommendations ................................................................................................... 10 References ........................................................................................................................... 11 Bibliography ........................................................................................................................ 12 Appendix I – Full Critical Incident Report .......................................................................... 14 Appendix II – Summary of Continuum from High-Context to Low-Context Culture ........ 16 Appendix III – Comparison of the General Characteristics that Affect Communication between people from High- and Low-Context Countries ............................ 16 1. Introduction When I first arrived in New Zealand back in 2001, I had to live in a â€Å"homestayâ € . Back then, I could not speak any word in English. In order to communicate with people who live with me at the homestay, I had to learn the use of body and sign language. Even though I was able to express my personal thoughts and opinion through the use of body and sign language, there were several occasions I encountered miscommunication between me and my homestay mother. (See Appendix I – Full Critical Incident Report on page 14) The rationale and main objective of this report is to analyze and discuss the relevance of several existing cross-cultural theories on the critical incident presented on Appendix I. In the process of completing this report, the student is expected to conduct a literature review with regards to the concept and application of cross-cultural theories. By doing so, the student

Interactive Listening Research Paper Example | Topics and Well Written Essays - 500 words

Interactive Listening - Research Paper Example This means that the listener should make sure that the speaker speaks at a speed that could not hinder his understanding. He should also ensure that the speaker uses understandable explanations and makes repetition when necessary. According to Stitt (2004), the three major techniques for effective interactive listening are paraphrasing, acknowledging emotions, and asking clarifying questions. Paraphrasing is trying to state the content spoken by the speaker in one’s own words. When the ideas spoken by the speaker are paraphrased, the listener tries to understand them in his own context. This would promote understanding and alertness of the listener. The interactive listening technique of acknowledging emotions involves use of actions like nodding by the listener to show whether he understands or not. This technique could be very appropriate especially to shy listeners who are unable to react verbally to ideas spoken by the speaker. The other interactive listening technique involves asking the speaker to clarify his ideas if you do not understand them. This technique gives the listener a chance to react verbally to what he is hearing, which can promote his understanding of the ideas spoken by the speake r. This week, we have learned several ideas that can help promote a communication as well as enhancing communication abilities. Among the ideas, the one that I did not know before is the idea of accommodating cultural differences in a communication. As Samovar, Porter & McDaniel (2009, p. 353) state, â€Å"communication competence requires more than just opening the door for listener-speaker dialogue.† This is because communication takes place in culturally diverse settings. Individuals in such settings have several cultural differences that result to factors that could hinder communication. However, if the cultural differences are accommodated, then the factors