The Undivided Declaration Of Rowland High School - 1098 Words

In Rowland High School, October 6, 2014. The Undivided Declaration of Rowland High School, When in the course of human events, it becomes imperative to shake off the bands of repeated name-callings and falsely given identities which have been connected for so long, and to assume that the playing field is once again even, giving your undivided attention and respect to the opinions of the unheard and abandoned as they state why they have decided to stand up against the bullying and how they plan to write how to isolate themselves from bullying altogether. We hold these truths to be axiomatic: that all students, no matter their background, ethnicity, or rank, are created equal in status and in identity; no student is higher than the other. Each student is equipped with secure and unalienable Rights; that among these rights are Respect, Rightful Identity, and Freedom of Speech. We also believe that rules are formed to protect these certain rights and that the power of these rules comes from the power of the students; whenever any part of the rule fails to protect these rights, it is the right of the students to change it and to form a new rule that follows such principles which organizes its powers to end in Security and Happiness. Fair judgment, as a matter of fact, will ordain to say that long prevailing consequences should not be changed because of trivial, temporary, or fleeting reasons; and, in fact, history proves that students are more likely to suffer the bullying,

Frankensteins Origin Assessing Thompsons Argument for...

The greatest modern stories often hail from ancient myths, and Mary Shelleys novel, Frankenstein, proves no exception to this claim. Replete with references to John Miltons Paradise Lost and the ancient Greek myth of Prometheus, the story of Frankenstein seems, in many ways, very much like the Creature himself—which is to say, cobbled together from various scraps of previously existing parts. Terry W. Thompson, however, argues convincingly that scholars continue to ignore one of Frankensteins most influential literary antecedents: the Greek hero known as Hercules (Thompson 36). In his article, A Majestic Figure of August Dignity: Herculean Echoes in Frankenstein, Thompson even goes so far as to list, point-for-point,†¦show more content†¦While Thompsons article can claim many merits, it is not without its particular flaws. Although he mentions the fact that Hercules is not born disfigured and ugly (as the Creature is), Thompson never truly addresses the importance of this difference (37). As we learn in Frankenstein, much of the reason for the Creatures rejection and his eventual acts of evil stems from the fact that his unsightly appearance inspires fear in those who encounter him (37). Frankenstein himself feels breathless horror and disgust on first seeing the Creature alive, the yellow skin of whom scarcely covered the work of muscles and arteries beneath (Shelley 58). Such an appearance almost certainly differentiates the development of the Creature from the development of Hercules. By not adequately discussing the ways in which their differing appearances might have affected the respective fates of Hercules and the Creature, Thompson ignores a major thematic aspect of Shelleys novel. Thompsons article also fails to explain significance of his findings. The reader is left asking several questions: What is the critical importance of Thompsons argument? Why should we consider the influence of the Hercules myth on Frankenstein, and what does the influence mean for us as readers and scholars of Shelleys work? How does this influence compare to the myriad other literary influences on Frankenstein—John Miltons Paradise

Share and Dividends for Company or Corporation-myassignmenthelp

Question: Discuss about theShare and Dividends for Company or Corporation. Answer: The present case is based on the matter of dividends. Generally, dividends are some kind of additional payment made out of shares. It is important to understand the differences between the shares and dividends (Jacob and Jacob 2013). A person can buy shares to become a member of the company or corporation. On the other hand, dividends are a certain profits given to the shareholders of the company. In Australia, the directors are allowed to pay the dividends to the shareholders by the provisions mentioned under the Corporation Act 2001 (Hooi, Albaity and Ibrahimy 2015). There are certain sections under the Act dealing with the matter. A companys power over providing the dividends is prescribed under section 254T of the said Act. Provisions regarding the dividend right have been mentioned under section 254W of the Corporation Act 2001. The rule stated under section 254T of the CA 2001 has been amended in the year 2010 and there are certain changes are formed in the present section. Previously it allows the directors of a company to give the dividends from the gross profit of the company. before the amendment, the law engraved under section 254T was mandatory in nature and the company had to pay dividends to the shareholders from its profits (Iftikhar, Raja and Sehran 2017). However, after the amendment, a company is liable to pay the dividends based on certain conditions. A company has to assess the assets and it will pay the dividends only when it exceeds the liabilities. This is called as the balance sheet test. A company can also pay dividend to its shareholders if the payment seems to be fair and reasonable to the other shareholders. The payment of dividend must not make to prejudice the creditors of the company (Garling, Smith, and Sanders 2013). In Re Centro Properties Ltd [2011] NSWSC 1171, it was held that a company might pay the dividend under certain scheme of arrangement. The section is at the discretionary of the company to pay the dividend out of the profits of the company and the same principle was maintained in Wambo Coal Pty Ltd v Sumiseki Materials Co Ltd [2014] NSWCA 326. However, recently the Court has expressed its consent over the payment of dividend from the profit of the company until the insolvency of the company in Taylor v Babcock Brown Ltd [2015] FCA 149. However, it has been mentioned that if the constitution of a company gives any provisions regarding the payment of dividend, the company has to maintain the same (Mitchell, Izan and Lim 2015). In the present case, it has been observed that the company (FWPL) maintains a constitution and it had been written that it is the discretionary power of the company to pay the dividends to the shareholders and specially the A Class shareholders. Based on the facts, the company had decided not to pay dividends to the A class shareholders. As it has been mentioned under the provision of the constitution that giving dividends are not mandatory, therefore, no action can be taken regarding the same against the company (Akyol and Foo 2013). This is also supported by the provision of section 254T of the Corporation Act 2001 and it has been stated that a dividend can be paid based on the satisfaction of other shareholders. In this case, an allegation has been made against the Galli grandchildren regarding their efficacy and contribution in the company. Therefore, the law to get the dividend also bars them and they cannot bring the allegation on the grounds of oppression against the company. Meaning of share buy-back: This question is evolving with the principle of share buy-back (Galloway 2016). It is a common rule that the shareholders are investing their money to buy the shares of the company and that support the company economically. The term share buy-back occurs when company buys the shares from the shareholders again. A share buy-back can be taken place if the company has decided to return the invested money to the shareholders by purchasing the companys own shares. It is a fact that each shareholder is the owner of the company literally and they are investing their money to increase the capital fund (Wood, Watson, and Chung 2014). However, it has been noticed that the sharing ownership cannot make profits for the company, the company can decided to buy their shares back for reducing the cost of the capital. In 2016, Walt Disney had taken steps to buy their shares back at $7.5 billion. Provision regarding the buy-back policy has been mentioned under section 257B of the Corporation Act 2001. Benefit of buy-back: The benefits of the share buy-back can cause increase in the share earnings. The companies are buying the shares on cash. Therefore, it helps to increase the return on equity. The companies are usually purchased the share from the shareholders at present market value. Therefore, the investors are also getting profitable by this. Share buy-back helps to increase the potentiality of the remaining shareholders. Requirements for buy-back: The process of buy-back is of two types, open market and off market. Company can announce the buy-back policies through tender system. In the tender system, the company specifies price of the shares. In open market policies, there is no particular price fixed by the company. Meaning of capital reduction: In every company, the shareholders hold certain equity. Capital reduction is used to reduce tthe equity by way of cancellation or repurchasing of shares. A company is using the instrument to increase the value of the shareholders. The cancellation process regarding a share is governed by the provision of section 256B of the Corporation Act 2001. Provision regarding the buy-back policy has been mentioned under section 257B of the Corporation Act 2001. The reason behind the capital reduction is to reduce the share capital of the company or if the company faces certain revenue loss process (Yarram, and Dollery 2015). The process of capital reduction creates minimum impact on the shareholders. In certain situation, they receive certain amount for the same. in this case, the company FWPL can use the capital reduction as it includes share buy-back and share cancellation. Requirement: There are certain steps that are required to be followed by the company to reduce the capital. It is required to deliver a notice to the creditors regarding the capital reduction. A general meeting can be conducted to pass resolution and after a period of three months, the company needs to submit an application regarding the entry of the reduction. The countdown will begin after the three months from submission of the application, payment is to be made to the shareholders, and the same will be posted in the commercial register. The Australian Security and Investment Commission is imposing with the duty to regulate the process of capital reduction. There are two types of company where the process of capital reduction can be observed. In single member company, there is no necessity to issue notice but in the selective reduction company. In this case, a form 484 is to be submitted to reduce the share capital. In Australia, the Corporation Act 2001 is dealing with the different sections of the share and dividend regarding the corporation or the company. Consent: Capital reduction can be possible by certain consents from different sources or authorities (Yarran and Dollery 2015). It is a fact that without special resolution, reduction is not possible. If the creditors are agreed, then the same can be reduced by the interference of the court. According to section 102 of the Corporation Act 2001, it is the primary object of the court to resolve the problems of the creditors and satisfied them. If there is a problem arises regarding the fixation of money, tribunal has the power to fix the same. Reference: Akyol, A.C. and Foo, C.C., 2013. Share repurchase reasons and the market reaction to actual share repurchases: Evidence from Australia.International Review of Finance,13(1), pp.1-37. Dhaliwal, D., Li, O.Z., Tsang, A. and Yang, Y.G., 2014. Corporate social responsibility disclosure and the cost of equity capital: The roles of stakeholder orientation and financial transparency.Journal of Accounting and Public Policy,33(4), pp.328-355. Galloway, C., 2016. Crisis Communication Research in Australia.The Handbook of International Crisis Communication Research, pp.337-346. Garling, S., Hunt, J., Smith, D. and Sanders, W., 2013.Contested governance: culture, power and institutions in Indigenous Australia(p. 351). ANU Press. Hooi, S.E., Albaity, M. and Ibrahimy, A.I., 2015. Dividend policy and share price volatility.Investment Management and Financial Innovations,12(1), pp.226-234. Iftikhar, A.B., Raja, N.U.D.J. and Sehran, K.N., 2017. IMPACT OF DIVIDEND POLICY ON STOCK PRICES OF FIRM.Theoretical Applied Science, (3), pp.32-37. Jacob, M. and Jacob, M., 2013. Taxation, dividends, and share repurchases: Taking evidence global.Journal of Financial and Quantitative Analysis,48(4), pp.1241-1269. Mitchell, J., Izan, H.Y. and Lim, R., 2015. Australian on-market buy-backs: an examination of valuation issues. Wood, D., Watson, L. and Chung, E., 2014. Cancellation of elective surgery within 24 hours: avoidable and can we improve the outcome?.Bju International,113, pp.28-29. Yarram, S.R. and Dollery, B., 2015. Corporate governance and financial policies: Influence of board characteristics on the dividend policy of Australian firms.Managerial Finance,41(3), pp.267-285.

Large Hadron Collider Research Paper Essay Example

Large Hadron Collider Research Paper Paper Large Hadron Collider, abbreviated as LHC, is a particle accelerator at the oncoming bunches, designed for acceleration of protons and heavy ions (ions of lead) and study the impact of their products. Collider has been built at CERN (European Organization for Nuclear Research), located near Geneva, on the border of Switzerland and France. LHC is the largest experimental installation in the world. Over 10 000 scientists and engineers from over 100 countries has participated in the construction and research. Those who are trying to write a decent research paper on Large Hadron Collider have to know that the word â€Å"Large† is the part of the name due to the Collider size: the length of the main accelerator ring is 26659 m; the word â€Å"Hadron† is due to the fact that it accelerates up hadrons, meaning heavy particles made up of quarks; the word â€Å"Collider† (from Engl. to collide) is due to the fact that the beams of particles are accelerated in opposite directions and collide in special points of collision. The trajectory of protons (heavy ions of lead Pb) begins in linear accelerators (at points p and Pb, respectively). Then the particles fall into the Proton Synchrotron booster (PS), follow to the Super Proton Synchrotron (SPS) and, finally, go directly into the LHC tunnel. TOTEM and LCHf detectors are close to the CMS and ATLAS detectors, respectively. The accelerator is expected to push protons with a total energy of 14 Tev (i.e. 14 teraelectronvolt or 14*1012 electronvolts) in the center of mass of incident particles, as well as the lead kernel with the energy of 5 Gev (5*109 electronvolts) for each pair of colliding nucleon. At the beginning of 2010, the LHC has surpassed the previous record by Tevatron Collider, located in the USA, the second large collider, which operated until the end of 2011, at the Enrico Fermi National Accelerator Laboratory. We will write a custom essay sample on Large Hadron Collider Research Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Large Hadron Collider Research Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Large Hadron Collider Research Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Despite the fact that the adjustment of the equipment is stretched on for years and not yet completed, the LHC has already become the most powerful particle accelerator in the world, ten times greater than other colliders, including the Relativistic Heavy Ion Collider RHIC, operating at Brookhaven Lab, United States. During the first weeks of operating, the LHC luminance did not exceed 1029 particles/cm ?*s, however, it continues to rise. The goal is to achieve nominal luminance of 1.7*1034 particles/cm?*s with the order-of-magnitude corresponding to the BaBar luminance (SLAC, United States) and Belle (KEK, Japan). The accelerator is located in the same tunnel, which was first occupied by the Large Electron–Positron Collider. The tunnel with circumference 26.7 km goes underground in France and Switzerland. The depth of the tunnel is from 50 to 175 m, and the ring of the tunnel reaches approximately 1.4% tilted relative to the Earth’s surface. For retention, correction and focusing the proton beams, 1624 superconducting magnet with the total length of 22 km are used. Magnets operate at a temperature of 1.9 K (-271 ° c), which is slightly below the transition temperature of Helium.

The Bombing of Hiroshima essays

The Bombing of Hiroshima essays There are many events in history that have affected many different people. To me, the Bombing of Hiroshima is most significant. This event has changed the lives of many people, the thoughts of people, and many feelings of people as well as countries. The atomic bomb and its destruction of Hiroshima changed the world. I will explain what occurred in World War II that led up to Hiroshima, the aftermath of Japan, and how the world changed after the bombing. We were involved in a war called, World War II. This war began in 1939, yet Japan and the United States were not at war with each other yet. Japan bombed Pearl Harbor on Dec. 7, 1941. This unacceptable act allowed the United States to declare war on Japan a day later. Three years later, on Feb. 19, 1945, we invaded the island of Iwo Gima. Later we also captured the island Okinawa, which was a crucial advantage for the United States. On, August 6th 1945, we dropped the atomic bomb on Hiroshima. Three days later, another bomb was dropped on Nagasaki. On the 14th of August, Japan accepted the unconditional surrender. I believe we utilized the atomic bomb because we lost over 1.5 million soldiers, while Japan had over 9 million soldiers. That means that if we were to invade Japan we would have to basically fight every soldier we had defeated before four times over! The enormous cost of Marines lives from Okinawa, was the deciding factor in plummeting the bomb. Which is why we reduced our losses by dropping the bombs. Losing was not an option. The effects on Japan were horrible. Once the bomb was dropped, instantly 70,000 died. During the bombing an equal amount was also injured. The blast itself was not the only thing that caused deaths. Radiation from the mushroom cloud was emitted causing thousand more to die during that year. Some, who survived, died from leukemia years later. Those who survived the radiation were scarred for life, for their family, friends, and objects we...

Spectroscopy Introduction

Spectroscopy Introduction Spectroscopy is a technique that uses the interaction of energy with a sample to perform an analysis. What Is a Spectrum? The data that is obtained from spectroscopy is called a spectrum. A spectrum is a plot of the intensity of energy detected versus the wavelength (or mass or momentum or frequency, etc.) of the energy. What Information Is Obtained? A spectrum can be used to obtain information about atomic and molecular energy levels, molecular geometries, chemical bonds, interactions of molecules, and related processes. Often, spectra are used to identify the components of a sample (qualitative analysis). Spectra may also be used to measure the amount of material in a sample (quantitative analysis). What Instruments Are Needed? Several instruments are used to perform spectroscopic analysis. In simplest terms, spectroscopy requires an energy source (commonly a laser, but this could be an ion source or radiation source) and a device for measuring the change in the energy source after it has interacted with the sample (often a spectrophotometer or interferometer). What Are Some Types of Spectroscopy? There are as many different types of spectroscopy as there are energy sources! Here are some examples: Astronomical Spectroscopy Energy from celestial objects is used to analyze their chemical composition, density, pressure, temperature, magnetic fields, velocity, and other characteristics. There are many energy types (spectroscopies) that may be used in astronomical spectroscopy. Atomic Absorption Spectroscopy Energy absorbed by the sample is used to assess its characteristics. Sometimes absorbed energy causes light to be released from the sample, which may be measured by a technique such as fluorescence spectroscopy. Attenuated Total Reflectance Spectroscopy This is the study of substances in thin films or on surfaces. The sample is penetrated by an energy beam one or more times, and the reflected energy is analyzed. Attenuated total reflectance spectroscopy and the related technique called frustrated multiple internal reflection spectroscopy are used to analyze coatings and opaque liquids. Electron Paramagnetic Spectroscopy This is a microwave technique based on splitting electronic energy fields in a magnetic field. It is used to determine structures of samples containing unpaired electrons. Electron Spectroscopy There are several types of electron spectroscopy, all associated with measuring changes in electronic energy levels. Fourier Transform Spectroscopy This is a family of spectroscopic techniques in which the sample is irradiated by all relevant wavelengths simultaneously for a short period of time. The absorption spectrum is obtained by applying mathematical analysis to the resulting energy pattern. Gamma-ray Spectroscopy Gamma radiation is the energy source in this type of spectroscopy, which includes activation analysis and Mossbauer spectroscopy. Infrared Spectroscopy The infrared absorption spectrum of a substance is sometimes called its molecular fingerprint. Although frequently used to identify materials, infrared spectroscopy also may be used to quantify the number of absorbing molecules. Laser Spectroscopy Absorption spectroscopy, fluorescence spectroscopy, Raman spectroscopy, and surface-enhanced Raman spectroscopy commonly use laser light as an energy source. Laser spectroscopies provide information about the interaction of coherent light with matter. Laser spectroscopy generally has high resolution and sensitivity. Mass Spectrometry A mass spectrometer source produces ions. Information about a sample may be obtained by analyzing the dispersion of ions when they interact with the sample, generally using the mass-to-charge ratio. Multiplex or Frequency-Modulated Spectroscopy In this type of spectroscopy, each optical wavelength that is recorded is encoded with an audio frequency containing the original wavelength information. A wavelength analyzer can then reconstruct the original spectrum. Raman Spectroscopy Raman scattering of light by molecules may be used to provide information on a samples chemical composition and molecular structure. X-ray Spectroscopy This technique involves excitation of inner electrons of atoms, which may be seen as x-ray absorption. An x-ray fluorescence emission spectrum may be produced when an electron falls from a higher energy state into the vacancy created by the absorbed energy.

Growing Trend of Employment-Related Background Essay

Growing Trend of Employment-Related Background - Essay Example Credential fraud consists of an employment candidate falsifying information on the employment application, usually in the form of misrepresented employment history and academics-related credentials. This type of fraud has witnessed the creation of many external agencies which act as third-party investigators and are generally hired as a proactive risk management investment. There is also ample research evidence pointing toward an increased awareness of credential fraud in modern business organizations, promoting human resource officials to promote extensive training to interviewing managers in recognizing potential discrepancies within employment applications. With background checking being established by many organizations in an attempt to combat this fraudulent activity, it is somewhat unexpected that credential fraud continues to rise statistically. This project identifies the potential detriment which is caused by credential fraud, both to the business which experiences increases in similar fraud and to the employee or potential job candidate who knowingly falsifies their credentials. Further, an interview was conducted with the Regional HR Manager at The Home Depot, a major home improvement center with facilities in North America and abroad, to highlight the issues faced by today's human resources departments. Credential fraud is not only a modern problem plaguing businesses, instances of misrepresentation have been experienced since at least the 1970s. Research indicates that fraudulent employment activities involved degree forgery and the use of diploma mills on black markets. These mills offered the creation of official-looking degrees from major universities across the nation, costing, at the time, around $1500.  

Social networking site does more bad than good Essay

Social networking site does more bad than good - Essay Example Evidence exists that the use of these sites has a negative effect on individual lives. A research done concluded that longer use of internets had a strong association with â€Å"increased depression, loneliness, and smaller social circles† (Ahn 1441). The effect occurs, as individuals are mostly isolated from their friends and families due to heavy reliance on SNS. As a result, such individuals psychological well-being is affected. Secondly, SNS have been found to affect student’s performance in schools. The effect has been noted in reduced grades to persistent users of these sites. For example, in one of a conference paper by Karpinski (2009), it noted that college Facebook users have lower GPAs as compared to nonusers of the site (Ahn 1442). The argument was that users are most likely to spend longer time at the expense of studying. On the other hand, these sites have led to cyber bullying. Perpetrators of cyber bullying have significantly used these sites (Jung 1). Hence, those that use these sites especially kids are more prone to cyber bullying. Usually, perpetrators hide their real identities to terrorize victims (Jung 1). The vulnerable kids are likely to develop mental problems and sometimes even contemplate committing suicide. Ahn, June. â€Å"The Effect of Social Network Sites on Adolescents’ Social and Academic Development: Current Theories and Controversies.† Journal of the American Society for Information Science and Technology 62(8) (2011): 1435-1445.

Personal factors Essay Example for Free

Personal factors Essay Factors that affect the personal influences will be the age and stage at the life cycle, lifestyle, occupation, economic status, and personality (Bowens,et al, 2003). Marketers usually target a certain lifecycle stage or a certain age bracket for their products. Like Disney movies, merchandise, television shows which are usually targeting children and teenagers. However as the individual mature so are the buying preferences. Once a person acquires a job some purchases are shaped by that job like clothing, personal articles like bags and shoes. Also these purchases will be further fashioned by the income the person gets from the job. Some companies make their product income-sensitive by offering the same product in a different packaging or smaller size budget packs to be able to fit in certain income brackets (Marketing – Consumer 2008). Marketers are also concerned with how money and time are used by consumers or their lifestyle. This is to be able to know how to favorably present their product to their target consumers. Moreover, the personality of the person also comes into play in purchasing products. Usually, personality is how others perceive the person in socialization with them. However individuas also have their own version of personality called self-concept. This self-concept could be the same or different from the opinion of others. Advertisers use this idea in selling high-end cars to middle class consumers who wanted to project luxury (Principles of Marketing 2008). 2. 5. 4 Psychological Factors Motivation, perception, learning and attitude are the psychological factors that marketers look into to be able to develop better advertisements for their target consumers. Every person has needs that need to be fulfilled. These needs will transform into motives when the need becomes a powerful force that will compel a person to act (Consumer Behavior 2008). There are several theories about human needs but the most common is Maslow’s hierarchy of needs theory. Figure 3. Maslow’s Hierarchy of Needs Source: Chapman, 1995 According to this theory each need is hierarchical. One must fulfill the lower need before moving to the higher level. In addition if the reason for fulfillment of the lower need is gone the individual will not have the reason to satisfy the higher needs. For instance, a worker who is sick (safety needs) is not expected to perform well (esteem needs) (Chapman 1995). Now that the consumer is motivated to act upon the need his/her perception how he/she will act. Through perception a person creates an image of the world in his/her mind. This concept is essential to face-face transactions (Bowens, et al. 2003). Take for instance a salesman who speaks slowly and stutter, he could be perceive by the customer as someone is not an authority to the product and could lose the sale. Through our actions we experience the world and through these actions we learn. A person learns from past experiences or through thinking and things that we learn could modify our behavior or actions (Consumer Behavior 2008). Actions with positive outcome are usually repeated – repeat purchases – while actions with negative outcome are not (Marketing – Consumer). As this process cycle, doing and learning, individuals develop beliefs and attitudes. Beliefs are ideas about something that an individual holds as the truth (Marketing – Consumer 2008). While attitude is the constant position of an individual about a certain object or idea (Bowens, et al 2003). Companies use these concepts to be able to develop brand images based on consumers’ beliefs toward the company. Then try to fit the product to the consumer’s attitude rather than changing it.

Management Issues of Implementing Welfare to Work Programs In Californi

Management Issues of Implementing Welfare to Work Programs In California In August of 1996, our chief executive of the United States, President Clinton, changed the structure of welfare dependency. He signed into law, the Personal Responsibility and Work Opportunity Reconciliation Act. This act, with its entire new legislature, has come to be known as welfare reform. Our state leaders, administrators and managers face many challenges and constraints in their attempt to implement a law, which will restructure the welfare dependency roles. This paper will take a detailed view of the specific challenges faced by state public sector leaders, in the attempt to implement these new laws which created a new welfare system for the United States. This paper will also highlight the various programs, created from the new legislature, and examine them from implementation through their operations. As the structure of welfare dependency begins to change, the primary challenge faced by state administrators is the ability to get its citizens, who have depended on federal funds to support their families, to depend on their own work generated incomes. For over 60 years, the government has been financially providing a subsidized income for its needy citizens. The government has begun to look for ways to assist its needy and able bodied, welfare dependent citizens, to become much more self-sufficient. The government was also looking at ways to decrease its national debt. Government studies revealed that too many Americans had become too dependent on the financial assistance of the government to support their lifestyles. Tax payers, as well as the republican parties were pushing for a change. They believed that the needy, those that were able sh... ...tive ways to implement dependency reduction programs to fit a large sum of people with a limited and amount of time and funds. Bibliography Barnow, Burt S. and Nightingale, Demetra S., Status of the Welfare-to-Work Grants Program After One Year Challenges, Resources and Flexibility: Using TANF Block Grant and State MOE Dollars http;www.urbaninstitute.org/welfare/wtw_labor.html http://www.dss.cahwnet.gov/calworks/caworks.html http;www.urbaninstitute.org/welfare/wtw_labor.html http://www.hudson.org/wpc/states/cal-tanf.htm http:///www.urban.org/welfare/grants_program/grans_prog.html http://www.dss.cahwnet.gov/calworks/caworks.html http://aspe.os.dhhs.gov/hsp/isp/xsleszn.htm Welfare Policy Center/ Hudson Institute http://www.hudson.org/wpc/states/cal-tanf.htm wysiwyg://119/http//www.ncsl.org/statefed/welfare/flexblty.htm

Globalization Interconnectedness Past and Present Essay

We can go even a further back and argue that globalization, in the logic of a growth in interconnectedness between members of different states, is itself only a special case of something more universal. In medieval Europe most people for most-of the time stayed close to where they were born. They inspired mainly local goods and, primarily, produced either for themselves or for a very local market (Schlossberg H. 1992). Economies were mainly local. Trade over considerable distances took place on water either by sea or river, which accounts for the inconsistent number of towns and villages which were either by the sea or on rivers. Human beings seem to have had a steady urge to detach themselves from the area as much as the technology of the day permitted (J Gray 1992). Certainly there have always been big movements, sometimes of populations looking for better circumstances and of conquerors building empires. Under the Roman Empire, large parts of Europe were ‘globalizing’ in this sense and the degree of globalization declined with the Empire’s retreat. The medieval Church could be seen as several form of globalizing force but the degrees of interaction and interdependence were much reduced in the so-called Dark Ages (Thurow L 1996). Communications are also of significance in considering the ‘nationalization’ of different states. As communications enhanced (which before electronic communication meant, in fact, how fast people could travel), states had much more practical unity. This was mostly true of large states such as Canada and the United States where the railroad meant that people could travel between the major population centers, and numerous of the minor population centers, within two or three days as opposed to weeks. Markets then became national as an instant precursor to becoming international. These changes can all be measured parts of the same process (Herman E and McChesney R 1997). On this view, globalization is a trend which has been going on for centuries, which is undeniably continuing and might be accelerating. In this sense, the present period is not in itself novel. However, Scholte (1997) argues that there is more to globalization than this. For him globalization is not just communication on a global scale but deterritorialisation or superterritorialisation of numerous activities which formerly were tied to some terrain, not as a matter of an accident but as a matter of necessity. Thus, there is efficiently a global stock market. There are twenty-four hours trading in the world as a complete and traders in, say; the Tokyo markets keep a close eye on the London market on a real-time basis. There are differences. Tokyo is not just a postal (or e-mail) address of any implication but these differences are minor compared with the similarities or with the distinctions that existed even thirty years ago. It would most probably be possible to place all the worlds’ stock markets in a single place say on a South Sea island and it would make very little difference. It would perhaps make even less difference if this were to be done in twenty years’ time. (It might be a development. The traders might be so tempted by the sun and the good life that they would spend less time trading. Thus, trade less anxiously, and calm the often totally needless fluctuations in the various financial markets. ) On the other hand, certainly, all the traders could work from home. This is the point. The actual geographical location is trivial (Weiner E. 1992). Basically, Globalization is typically held to be inner to globalizing processes usually with the economic put up as the motor of globalization. This heaves questions not simply about the capability of the nation state to govern and the standing of national companies and economic interests but as well concerning what and who comprises civil society. As suggested by Robertson, the coexistence of nation state and civil society is busted by globalization. This offers the origin for an increase in the power of the market, but as well opens up diverse possibilities for globalize forms of sociality and practices, for what some term globalization from below (Robertson, R. 1992). Here, the connection between state and citizenship might be loosened with people playing a vigorous role in more global networks to address issues of communal concern. National governments become simply a partial focus is still influential for definite forms of popular involvement, as established by such groups as Greenpeace and definite humanitarian groups. Globalization consequently offers possibilities as well as intimidation to the extend of capitalist relations. On the one hand, for example, there is the feminization of labor where: †¦global assembly lines are ‘manned’ by women workers in free trade zones; subcontracted industrial home working is performed at kitchen tables by women who ‘have time on their hands’; home-based teleworking is carried out by women who can’t afford day-care costs and are grateful to have paid work (Manicom and Walters 1997:72). However, practices as well expand that convey together groups pretentious by economic reformation in new ways, such as trade unions support labor and community projects exterior their own national base. Likewise, information and communication technologies (ICTs) can be utilized by contradictory groupings. Affinity groups of ‘senior’ or retired citizens, feminist scholars, individuals who share knowledge on health afflictions, hobbyists, professionals, political organizations and many others are†¦using the Internet to educate, proselytise and organize, cutting across national boundaries with apparent ease. (Goodenow 1996:200) As notions of globalization both from below as well as from above help to reframe some of the varied potential within globalization, they as well present a explicit spatial association that seems to be set within specific binaries of above-below, power-resistance and domination liberation. In other words, this is an idea of globalization already included within specific politics, rather than, a reframing of the political and definitely a resistance to it. Conclusion Thus, to compete effectively, business organizations should develop a technology strategy. Moreover, as the concept of the globalization significantly extends this concept to government; not least by giving it an influential institutional framework, but does not significantly alter its function. The global economy does, though, stand in a different relation to the government since it is no longer neutral. It is still presented as apolitical, and is consequently still understood to be ‘economic’, but it has also become a normative and, certainly, normalizing, reality. The global economy functions in a different way with regard to the government; whilst movements in the world economy have long inclined economic policy within the government, the global economy presented as some new realism forces changes in national policy as a complete. This has the further significance, of forcing the government to distinguish between its proper function with regard to the global future and its function with regard to a sub-national, local past. Through the formation of the competition government, the homogeneity of the national economy though assumed in theory is cooperating in practice. The national private economy ceases to be believable as a homogenous unity and becomes a single but distinguished space. This has, certainly, always been the case, but the mobility of capital and the disintegration of the labor-intensive fordist production systems in the North has grinded the differences between regions of the similar government.

Develop Professional Relationships with Young People

Outcome 1 Due to my job role in guidance and welfare, it is not often that I am in a situation where I have a whole groups needs to think about. Much of my work is designed on a 1:1 basis, arranging time frames when I can dedicate a set amount of time to one young person to discuss their current needs and situations. However when I have been in a class situation with students, I tend to move from one young person to another throughout the lesson. I would spent 2-3 minutes working 1:1 with a pupil, working through their current task with them, ensuring they understand the work and can complete a task unaided.I would then check that they could complete the next set of answers or understand their next task and then move onto another pupil. After three or four 1:1 tasks, I would then address a table group, to check that everyone is still on task and understands what they are doing. I would then resume 1:1, returning to pupils with a higher need throughout this process to keep them on tra ck and ensure they were receiving the support they require. It is important to maintain regular input with the whole group, as well as addressing individual’s needs.This means that the whole group can stay on task and be focused as well as including every pupil in that lesson in their education. Outcome 2 Effective communication is the best way to build a positive relationship with a young person. Spoken word and body language are everyday forms of communication between people, but one we most often take for granted. Body language is probably the most important way of expressing how we feel and making someone else understand what we want to tell them. It is important to use the correct body language, give clear signals and make young people feel comfortable.I would always lower my height to that of a young person’s so that I can use direct eye contact whilst talking to them. This will help to put them at ease, as they are not being stood over by an adult. If a person i s angry or upset, this also communicates that there is no threat coming from me and that I am there to listen to them, and am interested in what they need/want to say. Spoken word should be clear and positive. Use language that the young person will understand and check for acknowledgment of what you have said. When giving instruction, ask them to repeat back what you have asked them to do, this is an effective method of checking nderstanding and confirming key points. Show that you are listening, nod your head, and acknowledge emotion, â€Å"I can see that you are angry or upset†. Paraphrase information to check your understanding and show that you are listening to what they are saying. This will build confidence in the young person to communicate with you. 2:1 – There may be times when how you communicate will need to be different; you may be dealing with situations where specific needs will require you to adapt your communication skills further: * The age of the you ng person, * The situation you are in, The personal development of the young person, * Language or Physical Barriers to communication. When dealing with such situations, clear thought should be given to how you chose to communicate. Adapt language to suit the understanding of the young person. If required use sign language or images to explain work or communication. Show that you are listening, by using positive body language and clarifying key points, or summarizing to ensure you have heard and understood properly. Try not to make assumptions either, let the young person explain, engage with the information they are telling you.If you are dealing with a situation where you think another side of the story may also have taken place, ask them, â€Å"what about this? † or â€Å"I heard that †¦. Can you explain? † this will give the young person the chance to explain and reflect on their choices, and also build up trust in you because you don’t jump to conclusi ons. If communication is planned, i. e. a meeting or mentoring session and you are aware of barriers to communication, plan before hand. For example, when dealing with a young person or adult who does not speak English as their first language, plan how you can effectively communicate.Do you require an interpreter? Can you use a computer to interpret language between you? Case Study – I have had to use Google systems before to speak with a child who spoke no English at all, when dealing with a situation that happened during lunch. This then led to me using our Sims system to show photos of pupils so she could identify children who she did not know. A letter was then translated to send home so that parents could be informed of what had happened. Translated texts are also a common use of communication between our school and some parents when English is not their first language.Thought should also be given to the environment in which the communication is taking place, if you are in a noisy place or a public area, it may be better to take the conversation to a quieter or more private place. If a meeting space is required, ensure the room is cool, there is adequate seating, all of which is on the same level, and that exits are clearly visible and accessible, ask if they are ok for you to close the door before you do so, or leave the door slightly ajar, it reduces the anxiety of being closed in and feeling vulnerable, it will also help to safeguard both yourself and the pupil/parent.The most important key to all communication is positive interaction. SMILE, talk clearly and calmly and give time for young people to digest information and respond accordingly. Don’t be afraid to correct a young person if their language or reaction is not acceptable and if a situation requires, don’t be afraid to walk away, but let the young person know you will be returning to them to talk. Outcome 3 Effective communication between adult to young person and adult to adult is not actually that different. The key points still apply to any person you have a form of communication with: 1. Smile! 2. Show Positive Body Language, . Talk clearly, calmly but assertively, 4. Show active listening, 5. Show acknowledgement for emotions and 6. Confirm understanding. As adult’s we are more aware of situations and differences and how that can effect communication. I would like to think that working within the education system also gives us a good knowledge of how best to deal with this. Cultural and social differences require some understanding of what will make the communication most effective. Will there be any barriers to understanding or language? Would two members of staff (one male, one female) have a more positive effect or make communication easier?Is there any confidentiality or child protection concerns based on the cultural or social difference of the adults involved? (Especially if discussing their child). Thought would need to be given to such barriers and ensuring you adapt communication appropriately. The situation of the communication can be the biggest variant, as meetings are not always planned or parents can arrive at the school unannounced. Conflict could be the cause of the communication taking place, which would therefore present a more challenging situation to adapt to. However for all these circumstances the basic positive interaction would still apply.The six key points above would ensure that you stayed focus, that effective communication could take place and that adults would feel that they could trust you to communicate fairly with them. Even if you disagree on something, effective communication will still build trust between you. 3:1 – There may be situations where you don’t have all the answers required or are able to offer the support needed. It would be in these situations where you could refer an adult to either: * Another member of staff, either more appropriate to the subject (spe cific subject teacher) or Senior Leadership. In house support staff, (Guidance & Welfare, or SEN) * Information on another service to contact who could offer more appropriate support or advice. Doing this would ensure that you are offering all the support and guidance that you can to an adult, you are confirming that you have listened and understood the individual’s needs and you have provided them with further support. Case Study – An unannounced adult complaint, I was called to reception because a member of the public had arrived demanding to speak with the headmaster. He was very angry because of an incident which had happened on the bus that morning. I escorted the gentleman to an office which had easy access due to his disability, and apologized for the fact that some of our pupils had behaved so badly. I then asked him to explain to me exactly what had happened on the bus; Some young people wearing our uniform had been rude to him and had purposely knocked his le g whilst sitting on the bus, after he had explained to them that his leg was pinned and he was unable to bend or move it, which was why he was sitting at the back of the bus. What had enraged him more was whilst sitting in reception the same group of boys had walked past; recognized him and then ran off laughing.I confirmed key points and wrote them down. As he did not know names, we then used the Sims system to look through photos, so that he could identify the pupils involved. I also wrote these onto the statement. I then discussed what our next actions would be and assured him that a member of the Guidance Team would be in touch at the end of the day to inform him of what had been done. His contact details were taken and I escorted him back to reception, commenting that the majority of our students are very well behaved and polite and that I was sorry he had had a poor experience of some of our pupils.As arranged, my colleague who dealt with the pupils in question, called him bac k to inform him of what had been done and ask if anything else was required of the school for him. This was a conflict situation which was dealt with promptly and effectively, leaving the gentlemen in question with a positive experience of dealing with staff at our school, and knowing that behavior is addressed appropriately and effectively by staff. Outcome 4 Too often you hear adults say to a child â€Å"Do as I say, not as I do†.I however feel this is not the most productive way to teach young people how to be responsible people. Every adult has a part to play in being a role model for the younger generation, whether you are a parent, relative or just an adult in the street. If young people see us behaving in a certain way, they will see that as being acceptable and will behave accordingly. As the adults in society it is our responsibility to teach others what being a positive role model and member of society means.Within the school setting, I find that I have adopted the guidance role in my manor when dealing with all pupils. I do not instruct pupils to do things, I not TELL them to behave a certain way. I aim to guide them into making the right choices. I treat all pupils fairly, I do not shout or raise my voice at people, and I do not use inappropriate language or actions towards people (both staff and pupils). I aim to treat people as I would expect to be treated myself, and have high expectations in this!If a young person is not compliant, I will offer choices and give clear instruction as to what each choice will lead to. It is then up to the pupils to choose their path and face whatever consequence comes from that choice. If a pupil is using inappropriate language or behavior I will address them by stating that is not the correct way to behave and thank you for not continuing to act that way. (this may need repeating! ) However being a good role model is not just about being the ‘perfect’ human being all the time. That is impossib le!Young people need to learn that all adults are people, we have bad days, days when we feel ill or tired or angry, just the same as them. The important thing is that we teach them how to behave when we are feeling like that or put in situations where we have to deal with others who feel like that. It is teaching them that it is ok to be angry, but there are still some things you can’t do, like physical violence or shouting/swearing at people. It is ok to make mistakes, but learn from them and apologize if you have done something wrong.I often talk behaviours through with young people. â€Å"Is it ok to behave like that? † they will often respond â€Å"No†. Ask them â€Å"what should you do in that situation? † 9 times out of 10 they can actually give you a decent answer, if they struggle, again give two options and ask them to choose which would be the best. This gives them ownership over their decisions but also teaches then the understanding of conseq uences for actions and choosing to make the right decisions.Being a good role model is about being a positive member of society, having manors, saying please and thank you as a matter of normality and teaching people to be responsible for their own actions, both positive and negative. If young people see the adults around behave like this all the time, they too will make the right choices and grown into positive citizens with high expectations of themselves and what they achieve. 4:1 – One would like to think that working within the education system that all the adults you work with have a like mind when it comes to working with young people and values.Encouraging adults to have positive relationships with young people, works much the same way as encouraging young people to have positive relations with each other. Leading by example is the best way to teach people how to treat each other, but sometimes it requires more than this. Mediation can be a good way of helping to rest ore negative relationships between staff and pupils, it gives them a chance to explain things to each other, reflect and restore trust in their relationship.Sometimes it can become necessary for staff to exchange helpful information with each other about how best to work with particular students. Some staff may have certain tactic that they find work well with a specific young person and can encourage other staff to use them to enhance their working relationship with the pupil in lessons. Outcome 5 All policies and procedures are clearly set out in our staff handbook, which is reviewed and republished at the beginning of each school year (September).All staff have access to this through the intranet and paper copies are kept by our DHR. Sharing information is encouraged and necessary for effective communication within school, weekly briefing meetings are held for all staff to share information and fortnightly Inclusion meeting are held to keep staff up to date with key pupils and st rategies. Confidential information is shared between key staff members: Staff information is handled by out DHR and their Line Manager, Pupil information would be dealt with by guidance and welfare staff.Staff who have a concern about a pupil, would report this to the guidance and welfare department, this would then be dealt with accordingly between the department. If child protection concerns are highlighted, this information would be passed to the Designated C. P Officers, Mr. Cooley-Greene and Mrs. Godfrey (Myself), we would then liaise between each other and our Senior Officer Miss Greenhalgh. Staff information is kept on file by the DHR, and only she has access to this information, all staff queries are dealt with by Mrs.Beynon and she is responsible for ensuring that data is protected and stored correctly. Pupil information is stored on the school Sims system. All staff have access to the information on this system, but only specific staff have access to edit or view certain p arts of the system. All C. P Files are stored in a separate file, which is password protected and a locked file. Contact details and parents information can be seen by any staff, but only edited by reception staff, all staff are aware that no information should be given out to other parents or pupils.The Sims system is password accessed so only staff who have been given access to the school system can view this information. Information is shared and reported in many different ways depending on the content. Informal concerns, or non-confidential information is usually reported through staff verbally or through email. Once the information has been dealt with a communication log on Sims, or an track of emails will be saved into the pupils file in the guidance drive. This information can be accessed by all staff and be shown to a parent in required.More significant information is often still share verbally, but in confidence, a significant event sheet, will them be completed and auction ed and again saved to the pupils file. Child protection information would be disclosed verbally to a C. P Officer, and all relevant paperwork completed and auctioned, saved either electronically in password protected files or on paper, stored in a locked C. P file. Information regarding staff would be dealt with in much the same way, again dependant on content but reported to the appropriate Line Manager or DHR.

How Can an English Literature Course Help Me to Write a Worthy Paper

How Can an English Literature Course Help Me to Write a Worthy Paper How Can an English Literature Course Help Me to Write a Worthy Paper? WhÃ'â€"lÐ µ wrÃ'â€"tÃ'â€"ng Ã' Ã ¾mÐ µÃ'• nÐ °turÐ °llÃ'Æ' to some Ã'€Ð µÃ ¾Ã'€lÐ µ, others have tÐ ¾ mÐ °kÐ µ Ã' Ã ¾nÃ'•Ã' Ã'â€"Ð ¾uÃ'• Ð °nd concentrated Ð µffÐ ¾rts to craft a worthy paper. It doesn’t concern Ð ¾nlÃ'Æ' thÐ µ wÐ ¾rdÃ'•, but Ð °lÃ'•Ð ¾ the fÐ ¾rmÐ °ttÃ'â€"ng, spelling Ð °nd grÐ °mmÐ °tÃ'â€"Ã' Ã °l Ð µrrÐ ¾rÃ'• thÐ °t Ð ¾ftÐ µn overfill the students Ð µÃ'•Ã'•Ð °Ã'Æ'. There is a numbÐ µr of rÐ µÃ °Ã'•Ð ¾nÃ'• fÐ ¾r thÃ'â€"Ã'•, hÐ ¾wÐ µvÐ µr they Ã' Ã °n be Ã' Ã ¾rrÐ µÃ' tÐ µd effortlessly wÃ'â€"thin a short period Ð ¾f time. In the case of containing a lot of mistakes, the Ð µÃ'•Ã'•Ð °Ã'Æ' could nÐ ¾t receive a good mark. It Ã'â€"Ã'• important tÐ ¾ make Ã'•urÐ µ that Ð °nÃ'Æ'thÃ'â€"ng frÐ ¾m a paper title to a full blown rÐ µÃ'•Ð µÃ °rÃ' h Ã'€Ð °Ã'€Ð µr Ã'â€"Ã'• Ã' Ã ¾rrÐ µÃ' t and rÐ µÃ °dÃ'• wÐ µll. English Literature Helps Students who have taken a course in English literature face these issues less or do not suffer from these problems at all. Why? Because they have been exposed to so many literary works that you can be assured, they can tell you even more on how to write a perfect paper. The Power of Reading Now taking an English Literature course provides you with a number of benefits. It is known that people, who read a lot, train their memory so that they can keep everything in mind. Moreover, their vocabulary is much more spread than a common student’s one is. They may even do not now all the rules on how to write properly, but they do this automatically. Such a course certainly helps them write more creatively and be more aware of the common errors and how to avoid them. Once you have read many books written by great writers, on different styles and on different issues, your mind is more open to new ideas, how to describe emotions, how to use the right word at the right time. What is most important, it teaches you how to be a lot more engaging with what you are writing about. Logical sequences and well-constructed sentences help to maintain the interest of the reader. As a result, your chances of submitting a worthy paper are far greater. Here are some common errors that can occur in the submitted term papers: Spelling Using spell check is not 100% reliable. Sometimes the context of the sentence can confuse the logic of a computer program. Be aware. Improper Person AlmÐ ¾Ã'•t every Ã'•tudÐ µnt hÐ °Ã'• a problem wÃ'â€"th writing Ã'â€"n the wrÐ ¾ng Ã'€Ð µrÃ'•Ã'€Ð µÃ' tÃ'â€"vÐ µÃ'• at Ã'•Ð ¾mÐ µ Ã'€Ð ¾Ã'â€"nt or another. It Ã'â€"Ã'• a Ã' Ã ¾mmÐ ¾n Ã'€rÐ ¾blÐ µm, and Ã' Ã °n bÐ µ addressed with a lÃ'â€"ttlÐ µ bit of undÐ µrÃ'•tÐ °ndÃ'â€"ng. ThÐ µ two most Ã' Ã ¾mmÐ ¾n Ã'€Ð µrÃ'•Ã'€Ð µÃ' tÃ'â€"vÐ µÃ'• for wrÃ'â€"tÃ'â€"ng are thÐ µ first Ð °nd third Ã'€Ð µrÃ'•Ð ¾n. Fragments and Run-On Sentences Students commonly fÃ'â€"nd themselves Ð µÃ'â€"thÐ µr wÃ'â€"th a lÐ ¾ng wÃ'â€"ndÐ µd Ã'•Ð µntÐ µnÃ' Ã µ Ð ¾r ones thÐ °t are nÐ ¾t Ã' Ã ¾mÃ'€lÐ µtÐ µ ideas. ThÃ'â€"Ã'• Ã'â€"Ã'• a vÐ µrÃ'Æ' Ã' Ã ¾mmÐ ¾n Ã'€rÐ ¾blÐ µm Ð °mÐ ¾ng professional wrÃ'â€"tÐ µrÃ'•. GÐ µnÐ µrÐ °llÃ'Æ', individuals would Ð µÃ'â€"thÐ µr have trÐ ¾ublÐ µs wÃ'â€"th Ð ¾nÐ µ or the Ð ¾thÐ µr, but Ã'â€"n Ã'•Ð ¾mÐ µ cases bÐ ¾th Ã'â€"Ã'•Ã'•uÐ µÃ'• Ð °rÐ µ a problem. Not Proofreading PrÐ ¾Ã ¾frÐ µÃ °dÃ'â€"ng Ã'â€"Ã'• nÐ ¾t Ð °ll that fun Ð °nd no Ð ¾nÐ µ lÃ'â€"kÐ µÃ'• doing Ã'â€"t, but Ã'â€"t Ã'â€"Ã'• really important for a wÐ µll wrÃ'â€"ttÐ µn paper. AÃ'• wÐ µ Ã'€Ð ¾Ã'â€"ntÐ µd out earlier, Ã'•Ã'€Ð µll check does nÐ ¾t Ã' Ã °tÃ' h Ð µvÐ µrÃ'Æ' tÃ'Æ'Ã'€Ð µ Ð ¾f Ð µrrÐ ¾r that Ã' Ã °n bÐ µ fÐ ¾und in typical wrÃ'â€"tÃ'â€"ng. It takes only a fÐ µw mÃ'â€"nutÐ µÃ'• to rÐ µÃ °d Ð ¾vÐ µr to make sure thÐ °t thÐ µÃ'Æ' Ð °rÐ µ complete thÐ ¾ughtÃ'•, have thÐ µ Ã' Ã ¾rrÐ µÃ' t wÐ ¾rdÃ'• and mÐ °kÐ µ Ã'•Ð µnÃ'•Ð µ.

How to Use French Punctuation

How to Use French Punctuation Although French and English use nearly all of the same punctuation marks, some of their uses in the two languages are considerably different. Rather than an explanation of the rules of French and English punctuation, this lesson is a simple summary of how French punctuation differs from English. One-Part Punctuation Marks These are very similar in French and English, with a few exceptions. Period or Le Point . In French, the period is not used after abbreviations of measurement:  25 m (mà ¨tres), 12 min (minutes), etc.It can be used to separate the elements of a date:  10 septembre 1973 10.9.1973.When writing numbers, either a period or a space may be used to separate every three digits (where a comma would be used in English):  1,000,000 (English) 1.000.000 or 1 000 000.Its not used to indicate a decimal point (see virgule 1). Commas , In French, the comma is used as a decimal point:  2.5 (English) 2,5 (French).Its not used to separate three digits (see point 3).Whereas in English, the serial comma (the one before and in a list) is optional, it cannot be used in French:  Jai achetà © un livre, deux stylos et du papier.  Not Jai achetà © un livre, deux stylos, et du papier. Note: When  writing numerals, the period and comma are opposites in the two languages:   French English 2,5 (deux virgule cinq)2.500 (deux mille cinq cents) 2.5 (two point five)2,500 (two thousand five hundred) Two-Part Punctuation Marks In French, a space is required both before and after all two- (or more) part punctuation marks and symbols, including : ;  «  » ! ? % $ #. Colon or Les Deux-Points : The colon is much more common in French than in English. It may introduce direct speech; a citation; or the explanation, conclusion, summary, etc. of whatever precedes it. Jean a dit :  « Je veux le faire.  » Jean said, I want to do it.Ce film est trà ¨s intà ©ressant : cest un classique. This movie is interesting: its a classic.  «  » Les Guillemets and - Le Tiret and ... Les Points de Suspension Quotation marks (inverted commas) dont exist in French; the guillemets  «  » are used.   Note that these are actual symbols; they are not just two angle brackets typed together . If you dont know how to type guillemets, see this  page on typing accents. Guillemets are usually used only at the beginning and end of an entire conversation. Unlike in English, where any non-speech is found outside of the quotation marks, in French guillemets do not end when an incidental clause (he said, she smiled, etc.) is added. To indicate that a new person is speaking, atiret (m-dash or em-dash) is added. In English, an interruption or trailing off of speech can be indicated with either atiret or des points de suspension (ellipsis). In French, only the latter is used.  « Salut Jeanne ! dit Pierre. Comment vas-tu ? "Hi Jean!" Pierre says. "How are you?" - Ah, salut Pierre ! crie Jeanne. "Oh, hi Pierre!" shouts Jeanne. - As-tu passà © un bon weekend ? "Did you have a nice weekend?" - Oui, merci, rà ©pond-elle. Mais... "Yes, thanks," she responds. "But- " - Attends, je dois te dire quelque chose d'important  ». "Wait, I have to tell you something important." The tiret can also be used like parentheses, to indicate or emphasize a comment: Paul - mon meilleur ami - va arriver demain. Paul- my best friend- will arrive tomorrow. Le Point-Virgule ; and  Le Point dExclamation ! and  Le Point dInterrogation ? The semi-colon, exclamation point, and question mark are essentially the same in French and English. Je taime; maimes-tu? I love you; do you love me?Au secours! Help!

Integrated management system Essay Example | Topics and Well Written Essays - 2500 words

Integrated management system - Essay Example According to Griffith (1999), an integrated management system (IMS) is ‘the organizational structure, resources and procedures used to plan, monitor and control project quality, safety and environment’. The need for an integrated management system has been felt basically because of considering the adoption of an Environment Management System (EMS) and/or an Occupational Health and Safety Management System (OH&SMS) besides a Quality Management System (QMS), as per the business and industry requirements (Stamou, 2003), as Figure 1 depicts the centre of an Integrated Management System and examples of standards through which the integration can be attained. An IMS is shown situated at the centre of the three systems, adopting common features of all the three management systems. As all standards have been securely implemented in the marketplace of different industry sectors, the certification organisations are in favour of an integrated approach wherein a company has a single management system in place in stead of many systems functioning individually showing allegiance to many standards at a time. Having independent management systems under the command of different independent management teams, according to certification agencies, is a risky proposition as each management system would take the organisation in a different direction making the focus on company objectives blurred. Only integration can solve the problem by bringing cohesiveness in the implementation of different standards (Dr. Brewer et al. 2005). An integrated management system fulfills the needs of any organisation, of any size and sector, assimilating the elements of two or more management systems into single unitary system by maintaining and following documentation, policies, procedures and processes holistically. Those organizations already into a single established management system are more prone to and

Do Computers and Other Information Communication Technologies Increase Essay

Do Computers and Other Information Communication Technologies Increase or Decrease Social Connection - Essay Example Their mobile phones may have a way of binding the Japanese together, but the same gadgets serve only a divisive purpose outside of their area of the world. Let us not forget that alongside the innovative Smart TV sets that are being marketed these days, the Smart House is also being developed in some corners of the world. Bill Gates, one of the most prolific technological inventors of the modern era, already claims to be living in a Smart House. Yet somehow that does not seem like a hopeful thought for most people. The more gadgets we create in the pursuit of excellence in entertainment, socializing, and the like, the more it seems like we are developing ways and means to eliminate social contact with other people while in the past, we thrived as society in terms of social interaction. This is evidenced by the proliferation of coffee machines these days. These machines have taken over the functions of your favorite coffee barista of yesteryear: Does your cappuccino-maker always make perfect cappuccinos? How much time does it take? Does your neighborhood cafe make perfect cappucinos? If you had the time where would you prefer to have your cappucino? Is your neighborhood cafe run by a computer? Would it be better if it was? Where did you meet your wife (husband, lover)? (Gold) Most people these days are so on the go that even the formerly trendy social interaction of going to the nearest Starbucks for that cup o' Joe in the morning has almost been totally banished to oblivion. These days, the barista machines exist to make cheaper and faster coffee for everyone. Just pop in a coffee table and hit the button, presto, coffee perfect-o! You are ready to jump into your car and start your day. You just skipped the need to interact... This essay stresses that alongside the innovative Smart TV sets that are being marketed these days, the Smart House is also being developed in some corners of the world. Bill Gates, one of the most prolific technological inventors of the modern era, already claims to be living in a Smart House. Yet somehow that does not seem like a hopeful thought for most people. The more gadgets we create in the pursuit of excellence in entertainment, socializing, and the like, the more it seems like we are developing ways and means to eliminate social contact with other people while in the past, we thrived as society in terms of social interaction. This is evidenced by the proliferation of coffee machines these days. This paper makes a conclusion that most people these days are so on the go that even the formerly trendy social interaction of going to the nearest Starbucks for that cup o' Joe in the morning has almost been totally banished to oblivion. These days, the barista machines exist to make cheaper and faster coffee for everyone. Just pop in a coffee table and hit the button, presto, coffee perfect-o! You are ready to jump into your car and start your day. You just skipped the need to interact with real people – first thing in the morning which normally would provide you with a much needed natural energy boost as you talk to your friends or co-workers who happen to be in the same line at the coffee shop. That is definitely another technological innovation that successfully helped isolate us from the others in our social circle.

Comparative democratisation Essay Example | Topics and Well Written Essays - 2000 words

Comparative democratisation - Essay Example The death of Franco elevated Dan Juan Carlos de Bourbon to the monarchy. Until Franco's death, Juan Carlos had discreetly stood in the background and served to follow the dictator's plan. However once in power as king of Spain Juan Carlos facilitated the development of the current political system, as his father, Don Juan de Bourbon had advocated since 1946. Juan Carlos began his reign without leaving the confines of Franco's legal system. As such he swore fidelity to the principles of the movement national, the sole legal party of the Franco era. He took possession of the crown before the Francoist Cortes Generales and respected Ley Organica del Estado (the organic law of the state) for the appointment of his first head of government. He showed the beginning of transition through his speech before the Cortes. The first government of Juan Carlos was presided over by Carlos Arias Navarro. The king made this appointment in accordance with the guidelines of the 1966 Ley organica Del Estado (organic law of the state). However in July 1976, as Prime Minister Arias Navarro continued to delay reform and object to democratisation, King Juan Carlos demanded his resignation. Fernandez Miranda, as president of the council of the kingdom, obtained Adolfo Suarez's placements on the new list of three candidates for head of the government. The king chose Suarez because he felt he would be able to meet the challenge of the would be political process that lay ahead. Adolfo Suarez quickly presented a clear program based on how two points; (a) The development of a law for political reform that once approved by the Cortes and Spanish public in a referendum would open the constituent process for creating a liberal democracy in Spain. (b) A call for democratic elections in June 1977, in order to elect a Cortes that would be charged with drawing up a new democratic constitution. Despite all difficulties from the army and opposition Suarez's project went underway without delay between July 1976 and June 1977. The draft of the law for political reform (Ley para la Reforma politiza) written by Torcuato Fernandez Miranda was approved by the Suarez Government in September 1976. This law was debated throughout the month of November by Cortes under the presidency of Fernandez-Miranda. It was approved with 425 votes in favour, 598 against and 13 abstentions. The Suarez government wanted to gain further legitimacy for the changes through a popular referendum with 77.72 % participation rate. 94% of the voters voted in favour of the changes to add to his credibility Suarez, freed 400 prisoners in July 1976. He also granted blanket amnesty in May same year. In December 1976, he disbanded the Tribunal de Order Publica (TOP), a sort of Francoist secret police. He legalized the right to strike, with the right to unionize being granted a month after Suarez initiated political contact with the opposition by meeting Felipe Gonzalez, secretary general of the PSOE in 1976. However the big problem was for po litical normalization was the legalization of the communist party of Spain (Partido communista de Espania). PCE's secretary general, Santiago Carrillo's offer of a "social pact" pushed Suarez to take the riskiest step of transition by legalizing PCE in April 1977. To resolve the difficulty of a group of hard -liner Francoist led by Jose Antonio Giron, Suarez centered on General Diez Alegria. He decided to give the members this group the

Renewable Energy in the UK: Government Role

Renewable Energy in the UK: Government Role UK Renewable Energy: Electricity Generation and the governments role in driving CO2 reductions. Business Management EXECUTIVE SUMMARY This dissertation will mainly concentrate on UKs efforts to increase renewables contribution to electricity generation in the UK, which are part of a broader range of government strategies to reduce CO2 to meet global concerns and international obligations. It will also examine the forces driving the development of renewable energy market in the UK, as well as the overview of the governments role in driving CO2 reductions. The governments strategy on renewables includes several different elements, each attacking the problem from a different angle: mandatory regulation, information and education, technology RD support, and establishment of market-based mechanisms. The main findings presented will be based mainly on the literature review, expert opinions and future forecasts. A review of recent literature on this topic highlights the risk of failure due to failure of coordination among the many initiatives and government bodies involved, and the dangers of insufficient data in measuring progress. Also, they reveal the practical limitations of reliance on renewable to fulfill future electricity generation needs. The first part of the main analysis will provide an overview of the renewable energy market in the UK; it will include a summary of the current renewable energy policy and the main instruments which act as a driving forces for the development of renewables in the UK, as well as electricity market overview; second part would specifically concentrate on evaluation of whether the policies and targets set by government are efficient and achievable, the conclusion will summarize the findings and elaborate on future prospects for the renewable energy market in the UK. The available data indicates that the UK is already falling behind on its original plans for the uptake of renewable. However, government policy suggests growing awareness of the limitations of most renewables; and a consequent shift in focus away from renewables towards easier ‘bigger solutions such as nuclear power and carbon sequestration for coal-fired power stations. CHAPTER 1 1.1 INTRODUCTION A sustainable energy future is possible, but only if we act urgently and decisively to promote, develop and deploy a full mix of energy technologies We have the means, now we need the will†¦Ã¢â‚¬  Claude Mandil, International Energy Agency (IEA) In the 21st century, there has been a significant increase in energy demand due to factors such as population growth and changes in our lifestyle. According to the International Energy Agency (IEA) today 86.5 % of total worldwide energy consumption is generated from fossil fuels such as natural gas, oil and coal; which are said to be non-renewable, and are the main cause for increase in green house gases and carbon dioxide emitted into the atmosphere. According to the Intergovernmental Panel on Climate Change (IPCC), 2007, rising carbon dioxide (CO2) levels are the primary cause of global warming since 1950, and are expected to rise due to ongoing burning of fossil fuels and land-use change. As the worlds fossil fuels continue to diminish at an alarming rate, and global energy demand is forecasted to increase by 60% over the next 25 years (G8 Summit, 2005), alternative forms of energy must be developed that are economically cost effective, environmentally friendly, and easily harness ed. The development of renewable energy sources as a solution to these problems is expected to play a major role in the future energy supply and has developed a considerable interest within national government policies, environmental groups and the private sector. The term ‘renewable energy can be defined as â€Å"energy that is derived from natural processes that are replenished constantly† (Energy Statistics, 2004). The renewable energy sources are also covered by Europes climate change and energy policy. In March 2007, the European Council set a target of 20 percent of the total EU energy consumption to be generated from renewables by 2020. The policy also commits the EU Member States to reduce greenhouse gas emissions by 20 percent by 2020 and by 30 percent globally (The EC White Paper, 2007 (BERR)). According to BERR renewable energy is an integral part of the UK Governments longer-term aim of reducing CO2 emissions by 60% by 2050. The Government has set targets of reducing CO2 emissions by 20% by 2010 and 10% of electricity supply from renewable energy by 2010 (Digest of UK Energy Statistics, 2007). This raises the main questions addressed in this dissertation: Can the UK expect to meet and exceed the existing targets? What measure will be required to realize this potential and to encourage further investment in renewables? Despite the fact that renewables are seen by many policy-makers as a solution for improving energy security and saving the environment, there is still some uncertainty whether renewables could compete with conventional energy sources. Supportive policies and heavy investments are still needed to promote further development and deployment of renewables in energy markets. The establishment of new renewable energy technologies and their efficiency will depend on the costs and effectiveness. As a result, in order to promote renewable energy technology into the market there is a strong need to identify and analyse the policies which have a direct effect on technology and market development. 1.2 Renewable energy in the UK The United Kingdom is one of the worlds most globalized countries with the second largest economy in Europe and a population of 60 million. The UK currently contributes about 2 percent to global emissions, which, according to the Intergovernmental Panel on Climate Change, were estimated to be 38 billion tones carbon dioxide in 2004. UK energy industries are the main contributors to UK greenhouse gas emissions; according to statistics CO2 accounted for about 85 per cent of the UKs greenhouse gas emissions in 2006. In order to reduce emissions, the 2007 UK Energy White Paper sets out an objective to cut the UKs carbon emissions by 60% by 2050, with real progress by 2020. One way of achieving those targets would be by generating our energy from sources that produce very low or zero levels of greenhouse gases such as renewable energy sources. Renewable energy is â€Å"an integral part of the Governments strategy for reducing carbon emissions as renewable energy resources produce very li ttle carbon or other greenhouse gases†. (Commission, 2006) In 2006, about 75 percent of UK electricity was generated from fossil fuels, about 19 percent from nuclear power, and the remaining 4 percent from other renewables (Digest of UK Energy Statistics (DUKES), 2007). The UK has one of the most suitable markets for the development of renewable sources of energy due to its geographic location; especially in wind, wave and tidal energy. However, the UK is also rich in fossil fuels and until the climate change issue became evident the successive governments have neglected renewable energy as an alternative source of our main energy supply. The UK Government initially started to show support for development of renewable energy sources in 1990, when renewables became a part of the so-called non-fossil fuel obligation (NFFO), originally set up to protect nuclear power. The issue of climate change and high levels of greenhouse gases has given a new drive to the development of renewable energy in the UK. As part of the Climate Change Programme, in June 2000 the UK government replaced NFFO by the Renewables Obligation (RO) in England and Wales with the main aims to encourage further the development of the UK renewable energy industry and to achieve a 10 percent share of renewables in electricity generation by 2010 (Environmental Policy Integration). Overall the renewable energy contribution is increasing. Total electricity generation from renewables in 2006 amounted to 18,133 GWh, an increase of 1,263 GWh (+7 ½ per cent) on 2005. The main contributors to this substantial increase were 1,072 GWh from onshore wind (+43 per cent), 248 GWh (+62 per cent) from offshore wind 134 GWh (+3 per cent) from landfill gas and 119 GWh (+12 per cent) from municipal solid waste combustion (UK Electricity Statistics,2007). One of the other main drivers for the development of alternative energy sources in the UK aside from climate change issues is the security of energy supply. The UK continues to heavily rely on the diminishing sources of fossil fuels, such as coal, gas and oil, which are increasingly sourced in geopolitically unreliable areas, such as Venezuela, Nigeria and Russia. According to the UK Energy Statistics 12 percent of the UKs gas supply came from gas imports (Digest of UK Energy Statistics (DUKES), 2007). Therefore further development of alternative energy sources in the UK will reduce the amount of imported fossil fuels, as well as have a key role in resolving the climate change issue. In order to maintain the UKs energy supply and to achieve the carbon dioxide targets set in the Kyoto Protocol under which the UK has committed itself to the reduction of greenhouse gas emissions by 12.5 percent by 2012 (Sustainable Development Indicators in Your Pocket, 2007), as well as longer term goal set out in Energy White Paper to reduce carbon dioxide emissions by 60 percent by 2050, it is vital to sustain further development of energy sources that produce low or zero levels of greenhouse gases, such as renewable energy. Figure 1, shows the Kyoto target and CO2 emissions, 1990 to 2012. Figure 1: Defra, BERR, â€Å"Sustainable Development Indicators in Your Pocket†, 2007 The Governments policies together with the White Paper made proposals to help increase the sources of renewable energy in the UK. The initial proposals set out in the Energy White Paper 2007, concentrate on three main areas: Electricity generation, by strengthening and modifying the Renewables Obligation, by reforming the planning system and by removing barriers to the growth of decentralised electricity generation; heat, by publishing a Biomass Strategy which identifies opportunities for increasing the use of renewables in energy production and by announcing further work to develop a more strategic approach to heat; and Transport, by requiring through The Renewable Transport Fuel Obligation Programme (RTFO) that an increasing proportion of our transport fuel should come from renewable sources. (Energy White Paper , 2007) According to the recent study undertaken by the Poyry Energy (Oxford) LTD, by 2020, renewable energy supply is expected to account for around 12 percent of EU total energy demand, where 59 percent of this volume will come from electricity generation, 32 percent from renewable heat and 9 percent from transport (Compliance costs for meeting the 20% renewable energy target in 2020., 2008) This paper will mainly concentrate on electricity generation through renewable energy sources, as consistency of electricity supply is fundamental to a robust UK economy, and renewables appear to be a suitable solution to improve security of electricity supply in the UK. The UK Government has set a target in order to promote the generation of electricity from renewable sources, by 2010, 10% of UK electricity should come from renewable sources (BERR, UK). The costs of electricity production from renewable energy sources presented in the figure below demonstrate that generation costs depend on the resource conditions in different countries or regions, particularly the EU Member States (Compliance costs for meeting the 20% renewable energy target in 2020, 2008). Therefore, in order to establish and sustain the competitiveness of renewable energy sources it is essential to analyse whether renewable energy technologies can compete with conventional sources. Figure 2: Electricity generation cost of renewable energy technologies (EU Commission 2005: 24, Support of electricity from RE sources). To support the new energy strategy there was a significant development to the UK Renewables Policy, the government has established key elements such as Renewables Obligation, which is driving force for the investment and consumer interest in renewables and it does so by obliging electricity suppliers to source a certain percentage of electricity from renewable sources. It has also launched strategies which allow UK to identify its main strengths and to develop world-leading capabilities in renewable energy sector. The main drivers of UK Renewable Energy Policy include: Renewable Obligation (RO) The RO is the main support scheme for renewable electricity projects in the UK. It places an obligation on UK suppliers of electricity to source an increasing proportion of their electricity from renewable sources. Suppliers are required to produce evidence of their compliance with this obligation to the Office of Gas and Electricity Markets (Ofgem). Evidence can be via certificates, referred to as Renewable Obligations Certificates (Renewable Obligation, 2008). UK renewable electricity has increased considerably since the introduction of RO. In 2006 electricity supplied from RO eligible sources stood at around 4% of the UKs total electricity, up from 1.8% in 2002 (Energy White Paper , 2007). Climate Change Levy (CCL) Exemption The Climate Change Levy (CCL) is â€Å"an environmental tax levied on the supply of certain taxable commodities, for example electricity, gas and coal, and charged by energy suppliers to final business consumers. Domestic, and most charitable, consumers do not pay CCL (Microgeneration and the Climate Change Levy, 2007). In order to support further development of renewables and to encourage consumers to use environmentally friendly sources of energy, renewable electricity supplied to non-domestic consumers is exempt from CCL. Research Development Programme The Government has constantly introduced programmes for renewable energy sources to remove obstacles which stood in the way of the development of renewables by furthering research and gathering information as well as assist industrial activities in the UK. Such programmes support the Renewable Obligation and the exempt renewable from Climate Change Levy. The programmes will also require cooperation with in the industry between the government and environmental organisations to maintain a steady approach to the growth of the renewable energy sources in the market. The programmes also set out plans to address the key issues together, with the concentration divided between technology development as well as non-technological issues, such as raising finance and obtaining planning permission. Each technology is set to be tested though several stages, which include assessment, RD, demonstration and market entry, full-scale industrialization and competition (Challenges Ahead for UK Renewable Energy Program, 2007). Strategies for individual technology programmes also include this operation at the different stages of technology development. An exit strategy will also contribute to the competitiveness of the industry without creating a subsidy. Green trading can play a major part in electricity generation strategy to move to a system of renewables which operates strictly in the commercial market. The Government will carry out several actions together with the industry in order to encourage the development of renewable technologies in the UK, such actions include technological and environmental assessment in addition to resource assessment ;demonstration; the industrialisation of the market; removing legal and administrative obstacles; dealing with planning and development control issues; promoting research and marketing and education. The set priorities for the development of renewable technologies depend on their cost effectiveness and the amount of greenhouse gas emissions that can be reduced on different timescales. The priorities for the development of the renewable energy sources are set in time scales and include: Near Term includes most competitive renewable technologies in the UK. (Geothermal (heating and cooling),waste and some biomass residues, landfill gas, onshore wind, hydro, passive solar) Medium Term (by the year 2010) includes renewables that show maximum contribution by 2010, as well as assist to achieve the target of 10 percent.(Some biomass residues, energy crops, offshore wind) Longer Term (after 2010) includes renewable technologies that show longer term potential under the RD programme. (Fuel cells, photovoltaics, wave) Very Long Term (after 2050) includes renewable technologies which at this stage are only worth pursuing through the basic research. (Tidal barrage, hydrogen, ocean thermal currents) (UK Renewable Eneegy Policy , 2007) The Department of Trade and Industry will divide the budget allocated for the development of renewables according to the priorities table set above, particularly between the short, medium and longer term periods. The renewable technologies which are included in short and medium term will benefit from the market simulation under the Renewable Obligation. 1.3 main aim: The mixture of the issues introduced briefly in the first Chapter leads to the overall aim of investigating the governments role in achieving the targets set and through analyzing the market and the economic forecasts concluding whether these targets are achievable. Following chapter will review the existing literature that has investigated UK Renewable Market and Policies, critically evaluated the UK performance in renewables sector and consist of relevant data in order to set out the specific objectives for this study. United Kingdom has one of the most suitable potential markets for the development of renewable energy sources and could act as a leading example for the rest of the world, but the main question remains whether the UK will adopt the right approach to support the new technologies or is it just an ambitious set of targets based on wrong evaluations? CHAPTER 2 LITERATURE REVIEW 2.1 Global Perspective Today, the rising issue of climate change can be identified as â€Å"the biggest challenge facing humanity† (International Socialist Group, 2006). The UK Prime Minister has said climate change is â€Å"probably, long-term the single most important issue we face as a global community†. The Intergovernmental Panel on Climate Change (IPCC) has concluded that â€Å"global carbon dioxide (CO2) emissions must be reduced at least 70 percent over the next 100 years to stabilize atmospheric CO2 concentrations† Considerable technical change will be needed to maintain growth in economy combined with large CO2 emission reductions at a cost as low as possible (Grubb, 1997), however the timeframe is not clear as many ways lead to certain CO2 stabilization levels which correspond to fixed increasing amounts of CO2 that can be released during the target year. Furthermore, economic arguments were raised favoring deferred emission abatement pathways (Wigley, 1996). There is a possibility that unexpected political objectives may trigger the need of short-term investments in long life capital stock, this leads to high costs due to the early retirement of long life capital stock units. Additionally, there is a high risk of only focusing on short-term emission reduction targets while creating technical change policies in relation to climate change which may result in a framework unable to achieve long-term future targets (Sande ´n, 2005). The increasing concerns of climate change has played one of the key roles in supporting the development of renewable energy sources, which are environmentally friendly and impose low or zero carbon emissions released into the atmosphere. In order to sustain the development of renewables it is essential to meet the stabilization scenario for carbon dioxide reduction and show that they can be competitive in cost with energy from other sources (Houghton, 2004, p.306). Houghton also stated that â€Å"under some circumstances renewable energy sources are already competitive in cost (e.g. local sources of energy), however where there is a direct competition with fossil fuel energy from oil and gas, many renewable energies at present compete only marginally†. Conversely, fossil fuels such as oil, coal and gas have limited resources and â€Å"at some time between 2010-2020 the worlds supply of oil and gas will fall below the level required to meet international supply† (Oil and gas running out much faster than expected, 2003). As the result the costs of fossil fuels will increase which will unveil the opportunity for renewable energy sources to compete more easily (Houghton, 2004, p.306). A recent report from the UN environment programme said â€Å"investment in renewables such as wind, solar and biomass jumped 43% last year and may be about to increase by much more substantial amounts†. It also predicted that renewable energy sources could supply approximately a quarter of the worlds electricity by 2030. This fast development of renewable energy sources occurred as a result of rising demand for energy, security of energy supplies and the environmental and the dangers associated with the burning of fossil fuels (Sawin, 2004, p.5). The additional drivers for the rapid expansion of renewables incorporate the political support for renewable energy around the world, dramatic cost reductions and significant technology advances (Sawin, 2004, p.5). However, Karl Mallon in his book â€Å"Renewable Energy Policy and Politics: A Handbook for Decision-Making† has set out several challenges which can affect the development of renewable energy sources. Mallon mentioned that renewable projects usually have a long lifetime (20 years or more), but the investment and the main industrial activity occurs at the beginning. Therefore in order for investors to get a return on their investment, the developers on their end will try to make the projects as long as possible and try to establish capacity as early as possible in the scheme to yield the maximum return time (Mallon, 2007). As a result, generation schemes with targets that run less than 20 years will create a market with increasing activity and a massive industry growth for the first few years, and once a capacity meeting the long term target is in place downturn of activity will take place (Mallon, 2007). Mallon also stated that a â€Å"boom-bust† activity cycle is terr ibly inefficient form of industry development; if targets are used they must be dynamic to provide a constant but steady pull on industry. Another challenge which faces the development of renewables is the governments concentration on the economic side, namely where â€Å"the desire for economic certainty overrides the objectives of industry development or climate mitigation† (Mallon, 2007). Furthermore, according to Mallon, effective climate mitigation will require not less than 50-100 years transition to zero-emissions, therefore the schemes with deadlines ending 2010-2015 will make no contribution to solve in the climate change problem. Such schemes only provide economic certainty and tell investors that this is only a short term engagement rather than a long term, ignoring the fact that the prices of renewables and conventional energy change all the time. Finally, Mallon emphasized on the fact that â€Å"it is important to recognize that renewable energy policy consists not just of a driver but rather comprises a complete framework, ignoring or overlooking parts of that framework will undermine the entire vision†. 2.2 UK Perspective The energy policy of the United Kingdom fully supports targets for carbon dioxide emissions and is committed to achieve mandatory 60 percent cut in the UKs carbon emissions by 2050 (Carbon Abatement Technology for Fossil Fuels, 2005). The current interest in renewable energy in the UK reflects the global view in relation to the shortage of the existing energy sources and the necessity of finding alternative energy supplies to meet the future energy demand. The need for securing energy sources as an alternative to the current energy sources, mainly fossil fuels, lies in the uncertainty of such fuels which is diminishing over the years. This is particularly pertinent to the UK as it is estimated that by 2020 the UK could be importing 90% of its gas (which currently produces 41% of energy consumed) (DTI 2006). Additionally, the rising concerns over global warming and climate change also played a major role in ‘shedding the light on renewable energy sources. By 2050, global energy demand could double as populations rise and developing countries expand their economies (World Energy Organization, 2008). The UK Government started to tackle such concerns in 1999 when it introduces its first strategy â€Å"to help deliver a better quality of life through sustainable development† (Tony Blair, The UK Government Sustainable Development Strategy, March 2005). The Governments 2003 Energy White Paper sets a direction towards achieving low carbon economy, by attempting to resolve the issue on domestic basis first and to influence the major players in the global community to follow the same footsteps. The UK Government has committed itself to cut down greenhouse gas emissions, as mentioned above the government; according to its 2003 Energy White Paper, declared that its mission is to move to a low carbon economy and set out its target that by the year 2050 carbon dioxide emissions will be reduced by 60 percent in addition to the Kyoto Protocol target of reducing greenhouse gas emissions by 12.5 percent by the year 2012, and the ambitious national goal of reducing carbon dioxide emissions by 20 percent below the 1990 levels by the year 2010 (The UK Government Sustainable Development Strategy, 2005). However, the UKs CO2 emissions rose in the period 2002-04 (levels in 2004 showing a 1.5% increase over 2003) (DTI 2005a). These issues are arising at a time when large numbers of the UKs coal and nuclear-fired power stations are also reaching decommissioning age. This presents the UK with an opportunity to re-structure the fuels in its energy mix. According to the British Wind Energy (BWEA) the UK could face some challenges in meeting the renewable energy target of 20 percent by 2020 if it increases the amount of electricity generated under its Renewable Obligation, but puts on hold â€Å"financial penalties for utilities that help fund the program at 2015 levels† (Challenges Ahead for UK Renewable Energy Program, 2007). The BWEA Chief Executive Maria McCaffery has commented on reform proposal: The RO has been highly successful in bringing forward the cheapest renewables: onshore wind, landfill gas and biomass co-firing. The Governments plan to band the RO could allow more technologies to share in this success, particularly offshore wind but this cannot be at the expense of onshore winds current strong growth. Accommodating the more expensive technologies whilst trying to get to a 20% target in 2020 using the same amount of money as a 15% goal is like trying to extract a quart from a pint pot. It just doesnt add up. E ssentially, said BWEA, â€Å"the government is attempting to get a third more renewable power with a mix that includes significant quantities of technologies that are not economic under the current system for the same amount of money† (Challenges Ahead for UK Renewable Energy Program, 2007). John Loughhead, the Executive Director of the  UK Energy Research Centre  (UKERC)  said: Achieving these targets will be challenging, since the UK currently obtains less that 2% of its energy from renewable sources. It is probable that electricity production will have to bear a disproportionate share and initial estimates from the European Commission and others suggest it may need to produce about 40% of all electricity from renewable sources by 2020 if the overall targets are to be met. Additionally, the recent study â€Å"Renewable electricity generation technologies†, January 2008, issued by Institute of Physics (IOP) has outlined further barriers to the development of renewable energy sources. According to the study, one of the main challenges facing the renewables is â€Å"the liberalisation of the UK energy market, the current price of electricity is so low that it is not economically viable to develop and introduce new generating technologies to the market, unless they can be developed at a low cost and can provide electricity predictably at competitive wholesale prices† (Renewable electricity generation technologies, 2008) 2.3 UK Renewable Policy Targets Karl Mannon regards the renewable energy policy as a framework rather a single driver and emphasized that all the parts forming this framework must operate jointly in order for us to achieve the highest benefit of this policy (Mannon, 2007). As to the influence such policies may have on the market, Mannon added that there are unknown factors in these policies which can affect the size of the market, the prices paid for renewable energy or the duration of the scheme. Some of the factors which control the growth of the market include: the level of support, the duration of support eligibility, the duration of support schemes and the quantity of renewables required under the scheme. (Mannon, 2007, p.37) However, Adrian Smith in his report â€Å"Multi-level governance: Towards an analysis of renewable energy governance in the English regions†, December 2006, has identified challenges for governance in promotion of renewable energy systems. Smith, 2006, has outlined that â€Å"governments policy objective of transforming existing energy systems into ones with greater renewable energy content requires coordinated efforts and changes amongst many different actors, institutions and artifacts. Renewable energy systems are complex, and their construction is far from straightforward. It is consequently difficult to direct them into being exclusively through hierarchical government measures like planning† (Smith, 2006). John Sauven, the Executive Director of Greenpeace UK, in his article â€Å"Its rip-off Britain, even when it comes to climate change†, October 2007, has stated that the targets set by Renewable Obligation which were set for electricity suppliers have all been missed and â€Å"the governments own projections show that the final target of just 15 percent in 2015 will also be missed†. Additionally, Dave Toke, in his academic paper, has concluded that â€Å"RO is relatively inflexible in that it effectively sets a single level of payments for all renewable-energy generators, which is relatively generous for onshore wind power, barely sufficient (even with capital grant supplements) for offshore wind power, and not enough for much else. The target of supplying 10% of UK electricity from renewables by 2010 is not likely to be achieved some 7% is a more likely level† (Toke, 2005). Toke, D., also noted that â€Å"the more ambitious the targets are, the more expensive w ill be the incentives (or penalties) needed to ensure compliance with these targets†. The analysis of renewable energy policy carried out by the Carbon Trust, â€Å"Policy Framework for renewables†, July 2006, states that â€Å"overall, the existing renewable energy policy suffers from inefficiencies, resulting in a unit cost of renewable energy to consumers that is higher than necessary given the current technology cost†, as well as â€Å"given the renewable and carbon reduction targets and the 2015 gap, diversity of investment in renewable energy is needed†. The UK policies are not created to determine what a sustainable energy system i