Learning at Universities Essay

Learning at University: The International Student Experience1 Meeri Hellsten Macquarie University, School of Education meerihellsten@mq. edu. au Anne Prescott Macquarie University, School of Education anne. prescott@aces. mq. edu. au This paper reports on research that explores internationalisation of the University’s curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students exemplifying the way it subsequently affects the quality of student learning. The paper concludes by raising some questions concerning how we may best meet the needs of international students by drawing on inclusive teaching philosophies. Inclusivity and diversity, international students, internationalisation and sustainability, transition experience INTRODUCTION The internationalisation of curriculum in Australian universities has increased significantly in recent years. International students (IS) are now an integral part of university teaching classes. The rapid increase in international student numbers is also reflected in current research. However, relatively little research has focused on the student perspective (Ballard and Clanchy, 1991; Jones, Robertson, and Line, 1999; Ramburuth, 2001; Reid, 2002). This paper is a contribution to this area of higher education research. The accommodation of IS is an important goal in the Australian higher education sector that is reflected in the commitment to quality education and teaching expertise. The benefits of the integration of IS into the Australian academic cultures are highly esteemed by university leadership. The diversity of our university populations is enhanced by IS and further research may be found by exploring how diversity may add value to the transition experience as a whole (McInnes, 2001). However, reports on students’ experiences provide a somewhat contrary understanding of that experience. For example, Reid (2002) conducted a comprehensive study, which surveyed over 300 postgraduate IS at Macquarie University. Contrary to common beliefs, about students from Asian backgrounds in particular, IS students were reported to value the interactive mode (i. e. discussion based learning) of unit delivery over a sometimes assumed teacher centred mode. Another example is the common stereotypical belief that students from Asian backgrounds prefer rote-learning styles and tend to be passive in classroom interaction. It seems then, at least rhetorically, that ideas about what constitutes high quality teaching and learning differ between international students and academic personnel. 1 This paper is adapted from one presented at Celebrating Teaching at Macquarie 28-29 November 2002 (Hellsten and Prescott, 2002). Hellsten and Prescott 345 If the practices that characterise quality are perceived and acted out differently by members of Western and Eastern cultural groups it assumes a questioning of the very meaning of concepts such as ‘quality’ and ‘teaching’. These can account for deeply contrasting expectations of educational practice. International students’ cultural traits have been blamed for subsequent teaching and learning problems (for example, Burns, 1991; Jones et al. , 1999; Leask, 1999; McInnes, 2001; Ryan, 2000). Some problems include poor English language and critical thinking skills, failure to participate in the collaborative learning mode (for example, group discussions), differences in cultural communication, academic literacy styles, and expectations of rote learning resulting in lack of independent learning initiatives. Where does this occur? Some researchers have refuted these claims. Biggs (1999) provides a broad review of research findings that reveal institutional stereotyping of students from Asian backgrounds. He argues that such students continue to rank in the top levels of university courses, which testifies to their ability to adjust well into the Western learning cultures. The issues and problems are no different from those generally raised by researchers in the field of the first year experience of mainstream students undergoing the transition to an academic university culture (Levy, Osborn, and Plunkett, 2003; McInnes, 2001). Biggs (1999) reports on results showing that at least for some, the mainstream transition experience is fraught with uncertainties about fitting in to disciplinary cultures in terms of academic writing genres (for example, Krause, 2001). Anecdotal evidence suggests that students quickly develop the ability to work out their position within disciplinary cultures, with beginning students being able to guess at what is important as sanctioned disciplinary practice within three weeks of commencing their studies in a major discipline area. Therefore, research is needed into the acquisition of disciplinary know-how that seems readily accessible by students in universities; a skill that would not in such cases be acknowledged by the academic community. What seems to be at the core of the debate is the notion of communication between IS and university staff (Hellsten, 2002). There seems to be a need to increase cultural understanding that is reflected in the ways in which pedagogy and practice are mediated between IS and academics. There also seems to be a need to establish opportunities for discussion between IS and staff about the communicative differences that constitute pedagogy, and the way in which these are reflected in the university teaching settings. In order to examine the relationship between cultural practices and pedagogy among incoming students we conducted one-hour, semi-structured sessions with volunteer IS in their first year in Australia. The 48 participants (undergraduate and postgraduate) were enrolled in many different discipline areas of the University, as shown in Table 1, and came from a range of countries around the world, presented in Table 2. Table 1. Participants’ course of study Accounting Actuarial Commerce Economics Translation TESOL Linguistics Languages Education Anthropology Computing Exchange Total Undergraduate 3 3 1 1 1 1 1 2 1 4 18 Postgraduate 1 2 13 3 6 3 2 30 Total 4 3 3 1 14 3 7 1 3 2 1 6 48 346 Learning at University: The International Student Experience Table 2. Participants’ country of origin (N=48) Country China South Korea USA Japan Germany Vietnam Thailand Taiwan No. 16 13 5 2 1 1 1 1 Country Sweden Sri Lanka Spain Singapore Malaysia Kenya Indonesia Hong Kong No. 1 1 1 1 1 1 1 1 Of central interest was the first six-month time period following overseas students’ arrival that constituted their transition period between the old and new learning environments. The questions centred on the students’ encounters with Australian communities, learning environments and the academic disciplines. We were also interested in the students’ overall sense of experience as reflected in subsequent word-of-mouth referrals to fellow students in their home country. We found important impressions inherent in such descriptions. They provided insight into aspects that might otherwise have been hidden due to discursive politeness and courtesy constraints of the interview. Below are some features of their commentary. COMMUNICATING IN CLASS One of the common assumptions made about IS from Asian cultures is that they find it difficult to contribute in class and to participate in classroom discussions. There are many substantial explanations for this, the most salient being that IS feel self-conscious if conversational flow does not come easily in the English language. This shows in their reluctance in attempting to pronounce English words for fear of failure in front of the evaluative eye of other native speakers. Yes†¦. Um†¦ they [teachers] think it’s a job. They ask something. We say nothing†¦ ‘cause we wanna say but †¦ (inaudible) shy. And I’m afraid sometimes I’ll make a mistake, so I don’t want to like that †¦ I think, my friends, sometimes they stay in one course for two †¦ months. Because their character very shy. They don’t want to say, you know, anything even though they know everything. They know everything. So teachers didn’t know that. It’s just hard and difficult. I don’t know the feeling, the nuance, I don’t know those in English so.. I†¦ I’m not a good English speaker at all. It’s very uncomfortable when I talk with somebody. So I think I†¦ When I speak with Australians I feel they treats me as a children, you know. And they think of me as a just a†¦[indicates height of a child with hand] that language level person. Like a ten year old kid. In conversation with native speakers the student in the third example feels she is being spoken to in the diminutive voice. The perception that others speak to her ‘as a child’ must be damaging to her self-esteem as an academically successful individual. The perpetuation of this perception may in turn result in a reluctance to speak in public, thereby accentuating a difficulty in the learning process. COMMUNICATION ISSUES A common communicative feature is for speakers to adjust their conversational style to suit each other in terms of genre and register. Australian lecturers of IS are perceived to lower their level of language use in the hope of making their teaching more effective and beneficial for low level language speakers ( Jones, 2001). Hellsten and Prescott 347 The consensus was that the mode of delivery was easier than that expected of mainstream students. The necessary feedback may not have reached the lecturers due to culture-specific constraints for politeness in discourses. For example, students from some cultural backgrounds did not feel comfortable offering criticism of their teachers as a gesture of respect: The one thing is they (lecturers) try to speak easier (laughter) because sometimes we misunderstood. And lecturer say to student but nobody nodded. So he try to explain again. So I think most of the Australian lecturer try to give lecture (in an) easier way. Delivering lectures using lower level language registers can be perceived as contrary to IS expectations of improving English proficiency as part of their student experience in an English speaking country. Before I came here I think uh, if I got to Australia I will improve my English skills really very fast. But it’s just a dream. I must do everything. Every day I practise, practise, practise for this. Within this commentary is the realisation that achievement in the learning experience hinges solely on personal investment of time and practice. The interpretation here is the refusal of the lecturer to provide the necessary skills to which the student aspires. It is also a reaction to the realisation that the low level of language provided by the classroom interaction would not provide him with advanced level linguistic ability – a rather troublesome side effect of an overseas university experience in an English-speaking country. It seems, based on our student commentary, that the slowing down of English language learning results, at least in some cases, is a lack of challenging classroom opportunities. So adjusting to a conversational style may not be useful and may be interpreted by IS as a gesture that further marginalises them from mainstream students. Leaving the social comfort of home country for study in a foreign country, language and culture can be a harrowing experience, especially for younger international students. The mentoring programs in place within universities go some way toward meeting the basic transition needs. However, the interviews revealed that IS consign the responsibility of teaching to lecturers rather than the institution. On this theme, one feature of the discussion is the student perception of a lack of support by the teaching staff. For example: So, I want teacher to encourage that, and like mum or dad†¦ yes, to take care of them (other IS) a lot because they are really shy and they sometimes they don’t understand†¦. Just to say ‘OK’. I want our teachers to know that. So there is a consultant. He consult with me. But he is really busy. I can’t contact easily. Just the one (consultant) and a lot of students here. So, and he only work†¦ I think, twice maybe three days a week. So I can’t meet. †(Is this a reference to a teacher or a student counsellor? ) I visit many times this office. When I need their help I am looking for someone but I can’t. Commentary about the unavailability of consultation opportunities is extensive among newly arrived international students in our study. We suggest that this lack of resources is partly a biproduct of the current global economic rationalisation in the higher education sector; the effect of which is compounded for IS who often have greater needs than local students. There is a perception that special efforts should be made by academic staff to accommodate incoming students’ needs. This is attributed to the need for care and emotional support, and in a familial sense as tantamount to so-called ‘parenting’. This is especially voiced in talk about the younger IS groups. The ethic of care is an expectation of the teaching practices by the students interviewed. 348 Learning at University: The International Student Experience The unavailability of part-time staff poses a further problem for international students due to the pressures imposed by their timed candidature. There is a sense of urgency about the study program and waiting to see staff who are not available is interpreted as obstructing progress toward the completion of the degree. Such concerns are directly linked with the marketing of education in the new global knowledge economy (Rizvi, 2000). Certainly, international competition for student places and resources is of central interest to Australia as one of the Western English speaking countries with extensively developed international education targets. Australia is competing against other English speaking countries for IS numbers. The competition and urgency of this new global dynamic is then reflected in the responses of IS and may result in the experiences perceived as less desirable as in the above commentary. The commitment to internationalising the curriculum needs to seek critical and innovative solutions to a re-evaluation of existing curriculum content, enhanced capacity and mode of program delivery. To this end, Bellis and Clarke (2001) found a course online bulletin board to be extremely useful for students interacting with other students and staff. Students were encouraged to discuss difficulties among themselves, with academics only participating when necessary. While Bellis and Clarke recognise that not all students participated, for IS whose first language is not English, a bulletin board allowed students to think about and compose their response without the pressure of the discussion progressing past the point where they wanted to participate. SOME IMPLICATIONS There is a widespread call for implementation of various bridging programs to prepare IS better in their transition to the Australian study environment (Jones et al., 1999;Leask, 1999; Ryan, 2000). Successful mentoring programs are in place in many universities (Austin, Covalea, and Weal, 2002). These go a long way toward the creation of important links between IS and Australian communities and may decrease feelings of social isolation and loneliness. Implications can be considered in terms of enhancing culturally sensitive curriculum delivery and communication, and by enhancing a reflective and inclusive teaching culture throughout the university. Implications for teaching and learning. Some useful resources for the critical examination of our teaching modes and practices may be found in a number of professional-development initiatives. Inclusive teaching practices are particularly pertinent. While inclusive teaching philosophies are part of effective teaching policies, whether in schools or universities, there seems to be some uncertainty about their applicability to the teaching setting. Making the curriculum and its discourses explicit is a starting point discussed by Leask (1999) and Garcia (1991). Provision of obvious and workable program and assessment guidelines that are sensitive to individual variation and diversity are also listed among their recommendations. One implication that emerged from the current study involves the need to provide opportunities for staff to communicate and reflect upon their practices in teaching IS. One cost-effective way is the formation of focus groups that contain impartial representatives of the international student body (such as representatives of the National Liaison Student group) who convey the views of students to academic and other staff. Awareness of cultural open-mindedness and responsibility towards IS is an issue that could be explored. Information sessions may address the examination of religious and other culturally divergent traditions, as well as culture specific discourses. Rizvi (2000) calls for the internationalisation of curriculum to ensure the promotion of cultural change, that would become part of both the mainstream and other groupings. The culturally sensitive curriculum would then move away from the stereotypical thinking that claims internationalisation as a responsibility that belongs to someone else other than oneself (Leask, 1999). Hellsten and Prescott 349 The underlying premise of Leask’s (1999) statement of shared responsibility for the internationalisation of the Australian higher education curriculum prescribes that strategies are put into practice to enable the meeting of individual IS needs for communication. Where this relates to increasing staff availability, further resources may be needed. Clearly, the conditions of IS academic experience rest on adherence to time management and other restrictions as dictated by temporary visa requirements. Such constraints necessitate mediation with academic and other university staff for increased accountability and loyalty to consultations and other scheduled commitments. One suggestion for implementation is to make a point of contact facility available that is staffed by academics and experienced IS mentors. We found that many of the questions of incoming IS are of a general nature and can be answered by individuals within the university system. Such a facility (for example, an information booth, linked to an on-line service) meets the deeper need for social and emotional support that is currently felt by new students to be lacking. Garcia (1991, p. 3) points out that classroom teachers who were thought by others to be â€Å"highly committed to the educational success of their students† perceived themselves as being â€Å"instructional innovators utilising new learning theories and instructional philosophies to guide their practice†. Professional development activities were also considered to be important. They had high educational expectations for their students. Some students in our study thought their lecturers were off-hand about their students’ success or failure. It would appear, therefore, that good teaching is recognisable, no matter what the venue. Implications for practice Educational practices are largely related to everyday conduct, held values and attributive actions. To this effect, we benefit from recommendations for teaching methods that draw on reflective and inclusive teaching philosophies. However, it is our experience that these philosophies are not entirely understood by the academic community. There needs to be some recognition of inclusivity as a dynamic negotiation, as opposed to the domination of one over another. This reasoning makes the notion of flexibility and change everyday requirements for the accommodation of diversity in our teaching and learning settings. There still exists a great need among academics in Australia to reflect upon their cultural affiliations, to explore their ethnicities and acknowledge that these are not only traits we identify in others but also in ourselves. This reflection should then allow for inclusive practice to begin by asking, what can I do to meet the particular cultural and discursive needs of international students. This may in itself, and without further extended effort, transfer into the duty of care for the IS in particular classroom settings. However, there are some recommendations that provide examples to implement culturally inclusive practices into the teaching of IS. An initial issue is to consider a needs analysis of the students and how their needs can be met within the constraints of the teaching program. A second issue is, to allow for flexibility in understanding some of the cultural discourses and genres that may be encountered in communicative exchanges with IS. Knowledge of the background of students acknowledges an acceptance and interest in their cultural backgrounds. There are many publications describing cultural practices of particular nationalities. For example, an exploration of different religious and cultural traditions may provide stimulating introductory material particularly if this is carried out with sensitivity and without marginalising individual students in the group. Another effective introductory session may investigate communication conventions of different cultural groups. Allowing students to explore culturally specific behaviours such as the use of voice, tone, affect, body language and body contact in communicating with different members of the community may also open up channels of communication between staff and students. This may also act as effective preparation for later identification of unexpected features of communicative conduct. 350 Learning at University: The International Student Experience CONCLUDING COMMENTS The internationalisation of Australian higher education is still in its infancy inviting greater collaborative effort from university communities. Although many generalisations exist, we now widely acknowledge the possibly erroneous perception of quantity underwriting quality. There is a discernment that increased numbers of IS have not reflected in the capacities of learning institutions in terms of the provision of quality and  expertise – at least when it comes to inclusive practices and culturally sensitive communication styles. The implications addressed here go some way towards meeting these needs. Further investigation is clearly necessary especially in comparing student commentary with staff perceptions and experiences. The assurance of quality teaching and the provision of culturally amenable learning opportunities for international students may be achieved by means of cultural change and critical evaluation of current academic discourses and practices. Acknowledgements. Many thanks to our interview participants who so willingly gave their time and Louise Warton for so cheerfully transcribing the interviews. The financial support of Macquarie University is gratefully acknowledged. REFERENCES Austin, J. , Covalea, L. and Weal, S. (2002). Going the Extra Mile – Swinburne, Lilydale’s Mentor Program. 16th Australian International Education Conference. Hobart. Ballard, B. and Clanchy, J. (1991). Teaching Students from Overseas: A Brief Guide for Lecturers and Supervisors. Melbourne: Longman Cheshire. Bellis, C. and Clarke, S. (Eds. ). (2001). Teaching Actuarial Management Internationally, Using the Internet. Sydney: Centre for Professional Develoment, Macquarie University. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education/Open University Press. Burns, R. (1991). Study and Stress among First Year Overseas Students in an Australian University. Higher Education Research and Development, 10(1), 61-77. Garcia, E. E. (1991). The Education of Linguistically and Culturally Diverse Students: Effective Instructional Practices. National Center for Research on Cultural Diversity and Second Language Learning. [Online] http://www. ncela. gwu. edu/miscpubs/ncrcdsll/epr1/index. htm [28/05/2003]. Hellsten, M. (2002). Internationalizing the Curriculum. Internationalizing Education in the AsiaPacific Region: Critical Reflections, Critical Times. 30th Annual Conference of the Australian and New Zealand Comparative and International Education Society. Armidale, Australia. Hellsten, M. and Prescott, A. (2002). Learning at Macquarie: The International Student Experience. Celebrating Teaching at Macquarie. Macquarie University. Jones, A. (Ed. ). (2001). Resistance to English Language Support. Sydney: Centre for Professional Development, Macquarie University. Jones, S. M. , Robertson, M. and Line, M. (1999). Teaching and Valuing the Voices of International Students in Universities. [Online] http://www. ecu. edu. au/conferences/ herdsa/papers/nonref/AlanJones. pdf [28. 5. 2003]. Hellsten and Prescott 351 Krause, K. L. (2001). The University Essay Writing Experience: A Pathway for Academic Integration during Transition. Higher Education Research and Development, 20(2), 147168. Leask, B. (1999). Internationalisation of the Curriculum: Key Challenges and Strategies. The State of the Art in Internationalising the Curriculum International Perspectives. [Online] http://www. unisanet. unisa. edu. au/learningconnection/intl/read/paper/ [28/05/2003]. Levy, S. , Osborn, M. and Plunkett, M. (2003). An Investigation of International Students’ Academic and Social Transition Requirements. [Online] http://www. qut. edu. au/talss/fye/ papers03/Refereed Papers/Ful papers/Levy,OsborneandPlunkett_paper. doc [28/05/2003] McInnes, C. (2001). Researching the First Year Experience: Where to from here? Higher Education Research and Development, 20(2), 105-114. Ramburuth, P. (2001). The Internationalisation of Education: Implications for Student Learning and Socio-cultural Adjustment. Developing Global Capacity Through International Education. 15th Australian International Education Conference. Sydney. Reid, A. (2002). Internationalisation, Inclusivity and Learning. In C. M. Wong, K. P. Mohanan, and D. Pan (Eds. ), Proceedings of the Second Symposium on Teaching and Learning in Higher Education (pp. 327-332). Singapore: National University of Singapore. Rizvi, F. (2000). Internationalisation of Curriculum. [Online] http://www. pvci. rmit. edu. au/ioc/ [2/8/2002]. Ryan, J. (2000). Assessment. In J. Ryan (Ed. ), A Guide to Teaching International Students. Oxford: Oxford Centre for Staff and Learning Development University. IEJ.

Employer-Employee Relations in Northrop Grumman Essay

Employer and employee relations have many different ways in which organizations understand laws and guidelines set forth by governing bodies in the respective area and within the entire nation (Bennett-Alexander, & Hartman, 2007). This paper analyzes the differences in regular employees vs. temporary employees and independent contractors. It will also discuss the differences between exempt and non-exempt employees. Finally, it will look at the laws in Colorado and how Northrop Grumman responds to those laws. â€Å"Regular† Employees vs. Temporaries or Independent Contractors The Board of Directors and human resources department at Northrop Grumman strongly believes in and upholds the various employment laws that have been established and enforced by the EEOC. Northrop Grumman’s human resource department has provided an employee manual to each worker, which contains an enclosed at-will clause. Furthermore, Northrop Grumman has an extended workweek compensation policy for all salaried staff members. According to the company’s employee handbook, salaried employees who are scheduled to  work 40 hours or more per week are required to receive an extended amount of compensation for their time. In addition, all regular employees are only entitled to receive straight pay regardless if any overtime has been worked throughout the workweek. The only time an exception is made regarding salaried employees is if they work during a holiday or on a Saturday or Sunday. However, for an employee to be able to receive holiday pay, that individual must be on the active payroll and not on leave of absence (Northrop Grumman, 2006). Northrop Grumman also offers a variety of different to help its employees continue their education, which includes tuition reimbursement and graduate study programs and are offered to all employees (Northrop Grumman, 2006). Overall, all regular employees at Northrop Grumman are compensated with various perks, such as a flexible benefits packages that’s tailored to fit their individual and family needs; in addition, vacation, bereavement, holiday and leave of absence pay. In terms of temporary or independent contractors, they are treated entirely different from regular employees due-to being leased workers. These types of employees are not granted such things as company benefits packages, incentives and saving plans. Lastly, these workers must adhere to company training, applicable laws, regulations, policies and procedures that govern the occupational safety and health practices (OSHA). Exempt vs. Non-Exempt Employees An exempt employee varies from a non-exempt employee in many ways. _Exempt Employees_ The first type of employee is an exempt employee. An exempt employee is an employee who is paid on salary and does not get a reduced paycheck because they do not work a certain number of hours or do a certain amount of work. An exempt employee is given a base salary, which is the annual salary, which excludes shift, overtime and other differentials or bonuses. Another fact about exempt employee is that they are not subject to minimum wage and overtime requirements as set forth by the Fair Labor Standards Act. An exempt employee may be required to work more than a 40 hour work week without any compensation. An exempt employee can work an extended workweek (EWW). This means that they can, in extraordinary circumstances, work extra hours during a workweek and get paid additional compensation. At Northrop Grumman, the exempt employee must work at least six hours over the employee’s standard workweek to be considered working an extended workweek. The extended workweek cannot last more than three months for each project or approval by recommending manager, approving manager, contracts director and HR director. When an EWW is in effect, the employee’s straight time rate will be paid for each hour worked. The straight time rate is figured by dividing the employee’s weekly salary by the number of hours they are regularly scheduled (Northrop Grumman, 2006). An example of how an exempt employee is paid is: if an employee is 50% exempt and has a standard word schedule of 24 hours per timesheet and the employee works 32 hours on a timesheet, the employee is eligible to receive 2 hours of EWW pay. There are some guidelines the can be subject to were the employers does not need pay the employee for any workweek in which he or she performs no work. Here are some examples of the examples of guidelines for exempt employees at Northrop Grumman: Absences An employee will not be considered to be on a salary basis if deductions from his predetermined compensation are made for absences occasioned by the employer or by the operating requirements of the business. Accordingly, if the employee is ready, willing, and able to work, deductions may not be made for time when work is not available. Sick leave Deductions may also be made for absences of a day or more occasioned by  sickness or disability (including industrial accidents) if the deduction is made in accordance with a bona fide plan, policy or practice of providing compensation for loss of salary occasioned by both sickness and disability. Jury duty Deductions may not be made for absences of an employee caused by jury duty, attendance as a witness, or temporary military leave. The employer may be offset by any amount received by an employee as jury or witness fees or military pay for a particular week against the salary due for that particular week without loss of the exemption (Health, 2008, para, 4). _Non-Exempt Employees_ Another type of employee is the non-exempt employee. One on the more known reasons is that the non-exempt employee is paid hourly. Non-exempt employees are only paid for hours they have worked. While an exempt employee is paid on salary and gets paid the same amount every week, no matter how many hours they work. This means if they work over 40 hours a week they will be paid overtime. This could be a benefit for non-exempt employees because they are compensated for the extra hours they put in. There are no exceptions to the stated laws of the FLAS concerning a non-exempt employee; therefore, Northrop Grumman must follow all rules and regulations in regard to paying minimum wage and overtime to these workers. The FLSA demands that every business pay non-exempt employees one and half times his or her regular pay for all hours worked over 40 in one week. At Northrop Grumman, a non-exempt employee will be given plenty of notice at or before lunchtime the day overtime is required, if this amount of time is not given in advance they will consider the overtime worked voluntary. The non-exempt employee will be expected to work the overtime; unless it has been determined that requirement places a hardship on the employee. Non-exempt employees are compensated with holiday pay, which is considered straight time pay based on normal work hours. If the employee works on the holiday that individual will be paid double his or her regular pay for hours  worked, then the worker is still entitled to receive his or her holiday pay. Northrop Grumman also gives a year-end holiday pay to all workers. The employees get paid for an extra 40 hours, unless those individuals normally work less hours; if so, they will be paid for the hours they originally work during a week (Northrop Grumman, 2006). Northrop Grumman Relating to State Laws In the majority of states, employees that do not work under an employment contract are deemed to be â€Å"at will.† Colorado is a state that follows that statue as well. At-will employees may be terminated for any reason, so long as the terms are not illegal. Northrop Grumman is a corporation that hires all employees at will. According to Termination of Employment Policy ITP H7 (2007), all employment at Northrop Grumman Information Technology business department is at-the-will of the company therefore, termination may be determined by the management and in accordance with company policy and procedure. Colorado has two exceptions to the at-will rule based upon the legal principles of â€Å"public policy† and â€Å"implied contract.† First, the public policy exception simply means that an employee cannot be fired for performing a legal duty or exercising a legal right. Second, a binding employment relationship may be found to have been created by an implied or an express contract. The contract theory usually arises in situations in which procedures outlined in personnel handbooks are construed as a contract between the employer and employee (Employment Law, 2008). Northrop Grumman has an employee handbook that clearly outlines the guidelines behind employment-at-will and how the company has a right to use this doctrine. Although the information is expressed in the handbook, it is not mentioned during the hiring or new hire orientation processes. The company included the information in the handbook, which by law is all they are required to do. In conclusion, regardless of the type of relationship that an employee has with Northrop Grumman, all are treated in a fair and legal way. Northrop Grumman ensures this by adhering to all laws, guidelines, and regulations  that are designed to protect the American worker. That protection is extended to all types of workers, not just regular employees. Contractors, non-exempt, and exempt employees are all treated the same. However, not all companies can truthfully say this! Fortunately, there are state and federal laws to ensure that everyone that works at Northrop Grumman is treated fairly. References Bennett-Alexander, D.D. & Hartman, L.P. (2004). Employment Law for Business _(4th ed)_: McGraw Hill/Irwin, New York, NY. Discrimination Complaint Procedures. (1999). Retrieved March 16, 2008 from http://www.lacity.org/per/EEO/DISCRIM.htm. Employment Law in Colorado. (2008). Retrieved March 21, 2008 from http://research.lawyers.com/Colorado/Employment-Law-in-Colorado.html. Health, S. (2008). Exempt Employees. Human Resources: _About.com._ Retrieved March 21, 2008 from http://humanresources.about.com/od/glossarye/g/exempt.htm. Northrop Grumman. (2006). Human Resources Regulatory Employment Practices: Retrieved March 21, 2008 from http://www.es.northropgrumman.com/ourvalues/training/assets/HRReg.pdf. Northrop Grumman. (2007). Employee Termination Policy ITP H7. The U.S. Equal Employment Opportunity Commission. (2004). Retrieved March 16, 2008 from http://www.eeoc.gov. U.S. Courts. (2004). The Federal Judiciary. Retrieved March 16, 2008 from http://www.uscourts.gov.

Role of Computer in Education

Patrick Brown is one of the Caribbean’s most talented writers. He is responsible for creating some of the most poignant and hilarious moments on stage and the small screen. A successful. Civil Engineer, he has managed to transfer the principles of precision and economy into his works for stage and television. accessible to general audiences. Brown has written some fifteen (15) full length stage plays including award-winning productions like â€Å"Cornflakes†(a 1982 production), â€Å"Yard 89†, â€Å"Yard ‘90†, â€Å"Yard ‘99†, â€Å"Stillborn† and â€Å"December†. The latter was Jamaica’s stage presentation at the 1991 Carifesta in  Trinidad.Though not yet published, â€Å"December† is now being studied in West Indian Literature at the University of the West Indies. His plays have been showcased all across the Caribbean, Canada, London as well as several states across North America, including: New York, Conn ecticut, Florida, New Jersey, District of Columbia, Georgia, Pennsylvania and Massachusetts. He wrote the definitive episodes of †Oliver at Large† a local television sitcom, which propelled the lead, Oliver Samuels, to stardom within the Caribbean region and among the large Caribbean immigrant population.Having whetted the appetite of the local television viewers with humor extracted from its own experience, Mr. Brown went on to create, write and produce â€Å"Titus in Town†, another popular television sit-com. Mr. Brown’s work â€Å"Stillborn† was the recent recipient of an award in the island’s most respected national literary competition – The NCB Literary Awards. In addition to the several awards for his writing, Mr. Brown has won awards for set designs, theatrical production and musical lyrics.

Case Report Study Example | Topics and Well Written Essays - 750 words

Report - Case Study Example Chatime has enjoyed competitive advantage of its local brand of tea for long and now seeks a wider market to expand their branches as well as increase the visibility into the market not only locally but internationally as well. Zhao is the owner and overall manager of the brand and hence seeks to make not only operational decisions which are short term but strategic ones as well which will make the brand bigger. According to him, he wants his brand to be the â€Å"Starbucks of tea (Griffin, 2010) and hence the reason for the planning of the expansion.† This opportunity to diversify is faced with challenges one of them being that the customer base will be shifting from purely Chinese customers to the mainstream ones as well. Mainstreaming the tea will attain the company’s objectives of expansion but there is risk of rejection as well as the probable need to change the products to suit the culture and tastes of the mainstreams (Helms & Nixon, 2010). Carrying out a Strength, Weakness, Opportunities and Threat (SWOT) analysis is the best way for Zhao to understand the issues ahead of him and enable him to make the best decision as well (Ayub, et al. 2013). Identification of the strengths of the tea in the business will enable him to understand whether the locals love the tea because it is local or purely for its flavor. It is the locals’ love for the tea that has made the brand get uplifted to that level of even owning over 40 branches. The strength of the new market will also act as incentive or guide Zhao as to whether tapping into it is worth changing his product and customizing it for the new potential clients. The mainstream clients are bound to increase the popularity of the tea blend and its success will mean that the tea will be accepted globally as well. The other strength is that Zhao is a good business man and a strategic manager and is determined to make it work. He already has a plan in place that can work

Wildlife and Wind Energy Essay Example | Topics and Well Written Essays - 500 words

Wildlife and Wind Energy - Essay Example Despite the renewed efforts to harness energy from the wind, there are various implications of wind turbines on the wildlife although there are mitigation measures that could minimize impacts to the wildlife. In a study conducted by Sovacool (2009), which focused on the effects of wind turbines on birds that are a form of wildlife, the findings indicated that wind turbines were responsible for the death of between 20,000 and over 500, 000 birds every year in the United States. This indicates that wind turbines have an effect on the wildlife as birds collide with turbines leading to their death. In this case, it is evident that turbines are responsible for a big number of the death of birds. There has been contention on whether the effects of vibrations from wind turbines have an effect on the health of the wildlife. In this case, there is suggestion that the vibrations from wind turbines could affect wildlife and cause sickness. On the other hand, other researchers have indicated that wind turbines do not cause any illness on wildlife although the turbines are responsible for creating noise and causing vibrations. The noise and vibrations from wind turbines causes stress among animals and the stress raises the risks of wildlife to various changes within its body due to hormonal imbalance from the stress caused by wind turbines. It is important to carry out routine environmental assessments in wind farms in order to establish their effects on wildlife and on humans. This assessment helps to mitigate any negative impact of wind farms on the wildlife and humans since the assessment identifies the potential impacts of the turbines on the environment. The Wildlife Society (2007) identifies the importance of modifying the operations and locations of turbines with a view of ensuring that the wind turbines minimized their impacts on the wildlife and the habitants of their

Analysis of Dreams by Langston Hughes Essay Example | Topics and Well Written Essays - 1000 words

Analysis of Dreams by Langston Hughes - Essay Example Analysis of â€Å"Dreams† by Langston Hughes On closer analysis, the poem reveals depths of meaning which make it rich and particularly appealing to the reader. Langston Hughes skilfully uses structure, theme, vivid imagery and literary devices to enhance the effect of â€Å"Dreams.† The structure of the poem heightens the poem’s appeal. It consists of just a couple of complete sentences which are arranged in two short stanzas. Each stanza is in the form of four lines which are brief and to the point. This enables the reader to focus on the theme without any distraction. The focus remains completely on the importance of holding on to dreams. The poet uses simple vocabulary and the meaning of the poem is easy to grasp. There are no ambiguous words which puzzle the reader. This makes the tone of the poem very conversational. The everyday language generates an intimate tone and makes the reader particularly receptive to the poet’s voice. The reader feels that the poet is addressing him directly and immediately empathizes with the poet. The reader develops a sense of comradeship with the poet. The rhyming scheme is another aspect of the poem’s structure which holds the reader’s attention. The second and fourth lines of the two stanzas rhyme: â€Å"die† and â€Å"fly;† â€Å"go† and â€Å"snow.† The rhyme adds to the beauty of the poem’s sound and gives it a lyrical quality. The first and fourth lines are unrhymed and make an effective contrast which heightens the rhyme of the other lines. The absence of punctuation is another characteristic of the structure which heightens the effect of the poem. This makes the structure very stark and compelling. Each line flows into the next and contributes to the easy reading of the poem. The poem’s structure demonstrates strong repetition. There is repetition in structure and repetition in words. The two stanzas follow the same pattern. The structure of the first stanza is repeated in the second stanza: both stanzas begin with the poet’s urging to hold on to dreams and both go on to give the details of what would happen if this is not done. By repeating the words â€Å"Hold fast to dreams,† (Hughes, 1) in the second stanza, the poet emphasizes the importance of not letting go of one’s dreams and gives his warning an air of urgency. Again, the two stanzas show a repetition of structure in the lines â€Å"Life is a broken-winged bird† (3) and â€Å"Life is a barren field† (7). Here, the repetition is used for emphasis and the adverse consequences of losing one’s dreams is clearly stated. The theme of the poem is something which every reader can identify with. Dreams are a part of every individual’s life. The vast majority of humanity starts out with many goals and aspirations. As life goes on, obstacles and sorrows are met and many of these dreams remain mere fantasy or die. They cannot be translated into reality. There soon co mes a time when hopelessness envelops the soul. There is a tendency to give up on dreams and accept that they are beyond reach. The poet speaks to the many readers whose dreams are yet to be realized. By urging them to â€Å"Hold fast to dreams,† the poet implies that dreams can easily slip away unless they are tightly held on to. It is comforting to know that everyone finds it difficult to keep a grip on their dreams. The vivid imagery of the poem captures the imagination of the reader. The poem makes the reader actually visualize the tragic consequences of letting go of

Genetic disorders Research Paper Example | Topics and Well Written Essays - 1250 words

Genetic disorders - Research Paper Example The symptom was first described by British physician, Langdon Down (Web. Down Syndrome, n.d.). Symptoms People with Down Syndrome are typically short in stature, short neck, loose-jointed, particularly in ankles, they have broad skulls, wide nostrils, large tongues with a distinctive furrowing and stubby hands with a crease on the palm, curved "pinky" fingers, upward slanting eyes, shape of the ears are small, facial expressions are flat, weak muscles are responsible for the poor heart (responsible for congenital heart imperfections) and other organ development, white spots on iris. Such individuals display impaired mental abilities and require special training and care (Web. Down Syndrome, n.d.). Age of onset Down Syndrome is a birth defect which is influenced by the age of the mother. As the age of the mother progresses chances of birth defects augments. For instance, if the age of mother is 25 then chances of giving birth to the child with Down Syndrome is 1 in 1,250 where as if t he age of mother is 45 years, the chances of baby with Down Syndrome becomes 1 in 30 (Web. Down Syndrome, n.d.). Prevalence of Down Syndrome Down Syndrome is one of the most prevalent chromosomal condition. In 2004-2006, the national prevalence of the disease was 15 per 10,000 births (Web. National Center on Birth Defects and Developmental Disabilities, n.d.). Current Knowledge Trisomy 21 is a result of chromosome non-disjunction in one of the meiotic cell divisions. The non-disjunction event can occur in either parent, but more likely to occur in females. Congenital birth defects are difficult to treat still, with the prevalence of disease condition research studies are going on to formulate a definite cure for the disease condition. Prevalence of the Condition- Statistics reveal that there is 71 percent increase in the cases of Down Syndrome, in the year 1989-90, the number of cases reported were1,075; while in 2007-8 the number of cases increased to 1,843. One of the chief reason s is that women are more career oriented and delay is observed in starting family which is displayed through the comparative analysis, which display that women of 40 years has 16 percent more chances of having a baby with Down syndrome as compared to the women of the age group 25 years (Web. Down's Syndrome cases soar as women delay starting a family, 2009). However, lazy eyes could be rectified with the help of surgery. Considering the prevalence of Down Syndrome, numerous research projects are being carried out by Down Syndrome Research and Treatment Foundation (DSRTF), encompassing- Balancing Excitation and Inhibition- the project deals with the exploration of neural circuits that are responsible for the memory and learning of the individual, using excitatory and inhibitory inputs. The study is carried out using numerous subtypes of GABA-A receptors. Roche, an international pharmaceutical company in September 2011, initiated Phase-I clinical trials for a drug employed to assess t he protection and permissibility of the particle intended to deal with the behavioral and cognitive discrepancies related to Down Syndrome (Web. Active Research Projects, n.d). Restoring Neuronal Pathways- Down syndrome cases display stunted growth, however, certain cerebellar neurons are targeted to regulate the development of cerebellum to its normal state which directly influences the brain activity. The compound SAG is used

Terrorists and internet Essay Example | Topics and Well Written Essays - 250 words

Terrorists and internet - Essay Example By creating web pages or blogs on internet and fan pages on social networking websites, they can promote their hateful notions. This creates a negative impact on the young minds as they may be lured towards their ideology .Secondly internet is a huge source of information with most of it easily available and accessible. This information includes maps of important locations like airports, and secret government documents that can be hacked from a government website. This information can then be used to plan out an attack on important sites to destabilize the country. Furthermore, internet connects the members of the terrorist organizations around the world; hence terrorists use it as a medium of planning and coordination. With the encrypted messaging system and the multitude of internet users, it is extremely hard to spot their activity and internet therefore becomes the safest means of communication for them (Weimann, 2005). The use of internet by terrorists has increased so much that it poses a threat to security of people and the country. Even though it is the right of people to have privacy in their communication, they should be cooperative and support the government in their actions of monitoring the cyber space because ultimately it is for the greater good of the society (Ingram, 2001) Works Cited Ingram, M. (2001, September 24). Internet privacy threatened following terrorist attacks on US.

Project Management Essay Example | Topics and Well Written Essays - 4000 words - 3

Project Management - Essay Example roject manager,  £75 per hour for managerial staff,  £65 per hour for technical specialists, $55 per hour for senior development staff and  £45 per hour for development staff. The total project duration, as per Appendix B, is from 10th January of year 1 to 21st April of Year 2, which is a total of 101 days or approximately 65 weeks. The project Manager has to be paid for the entire duration of the project, hence amount payable to project manager for working 37 hours per week for 65 weeks amounts to  £2,28,475. Managerial staff are likely to be paid during the analysis and workshops section of every phase. As per Appendix B, this segment lasts for 102 days in Phase 1, 82 days in Phase 2 and 67 days during Phase 3. This amounts to a total of 251 days or approximately 35 weeks. The daily wages payable for 4 members of managerial staff for a 37 hour week works out to a maximum of  £3,88,500. The development segment for phase 1 is 102 days, phase 2 is 93 days, phase 3 is 55 days, bringing it to a total of 250 days or approximately 35 weeks. Senior development staff are likely to be used for this stage of the project. An estimation of maximum possible costs for six senior developmental staff working a 37 hour week works out to  £4,27,350. The testing and training stage of the project would be where technicians are working, and this is 61 days during phase 1, 30 days during phase 2 and 14 days during phase 3, i.e., a total of 105 days or approximately 15 weeks or  £1,44,300. The deployment and handover stages are likely to be carried out by the development staff and the duration of these stages are 18 days for phase 1 and six days each for phases 2 and 3 respectively; i.e., a total of 24 days or approximately 3 weeks. For 10 members being paid  £45 per hour for a 37 hour working week, the total amount works out to  £4,99,500. Also to be factored in are the costs of hardware procurement and development, which have been estimated by Stuart Dickson as being about

Current Event Alcohol Essay Example for Free

Current Event Alcohol Essay This article is very surprising in the fact that the understanding of binge drinking is changing. It has been apparent for some time now that excessively drinking has been a problem but it is now under the microscope of having a positive light to the young population. This study had articulated how binge drinking is being looked at and what is changing across student college campuses. The article was based within a college campus, they were studying who or why college students binge drink. They found that students that are perceived as being â€Å"high status† are socially connected and mentally happier. On the other hand those that are considered â€Å"low-status† were deemed to not being as happy, especially in terms of the satisfaction of their college life. This study is trying to show college students correlation with alcohol and what may be happening as a whole within a certain community. As college students we are known to have very high stress, alcohol, is said to help lower this stress. The national institute on alcohol abuse says,†over 400,00 students between the ags of 18 and 24 had unprotected sex as a result of their drinking† all of these statistics are worrisome. It is hard to understand why this is becoming such a problem but as it is described here, it can be directly associated with peer pressure and failure of education about the matter. Binge drinking is a major problem within our society. Even though this article is only from one university it can be multiplied and used to inform and educate other universities across the United States. If we don’t understand the effects it is making now we will not be able to control the future generations. This is particularly close to family ties considering many young adults are dying every year from excess drinking. From the article they state that, â€Å"1,700 college student deaths can be attributed to excessive drinking. † This statistic alone proves that it is a problem that could be prevented with proper education or different drinking laws. The culture within the United States put such a high emphasis on drinking. We learned and talked about how when something is illegal it makes more people want to try it or use the certain substance, I believe this can be directly connected with alcohol in teens and young adults. It I no urprise to me that the statistic of those that are classified as binge drinkers is so high, they say it is â€Å"peer pressure at its finest†, but I wouldn’t only correlate it to be from that but also from our; parents, educators, and role models not creating a clear understanding of how dangerous it can be and is. I agree with their statement that, †we want to make clear that we believe binge drinking is a really dangerous and ultimately self destructive behavior, and that a social power structure that promotes this is a bad thing†. This sentence really amplifies the need for change. This article is almost making a plea for people to understand and have knowledge of this subject. It has been passed over and if we don’t stop this power trip alcohol is having on young adults we wont realize when we have changed the older generation of society as a whole. On the other hand I believe since this was only done within one small university, in order to have collected and statistic information more studies would need to be done to find an average across the United States. This article was an eye opener for me to some of the crazy statistics that are out there and primarily tied to the use of alcohol. This study is only one example of how alcohol is affecting our society. It may makes some college students happier about their college experience but in the long run it will catch up to you and hurt not only yourself but those around you, as we have talked about this many times in class. Overall I would hope you evaluate your own personal decision and decide what is your best option. Don’t let other dictate how you should live or what they think is the best way to live.

Pestel Analysis For New Type Of Solar Panel Engineering Essay

Pestel Analysis For New Type Of Solar Panel Engineering Essay The purpose of this report is to investigate the external business environment for a new type of solar panel that can be fitted into UK homes to generate energy. The report consists of three parts. The first part of the report gives an introduction into solar energy, the present market size and serious market competitors. The second part presents the four key trends obtained using PESTEL analysis, identifying the factors affecting the start-up of a business. The third section reflects upon the future and the obstacles faced by the solar panel/technology industry in the UK. Information used in this report was gathered using internet services such as Google Scholar. All the websites used are referenced at the end of the report. 1.1 Solar Power and Solar Technology Solar energy was first used in the 1860s [1] by Auguste Mouchout, to produce ice by converting solar energy into mechanical energy. He later connected a refrigeration machine to this system to produce ice. In 1883, Charles Fritz converted solar energy into electrical energy. This was the biggest moment in the history of solar technology as scientists had finally found a ray of hope. Solar energy continued to develop in the 20th century. Solar panels were finally developed in 1954 at Bell Laboratories using silicon. By 1990, it was clear that non-renewal fuel would run out and it was essential alternative sources of energy were improved. In the 21st century, solar technology has improved many folds. The conversion rate of solar energy into electrical energy in 1954 was 6% [2]. The facilities present at the Sandia National Laboratories have a conversion rate of 31.25% [3]. Amorphous Solar Cells Crystalline solar PV holds close to 85% of the total market share, leaving the remainder to thin-films [4]. Which are used in a domestic environment. These can be either mounted on roof tops in UK or facing 90 degrees of south. Average solar electricity system cost  £12000 and per kW of electricity cost from  £5000  £8000 but this reduces with time as the system produces more electricity. 1.2 Advantages Producing electricity using solar power provides three main types of benefits: it benefits the environment, the user and the community. Solar power is considered a Green/Clean fuel and renewal. This helps slow down the effects of global warming and keep the environment clean. The benefits for a domestic user are: Cutting the energy bills of the household since electrical energy is being produced from a free source of energy (Sun). Once the initially cost of installation of solar system is covered, the household will have relatively low energy bills. An average UK household can save upto  £140 on energy bills/year [5]. It can provides 24 hour electric supply to a households situated in remote parts of UK If energy has been produced in excess by a domestic user via the solar energy system (SES), then it can be fed back into the national grid. This benefits the community, reduces the use amount of electricity which has to be produced using non-renewal fuels and provides finance for the producer. 1.3 Key UK based Market Competitors Various companies install Solar Electric System (SES) for domestic use. Various non-profit organisation such as Narec [6], Energy Saving Trust UK [7] and The Solar Energy trust UK, promote and support the projects undertaken by companies involved in the solar industry. Microgeneration Certification Scheme [8] ensures that all equipments and services used in the installation of a SES in a domestic surrounding is of the highest standard and is thoroughly examined. http://www.uk-ises.org/ Solar Essence Ltd is one of the leading companies which specialise in solar power/heating [9]. Solar Essence is a MCS approved installer of photovoltaic systems. They were heavily involved in the campaign which led to the Climate Change Act 2008. PV Systems established in 1982[10] is the leading provider for Photovoltaic (PV) Systems in the UK. PV Systems designed and installed UKs first fully integrated PV roof in Oxford, UK in 1995. Since then they have installed over 1000 PV Systems. They also work closely with companies such as Sony, Sharp, Mitsubishi and BP Solar; developing and installing smart PV Systems. PV Systems is too a MCS approved company; maintaining the highest standard of services. Energy Development Co-operative Ltd is a company based in Suffolk, UK since 1997. They specialise in providing off-grid solar systems by setting up SES in remote locations. They provide solar systems for various county councils in UK, Universities (Manchester), the BBC, Intel and many more such companies who are trying to reduce their energy bill. We can expect a boom in the Solar Industry in the next decade as more domestic and industrial users switch to green-fuel. Areas of UK, where sun light is available in abundance can expect new companies providing efficient alternative source of energy via the sun; to start operating in their areas as everyone is a winner in such a venture. 1.4 Market Size for Solar Power in the UK Solar energy can be potentially be a large scale/cheap energy provider for UK, especially in the summer months hence making more energy independent from the East. Across the world, the installing of PV increased from 6000 MW in 2008 to 7.3 GW in 2009. UK is expected to have a market size of 60MW in 2010. In order to get a better idea about potential market size for solar power in the UK for the next decade, a study was conducted by Energy Efficiency Partnership for Homes (EEPH). Here are the details: A method calculating the usage of Microgeneration technology was created for an earlier study on energy sources; this method was used by EEPH in order to predict the possible number of new installations of solar energy systems on yearly bases from 2010 2020. This method considered the peoples choice for microgeneration technologies. Below are the findings of the study: PV system is expected to have a market of 200,000units/year in 2020; consumers feel they would benefit greatly via Feed-in-tariff (FIT) and the capital cost to set up PV system could be covered via FIT. This is a very realistic with the improvement in the SES technology and funding from the government. In the present time, solar hot water systems are the most preferred choice(from all the microgeneration technologies presently) by domestic users of solar energy, but are expected to decline as other methods such are hot air technology improvise. The competition to sell SES is heating up in the UK. At present, there are three types of companies fighting for the top spot. Firstly the manufacturers, they are becoming more and more like wholesalers, hence affecting the business model of the wholesalers for solar systems. Manufacturers and wholesalers also have to fight large companies which specialise in installing solar systems. A price war is expected to drag the capital cost down for manufacturing, installing and maintaining. This is however an excellent news for the domestic/industrial consumers of solar power. 2 External Business Environment Analysis Using PESTEL The PESTEL model is made of 6 parts. Its designed to provide assistance to an individual or a group of people, making a business decisions. There are various elements (such as new laws and trade deals) which can affect an organisation; PESTEL is used to divide the elements affecting a business into 6 different categories. The six categories are: Political factors. Economic factors. Social factors. Technological factors. Environmental factors. Legal factors. This part of the report will help identify 4 key trends which are most likely to affect a new business in the field of solar industry. 2.1 Political: Government effect and projects This part of the report focuses on plans set by the government and trade associations; resulting in increased usage of renewal fuel, and predict the effect of these plans. The government has two main goals towards reducing the emission of carbon dioxide. They are: By 2020, aim to generate 20% of all British electric supply via renewal sources of energy and by 2050 cut the carbon dioxide emission by 60% for the UK. The present government towards these targets is shown in Figure 5. Earlier to the government announcement, in 2005 various trade associations consisting of over 550 companies addressed the issue of reducing carbon dioxide emission and increase the use of renewal fuels. By 2025 they expect 25% of UK total energy consumption to be produced using renewal sources of energy. [11] Figure 5[17] Shows the government progress towards its 2050 target A new government scheme, which is going to be introduced in April 2011[12] is set to announce that one in 10 UK homes will have a roof based SES. This will result in saying of upto  £900 a year for then household. The Scottish Government has a scheme promoting and proving grants for anyone using the microgenerator method for producing energy. The government are providing upto[13]  £4000, roughly 30% of the installing cost. As time goes on, more and more households will take up the idea of having PV on their roofs as time would also start running out for the targets set by the government. As UK recovers from recession presently, the young generation would see microgeneration technology as a attractive prospect(also the grant to cover the capital cost) as we might go through another recession in the next ~40 years and being about to reduce your bills in the recession, majorly helps out a household. 2.2 Economic: Prices of non-renewal fuel and average income This section of this report contains analysis of the effect of an increase in the cost of non renewal fuel and a increase in energy bills. It also reflects on the factors influencing financial the decision to invest into a microgeneration technology. A domestic household in the UK uses up about 1.5 to 3kW [13], and solar panels can roughly 50% of the domestic energy requirement. Presently most of the electricity using in the UK is produced by the burning of oil, natural gas and coal. This means an increase in a selling price of oil, natural gas or coal would directly increase the energy bills of a UK household. Figure 1.0 shows the increase and decrease of oil prices in the UK. The X-axis should a time line and the Y-axis shows price/gallon. In the year 2008, energy bills were considered to be at their highest point, especially August 2008. In the next 18 to 20 months, the wholesale price for oil, natural gas and coal fell by 15% 20%. This resulted in Figure 1 Graph displaying the average oil price/month from 2005 ~2010 [14]. In the year 2008, energy bills were considered to be at their highest point, especially August 2008. In the next 18 to 20 months, the wholesale price for oil, natural gas and coal fell by 15% 20%[15]. This resulted in the decrease of electricity prices by a similar margin for retailers. As we continue for relay on limited non-renewal fuels to provide energy, eventually the price of non-renewal fuels will increase, also increasing the average energy household bill. This drive in prices will result in an increase of the usage of renewal fuels, and over time the capital cost to setup will reduce due to improvements in technology, increase in efficiency and competition. New customers in the solar industry will mean a much needed funding will start becoming available in order to research further, the field of solar technology and also lead to a clean fuel based UK. 2.3 Social: Awareness about clean fuel This part of the report reflects on the present efforts being made in order to raise awareness about renewal/clean fuel in the British society. The report also reflects upon the effects of non-renewal sources of energy and their effect on the climate, e.g. Global warming. It is believed that if all of the sunlight reaching planet earth each day was converted into electricity, then the amount of electricity produced would be same as supporting the energy consumption on planet earth, many times over the usual consumption. More and more energy consumers across UK are now keen on using renewal sources of energy. This is due to the various publicity campaigns on saving energy and recycle waste making the public a lot more conscious about their behaviour towards the environment. Things such as the melting of polar ice caps due to global warming and extinction of species of various animals due to unsustainable environment has raised some important questions about human behaviour towards the environment. Figure 2 shows that change in average temperature of Central England compared to the average Global temperature. Figure 2 shows a steady increase in temperature in Central England. It is further expected that the average temperature will rise by 1.4 to 5.8 ° C [16] by the end of the 21st century. In order to keep living in a sustainable environment, we need to change our habits: Recycle close to 100% of the waste Raise awareness about sustainable environment in schools and offices. Use energy saving methods while carrying out day to day tasks. Increase in media coverage about the latest developments in the environment. Better grants and facilities available for a domestic user to switch to solar energy from a non-renewal source of energy. More and more people are now trying their best to reduce their carbon footprint to its minimum. There are various tools available which help you calculate your carbon footprint. Using energy saving light bulbs. Figure 5 provides some evidence that the British people are becoming educated about sustainable living and changing their habits as the carbon dioxide emission is on a decrease. Government is now also educating school children on green fuels and the effects of global warming on our environment by making it part of their education system. This is exceptionally good since those children will already be aware of the issues affecting our environment and will prefer renewal sources of energy as they are aware of the impact on non-renewal sources of energy on the environment. The market prospect looks positive for renewal sources of energy in the next decade, as various projects raise awareness about the effects of carbon dioxide emission on our environment. Both the domestic and the industrial sector are now changing their behaviours towards the environment and government across the world are seriously promoting renewal sources of energy as our environment could be in jeopardy if nothing was done to sustain it. 2.4 Technology: Efficiency rate One of the reasons people do not readily take to renewal sources of energy such as solar power is because they do not consider them to be 100% reliable and have a low efficiency rate (converting solar into electricity). Since 1860, scientists have been trying to address the problem of efficiency rate for solar energy. The solar technology has advanced many folds since 1860, which have made SES, affordable, reliable and low maintenance. Solar technology has been integrated with the thermal-chemical technology [18] in order to increase its efficiency. This hybrid allows users to store heat energy from the sun and convert it to electricity whenever required. This prevents from the loss of heat which was a major problem with traditional SES as they use to lose heat if it was stored for later use. Another advancement in the solar industry has been of the development of the Power Sticker. A power sticker boosts the energy output of a SES by up to 10% [19]. A power sticker sticks on top on a solar cell and prevents solar light from reflecting off from the top of a cell hence trapping the maximum about of sun light. MAKE MY OWN GRAPH ON THE NUMBER OF SES EXPECTED TO BE SOLD BASED ON OIL PRICE [1] http://facts-about-solar-energy.com/solar-energy-history.html [2]http://en.wikipedia.org/wiki/Solar_thermal_energy#Conversion_rates_from_solar_energ y_to_electrical_energy [3] http://www.sandia.gov/ [4] http://www.solar-power-answers.co.uk/solar_cell_types.php [5] http://www.electronicsweekly.com/Articles/2010/08/04/49207/uk-is-fastest-growing-solar-energy-market.htm [6] http://www.narec.co.uk/ [7] http://www.energysavingtrust.org.uk/About-us [8] The Microgeneration Certification Scheme. (2009). Welcome to the Microgeneration Certification Scheme website [online]. Available from: [cited 23/02/09] [9] http://www.ethical-junction.org/profile/solar_essence [10] Department for Business Enterprise Regulatory Reform. (2009). Renewable Energy [online]. Available from: [cited 22/02/09] [11] British Wind Energy Association. (2005) BWEA press release [online]. Available from: [cited 22/02/09] [12] http://www.financialadvice.co.uk/news/household-bills/87515-uk-government-offers-incentives-for-renewable-energy-supply.html http://www.direct.gov.uk/en/Environmentandgreenerliving/Energyandwatersaving/Renewableandlowcarbonenergy/DG_072593 [14] http://www.thisismoney.co.uk/oil-price [15] http://www.theenergyshop.com/getTariffUpdates.do;jsessionid=DB5D90222582827E01DABE3170A06719 [16] http://www.decc.gov.uk/en/content/cms/statistics/climate_change/impacts_cc/impacts_cc.aspx [17] http://www.decc.gov.uk/en/content/cms/statistics/climate_change/gg_emissions/targets/targets.aspx [18] http://www.alternative-energy-news.info/mit-thermo-chemical-solar-power/ [19] http://www.alternative-energy-news.info/power-sticker-boost-solar-power-generation/

Entrapment :: Personal Narrative Elevators Essays

Entrapment Last year, sixty seven thousand people called the police due to elevator entrapment. About seventy six percent of those people who used those elevators were lethargic. The other twenty four percent had legitimate reasons for using the elevator. Elevators should only be used when you are physically disabled. American’s all over the world try to take the easy way out of any exercise. Elevators have become a major part of everyday life for many Americans. Entrapment occurs when there is too much weight or to many people. Getting trapped in an elevator causes panic to many human beings and bonds them through experience. Have you ever been stuck in an elevator? Does it bother you to be in a small space with sixteen other people? Recently, I was trapped in an elevator with sixteen other people. This elevator was about six feet wide and seven feet long. Imagine how a throng of people could fit into that amount of space. It is amazing to me that an experience so random could pave the way for endless support, and create a network of friends out of strangers. It was my first week of my freshman year in college. Normally, you want to survive the first week by going to school events and meeting new people. Being the first Saturday night of the school year my new friend and I decided to go to a party in another dorm on campus. Both of us didn’t know what to expect at a college party, so we dressed up and tried to look our best. As I put my black mascara on I knew that this would be a fun night. My friend Jessica knew one of the guys that would be at this gathering because he lived in the same town that she was from. Finally, we leave our dorms and head out to our first college party. We arrived at the party and started to play cards. As the night progressed, poker was getting a little boring and staying in that dorm room wasn’t too much fun either. Abruptly, one of the guys said we should go to a freshman dorm. Everyone grabbed their belongings and headed to central campus. As we walked to central campus many of the boys were w hispering about how they were going to cause a ruckus. No one was a resident of this hall, so we had to ask someone who was outside to let us in.

Capital Punishment Essay - We Should Not Exclude Juveniles

Capital Punishment Should Not Exclude Juveniles In August of 2000, three year old Damion was suffocated after several attempts by his five-year-old sister and her six-year-old friend to kill him. When the police talked to the two girls, they concluded that it was an intentional murder, but under California state law, "children under the age of 14 can be charged only if there is 'clear proof that at the time of committing the act... they [knew] its wrongfulness." With no witness to the crime, the police only had the girls' word and consequently, there wasn't enough evidence to charge the two girls with murder (Murr 32). By law a juvenile is anyone under the age of eighteen. Juvenile justice is the part of the criminal law that deals with juveniles, because they are not old enough to be held accountable for their own actions. This normally means that their parents would be charged with the crime (Schonwald). But in case of Damions' murder, California also decided that the girls were just too young, and since the parents weren't there to witness the homicide, they too were not punished (Murr 32). This made it seem like the murder of a three-year-old never really happened at all. Every state has different laws for trying young criminals as adults. The states of Vermont and Kansas provide statutory provisions for trying children as young as ten years old in an adult criminal court. In Oklahoma the age is set at seven; Nevada, eight and in Colorado, twelve (Frontline). In 1972 the United State Supreme Court struck down on every state death penalty, saying that it was "cruel and unusual punishment" and it violated the 5th Amendment. In 1976 the Supreme Court revised its decision saying that it was acceptable as long as the Co... ... News and World Report 17 Jan. 2000: 26-27 "Juvenile Justice" Frontline 2001 17 Dec. 2001 http://www.pbs.org/wgbh/pages/frontline/shows/juvenile/stats/states.html Murr, Andrew and Springen, Karen. "Death at a very Early Age: Is it a crime when a 5-and 6-year old suffocate a 3-year old?" Newsweek 28 Aug. 2000: 32 Redding, Richard. "Juvenile Forensic Evaluation Resource Center" State Transfer Laws 2000 17 Dec. 2001 www.ilppp.virginia.edu/Juvenile_Forensic_Fact_Sheets/Fact_Sheets/StateTrans.html Schonwald, Josh. "Juvenile deliquents respond to punishment just as adults criminals do, University of Chicago study shows." The University of Chicago News Office 21 Dec. 1998 5 Dec. 2001 http://www-news.uchicago.edu/releases/98/981221leavitt.shtml Wilson, Anamaria. "Lock "Em Up!: Minority youth are more likely to face trial as adults." Time 14 Feb. 2001: 68.

Cannibalism: A Human Atrocity Essay -- Cannibals Culture Cultural Reli

Cannibalism: A Human Atrocity "Cannibalism is morally wrong according to modern religion. In Christianity, it was used by God as an ultimate punishment for the disobedience of the Israelites during the siege of Jerusalem. Around the sixth century Before Christ, the prophet Jeremiah warned the Israelites of such a holy damnation: â€Å"I will make them eat the flesh of their sons and daughters, and they will eat one another’s flesh during the stress of the siege imposed on them by the enemies who seek their lives† (Barker, Jeremiah 19:9). Despite the warnings, the Israelites continuously disobeyed God and were rightfully punished. Jeremiah saw God as ultimate and threatened the ultimate crime as castigation for their sins. In Islam, cannibalism is considered haram, or one of the â€Å"carnal sins which constitute the most grave danger to man and environment† (Light of Islam). Cannibalism is one of man’s greatest betrayals to God. Cannibalism was a topic of ancient horror stories. In Greek mythology, â€Å"after Thyestes unwittingly ate the flesh of his own children, the Sun was so appalled that he turned back on his course and plunged the world into darkness† (Hodgkinson, 2001). Such an idea was haunting. In the Odyssey, Odysseus met the Cyclops, â€Å"a race of one-eyed human-eating giants† (Acadia). Cannibalism was nightmarish and represented ultimate power. In modern day, cannibalism has emerged in the most horrifying crimes. In 1991, Wisconsinite Jeffrey Dahmer was convicted of fifteen gruesome murders dating back to 1987. Dahmer raped young, ethnic men he met in bars across Milwaukee. He used the teenagers as experiments of his sexual fantasy by â€Å"drilling holes in the selected victim’s skull, then drib... ...ysterious disappearance of a Soylent Company executive (Fleischer). The idea of a depressing, anthropophagic apocalypse stuns moviegoers. Filmmakers evoke fear in their audiences by presenting cannibalism as doomful and inescapable. Cannibalism is immoral and remains the most horrifying phenomenon of mankind. The practice has been part of ancient and modern history, and is a sin according to modern religion. Ancient mythology depicts the practice as outlandish and sinister. Cannibalism has sparked much controversy in the Western world and has been widely feared by societies. Cannibalism is a mind-boggling phenomenon that is so primitive and taboo; it is ignored by society. Cannibalism is the most horrifying reality of the human culture, and mankind forever fears the prospect of unavoidably resorting to Soylent Blue, Soylent Yellow, or Soylent Green." Cannibalism: A Human Atrocity Essay -- Cannibals Culture Cultural Reli Cannibalism: A Human Atrocity "Cannibalism is morally wrong according to modern religion. In Christianity, it was used by God as an ultimate punishment for the disobedience of the Israelites during the siege of Jerusalem. Around the sixth century Before Christ, the prophet Jeremiah warned the Israelites of such a holy damnation: â€Å"I will make them eat the flesh of their sons and daughters, and they will eat one another’s flesh during the stress of the siege imposed on them by the enemies who seek their lives† (Barker, Jeremiah 19:9). Despite the warnings, the Israelites continuously disobeyed God and were rightfully punished. Jeremiah saw God as ultimate and threatened the ultimate crime as castigation for their sins. In Islam, cannibalism is considered haram, or one of the â€Å"carnal sins which constitute the most grave danger to man and environment† (Light of Islam). Cannibalism is one of man’s greatest betrayals to God. Cannibalism was a topic of ancient horror stories. In Greek mythology, â€Å"after Thyestes unwittingly ate the flesh of his own children, the Sun was so appalled that he turned back on his course and plunged the world into darkness† (Hodgkinson, 2001). Such an idea was haunting. In the Odyssey, Odysseus met the Cyclops, â€Å"a race of one-eyed human-eating giants† (Acadia). Cannibalism was nightmarish and represented ultimate power. In modern day, cannibalism has emerged in the most horrifying crimes. In 1991, Wisconsinite Jeffrey Dahmer was convicted of fifteen gruesome murders dating back to 1987. Dahmer raped young, ethnic men he met in bars across Milwaukee. He used the teenagers as experiments of his sexual fantasy by â€Å"drilling holes in the selected victim’s skull, then drib... ...ysterious disappearance of a Soylent Company executive (Fleischer). The idea of a depressing, anthropophagic apocalypse stuns moviegoers. Filmmakers evoke fear in their audiences by presenting cannibalism as doomful and inescapable. Cannibalism is immoral and remains the most horrifying phenomenon of mankind. The practice has been part of ancient and modern history, and is a sin according to modern religion. Ancient mythology depicts the practice as outlandish and sinister. Cannibalism has sparked much controversy in the Western world and has been widely feared by societies. Cannibalism is a mind-boggling phenomenon that is so primitive and taboo; it is ignored by society. Cannibalism is the most horrifying reality of the human culture, and mankind forever fears the prospect of unavoidably resorting to Soylent Blue, Soylent Yellow, or Soylent Green."

Philippines is a developing country Essay

  It can be seen in the increase of establishments, the growing number of tourists and the attraction of foreign investors and businessmen. One contributor for the country’s development is education. Many foreigners choose to study in the Philippines. They are attracted to the country’s high quality of education that comes in low prices compared to other countries. Philippines is also an English speaking country and foreigners find it easier to adapt to the warm Filipino culture because of this, survey says that there is a yearly increase in the number of foreign students with South Korea having the largest number of enrollees. The tuition fee in schools in the Philippines ranges from 700Php – 3,000Php. For foreigners, if converted to their currency, the tuition fee is cheap. But for Filipinos whose average monthly income plays around 10,000Php – 12,000Php, education is expensive. They see education as a luxury and not a necessity. In the Philippines, the quality of education varies with the financial status of the student. Most of the schools that offer high quality education are costly. Foreigners can afford it and call it low priced but an average Filipino family opts to enroll their child in a public school. In other countries, being enrolled in a public school is better because it means you have high grades. In Australia, there is only one state university. It is well funded by their government. It has state-or-the-art facilities and the teachers are of high caliber. Only students with high grades can enter this school. But in the Philippines, many state universities are established. Because of this the budget is divided to smaller amounts and is distributed to the different schools. Public schools are funded by the government thus their services, if not cheap is offered free while private schools are expensive. Their facilities also differ because private schools can afford state-of-the-art facilities and provide a learning conducive environment. On the other hand, public schools just wait for sponsorship or the government’s allocated budget which is even not enough as salary for teachers. Also, because of over-population, the teacher to student ratio in public schools is 1:60 or 1:70 in two shifts per day which is beyond the ideal 1:25 or 1:40 on one shift per day. Public schools use gyms and open spaces as makeshift classrooms where noise from pedestrians and vehicles cannot be ignored. The teachers try to adjust to  these situations and use microphones or shout. Teachers are also forced to handle two or more subjects which are even outside their specialization. This poses a threat to the quality of education they can provide to students. Public teachers are unsung heroes of the country. They are the ones suffering because of the government’s lack of prioritization. A teacher’s wage is not even enough for them to live a decent life but they still continue their profession. .

The World is Flat †Thomas Friedman

1. Do you agree or disagree with Friedman’s assessment that the world is flat? Be sure to justify your answer I agree with Friedman that technology has made the world flat. But there is another point of view disagree with Friedman stating that there are still many people that do not have access to technology and for them the world is still round.2. What are the potential impacts of a flat world for a student performing a job search? In a flat world it is far more difficult to get a job because competition will be increasing at an incredible rate. There are currently 1 billion people online in 2006. It is anticipated that 4 billion people will be online by 2010. As the next 3 billion people come online in the next 4 years competition is going to dramatically increase. But the truth is that Students can now perform a global job search right from their apartment. A student in Chicago can accept a job in Tokyo and never leave the apartment, even when the job starts.3. What can stu dents do to prepare themselves for competing in a flat world? Businesses operate using technology and understanding how business and technology relate will help them achieve success. They can use it as advantage in their completion. And they will gain more skills and learn new ideas4. Identify a current flattener not mentioned on Friedman’s list Videophones and collaboration tools allowing people to meet face-to-face even when they are in different parts of the world Technologies such as Voice-over-IP that offer a cheap alternative to traditional long-distance carriers

Oedipus Story the Illiad

Jennifer Francois Dr. Beitchman The story Oedipus the king was written by Sophocles. This play was one of the greatest tragedies of all time. Oedipus Kinds of Thebes once was praised by priest and the people of the city. The plague was struck by the people of Thebes grew sick. When the people of the Thebes, (described as the chorus) went to the priest for help, they all turned to Oedipus for their salvation. Oedipus sought for answers by sending his best man Creon to Apollo the Oracle of Adelphi. Once questioned what he was going to do about this plague, Oedipus replied to the people of the city with answers.When Creon returns, he tells Oedipus that the plague is cause by the person who killed Liaus. Creon also stated that the killer lived within the city walls. Stunned of what he heard, Oedipus pursued to take revenge on the late king. Angry on such tragedy Oedipus questions Creon real story. Scared and unsure of what fate has cast upon the city, the people searched for answers. Oed ipus called for a blind prophet named Tiresias. Tiresias knew who the murder is, but wish that he didn’t tell. Oedipus then questions Tiresias intentions for being in his presence. Was it an act of treachery?Oedipus thought. After Oedipus questions Creon and the Tiresias’s motive, Tiresias then slowly tells Oedipus about a future of blindness and wandering. Jocasta, Oedipus wife tries to advise him to disregard the prophet and his fate, Oedipus stressed sought out to find such man. Oedipus called upon the people of the city to report such man who killed the late king Laius. Determine to find the truth his cursed himself blind. (Line 265). Oedipus finds out that he is the antagonist and Jocasta the queen is his mother. Realizing he has unlocked his twisted fate he runs back to his palace.Then to find his mother, his wife hanging on a noose for she has committed suicide was a tragedy indeed. Knowing that her prophecy was true Oedipus tries to rescue he lifeless body (Lin e 1340) and then poke his eyes making him blind. Begging Creon to kill him, Oedipus leaves exile from the city of Thebes. To conclude, the story of Oedipus the King described Oedipus fate which was to kill his father and marry and have children with his mother. However, it was his freewill that led him to this fate. His arrogant, aggressive, and stubborn personality pushed him right down a path that complied directly with his pre-intended fate.I admire for Oedipus for as a strong character to protect the city he once fought for he had cursed himself. Even though he was hinted by the prophecy, he wanted to avenge the late King Laius. Although unraveling his fate cost him his Wife/mother and his own blindness, he found his answer. I feel sorry when Oedipus discovers his mother hanging herself in the palace. It was almost in shock for as she did not want his fate to come out. The story of the Iliad has been astonishing. Filled with aggression, Love and Drama, the author creates excitem ent by starting in the middle of an epic story.Agamemnon takes the daughter of Chrysies and then releases her once the priest prays to Apollo to send plague against the Achaeans. Starting off in the middle of the Trojan War, Agamemnon and Achilleus battle Greek against Trojan. Agamemnon a strong powerful Greek takes Achilleus prize Briseis. Even though Achilleus gives her up, he becomes so enraged that he refuses to fight any more. That and he prays to his mother, Thetis, who happens to be a Sea Nymph, to pull some strings with the other gods so that the Achaeans will start getting defeated in battle and realize how much they depend on him.When Achilleus cries out to his mother Thetis, she gives him a choice. Achilleus could either to live a long life shameless or a short with glory. Thetis she felt her son sorrow. With Thetis requesting her son’s wishes to win honor for him, she waits to Zeus god of gods to come back to olympos. The next day in the morning, the author vividl y describes Thetis form as she emerges from the sea waves to find to find Kronos as speak to him. (Line 496-500) Thetis requested the Trojans to win to create honor for Achilleus as she did a favor for Zeus before.As read in the book Iliad, a lot of body language was used vividly to express Zeus and Thetis communication. For instance (line 528-530), Zeus nodding his head as a secret code to Thetis saying yes because he was going against his wife who favored the Greeks. Also in book 22, the death of Hektor was theatrical. Within a few lines as the reader I understood hector’s thoughts. Using internal monologue I had a better understanding of what hector was thinking. Athena tricks Hektor into believing that he will have help against Achilles.Trying to fight Achilles the leader of the Greeks army Hektor mom pleads for him not to battle Achilles. She expresses her love for him by telling him how she used to lay his head upon her breast to comfort him. (Line 80-85) Although Zeus is tempted to save him his daughter Athena doesn’t allow it. Athena disguised as his ally Deiphobus convinces Hektor that he could beat Achilles. Hektor tries to make Achilles promise to treat his body with respect if he dies. With Achilles furious he refuses. Only to betray him, Achilles hits him with a spear through his throat.Hektor slows dies and begs Achilles to return his body to his family for a proper burial but Achilles refused his request. Achilles only returned his body to the Trojans and let the dog’s scavenger his remains. To conclude, in the book Iliad which included tragedy between the falls of the Trojans, there was much room for empathy from Achilles mother was expressed her sorrow from her loved son. I also felt sorry after Hektor died he left his wife Andromache and the King Priam to witness the devastation.

Traveling

Travelling Every day hundreds of people travel from one place to another. They travel to work, to school, or on business. Many people travel for pleasure and traveling has recently become one of the most popular hobbies. Traveling is also an interesting way of spending holidays. In every season of the year the airports, railway stations, seaports, and bus stops are full of people traveling for long or short distances. PLANE When people travel a long distance they usually travel by air.Travelling by air is exciting, fast, comfortable, relatively safe but rather expensive. In the 20th century it became one of the most important means of transport. It takes nearly 6 hours by plane to get from the western to the eastern coast of the U. S. A. There are several American Airlines, all of them private. They include the most popular and biggest airline companies such as the Pan American, Delta†¦ When people choose to travel by plane they usually go or phone to the airlines or travel agen cy to get information about flights.At the airport the passengers traveling with international or intercontinental airlines have to show their flight tickets and passports. An official weight their luggage can take only 20 kg. The passengers must also go through the customs. Then the passengers can go to the waiting room. In the plane the stewardess shows them their seats. Before the aircraft moves, the notices flash up „Fasten Your Safety Belts† and „No Smoking†. During the flight the stewardess offers the passengers some meals, drinks, cigarettes and sweets.The passengers can also read magazines. TRAIN Traveling by train is the most common form of travelling. In our country trains are used daily by many people to and from work or school. They are cheap, less polluting, safe but not very clean and comfortable. Fast trains are more comfortable for longer distances. They do not stop at every station. There are also a sleeping car and the dinning car in fast tr ains. Coaches are buses for long distance travelling. They are fast, comfortable and the prices of tickets are quit reasonable.During holidays the travel agencies offer many coach trips to the mountains or seaside resorts. CAR Many people sat, that car is the most comfortable mean of travelling and seeing places. Others think it is just a necessity because it is quicker than public transport. But for many people motoring is a pleasure. They enjoy driving a car at a high speed and do not think of the dangers of fast driving. The cars are comfortable and quick, but they are not safe and are rather expensive.In spite of that the number of cars on our roads and highways grows higher and higher every year. The growing number of cars is a danger not only for people but also for environment of the country. BIKE Many young people of all countries of the world like travelling by bike. Some go to school by bike; others prefer cycling as a sport or a hobby. In recent years many young people go for holiday trips by bike which is healthy and exciting. This type of travelling depend much on weather and therefore summer is the best season for cycling tours.