Bycatch Overfishing Regulations And Recovery Environmental Sciences Essay

One of the most urgent issues impacting piscaries today is finding methods of cut downing by-catch and keeping sustainable stocks. In this paper the author will try to specify by-catch and discourse the Torahs regulating the pattern. The author will besides discourse the commercial and recreational parts to the province of duress of the ocean Waterss. Fishing patterns and methods of cut downing the sum of by-catch will besides be discussed. Without the cooperation of fishermen, province, federal, and world-wide authoritiess many species of water bird and fish will non last. Harmonizing to McCaughran by-catch is that ‘portion of the gimmick returned to the sea as a consequence of economic, legal or personal considerations, plus the maintained gimmick of non-targeted species ‘ ( McCaughtan 1 ) . Bycatch are fish, water bird, or Marine mammals that are caught by the way in all types of piscary cogwheel. They are caught because they are unable to travel fast plenty to get away or they may be attracted to the come-on. There are many marauders in the ocean but we are the most unsafe marauders in the H2O. We are unsafe because â€Å" we are limited merely by the bounds we set ourselves † ( Hinman 3 ) . We choose non to put bounds for ourselves that insure the sustainability of our oceans therefore these criterions must be set for us. These bounds are set so we can avoid the â€Å" calamity of the parks † ( Wallace 1 ) . Puting these bounds is the duty of the National Oceanic and Atmospheric Administration ( NOAA ) and the National Mar ine Fisheries Service ( NMFS ) . The Magnuson-Stevens Fishery Conservatory Act in 1976 created eight councils to rede NMFS on regional issues on piscary direction. The jurisprudence claimed the Waterss within 200 stat mis of the seashore as the ownership of the United States but it neglected to set up any control over overfishing or habitat loss ( Safina ) . This act was amended in 1996 to include home grounds and overfishing. On January 6, 2004, a concluding regulation was submitted that stated: â€Å" National criterion 9 ( NS9 ) of the Magnuson-Stevens Fishery Conservation and Management Act, as amended by the Stainable Fisheries Act requires that fishery direction programs include preservation and direction steps that shall, to the extent operable, minimise by-catch and to the extent by-catch can non be avoided, minimise the mortality of such by-catch. Implementing by-catch decrease device ( BRD ) demands for the eastern Gulf of Mexico would lend to run intoing that demand † ( Federal Register 2004 ) . An extra amendment was added in 2007 that requires that one-year gimmick bounds and Marine protected countries ( MPAs ) be established ( NOAA Economics ) . The Sustainable Fisheries Act requires that when a stock does non run into the sustainable output a compulsory recovery program which includes a list of overfished species must be proposed ( Safina ) . Some of the reforms have been met with resistance by fisherman and with optimism by environmentalist. Fishermans sometimes stand to lose money with the execution of new regulations and ordinances. The commercial fishing industry in 2007 was estimated to be a $ 28 billion a twelvemonth industry. An extra $ 25 billion a twelvemonth was spent on recreational Marine fishing and activities ( NOAA Economics ) . The mark and by-catch species depends on where you are in the universe. What may be the mark species in the Gulf of Mexico may be the by-catch species in other countries. As new engineering has been introduced into the fishing industry more fish have been caught utilizing gillnets, bag Seines, long lines, runt spiller and other methods. Fig. 1. Most seafood in the U.S. is caught utilizing cyberspaces dragged behind boats, such as bag Seines, spiller and dredges ( NMFS, 2009 ) . This cogwheel enabled fishermen to catch the mark species and anything else in the Waterss. In 1994 the estimated by-catch was 19.9 and 39.5 million dozenss of cast-off fish. A new estimation 10 old ages subsequently utilizing a new methodological analysis was much lower at 7.3 million dozenss. The cast-off sum is approximately 20 % to 25 % of the entire crop ( Wui 1 ) . These Numberss show that a big part of the universe gimmick is discarded ( Davies et Al. 205 ) . By-catch can besides be defined as â€Å" that portion of the gaining control that is discarded at sea, dead ( or injured to an extent that decease is the consequence ) † ( Hall 206 ) . Catch may be discarded because of size, species, sex, or mortality. Other grounds are the gimmick may non be the right species, the quota has been reached, or they may be an illegal gimmick. The runt spiller piscaries show the greatest sum of by-catch. These Numberss differ depending on the beginning and the method of computation. Some estimate the Numberss to be every bit high as 35 % for the universe gimmick ( Baum ) . Bycatch consist of sea polo-necks, juvenile species of ruddy center, Spanish mackerel, topographic point, croaker, beams, bluish pediculosis pubis and many other species. In the 1970 ‘s the ratio of by-catch to shrimp was 10 lbs bycatch to one lb of runt. Bycatch decrease devices ( BRDs ) have been mandated on runt spiller in the Gulf of Mexico. A BRD allows finfish and other by the way caught beings to get away. From 1992 to 1994 there was a decrease of four lbs of by-catch to one lb of runt ( Robert ) . Shrimp spiller besides have turtle excluder devices ( TED ) fitted in them to let sea polo-necks to get away. Data shows that with these devices in the runt trawls the sum of some by-catch has been significantly reduced ( Robert ) . The devices have allowed a partial recovery of ruddy center, Spanish mackerel, king mackerel, and Atlantic croaker ( Louisiana Fisheries ) . Fig. 2. Two versions of runt spiller with BRDs. ( Fuls 16-18 ) Bycatch is inevitable, even with the usage of BDRs. Data shows that there have been around 450 taxa documented as incidental gimmicks in shrimp spiller. Attempts have been made to diminish the mortality of by-catch. One scheme was to integrate a fish oculus in the cyberspaces to let for fish flight. Fishermans besides could better the handling and release of the gimmick. The runt spiller is a type of cogwheel that continues to be studied and improved.Species – English NamePercentage of Total CatchLongspined scup 15 Brown runt 9 Atlantic croaker 9 Inshore lizardfish 6 Pink runt 3 Gulf butterfish 3 Lesser blue crab 2 White runt 2 Longspined swimming crab 2 Brown stone runt 2Table 1 – Top 10 species found in Gulf of Mexico runt spiller gimmicks ( Clucas 6 ) .Another type of angling cogwheel that continually produces high Numberss of by-catch is the different types of gill cyberspaces or miring cyberspaces. Driftnets have been called the â€Å" walls of decease † because big Numberss of non-target fish, marine mammals and sea birds become entangled in them ( Hinman 3 ) .Fig. 3. Beginning: Drift Net ( FAO-Fish 222 ) .Drift cyberspaces come in all sizes and lengths but the United Nations banned cyberspaces over 1.5 stat mis long in 1993, Data has shown that they catch legion mahimahis, sea polo-necks, and other blowers. There mark species is normally swordfish in the Atlantic but they besides catch tunas and sharks. Other finfish such as ocean sunfish, bluefin, giants, tuna, beams and others are besides caught by longlines. When animate beings are entangled in these cyberspaces it is about ever fatal. Some cyberspaces have pingers attached to alarm unsuspicious quarry ( Martin 213 ) . Although some net fishing is still used the drift net piscary has been closed since 1996 ( NMFS 54 ) . Fig.4 Longline fishing cogwheel. The usage of longlines allows fishermen to catch a assortment of species. The come-on from the lines attracts sea birds, polo-necks, and other species of fish. Many ocean birds eatage in countries where there are longline piscaries. The millstone has seen a diminution in population due to being caught on longline maulers. Longlines may be two or more stat mis long and have 100s of baited maulerss. These lines may travel unbridled for 24 hours ensuing in a high mortality rate for the gimmick. Once the birds are caught there is no manner for them to get away. Since they reproduce late in life and have a low fruitfulness they have become a threatened species ( Lewison 743 ) . The millstone has experienced a lessening in population due to longlines ( Hall 214 ) . It is hard to quantify the loss of millstone due to a deficiency of an perceiver plans. Other beings are affected by longlines. The sum of cast-off species in longlines in 1996 was estimated to be † 196.6 metric dozenss of bluish marlin, 67.6 metric dozenss of white marlin, and 71.6 metric dozenss of sailfish † . ( NOAA 54-55 ) . The grounds for high Numberss of by-catch are that the gimmick may non be the targeted species, it may be an illegal gimmick or it may non run into the legal size. The swordfish population has become stressed because of cyberspaces and longlines. In 1996 there were 579 dozenss of swordfish discarded. The Atlantic gar, a prized diversion fish, is frequently the by-catch of longlines. NMFS has enacted a program that protects this fish. The leader of a vas that hooks a billfish must let go of the fish every bit shortly as possible without taking the fish from the H2O ( NOAA 54 ) . One can non discourse by-catch without discoursing overfishing. Overfishing is the procedure of taking fish faster than they can refill themselves ( Gulfbase ) . The utmost sums of by-catch leads to overfishing. If the sum of by-catch is non reduced so stocks will go overfished. In many countries attempt decrease of the targeted and nontargeted species is attractive ( Wui 2 ) . The ruddy center may non retrieve unless there are bounds placed on the shrimping industry ; because the juvenile ruddy center is the by-catch of runt spiller ( Wallace 84 ) . Bycatch decrease must be taken earnestly by the universe population. An country of concern in the subject of by gimmick and overfishing is that of the megafauna. Much of the megafauna by-catch has no economic value and has a high mortality rate. Having no manner to find the figure of beings that are being discarded, these stocks can worsen over clip without sensing. ( Lewison 588 ) . Leting the continued decrease in figure of anchor marauders such as billfish, sharks, bluefin tuna, bluish marlin, and swordfish will doubtless change the nutrient ironss. With fewer marauders there will be more quarry in the nutrient web. Harmonizing to Pauley if this continues we could see the prostration of some piscaries ( Hinman 2 ) . Alternatively of seeking to pull off one species the full ecosystem needs to be managed. We seem to be concerned about the big animate beings and non the animate beings they feed on. The remotion of one tropic degree will impact all degrees. Removing the larger and older species that by and large have a long lifetime and reproduce tardi ly in life will hold a annihilating consequence on the nutrient concatenation. Attempts are being made to seek to cut down the sum of by-catch in the fishing industry. Many fish would hold a higher endurance rate if they were released at a deepness related to their normal home ground. Fishermans are maintaining day-to-day logbook studies, utilizing unit of ammunition hooks alternatively of the traditional maulers, and utilizing pingers on cyberspaces. Other attempts proposed are to set up no-longlining zones, limit the figure of maulers allowed, and count dead discards against the fishermen as an inducement for set downing allowances ( Hinman 4 ) . Practices suggested to protect water bird would be to attach streamers to the lines to discourage the birds and weight the lines to increase the sink rate and carry the line deeper in the H2O ( Martin 214 ) . There have already been 1700 Marine Protected Areas established in the Waterss of the United States to protect threatened species. The issues covering with by-catch and overfishing are legion. There are groups who oppose ordinance and groups who realize that without Torahs the piscaries will vanish. Even though some ordinances will impact the income of the fishermen, without ordinance at that place will non be piscaries. It is sad to read about the sum of cast-off by-catch. There are some states that utilize about all of their gimmick. As other nutrient beginnings become depleted and the universe population continues to turn, I am certain other states will happen utilizations for their gimmicks therefore extinguishing by-catch.

Philosophies of Education Essay

There are many different educational philosophies that have developed over the years. Some of these philosophies are teacher-centered and some are student-centered, but they all have the same goal, and the goal is to provide students with the best education possible. The following is a list of educational philosophies and their basic ideas. 1. Perennialism- is a teacher centered philosophy that focuses on the values associated with reason. It considers knowledge as enduring, seeks everlasting truths, and views principles of existence as constant or unchanging. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students’ growth in enduring disciplines. 2. Essentialism- is a teacher centered philosophy that believes there is a common set of skills and knowledge that educated people should have. It focuses on respect for authority, developing sound habits of the mind, and training in fundamentals. Essentialism is similar to perrenialism. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out there–and â€Å"the basics†or â€Å" back to the basics,† training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. Students should be taught hard work, respect for authority, and discipline. Consisting of discipline subject. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. Early in the 20th century, essentialism was criticized as being too rigid to prepare students adequately for adult life. 3. Progressivism- is a student centered philosophy that believes that ideas should be tested by experimentation, and learning comes from finding answers from questions. This philosophy values the scientific method of teaching, allows individuals to have their own beliefs, and promotes the interaction of students as valuable to the learning process. (learning by doing things). Create independent thinking,self expression and activity in the learner. Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who make meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one comes to know. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority. 4. Reconstructionism/Critical Theory- is another student centered philosophy that promotes world social progress, focuses on world events, controversial issues, and developing a vision for a new better world. This philosophy is associated with pragmatism and essentialism. Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression. Rather than â€Å"teaching as banking,† in which the educator deposits information into students’ heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world. For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and bringing the world into the classroom are also strategies. 5. Eclecticism- is a conceptual approach that does not hold rigidly to a single paradigm or set of assumptions, but instead draws upon multiple theories, styles, or ideas to gain complementary insights into a subject, or applies different theories in particular cases. It can be inelegant, and eclectics are sometimes criticized for lack of consistency in their thinking, but it is common in many fields of study. For example, most psychologists accept parts of behaviorism, but do not attempt to use the theory to explain all aspects of human behavior. A statistician may use frequentist techniques on one occasion and Bayesian ones on another. An example of eclecticism in economics is John Dunning’s eclectic theory of international production. 6. Existentialism – Student centered. If you are existentialist, subject matter is a personal choice. They focus on the importance of the student than the subject matter or curriculum. Man’s freedom. Man is nothing else but what he makes of himself. Such is the first principle of existentialism. ‘ ‘ †¢ Jean Paul Sartre Existentialism as an Educational Philosophy Existentialism rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Instead, individuals are responsible for determining for themselves what is â€Å"true† or â€Å"false,† â€Å"right† or â€Å"wrong,† â€Å"beautiful† or â€Å"ugly. † For the existentialist, there exists no universal form of human nature; each of us has the free will to develop as we see fit. In the existentialist classroom, subject matter takes second place to helping the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions. The teacher’s role is to help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the whole person, not just the mind. Although many existentialist educators provide some curricular structure, existentialism, more than other educational philosophies, affords students great latitude in their choice of subject matter. In an existentialist curriculum, students are given a wide variety of options from which to choose. To the extent that the staff, rather than the students, influence the curriculum, the humanities are commonly given tremendous emphasis. They are explored as a means of providing students with vicarious experiences that will help unleash their own creativity and self-expression. For example, rather than emphasizing historical events, existentialists focus upon the actions of historical individuals, each of whom provides possible models for the students’ own behavior. In contrast to the humanities, math and the natural sciences may be de-emphasized, presumably because their subject matter would be considered â€Å"cold,† â€Å"dry,† â€Å"objective,† and therefore less fruitful to self-awareness. Moreover, vocational education is regarded more as a means of teaching students about themselves and their potential than of earning a livelihood. In teaching art, existentialism encourages individual creativity and imagination more than copying and imitating established models. Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly. Although elements of existentialism occasionally appear in public schools, this philosophy has found wider acceptance in private schools and ill alternative public schools founded in the late 1960s and early 1970s. 7. Naturalism- ‘’Back to Nature† slogan. Naturalism emphasizes ‘Matter and Physical world. Aim to unfold the child potential. We are born weak, we need strength; helpless, we need aid; foolish, we need reason. All that we lack at birth, all that we need when we come to man’s estate, is the gift of education. ~Jean Jacques Rousseau Naturalism as a philosophy of education was developed in the 18th century. It is based on the assumption that nature represents the wholeness of reality. Nature, itself, is a total system that contains and explains all existence including human beings and human nature Education must conform to the natural processes of growth and mental development. This root principle, already touched upon, stems from a concern to understand the nature of the child and follows from naturalism’s conception of the pupil. It is the make up of the learner that determines the character of the learning process, not the designs of teachers of the learner or there simply will be no learning. Education should be pleasurable; for children have a good time when they are doing things which the present development of their physical and mental equipment makes them ready to do. This readiness for specific kinds of activity is evidenced by their interest. Consequently, interest in a subject and interest in ways of doing things are guides to parents and teachers, both as to subjects of study and methods of teaching for which children have a natural readiness at any given stage of development. Education should engage the spontaneous self-activity of the child. As already noted, the child educates himself in great measure, most of his knowledge is base on what he discovers in his own active relations with things and people. Especially is this the case with our perceptions, developed almost completely by our own unconscious efforts in early childhood but constituting the machinery for a high percentage of our adult experiences. Adults are foolish, therefore, if they do not use this native self-activity as an ally in their teaching. The way to do this, Spencer advised, is to tell the learner as little as possible and induce him to discover as much as possible. The teacher’s role is to remain in background. The natural development of child should be stimulated. Since, Nature is considered to be best educator, According to naturalists the teacher is the observer and facilitator of the child’s development rather than a giver of information, ideas, ideals and will power or a molder of character. 8. Realism – Teacher centered. Slogan,â€Å"Things rather than words†. And according to Realism the external world of objects is not imaginary. It really exists, â€Å"Our experience is not independent but determines reaction to the external objects. Experiences are influenced by the external world which has real existence. † (Dr. Pandey Ram Shakal. The teacher is more focus to the lesson rather to the child. ( That’s the reality). Subject: Math and Science. 9. Idealism- is a philosophical approach that has as its central tenet that, ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty and justice that is enduring and everlasting, the focus is on conscious reasoning in the mind. The aim of education is to discover and develop each individual’s abilities and full moral excellence in order to better serve the society. Deals with â€Å"mind and self†. Developing child potential. Ex. If a child is good in reasoning encourage him/her to develop that. In idealism, no comparison only encouragement. 10. Pragmatism- â€Å"Pragmatism is a temper of mind, an attitude, it is also a theory of the nature of ideas and truth and finally it is a theory about reality. † William James â€Å". Pragmatism is essentially a humanistic philosophy, maintaining that man creates his own values in the course of activity that reality is still in the making and awaits its part of completion from the future, that to an uncertain able extent our truths are manmade products. Method of teaching: This school of philosophy favours project method and consider it active and dynamic. Through this method the child learns by his own activities and experiences. The teacher only guiding and suggesting wherever and whenever there is necessity for such help. They believe learning by doing. They oppose bookish knowledge and condemn those methods which promote knowledge which is not useful. Teacher: works as a friend and guide to the children. The teacher comes in close contact to the children to know their interest and understanding regarding the conditions of changing society. The teacher puts in front of the students problems which are interesting and students are expected to solve it. 11. Constructivism- is a student centered philosophy that emphasizes hands on learning and students actively participating in lessons. Constructivists believe that students should be able to discover lessons on their own through hands on activity because it is the most effect way of learning and is considered true learning. Von Glasersfeld describes constructivism as a â€Å"theory of knowledge with roots in philosophy, psychology and cybernetics†. In the constructivist perspective, knowledge is constructed by the individual through his interactions with his environment. Learning is an active process. Students are actively engaged and are responsible for their learning. 12. Humanism- is a student centered philosophy that focuses on enhancing ones innate goodness, rejects the idea of group-oriented education, and upholds the idea of enhancing individual development. This philosophy also believes that students should be actively involved with their education on all levels, and students should be able to make choices about what they will be learning. To live life to the fullest Humanism focused on creating people who would be ideal citizens in whatever domain their work lay and would be able to speak persuasively to encourage those around them to a moral life; thus, students pursuing humanist studies were instructed from historically important works of poetry, history, grammar and rhetoric. 13. Behaviorism – is a teacher centered philosophy that is closely related to realism. This philosophy focuses on human behavior as a reaction to external stimuli, and believes that changing the environment can change misbehavior. Educational behaviorists are more interested in managing behavior in an attempt to better educate students and maintain a classroom environment conducive to the learning of each individual student. Educational behaviorists have developed systems of rewards and punishments in order to achieve academic success. He found a very strong effect from rewards but also discovered that punishment was a less effective means for control of behavior (Pulliam & Patten ). Teachers began to rapidly accept these laws of learning, and found them to be highly useful devices for classroom instruction Watson made the following statement: Give me a dozen healthy infants, well formed, to bring them up in any way I choose and I’ll guarantee you to take any one at random and train him to become any type of specialist I might select doctor, lawyer, artist, merchant-chief, and yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. Watson made it very clear that he believed that behavior could be altered, modified, and controlled by using forms of reinforcement. Reinforcement was one of Skinners most important behavioral concepts. Reinforcement is the affect of reward on a response that the strengthening produces it, to the reduction of physiological need. Often times the word reinforcement is mistakenly substituted by the word reward. It is important to realize that these two words are not the same. Rewards may or may not strengthen behavior. Robert Nye, author of The Legacy of B. F. Skinner, gives the following example to clarify this misconception: A teenager may behave contrary to his parents, wishes despite the fact that they heap rewards (a car, money, freedom, and so on) on him. This example exhibits parents who are giving rewards to their son, but they are not reinforcing his desirable behaviors. Skinners definition affirms that reinforcement does strengthen behavior, and reinforcement occurs only if what is being done has that effect. Therefore, rewards may or may not strengthen behavior. In operant conditioning there are two types of reinforcement: positive and negative. Positive reinforcement is a response strengthened by the addition of something (positive reinforcer) to the situation. A child behaving to earn parental approval is an example of the effects of positive reinforcement. The parental approval is the positive reinforcer. Behaviors can also be strengthened by negative consequences. Negative reinforcement occurs when a response is strengthened by the removal of something (negative reinforcer) from the situation. Negative reinforcement should not be confused with punishment; it does refer to a process in which behavior is strengthened. Without even realizing it, teachers condition students to do things, such as stand in a straight line or to be quiet, by giving looks and/or punishments. Teachers often use the theories behind behaviorism to drive behavior plans for emotionally disturbed students. These step-by-step plans include rewards (or punishments), which condition students to achieve specific patterns of behavior. These plans are designed so that when the student performs a desired behavior, the student is rewarded with tokens or points. The students are then able to trade these tokens or points for prizes, food, playtime, or other rewards. Critics disagree with this type of extrinsic reward; however, Skinner believed that this may be necessary when other methods do not motivate the students. Skinner also believed that since teachers are conditioning most of the time, they should learn how to do it more effectively (Ozman & Craver 213). 14. Analytic- The term â€Å"analytic philosophy† can refer to: A broad philosophical tradition[2][3] characterized by an emphasis on clarity and argument (often achieved via modern formal logic and analysis of language) and a respect for the natural sciences. The more specific set of developments of early 20th-century philosophy that were the historical antecedents of the broad sense: e. g., the work of Bertrand Russell, Ludwig Wittgenstein, G. E. Moore, Gottlob Frege, and the logical positivists. – is used to described philosophy that proceeds via analysis- broadly, by seeking to understand the composition of its subject matter (or concepts of that subject matter) out of simple (or simpler) components. 15. Positivism- is a teacher centered philosophy that rejects intuition, matters of mind, essences, and inner causes. This philosophy relies on laws of matter and motion as valid, and bases truth on provable fact. It is also known as logical positivism. 16. Scholasticism- students were encouraged to face apparent contradictions in the things they were being taught, and find a consensus between teachings that seemed to oppose each other. They were expected to use their reason and experience — in combination with knowledge that was accepted on the authority of church fathers and teachers — to make their arguments. Scholasticism attempted to reconcile Christian teachings with one another, as well as with such philosophies as Aristotelianism and Neoplatonism. –(debate). Scholasticism focused on training people who would work as theologians, lawyers or doctors, and thus used works of theology, philosophy, medicine and law as a basis for study. 17. Postmodernism- The heart of postmodernism is the view that reality cannot be known nor described objectively. This contrast to the modernist view that says reality can be understood objectively. Postmodernism seeks to correct the imbalances of modernism. It reminds us that we do not possess an unlimited potential to understand and change the world for our own purposes. Ex. Under modernism, the prevailing theory of truth was known as the correspondence theory of truth. That is, something was felt to be true in so much as it corresponds to objective reality found in the world. The correspondence theory of truth caused people to believe that scientific truth equals absolute truth. Postmodernism corrects this by denying the equivalency between scientific truth and absolute truth. All scientific conclusions are now understood to be tentative simply because no one has ever made the infinite number of observations required to learn if there are any exceptions. So, postmodernism corrects modernism by helping us to understand the limits of our reasoning ability and knowledge. But postmodernism then presses things too far. Postmodernism rejects certain ideas of history. Generally refers to a form of contemporary culture, such as art and architecture. It is a style of thought which is suspicious of classical notions of truth, reason, identity, and objectivity. According to Elkind, Postmodernism venerates language rather than thought and honors human diversity as much as it does human individuality.

Retail Service Quality Scale Essay

To contextually fit the retail industry, Dabholkar et al. (1996) developed Retail Service Quality Model (RSQS). Based on SERVPERF, RSQS includes 28-item scale, of which 17 items are from SERVPERF and 11 items are developed by qualitative research. The Retail Service Quality Scale composes of 5 dimensions, namely: (1) Physical aspects (2) Reliability (3) Personal interaction (4) Problem-solving (5) Policy According to Dabholkar et al. (1996), retail service quality had a hierarchical factor structure which comprised of five basic dimensions (see Figure 4). Figure 4: The proposed hierarchical structure of retail service quality Source: Pratibha A. Dabholkar et al (1996), p. 6 26 The detail explanations of the dimensions are: 1. Physical aspects – includes functional elements like layout, comfort and privacy and also aesthetic elements such as the architecture, color, materials and style of the store. 2. Reliability – a combination of keeping promises and performing services right. 3. Personal interaction – the service personnel being courteous, helpful, inspiring confidence and trust in customers. 4. Problem-solving – the handling of returns and exchanges as well as complaints. 5. General Policy – a set of strategies, procedures and guiding principles which the store operates under such rules as high quality merchandise, convenient operating hours, availability of parking spaces and payment options. Physical aspects: Physical aspects of retailer include equipment and fixtures, physical facilities, materials associated with store’s service, convenience of physical facilities and layouts. In addition to the appearance of the facilities, it also takes into account the convenience offered the customer by the layout of physical facilities (Berry 2004) Bitner (1992) refers to physical/technical enablers using the term â€Å"servicescape† (a combination of service and landscape), including ambient conditions (temperature, air quality, and noise), space and function (layout, equipment, and furnishing), and signs and symbols (e.g. signage, style of decor, and personal artifacts). Thus, physical/technical products or attributes are necessary dimensions when creating the conditions for a service experience (Bitner, 1992, p.61). The retail store atmosphere also has been shown to have a positive influence on consumers’ patronage intentions (Baker et al., 1993). We expect this linkage in our study as well. Atmospheric cues consist of ambience, design, and social factors (Baker, 1986, p. 24). According to research of Arun Sharma and Thomas F. Stafford (2000) store atmospherics can enhance customers’ quality perceptions, which lead, in turn, to higher levels of persuasion. Thus, store environments have become an increasingly important method of retail positioning (Levy and Weitz, 1995, p 105). The environment of a store is an important part of the shopping experience. The environment is offered by a store can influence consumers’ decision to visit the store (Kotler, 1973, p.48), and the retail environment can guide consumers’ inferences about merchandise, service quality, and enjoyment at the store (Mehrabian, 1974; Zeithaml, 1988). Reliability: Reliability of retailers includes keeping promises to do something, providing right service, available merchandise and error-free sales transactions and records (Mehrabian, 1974; Zeithaml, 1988). 27 Personal interaction: The personal interaction dimension of retailers includes employees having knowledge to answer questions, inspiring confidence, providing prompt service, willing to respond to customer’s requests, giving customers individual attention, showing consistent courteously with customers and even treat customers properly on the phone (Mehrabian, 1976; Zeithaml, 1988). The role of interpersonal interaction in influencing customer satisfaction has been recognized in prior literature on services marketing (Ndubisi, 2007, p. 830). In contrast, for a business delivering service in interactive encounters with customers, â€Å"personalization† emerges as the most important determinant of perceived service quality, and of customer satisfaction and other patronage indicators (Lassar, 1995, p. 12). Thus, an important factor in retail store loyalty is interpersonal relationships between retail salespeople and customers (Macintosh and Lockshin, 1997, p.487-488). Problem-solving: Problem solving addresses handling of returns, exchanges and complaints. The problem solving dimension of retailers includes: willingness of retailers to handle returns and exchanges, sincere interest in problem and handling customer complaints directly and immediately (Mehrabian, 1974; Zeithaml, 1988). General policy: This dimension captures aspects of service quality that are directly influenced by retailers’ policy. It includes high quality merchandise, convenience of parking and operating hours as well as accepting major credit cards. Intangibles can also reflect the specific norms and values of a company, e.g. its codes of conduct and corporate narratives (Edvardsson and Enquist, 2002, p. 115). The importance of interactions between the service and its customers is well recognized within the s ervices marketing literature and they are known as ‘moments of truth’. Each moment of truth is an opportunity for the customer to evaluate the quality of the service that he or she is provided with (Duy Nhat at al, 2007, p.16). Processes that lie to the left of the line of visibility represent the back office mechanisms required to deliver the service to the customer. These processes also have an important effect on the perceived quality of the service (Lings, 1999, p. 454). RSQS has been used by some researchers in measuring service quality in certain types of retailers such as department stores, supermarkets and discount stores. Retail Service Quality Scale (RSQS) had been successfully adapted and validated in a retail store environment. A retail store experience involves more than a non-retail service experience in terms of customers negotiating their way through the store, finding the merchandise they want, interacting with several store personnel along the way, and returning merchandise, all of which influence customers’ evaluations of service quality (Mehrabian, 1974; Zeithaml, 1988). . The Retail Service Quality Scale (RSQS) scale provides information on how the customers (both internal and external) perceive the quality of the service with which they are provided. Where the customer is not satisfied with the service, information 28 from the Retail Service Quality Scale (RSQS) measures can be used to create specific targets for the supplier (Lings, 1999, p. 456).

The Capitalist System and Human Greed in Wall Street (1987) Essay

The Capitalist System and Human Greed in Wall Street (1987) - Essay Example Bud becomes an insider trader and involves himself in illegal activities, so that he could give vital information to Gekko. This essay analyzes the elements that Stone used to depict the film's theme. Stone used plot, character development, and editing style to depict the theme that the capitalist system has its excesses, but individual greed is still to be predominantly blamed for the system's immoralities. The capitalist system has a propensity for greed, because of its focus on material wealth as an end itself. The capitalist focuses on material wealth as an end itself, thereby treating other human beings as means to an end. Stone's plot started with the capitalist system's external features, such as buildings and workers. He used establishing shots too in Gekko's office to demonstrate his power and wealth. His office is filled with computers and expensive furniture and painting to underline his amassed wealth as a Wall Street player. Later on, the plot builds to the climax throug h depicting the showdown between Gekko and Bud. Bud ensures that Gekko loses Bluestar to his rival Sir Lawrence Wildman (Terence Stamp). Gekko takes revenge and whistles to the police about Bud's insider trading activities. The resolution of the story says that it does not help to treat people as means to an end only. To highlight the composition and implications of the capitalist system, Stone employed both standard and non-standard editing styles. He used standard editing to show the continuity of human greed. Stone employed dissolves to establish the setting of the film, where workers are shown first and then the skyscrapers. The dissolve transitions illustrate the illusion of material wealth and how it affects workers, the main developer of capital growth. Stone also employed a long shot to establish the setting of stockbrokers in Jackson Steinem & Co., a local Wall Street stock and trading firm. Young and old stockbrokers are talking about companies and hinting on their long-st anding careers that may or may lead to financial success or not. In addition, the capitalist system teaches people to pursue materialistic goals, but they still have a choice, if they want to change the system from within. Stone uses cut-in and cut-away to demonstrate that despite people who are jam-packed in the elevator, as they are also packed into the capitalist system, they remain isolated from each other. They are isolated because of their individual goals. In addition, Stone also used deviations in editing to emphasize the theme of human greed. For instance, he used a montage to depict the differences in how Gekko treats Bud. In his office, cut-in, cut-away editing emphasized their differences in personality and social status. After investing in Bluestar and profiting for it, they meet in the restaurant and Stone uses the shot to both show them together. This time, they are â€Å"equals,† because of their parallels in human greed. The film also showed that the individu al can reinforce the excesses of the capitalist systems, in terms of pursuing relentless profit growth. The individual becomes a product and creator of the capitalist system. People like Bud become products of greed. Bud idolizes Gekko, because the latter makes tens of millions in his deals. He tells his father that there is no â€Å"

Pay plays a crucial role in motivating people at work. How far do you Essay

Pay plays a crucial role in motivating people at work. How far do you agree, or disagree, with this statement - Essay Example It is all very well to say that money does not matter. Actually it matters unless an individual is living in an island like Robinson Crusoe. If the person has to live in a society, with the ordinary requirements that other people have, he need to have money to have a roof over his head, to feed his family and to fulfil his and their desires and necessities. Hence, it is not possible for any person to live without money and not to appreciate its power over humans. There is nothing wrong in assuming that the most significant place at work is taken by the pay. Without pay no worker would work, unless it is a part time kind of work for charity in which he believes. Even then, he has to earn his living and no charity worker can do voluntary work full time, unless he has some other adequate income coming in. There is an important place for the pay at work and there exists a belief that pay could motivate people at work. I agree with the statement to some extent, but not fully. There are areas like Sales, where keeping people motivated without pay and incentives could be difficult. But it need not apply everywhere. Pay definitely is the source of motivation to do better work and this perhaps depends on the kind of motivation the worker is looking for. No doubt, there is an enormous impact when the minimum wage is increased; but motivation could be connected to many needs and desires. MOTIVATION "Motivation is the force that energises, directs and sustains behaviour" http://community.ocr.org.uk/core/community/public/download_filerid=202 Motivation is connected to Reinforcement Theory, Need Theory and Cognitive theories. Reinforcement could be different things to different people and cannot be applied to all. Need theory has fallen short of expectations and cannot be applied everywhere. "Research has not found much support for the theory and application of the theory to motivate workers in the workplace has fallen short of expectations. The main asset of Maslow's theory is its humanistic appeal: it projects the idea that many human needs are bound up with work, not just the need for a pay cheque as earlier theorists proposed," (ibid). But according to cognitive theories like Equity Theory, etc., workers are motivated by a desire to be treated equitably and fairly, but research shows that this too cannot be a measuring stick. Hence, motivation cannot be generalised easily, because one person's motivation need not be another person's. At the same time, it has to be connected with the organisational behaviour. Organisat ional behaviour is usually a collective behaviour and not an individual one. Just like motivation, organisational behaviour cannot be generalised, because every organisation is unique and the behaviour changes according to the organisation in which the worker is working. As the worker is always a small part of the team, his behaviour will be more of one in the crowd, and not highly individualistic. IMPORTANCE OF SALARY Pay influences people individually and collectively both. Pay perhaps is the most motivating of all the perks, with position following it closely. Money definitely motivates people to a very large extent at work. After all, people work for money and to collect wealth which provides security in life. In addition, it is the visible form of appreciation and the means of saying that his work is worth a lot for the organisation. It gives the

China and minimum wage Research Paper Example | Topics and Well Written Essays - 1000 words

China and minimum wage - Research Paper Example The 1994 labor act specifies that work done after the normal standard working time shall be paid as overtime. The overtime, however, should not exceed three hours in a single day (Chiewping, 2009). Wages should be paid to workers on a monthly basis and in a legal tender. Wage deduction and late payment of workers is firmly prohibited. The labor law on article 48 specifies that the statutory minimum wage should be sufficient enough to sustain the needs of the employee. In March 2004, the ministry of social security and labor in China executed the minimum wage doctrine. The regulations were developed to establish a framework for adjusting and calculating the minimum wage (Zhao, 2010). The guidelines stated that the government should adjust and determine the cyclic minimum wage for full time employees by considering the following factors: An extensive collection of minimum wage levels exists across the whole country since local conditions determine the calculations. Coastal regions are characterized by high minimum wages due to their economic strength. The western provinces together with the central regions on the other hand are characterized by low minimum wages. In an attempt to attract migrant labor force, governments in remote regions such as Xinjiang and Tibet have established high minimum wages levels. On May 2013, Shanghai recorded the highest monthly wage level with Shenzhen closely following behind. Anhui region located in the central province recorded the least minimum wage (Chiewping, 2009). Regulations endorse that 40 to 60% of the regular monthly wage should be set as the minimum wage. Local governments should also embark on the task of carrying out an adjustment review regularly. In the middle of the international economic crisis in 2008, however, the government froze all the increases made on minimum wages (Yongnian, 2013). In

How a firm can make an entry into EU economic zone Essay

How a firm can make an entry into EU economic zone - Essay Example According to the research, European Economic Area was established in 1994 in order to facilitate trade between different member countries and to outline a uniform framework for member countries to actually trade with each other without any significant barriers to entry. In order to make a successful entry into any new market, it is important that the international firms must take into consideration particular factors related to that economic zone. Each zone has its own unique characteristics in terms of its demographics, culture, economics, legal framework, political environment as well as other issues which can directly have an impact on the organization and the way it is going to operate in that region. EU shares a larger cultural heritage which is relatively similar across all countries with most of the countries speaking either German or French with English being dominating language in the UK only. The cultural similarity coupled with integrated economic zone has actually made it easier for international firms to actually make an entry into this region. However, due to the uniqueness of the culture, economic integration, geo-demographics as well as legal and social factors, new businesses can easily tap into the great potential offered by EU economic zone comprised of many countries of the region. Increasing economic burden on the countries like UK and Germany to actually pay off for the sovereign debt of countries like Ireland, Greece, Spain, and Italy making it difficult for these countries to actually normalize political pressure in their own home countries.

Video Game Popularity Essay Example | Topics and Well Written Essays - 250 words

Video Game Popularity - Essay Example Massive amounts of games are produced every year for, literally, hundreds of thousands of excited fans! Interestingly, in Japan the fastest growing market segment is the elderly citizen, something that is very uncommon here in America due to social attitudes from this group. In Japanese markets, older citizens have a much better status in the family structure and have closer ties with youths in the household. This gives them much more exposure to gaming and lets them explore their personal creativity through technology. The senior citizens in Japan, this being people over the age of 60, seek games with content that involves improving brain power to help keep their mental function sharp and accurate. Games that include different puzzles, mind-teasers, and mathematics are in high demand and make a considerable profit margin for gaming manufacturers.Conclusion  The profit potential is always there for the gaming industry because of the widespread cultural adopting of gaming as a lifes tyle activity. It is big money! At the global level, sales of gaming will only continue to rise because they represent a little something for everyone in terms of content. With the development of new technologies will come new video game inspirations using a variety of different console and online formats. Gaming provides countless hours of personal recreation, the ability to sharpen mental focus, and explore their aggressions in a non-physical way by identifying with on-screen characters.   

The virtual project Essay Example | Topics and Well Written Essays - 2250 words

The virtual project - Essay Example This essay analyzes some special problems virtual projects faces with. The process of teambuilding is common to any project. However the virtual project presents some serious problems in the areas of developing trust, developing group identity, sharing information, developing clear structures, formation of ‘cliques’ or informal subgroups and understanding information. If the problems of direct communication and new electronic technologies are not addressed, then they may become fatal. A virtual project is defined as being geographically dispersed so that the team members seldom if ever meet face to face. In this respect, the virtual project differs from the traditional project in that in a traditional team environment, the team members share a common work place so that they meet frequently. However the process of team building involves challenges that are common to all projects. The success of managing any project depends upon building an effective team. This is a commo n problem for any project manager. Effective team building depends upon building trust among the team members. If the team members do not trust each other, then their efforts cannot be directed towards a common goal. This is a problem faced by the project manager not only in the traditional bureaucratic setting, but also in the modern environment characterized by the virtual project. The basic definitions of team building that were implemented in the traditional project hold true for the virtual project as well. ... Creating good team work involves problems that are found in any project. Therefore the project manager, whether he is managing a traditional or a virtual project, must develop skills that can address the problems hindering good teamwork. Good teamwork requires clear structures and this is a problem common to both the virtual project and the bureaucratic setting. Unless the project manager can generate commitment to team objectives, project implementation will fail. These are problems that both the modern and the traditional project manager must consider. Virtual projects specifically face the problem of not being able to directly communicate. Because the team members are spread across several time zones, they cannot meet face-to-face. Therefore the difficulties of communicating and team building are much greater in a virtual project. Implementing virtual project teams requires the project manager to have skills in managing the latest communication technologies. The benefits that trad itional projects can gain from collocation are not attributable to the virtual project in which the team members are geographically dispersed. Therefore virtual projects face unique communication problems. For this reason, implementing virtual projects requires the use of the most advanced communication technologies. Distant team members also face the problem of information sharing. Because they are located in different locations, they have different perspectives on the same information. This problem creates inequities of information which is unique to the virtual project. The virtual project faces the unique problem of not having collocation. As a

Twenty Thousand Leagues Under the Sea by Jules Verne Essay Example for Free

Twenty Thousand Leagues Under the Sea by Jules Verne Essay In a classic novel in the genre of science fiction, Jules Verne depicts the epic adventures onboard the submarine of Captain Nemo. The characters are interesting and memorable and the story is very exciting to read. When the book was first published in France, it was called Vingt Mille Lieues Sous Les Mers, but was translated into English as Twenty Thousand Leagues Under the Sea. This book was written in 1870, quite a long time before submarines were widely used. This illustrates the fact that Jules Verne was a very imaginative writer, because he was able to develop a realistic story around something that had not yet happened. Twenty Thousand Leagues Under the Sea begins with Professor Pierre Aronnax as the narrator. He is a famous marine biologist and is sent on a mission to find a massive sea monster that has been stalking the coast and frightening people all over the world. He leaves New York on a battleship called the Abraham Lincoln and they all search for the monster for quite a while. Finally, the ship finds the sea monster in the Pacific Ocean, near South America and then they begin attacking it. During the battle with the creature, the Abraham Lincoln is damaged and the steering on the ship stops working properly. Professor Pierre Aronnax, his assistant and a man named Ned Land, who is a harpooner, are thrown overboard into the sea. They think that they are lying on top of the sea monster, and all three men are very afraid of what will happen to them. It turns out all right though, because what they are laying on really it isn’t a monster at all. Soon, Captain Nemo opens the hatch of his submarine and the men are brought into the ship, the Nautilus. The submarine is very impressive and seems very comfortable to the men. After everybody is introduced, the Nautilus continues steaming through the ocean. The men see spectacular things from under the sea and enjoy the adventure. They encounter coral in the Red Sea, shipwrecks and then the ice shelves of Antarctica. Finally, the Nautilus brings the men to the lost city of Atlantis. It is a sight unlike anything the men have ever seen before. The whole city is wonderful and there are lots of things to see underwater. Even though they have enjoyed their trip, the Professor, his assistant named Conseil, and the harpooner decide they wan to leave the Nautilus after a while, mostly because Captain Nemo is very unhappy and is doing dangerous things with the submarine. The Captain does not want to let them go, because they have seen his submarine, which he has kept a secret since he built it. Captain Nemo does not want anybody to know that he has this submarine because he wants to be far away from people. If the men were to escape, they might tell the newspapers about the Nautilus and then other battleships might come looking for him again. At the end of the book, Captain Nemo takes the Nautilus far to the North to Norway. The boat is caught in a giant whirlpool because of the reckless way the Captain has been driving his submarine, the Nautilus. After this happens, the Professor, his assistant Conseil, and Ned Land, the harpooner, all decide that it is time to try to make their escape to dry land. Twenty Thousand Leagues Under the Sea is a thrilling novel that has many interesting characters in it. It is also interesting that this book was written in 1870, before submarines were used very often. The details and stories that Jules Verne provides are full of excitement and the book also teaches people about undersea creatures.

Hepatoprotective Effect of Unani Formulation in Rats

Hepatoprotective Effect of Unani Formulation in Rats A study of hepatoprotective effect of unani formulation (Qurs Rewand) in rats. ABSTRACT Aim of study: To evaluate hepatoprotective effect of Unani formulation (Qurs Rewand). Materials and Methods: The study was conducted on adult Wistar albino rats of either sex weighing 150-200 g. Animals were divided into five groups of 6 animals each – I (Plain control), II (Negative control–CCl4 treated group), III (Sylimarin treated group), IV and V (UPF treated groups). Hepatotoxicity was induced by single administration of CCl4 (2ml/ kg I.P., 1:1 in liquid paraffin) in group II, III, IV V on 7th day of treatment. The UPF was administered in a dose of 50 mg/kg and 100 mg/kg, once daily, orally for 7 days in group IV and V respectively. Silymarin was administered orally in the dose of 100 mg/kg body weight, once daily for 7 days in III group and served as standard control. On the 8th day all the animals were sacrificed and the blood was collected. Serum was separated for biochemical estimations. The serum was estimated for ALT, AST, bilirubin, alkaline phosphatase, total protein and TBARS. Histological study of liver was done. Results: The mean serum ALT, AST, bilirubin, alkaline phosphatase, and TBARS were decreased significantly as compared to CCl4 treated group.While total protein was increased significantly as compound with CCl4 treated group. The histological study showed signs of recovery and regeneration in damaged liver cells as compared to CCl4 treated group. Conclusion: The study demonstrated significant hepatoprotective activity of Qurs Rewand (Unani Polyherbal formulation). Key words: Unani Polyherbal formulation, carbon tetrachloride, hepatoprotective activity and Silymarin Introduction Qurs-e-Rewand is a Unani polyherbal preparation (Table-1)[1] frequently prescribed by the physicians of Unani medicine in the management of liver diseases such as infective and other hepatitis.[2,3,4] Rubia cordifolia Linn (Rubiaceae) and Agrimonia eupatoria Linn. (Rosaceae) have been scientifically evaluated for their hepatoprotective effect[5], but the compound as a whole has not been studied for its described properties. Therefore present study has been undertaken to investigate its hepatoprotective effect against CCl4 induced hepatotoxicity in albino rats. The damage produced by CCl4 is described to be similar to the pathological changes seen in infective hepatitis and in many other liver diseases.[6] The liver function test was used to assess the extent of liver damage and the protection induced by the test drug. Since CCl ­Ã‚ ­Ã‚ ­Ã‚ ­4 is reported to damage the hepatocytes mainly by inducing lipid peroxidation, therefore thiobarbituric acid reactive substance (TBARS) test wa s employed to study the antioxidant property of the test drug with a view to underline its mechanism of action.[7] Silymarin (100 mg / kg) was used as the standard hepatoprotective agent to confirm the integrity of the test system and also to compare the efficacy of the test drug as, it has been used in the treatment of chronic or acute liver disease, as well as protecting the liver against toxicity.8] The hepatoprotective properties of Silymarin have been related to the inhibition of lipid peroxides formation or scavenging of free radicals.[9] Histological study was conducted to observe the structural status of cell matrix liver. Materials and Methods The study was conducted in the Department of Ilmul Advia, Ajmal Khan Tibbiya College, AMU in collaboration with the Departments of Pharmacology and Pathology, Jawaharlal Nehru Medical College, AMU, Aligarh, after obtaining permission from Institutional Ethics Committee. Test drug procurement and identification: All the ingredients of UPF were procured from Dawakhana, Tibbiya College, AMU, Aligarh and were identified by comparison for its macroscopic and microscopic characters with authentic specimens of above mentioned at Department of Ilmul Advia, Ajmal Khan Tibya College, A.M.U. Aligarh, U.P. India.(Voucher specimen No. are given below). Botanical NameVoucher specimen No. Rheum emodi Wall Sc-0098/09 Rubia cordifolia Linn Sc-0097/09 Creteria lacca Sc-0096/09 Apium graveolens Linn Sc-0095/09 Feoniculum vulgare Mill Sc-0094/09 Agrimonia eupatoria Linn Sc-0093/09 Preparation of extract: All the ingredients (Table 1) were coarsely powdered before subjection to extraction. The hydro-alcoholic extract of all the ingredients was prepared using by Soxhlet apparatus, in which they were continuously extracted for 6 hours. The extract was filtered by Whatman No. 1 filter paper and evaporated on water bath at 40 600C until it dried completely. The prepared extract was stored in the refrigerator for further use. The dose of the test compound formulation for albino rats were calculated by multiplying its clinical doses described in Unani literature with conversion factor 7.[10] Drugs and Chemicals CCl4, n-butanol, acetic acid (Thomas Baker Pvt. Limtd. Mumbai), sodium dodecyle sulphate, thiobarbituric acid (Otto Kemi Mumbai), 1, 1, 3, 3-tetraethoxypropane (Sigma USA), Silymarin (Sigma-Aldrich, Germany), Folin’s reagent (CDH, Mumbai), AST, ALT, Billirubin, Alk.Phos. and Total Protein estimation kits (Span Diagnostic Ltd, Surat). Animals Thirty Wistar albino rats of either sex, weighing 150-200 g were divided into five groups of 6 animals each. The animals were kept under standard laboratory conditions. Commercial diet pellets and water were given ad libitum. The room temperature was maintained at 25  ± 10 C. Treatments Group I (Plain Control): Distilled water orally in the dose of 1ml /kg, daily for 8 days. Group II (Negative Control): Distilled water orally in the dose of 1ml /kg, daily for 7 days. Group III (Standard): Silymarin in dose of 100 mg / kg daily for 7 days. Group IV V (Test Groups): Extract of Qurs-e-Rewand in the dose of 50 mg/kg and 100 mg/kg respectively suspended in distilled water daily for 7 days. On the 7th day the animals of all groups except those in group I were administered carbon tetrachloride i.p. along with their routine treatment and 24 hours later (on 8th day) all the animals including in group I were sacrificed.[11] Collection of Samples The blood was collected and was kept for 30 minutes without disturbing. The serum was separated by centrifugation for 15-20 minutes at 5000 rpm. The sera of each animal of all groups were estimated for, ALT AST [12], bilirubin[13], alkaline phosphatase[14], total protein[15] and TBARS[16], which are index of lipid peroxides.[17] Histological Examination The liver of rats of all groups was removed immediately and fixed in 10% formalin.[18] The tissue was processed and sections were cut. The slides were prepared and stained with haematoxyline and eosin stain and the histological changes were observed by photomicroscope under high power magnification. Statistical analysis The results are presented as means  ± S.E.M. The data were statistically compared for determining significance of difference by one-way ANOVA test, followed by pair-wise comparison of various groups by LSD. The analysis was carried out by using the software of the website, www. analyseit.com. P Results Biochemical Parameters A highly significant increase in levels of serum ALT, AST, bilirubin, alkaline phosphatase was observed in CCl4 treated rats while total protein was found significantly decreased as compared to control group. There was significant reduction in all biochemical parameters and significant increase in total protein after oral administration of test drug at two different doses (P4 treated group (P Histological Examination Group I: There were central blood vessels and radiating cords of hepatocytes as well as the vascular sinusoids with no evidence of fatty changes, necrosis or inflammation. (Fig.1) Group II: There was centri-lobular (acidophilic) necrosis and vascular congestion. (Fig.2) Group III: There was mild vascular congestion and peri-vascular infiltrate of mono nuclear cells and fibroblast. No fatty degeneration was observed. (Fig.3) Group IV (50 mg/kg): There was vascular congestion and peri-lobular hydropic degeneration of hepatocytes (In high magnification only vascular congestion). (Fig.4) Group V (100mg/kg): The slides showed well preserved hepatic architecture. There was no fatty degeneration, only mild vascular congestion and peri-vascular infiltrate of mono nuclear cells and fibroblast and regenerating hepatocytes were observed. The hepatic architecture was found similar to that observed in group III. (Fig.5) Discussion The findings of the present study demonstrated that the test drug (Unani formulation) lowered the biochemical markers of liver function as well as the lipid peroxide towards normal. The histological findings also indicated protective response by bringing the derangement of liver cell matrix to very near to normalcy. Thus the remarkable reduction in CCl4 intoxicated biochemical markers by test drug extract, supplemented by commensurate histopathological findings of rat liver sections indicated hepatoprotective effect of this herbal formulation. The likely mechanism of hepatoprotective response appears to be the anti-oxidant property. Carbonterachloride has been widely used for inducing hepatic damage due to free radical formation during its metabolism by hepatic microsomes.[19] The clinical features of carbontetrachloride induced hepatic damage resemble that of acute viral hepatitis.[20] The mechanism of producing hepatic damage by CCl4 depends on reductive dehalogenation of CCl4 catalyzed by cytochrome P450 in the liver cell endoplasmic reticulum leading to the generation of unstable complex of CCl4 radical. This trichloromethyl radical reacts rapidly with O2 to yield trichloromethyl peroxy radical which is reported as a highly reactive species. Qurs-e-Rewand appers to exert its hepatoprotective effect by inhibiting lipid peroxidation mediated by CCl4, due to its antioxidant activity as it decreased the lipid peroxide significantly in TBARS test. The test drug further appears to exert hepatoprotective effect due to its effect against cellular leakage and loss of functional integrity of the cell membrane in hepat ocytes i.e. they possess membrane stabilizing property, indicated by significant decrease in AST, ALT, Alk. phosphatase and lipid peroxidation. The biochemical as well as histological observations demonstrated dose dependent protective action of the extract against the liver damage. The extract in dose of 100mg/kg caused greater response. The biochemical markers were found significantly lower and retention of hepatic architecture, reduction in fatty degeneration and necrosis were more marked in this group than the group treated with 50mg/kg. The overall hepatoprotective effect produced by the 100mg/kg was sientifically equal to standard drug Silymarin. Further, quite interestingly the animals treated with Qurs-e-Rewand showed regeneration of hepatocytes, which provide an indication of high clinical and therapeutic value. The protective effect demonstrated with regard to liver function (Biochemical markers), lipid peroxidation and structure (Histological study) provides conclusive proof that the test drug possesses hepatoprotective activity. The present study provides scientific support and validation to the Unani claim regarding the hepatoprotective activity of the test drug. The study also provides the interesting information that Qurs-e-Rewand promotes hepatocellular regeneration, so it may be useful in diseases where liver damage is extensive such as chronic hepatitis and cirrhosis. Conclusion: it can be concluded that both the doses of test drug (Qurs Rewand) possess significant hepatoprotective activity against acute hepatic damage induced by CCl4. Further, the mechanisms and activities of compound drug require more study to understand the hepatoprotective mechanism. REFERENCES Table 1: Ingredients of Qurs-e- Rewand Botanical Name (Family) English Name Quantity (in gm) Rheum emodi Wall (Polygonaceae) Rhubarb 17.5 gm Rubia cordifolia Linn (Rubiaceae) Indian Madder 10.5 gm Creteria lacca (Coccoidea) Lac 10.5 gm Apium graveolens Linn (Apiaceae) Celery 3.5 gm Feoniculum vulgare Mill (Umbelliferae) Fennel 3.5 gm Agrimonia eupatoria Linn (Rosaceae) Agrimony 3.5 gm Table 2: Effect of test drug (Q.R) and Silymarin on biochemical parameters of liver function in CCl4 induced toxicity. Values are Mean à ¯Ã¢â‚¬Å¡Ã‚ ± SE; n = 6; x = against plain control, y = against CCl4 (2 ml/kg), z = against standard (Silymarin) (100 mg/kg); a = against Q.R. single dose (50 mg/kg), b = against Q.R. double dose (100 mg/kg); 1 = P Group I Fig. 1: Section of rat liver showing central blood vessels and radiating cords of hepatocytes as well as the vascular sinusoids (H E stain High power) Group II Fig. 2: Section of liver showing centrilobular (Acidophilic) necrosis, and vascular congestion and marked congestion of portal vessels (H E stain, High power) Group III Fig. 3: Section of liver showing mild vascular congestion and peri-vascular Infiltrate of mono nuclear cells and fibroblast (H E stain, High power) Group IV Fig. 4: Section of liver showing vascular congestion (H E stain, High power) Group V Fig. 5: Section of liver showing mild vascular congestion and peri-vascular infiltrate of mono nuclear cells and fibroblast and regenerating hepatocytes (H E stain, High power)

The Lack Of Education Education Essay

The Lack Of Education Education Essay The correlation between formal education and work has been a focus of mounting public debates over the past decades. The current population are faced with mounting challenges in choosing from various collection of educational efforts endorsed under the pretext of lifelong learning sequentially to keep up with rapidly shifting job markets, the fast pace of technological change and global competiveness. Learners are urged to seek adequate degree (and the right type) of education to meet labour force obligations, educationalists are required to guarantee their academic curriculums are customized to generate workers with the exact skills needed to increase productivity and competitiveness in todays globally competitive economy (Wotherspoon, 2009). In the context of global competition, in which a greater level of general and specialized competence is required, education is viewed as a measure of success for a nation (Glen A a Jones). But there is general consensus that the education syste m has lost touch with the task of preparing students for a meaningful career. Penchants against career technical education among academia together with increasing demands to teach to standardized tests are obliging schools to prepare students for a future they will never have, rather than providing graduates with the real-world skills (Wotherspoon, 2009). In a study on the relevance of school education to employment in Wotherspoon and Schissel (2201) observed that there is a mismatch between what traditional school education develops in learners and the needs of the world of work. The research established that most employees criticized the education system for being too academic and lacking in the development of proper work ethic. This gap between schooling and work is generally explained through the analysis of technological functionalism and human capital theory (Wotherspoon, 2009). The technological functionalism hypothesis assumes that changes in educational demands are connected to changes in skills and expertise, and that formal educations offers the required training for highly specialized jobs (Wotherspoon, 2009). This rational links education as an investment and therefore will provide a greater return for competitive economical growth. Conversely, the lack of education or an unsuitable career path reduces individuals prospects and weakens economic growth (Livingston, 1999a). In response to the rhetoric of healthy economy, educational institutions are therefore encouraged to overhaul their curriculum to correlate with job expectations and the complex realities evolved in a globalized and technological era (Wotherspoon, 2009). David Livingstone (1999a), through is own inquiries, proposes a scathing critique of the myth in the quest of the perfect type of education for the perfect job professed by the advanced industrial economies. Livingstone argues that we should be more alarmed with the lack of meaningful and rewarding work associated with educational deficiencies but to job churning (Livingstone 1999a, p. 223). If we are to recognize the mismatch between education and work, underemployment and wasted talents are an even larger social problem and more of an economical issue than educational deficiencies (Livingston e 1999a). Original empirical evidence reveals that Canadians have accumulated extensive education qualifications and experience which currently exceeds the actual performance requirements of their jobs (Livinstone 1999a) and that women are more apt than men to have an higher education than their profession actually requires (Metcalf, 1992). Our growing preoccupation with the standardized hierarchical pyramid endeavours of our educational system is augmented by various learning flurries that form a huge unknown and unrecognized iceberg of informal learning (Livingstone 1999a p. 149). Provoked by an absence of adequate jobs, lack of opportunities to apply their formal education and the continuous desire for self-development, individuals engage in more education only to stumble upon the odds that further hindrances will deviate their search for meaningful employment (Livingstone 1999a). But the opinions of wasted talent among a percentage of the labour force has increased in popularity during a time of prevalent unemployment and subjective underemployment and are the end result of peoples inability to find work, to get validation for their qualifications and abilities, or to use their skills in their current profession (Livingstone 1999a). These tensions appraised throughout Livinstones The Education-Jobs Gap bring a sundry of dissemination for educators. Formal educational credentials will continue to be essential imperatives as long as employers and learners value these requirements as the necessary distinct to social advancement and economic success (Livingstone 1999a). However, these same pressures command incessant job restructuring and workplace practices, creating redundancy in many workers skills and knowledge (Lawton, 1992a). The promotion by large profit-driven corporations to commodify, justify and control learning related practices is liable to create a plethora of alternative educational opportunities along with additional propaganda and reorganizing of existing educational programs (Fleissner 2005) As this education system is restructured in accordance by public and private appeals for practical forms of training linked to the current job demands, however, fiscal and corporate restraints may curb admission to educational services, affecting most critically persons from the least advantaged social groups (Livingstone 1999a). Taylor and Watt-Malcolm (2008) has provided an illuminating analysis of these shortcomings in the context of fostering useful knowledge and apprenticeship programs, and the impact this has on the rationalization of the workforce learning agenda and the academic/vocational division in schools. The authorsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ inquiries with students and instructors involved in a carpentry program revealed important data concerning the liberal attitudes to workforce development. Interestingly, limits on learning took place in schools somewhat because of the academic/vocational gap in curriculum. In the educational realm, the downfall to deal with consternation rooted in power relations in the workplace restricted studentsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ learning. Similarly, students were forced to make trade-offs in the workplace that limited their learning. The authors disputed that taking steps to attend to these concerns would improve workplace practices and learning environments for apprentices. While policy-makers are inclined to concentrate on formal training, their research recommends a change in workplace practices encouraging an all encompassing learning environment for apprentices. For example, students were often confronted with an option between accepting more secure work in a specific area of the trade and obtaining work with established entrepreneurs who stipulated a higher return on their training investment (Taylor Watt-Malcolm 2008). In the latter case, the difference between employee skill development and exploitation was not always apparent. With regards to acquisition of skills and overall quality of an apprenticeship program, employers should assume bigger accountability by providing mentorship opportunities. In order to create a highly educated and flexible labour force for increasingly demanding workplaces greater contingencies could be afforded to students and educators to survey workplace challenges (Taylor Watt-Malcolm 2008). However, such suggestions are also problematic. The apprenticeship system is not ready to change. It is intensely entrenched in a mind-set, in its customs, traditions and institutional framework (Schuetze, 2003). From their inception, the educational system in Canada has been created by differing and often conflicting principles. Factors like conformity, competition, advancement of knowledge, and economic development are meant to coexist with to democratic values, diversity, individuality, inclusiveness, modification, and personal growth. Canadian educational advances have been differentiated by growing acknowledgment that uniformity in mass public training bestowed by repeated challenges to amalgamate diverse and changing groups of learners and social development. Broader debates in diverse national perspective have framed public concern around issues of how schools do or should contribute to the economic arena and to the development of human capital. Of relative importance is how well schools achieve their role as a comprehensive training system to provide to all learners equitable access for social, economic, and political participation (Carnoy Levin, 1985). Education is a dynamic process involving individuals, groups, and society in which they live. It is a process which is shaped by the past, and at the same time, one which must be refined continuously to meet challenges which cannot be avoided in the future. Much has been accomplished in recent years toward the provision equitable access to all who are qualified and seek further education. With imaginative and sensitive leadership both at the government level and institutional level higher education has the ability to exploit to the fullest the talents and potentials. The challenge however must be met without sacrificing those underlying values. In Canada, as in many other countries, there is concern that the existing education systems are not adequately meeting the challenges of the complex modern world.

Football Essay examples -- essays research papers

College Football VS. Pro Football   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  With a growing number of people becoming interested in professional football along with college football, I thought I would explain some of the contrasts and comparisons’ between the two divisions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The first big contrast is the number of teams and number of games they play in a season. College football has 117 teams in the division 1-A, which is the top division. There are over a thousand teams in the 5 lower divisions. College teams play any where from 11 regular season games to 13. Some conferences have conference championship games which is another game and then the bowl games (Which is the college footballs postseason, which we’ll talk about later) if you make one. So basically college teams can play any where from 11 to 15 total games in a year. All 32 pro football teams play 16 games in a regular season. If you make the playoffs you can play up to 4 more games if you keep winning games in the playoffs. Also pro football teams play a preseason which college doesn’t. The preseason can consist of four to five more games. Pro football teams can play a minimum of 16 games and a maximum of 20 games. The 2 common parts of the season for the pros and college teams is that don’t play everyone in one season and they get a bye week during the year.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  College and pro tea...

The Benefits of Having a Greenhouse Essay -- Essays Papers

The Benefits of Having a Greenhouse There are many benefits of having a greenhouse or growing space attached to the average family home. A well-built greenhouse can utilize solar power in such a way that it becomes a positive addition to the household in every way. Greenhouses present an opportunity for everyone to be able to grow some of their own food, save electricity, gain practical experience, and soothe their mind and body. Throughout history gardens have served as a food source for families. Collecting and preserving the summer harvest provided a large part of the food for families all over the world. The nutrients contained in vegetables and fruit are very important for good health, and can enrich financially limited diets. During World War Two the American Government encouraged citizens to grow â€Å"Victory Gardens† in their backyard. These gardens would be full of vegetables to help families through financially difficult times. Not only do gardens provide fruits, vegetables, spices and flowers for people in time of need, but they have been proven to help relieve stress. Many emotional care facilities have gardens where the patients can work in the soil, water, and help take care of the plants. The simple mindless effort that goes into caring for plants is soothing, and allows people to relax their mind while using their body. Patients in physical therapy are also encouraged to work in gardens. There are many activities in gardening that can be done with little strength or flexibility. Many retirement communities have also started gardens on their property to encourage their residents to spend time caring for the plants. In areas such as Vermont the growing season is so short that the benefits of simp... ...ds the local lumberyard, and the local nursery. The reduction in petrochemical savings is important, for both financial and environmental reasons. Eating food fresh from a personal garden; grown, cared for, picked and eaten by the same person is an enormously satisfying experience. The benefits to having a solar greenhouse are numerous, and varied. The financial, health, emotional, and environmental benefits are great, and more than enough reason to build a personal greenhouse. Bibliography Energy Saving Urban Greenhouses for Canada. Research Branch. Agriculture Canada. Printed by Ministry of Supply and Services. Publication 1814-E. 1987. Yanda, Bill and Rick Fisher. The Food and Heat Producing Solar Greenhouse. John Muir Publications, Inc. USA. 1976 â€Å"A Brief History of Solar Energy.† April 5 1999. www.uccs.edu/~energy/courses/160lectures/solhist.htm.

Political Economies

Contemporary political economies are mixtures of fascism, socialism, capitalism, anarchism, etc. Most of them stress aspects of certain systems more than those of others but in each one will find a mixture. Recent largely fascist systems are those of Mussolini's Italy, Peron's Argentina, Hitler's Third Reich, Chavez' Venezuela, and several of recent Middle Eastern regimes (e. g. , Libya), Egypt, et al. So called communist regimes are also effectively fascist since they tend to be ruled by an undemocratic group of rulers†e. . , North Korea, Cuba. Welfare Statism The welfare state or, from the economic viewpoint, the mixed economy, may be understood as a combination of the principles of capitalism and socialism. Sometimes the emphasis in this system is placed not so much on economic as on certain moral considerations. Basically the welfare state consists of a legal system that aims at securing for everyone the negative right to liberty and the positive right to well being.The wel fare state, which is to say most Western countries, balances the two values that together seem to its advocates to be the bedrock of a civilized society. No one ought to have his or her sovereignty seriously compromised, nor should anyone be permitted to fall below a certain standard of living. This is difficult to maintain ecause at different times one or another of these objectives will probably take priority and in mostly democratic systems political leaders will vacillate between giving more support to one or the other.The right to strike, for example, which is the negative liberty to quit one's Job in an effort to gain respect for one's terms of employment, may conflict with the positive right to be provided with various services–e. g. , health care, mail delivery or education. It is indeed a prominent feature of the welfare state that both negative and positive rights receive their legal protection. Negative rights involve respect for a person's life, liberty and proper ty–that is, everyone is by law supposed to abstain from interfering with these.Positive rights, in turn, involve respect for a person's basic needs–that is, everyone who is unable to secure the requirements ot survival and even tlourishing is supposed to have those provided by way of the appropriate public policy (e. g. , taxation, mandated services, public education, national health care). The moral underpinnings of the welfare state can be utilitarianism, altruism or certain intuitively held moral precepts. Utilitarianism requires that all pursue the eneral welfare and whatever public policies to facilitate this were needed would be justified.Although many utilitarians believe that the general welfare is best achieved when government operates in a largely laissez-faire fashion, there is no objection to government intervention in social affairs if without those many in the society may fail to achieve a decent and prosperous form of life. Altruists, in turn, often hold that to make certain that people fulfill their primary obligation to help others, it is necessary to introduce public measures that will secure such help, given that many might wish o breach their duty to do the right thing.Finally, there is the claim that by our common intuitions it is evident that both a measure of personal liberty and social welfare must be guaranteed to all, lest the quality of life in society fall below what it should be. While people object to the welfare state from several other perspectives, it is thought by its supporters to be the most stable modern political orders. Although it is characterized by much dispute and controversy, in the long run, its supporters maintain, the system seems to be overall satisfactory and Just.

Managing Overtime Worked in the Workplace

In the following report, I will be give illustrations and possible solutions for an overburdening problem that exists in the U.S. Postal service Operations throughout the country. Overtime is an age-old problem that has gone long overdue without someone or a group paying serious attention to correcting this problem. The United States Postal Service is a large organization with many facets of operations; I will be concentrating on what we call the Field Operation or Area Office. This is where the public comes into personal contact with the Postal Service either by way of the individual letter carrier (mailman) or the window clerk who assists with business transacted at the post office. Every community across America has a Post Office. We are one of the most visible employers in the world. The U.S. Postal Service employs approximately 750 thousand diverse people. Many different cultures and nationalities come together to combine as an efficient workforce that gets the job done. The pay is moderate, so it would be pretty difficult to become independently wealthy working for the Postal Service. But, there are some employees that believe if they work, as much overtime as possible, maybe they can become rich. Unfortunately, this poses a daily obstacle to overcome for most managers in the U.S. Postal Service. The U.S. Postal Service is a production driven outfit therefore; everything is based on production verses cost ratio. The average workday for a postal employee is eight hours. It does not take a genius to figure out that the longer it takes to do the job, the more money is made. So, the employee that desires more money would be motivated to take longer to complete his or her assigned task(s). Historically, the Postal Service has been plagued with managers that were not diligent in doing their jobs with regard to overtime management. Because of this clusters of employees became accustomed to a Carte Blanche style of working. Employees were in effect managing the overtime and work production. During my career as a letter carrier, I completed my assigned tasks within my eight-hour shift working overtime only when deemed necessary by my manger. When I became a manager, I expected everyone who worked for me to have the same work ethics that I had. If this was not case, I attempted to force them to work as hard as I did. I later found out that this was not a good management approach. In fact, this was the easiest way to harvest disgruntle employees. Here was my dilemma; I was the new young manager who expected an honest day†s work, for an honest day's pay, paired with a staff that had been allowed to do whatever they wanted for the past ten years. The office of my first management assignment had 90 percent of the employees working an average of 10-16 hours of overtime per week. My performance as a manager as well as well as the production performance for our office was based on the amount of manpower hours used to deliver the total volume of mail. I will present information about the systems put in place that worked as a check and balance format. These systems enabled me to demonstrate to my employees that my requests were not unfair or unreasonable. I will discuss the areas that the employees were able to assist in helping to aleve the excessive use of overtime. I will also discuss in detail areas that contributed to the excessive use of overtime that did not involve my employees. With implementation of the new systems, my office has reduced its overtime to 14 percent.    While controlling overtime may seem as easy as just making an announcement â€Å"that no one is allowed to work overtime†; this is very far from true in the U.S. Postal Service area offices. There are many variables that come into play, the first of which is staffing. In order to do a good job; the office must be properly staffed. We have percentage breakdowns that factor in amounts of carrier routes; amounts of deliveries per zip code that derives to an employee complement. Each office has a number that satisfies their complement. If for any reason a particular office is operating under their complement that makes the task a more difficult. Any office can be fine one week and short the next, due to retirement, injuries, or details to name a few. If any of the aforementioned were to occur a manager could request replacement for these employees, whether they will be granted or not is another story. Then we have the day-in day-out mystery of who will call in on sick leave. Having any of these instances to take place in a given day can simply cripple an operation. If we take a carrier operation anywhere in the world that has 35 city carrier routes and 4 carriers call in sick on a Monday, that manager now has to scramble to get coverage for those four vacant routes. It is not like other organizations where your work can carry over by one day; the mail must be delivered daily without exception. This makes it difficult to get the work done in an eight–hour day for the remaining employees. The first thing the manager must do is to telephone four employees who would normally have the day off and ask them to come in and work their day off. Bare in mind that the U.S. Postal Service has something called an Overtime Desired List, a voluntary list of employees who wish to work overtime on assignments. When the manager telephones employees to come in on their day off, he must first call those on the Overtime Desired List. If the manager does not get four employees from the list, he may then exercise the option to call employees not on the Overtime Desired List. The only alternative to this situation is to have employees already present complete their assignments and pitch in to help deliver the vacant assignments. The advantage of this situation is that it allows you to minimize your overtime usage for the day. If the manager was able to get four employees from the Overtime Desired List to come he has automatically used 32 hours of overtime for that day. By having employees already present work additional hours, you are able to use far less overtime for that day. This is an area I feel managers need to stress to their bosses so that all efforts are exhausted in hiring more employees for offices to operate under their complement. The earlier mentioned example could have been avoided had that office been properly staffed. A fully complemented office would have unassigned employees who would have been given those assignments for the day avoiding the need for overtime. In order to be a successful office you must be fully complemented. When I was finally able to get my office fully complemented my overtime was reduced by 10% – 30% as shown in the graph below. The U.S. Postal Service has another formula that we use to gauge an employee†s production. There is a standard based on demonstrated ability. We can not hold Carrier A to Carrier B†s standards. This formula is for sorting letters and flats (magazines, newspapers, etc.). The formula allows 1 hour to sort 2 feet of letter mail. This is 2 linear feet, 2 linear feet equals 454 pieces of letter mail or 230 pieces of flat mail. So in order to standardize an employee the manager must count out 2 feet of mail, letters or flats, and calculate the amount of time it takes the employee to sort this mail. The average carrier has no problem at all meeting this quota, but there are those who attempt to outsmart their managers. If the manager is not focused on them during the sorting period there are those carriers who have the tendency to leave their areas to socialize among their coworkers, or â€Å"slow sort† their mail. The longer it takes a carrier to sort his mail, the longer it takes that carrier to get out of the office on the street to deliver this mail, making this same carrier late in returning from his assignment guaranteeing this carrier overtime for the day. You multiply this by several carriers in one office daily and you come up with an unaccountable amount of overtime usage as a manager. This affects your production numbers for the office as a whole. This where a manager has to jump in and approach the individual carriers immediately. As a manager I that this has happen to, I have approached the individual and asked some very basic questions to make certain that there are no health or personal issues going on with the carrier affecting their productivity. If nothing out of the ordinary exists, I point out that they are not meeting their productivity quota and make certain suggestions to assist them in meeting their quota. There are those times when you are challenged as a manager to verify your findings. When those situations arise, I go out and measure, with the carrier present, the actual number of feet of mail for them to sort and time them sorting this mail. Once you demonstrate to your employees that you are only expecting from them what is minimally required, and that you will hold them accountable for just that you run into this type of problem less and less. Another major contributor to overtime usage is the actual mail flow itself. Most days this is not a problem, but when it is a problem it is usually a big problem. In Northern Virginia we have two mail distribution centers, one in Merrifield and one in Dulles. For the Falls Church Post Offices, we receive our mail from Merrifield. Each morning we receive 3 dispatches of mail from 6:00 a.m. to 8:30 a.m. When these dispatches are on time everything runs smoothly, but when these dispatches are late an office goes from running smoothly to being hectic. One of the main reasons for a delayed dispatch is the mechanical failure of a mail-processing machine in Merrifield. In preparing itself for the new millenium, the U.S. Postal Service Distribution Centers are equipped with high-tech automated mail processing machines that do the job of ten employees sorting mail. In the event of a mechanical failure, one of our dispatches can be delayed by 1 – 2 hours. This 1 – 2 hour delay is passed along to my operation in 1 – 2 hours of down time for my carriers while they are waiting for their mail to deliver. That equals approximately 1 –2 hours of unforeseen overtime per employee that day. As demonstrated in the graph below this is a large usage of overtime for an entire office when calculated. The combination of mail volume and properly scheduled mail dispatches is critical in minimizing overtime. In closing, I would suggest that as we approach a new millenium the U.S. Postal Service would be better served by doing away with some of the older ways of thinking. The Overtime Desired List should be dismantled. This forces managers to go outside of the employees already present for work as a first solution to a vacant assignment list. To me this encourages overtime usage. I would also suggest for offices receiving mail dispatches late at least 3 times a week to move their scheduled time for mail receipt back and bring their carriers in a little later to accommodate for the dispatch schedules. For example if an office has consistently been receiving their dispatches an hour late, instead of having the carriers report to work at 6:30 a.m. they would move the carriers reporting times up to 7:30 a.m. instead eliminating that hour of downtime per person that they are losing.